Question: create a PowerPoint presentation of 2-3 slides in which you compare the pros and cons of continuing nursing education related to the following:

1. Impact on knowledge and attitudes.

Take a position with your CLC group: Should continuing nursing education be mandatory for all nurses? Support your position with rationale.

A minimum of three scholarly sources are required for this assignment.

While solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines.

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

THE RUBRIC BELOW

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16.0 %Compare the pros and cons of continuing nursing education related to the impact on competency, and use the comparison to support group opinion of mandatory continuing nursing education.

Fails to effectively compare pros and cons of continuing nursing education related to the impact on competency. Group’s position is vague and poorly supported in the presentation.

Compares a pro and con of continuing nursing education related to the impact on competency. Group’s position is vague, but draws support from more generalized examples from the pro-con comparison.

Compares a few of the pros and cons of continuing nursing education related to the impact on competency. Group’s position is clearly presented, and draws support from more generalized examples from the pro-con comparison.

Thoughtfully compares many of the pros and cons of continuing nursing education related to the impact on competency, and supports comparisons with logical reasoning and/or research. Clearly presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.

Thoughtfully compares most of the pros and cons of continuing nursing education related to the impact on competency, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.

16.0 %Compare the pros and cons of continuing nursing education related to the impact on knowledge and attitudes, and use the comparison to support group opinion of mandatory continuing nursing education.

Fails to effectively compare pros and cons of continuing nursing education related to the impact on knowledge and attitudes. Group’s position is vague and poorly supported in the presentation.

Compares a pro and con of continuing nursing education related to the impact on knowledge and attitudes. Group’s position is vague, but draws support from more generalized examples from the pro-con comparison.

Compares a few of the pros and cons of continuing nursing education related to the impact on knowledge and attitudes. Group’s position is clearly presented, and draws support from more generalized examples from the pro-con comparison.

Thoughtfully compares many of the pros and cons of continuing nursing education related to the impact on knowledge and attitudes, and supports comparisons with logical reasoning and/or research. Clearly presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.

Thoughtfully compares most of the pros and cons of continuing nursing education related to the impact on knowledge and attitudes, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.

16.0 %Compare the pros and cons of continuing nursing education, as it relates to professional certification, and use the comparison to support group opinion of mandatory continuing nursing education.

Fails to effectively compare pros and cons of continuing nursing education as it relates to professional certification. Group’s position is vague and poorly supported in the presentation.

Compares a pro and con of continuing nursing education as it relates to professional certification. Group’s position is vague, but draws support from more generalized examples from the pro-con comparison.

Compares a few of the pros and cons of continuing nursing education as it relates to professional certification. Group’s position is clearly presented, and draws support from more-generalized examples from the pro-con comparison.

Thoughtfully compares many of the pros and cons of continuing nursing education as it relates to professional certification, and supports comparisons with logical reasoning and/or research. Clearly presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.

Thoughtfully compares most of the pros and cons of continuing nursing as it relates to professional certification, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.

16.0 %Compare the pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice, and use the comparison to support group opinion of mandatory continuing nursing education.

Fails to effectively compare pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice. Group’s position is vague and poorly supported in the presentation.

Compares a pro and con of continuing nursing education related to the ANA Scope and Standards of Practice. Group’s position is vague, but draws support from more generalized examples from the pro-con comparison.

Compares a few of the pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice. Group’s position is clearly presented, and draws support from more generalized examples from the pro-con comparison.

Thoughtfully compares many of the pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice, and supports comparisons with logical reasoning and/or research. Clearly presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.

Thoughtfully compares most of the pros and cons of continuing nursing education related to the ANA Scope and Standards of Practice, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.

16.0 %Compare the pros and cons of continuing nursing education related to the ANA Code of Ethics, and use the comparison to support group opinion of mandatory continuing nursing education.

Fails to effectively compare pros and cons of continuing nursing education related to the ANA Code of Ethics. Group’s position is vague and poorly supported in the presentation.

Compares a pro and con of continuing nursing education related to the ANA Code of Ethics. Group’s position is vague, but draws support from more generalized examples from the pro-con comparison.

Compares a few of the pros and cons of continuing nursing education related to the ANA Code of Ethics. Group’s position is clearly presented, and draws support from more generalized examples from the pro-con comparison.

Thoughtfully compares many of the pros and cons of continuing nursing education related to the ANA Code of Ethics, and supports comparisons with logical reasoning and/or research. Clearly presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.

Thoughtfully compares most of the pros and cons of continuing nursing education related to the ANA Code of Ethics, and supports comparisons with logical reasoning and research. Clearly and persuasively presents group’s position on continuing nursing education, and draws support from specific examples from the pro/con comparison.

10.0 %Organization and Effectiveness

5.0 %Layout

The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, over use of bold, or lack of appropriate indentations of text.

The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.

The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

10.0 %Organization and Effectiveness

5.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.)

Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.

Some distracting inconsistencies in language choice and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.

Language is appropriate to the targeted audience for the most part.

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

10.0 %Format

5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)

Slide errors are pervasive enough that they impede communication of meaning.

Frequent and repetitive mechanical errors distract the reader.

Some mechanical errors or typos are present, but are not overly distracting to the reader.

Slides are largely free of mechanical errors, although a few may be present.

Writer is clearly in control of standard, written academic English.

5.0 %Evaluating and Documenting Sources(in-text citations for paraphrasing and direct quotes, references page listing and formatting, as appropriate to assignment and style)

Contains no title slide, no references section, and no correctly cited references within the body of the presentation.

Title slide is incomplete or inaccurate. References section includes sources, but many citation errors. Citations are included within the body of the presentation but with many errors.

Title slide has minor errors. References section includes sources, but they are not consistently cited correctly. Citations are included within the body of the presentation but with some errors.

Title slide is complete. References section includes correctly cited sources with minimal errors. Correct citations are included within the body of the presentation.

Title slide is complete. References section includes correctly cited sources. Correct citations are included within the body of the presentation.

100 %Total Weightage

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