Review the IOM report, “The Future of Nursing: Leading Change, Advancing Health,” and explore the “Campaign for Action: State Action Coalition” website. In a 1,000-1,250 word paper, discuss the influence the IOM report and state-based action coalitions have had on nursing practice, nursing education, and nursing workforce development, and how they continue to advance the goals for the nursing profession.

Include the following:

1.  Describe the work of the Robert Wood Johnson Foundation Committee Initiative that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.”

2.  Outline the four “Key Messages” that structure the IOM Report recommendations. Explain how these have transformed or influenced nursing practice, nursing education and training, nursing leadership, and nursing workforce development. Provide examples.

3.  Discuss the role of state-based action coalitions. Explain how these coalitions help advance the goals specified in the IOM report, “Future of Nursing: Leading Change, Advancing Health.”

4.  Research the initiatives on which your state’s action coalition is working. Summarize two initiatives spearheaded by your state’s action coalition. Discuss the ways these initiatives advance the nursing profession.

5.  Describe barriers to advancement that currently exist in your state and explain how nursing advocates in your state overcome these barriers.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.  

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. 

DUE DATE: Friday 27

Required Resources
Read/review the following resources for this activity:

• Textbook: review Chapter 6
• Lesson
• Link (website): Reading and Understanding Scholarly Literature (Links to an external site.)
• Link (Word doc): Source Evaluation Worksheet (Download and save doc as “[your name] Annotated Bibliography”)
• Minimum of 5 scholarly sources (You may include sources you developed in Week 3 if they meet scholarly criteria).

Introduction
You have arrived at the third part of the Course Project. By this week, you should have collected the sources that you need to support, with relevant evidence, the position you have taken on the issue you chose, and the three aspects of the issue you will write about. This week you will submit a thesis statement and an annotated bibliography of at least five sources that you will use in your paper.

Here is a brief breakdown of the project so that you can plan your time in the course:

Week

Task

Week 1

Topic Selection

Week 3

Issue Review (both sides)

Week 5

Thesis & Annotated Bibliography (both sides)

Week 7

Argumentative Paper

Instructions
This week, submit the following:

• A thesis statement stating your opinion/conclusion on the issue, the supporting points you will offer and at least one relevant opposing view you will address.
• An annotated bibliography with evaluation of at least five (5) sources you intend to use in your final paper to support your claim.
  • These are sources that provide evidence to support that your claim should be accepted by the reader.
  • Scholarly sources are preferred and should be used where available; due to the nature of some of the topics, authoritative articles in very high quality substantive journals may also be acceptable.

Use the Source Evaluation Worksheet to determine the following:

• If your source is current
  • If it is not current, explain why you think it is acceptable.
• If your source is credible, reliable, and authoritative
• How well your source supports your thesis
  • If the annotation does not make this obvious, explain to your instructor how you will use it.
• If your support is popular
  • If it is, explain to your instructor why you think it is acceptable.

Prepare a citation, annotation, and evaluation for each source.

Click on the following link for an example:

Link: How to Complete the Source Evaluation Worksheet

Writing Requirements (APA format)

• Length: 100-150 words per source for Part 1; 50-80 words per source for Part 2 (not including title page or references page)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page
• References page

Grading
This activity will be graded using the W5 Annotated Bibliography Grading Rubric.

Course Outcomes (CO): 3, 4, 6, 7

Due Date: By 11:59 p.m. MT on Sunday

Rubric

W5 Course Project Grading Rubric – 75 ptsW5 Course Project Grading Rubric – 75 ptsCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeLength5.0 ptsMeets length requirement0.0 ptsDoes not meet length requirement5.0 pts
This criterion is linked to a Learning OutcomeThesis5.0 ptsA clear, concise and focused statement of the issue and the writer’s opinion/conclusion. with relevant supporting points, clearly stated, which can be expanded into complete body paragraphs. Mention of relevant opposing view which will be addressed.4.25 ptsThe issue and the writer’s opinion/conclusion are clear. Supporting points are stated and mention is made of relevant opposing view.is made of relevant opposing view.3.75 ptsThesis statement is present. Issue is stated, but writer’s opinion/conclusion not entirely clear. Supporting points are stated.3.0 ptsThesis is unclear as to issue, writer’s opinion, or both. Supporting points are unclear.0.0 ptsThesis is not present.5.0 pts
This criterion is linked to a Learning OutcomeQuantity of Sources5.0 pts5 or more sources4.25 pts4 sources3.75 pts3 sources3.0 pts2 sources0.0 pts1 or no sources5.0 pts
This criterion is linked to a Learning OutcomeQuality /Reliability of Sources10.0 ptsAll works are from scholarly sources or highly authoritative sources.8.5 ptsMost works are from scholarly sources or highly authoritative sources.7.5 ptsSome works are from scholarly sources or highly authoritative sources.6.0 ptsSources substantive or lower in quality.0.0 ptsFew or no sources reach even substantive level; popular sources cited.10.0 pts
This criterion is linked to a Learning OutcomeRecency of Sources10.0 ptsAll sources less than 5 years old; if older, historical significance explained8.5 pts1 source older than 5 years w/no explanation of historical significance7.5 pts2 sources older than 5 years w/no explanation of historical significance6.0 pts3 sources older than 5 years w/no explanation of historical significance0.0 pts4 or more sources older than 5 years old w/no explanation of historical significance10.0 pts
This criterion is linked to a Learning OutcomeWriting Fluency of Annotations30.0 ptsAll annotations comprehensively describe scope source material; clearly conveying main idea and relationship of ideas in source to the topic and thesis of the essay and how source will be used in essay.25.5 ptsMost annotations comprehensively describe scope source material; give sense of main idea and relationship of ideas in source to the topic and thesis of the essay and how source will be used in essay.22.5 ptsAnnotations are well-written but do not describe scope of source material; do not give clear idea of how source will be used in essay.18.0 ptsAnnotations do not describe scope of source material and/or do not give idea of how they will be used in essay.0.0 ptsAnnotations lack detail, give no idea of how they will be used in essay OR no annotations.30.0 pts
This criterion is linked to a Learning OutcomeAPA and Documentation10.0 ptsCitations are formatted correctly.8.5 ptsThere are a few formatting errors.7.5 ptsThere are some formatting errors.6.0 ptsThere are many and/or frequent formatting errors.0.0 ptsThere is little or no adherence to APA format in the document.10.0 pts
Total Points: 75.0

1.

Side Effects, Physical Health Consequences, and Mortality Associated with Abortion and Birth after an Unwanted Pregnancy.Gerdts C, Dobkin L, Foster DG, Schwarz EB.
Womens Health Issues. 2016 Jan-Feb;26(1):55-9. doi: 10.1016/j.whi.2015.10.001. Epub 2015 Nov 11.
PMID: 26576470

Week 7 Course Project: Argumentative Paper

Submit Assignment

• Due Dec 13 by 11:59pm
• Points 185
• Submitting a file upload

Required Resources
Read/review the following resources for this activity:

• Textbook: Chapter 15
• Lesson
• Completed Week 5 Source Evaluation Worksheet (included annotated bibliography)
• Minimum of 5 scholarly sources

Introduction
This week, all the hard work you have done in researching your topic and issue will come to fruition in your argumentative paper. Once you feel you have got the final draft, try to put the paper aside, even for a few hours, and then read it again.

• Did you address at least three aspects of the issue you chose?
• Does each aspect have relevant and authoritative evidence in support of your point?
• Have you included a view that is in opposition to your viewpoint, and have you answered that opposing view, pointing out its flaws in such a way as to refute it?

Edit your paper – look for wordiness, repetition, vagueness, ambiguities. Check the organization of the paper as a whole; make sure each paragraph maintains focus. After you are satisfied that the content of your paper is good, carefully proofread it and correct mechanical errors.

Here is a brief breakdown of the project so that you can plan your time in the course:

Week

Task

Week 1

Topic Selection

Week 3

Issue Review (both sides)

Week 5

Thesis & Annotated Bibliography (both sides)

Week 7

Argumentative Paper

Instructions
This week, you will complete your argumentative paper. Following the directions in assigned textbook reading on how write an argumentative essay on the issue you chose in Week 1. Be sure your essay contains the following:

• An opening paragraph that states a clear thesis that is focused, plausible, and arguable and that gives direction and purpose to the paper
• A fair-minded, balanced, and objective development of the pros and cons of the issue in a well-organized sequence of ideas, free of mechanical errors
• Credible, reliable, and authoritative evidence in support of the points made
• A strong conclusion that summarizes your views, reminds the audience of the issue and its importance, and shows in brief that you have successfully defended your thesis

Note

As you do your research, it is permissible to change your sources. Also, because of the recency and relevance of these issues, no sources older than 5 years should be used other than as historical information. Critical thinkers do the research first and then side with the preponderance of evidence. You might want to follow that principle.

Writing Requirements (APA format)

• Length: 4-6 pages (not including title page or references page)
• 1-inch margins
• Double spaced
• 12-point Times New Roman font
• Title page
• References page

Grading
This activity will be graded using the W7 Course Project Grading Rubric.

Course Outcomes (CO): 3, 4, 5, 6, 7

Due Date: By 11:59 p.m. MT on Sunday

Rubric

W7 Course Project Grading Rubric – 185 ptsW7 Course Project Grading Rubric – 185 ptsCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeLength5.0 ptsMeets length requirement0.0 ptsDoes not meet length requirement5.0 pts
This criterion is linked to a Learning OutcomePurpose & Focus10.0 ptsThe writer has made insightful and mature decisions about focus, organization, and content to communicate clearly and effectively. The purpose and focus of the writing are clear to the reader and the organization and content are well chosen, sophisticated, and/or persuasive. Has a highly developed, defendable thesis that provides focus and direction to the essay.8.5 ptsThe writer has made good decisions about focus, organization, and content to communicate clearly and effectively. The purpose and focus of the writing are clear to the reader and the organization and content achieve the purpose as well. Has a clear recognizable thesis that provides focus and direction to the essay.7.5 ptsThe writer’s decisions about focus, organization, or content sometimes interfere with clear, effective communication. The purpose of the writing is not fully achieved. Thesis is unclear OR is not focused6.0 ptsThe writer’s decisions about focus, organization, or content interfere with communication. The purpose of the writing is not achieved. Lacks a clear thesis0.0 ptsCompletely unfocused and/or disorganized. Purpose of writing is not achieved. No recognizable thesis10.0 pts
This criterion is linked to a Learning OutcomeQuality of Research/Evidence40.0 ptsSources are scholarly or of very high substantive quality where subject matter requires and no scholarly reference will serve the purpose, but all are current, authoritative, and relevant to topic.34.0 ptsMost sources are scholarly or of very high substantive quality where subject matter requires; but all are current, authoritative and relevant to topic.30.0 ptsSources are mostly substantive, even where subject matter does not require. All are relevant to the topic. One source outside of current range.24.0 ptsSources are substantive, even though scholarly sources are available and relevaant. Only one scholarly source. All are relevant to the topic. More than one source outside of current range.0.0 ptsPopular sources only and are not, therefore, authoritative, OR sources are not current, OR sources are not relevant40.0 pts
This criterion is linked to a Learning OutcomeReasoning45.0 ptsSubstantial and well-reasoned development of ideas. All key assumptions are made explicit. Credible evidence is germane, and accurately analyzed and fair- mindedly interpreted. Displays strong critical thinking skills and habits of mind.38.25 ptsOffers solid reasoning. Most key assumptions are recognized or made explicit. Most inferences are accurate, most examples are on point.33.75 ptsOffers some supporting evidence. The case includes some examples that are too general, not interpreted, or not clearly relevant to thesis.27.0 ptsOffers simplistic, underdeveloped, circular, or irrelevant arguments.0.0 ptsIncludes fallacies, exaggerations, faulty reasoning, factual errors, biased statements, etc.45.0 pts
This criterion is linked to a Learning OutcomeOrganization30.0 ptsSequencing of ideas within paragraphs and transitions between paragraphs flow smoothly and coherently throughout the paper. The writer shows clear effort to assist the reader in following the logic of the ideas expressed. Develops a complete reasoning pathway that contains logical follow through, considers multiple points of view,and examines assumptions.25.5 ptsSequencing of ideas within paragraphs and transitions between paragraphs make the writer’s points coherent and easy to follow. Develops a logical reasoning pathway with minor gaps or leaps while addressing other points of view.22.5 ptsSentence structure and/ or word choice sometimes interfere with clarity and coherence. Needs to improve sequencing of ideas within paragraphs and transitions between paragraphs to make the writing easy to follow May contain some gaps in reasoning pathway; deals minimally with other points of view.18.0 ptsIneffective sentence structure, word choice, transitions, and/ or sequencing of ideas make reading and understanding difficult. Contains gaps and/or leaps in development and does not examine other points of view.0.0 ptsDisorganized; little or no sequencing of ideas; awkward and ineffective sentence structure; reading and understanding extremely difficult Undeveloped and/or does not examine other points of view.30.0 pts
This criterion is linked to a Learning OutcomeAcademic Tone20.0 ptsMaintains objective and professional tone; uses professional vocabulary. The use of words, sentences, and punctuation creates a distinct and engaging voice, tone, and level of formality appropriate to audience, purpose, and genre.17.0 ptsUses objective and professional vocabulary. The use of words, sentences, and punctuation creates a consistent voice, tone, and level of formality appropriate to audience, purpose, and genre.15.0 ptsSome informality in vocabulary. The use of words, sentences, and punctuation creates an inconsistent voice, tone, or formality level that is occasionally inappropriate to the situation.12.0 ptsThe use of words, sentences, and punctuation shows a lack of awareness of the voice, tone, and formality level expected in academic writing.0.0 ptsInformal; uses slang or colloquialisms; fails to achieve tone and level of formality expected in academic writing.20.0 pts
This criterion is linked to a Learning OutcomeWriting: Punctuation, Spelling, Capitalization5.0 ptsVirtually free of punctuation, spelling, or capitalization errors.4.0 ptsOccasional punctuation, spelling, or capitalization errors.3.0 ptsMany punctuation, spelling, or capitalization errors. Interfere with meaning in some places.2.0 ptsPunctuation, spelling, or capitalization errors that hinder communication.0.0 ptsSevere punctuation, spelling and capitalization errors.5.0 pts
This criterion is linked to a Learning OutcomeWriting: Sentence Structure10.0 ptsSentence structure is complex and powerful. The writer has used vivid, purposefully crafted, and varied sentence styles and lengths.8.5 ptsSentences are effective and varied in style and length.7.5 ptsSentences show limited variety in sentence style and length.6.0 ptsSentence structure is simple, without variety in sentence style and length.0.0 ptsSentence structures are awkward and/or unclear, impeding the clarity and flow of ideas.10.0 pts
This criterion is linked to a Learning OutcomeWriting: Word Choice10.0 ptsThe writer displays a broad range of vocabulary, with effective, accurate, and contextually appropriate word usage.8.5 ptsThe writer displays a satisfactory range of vocabulary and accurate and appropriate word usage.7.5 ptsThe writer displays some varied word choice but language is mostly vague and needs more accuracy to properly convey ideas. Some errors of diction and usage are evident but do not interfere significantly with readability.6.0 ptsThe writer displays a limited range of vocabulary. Errors of diction and usage are evident and begin to interfere significantly with readability.0.0 ptsLimited vocabulary. Diction and syntax errors are evident and impede a clear reading of the text.10.0 pts
This criterion is linked to a Learning OutcomeAPA Format10.0 ptsIntext and reference citations in correct APA format with no errors.8.5 ptsIntext and reference citations in correct APA format with only occasional minor error.7.5 ptsInterfere with meaning in some places. Some major errors in APA format for intext, reference citations.6.0 ptsThe writer does not use APA format, presentation, or style (citations) for the assignment or APA formatting has many major errors.0.0 ptsNo intext citations to sources and/or no list of references in APA format10.0 pts
Total Points: 185.0PreviousNext

 This alternate discussion will provide an opportunity to share your thoughts and experiences managing COVID-19 both professionally and personally. This will also provide a forum for supporting each other during this difficult time. No references are required for this alternative posting. Students are required to respond to a peer or faculty this week using the alternate discussion. Thank you for sharing your thoughts and supporting each other during this difficult time.

1. How are you doing? Are you able to practice self-care in this time of crisis?
2. What ways, both professionally and personally, has your normal life changed? How are you adjusting to the new normal? 

Please answer each question separate and sources is not necessary. Please write the paper as a hospice nurse because i work in hospice.