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Benchmark – Human Experience Across the Health-Illness Continuum The benchmark assesses the following competency:Benchmark: 5.1. Understand the human experience across the health-illness continuum.Research the health-illness continuum and its relevance to patient care. In a 750-1,000 word paper, discuss the relevance of the continuum to patient care and present a perspective of your current state of health in relation to the wellness spectrum. Include the following:Examine the health-illness continuum and discuss why this perspective is important to consider in relation to health and the human experience when caring for patients.Reflect on your overall state of health. Discuss what behaviors support or detract from your health and well-being. Explain where you currently fall on the health-illness continuum.Discuss the options and resources available to you to help you move toward wellness on the health-illness spectrum. Describe how these would assist in moving you toward wellness (managing a chronic disease, recovering from an illness, self-actualization, etc.).
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Course Code
NRS-434VN
Class Code
NRS-434VN-O509
Criteria
Content
Percentage
80.0%
Contemporary Issue and Associated External
Stressors
25.0%
Assessment Strategies to Screen for the Issue
and External Stressors
30.0%
Support Options for Adolescents Encountering
External Stressors
25.0%
Organization and Effectiveness
15.0%
Thesis Development and Purpose
5.0%
Argument Logic and Construction
5.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Format
5.0%
Paper Format (use of appropriate style for the
major and assignment)
2.0%
Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to
assignment and style)
3.0%
Total Weightage
100%
Adolescence: Contemporary Issues and Resources
Unsatisfactory (0.00%)
A contemporary issue facing adolescents is omitted.
Strategies to screen for the chosen issue and external
stressors during an assessment for an adolescent patient are
omitted.
Support options for adolescents encountering external
stressors are omitted.
Paper lacks any discernible overall purpose or organizing
claim.
Statement of purpose is not justified by the conclusion. The
conclusion does not support the claim made. Argument is
incoherent and uses noncredible sources.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction is used.
Template is not used appropriately or documentation format
is rarely followed correctly.
Sources are not documented.
100.0
Less than Satisfactory (75.00%)
An issue facing adolescents is partially summarized; the issue
is not relevant to adolescents. No explanation of external
stressors associated with this issue is described; or, the
external stressors are not relevant.
Strategies to screen for the chosen issue and external
stressors during an assessment for an adolescent patient are
partially presented. The strategies are not relevant to
screening for the issue or external stressors. Additional
assessment questions to ask and the ethical parameters
regarding what cannot be disclosed to the parent or guardian
Support options for adolescents encountering external
stressors are partially described. Specific support options for
the contemporary issue are omitted.
Thesis is insufficiently developed or vague. Purpose is not
clear.
Sufficient justification of claims is lacking. Argument lacks
consistent unity. There are obvious flaws in the logic. Some
sources have questionable credibility.
Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register), sentence
structure, or word choice are present.
Template is used, but some elements are missing or
mistaken; lack of control with formatting is apparent.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Satisfactory (79.00%)
A relevant issue facing adolescents is generally discussed. A
general explanation of external stressors associated with this
issue is summarized. More information is needed. There are
some inaccuracies.
Strategies to screen for the chosen issue and external
stressors during an assessment for an adolescent patient are
partially presented. The strategies are not relevant to
screening for the issue or external stressors. Additional
assessment questions to ask and the ethical parameters
regarding what cannot be disclosed to the parent or guardian
Support options for adolescents encountering external
stressors are summarized. Specific support options for the
contemporary issue are generally discussed. More detail or
evidence is needed for support. There are some inaccuracies.
Thesis is apparent and appropriate to purpose.
Argument is orderly, but may have a few inconsistencies. The
argument presents minimal justification of claims. Argument
logically, but not thoroughly, supports the purpose. Sources
used are credible. Introduction and conclusion bracket the
thesis.
Some mechanical errors or typos are present, but they are
not overly distracting to the reader. Correct sentence
structure and audience-appropriate language are used.
Template is used, and formatting is correct, although some
minor errors may be present.
Sources are documented, as appropriate to assignment and
style, although some formatting errors may be present.
Good (89.00%)
A relevant issue facing adolescents is discussed. An
explanation of external stressors associated with this issue is
presented.
Strategies to screen for the chosen issue and external
stressors during an assessment for an adolescent patient are
described. The strategies are relevant to screening for the
issue and external stressors. Additional assessment questions
to ask and the ethical parameters regarding what cannot be
disclosed to the parent or guardian are outlined.
Support options for adolescents encountering external
stressors are discussed. Specific support options for the
contemporary issue are described. Some detail or evidence is
needed for support. Overall, the support options are relevant
to address external stressors, including those specific to the
contemporary issue.
Thesis is clear and forecasts the development of the paper.
Thesis is descriptive and reflective of the arguments and
appropriate to the purpose.
Argument shows logical progressions. Techniques of
argumentation are evident. There is a smooth progression of
claims from introduction to conclusion. Most sources are
authoritative.
Prose is largely free of mechanical errors, although a few may
be present. A variety of sentence structures and effective
figures of speech are used.
Template is fully used; There are virtually no errors in
formatting style.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Excellent (100.00%)
A relevant issue facing adolescents is thoroughly discussed.
An explanation of external stressors associated with this issue
is well presented. Insight into adolescent issues and external
stressors is demonstrated.
Strategies to screen for the chosen issue and external
stressors during an assessment for an adolescent patient are
well described. The strategies are highly relevant to screening
for the issue and external stressors. Additional assessment
questions to ask are presented and relevant. The ethical
parameters regarding what cannot be disclosed to the parent
Support options for adolescents encountering external
stressors are thoroughly discussed. Specific support options
for the contemporary issue are described in detail. The
support options are relevant for addressing the external
stressors, including those specific to the contemporary issue.
The options are well-supported by evidence and rationale.
Thesis is comprehensive and contains the essence of the
paper. Thesis statement makes the purpose of the paper
clear.
Clear and convincing argument that presents a persuasive
claim in a distinctive and compelling manner. All sources are
authoritative.
Writer is clearly in command of standard, written, academic
English.
Comments
All format elements are correct.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned

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