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WGU Performance Assessment
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TEA1 — TEA1 TASK 1: PROFESSIONAL PORTFOLIO
PROFESSIONAL NURSING ROLE TRANSITION — C490
PRFA — TEA1
TASK OVERVIEW
SUBMISSIONS
EVALUATION REPORT
COMPETENCIES
982.1.1 : Program Portfolio
The graduate exhibits artifacts that both demonstrate the graduate’s competency across all program areas as
well as provide evidence of professional growth.
INTRODUCTION
A professional e-portfolio will showcase your knowledge and skills to prospective employers and will
increase your marketability as a baccalaureate-prepared nurse. This e-portfolio will help you, as a nurse, hone
in on the concepts, strengths, and critical thinking abilities that define professional nursing practice.
Throughout your time at WGU, you have developed skills and knowledge that distinguish your practice as
that of a baccalaureate-prepared nurse. Items that display your skills and knowledge will be showcased in
this professional portfolio. You should organize your portfolio around the four areas of professional nursing
practice: quality and safety, advanced evidence-based practice, applied leadership, and community and
population health. This portfolio will expand on the portfolio you already created in your Professional Roles
and Values course.
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. The similarity report that is provided when you submit your task 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.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless
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WGU Performance Assessment
specified in the task requirements. All other submissions must be file types that are uploaded and submitted
as attachments (e.g., .docx, .pdf, .ppt).
A. Include the following in your e-portfolio, using the template you started in C304:
Note: A copy of the “E-Portfolio Template” is included in the Weblinks section.
1. Create a professional mission statement (suggested length of 1 paragraph) that includes the following
elements:
• a representation of your career goals, aspirations, and how you want to move forward with your
career
• an overview of where you would like to focus your time and energies within the profession
a. Reflect on how your professional mission statement will help guide you throughout your nursing
career.
2. Complete a professional summary (suggested length of 3–4 pages) that includes the following:
a. Explain how the specific artifacts or completed work or both in your e-portfolio represent you as a
learner and a healthcare professional.
b. Discuss how the specific artifacts in your e-portfolio represent your professional strengths.
c. Discuss any challenges you encountered during the progression of your program.
i. Explain how you overcame these challenges.
d. Explain how your coursework helped you meet each of the nine nursing program outcomes.
Note: Refer to the “Nursing Conceptual Model” file in the Supporting Documents section.
e. Analyze how you fulfilled the following roles during your program:
• scientist
• detective
• manager of the healing environment
f. Discuss how you have grown professionally since the beginning of your program.
B. Include the following in the e-portfolio section “Quality and Safety”:
1. Reflect (suggested length of 1 page) on your professional definition of quality and safety developed in
Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your e-portfolio that support your definition.
i. Explain how these artifacts support your definition from part B1.
Note: The artifacts should be included in your e-portfolio.
2. Discuss the importance of the Institute for Healthcare Improvement (IHI) certificate for your future
role as a professional nurse.
C. Include the following in the e-portfolio section “Evidence-Based Practice”:
1. Reflect (suggested length of 1 page) on your professional definition of evidence-based practice
developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your e-portfolio that support your definition.
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i. Explain how these artifacts support your definition from part C1.
Note: The artifacts should be included in your e-portfolio.
2. Reflect (suggested length of 1 page) on your understanding of evidence-based practice and applied
nursing research by doing the following:
a. Discuss how you are able to evaluate current primary research and apply the concepts to your
nursing practice, considering the following:
• relevancy and believability of data
• differences between quality improvement and research (places and uses of each)
• differences between primary and secondary research and resources and the implications of each
in clinical practice
b. Explain how your experience in the program helped you achieve excellence in evidence-based
practice.
D. Include the following in the e-portfolio section “Applied Leadership”:
1. Reflect (suggested length of 1 page) on your professional definition of applied leadership you
developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your e-portfolio that support your definition.
i. Explain how these artifacts support the definition from part D1.
Note: The artifacts should be included in your e-portfolio.
2. Summarize (suggested length of 1 paragraph to 1 page) your Learning Leadership Experience task by
doing the following:
a. Discuss the importance of professional collaboration for effective nursing leadership.
E. Include the following in the e-portfolio section “Community and Population Health”:
1. Reflect (suggested length of 1 page) on your professional definition of community and population
health you developed in Professional Roles and Values, including any necessary changes to your
definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your e-portfolio that support your definition.
i. Explain how these artifacts support the definition from part E1.
Note: The artifacts should be included in your e-portfolio.
2. Summarize (suggested length of 1 page) your Community and Population Health task by doing the
following:
a. Discuss what you learned during your Community Health Nursing task.
b. Discuss how what you learned led to your community diagnosis.
c. Discuss how your initial focus and diagnosis evolved after working with your population.
3. Discuss the importance of the American Museum of Natural History (AMNH) certificate for your
future role as a professional nurse.
F. Include the following deliverables in the appendix of your e-portfolio:
1. Include all the documents, prior assignments, and additional items that are examples of your best work
to support your mastery of all sections given in parts B, C, D, and E.
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2. Include the following materials:
• the attached “Nursing Conceptual Model”
• a link to the current IHI Course Catalog
3. Provide an updated professional résumé.
Note: If you have a LinkedIn account, you can take a screenshot and include a copy with the rest of your
documents.
4. Provide professional references, using one of the following:
• a professional reference questionnaire
• a full letter of recommendation
• a list of four professional references with title and phone and/or email address
5. Include a copy of your IHI certificate of completion.
6. Include a copy of your AMNH certificate of completion.
7. Include your COMPASS Completion Certificate. The certificate should include the following:
• your name
• date of completion
G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or
summarized.
H. 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:ONENOTE SUBMISSION
NOT EVIDENT
An e-portfolio is not provided.
APPROACHING
COMPETENCE
COMPETENT
An e-portfolio is provided.
Not applicable.
A1:CREATION OF PROFESSIONAL MISSION STATEMENT
NOT EVIDENT
APPROACHING
COMPETENCE
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COMPETENT
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WGU Performance Assessment
A professional mission state-
The professional mission state-
The professional mission state-
ment is not provided, or the
ment ineffectively addresses the
ment effectively addresses the
statement contains none of the
required elements, or the state-
required elements, and the state-
required elements.
ment is disorganized or illogical.
ment is well organized and
logical.
A1A:REFLECTION OF PROFESSIONAL MISSION STATEMENT
NOT EVIDENT
COMPETENT
A reflection is not provided, or it
APPROACHING
COMPETENCE
makes no reference to how a
The reflection ineffectively ad-
dresses how a professional mis-
professional mission statement
dresses how a professional mis-
sion statement will help guide
will help guide the candidate’s
sion statement will help guide
the candidate’s nursing career,
nursing career.
the candidate’s nursing career,
and the reflection is well rea-
or the reflection is poorly rea-
soned and sufficiently detailed.
The reflection effectively ad-
soned or vague.
A2A:E-PORTFOLIO REPRESENTATION OF A LEARNER AND HEALTHCARE PROFESSIONAL
NOT EVIDENT
COMPETENT
The submission does not include
APPROACHING
COMPETENCE
an explanation, or the explana-
The submission includes an in-
quate explanation of how either
tion makes no reference to the
adequate explanation of how ei-
specific artifacts or completed
representation of the e-
ther specific artifacts or com-
work or both in the e-portfolio
portfolio.
pleted work or both in the e-
represent the candidate as a
portfolio represent the candi-
learner and a healthcare profes-
date as a learner and a health-
sional, and the explanation is log-
care professional, or the expla-
ical and well supported.
The submission includes an ade-
nation is illogical or poorly
supported.
A2B:E-PORTFOLIO PROFESSIONAL STRENGTHS
NOT EVIDENT
COMPETENT
A discussion is not provided, or
APPROACHING
COMPETENCE
it makes no reference to how
The discussion illogically ad-
dresses how the specific artifacts
the specific artifacts in the e-
dresses how the specific arti-
in the e-portfolio represent pro-
portfolio represent professional
facts in the e-portfolio represent
fessional strengths, and the dis-
strengths.
professional strengths, or the
cussion is sufficiently detailed.
The discussion logically ad-
discussion is vague.
A2C:PROGRAM PROGRESSION CHALLENGES
NOT EVIDENT
APPROACHING
COMPETENCE
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COMPETENT
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The submission does not include
The submission includes an in-
The submission includes an ade-
a discussion, or the discussion
adequate discussion of the chal-
quate discussion of the chal-
makes no reference to the chal-
lenges encountered during the
lenges encountered during the
lenges encountered during the
progression of the program, or
progression of the program, and
progression of the program.
the discussion is illogical or
the discussion is logical and well
poorly supported.
supported.
COMPETENT
An explanation was not pro-
APPROACHING
COMPETENCE
vided, or it makes no reference
The explanation ineffectively
dresses how the given challenges
to how the given challenges
addresses how the given chal-
were overcome, and the explana-
were overcome.
lenges were overcome, or the
tion is well reasoned, well sup-
explanation is poorly reasoned,
ported, and sufficiently detailed.
A2CI:OVERCOME CHALLENGES
NOT EVIDENT
The explanation effectively ad-
poorly supported, or vague.
A2D:PROGRAM OUTCOMES
NOT EVIDENT
COMPETENT
An explanation was not pro-
APPROACHING
COMPETENCE
vided, or it makes no reference
The explanation ineffectively
dresses how the coursework
to how the coursework helped
addresses how the coursework
helped the candidate meet each
the candidate meet each of the 9
helped the candidate meet each
of the 9 nursing program out-
nursing program outcomes.
of the 9 nursing program out-
comes, and the explanation is
comes, or the explanation is
well reasoned, well supported,
poorly reasoned, poorly sup-
and sufficiently detailed.
The explanation effectively ad-
ported, or vague.
A2E:ROLES DURING THE PROGRAM
NOT EVIDENT
COMPETENT
An analysis is not provided, or it
APPROACHING
COMPETENCE
makes no reference to how the
The analysis for how the given
roles were fulfilled during the
given roles were fulfilled during
roles were fulfilled during the
program is logical, convincing,
the program.
program is illogical, unconvinc-
and effective.
The analysis for how the given
ing, or ineffective.
A2F:PROFESSIONAL GROWTH
NOT EVIDENT
COMPETENT
A discussion is not provided, or
APPROACHING
COMPETENCE
it makes no reference to how
The discussion ineffectively ad-
dresses how the candidate has
the candidate has grown profes-
dresses how the candidate has
grown professionally since the
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The discussion effectively ad-
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WGU Performance Assessment
sionally since the beginning of
grown professionally since the
beginning of the program, and
the program.
beginning of the program, or the
the discussion is logical and well
discussion is illogical or poorly
supported.
supported.
B1:QUALITY AND SAFETY: REFLECTION
NOT EVIDENT
COMPETENT
A reflection is not provided, or it
APPROACHING
COMPETENCE
makes no reference to the pro-
The reflection ineffectively ad-
dresses how the professional
fessional definition of quality
dresses how the professional
definition of quality and safety
and safety.
definition of quality and safety
was developed in Professional
was developed in Professional
Roles and Values, including nec-
Roles and Values, or it does not
essary changes to the definition,
include necessary changes to
and the reflection is well rea-
the definition. Or the reflection
soned and sufficiently detailed.
The reflection effectively ad-
is poorly reasoned or vague.
B1A:QUALITY AND SAFETY: DEVELOPMENT OF PROFESSIONAL DEFINITION
NOT EVIDENT
COMPETENT
A discussion is not provided, or
APPROACHING
COMPETENCE
it makes no reference to how
The discussion illogically ad-
dresses how the program as-
the program assisted in develop-
dresses how the program as-
sisted in developing the
ing the candidate’s professional
sisted in developing the
candidate’s professional defini-
definition of quality and safety.
candidate’s professional defini-
tion of quality and safety, and the
tion of quality and safety, or the
discussion is well supported.
The discussion logically ad-
discussion is poorly supported.
B1B:QUALITY AND SAFETY: ARTIFACT SUPPORT
NOT EVIDENT
COMPETENT
Artifacts in the e-portfolio that
APPROACHING
COMPETENCE
support the professional defini-
The identified e-portfolio arti-
facts are appropriate, and they
tion of quality and safety are not
facts are inappropriate, or they
support the professional defini-
identified.
do not support the professional
tion of quality and safety.
The identified e-portfolio arti-
definition of quality and safety.
B1BI:QUALITY AND SAFETY: ARTIFACT SUPPORTING DEFINITION
NOT EVIDENT
COMPETENT
An explanation was not pro-
APPROACHING
COMPETENCE
vided, or it makes no reference
The explanation ineffectively
dresses how the given artifacts
The explanation effectively ad-
addresses how the given artihttps://tasks.wgu.edu/student/000950201/course/30340017/task/3869/overview
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WGU Performance Assessment
to how the given artifacts sup-
facts support the definition from
support the definition from part
port the definition from part B1.
part B1, or the explanation is
B1, and the explanation is logical.
illogical.
B2:QUALITY AND SAFETY: IMPORTANCE OF IHI CERTIFICATE
NOT EVIDENT
COMPETENT
A discussion is not provided, or
APPROACHING
COMPETENCE
it makes no reference to the im-
The discussion demonstrates a
sufficient understanding of the
portance of the IHI certificate
limited understanding of the im-
importance the IHI certificate
for the candidate’s future role as
portance the IHI certificate has
has on the candidate’s future role
a professional nurse.
on the candidate’s future role as
as a professional nurse, and the
a professional nurse, or the dis-
discussion is well supported and
cussion is poorly supported or
well reasoned.
The discussion demonstrates a
poorly reasoned.
C1:EVIDENCE-BASED PRACTICE: REFLECTION
NOT EVIDENT
COMPETENT
A reflection is not provided, or it
APPROACHING
COMPETENCE
makes no reference to the pro-
The reflection ineffectively ad-
dresses how the professional
fessional definition of evidence-
dresses how the professional
definition of an evidence-based
based practice.
definition of an evidence-based
practice was developed in
practice was developed in
Professional Roles and Values, in-
Professional Roles and Values,
cluding necessary changes to the
or it does not include necessary
definition, and the reflection is
changes to the definition. Or the
well reasoned and sufficiently
reflection is poorly reasoned or
detailed.
The reflection effectively ad-
vague.
C1A:EVIDENCE-BASED PRACTICE: DEVELOPMENT OF PROFESSIONAL DEFINITION
NOT EVIDENT
COMPETENT
A discussion is not provided, or
APPROACHING
COMPETENCE
it makes no reference to how
The discussion illogically ad-
dresses how the program as-
the program assisted in develop-
dresses how the program as-
sisted in developing the
ing the candidate’s professional
sisted in developing the
candidate’s professional defini-
definition of evidence-based
candidate’s professional defini-
tion of evidence-based practice,
practice.
tion of evidence-based practice,
and the discussion is well
or the discussion is poorly
supported.
The discussion logically ad-
supported.
C1B:EVIDENCE-BASED PRACTICE: ARTIFACT SUPPORT
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NOT EVIDENT
WGU Performance Assessment
COMPETENT
Artifacts in the e-portfolio that
APPROACHING
COMPETENCE
support the professional defini-
The identified e-portfolio arti-
facts are appropriate, and they
tion of evidence-based practice
facts are inappropriate, or they
support the professional defini-
are not identified.
do not support the professional
tion of evidence-based practice.
The identified e-portfolio arti-
definition of evidence-based
practice.
C1BI:EVIDENCE-BASED PRACTICE: ARTIFACT SUPPORTING DEFINITION
NOT EVIDENT
COMPETENT
An explanation was not pro-
APPROACHING
COMPETENCE
vided, or it makes no reference
The explanation ineffectively
dresses how the given artifacts
to how the given artifacts sup-
addresses how the given arti-
support the definition from part
port the definition from part C1.
facts support the definition from
C1, and the explanation is logical.
The explanation effectively ad-
part C1, or the explanation is
illogical.
C2A:EVIDENCE-BASED PRACTICE: PRIMARY RESEARCH
NOT EVIDENT
COMPETENT
A discussion is not provided, or
APPROACHING
COMPETENCE
it makes no reference to how
The discussion demonstrates a
sufficient understanding of how
the candidate is able to evaluate
limited understanding of how
the candidate is able to evaluate
current primary research and
the candidate is able to evaluate
current primary research and ap-
apply concepts to the nursing
current primary research and
ply concepts to the nursing prac-
practice.
apply concepts to the nursing
tice, and the discussion includes
practice, using the given points,
all of the given points. The dis-
or the discussion does not in-
cussion is logical and well
clude all of the given points. Or
supported.
The discussion demonstrates a
the discussion is illogical or
poorly supported.
C2B:EVIDENCE-BASED PRACTICE: ACHIEVEMENT IN EXCELLENCE
NOT EVIDENT
COMPETENT
An explanation was not pro-
APPROACHING
COMPETENCE
vided, or it makes no reference
The explanation ineffectively
dresses how the candidate’s ex-
to how the candidate’s experi-
addresses how the candidate’s
perience in the program helped
ence in the program helped
experience in the program
achieve excellence in evidence-
achieve excellence in evidence-
helped achieve excellence in evi-
based practice, and the explana-
based practice.
dence-based practice, or the ex-
tion is logical and well supported.
The explanation effectively ad-
planation is illogical or poorly
supported.
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D1:APPLIED LEADERSHIP: REFLECTION
NOT EVIDENT
COMPETENT
A reflection is not provided, or it
APPROACHING
COMPETENCE
makes no reference to the pro-
The reflection ineffectively ad-
dresses how the professional
fessional definition of applied
dresses how the professional
definition of applied leadership
leadership.
definition of applied leadership
was developed in Professional
was developed in Professional
Roles and Values, including nec-
Roles and Values, or it does not
essary changes to the definition,
include necessary changes to
and the reflection is well rea-
the definition. Or the reflection
soned and sufficiently detailed.
The reflection effectively ad-
is poorly reasoned or vague.
D1A:APPLIED LEADERSHIP: DEVELOPMENT OF PROFESSIONAL DEFINITION
NOT EVIDENT
COMPETENT
A discussion is not provided, or
APPROACHING
COMPETENCE
it makes no reference to how
The discussion illogically ad-
dresses how the program as-
the program assisted in develop-
dresses how the program as-
sisted in developing the
ing the candidate’s professional
sisted in developing the
candidate’s professional defini-
definition of applied leadership.
candidate’s professional defini-
tion of applied leadership, and
tion of applied leadership, or the
the discussion is well supported.
The discussion logically ad-
discussion is poorly supported.
D1B:APPLIED LEADERSHIP: ARTIFACT SUPPORT
NOT EVIDENT
COMPETENT
Artifacts in the e-portfolio that
APPROACHING
COMPETENCE
support the professional defini-
The identified e-portfolio arti-
facts are appropriate, and they
tion of applied leadership are
facts are inappropriate, or they
support the professional defini-
not identified.
do not support the professional
tion of applied leadership.
The identified e-portfolio arti-
definition of applied leadership.
D1BI:APPLIED LEADERSHIP: ARTIFACTS SUPPORTING DEFINITION
NOT EVIDENT
COMPETENT
An explanation was not pro-
APPROACHING
COMPETENCE
vided, or it makes no reference
The explanation ineffectively
dresses how the given artifacts
to how the given artifacts sup-
addresses how the given arti-
support the definition from part
port the definition from part D1.
facts support the definition from
D1, and the explanation is logical.
The explanation effectively ad-
part D1, or the explanation is
illogical.
D2A:APPLIED LEADERSHIP: PROFESSIONAL COLLABORATION
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NOT EVIDENT
WGU Performance Assessment
COMPETENT
A discussion is not provided, or
APPROACHING
COMPETENCE
it makes no reference to the im-
The discussion illogically ad-
dresses the importance of pro-
portance of professional collab-
dresses the importance of pro-
fessional collaboration for effec-
oration for effective nursing
fessional collaboration for effec-
tive nursing leadership, and the
leadership.
tive nursing leadership, or the
discussion is well supported.
The discussion logically ad-
discussion is poorly supported.
E1:COMMUNITY AND POPULATION HEALTH: REFLECTION
NOT EVIDENT
COMPETENT
A reflection is not provided, or it
APPROACHING
COMPETENCE
makes no reference to the pro-
The reflection ineffectively ad-
dresses how the professional
fessional definition of commu-
dresses how the professional
definition of community health
nity and population health.
definition of community health
was developed in Professional
was developed in Professional
Roles and Values, including nec-
Roles and Values, or it does not
essary changes to the definition,
include necessary changes to
and the reflection is well rea-
the definition. Or the reflection
soned and sufficiently detailed.
The reflection effectively ad-
is poorly reasoned or vague.
E1A:COMMUNITY AND POPULATION HEALTH: DEVELOPMENT OF PROFESSIONAL DEFINITION
NOT EVIDENT
COMPETENT
A discussion is not provided, or
APPROACHING
COMPETENCE
it makes no reference to how
The discussion illogically ad-
dresses how the program as-
the program assisted in develop-
dresses how the program as-
sisted in developing the
ing the candidate’s professional
sisted in developing the
candidate’s professional defini-
definition of community and
candidate’s professional defini-
tion of community and popula-
population health.
tion of community and popula-
tion health, and the discussion is
tion health, or the discussion is
well supported.
The discussion logically ad-
poorly supported.
E1B:COMMUNITY AND POPULATION HEALTH: ARTIFACT SUPPORT
NOT EVIDENT
COMPETENT
Artifacts in the e-portfolio that
APPROACHING
COMPETENCE
support the professional defini-
The identified e-portfolio arti-
facts are appropriate, and they
tion of community and popula-
facts are inappropriate, or they
support the professional defini-
tion health are not identified.
do not support the professional
tion of community and popula-
definition of community and
tion health.
The identified e-portfolio arti-
population health.
E1BI:COMMUNITY AND POPULATION HEALTH: ARTIFACTS SUPPORTING DEFINITION
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NOT EVIDENT
WGU Performance Assessment
COMPETENT
An explanation was not pro-
APPROACHING
COMPETENCE
vided, or it makes no reference
The explanation ineffectively
dresses how the given artifacts
to how the given artifacts sup-
addresses how the given arti-
support the definition from part
port the definition from part E1.
facts support the definition from
E1, and the explanation is logical.
The explanation effectively ad-
part E1, or the explanation is
illogical.
E2A:COMMUNITY AND POPULATION HEALTH: COMMUNITY HEALTH TASK
NOT EVIDENT
COMPETENT
A discussion is not provided, or
APPROACHING
COMPETENCE
it makes no reference to what
The discussion provides vague,
plausible examples of what was
was learned during the
implausible examples of what
learned during the Community
Community Health Nursing
was learned during the
Health Nursing task, and the dis-
task.
Community Health Nursing
cussion is well supported.
The discussion provides specific,
task, or the discussion is poorly
supported.
E2B:COMMUNITY AND POPULATION HEALTH: COMMUNITY DIAGNOSIS
NOT EVIDENT
COMPETENT
A discussion is not provided, or
APPROACHING
COMPETENCE
it makes no reference to what
The discussion addresses what
was learned that led to the com-
was learned that led to the com-
was learned that led to the com-
munity diagnosis, and it is well
munity diagnosis.
munity diagnosis, but it is poorly
supported with specific, plausible
supported with vague or implau-
examples.
The discussion addresses what
sible examples.
E2C:COMMUNITY AND POPULATION HEALTH: CHANGES IN FOCUS
NOT EVIDENT
COMPETENT
A discussion is not provided, or
APPROACHING
COMPETENCE
it makes no reference to how
The discussion addresses how
tial focus and diagnosis evolved
the initial focus and diagnosis
the initial focus and diagnosis
after working with the popula-
evolved after working with the
evolved after working with the
tion, and the discussion is well
population.
population, but the discussion is
supported with specific, plausible
poorly supported with vague or
examples.
The discussion addresses the ini-
implausible examples.
E3:COMMUNITY AND POPULATION HEALTH: IMPORTANCE OF AMNH CERTIFICATE
NOT EVIDENT
APPROACHING
COMPETENCE
https://tasks.wgu.edu/student/000950201/course/30340017/task/3869/overview
COMPETENT
12/15
1/22/24, 4:18 PM
WGU Performance Assessment
A discussion is not provided, or
The discussion demonstrates a
The discussion demonstrates a
it makes no reference to the im-
limited understanding of the im-
sufficient understanding of the
portance of the AMNH certifi-
portance the AMNH certificate
importance the AMNH certifi-
cate for the candidate’s future
has on the candidate’s future
cate has on the candidate’s fu-
role as a professional nurse.
role as a professional nurse, or
ture role as a professional nurse,
the discussion is poorly sup-
and the discussion is well sup-
ported or vague.
ported and sufficiently detailed.
COMPETENT
Documents, assignments, and
APPROACHING
COMPETENCE
examples of best work are not
Documents, assignments, and
ments, and examples of best
provided.
examples of best work are pro-
work are complete, and they sup-
vided, but they are incomplete,
port mastery of all required
or they do not support mastery
sections.
F1:P-EORTFOLIO MASTERY EXAMPLES
NOT EVIDENT
The provided documents, assign-
of all required sections.
F2:NURSING CONCEPTUAL MODULE AND IHI COURSE CATALOG LINK
NOT EVIDENT
COMPETENT
A copy of the “Nursing
APPROACHING
COMPETENCE
Conceptual Model” and a link to
Not applicable.
Conceptual Model” and a link to
A copy of the “Nursing
the current IHI Course Catalog
the current IHI Course Catalog
are not provided.
are provided.
F3:PROFESSIONAL RÉSUMÉ
NOT EVIDENT
COMPETENT
A copy of an updated profes-
APPROACHING
COMPETENCE
sional résumé is not provided.
Not applicable.
sional résumé is provided.
COMPETENT
Professional references are not
APPROACHING
COMPETENCE
provided.
Professional references are pro-
vided meet at least 1 of the given
vided, but they do not meet at
requirements, and the reference
least 1 of the given require-
is complete, appropriate, and
ments, or the reference pro-
relevant.
A copy of an updated profes-
F4:PROFESSIONAL REFERENCES
NOT EVIDENT
https://tasks.wgu.edu/student/000950201/course/30340017/task/3869/overview
The professional references pro-
13/15
1/22/24, 4:18 PM
WGU Performance Assessment
vided is incomplete, inappropriate, or irrelevant.
F5:IHI CERTIFICATE
NOT EVIDENT
COMPETENT
A copy of the IHI certificate of
APPROACHING
COMPETENCE
completion is not provided.
Not applicable.
completion is provided.
COMPETENT
A copy of the AMNH certificate
APPROACHING
COMPETENCE
of completion is not provided.
Not applicable.
of completion is provided.
COMPETENT
The COMPASS Completion
APPROACHING
COMPETENCE
Certificate is not provided.
The COMPASS Completion
Certificate is provided. The cer-
Certificate is provided but 1 or
tificate includes the given points.
A copy of the IHI certificate of
F6:AMNH CERTIFICATE
NOT EVIDENT
A copy of the AMNH certificate
F7:COMPASS COMPLETION
NOT EVIDENT
The COMPASS Completion
more of the given points are not
included.
G: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.
Th
