Unit 7PowerPoint Presentation
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Instructions
Create a PowerPoint presentation with Presenter Notes detailing your plan. This should consist of 10-12 slides. Include the following:
· A title slide depicting your name and the title of your project
· Include 1-2 slides each on: an overview of the technology, benefits of this technology, an overview of ethical, legal, safety, and privacy issues related to this technology, an overview of your projected implementation of this technology in your current or future workplace.
· Create a slide which describes what you think are present and future implications for nurses with respect to technology in general, and this technology specifically.
· Create a reference slide and put all references used in presentation.
· 5 professional references are required, and in-text citations on individual slides are needed.
· Add presenter notes to the slide which enhance the content of the slides, as if you were presenting to a group, and this is your script. In PPT, access “notes view†to see the presenter notes boxes. Slides should not contain paragraphs of narrative. They should contain only bullet points or brief explanations. The longer narratives go in your presenter notes.
· For format and guidelines for PPT presentations check out the  website.
· If needed, please review the instructions on how to use speakers notes in .Â
Estimated time to complete: 8 hours
Rubric
NSG421 Presentation Rubric
| NSG421 Presentation Rubric |
| Criteria | Ratings | Pts |
| This criterion is linked to a Learning OutcomeTopic | | 10Â pts 5 Identifies a creative, focused, and manageable topic that addresses potentially significant aspects of the topic. | 9Â pts 4 Identifies a creative, focused and manageable topic that addresses important and notable aspects of the topic. | 8Â pts 3 Identifies a focused and manageable/ doable topic that appropriately addresses relevant aspects of the topic. | 7Â pts 2 Identifies a topic that while manageable/ doable, is too narrowly focused and leaves out relevant aspects of the topic. | 6Â pts 1 Identifies a topic that is far too general and wide-ranging as to be manageable and doable. | 0Â pts 0 Does not clearly identify a topics that is relative to the assignment. | | 10Â pts |
| This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views | | 30Â pts 5 Synthesizes in-depth information from relevant sources representing various points of view/ approaches. | 27Â pts 4 Examines in-depth information from relevant sources representing various points of view/approaches. | 24Â pts 3 Explains in-depth information from relevant sources representing various points of view/ approaches. | 21Â pts 2 Relates information from relevant sources representing limited points of view/ approaches. | 18Â pts 1 Relates information from irrelevant sources representing limited points of view/ approaches. | 0Â pts 0 Information is irrelevant to the topic. No clear point of view/approaches. | | 30Â pts |
| This criterion is linked to a Learning OutcomeDesign Process | | 10Â pts 5 All elements of the methodology or theoretical framework are skillfully developed. Appropriate methodology or theoretical frameworks may be synthesized from across disciplines or from relevant sub-disciplines. | 9Â pts 4 Most critical elements of the methodology or theoretical framework are appropriately developed. Appropriate methodology or theoretical frameworks may be analyzed from across disciplines or from relevant sub-disciplines. | 8Â pts 3 Some critical elements of the methodology or theoretical framework are appropriately developed, however, more subtle elements are ignored or unaccounted for. | 7Â pts 2 Critical elements of the methodology or theoretical framework are missing, incorrectly developed, or unfocused. | 6Â pts 1 Inquiry design demonstrates a misunderstanding of the methodology or theoretical framework. | 0Â pts 0 The design of the paper is not based upon a clear methodology or framework. | | 10Â pts |
| This criterion is linked to a Learning OutcomeAnalysis | | 30Â pts 5 Organizes and synthesizes evidence to reveal insightful patterns, differences, or similarities related to focus. | 27Â pts 4 Organizes and analyzes evidence to reveal insightful patterns, differences, or similarities related to focus. | 24Â pts 3 Organizes evidence to reveal important patterns, differences, or similarities related to focus. | 21Â pts 2 Organizes evidence, but the organization is not effective in revealing important patterns, differences, or similarities. | 18Â pts 1 Describes evidence, but it is not organized and/ or is unrelated to focus. | 0Â pts 0 Lists evidence, but it is not organized and/ or is unrelated to focus. | | 30Â pts |
| This criterion is linked to a Learning OutcomeConclusion | | 30Â pts 5 States a conclusion that is a logical extrapolation from the inquiry findings. | 27Â pts 4 States a conclusion that is a logical interpretation of the inquiry findings. | 24Â pts 3 States a conclusion focused solely on the inquiry findings. The conclusion arises specifically from and responds specifically to the inquiry findings. | 21Â pts 2 States a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings. | 18Â pts 1 States an ambiguous or unsupportable conclusion from inquiry findings. | 0Â pts 0 States an illogical conclusion from inquiry findings. | | 30Â pts |
| This criterion is linked to a Learning OutcomeLimitations and Implications | | 20Â pts 5 Insightfully discusses in detail relevant and supported limitations and implications. | 18Â pts 4 Examines relevant and supported limitations and implications. | 16Â pts 3 Discusses relevant and supported limitations and implications. | 14Â pts 2 Presents relevant and supported limitations and implications. | 12Â pts 1 Presents limitations and implications, but they are unsupported. | 0Â pts 0 Presents limitations and implications, but they are irrelevant. | | 20Â pts |
| This criterion is linked to a Learning OutcomeWriting | | 10Â pts 5 The presentation exhibits a superior command of written English language conventions. The presentation has no errors in mechanics, grammar, or spelling. | 9Â pts 4 The presentation exhibits a stronger command of written English language conventions. The presentation has no errors in mechanics, grammar, or spelling that impair the flow of communication. | 8Â pts 3 The presentation exhibits command of written English language conventions. The presentation has minor errors in mechanics, grammar, or spelling that impact the flow of communication. | 7Â pts 2 The presentation exhibits a limited command of written English language conventions. The presentation has frequent errors in mechanics, grammar, or spelling that impede the flow of communication. | 6Â pts 1 The presentation exhibits little command of written English language conventions. The presentation has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning. | 0Â pts 0 The presentation does not demonstrate command of written English language conventions. The presentation has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning. | | 10Â pts |
| This criterion is linked to a Learning OutcomeAPA | | 10Â pts 5 The required APA elements are all included with correct formatting, including in-text citations and references. | 9Â pts 4 The required APA elements are all included with minor formatting errors, including in-text citations and references. | 8Â pts 3 The required APA elements are all included with multiple formatting errors, including in-text citations and references. | 7Â pts 2 The required APA elements are not all included. AND/OR there are major formatting errors, including in-text citations and references. | 6Â pts 1 Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text citations, and references. | 0Â pts 0 There is little to no evidence of APA formatting. AND/OR there are no in-text citations AND/OR references. | | 10Â pts |