The article provides a quality improvement initiative in executive summary format and discusses fundamental principles of servant leadership and characteristics of performance-driven team.
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NRS 451 Executive Summary Topic 3 Discussions
| nrs 451 executive summary Topic 3 DQ 1 | fundamental principles of servant leadership |
Describe the fundamental principles of servant leadership. Present two qualities of servant leadership and explain how they support interprofessional communication in providing patient care.
NRS 451 Executive Summary Topic 3 Discussions
| Topic 3 DQ 2 | characteristics of performance-driven team |
Describe the characteristics of performance-driven team. Describe the difference between intrinsic and extrinsic motivation and explain why it is important in understanding the types of motivation when it comes to team performance.
NRS 451 Executive Summary
In this assignment, you will propose a quality improvement initiative from your place of employment that could easily be implemented if approved. Assume you are presenting this program to the board for approval of funding. Write an executive summary (750-1,000 words) to present to the board, from which the board will make its decision to fund your program or project. Include the following:
- The purpose of the quality improvement initiative.
- The target population or audience.
- The benefits of the quality improvement initiative.
- The interprofessional collaboration that would be required to implement the quality improvement initiative.
- The cost or budget justification.
- The basis upon which the quality improvement initiative will be evaluated.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
NRS 451 Executive Summary rUBRICS
| Course Code | Class Code | Assignment Title | Total Points | ||||||
| NRS-451VN | NRS-451VN-O501 | Executive Summary | 140.0 | ||||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (75.00%) | Satisfactory (79.00%) | Good (89.00%) | Excellent (100.00%) | Comments | Points Earned | |
| Content | 80.0% | ||||||||
| Purpose of the Quality Improvement Initiative | 15.0% | The purpose of the quality improvement initiative is not provided. | The purpose of the quality improvement initiative is incomplete, missing relevant information. | The purpose of the quality improvement initiative is provided and meets the basic criteria for the assignment as indicated in the assignment instructions. | The purpose of the quality improvement initiative meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail. | The purpose of the quality improvement initiative meets all criteria for the assignment, as indicated in the assignment instructions, is provided in detail, and demonstrates higher level thinking by incorporating prior learning or reflective thought. | |||
| nrs 451 executive summary | |||||||||
| Target Population or Audience | 13.0% | The target population or audience is not addressed. | The target population or audience is incomplete, missing relevant information. | The target population or audience is provided and meet the basic criteria for the assignment as indicated in the assignment instructions. | The target population or audience meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail. | The target population or audience meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought. | |||
| Benefits of Quality Improvement Initiative | 13.0% | The benefits of the quality improvement initiative are not provided. | The benefits of the quality improvement initiative are incomplete, missing relevant information. | The benefits of the quality improvement initiative are provided and meet the basic criteria for the assignment as indicated in the assignment instructions. | The benefit of the quality improvement initiative meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail. | The benefit of the quality improvement initiative meet all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought. | |||
| The article provides a quality improvement initiative in executive summary format and discusses fundamental principles of servant leadership and characteristics of performance-driven team. | |||||||||
| Interprofessional Collaboration Required to Implement the Quality Improvement Initiative | 13.0% | The interprofessional collaboration that would be required to implement the quality improvement initiative is not discussed. | The interprofessional collaboration that would be required to implement the quality improvement initiative is incomplete, missing relevant information. | The interprofessional collaboration that would be required to implement the quality improvement is discussed and meets the basic criteria for the assignment as indicated in the assignment instructions | The interprofessional collaboration that would be required to implement the quality improvement is discussed and meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail. | The interprofessional collaboration that would be required to implement the quality improvement initiative is clearly discussed and meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought. | |||
| The article provides a quality improvement initiative in executive summary format and discusses fundamental principles of servant leadership and characteristics of performance-driven team. | |||||||||
| Cost or Budget Justification | 13.0% | The cost or budget justification is not provided. | The cost or budget justification is incomplete, missing relevant information. | The cost or budget justification is provided and meets the basic criteria for the assignment as indicated in the assignment instructions. | The cost or budget justification issue meets all criteria for the assignment, as indicated in the assignment instructions, and is provided in detail. | The cost or budget justification issue meets all criteria for the assignment, as indicated by the assignment instructions, and is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought. | |||
| The article provides a quality improvement initiative in executive summary format and discusses fundamental principles of servant leadership and characteristics of performance-driven team. | |||||||||
| Basis Upon Which the Program or Project Will Be Evaluated | 13.0% | The basis upon which the quality improvement initiative will be evaluated is not provided. | The basis upon which the quality improvement initiative will be evaluated is incomplete, missing relevant information. | The basis upon which the quality improvement initiative will be evaluated meets the basic criteria for the assignment as indicated in the assignment instructions. | The basis upon which the quality improvement initiative will be evaluated is provided in detail. | The basis, upon which the quality improvement initiative will be evaluated as indicated by the assignment instructions, is provided in detail, while demonstrating higher level thinking by incorporating prior learning or reflective thought. | |||
| Organization, Effectiveness, and Format | 20.0% | ||||||||
| Thesis Development and Purpose | 5.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | |||
| The article provides a quality improvement initiative in executive summary format and discusses fundamental principles of servant leadership and characteristics of performance-driven team. | |||||||||
| Paragraph Development and Transitions | 5.0% | Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. | |||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | |||
| Paper Format (use of appropriate style for the major and assignment) | 2.0% | Template is not used appropriately, or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate template is fully used. There are virtually no errors in formatting style. | All format elements are correct. | |||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 3.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | |||
| Total Weightage | 100% |
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