Has the student identified uses of the concept outside of the traditional medicine/nursing perspective?

Has the student identified uses of the concept outside of the traditional medicine/nursing perspective?

Has the student identified uses of the concept outside of the traditional medicine/nursing perspective? 150 150 Nyagu

Directions:
Work on Steps 3–4 of your Concept Analysis.
The following plan may help you with your writing this week; Start uses of the concept with the origin of the word or etymology, then go on with dictionary definitions, and provide parts of speech, synonyms, antonyms etc. Then go on with ways the concept is used in health care and in other disciplines; for instance medicine, nursing, law, political science, anthropology, social science, economics, theology to name a few. You decide on this but usually 3–4 pages of uses is typical for this step. Then go on to construct your attributes based on what you found in the literature about how the concept is used. Again, this is your decision but 4–5 attributes are typical as descriptors for concepts. Once you discuss each attributes and justify their use, summarize them to prepare for the next week’s steps.
As Walker and Avant have suggested, figuring out the defining attributes of your concept is an important part of the concept analysis process. Spend time thinking about which characteristics are essential to your concept. The goal is to have a well delineated list of attributes, with no duplication. It is best to explore the literature first for direct uses in health care and then in other disciplines too. Exploring the uses is an essential first step to determining attributes. Perhaps your research in other disciplines help to inform your concept attributes in health care. Use the time to help you discern the attributes of your concept as well. Often a peer sees clearly what is escaping the person moving through a fog.
Rubric
Rubric for Concept Analysis –Steps 3-4
Rubric for Concept Analysis –Steps 3-4
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeHas the student had described the etymology of the word and provided all dictionary uses and parts of speech, synonyms and antonyms? 10 pts
This criterion is linked to a Learning OutcomeHas the student identified uses of the concept outside of the traditional medicine/nursing perspective? 10 pts
This criterion is linked to a Learning OutcomeOrganization: Do the paragraphs build on each other in a logical way, one paragraph building on the next? Are there appropriate transitions between paragraphs? 5 pts
This criterion is linked to a Learning OutcomeAPA format: Refer to APA book. Some examples include: title page; headings (as applicable); citations in text (as applicable) references (as applicable); quotations 10 pts
This criterion is linked to a Learning OutcomeDoes the student follow the rules of grammar (as described in the APA book) with few errors? 15 pts
This criterion is linked to a Learning OutcomeGeneral formatting: Does the paper meet the length and margin requirements? Appropriate style and size of font? Very few quotes (1-2 total)? 5 pts
This criterion is linked to a Learning OutcomeAre the critical attributes identified, logically defended and summarized at the end on the discussion? 15 pts
Total Points: 70
Please continue from step 1 and 2 you wrote. Great job on that. Thank you.