Assignment Prompt & Instructions
– 2 years ago
**files (4)**
– ## XL4005_PerformanceTask_Template.docx
– ## Instructions.docx
– ## XL4005_PowerPoint_Template.pptx
– ## XL4005_Rubric.pdf
**## XL4005_PerformanceTask_Template.docx**
## **XL4005 Performance Task Submission Template**
### **Module 2, Part 2: Leadership in Community Activism**
**Instructions:** Write your response to the following points. Cite sources in APA format as needed.
1. Explain the subtle differences between engagement, advocacy, and activism in terms of operationalization.
Start your response here.
2. Identify two components of community activism that are relevant to the issue you discuss in Part 1 of the Assessment (your PowerPoint presentation). Explain how these concepts apply to your policy issue.
Start your response here.
3. Identify and describe an opportunity and a challenge that community activists might face in an increasingly globalized and technological world.
Start your response here.
**## Instructions.docx**
[Module 1, Part 1: Presentation on Leading Community Policy Change (10-slide, 5- to 7-minute video presentation)](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/Assessment.html)
· USE the
[**PowerPoint Template**](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/assets/XL4005_PowerPoint_Template.pptx?isCourseFile=true)
· Choose a contemporary policy issue affecting a specific community. You may choose from one of the following topics:
· Access to healthcare, gaps in health insurance coverage, and ongoing threats to the Patient Protection and Affordable Care Act (see Mason et al., Chapter 18).
· Disaster and pandemic preparedness and emergency response (see Mason et al., Chapter 30).
· Domestic and sexual violence (see Mason et al., Chapter 79).
· Prescription drug pricing and future healthcare workforce shortages (see Mason et al., Chapter 53).
· Lack of access to mental substance use disorder health care (see Mason et al., Chapter 25).
· Housing/homelessness, changing demographics of populations (urban and rural), equity issues, and disparities across populations (see Mason et al., Chapter 22).
· Create a 5- to 7-minute PowerPoint presentation with voiceover addressing the following points
· Describe the policy issue and explain how it affects certain communities.
· Explain why it is or should be a public health priority.
· Provide two examples of how you can engage with community members and/or representatives from other health disciplines to advocate for changes relevant to this policy issue.
· Explain how you can use your existing leadership, communication, and advocacy skills to advocate for change regarding this policy within your local community.
Cite sources as needed. Submit the 5- to 7-minute video of your presentation.
**Once you submit your responses, assess yourself using the rubric provided. Use your Pre-Assessment submission and any feedback you may garner to improve and refine your responses.**
[Module 2, Part 2: Leadership in Community Activism (Template)](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/Assessment.html)
USE the
[XL4005 Performance Task Assessment Template for Module 2, Part 2](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/assets/XL4005_PerformanceTask_Template.docx?isCourseFile=true). In the template, write your response to the following points:
· Explain the subtle differences between engagement, advocacy, and activism in terms of operationalization.
· Identify two components of community activism that are relevant to the issue you discuss in Part 1 of the assessment (your PowerPoint presentation). Explain how these concepts apply to your policy issue.
· Identify and describe an opportunity and a challenge that community activists might face in an increasingly globalized and technological world.
**## XL4005_PowerPoint_Template.pptx**
Presentation Title
Your Name
Program Name or Degree Name, Walden University
COURSE XXX: Title of Course
Instructor Name
Month XX, 202X
Slide Title
Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.
Choose formatting that presents your information in the most logical way.
Use
[consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).
You can also consult APA’s suggestions on
[formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).
End bullet points consistently, either with or without a period.
Slide Title
Keep font of text consistent.
Be sure headings are consistent in their spacing, placement, size, etc.
Consider using the slide after the title slide to summarize your presentation’s points (like an
[abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).
Slide Title
Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.
According to Smith and Cat (2020), you should make your presentation great, not just good.
Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:
Figure 1
Title Reflecting Figure Information
Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.
Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5
Slide Title
Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.
Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
[presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!
Visit the Academic Skills Center for more
[tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
[Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).
Slide Title
Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
[Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:
Jones, P. (2020). This great book. Publisher.
Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)
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**## XL4005_Rubric.pdf**
© 2024 Walden University, LLC 1
XL4005: Nurses’ Social Contract in Communities: Apply leadership strategies to advocate for policies that
improve patient healthcare in their local communities.
Assessment Rubric
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Module 1: Nurses’ Social Contract in Communities
Part 1: Presentation on Leading Community Policy Change (10 slides; 5—7-minute video presentation)
Describe the policy issue
and explain how it affects
certain communities.
Learning Objective 1.1:
Describe contemporary
healthcare policy issues
relevant to specific
communities
Response provides a fully
developed description of
issue and explanation of
how it affects certain
communities.
Response provides an
adequately developed
description of issue and
explanation of how it
affects certain
communities.
Response does not provide
an adequate description of
issue and explanation of
how it affects certain
communities.
Explain why the policy
issue is or should be a
public health priority.
Learning Objective 1.2:
Explain the reasons a
contemporary healthcare
policy issue should be a
public health priority
Response provides a fully
developed explanation of
the reasons the policy
issue is or should be a
public health priority.
Response provides an
adequately developed
explanation of the reasons
the policy issue is or
should be a public health
priority.
Response does not provide
an adequate explanation of
the reasons the policy
issue is or should be a
public health priority.
Provide two examples of
how you can engage with
community members
and/or representatives from
other health disciplines to
advocate for changes
Response provides two
fully developed examples
of how they engage with
community members
and/or representatives
from other health
Response provides two
adequately developed
examples of how they
engage with community
members and/or
representatives from other
Response does not provide
two adequate examples of
how they engage with
community members
and/or representatives
from other health
© 2024 Walden University, LLC 2
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
relevant to this policy
issue.
Learning Objective 1.3:
Propose strategies for
community engagement
and policy advocacy
disciplines to advocate for
changes relevant to this
policy issue.
health disciplines to
advocate for changes
relevant to this policy
issue.
disciplines to advocate for
changes relevant to this
policy issue.
Explain how you can use
your existing leadership,
communication, and
advocacy skills to advocate
for change regarding this
policy within your local
community.
Learning Objective 1.4: Apply
leadership, communication,
and advocacy skills to
advocate for policy change
Response provides a fully
developed explanation of
how they can use their
existing leadership,
communication, and
advocacy skills to advocate
for change regarding this
policy within their local
community.
Response provides an
adequately developed
explanation of how they
can use their existing
leadership, communication,
and advocacy skills to
advocate for change
regarding this policy within
their local community.
Response does not provide
an adequate explanation of
how they can use their
existing leadership,
communication, and
advocacy skills to advocate
for change regarding this
policy within their local
community.
Module 2: Leadership in Community Activism
Part 2: Leadership in Community Activism (Template)
Explain the subtle
differences between
engagement, advocacy,
and activism in terms of
operationalization.
Learning Objective 2.1:
Explain differences between
engagement, advocacy, and
Response provides a fully
developed explanation of
the differences between
engagement, advocacy,
and activism in terms of
operationalization.
Response provides an
adequately developed
explanation of the
differences between
engagement, advocacy,
and activism in terms of
operationalization.
Response does not provide
an adequate explanation of
the differences between
engagement, advocacy,
and activism in terms of
operationalization.
© 2024 Walden University, LLC 3
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
activism in terms of
operationalization
Identify two components of
community activism that
are relevant to the issue
you discuss in Part 1 of the
assessment (your
PowerPoint presentation).
Explain how these
concepts apply to your
policy issue.
Learning Objective 2.2: Apply
key concepts related to
community activism to a
health policy issue
Response provides a fully
developed explanation of
two components of
community activism and
their relevance to a policy
issue.
Response provides an
adequately developed
explanation of two
components of community
activism and their
relevance to a policy issue.
Response does not provide
an adequate explanation of
two components of
community activism and
their relevance to a policy
issue.
Identify and describe a
challenge that community
activists might face in an
increasingly globalized and
technological world.
Learning Objective 2.3:
Describe challenges faced by
community activists within the
context of globalization and
technical advances
Response provides a fully
developed description of a
challenge that community
activists might face in an
increasingly globalized and
technological world.
Response provides an
adequately developed
description of a challenge
that community activists
might face in an
increasingly globalized and
technological world.
Response does not provide
an adequate description of
a challenge that community
activists might face in an
increasingly globalized and
technological world.
Identify and describe an
opportunity that community
activists might face in an
Response provides a fully
developed description of
an opportunity that
Response provides an
adequately developed
description of an
Response does not provide
an adequate description of
an opportunity that
© 2024 Walden University, LLC 4
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
increasingly globalized and
technological world.
Learning Objective 2.4:
Describe opportunities faced
by community activists within
the context of globalization
and technical advances
community activists might
face in an increasingly
globalized and
technological world.
opportunity that community
activists might face in an
increasingly globalized and
technological world.
community activists might
face in an increasingly
globalized and
technological world.
Professional Presentation Skills
Professional Presentation
Skills
Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow
Consistently uses a
professional tone
appropriate for the
presentation context,
audience, and purpose.
Presentation content is
consistently clear, logical,
and well-organized with
appropriate use of
images, bullet points, and
visual effects.
Presenter is consistently
engaging and professional,
using appropriate voice,
tone, volume, pace, and
flow/speed.
Mostly uses a professional
tone appropriate for the
presentation context,
audience, and purpose.
Presentation content is
mostly clear, logical, and
well-organized with
adequate use of images,
bullet points, and visual
effects.
Presenter is mostly
engaging and professional,
using adequate voice,
tone, volume, pace, and
flow/speed.
Does not use professional
tone appropriate for the
presentation context,
audience, and purpose.
Presentation content lacks
clarity, logic, and/or
discernible organization;
does not use images, bullet
points, and visual effects;
contains long paragraphs
or confusing sentences.
Presenter is not engaging
and professional; does not
use proper voice, tone,
volume, pace, and
flow/speed.
© 2024 Walden University, LLC 5
Professional Presentation
Skills
Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Presentation is free of
spelling, punctuation, and
grammar/syntax errors.
Presentation contains few
spelling, punctuation,
and/or grammar/syntax
errors.
Presentation contains
significant spelling,
punctuation, and/or
grammar/syntax errors.
Originality, Source Credibility,
and Attribution of Ideas
Presentation fully reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Presentation adequately
reflects original thought
and paraphrasing and
adheres to reference
requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Presentation does not
reflect original thought and
paraphrasing and does not
adhere to reference
requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Professional Writing Skills
Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow
Demonstrates full
awareness of writing
context, audience, and
purpose.
Content is consistently
clear, logical, and well-
organized with
appropriate sentence and
paragraph structure.
Demonstrates some
awareness of writing
context, audience, and
purpose.
Content is mostly clear,
logical, and well-organized
with
adequate sentence and
paragraph structure.
Demonstrates minimal
awareness of writing
context, audience, and
purpose.
Content lacks clarity, logic,
and/or discernible
organization; does not use
proper sentence and
paragraph structure.
© 2024 Walden University, LLC 6
Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Tone is highly
professional, scholarly, and
free of bias.
Style is consistently
appropriate for a
professional
setting/workplace context.
Free of spelling,
punctuation, and
grammar/syntax errors.
Tone is adequately
professional, scholarly,
and/or free of bias.
Style is mostly appropriate
for a professional
setting/workplace context.
Contains few spelling,
punctuation, and/or
grammar/syntax errors.
Tone is not
professional/scholarly
and/or contains bias.
Style is inconsistent with
a professional
setting/workplace context.
Contains significant
spelling, punctuation,
and/or grammar/syntax
errors.
Originality, Source Credibility,
and Attribution of Ideas
Writing fully reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Writing adequately reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Writing does not reflect
original thought and
paraphrasing and does not
adhere to reference
requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
– Assessment Rubric
– Professional Presentation Skills
– Professional Writing Skills
**## XL4005_Rubric.pdf**
© 2024 Walden University, LLC 1
XL4005: Nurses’ Social Contract in Communities: Apply leadership strategies to advocate for policies that
improve patient healthcare in their local communities.
Assessment Rubric
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Module 1: Nurses’ Social Contract in Communities
Part 1: Presentation on Leading Community Policy Change (10 slides; 5—7-minute video presentation)
Describe the policy issue
and explain how it affects
certain communities.
Learning Objective 1.1:
Describe contemporary
healthcare policy issues
relevant to specific
communities
Response provides a fully
developed description of
issue and explanation of
how it affects certain
communities.
Response provides an
adequately developed
description of issue and
explanation of how it
affects certain
communities.
Response does not provide
an adequate description of
issue and explanation of
how it affects certain
communities.
Explain why the policy
issue is or should be a
public health priority.
Learning Objective 1.2:
Explain the reasons a
contemporary healthcare
policy issue should be a
public health priority
Response provides a fully
developed explanation of
the reasons the policy
issue is or should be a
public health priority.
Response provides an
adequately developed
explanation of the reasons
the policy issue is or
should be a public health
priority.
Response does not provide
an adequate explanation of
the reasons the policy
issue is or should be a
public health priority.
Provide two examples of
how you can engage with
community members
and/or representatives from
other health disciplines to
advocate for changes
Response provides two
fully developed examples
of how they engage with
community members
and/or representatives
from other health
Response provides two
adequately developed
examples of how they
engage with community
members and/or
representatives from other
Response does not provide
two adequate examples of
how they engage with
community members
and/or representatives
from other health
© 2024 Walden University, LLC 2
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
relevant to this policy
issue.
Learning Objective 1.3:
Propose strategies for
community engagement
and policy advocacy
disciplines to advocate for
changes relevant to this
policy issue.
health disciplines to
advocate for changes
relevant to this policy
issue.
disciplines to advocate for
changes relevant to this
policy issue.
Explain how you can use
your existing leadership,
communication, and
advocacy skills to advocate
for change regarding this
policy within your local
community.
Learning Objective 1.4: Apply
leadership, communication,
and advocacy skills to
advocate for policy change
Response provides a fully
developed explanation of
how they can use their
existing leadership,
communication, and
advocacy skills to advocate
for change regarding this
policy within their local
community.
Response provides an
adequately developed
explanation of how they
can use their existing
leadership, communication,
and advocacy skills to
advocate for change
regarding this policy within
their local community.
Response does not provide
an adequate explanation of
how they can use their
existing leadership,
communication, and
advocacy skills to advocate
for change regarding this
policy within their local
community.
Module 2: Leadership in Community Activism
Part 2: Leadership in Community Activism (Template)
Explain the subtle
differences between
engagement, advocacy,
and activism in terms of
operationalization.
Learning Objective 2.1:
Explain differences between
engagement, advocacy, and
Response provides a fully
developed explanation of
the differences between
engagement, advocacy,
and activism in terms of
operationalization.
Response provides an
adequately developed
explanation of the
differences between
engagement, advocacy,
and activism in terms of
operationalization.
Response does not provide
an adequate explanation of
the differences between
engagement, advocacy,
and activism in terms of
operationalization.
© 2024 Walden University, LLC 3
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
activism in terms of
operationalization
Identify two components of
community activism that
are relevant to the issue
you discuss in Part 1 of the
assessment (your
PowerPoint presentation).
Explain how these
concepts apply to your
policy issue.
Learning Objective 2.2: Apply
key concepts related to
community activism to a
health policy issue
Response provides a fully
developed explanation of
two components of
community activism and
their relevance to a policy
issue.
Response provides an
adequately developed
explanation of two
components of community
activism and their
relevance to a policy issue.
Response does not provide
an adequate explanation of
two components of
community activism and
their relevance to a policy
issue.
Identify and describe a
challenge that community
activists might face in an
increasingly globalized and
technological world.
Learning Objective 2.3:
Describe challenges faced by
community activists within the
context of globalization and
technical advances
Response provides a fully
developed description of a
challenge that community
activists might face in an
increasingly globalized and
technological world.
Response provides an
adequately developed
description of a challenge
that community activists
might face in an
increasingly globalized and
technological world.
Response does not provide
an adequate description of
a challenge that community
activists might face in an
increasingly globalized and
technological world.
Identify and describe an
opportunity that community
activists might face in an
Response provides a fully
developed description of
an opportunity that
Response provides an
adequately developed
description of an
Response does not provide
an adequate description of
an opportunity that
© 2024 Walden University, LLC 4
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
increasingly globalized and
technological world.
Learning Objective 2.4:
Describe opportunities faced
by community activists within
the context of globalization
and technical advances
community activists might
face in an increasingly
globalized and
technological world.
opportunity that community
activists might face in an
increasingly globalized and
technological world.
community activists might
face in an increasingly
globalized and
technological world.
Professional Presentation Skills
Professional Presentation
Skills
Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow
Consistently uses a
professional tone
appropriate for the
presentation context,
audience, and purpose.
Presentation content is
consistently clear, logical,
and well-organized with
appropriate use of
images, bullet points, and
visual effects.
Presenter is consistently
engaging and professional,
using appropriate voice,
tone, volume, pace, and
flow/speed.
Mostly uses a professional
tone appropriate for the
presentation context,
audience, and purpose.
Presentation content is
mostly clear, logical, and
well-organized with
adequate use of images,
bullet points, and visual
effects.
Presenter is mostly
engaging and professional,
using adequate voice,
tone, volume, pace, and
flow/speed.
Does not use professional
tone appropriate for the
presentation context,
audience, and purpose.
Presentation content lacks
clarity, logic, and/or
discernible organization;
does not use images, bullet
points, and visual effects;
contains long paragraphs
or confusing sentences.
Presenter is not engaging
and professional; does not
use proper voice, tone,
volume, pace, and
flow/speed.
© 2024 Walden University, LLC 5
Professional Presentation
Skills
Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Presentation is free of
spelling, punctuation, and
grammar/syntax errors.
Presentation contains few
spelling, punctuation,
and/or grammar/syntax
errors.
Presentation contains
significant spelling,
punctuation, and/or
grammar/syntax errors.
Originality, Source Credibility,
and Attribution of Ideas
Presentation fully reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Presentation adequately
reflects original thought
and paraphrasing and
adheres to reference
requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Presentation does not
reflect original thought and
paraphrasing and does not
adhere to reference
requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Professional Writing Skills
Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow
Demonstrates full
awareness of writing
context, audience, and
purpose.
Content is consistently
clear, logical, and well-
organized with
appropriate sentence and
paragraph structure.
Demonstrates some
awareness of writing
context, audience, and
purpose.
Content is mostly clear,
logical, and well-organized
with
adequate sentence and
paragraph structure.
Demonstrates minimal
awareness of writing
context, audience, and
purpose.
Content lacks clarity, logic,
and/or discernible
organization; does not use
proper sentence and
paragraph structure.
© 2024 Walden University, LLC 6
Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Tone is highly
professional, scholarly, and
free of bias.
Style is consistently
appropriate for a
professional
setting/workplace context.
Free of spelling,
punctuation, and
grammar/syntax errors.
Tone is adequately
professional, scholarly,
and/or free of bias.
Style is mostly appropriate
for a professional
setting/workplace context.
Contains few spelling,
punctuation, and/or
grammar/syntax errors.
Tone is not
professional/scholarly
and/or contains bias.
Style is inconsistent with
a professional
setting/workplace context.
Contains significant
spelling, punctuation,
and/or grammar/syntax
errors.
Originality, Source Credibility,
and Attribution of Ideas
Writing fully reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Writing adequately reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Writing does not reflect
original thought and
paraphrasing and does not
adhere to reference
requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
– Assessment Rubric
– Professional Presentation Skills
– Professional Writing Skills
**## XL4005_PerformanceTask_Template.docx**
## **XL4005 Performance Task Submission Template**
### **Module 2, Part 2: Leadership in Community Activism**
**Instructions:** Write your response to the following points. Cite sources in APA format as needed.
1. Explain the subtle differences between engagement, advocacy, and activism in terms of operationalization.
Start your response here.
2. Identify two components of community activism that are relevant to the issue you discuss in Part 1 of the Assessment (your PowerPoint presentation). Explain how these concepts apply to your policy issue.
Start your response here.
3. Identify and describe an opportunity and a challenge that community activists might face in an increasingly globalized and technological world.
Start your response here.
**## Instructions.docx**
[Module 1, Part 1: Presentation on Leading Community Policy Change (10-slide, 5- to 7-minute video presentation)](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/Assessment.html)
· USE the
[**PowerPoint Template**](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/assets/XL4005_PowerPoint_Template.pptx?isCourseFile=true)
· Choose a contemporary policy issue affecting a specific community. You may choose from one of the following topics:
· Access to healthcare, gaps in health insurance coverage, and ongoing threats to the Patient Protection and Affordable Care Act (see Mason et al., Chapter 18).
· Disaster and pandemic preparedness and emergency response (see Mason et al., Chapter 30).
· Domestic and sexual violence (see Mason et al., Chapter 79).
· Prescription drug pricing and future healthcare workforce shortages (see Mason et al., Chapter 53).
· Lack of access to mental substance use disorder health care (see Mason et al., Chapter 25).
· Housing/homelessness, changing demographics of populations (urban and rural), equity issues, and disparities across populations (see Mason et al., Chapter 22).
· Create a 5- to 7-minute PowerPoint presentation with voiceover addressing the following points
· Describe the policy issue and explain how it affects certain communities.
· Explain why it is or should be a public health priority.
· Provide two examples of how you can engage with community members and/or representatives from other health disciplines to advocate for changes relevant to this policy issue.
· Explain how you can use your existing leadership, communication, and advocacy skills to advocate for change regarding this policy within your local community.
Cite sources as needed. Submit the 5- to 7-minute video of your presentation.
**Once you submit your responses, assess yourself using the rubric provided. Use your Pre-Assessment submission and any feedback you may garner to improve and refine your responses.**
[Module 2, Part 2: Leadership in Community Activism (Template)](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/Assessment.html)
USE the
[XL4005 Performance Task Assessment Template for Module 2, Part 2](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/assets/XL4005_PerformanceTask_Template.docx?isCourseFile=true). In the template, write your response to the following points:
· Explain the subtle differences between engagement, advocacy, and activism in terms of operationalization.
· Identify two components of community activism that are relevant to the issue you discuss in Part 1 of the assessment (your PowerPoint presentation). Explain how these concepts apply to your policy issue.
· Identify and describe an opportunity and a challenge that community activists might face in an increasingly globalized and technological world.
**## XL4005_PowerPoint_Template.pptx**
Presentation Title
Your Name
Program Name or Degree Name, Walden University
COURSE XXX: Title of Course
Instructor Name
Month XX, 202X
Slide Title
Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.
Choose formatting that presents your information in the most logical way.
Use
[consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).
You can also consult APA’s suggestions on
[formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).
End bullet points consistently, either with or without a period.
Slide Title
Keep font of text consistent.
Be sure headings are consistent in their spacing, placement, size, etc.
Consider using the slide after the title slide to summarize your presentation’s points (like an
[abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).
Slide Title
Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.
According to Smith and Cat (2020), you should make your presentation great, not just good.
Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:
Figure 1
Title Reflecting Figure Information
Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.
Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5
Slide Title
Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.
Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
[presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!
Visit the Academic Skills Center for more
[tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
[Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).
Slide Title
Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
[Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:
Jones, P. (2020). This great book. Publisher.
Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)
## image1.jpeg
## image2.png
## image5.png
## image6.jpg
**## XL4005_Rubric.pdf**
© 2024 Walden University, LLC 1
XL4005: Nurses’ Social Contract in Communities: Apply leadership strategies to advocate for policies that
improve patient healthcare in their local communities.
Assessment Rubric
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Module 1: Nurses’ Social Contract in Communities
Part 1: Presentation on Leading Community Policy Change (10 slides; 5—7-minute video presentation)
Describe the policy issue
and explain how it affects
certain communities.
Learning Objective 1.1:
Describe contemporary
healthcare policy issues
relevant to specific
communities
Response provides a fully
developed description of
issue and explanation of
how it affects certain
communities.
Response provides an
adequately developed
description of issue and
explanation of how it
affects certain
communities.
Response does not provide
an adequate description of
issue and explanation of
how it affects certain
communities.
Explain why the policy
issue is or should be a
public health priority.
Learning Objective 1.2:
Explain the reasons a
contemporary healthcare
policy issue should be a
public health priority
Response provides a fully
developed explanation of
the reasons the policy
issue is or should be a
public health priority.
Response provides an
adequately developed
explanation of the reasons
the policy issue is or
should be a public health
priority.
Response does not provide
an adequate explanation of
the reasons the policy
issue is or should be a
public health priority.
Provide two examples of
how you can engage with
community members
and/or representatives from
other health disciplines to
advocate for changes
Response provides two
fully developed examples
of how they engage with
community members
and/or representatives
from other health
Response provides two
adequately developed
examples of how they
engage with community
members and/or
representatives from other
Response does not provide
two adequate examples of
how they engage with
community members
and/or representatives
from other health
© 2024 Walden University, LLC 2
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
relevant to this policy
issue.
Learning Objective 1.3:
Propose strategies for
community engagement
and policy advocacy
disciplines to advocate for
changes relevant to this
policy issue.
health disciplines to
advocate for changes
relevant to this policy
issue.
disciplines to advocate for
changes relevant to this
policy issue.
Explain how you can use
your existing leadership,
communication, and
advocacy skills to advocate
for change regarding this
policy within your local
community.
Learning Objective 1.4: Apply
leadership, communication,
and advocacy skills to
advocate for policy change
Response provides a fully
developed explanation of
how they can use their
existing leadership,
communication, and
advocacy skills to advocate
for change regarding this
policy within their local
community.
Response provides an
adequately developed
explanation of how they
can use their existing
leadership, communication,
and advocacy skills to
advocate for change
regarding this policy within
their local community.
Response does not provide
an adequate explanation of
how they can use their
existing leadership,
communication, and
advocacy skills to advocate
for change regarding this
policy within their local
community.
Module 2: Leadership in Community Activism
Part 2: Leadership in Community Activism (Template)
Explain the subtle
differences between
engagement, advocacy,
and activism in terms of
operationalization.
Learning Objective 2.1:
Explain differences between
engagement, advocacy, and
Response provides a fully
developed explanation of
the differences between
engagement, advocacy,
and activism in terms of
operationalization.
Response provides an
adequately developed
explanation of the
differences between
engagement, advocacy,
and activism in terms of
operationalization.
Response does not provide
an adequate explanation of
the differences between
engagement, advocacy,
and activism in terms of
operationalization.
© 2024 Walden University, LLC 3
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
activism in terms of
operationalization
Identify two components of
community activism that
are relevant to the issue
you discuss in Part 1 of the
assessment (your
PowerPoint presentation).
Explain how these
concepts apply to your
policy issue.
Learning Objective 2.2: Apply
key concepts related to
community activism to a
health policy issue
Response provides a fully
developed explanation of
two components of
community activism and
their relevance to a policy
issue.
Response provides an
adequately developed
explanation of two
components of community
activism and their
relevance to a policy issue.
Response does not provide
an adequate explanation of
two components of
community activism and
their relevance to a policy
issue.
Identify and describe a
challenge that community
activists might face in an
increasingly globalized and
technological world.
Learning Objective 2.3:
Describe challenges faced by
community activists within the
context of globalization and
technical advances
Response provides a fully
developed description of a
challenge that community
activists might face in an
increasingly globalized and
technological world.
Response provides an
adequately developed
description of a challenge
that community activists
might face in an
increasingly globalized and
technological world.
Response does not provide
an adequate description of
a challenge that community
activists might face in an
increasingly globalized and
technological world.
Identify and describe an
opportunity that community
activists might face in an
Response provides a fully
developed description of
an opportunity that
Response provides an
adequately developed
description of an
Response does not provide
an adequate description of
an opportunity that
© 2024 Walden University, LLC 4
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
increasingly globalized and
technological world.
Learning Objective 2.4:
Describe opportunities faced
by community activists within
the context of globalization
and technical advances
community activists might
face in an increasingly
globalized and
technological world.
opportunity that community
activists might face in an
increasingly globalized and
technological world.
community activists might
face in an increasingly
globalized and
technological world.
Professional Presentation Skills
Professional Presentation
Skills
Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow
Consistently uses a
professional tone
appropriate for the
presentation context,
audience, and purpose.
Presentation content is
consistently clear, logical,
and well-organized with
appropriate use of
images, bullet points, and
visual effects.
Presenter is consistently
engaging and professional,
using appropriate voice,
tone, volume, pace, and
flow/speed.
Mostly uses a professional
tone appropriate for the
presentation context,
audience, and purpose.
Presentation content is
mostly clear, logical, and
well-organized with
adequate use of images,
bullet points, and visual
effects.
Presenter is mostly
engaging and professional,
using adequate voice,
tone, volume, pace, and
flow/speed.
Does not use professional
tone appropriate for the
presentation context,
audience, and purpose.
Presentation content lacks
clarity, logic, and/or
discernible organization;
does not use images, bullet
points, and visual effects;
contains long paragraphs
or confusing sentences.
Presenter is not engaging
and professional; does not
use proper voice, tone,
volume, pace, and
flow/speed.
© 2024 Walden University, LLC 5
Professional Presentation
Skills
Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Presentation is free of
spelling, punctuation, and
grammar/syntax errors.
Presentation contains few
spelling, punctuation,
and/or grammar/syntax
errors.
Presentation contains
significant spelling,
punctuation, and/or
grammar/syntax errors.
Originality, Source Credibility,
and Attribution of Ideas
Presentation fully reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Presentation adequately
reflects original thought
and paraphrasing and
adheres to reference
requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Presentation does not
reflect original thought and
paraphrasing and does not
adhere to reference
requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Professional Writing Skills
Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow
Demonstrates full
awareness of writing
context, audience, and
purpose.
Content is consistently
clear, logical, and well-
organized with
appropriate sentence and
paragraph structure.
Demonstrates some
awareness of writing
context, audience, and
purpose.
Content is mostly clear,
logical, and well-organized
with
adequate sentence and
paragraph structure.
Demonstrates minimal
awareness of writing
context, audience, and
purpose.
Content lacks clarity, logic,
and/or discernible
organization; does not use
proper sentence and
paragraph structure.
© 2024 Walden University, LLC 6
Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Tone is highly
professional, scholarly, and
free of bias.
Style is consistently
appropriate for a
professional
setting/workplace context.
Free of spelling,
punctuation, and
grammar/syntax errors.
Tone is adequately
professional, scholarly,
and/or free of bias.
Style is mostly appropriate
for a professional
setting/workplace context.
Contains few spelling,
punctuation, and/or
grammar/syntax errors.
Tone is not
professional/scholarly
and/or contains bias.
Style is inconsistent with
a professional
setting/workplace context.
Contains significant
spelling, punctuation,
and/or grammar/syntax
errors.
Originality, Source Credibility,
and Attribution of Ideas
Writing fully reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Writing adequately reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Writing does not reflect
original thought and
paraphrasing and does not
adhere to reference
requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
– Assessment Rubric
– Professional Presentation Skills
– Professional Writing Skills
**## XL4005_PerformanceTask_Template.docx**
## **XL4005 Performance Task Submission Template**
### **Module 2, Part 2: Leadership in Community Activism**
**Instructions:** Write your response to the following points. Cite sources in APA format as needed.
1. Explain the subtle differences between engagement, advocacy, and activism in terms of operationalization.
Start your response here.
2. Identify two components of community activism that are relevant to the issue you discuss in Part 1 of the Assessment (your PowerPoint presentation). Explain how these concepts apply to your policy issue.
Start your response here.
3. Identify and describe an opportunity and a challenge that community activists might face in an increasingly globalized and technological world.
Start your response here.
**## Instructions.docx**
[Module 1, Part 1: Presentation on Leading Community Policy Change (10-slide, 5- to 7-minute video presentation)](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/Assessment.html)
· USE the
[**PowerPoint Template**](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/assets/XL4005_PowerPoint_Template.pptx?isCourseFile=true)
· Choose a contemporary policy issue affecting a specific community. You may choose from one of the following topics:
· Access to healthcare, gaps in health insurance coverage, and ongoing threats to the Patient Protection and Affordable Care Act (see Mason et al., Chapter 18).
· Disaster and pandemic preparedness and emergency response (see Mason et al., Chapter 30).
· Domestic and sexual violence (see Mason et al., Chapter 79).
· Prescription drug pricing and future healthcare workforce shortages (see Mason et al., Chapter 53).
· Lack of access to mental substance use disorder health care (see Mason et al., Chapter 25).
· Housing/homelessness, changing demographics of populations (urban and rural), equity issues, and disparities across populations (see Mason et al., Chapter 22).
· Create a 5- to 7-minute PowerPoint presentation with voiceover addressing the following points
· Describe the policy issue and explain how it affects certain communities.
· Explain why it is or should be a public health priority.
· Provide two examples of how you can engage with community members and/or representatives from other health disciplines to advocate for changes relevant to this policy issue.
· Explain how you can use your existing leadership, communication, and advocacy skills to advocate for change regarding this policy within your local community.
Cite sources as needed. Submit the 5- to 7-minute video of your presentation.
**Once you submit your responses, assess yourself using the rubric provided. Use your Pre-Assessment submission and any feedback you may garner to improve and refine your responses.**
[Module 2, Part 2: Leadership in Community Activism (Template)](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/Assessment.html)
USE the
[XL4005 Performance Task Assessment Template for Module 2, Part 2](https://tempolearning.brightspace.com/content/enforced/309760-XL4005/assets/XL4005_PerformanceTask_Template.docx?isCourseFile=true). In the template, write your response to the following points:
· Explain the subtle differences between engagement, advocacy, and activism in terms of operationalization.
· Identify two components of community activism that are relevant to the issue you discuss in Part 1 of the assessment (your PowerPoint presentation). Explain how these concepts apply to your policy issue.
· Identify and describe an opportunity and a challenge that community activists might face in an increasingly globalized and technological world.
**## XL4005_PowerPoint_Template.pptx**
Presentation Title
Your Name
Program Name or Degree Name, Walden University
COURSE XXX: Title of Course
Instructor Name
Month XX, 202X
Slide Title
Go to the “Home” tab at the top and click the “New Slide” or “Layout” button to access different formatting for your slides.
Choose formatting that presents your information in the most logical way.
Use
[consistent, grammatically parallel format](https://academicguides.waldenu.edu/writingcenter/grammar/parallelconstruction) for bulleted lists (for example, on this slide, each element begins with an imperative verb).
You can also consult APA’s suggestions on
[formatting lists](https://academicguides.waldenu.edu/writingcenter/apa/other/seriation).
End bullet points consistently, either with or without a period.
Slide Title
Keep font of text consistent.
Be sure headings are consistent in their spacing, placement, size, etc.
Consider using the slide after the title slide to summarize your presentation’s points (like an
[abstract for a paper](https://academicguides.waldenu.edu/writingcenter/assignments/abstracts#s-lg-box-8414282)).
Slide Title
Your slides can also contain entire paragraphs, like this one does. In both paragraphs and bulleted lists in your presentation, citation rules apply just as they do in papers: when using or referencing another author’s ideas, you must cite that source. When incorporating a citation in a slide, do so just as you would in a traditional paper: According to Jones (2020), presentations are not very different from papers.
According to Smith and Cat (2020), you should make your presentation great, not just good.
Use APA style rules to format any
[tables and figures](https://academicguides.waldenu.edu/writingcenter/apa/tablesandfigures/tables) in your presentation:
Figure 1
Title Reflecting Figure Information
Note. Any needed general notes on figure. From “Utilizing Bar Graphs,” by A. Jones, 2020, Journal of Handy Graphs, 76(2), p. 3 (
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)). Reprinted with permission.
Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5
Slide Title
Remember to adhere to any assignment guidelines regarding presentation format. This template contains suggestions only.
Keep in mind that there is no such thing as an “APA standard PowerPoint.” Review our
[presentation tips](https://academicguides.waldenu.edu/writingcenter/assignments/presentations) for more information!
Visit the Academic Skills Center for more
[tips on how to use PowerPoint](https://academicguides.waldenu.edu/academic-skills-center/skills/ms-office/powerpoint) or visit
[Microsoft’s PowerPoint help and learning website](https://support.office.com/en-us/powerpoint).
Slide Title
Always include a reference list at the end of your presentation, just like you would in a paper. Reference list entries take the same format they would in a paper, including a hanging indent. Visit the
[Common Reference List Examples page](https://academicguides.waldenu.edu/writingcenter/apa/references/examples) for the correct APA format. Here are a few examples:
Jones, P. (2020). This great book. Publisher.
Smith, W., & Cat, D. (2020). How to make a good presentation great. Presentations Quarterly, 45(4), 56-59.
[https://doi.org/10.123.45/abc](https://doi.org/10.123.45/abc)
## image1.jpeg
## image2.png
## image5.png
## image6.jpg
**## XL4005_Rubric.pdf**
© 2024 Walden University, LLC 1
XL4005: Nurses’ Social Contract in Communities: Apply leadership strategies to advocate for policies that
improve patient healthcare in their local communities.
Assessment Rubric
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Module 1: Nurses’ Social Contract in Communities
Part 1: Presentation on Leading Community Policy Change (10 slides; 5—7-minute video presentation)
Describe the policy issue
and explain how it affects
certain communities.
Learning Objective 1.1:
Describe contemporary
healthcare policy issues
relevant to specific
communities
Response provides a fully
developed description of
issue and explanation of
how it affects certain
communities.
Response provides an
adequately developed
description of issue and
explanation of how it
affects certain
communities.
Response does not provide
an adequate description of
issue and explanation of
how it affects certain
communities.
Explain why the policy
issue is or should be a
public health priority.
Learning Objective 1.2:
Explain the reasons a
contemporary healthcare
policy issue should be a
public health priority
Response provides a fully
developed explanation of
the reasons the policy
issue is or should be a
public health priority.
Response provides an
adequately developed
explanation of the reasons
the policy issue is or
should be a public health
priority.
Response does not provide
an adequate explanation of
the reasons the policy
issue is or should be a
public health priority.
Provide two examples of
how you can engage with
community members
and/or representatives from
other health disciplines to
advocate for changes
Response provides two
fully developed examples
of how they engage with
community members
and/or representatives
from other health
Response provides two
adequately developed
examples of how they
engage with community
members and/or
representatives from other
Response does not provide
two adequate examples of
how they engage with
community members
and/or representatives
from other health
© 2024 Walden University, LLC 2
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
relevant to this policy
issue.
Learning Objective 1.3:
Propose strategies for
community engagement
and policy advocacy
disciplines to advocate for
changes relevant to this
policy issue.
health disciplines to
advocate for changes
relevant to this policy
issue.
disciplines to advocate for
changes relevant to this
policy issue.
Explain how you can use
your existing leadership,
communication, and
advocacy skills to advocate
for change regarding this
policy within your local
community.
Learning Objective 1.4: Apply
leadership, communication,
and advocacy skills to
advocate for policy change
Response provides a fully
developed explanation of
how they can use their
existing leadership,
communication, and
advocacy skills to advocate
for change regarding this
policy within their local
community.
Response provides an
adequately developed
explanation of how they
can use their existing
leadership, communication,
and advocacy skills to
advocate for change
regarding this policy within
their local community.
Response does not provide
an adequate explanation of
how they can use their
existing leadership,
communication, and
advocacy skills to advocate
for change regarding this
policy within their local
community.
Module 2: Leadership in Community Activism
Part 2: Leadership in Community Activism (Template)
Explain the subtle
differences between
engagement, advocacy,
and activism in terms of
operationalization.
Learning Objective 2.1:
Explain differences between
engagement, advocacy, and
Response provides a fully
developed explanation of
the differences between
engagement, advocacy,
and activism in terms of
operationalization.
Response provides an
adequately developed
explanation of the
differences between
engagement, advocacy,
and activism in terms of
operationalization.
Response does not provide
an adequate explanation of
the differences between
engagement, advocacy,
and activism in terms of
operationalization.
© 2024 Walden University, LLC 3
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
activism in terms of
operationalization
Identify two components of
community activism that
are relevant to the issue
you discuss in Part 1 of the
assessment (your
PowerPoint presentation).
Explain how these
concepts apply to your
policy issue.
Learning Objective 2.2: Apply
key concepts related to
community activism to a
health policy issue
Response provides a fully
developed explanation of
two components of
community activism and
their relevance to a policy
issue.
Response provides an
adequately developed
explanation of two
components of community
activism and their
relevance to a policy issue.
Response does not provide
an adequate explanation of
two components of
community activism and
their relevance to a policy
issue.
Identify and describe a
challenge that community
activists might face in an
increasingly globalized and
technological world.
Learning Objective 2.3:
Describe challenges faced by
community activists within the
context of globalization and
technical advances
Response provides a fully
developed description of a
challenge that community
activists might face in an
increasingly globalized and
technological world.
Response provides an
adequately developed
description of a challenge
that community activists
might face in an
increasingly globalized and
technological world.
Response does not provide
an adequate description of
a challenge that community
activists might face in an
increasingly globalized and
technological world.
Identify and describe an
opportunity that community
activists might face in an
Response provides a fully
developed description of
an opportunity that
Response provides an
adequately developed
description of an
Response does not provide
an adequate description of
an opportunity that
© 2024 Walden University, LLC 4
Rubric Criteria Exceeds Expectations Meets Expectations Does Not Meet
Expectations
increasingly globalized and
technological world.
Learning Objective 2.4:
Describe opportunities faced
by community activists within
the context of globalization
and technical advances
community activists might
face in an increasingly
globalized and
technological world.
opportunity that community
activists might face in an
increasingly globalized and
technological world.
community activists might
face in an increasingly
globalized and
technological world.
Professional Presentation Skills
Professional Presentation
Skills
Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow
Consistently uses a
professional tone
appropriate for the
presentation context,
audience, and purpose.
Presentation content is
consistently clear, logical,
and well-organized with
appropriate use of
images, bullet points, and
visual effects.
Presenter is consistently
engaging and professional,
using appropriate voice,
tone, volume, pace, and
flow/speed.
Mostly uses a professional
tone appropriate for the
presentation context,
audience, and purpose.
Presentation content is
mostly clear, logical, and
well-organized with
adequate use of images,
bullet points, and visual
effects.
Presenter is mostly
engaging and professional,
using adequate voice,
tone, volume, pace, and
flow/speed.
Does not use professional
tone appropriate for the
presentation context,
audience, and purpose.
Presentation content lacks
clarity, logic, and/or
discernible organization;
does not use images, bullet
points, and visual effects;
contains long paragraphs
or confusing sentences.
Presenter is not engaging
and professional; does not
use proper voice, tone,
volume, pace, and
flow/speed.
© 2024 Walden University, LLC 5
Professional Presentation
Skills
Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Presentation is free of
spelling, punctuation, and
grammar/syntax errors.
Presentation contains few
spelling, punctuation,
and/or grammar/syntax
errors.
Presentation contains
significant spelling,
punctuation, and/or
grammar/syntax errors.
Originality, Source Credibility,
and Attribution of Ideas
Presentation fully reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Presentation adequately
reflects original thought
and paraphrasing and
adheres to reference
requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Presentation does not
reflect original thought and
paraphrasing and does not
adhere to reference
requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Professional Writing Skills
Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Context, Organization,
Audience, Purpose, Tone,
Style, Clarity, Flow
Demonstrates full
awareness of writing
context, audience, and
purpose.
Content is consistently
clear, logical, and well-
organized with
appropriate sentence and
paragraph structure.
Demonstrates some
awareness of writing
context, audience, and
purpose.
Content is mostly clear,
logical, and well-organized
with
adequate sentence and
paragraph structure.
Demonstrates minimal
awareness of writing
context, audience, and
purpose.
Content lacks clarity, logic,
and/or discernible
organization; does not use
proper sentence and
paragraph structure.
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Professional Writing Exceeds Expectations Meets Expectations Does Not Meet
Expectations
Tone is highly
professional, scholarly, and
free of bias.
Style is consistently
appropriate for a
professional
setting/workplace context.
Free of spelling,
punctuation, and
grammar/syntax errors.
Tone is adequately
professional, scholarly,
and/or free of bias.
Style is mostly appropriate
for a professional
setting/workplace context.
Contains few spelling,
punctuation, and/or
grammar/syntax errors.
Tone is not
professional/scholarly
and/or contains bias.
Style is inconsistent with
a professional
setting/workplace context.
Contains significant
spelling, punctuation,
and/or grammar/syntax
errors.
Originality, Source Credibility,
and Attribution of Ideas
Writing fully reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Writing adequately reflects
original thought and
paraphrasing and adheres
to reference requirements,
including the use of
credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
Writing does not reflect
original thought and
paraphrasing and does not
adhere to reference
requirements, including the
use of credible evidence to
support a claim while
incorporating appropriate
citations and references in
APA format.
– Assessment Rubric
– Professional Presentation Skills
– Professional Writing Skills