The importance of doctors’ communication skills discussion

29 (36.25%) – 32 (40%)

The assessment of proficiency of more than two competencies shows depth, breadth, and clarity in critical thinking. The assessment critically evaluates the personal strengths as well as the areas for improvement.

26 (32.5%) – 28 (35%)

The assessment of proficiency of two competencies fully addresses the personal strengths and areas for improvement.

23 (28.75%) – 25 (31.25%)

The assessment of proficiencies lacks depth, breadth, or clarity in critical thinking when evaluating the personal strengths and areas of improvement. Less than two competencies are assessed

0 (0%) – 22 (27.5%)

The assessment of proficiencies does not address (zero points) or poorly addresses two personal strengths and areas of improvement.

29 (36.25%) – 32 (40%)

The analysis of the competencies shows depth, breadth, and clarity in critical thinking when addressing how more than two competencies relate to health care organizations striving for a culture of excellence. Rationale for how gaining proficiency of competencies would better help contribute to organizational excellence shows depth, breadth, and clarity in critical thinking.

26 (32.5%) – 28 (35%)

The analysis of the competencies fully addresses how two competencies relate to health care organizations striving for a culture of excellence. Rationale for how gaining proficiency of competencies would better help contribute to organizational excellence is valid and accurate.

23 (28.75%) – 25 (31.25%)

The analysis of the competencies lacks depth, breadth, or clarity in critical thinking when analyzing how two competencies relate to health care organizations striving for a culture of excellence. Rationale for how gaining proficiency of competencies would better help contribute to organizational excellence is poorly substantiated.

0 (0%) – 22 (27.5%)

The analysis does not address (zero points) or poorly addresses how two competencies relate to health care organizations striving for a culture of excellence. Rationale for how gaining proficiency of competencies would better help contribute to organizational excellence is not valid.

15 (18.75%) – 16 (20%)

The paper is well organized, uses scholarly tone, contains original writing and proper paraphrasing, follows APA style, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. The work is supported by the Learning Resources and more than three additional scholarly sources. The paper is 2–3 pages plus a title and a reference page.

14 (17.5%) – 14 (17.5%)

The paper is mostly consistent with graduate level writing style and may have some spelling, APA, and writing errors. The work is supported by the Learning Resources and at least three additional scholarly sources. The paper is 2–3 pages plus a title and a reference page.

13 (16.25%) – 13 (16.25%)

The paper is somewhat consistent with graduate level writing style and may have some spelling, APA, and writing errors. The work is supported by the Learning Resources and less than three additional scholarly sources. The paper is not 2–3 pages plus a title and a reference page.

0 (0%) – 12 (15%)

The paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or shows heavy reliance on quoting. The work is not supported by the Learning Resources or additional scholarly sources. The paper is not 2–3 pages plus a title and a reference page.