Description
help with my professional value papers
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WGU Performance Assessment
RGP1 — RGP TASK 1: PROFESSIONAL ACCOUNTABILITY
PROFESSIONAL ROLES AND VALUES — C304
PRFA — RGP1
TASK OVERVIEW
SUBMISSIONS
EVALUATION REPORT
COMPETENCIES
740.1.4 : Professional Accountability
The graduate analyzes the responsibilities and accountability of the professional nurse.
740.1.5 : Self Advocacy of the Nurse
The graduate integrates strategies of self-awareness and self-care into professional practice to ensure
personal health and well¬being.
740.1.7 : Roles of the Nurse
The graduate analyzes the roles of the nurse as a scientist, a detective, and a manager of the healing
environment.
740.1.10 : The Nursing Profession
The graduate applies historical and contemporary nursing theories and models to define their professional
nursing practice.
740.1.13 : The Professional Nurse
The graduate integrates knowledge, skills, and attitudes of the nursing profession into personal and
professional interactions and ethical decision making.
740.1.15 : Healthcare Work Environment
The graduate evaluates how the vision, values, mission, and philosophy of an organization align with an
individual’s professional values, beliefs, and approaches to inter-professional collegiality.
INTRODUCTION
The purpose of this task is to develop a working knowledge of nursing theory, nursing ethics, and professional
accountability and apply these concepts to your professional clinical practice. You will be required to think
about real-life scenarios and how they relate to nursing codes in your professional practice.
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no
more than a 10% match to any one individual source can be directly quoted or closely paraphrased from
sources, even if cited correctly. An originality report is provided when you submit your task that can be used
as a guide.
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You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Identify a nursing theory that has influenced your values and goals.
1. Explain how nurses apply the identified theory from part A to implement excellent nursing practices.
2. Discuss how the identified theory from part A fits your professional practice.
B. Identify the contributions of two historical nursing figures in the nineteenth or twentieth century.
1. Compare the differences in contributions of the two historical figures identified in part B.
2. Describe how the contributions of the two historical figures influence your professional nursing
practice.
C. Explain the functional differences between the State Board of Nursing and the American Nurses
Association (ANA).
1. Define the roles of these two organizations.
2. Explain how these two organizations influence your nursing practice.
3. Explain the requirements for professional license renewal in your state.
a. Discuss the consequences of failure to maintain license requirements in your state.
4. Compare the differences between registered nursing license requirements in a compact state versus a
non-compact state.
D. Discuss the functional differences between the Food and Drug Administration and the Center for
Medicare and Medicaid Services (see the web links below).
1. Discuss how the two regulatory agencies influence your professional nursing practice.
a. Describe your role as a patient advocate in promoting safety when a patient has requested to use
an alternative therapy.
E. Discuss the purposes of the Nurse Practice Act in your state and its impact on your professional practice.
1. Discuss the scope of practice for a RN in your state.
2. Discuss how your state defines delegation for the RN.
F. Apply each of the following roles to your professional practice:
• a scientist
• a detective
• a manager of the healing environment
G. Identify two provisions from the American Nurses Association (ANA) Code of Ethics (see web link below).
1. Analyze how the two provisions identified in part G influence your professional nursing practice.
2. Describe a nursing error that may occur in a clinical practice (e.g., clinical setting, skills lab, or
simulation).
a. Explain how the ANA provisions identified in part G can be applied to the error discussed in part
G2.
H. Identify four leadership qualities or traits that represent excellence in nursing.
1. Discuss the significance of the four leadership qualities identified in part H in the nurse’s role as each of
the following:
• a leader at the bedside
• within a nursing team or interdisciplinary team
2. Identify how your work environment impacts the following:
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• nursing leadership
• decision making
• professional development
I. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
summarized.
J. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A: NURSING THEORY
NOT EVIDENT
COMPETENT
A nursing theory that has influ‐
APPROACHING
COMPETENCE
enced the candidate’s values and
The nursing theory is identified,
enced the candidate’s values and
goals is not identified.
but it is not relevant to the can‐
goals is identified.
A nursing theory that has influ‐
didate’s values and goals.
A1: EXCELLENT NURSING PRACTICES
NOT EVIDENT
COMPETENT
An explanation of how nurses
APPROACHING
COMPETENCE
apply the selected theory in part
The explanation of how nurses
apply the selected theory in part
A to plan excellent nursing prac‐
apply the selected theory in part
A to plan excellent nursing prac‐
tices is not provided.
A to plan excellent nursing prac‐
tices is logical.
The explanation of how nurses
tices is illogical.
A2: PROFESSIONAL PRACTICE NURSING THEORY
NOT EVIDENT
COMPETENT
A discussion of how the theory
APPROACHING
COMPETENCE
from part A fits the candidate’s
The discussion of how the theo‐
from part A fits the candidate’s
professional practice is not
ry from part A fits the candi‐
professional practice is relevant,
provided.
date’s professional practice is ir‐
and it accurately addresses the
The discussion of how the theory
identified theory.
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relevant, or it inaccurately ad‐
dresses the identified theory.
B: CONTRIBUTIONS OF 19TH OR 20TH CENTURY HISTORICAL NURSING FIGURES
NOT EVIDENT
COMPETENT
An identification of the contri‐
APPROACHING
COMPETENCE
butions of 2 historical nursing
Not applicable.
nursing figures in the nineteenth
figures in the nineteenth or
The contributions of 2 historical
or twentieth century is identified.
twentieth century is not
provided.
B1: DIFFERENCES IN CONTRIBUTIONS
NOT EVIDENT
COMPETENT
A comparison of the differences
APPROACHING
COMPETENCE
in contributions of the two his‐
The comparison inaccurately ad‐
dresses the differences in the
torical figures discussed in part
dresses the differences in the
contributions of the 2 historical
B is not provided.
contributions of the 2 historical
figures identified in part B and is
figures identified in part B, or
logical and well supported.
The comparison accurately ad‐
the comparison is illogical or not
supported.
B2: DESCRIPTION OF HISTORICAL FIGURES
NOT EVIDENT
COMPETENT
A description of how the contri‐
APPROACHING
COMPETENCE
butions of 2 historical nursing
The description of how the con‐
tributions of the 2 historical
figures have influenced the can‐
tributions of 2 historical nursing
nursing figures have influenced
didate’s nursing practice is not
figures have influenced the can‐
the candidate’s nursing practice
provided.
didate’s nursing practice is
is accurate.
The description of how the con‐
inaccurate.
C: STATE BOARD OF NURSING VERSUS ANA
NOT EVIDENT
COMPETENT
An explanation of the functional
APPROACHING
COMPETENCE
differences between the State
The explanation of the function‐
differences between the State
Board of Nursing and the
al differences between the State
Board of Nursing and the ANA is
American Nurses Association
Board of Nursing and the ANA is
accurate and well supported.
(ANA) is not provided.
inaccurate or not supported.
The explanation of the functional
C1: ROLES OF ORGANIZATIONS
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NOT EVIDENT
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COMPETENT
A definition of the roles of the
APPROACHING
COMPETENCE
State Board of Nursing and the
The definition of the role of the
State Board of Nursing and the
ANA is not provided.
State Board of Nursing and the
ANA is provided and supported.
The definition of the roles of the
role of the ANA is provided, but
it contains inaccuracies, or it is
not supported by verifiable
facts.
C2: INFLUENCE OF THE STATE BOARD OF NURSING AND ANA
NOT EVIDENT
COMPETENT
An explanation of how the State
APPROACHING
COMPETENCE
Board of Nursing and the ANA
The explanation of how the
Board of Nursing and the ANA in‐
influence the candidate’s nurs‐
State Board of Nursing and the
fluence the candidate’s nursing
ing practice is not provided.
ANA influence the candidate’s
practice is accurate and relevant.
The explanation of how the State
nursing practice is inaccurate or
irrelevant.
C3: REQUIREMENTS FOR PROFESSIONAL LICENSE RENEWAL
NOT EVIDENT
COMPETENT
An explanation of the require‐
APPROACHING
COMPETENCE
ments for professional license
The explanation of the require‐
ments for professional license re‐
renewal in the candidate’s state
ments for professional license
newal in the candidate’s state is
is not provided.
renewal in the candidate’s state
accurate and well supported.
The explanation of the require‐
is inaccurate or not supported.
C3A: FAILURE TO MAINTAIN LICENSE REQUIREMENTS
NOT EVIDENT
COMPETENT
A discussion of the conse‐
APPROACHING
COMPETENCE
quences of failure to maintain li‐
The discussion of the conse‐
quences of failure to maintain li‐
cense requirements in the candi‐
quences of failure to maintain li‐
cense in the candidate’s state is
date’s state is not provided.
cense requirements in the candi‐
accurate.
The discussion of the conse‐
date’s state is inaccurate.
C4: COMPACT VERSUS NON-COMPACT STATE
NOT EVIDENT
COMPETENT
A comparison of the differences
APPROACHING
COMPETENCE
between registered nursing li‐
The comparison inaccurately ad‐
dresses the differences between
cense requirements in a com‐
dresses the differences between
registered nursing license re‐
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The comparison accurately ad‐
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pact state versus a non-compact
registered nursing license re‐
quirements in a compact state
state is not provided.
quirements in a compact state
versus a non-compact state and
versus a non-compact state, or it
is well supported.
is not supported.
D: AGENCIES FUNCTIONAL DIFFERENCES
NOT EVIDENT
COMPETENT
A discussion of the functional
APPROACHING
COMPETENCE
differences between the given
The discussion of the functional
differences between the given
regulatory agencies is not
differences between the given
agencies is accurate and well
provided.
agencies is inaccurate or not
supported.
The discussion of the functional
supported.
D1: INFLUENCE ON PROFESSIONAL PRACTICE
NOT EVIDENT
COMPETENT
A discussion of how the regula‐
APPROACHING
COMPETENCE
tory agencies influence the can‐
The discussion of how the regu‐
tory agencies influence the can‐
didate’s professional nursing
latory agencies influence the
didate’s professional nursing
practice is not provided.
candidate’s professional nursing
practice is relevant.
The discussion of how the regula‐
practice is irrelevant.
D1A: NURSE’S ROLE AS A PATIENT ADVOCATE
NOT EVIDENT
COMPETENT
A discussion of the candidate’s
APPROACHING
COMPETENCE
role as a patient advocate in pro‐
The discussion of the candi‐
role as a patient advocate in pro‐
moting safety when the patient
date’s role as a patient advocate
moting safety when the patient
has selected an alternative
in promoting safety when the
has selected an alternative treat‐
treatment is not provided.
patient has selected an alterna‐
ment is relevant.
The discussion of the candidate’s
tive treatment is not relevant.
E: PURPOSES OF THE NURSE PRACTICE ACT
NOT EVIDENT
COMPETENT
A discussion of the purposes of
APPROACHING
COMPETENCE
the Nurse Practice Act and its
The discussion of the purposes
the Nurse Practice Act and its in‐
influence on the candidate’s pro‐
of the Nurse Practice Act and its
fluence on the candidate’s pro‐
fessional practice is not
influence on the candidate’s pro‐
fessional practice is accurate and
provided.
fessional practice is inaccurate,
well supported.
The discussion of the purposes of
or it is not supported.
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E1: SCOPE OF PRACTICE
NOT EVIDENT
COMPETENT
A discussion of the scope of
APPROACHING
COMPETENCE
practice for an RN in the candi‐
The discussion of the scope of
practice for an RN in the candi‐
date’s state is not provided.
practice for an RN in the candi‐
date’s state is logical and well
date’s state is illogical or
supported.
The discussion of the scope of
unsupported.
E2: RULES FOR EFFECTIVE DELEGATION
NOT EVIDENT
COMPETENT
A discussion of how the candi‐
APPROACHING
COMPETENCE
date’s state defines delegation
A discussion of how the candi‐
date’s state defines delegation
for the RN is not provided.
date’s state defines delegation
for the RN is logical and well
for the RN is illogical or not
supported.
The discussion of how the candi‐
supported.
F: APPLICATION OF NURSING ROLES
NOT EVIDENT
COMPETENT
A discussion of the application
APPROACHING
COMPETENCE
of each nursing role to the candi‐
The discussion of the application
of each nursing role to the candi‐
date’s professional practice is
of each nursing role to the candi‐
date’s professional practice is
not provided.
date’s professional practice is
relevant.
The discussion of the application
irrelevant.
G: ANA CODE OF ETHICS PROVISIONS
NOT EVIDENT
COMPETENT
2 provisions from the ANA Code
APPROACHING
COMPETENCE
of Ethics are not identified.
2 provisions from the ANA Code
Nurses Association (ANA) Code
of Ethics are identified, but they
of Ethics are accurately
are inaccurate.
identified.
COMPETENT
An analysis of how the 2 provi‐
APPROACHING
COMPETENCE
sions identified in part G influ‐
The analysis inaccurately ad‐
es how the 2 provisions identified
ence the candidate’s profession‐
dresses how the 2 provisions
in part G influence the candi‐
2 provisions from the American
G1: ANALYSIS OF PROVISIONS
NOT EVIDENT
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The analysis accurately address‐
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al nursing practice is not
identified in part G influence the
date’s professional nursing prac‐
provided.
candidate’s professional nursing
tice and the analysis is reasoned.
practice, or the analysis is not
reasoned.
G2: CLINICAL PRACTICE ERROR
NOT EVIDENT
COMPETENT
A description of a nursing error
APPROACHING
COMPETENCE
in a clinical practice example is
The description of a nursing er‐
in a clinical practice example is
not provided.
ror in a clinical practice example
relevant.
The description of a nursing error
is irrelevant.
G2A: APPLICATION OF ANA PROVISIONS
NOT EVIDENT
COMPETENT
An explanation of how ANA pro‐
APPROACHING
COMPETENCE
visions in part G can be applied
The explanation of how the ANA
provisions in part G can be ap‐
to the error from part G2 is not
provisions in part G can be ap‐
plied to the error from part G2 is
provided.
plied to the error from part G2 is
relevant.
The explanation of how the ANA
irrelevant.
H: LEADERSHIP QUALITIES OR TRAITS
NOT EVIDENT
COMPETENT
4 leadership qualities or traits
APPROACHING
COMPETENCE
are not identified.
4 leadership qualities or traits
that represent excellence in nurs‐
are identified, but they do not
ing are identified, and are appro‐
represent excellence in nursing,
priate for a nursing practice.
4 leadership qualities or traits
or they are otherwise inappro‐
priate for a nursing practice.
H1: DEMONSTRATION OF NURSING LEADERSHIP QUALITIES OR TRAITS
NOT EVIDENT
COMPETENT
A discussion of how the nurse
APPROACHING
COMPETENCE
uses the identified leadership
The discussion of how the nurse
uses the identified leadership
qualities or traits in part H
uses the identified leadership
qualities or traits in part H in‐
in each of the given roles is not
qualities or traits in part H does
cludes each of the 4 traits, in‐
provided.
not include each of the 4 traits,
cludes each of the given roles,
does not include each of the giv‐
and it is relevant.
The discussion of how the nurse
en roles, or it is not relevant.
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H2: WORK ENVIRONMENT
NOT EVIDENT
COMPETENT
An identification of how the
APPROACHING
COMPETENCE
work environment impacts each
The submission identifies how
the work environment is impact‐
given point is not provided.
the work environment is impact‐
ed, and provides relevant details
ed, but it does not provide rele‐
and examples of how each given
vant details or examples of
point is impacted.
The submission identifies of how
how each given point is
impacted.
I:SOURCES
NOT EVIDENT
COMPETENT
The submission does not include
APPROACHING
COMPETENCE
both in-text citations and a ref‐
The submission includes in-text
citations for sources that are
erence list for sources that are
citations for sources that are
properly quoted, paraphrased, or
quoted, paraphrased, or
quoted, paraphrased, or summa‐
summarized and a reference list
summarized.
rized and a reference list; how‐
that accurately identifies the au‐
ever, the citations and/or refer‐
thor, date, title, and source loca‐
ence list is incomplete or
tion as available.
The submission includes in-text
inaccurate.
J: PROFESSIONAL COMMUNICATION
NOT EVIDENT
COMPETENT
Content is unstructured, is dis‐
APPROACHING
COMPETENCE
jointed, or contains pervasive
Content is poorly organized, is
tail, is organized, and focuses on
errors in mechanics, usage, or
difficult to follow, or contains er‐
the main ideas as prescribed in
grammar. Vocabulary or tone is
rors in mechanics, usage, or
the task or chosen by the candi‐
unprofessional or distracts from
grammar that cause confusion.
date. Terminology is pertinent, is
the topic.
Terminology is misused or
used correctly, and effectively
ineffective.
conveys the intended meaning.
Content reflects attention to de‐
Mechanics, usage, and grammar
promote accurate interpretation
and understanding.
WEB LINKS
Center for Medicare and Medicaid Services
Code of Ethics
Food and Drug Administration
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RGP1 — RGP TASK 2: ETHICAL PRINCIPLE APPLICATION
PROFESSIONAL ROLES AND VALUES — C304
PRFA — RGP1
TASK OVERVIEW
SUBMISSIONS
EVALUATION REPORT
COMPETENCIES
740.1.4 : Professional Accountability
The graduate analyzes the responsibilities and accountability of the professional nurse.
740.1.5 : Self Advocacy of the Nurse
The graduate integrates strategies of self-awareness and self-care into professional practice to ensure
personal health and well-being.
740.1.7 : Roles of the Nurse
The graduate analyzes the roles of the nurse as a scientist, a detective, and a manager of the healing
environment.
740.1.10 : The Nursing Profession
The graduate applies historical and contemporary nursing theories and models to define their professional
nursing practice.
740.1.13 : The Professional Nurse
The graduate integrates knowledge, skills, and attitudes of the nursing profession into personal and
professional interactions and ethical decision making.
740.1.15 : Healthcare Work Environment
The graduate evaluates how the vision, values, mission, and philosophy of an organization align with an
individual’s professional values, beliefs, and approaches to inter-professional collegiality.
INTRODUCTION
The purpose of this task is to explore how nursing ethics, self-advocacy, and professional accountability can
be applied in clinical practice. Using the provided case scenario, you will be required to think about how
ethical concepts can be used to make clinical decisions and explore the differences in personal and
professional beliefs. You will develop personalized stress management plans that rely on the use of adaptive
coping strategies to ensure personal health and well-being.
SCENARIO
You have been working as a nurse in the adult oncology unit for the past year. You have developed a close
relationship with many of your patients, but Mr. Newcomb has a special place in your heart. He has been
diagnosed with stage 4 pancreatic cancer and has undergone aggressive chemotherapy. Each day his wife has
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come to the unit to be with her husband. They have been married for over 40 years and share a deep love.
Mr. and Mrs. Newcomb have made the decision to no longer continue with treatment and have decided that
hospice care is needed. Over the past few days, you have watched Mr. Newcomb’s health decline, and you can
tell from your experience that he does not have much time left to live. Mr. Newcomb has been very open
about discussing his death, and you have had the opportunity to learn about his life and the legacy he will
leave behind.
While you are completing your rounds, you stop in Mr. Newcomb’s room to see how he is doing. You ask, “Is
there anything else I can do for you?” Mr. Newcomb has rarely asked for anything, but today he has one
request. Mr. Newcomb states, “Before I die, I would like to see my mistress one more time. Mrs. Newcomb is
always here. Do you think you could tell her that I will be busy for a few hours tomorrow so I can make
arrangements to see my mistress one more time?”
Reflect on the following questions before you begin working on this task:
• What would you do in this scenario?
• How can your knowledge of ethical principles be utilized to determine your response to Mr. Newcomb?
• How would this affect you as a nurse and direct provider of care for Mr. Newcomb?
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no
more than a 10% match to any one individual source can be directly quoted or closely paraphrased from
sources, even if cited correctly. An originality report is provided when you submit your task that can be used
as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that
will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric
aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Summarize how the principles of beneficence, non-maleficence, autonomy, and justice apply to the
scenario by doing the following:
1. Describe how you would respond to Mr. Newcomb’s request.
2. Evaluate how you applied the principles of beneficence, non-maleficence, autonomy, and justice to the
scenario.
3. Examine how personal beliefs and values influenced your response to the scenario.
4. Describe three strategies to promote self-care.
B. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
summarized.
C. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
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File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg,
wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1: RESPONSE TO SCENARIO
NOT EVIDENT
COMPETENT
A description is not provided, or
APPROACHING
COMPETENCE
the description makes no refer‐
The description of how the can‐
date would respond to Mr.
ence to how the candidate
didate would respond to Mr.
Newcomb’s request is relevant.
would respond to Mr.
Newcomb’s request is
Newcomb’s request.
irrelevant.
The description of how the candi‐
A2: APPLICATION OF PATIENT PRINCIPLES
NOT EVIDENT
COMPETENT
An evaluation is not provided, or
APPROACHING
COMPETENCE
the evaluation makes no refer‐
The evaluation inaccurately ad‐
dresses how the candidate ap‐
ence to how the candidate ap‐
dresses how the candidate ap‐
plied the given principles to the
plied the given principles to the
plied the given principles to the
scenario and is supported.
scenario.
scenario or is not supported.
The evaluation accurately ad‐
A3: PERSONAL BELIEFS AND VALUES
NOT EVIDENT
COMPETENT
An examination is not provided,
APPROACHING
COMPETENCE
or the examination makes no
The examination of how person‐
beliefs and values influenced the
reference to how personal be‐
al beliefs and values influenced
candidate’s response to the clini‐
liefs and values influenced the
the candidate’s response to the
cal scenario is relevant and
candidate’s response to the clini‐
clinical scenario is irrelevant or
supported.
cal scenario.
not supported.
The examination of how personal
A4: PROMOTING SELF-CARE STRATEGIES
NOT EVIDENT
COMPETENT
A description is not provided, or
APPROACHING
COMPETENCE
the description makes no refer‐
The description of three strate‐
gies to promote self-care is
ence to three strategies to pro‐
gies to promote self-care is
relevant.
mote self-care.
irrelevant.
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B: SOURCES
NOT EVIDENT
COMPETENT
The submission does not include
APPROACHING
COMPETENCE
both in-text citations and a ref‐
The submission includes in-text
citations for sources that are
erence list for sources that are
citations for sources that are
properly quoted, paraphrased, or
quoted, paraphrased, or
quoted, paraphrased, or summa‐
summarized and a reference list
summarized.
rized, and a reference list; how‐
that accurately identifies the au‐
ever, the citations and/or refer‐
thor, date, title, and source loca‐
ence list is incomplete or
tion as available.
The submission includes in-text
inaccurate.
C: PROFESSIONAL COMMUNICATION
NOT EVIDENT
COMPETENT
Content is unstructured, is dis‐
APPROACHING
COMPETENCE
jointed, or contains pervasive
Content is poorly organized, is
tail, is organized, and focuses on
errors in mechanics, usage, or
difficult to follow, or contains er‐
the main ideas as prescribed in
grammar. Vocabulary or tone is
rors in mechanics, usage, or
the task or chosen by the candi‐
unprofessional or distracts from
grammar that cause confusion.
date. Terminology is pertinent, is
the topic.
Terminology is misused or
used correctly, and effectively
ineffective.
conveys the intended meaning.
Content reflects attention to de‐
Mechanics, usage, and grammar
promote accurate interpretation
and understanding.
https://tasks.wgu.edu/student/000893404/course/9340002/task/1169/overview
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