497449109708737754.weebly.com497449109708737754.weebly.com/.../8/14585516/pdp.do… · web...

Running head: PDP 1

Professional Development Plan

Elizabeth Mitchell

Ferris State University

PDP 2

Abstract

This is a professional development plan created by a beginner nurse to develop her nursing

attributes and continue to grow in her profession. It will begin by discussing her strengths along

with her areas for growth in the context of the American Nurses Association’s (ANA)

professional performance standards. She will then discuss her five year and ten year goals and

her plan to attain these goals. Finally, she will evaluate her progress and her growth in the

profession of nursing.

PDP 3

Professional Development Plan

Nursing is a profession this nurse has only been a part of for the past three years. As a

beginner nurse, she has faced many challenges and has grown professionally and personally

throughout those three years, but realizes there is much more growth to come in her future. She

will analyze her current practice using the ANA’s Standards of Professional Performance and

discuss her strengths and areas for growth. She will also set goals for the future and evaluate her

overall plan for the next ten years of her nursing career.

Nursing Professional Performance

The ANA has developed the Standards of Professional Performance in relation to nursing

practice. “The ten Standards of Professional Performance are ethics, education, evidence-based

practice and research, quality of practice communication, leadership, collaboration, professional

practice evaluation, resource utilization, and environmental health” (American Nurses

Association [ANA], 2012, p. xv). These are important for all nurses to understand and adapt into

their practice. They should be used for guidelines of professional growth and are something

every nurse should strive towards.

Ethics

Ethics is encompassed into every aspect of nursing care. All of a nurse’s relationships can

require ethical standards and thinking. This goes beyond just the patient and family to other

caregivers, the profession and society. Having a strong ethical base and background helps a nurse

provide safe patient care by nurturing the relationships she has with others. Nurses are faced with

ethical dilemmas often and are expected to make decisions based on higher level thinking. There

are more obvious situations than others, like end of life care, but a nurse can deal with smaller

ethical issues on a daily basis. The patient and family are number one priority and being an

PDP 4

advocate for the patient’s health and assuring the patient’s wishes are followed are issues dealt

with often. Nurses also must face ethical issues with healthcare providers, especially if they

affect the patient’s care or safety. Ethics is an important principle that guides nursing practice as

a profession (ANA, 2012).

As a new nurse, this nurse does not have much experience with major ethical problems,

but she does have a strong past that has helped her to acquire an ethical decision making base.

She feels she is capable of recognizing an ethical dilemma and uses the tools around her to help

make decisions based on what is right for her patient and family. She always focuses her care

around the patient and family, respecting wishes at all times. She makes sure to respect her

patients, provide quality care, and make the best decisions possible to aid in healing.

Recently this nurse had a patient with pulmonary fibrosis and not much time to live. The

patient was a limited code with no intubation, and the nurse felt it was very important to speak

with the patient and family about code status before his respiratory status deteriorated further.

She was able to speak with the doctor and have him come talk with the family and patient about

the disease process and help them come to a decision that better fit his situation. This helped to

avoid a more major ethical decision in the future and unnecessary harm to the patient. This nurse

was happy she was able to advocate for her patient and give them the education needed to make

an informed decision.

Although she has a strong moral background, this nurse realizes she does not have much

experience in dealing with ethical situations in her nursing practice. Since she realizes these

weaknesses she is always open to advice and opinion from other, more experienced nurses. She

hopes to be able to continue working on ethical decision making and hopes to advocate and help

make the best possible decisions for her patients and families.

PDP 5

Education

The standard of education is very important in the profession of nursing. This standard

states that “the registered nurse attains knowledge and competence that reflects current nursing

practice” (ANA, 2012, p. 123). Nursing has its own body of knowledge and nurses must have a

strong education base to make nursing judgments and provide safe and quality patient care. In

the profession of nursing, it is important not only to acquire the standard education in

preparation, but also to continue this education throughout one’s practice. Medical advances,

technological advances and changes in the economy and politics all affect a nurse and current

education is the only way to stay caught up with research in practice. Many nurses believe

education is done once they are finished with school, but the most important education is the

advances a nurse makes throughout her career (ANA, 2012). The more education a nurse has, the

better the outcomes of her patients (Aiken, 2008).

This nurse feels education is one of her strongest professional standards. She has a strong

interest in medical advances and how to improve her practice. She is open to new ideas and loves

to acquire knowledge. Attending conferences, taking classes for her Bachelor’s of Science in

Nursing, becoming certified in different areas of care, participating in skills days, ECG labs and

mock codes are some areas she is currently working on in education. There is a vast array of

resources available to her, and she has taken advantage of them as much as possible.

The main weakness she has in the area of education is time. A busy schedule at home and

work does not always allow for her to concentrate on her education as much as she had hoped.

Luckily, she has still been able to further her education and hopes to continue as a lifelong

learner.

PDP 6

Evidence-Based Practice and Research

Evidence-based practice and research is very important in the medical field. It allows

practitioners to see the most recent studies with findings pertinent to care and helps provide the

best patient care and outcomes as possible. It requires a strong skill set of searching and locating

information, analyzing the information and deciding whether or not it is important to incorporate

into current practice. This standard is important because it has been known that many nurses still

rely on traditions or outdated nursing knowledge when providing care. If they have been

providing the same care throughout their nursing career, it is often hard to change their ways.

Nurses must understand the importance of evidence-based practice and how to apply it to

practice. A facility must have evidence-based practice in the forefront of care and offer support

in this area. Protocols and standards should be changed to reflect the most recent research and

better patient care and outcomes (ANA, 2012).

This standard has the greatest possibility of growth for this new nurse. Currently, much of

what she has learned in nursing school is still up to date as she has only been a nurse for a year.

She has not specifically sought out researching the best evidence based practice, but has been

aware of policy changes her facility has made to better patient outcomes. She makes sure to read

updates and newsletters and change her care accordingly. As a new nurse, this nurse has been

finding her way in her practice. As she comes across better methods she changes her ways. She

is able to follow best practices. For example, she washes her hands when entering and exiting

rooms. Also, when she has an isolation room she makes sure to follow procedure and help others

who may not be aware of the correct techniques. These little things improve patient care.

This nurse hopes to take the time to research in her current practice whenever possible.

This seems to be a weakness at this point as she does not feel she has the time at work to look

PDP 7

into current practices as closely as she had originally hoped. This is an area for improvement in

her future practice.

Quality of Practice

Quality of practice fits into every area of nursing. It involves following protocols and

procedures, having education background to make quality choices, using evidence based

practice, communication, collaboration and all other standards of practice to provide quality care

to patients. A nurse must have a moral obligation to provide quality care. More important areas

of providing quality care include working as a team and focusing care around the patient (ANA,

2012). Providing quality care helps the care be more cost effective and gives the patients better

outcomes (Aiken, 2008).

As stated above, this nurse tries her best to provide the highest quality of care to her

patients. She implements infection prevention strategies, follows policies and protocols,

researches best practices and works with an interdisciplinary team to center her care on her

patients and their healing. This nurse has further to grow in this area and will continue to strive

to do so. Researching and implementing best practices is an ongoing process and she still has a

lot to learn in this area. Every day she is developing better communication skills with all team

members and looking at patient care holistically. There is much room for growth.

Communication

Communication is very important in patient care, between the patient and nurse but also

the whole interdisciplinary team. Putting together a plan of care to best heal the patient and

provide him/her with resources upon discharge is only accomplished through good

communication. The nurse must be able to communicate verbally, but also through writing and

charting. This is a skill set every nurse needs. Every person communicates a little differently and

PDP 8

a nurse must be able to make changes in her communication by reading the other communicator

as well. There are three communication styles, passive, aggressive and assertive. Passive

communicators are quiet, apologetic, don’t speak up and often fail to make eye contact. This is

not effective in nursing because the passive communicator does not offer something for learning

and growth. They also may not be an advocate for their patients. Aggressive communicators

often have a hard time listening and like everything done their own way. They are loud, bossy

and very demanding. This communication style also inhibits collaboration as a team. An

assertive communicator speaks up on her patient’s behalf, listens to other sides of the argument,

makes eye contact and is open minded. This is the type of communication every nurse should

strive toward (ANA, 2012).

This nurse is an assertive communicator. She has great communication skills in writing

and speaking. She is willing to go against the norm for her patients and call the doctor at night,

even if she as to wake him up, if she is concerned about a patient’s care. She listens to other

members of the team, takes advice and learns from others. This is an area in which she is able to

excel. Her writing skills are decent, but could always use improvement. She is continually

working on communicating through writing and hopes this will be more effective in the future.

Recently this nurse had a patient with type II Diabetes that was not compliant with

treatment. This nurse was able to sit down with the patient and listen to concerns and then

develop a teaching plan specific to this particular patient. Concerns were also addressed by the

physician after the nurse communicated with him. The patient was provided a diabetic teaching

tote, reading material, a glucometer and insulin pens. Finally, this nurse was able to provide

ongoing support through a diabetes educator once the patient was discharged from the hospital.

This involved great communication among the interdisciplinary team and benefitted the patient.

PDP 9

Leadership

Even if a nurse does not want to take a leadership role, he/she is still in a leadership

position. The registered nurse must lead the nursing assistant staff and coordinate care among the

interdisciplinary team. These take leadership skills. Leadership should motivate people to work

toward a common goal. A good leader is able to earn respect, delegate, support, motivate and

inspire the team. Leaders must be honest, consistent and willing to help in any situation. Nurses

need to learn how to be an effective leader. For some nurses this task comes easier than others,

but it is incredibly important in the care of patients (ANA, 2012)

This nurse shows many assets of a good leader. She is easy to talk to, knows the

parameters of delegation, knows her staff, listens, encourages, supports and is able to motivate

the team. She is also very skilled in conflict resolution and has an assertive communication style.

She values her leadership skills and continues to work on them on a daily basis.

Some weakness this nurse shows in leadership is confrontation. She often feels nervous

to confront others about not completing a task to the best of their ability. Since she is new at her

job it is also hard for her to advise older, more experienced nurses when she feels they do not

have the patient’s best interest in mind. Knowing these weaknesses is the first step to her

improving in these areas. Time and experience will help to make her a better leader.

Collaboration

Collaboration means working together toward a common goal. In nursing this is often the

work of an interdisciplinary team working to provide patients with the best care possible in the

hospital and after discharge. The team involves many members and helps provide holistic care.

Goals for the patient’s health should be set together with the patient, as he/she is part of the team

as well. Collaboration takes good communication skills and a common reachable goal. Other

PDP 10

skills important to be a valuable member of the team are conflict resolution, team building and

interpersonal skills (ANA, 2012).

This nurse collaborates on a daily basis with other members of the team. Working

midnights often makes it more difficult for face to face interactions, making her communication

in writing of more importance. She likes to communicate with others and works well together

with a team. Reading progress notes and case management notes becomes a priority on nights as

there is more time to focus on this area. This information from the rest of the interdisciplinary

team can then be passed along to the day shift for changes to implement or recommendations of

care to be made. Calling physicians on the phone at night can be a challenge, but she has come to

recognize just what information they need and how to approach each situation individually. She

feels she is excelling very well in the standard of collaboration and will continue to work on her

communication skills through writing.

Professional Practice Evaluation

As with any goal, there must also be an evaluation process for nurses. Evaluating her

professional performance, deciding areas of strengths and areas of growth, and acting upon the

findings must be a part of every nurse’s practice. Professional practice evaluation involves

looking at the nursing standards of care and practice and applying this to one’s practice. This will

help a nurse to see if she is effective as a nurse and is providing the best care possible. By

comparing the personal practice and growth of a nurse with the standards, a nurse is better aware

of her skills and in turn is able to improve her professional practice (ANA, 2012).

There are many areas this nurse is required to evaluate her practice. During her initial

training she receieved a lot of feedback from her preceptors. After this she has continually asked

for feedback from more experienced nurses. She also has an annual review each year with her

PDP 11

unit manager to talk about how the year went, how her practice is going, growth in the past year,

and goals for the following year. These things help her tie together the evaluation of her practice

she does on a daily basis. On the half hour drive home from work each day she is able to sort

through her night and how things went, what she could have changed and what she hopes to

improve on the next night. This half hour time is very beneficial to her practice.

Resource Utilization

Resource utilization is the ability of the nurse to provide the best care possible while also

be financially aware and responsible as well. Mistakes made by the nurse could cost the hospital

money if the insurance refuses to pay for a service. Currently, there is a big initiative to make

healthcare affordable to all United States citizens. To do this, nurses must be aware of each

supply they use, supplies brought into patient rooms and care received. It is everyone on the

interdisciplinary team’s responsibility to manage the care and cost of care (ANA, 2012).

This is an area this nurse needs to address more closely. Currently, she is aware of only

using supplies absolutely needed, not bringing extra supplies into patients’ rooms (that if not

used will need to be thrown away), and only making referrals for care when needed. She knows

when patient are concerned with financial obligations from his/her hospital stay and does

everything possible to decrease costs.

At her place of employment there is a program for employees that promotes financial

awareness. Any employee can write a suggestion as to how to save the hospital money through

patient care. If the idea is put in to place and it saves the hospital money, the employee will take

home a percentage of that money saved in the first year. This nurse thinks the initiative the

hospital is making by making everyone responsible for finances is a wonderful idea.

PDP 12

Environmental Health

The last standard of care is environmental health. Environmental health involves

everything about the environment of the hospital. It includes things such as the noise level,

cleanliness of surfaces and air, professional look of rooms and staff, attitudes of staff members

and so much more. The whole experience a patient has in the hospital with all staff members is

crucial to the well being of the patient (ANA, 2012).

Working on midnights, it is very important to reduce noise level for the patients. Sleep is

a very much needed physical need to heal. The unit this nurse currently works on is well aware

of this need. Nurses use very quiet voices, set and check pumps often to prevent beeping, keep

doors closed and curtains shut, offer headphones to roommates and plan care of patients for the

least amount of interruptions through the night. These things help patients sleep better and feel

better in the morning. Other small things that do not go unnoticed is removing food trays as soon

as a patient is done, washing hands when walking into or out of a room, and picking up things as

needed. Many nurses do not feel much of this is their job, which is sad. It is such an easy fix and

can make so much of a difference. This nurse listens to patient needs and concerns. She feels she

does well in keeping her patient’s environment as healthy as possible.

Professional Goals and Action Plans

Five Year Goals

This nurse has three goals to accomplish within the next five years. First, she would like

to complete her Bachelor’s of Science in Nursing (BSN) through Ferris State University. This

plan is already in process and she has six classes to complete after this semester. She plans to

have this finished by August of 2014. Second, she would like to attain her certification in

Advance Cardiac Life Support (ACLS). She recently signed up to take a class and has begun

PDP 13

reading material to become prepared. Finally, she would like to gain experience in her current

field of critical care cardiac nursing. She is working full time and has been taking advice and

learning so much from other team members since starting her career.

Ten Year Goals

This nurse has one very important goal for the next ten years. She hopes to get her

Master’s of Science Degree (MSN) with an education specialty. The Wheeling Jesuit University

would be her first choice as it focuses on service, leadership and moral values. There are fourteen

classes she would have to take and taking two at a time online with clinical experiences in her

area would be feasible while working with a family. This would make completion within ten

years a reachable goal (Wheeling Jesuit University, 2013). Nursing educators are needed

currently at her facility in the staff development department. This would be her first choice of

work, educating nurses within the hospital on new equipment, protocols, best practices and more.

If this was unavailable when she was finished she would like to teach at a local college, which is

often short on available MSN prepared teachers. She would also like to advance to a higher level

goal of being a charge nurse for her unit. Many nurses have made this change within their first

five years at this nurse’s facility, so she is hoping in ten years she will be able to achieve this

goal as well.

Evaluation

This nurse feels her five year goals are very attainable. She is currently has six more

classes, or three more semester left to complete her BSN through Ferris State University. This

should be able to be accomplished by August of 2014. She is enrolled to take her ACLS

certification next week and has currently been studying and reading material. Finally, she has

PDP 14

been in her position as a cardiac nurse for almost six months and hopes to continue this position

throughout the next five years. This experience in nursing has so far proven to be invaluable.

Ten year goals are also very reachable. She is planning to stay with her current cardiac

nursing position and advance up to a charge nurse. At that time she will also begin her MSN

which is fourteen classes. Given five years to complete this goal should be ample time, even with

other commitments outside of work and school. With a background and previous Bachelor’s of

Science in child education, this goal of a Master’s of Science in nursing education is very

attainable. All of the five year and ten year goals of this nurse are reasonable and reachable.

Plans may change, but this nurse hopes to continue her education throughout her nursing career.

Conclusion

Nursing is a career this nurse would not give up for anything. It is a lot of hard work and

dedication, but to see the impact made in a patient’s life is priceless. Nursing involves so much

more than medical care, including treating the patient and family holistically. As a nurse grows

she is able to give each patient just a little bit more. Through examining the standards of

professional practice, this nurse has realized her areas of strengths and areas to focus on her

growth. She has set five and ten year goals and cannot wait to continue striving towards these

areas. This nurse feels she has a strong foundation in nursing and looks forward to continuing on

her lifelong learning journey.

PDP 15

References

Aiken, L.H. (2008). Policy, politics, & nursing practice. Economics of Nursing. 73-79. doi

10.1177/1527154408318253.

American Nurses Association. (2012). The essential guide to nursing practice: Applying ANA’s

scope and standards in practice and education. K.M.White & A. O’Sullivan (Eds.).

Silver Spring, MD: nursesbooks.org.

Chitty, K.K. & Black, B.P. (2011). Professional nursing: Concepts and challenges (6th ed.).

Maryland Heights, MO: Saunders.

Wheeling Jesuit University. (2013). Masters of science in nursing: Nursing education specialist.

Retrieved from: http://www.wju.edu/online/MSNPrograms/nursinged.asp.

PDP 16

CHECKLIST FOR SUBMITTING PAPERS

DATE, TIME, & INITIAL

PROOFREAD FOR: APA ISSUES

4/13/13 EM 1. Page Numbers: Did you number your pages using the automatic functions of your Word program? [p. 230 and example on p. 40)]

4/13/13 EM 2. Running head: Does the Running head: have a small “h”? Is it on every page? Is it less than 50 spaces total? Is the title of the Running head in all caps? Is it 1/2” from the top of your title page? (Should be a few words from the title of your paper). [p. 229 and example on p. 40]

4/13/13 EM 3. Abstract: Make sure your abstract begins on a new page. Is there a label of Abstract and it is centered at the top of the page? Is it a single paragraph? Is the paragraph flush with the margin without an indentation? Is your abstract a summary of your entire paper? Remember it is not an introduction to your paper. Someone should be able to read the abstract and know what to find in your paper. [p. 25 and example on p. 41]

4/13/13 EM 4. Introduction: Did you repeat the title of your paper on your first page of content? Do not use ‘Introduction’ as a heading following the title. The first paragraph clearly implies the introduction and no heading is needed. [p. 27 and example on p. 42]

4/13/13 EM 5. Margins: Did you leave 1” on all sides? [p. 229]

4/13/13 EM 6. Double-spacing: Did you double-space throughout? No triple or extra spaces between sections or paragraphs except in special circumstances. This includes the reference page. [p. 229 and example on p. 40-59]

4/13/13 EM 7. Line Length and Alignment: Did you use the flush-left style, and leave the right margin uneven, or ragged? [p. 229]

4/13/13 EM 8. Paragraphs and Indentation: Did you indent the first line of every paragraph? See P. 229 for exceptions.

4/13/13 EM 9. Spacing After Punctuation Marks: Did you space once at the end of separate parts of a reference and initials in a person’s name? Do not space after periods in abbreviations. Space twice after punctuation marks at the end of a sentence. [p. 87-88]

4/13/13 EM 10. Typeface: Did you use Times New Roman 12-point font? [p. 228]

4/13/13 EM 11. Abbreviation: Did you explain each abbreviation the first time you used it? [p. 106-111]. Remember, no abbreviations in the title of the paper.

4/13/13 EM 12. Plagiarism: Cite all sources! If you say something that is not your original idea, it must be cited. You may be citing many times…this is what you are supposed to be doing! [p.

PDP 17

170]

4/13/13 EM 13. Direct Quote: A direct quote is exact words taken from another. An example with citation would look like this:

“The variables that impact the etiology and the human response to various disease states will be explored” (Bell-Scriber, 2007, p. 1).

Please note where the quotation marks are placed, where the final period is placed, no first name of author, and inclusion of page number, etc. Do all direct quotes look like this? [p. 170-172]

4/13/13 EM 14. Quotes Over 40 Words: Did you make block quotes out of any direct quotes that are 40 words or longer? [p. 170-172]

4/13/13 EM 15. Paraphrase: A paraphrase citation would look like this:

Patients respond to illnesses in various ways depending on a number of factors that will be explored (Bell-Scriber, 2007).

It may also look like this: Bell-Scriber (2007) found that……

[p. 171 and multiple examples in text on p. 40-59]

For multiple references within the same paragraph see page 174 re: use of year.

4/13/13 EM 16. Headings: Did you check your headings for proper levels? [p. 62-63].

4/13/13 EM 17. General Guidelines for References:

A. Did you start the References on a new page? [p. 37]

B. Did you cut and paste references on your reference page? If so, check to make sure they are in correct APA format. Often they are not and must be adapted. Make sure all fonts are the same.

C. Is your reference list double spaced with hanging indents? [p. 37]

D. Formatting of different types of titles: see page 185.

E. Check formatting of all types of authors and sources before submitting your paper.

PROOFREAD FOR GRAMMAR, SPELLING, PUNCTUATION, & STRUCTURE

4/13/13 EM 18. Did you follow the assignment rubric? Did you make headings that address each major

PDP 18

section? (Required to point out where you addressed each section.)

4/13/13 EM 19. Watch for run-on or long, cumbersome sentences. Read it out loud without pausing unless punctuation is present. If you become breathless or it doesn’t make sense, you need to rephrase or break the sentence into 2 or more smaller sentences. Did you do this?

4/13/13 EM 20. Wordiness: check for the words “that”, and “the”. If not necessary, did you omit?

4/13/13 EM 21. Conversational tone: Don’t write as if you are talking to someone in a casual way. For example, “Well so I couldn’t believe nurses did such things!” or “I was in total shock over that.” Did you stay in a formal/professional tone?

4/13/13 EM 22. Avoid contractions. i.e. don’t, can’t, won’t, etc. Did you spell these out?

4/13/13 EM 23. Did you check to make sure there are no hyphens and broken words in the right margin?

4/13/13 EM 24. Do not use “etc.” or "i.e." in formal writing unless in parenthesis. Did you check for improper use of etc. & i.e.?

4/13/13 EM 25. Stay in subject agreement. When referring to 1 nurse, don’t refer to the nurse as “they” or “them”. Also, in referring to a human, don’t refer to the person as “that”, but rather “who”. For example: The nurse that gave the injection….” Should be “The nurse who gave the injection…” Did you check for subject agreement?

4/13/13 EM 26. Don’t refer to “us”, “we”, “our”, within the paper…this is not about you and me. Be clear in identifying. For example don’t say “Our profession uses empirical data to support ….” . Instead say “The nursing profession uses empirical data…..

4/13/13 EM 27. Did you check your sentences to make sure you did not end them with a preposition? For example, “I witnessed activities that I was not happy with.” Instead, “I witnessed activities with which I was not happy.”

4/13/13 EM 28. Did you run a Spell check? Did you proofread in addition to running the Spell check?

4/13/13 EM 29. Did you have other people read your paper? Did they find any areas confusing?

4/13/13 EM 30. Did you include a summary or conclusion heading and section to wrap up your paper?

4/13/13 EM 31. Does your paper have sentence fragments? Do you have complete sentences?

4/13/13 EM 32. Did you check apostrophes for correct possessive use. Don’t use apostrophes unless it is showing possession and then be sure it is in the correct location. The exception is with the word it. It’s = it is. ‘Its’ is possessive.

Signing below indicates you have proofread your paper for the errors in the checklist:

PDP 19

Elizabeth A. Mitchell 4/13/13

________________________________________________________DATE:________________

A peer needs to proofread your paper checking for errors in the listed areas and sign below:

Megan Childers 4/14/13

________________________________________________________DATE:_______________

PDP 20

Professional Development Plan Rubric Part 1: Writing Quality

Evaluation tool 4 points 3 points 2 points 1 pointWriting checklist The writing

checklist is attached, complete and it is apparent after reading the paper it was used successfully

The writing checklist is attached, complete but it is apparent after reading the paper the evaluator missed some key elements of the writing tool

The writing checklist is attached, complete but it is apparent after reading the paper the evaluator missed several key elements of the writing tool

Missing

Introduction (Organization)

The introduction is inviting, states the main topic and previews the structure of the paper.

The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting to the reader.

The introduction states the main topic, but does not adequately preview the structure of the paper nor is it particularly inviting to the reader

There is no clear introduction of the main topic or structure of the paper.

Sequencing (Organization)

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Details are placed in a logical order, but the way in which they are presented/introduced sometimes makes the writing less interesting

Some details are not in a logical or expected order, and this distracts the reader

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Grammar & Spelling (Conventions)

Writer makes no errors in grammar or spelling that distracts the reader from the content.

Writer makes 1-2 errors in grammar or spelling that distract the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distract the reader from the content

Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content.

Word Choice Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, and the choice and placement of the words seems accurate, natural

Writer uses vivid words and phrases that linger or draw pictures in the reader's mind, but occasionally the words are used inaccurately or seem

Writer uses words that communicate clearly, but the writing lacks variety, punch or flair.

Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or clichés may be present and detract from the meaning

PDP 21

and not forced. overdone.

Professional Development Plan Rubric Part 2: Analysis of Current Practice & Professional Plan

Behavior analysis (accuracy, precision, clarity, relevance, depth, breadth, logic and personal significance)Description and Analysis of Current Strengths & Weaknesses for ANA measurement criteria in the

following standards of professional performance

Category 5 Points 4 Points 3 Points 2 Points(#7) Ethics Relevant, telling,

quality details give the reader important information that goes beyond the obvious or predictable.

Supporting details and information are relevant, but one key issue or portion of the analysis is unsupported

Supporting details and information are relevant, but several key issues or portions of the analysis are unsupported.

Supporting details and information are typically unclear or not related to the topic.

(#8) Education Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.




(#9) EBP & Research

Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.




(#10) Quality of Practice





(#11) Communication

Relevant, telling, quality details give the reader

Supporting details and information are relevant, but

Supporting details and information are

Supporting details and information are typically unclear or not related to

PDP 22

important information that goes beyond the obvious or predictable.

one key issue or portion of the analysis is unsupported

relevant, but several key issues or portions of the analysis are unsupported.

the topic.

(#12) Leadership Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable.




(#13) Collaboration





(#14) Professional Practice Evaluation





(#15) Resource Utilization





(#16) Environmental Health



Supporting details and information are relevant, but several key issues or portions of the analysis are


PDP 23

unsupported.Sources APA format (Content)

All citations in text & sources used for quotes and facts are credible and cited correctly.

All citations in text & sources used for quotes and facts are credible and most are cited correctly.

Most citations in text & sources used for quotes and facts are credible and cited correctly.

Many citations in text & sources used for quotes and facts are less than credible (suspect) and/or are not cited correctly.

APA format Correct use and placement of title page, running head, headers, abstract, margins, font size, references reference page

Mostly correct use and placement of title page, running head, headers, abstract, margins, font size, references reference page

Some correct use and placement of title page, running head, headers, abstract, margins, font size, references reference page

Placement of title page, running head, headers, abstract, margins, font size, references reference page needs a lot of improvement

Goals Articulates clear professional goals for 5 and 10 years within the profession which reflect the weakness identified in the behavior analysis above and/or plan to maintain compliance with Standards.

Main idea is clear but the supporting information is general.

Main idea is somewhat clear but there is a need for more supporting information.

The main idea is not clear. There is a seemingly random collection of information.

Action plan Action plan and timelines are consistent with the goal statements.




Evaluation statement

Evaluation statement used to measure attainment of, progress toward or continuing suitability of both 5 & 10 year goals




Conclusion (Organization)

The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no clear conclusion, the paper just ends.

PDP 24

497449109708737754.weebly.com497449109708737754.weebly.com/.../8/14585516/pdp.do… · web...

Documents