[Solved] Module 5: Public Health Outreach, Screening, & Surveillance

Assignment Prompt & Instructions

Module 5: Public Health Outreach, Screening, & Surveillance

NYC-Hypertension

setting -Church

**files (2)**

– ## Module5Assignment_DNP875.docx

– ## Module5Assignment-RUBRIC.docx

**## Module5Assignment_DNP875.docx**

**Assignment Description: USE Hypertension Screening Campaign in New York City**

**Screening Campaign Video ( I need the script)**

For this assignment, you will create a 6–7-minute video of you describing the development and implementation of a United States Preventive Task Force A and B Recommendations screening campaign on a topic of interest. Please follow the prompts below on how to: 1) develop the content for the assignment, and 2) create a 6–7-minute video.

Please review the guidelines below on how to create the content for your 6–7-minute video:

1. Go to the United States Preventive Task Force website and select an A or B Recommendation guideline (i.e., colorectal cancer screening, Hypertension, etc.).

· Describe one screening topic.

· Develop at least two clear and measurable outcome goals.

· Identify at least two component of topic-related community statistics (i.e. prevalence, incidence, morbidity).

· Describe current rates of screening or factors that would impact the need for the screening.

2. Develop a plan/proposal on how you would implement the screening educational campaign or initiative in the community (i.e. workplace, health fair, civic center, library, school, etc.).

· Identify targeted population characteristics, including age, gender, risk factors, etc. that aligns with the screening guideline.

· Include the following components: number of persons in the community possibly affected based on age, gender, and race/ethnicity of the county/state.

· Include current rates of screening or factors that would impact the need for screening.

· Describe the county/neighborhood of the population.

· Depict the community setting and include reasoning and explanation for appropriateness of setting selection.

3. Identify one theory or conceptual model that would guide the implementation and evaluation of the screening educational campaign or initiative.

· Briefly discuss how the theory or conceptual model would be applied throughout the screening educational campaign or initiative.

4. Describe the screening activity by incorporating the following components:

· Education component description

· Measures being assessed

· Evidence included to support the guideline recommendations

· Demonstrate possible positive measures and normal and abnormal ranges

· Follow-up and referral process

· Discuss how the screening educational campaign will be evaluated

[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3)

**Start by reading and following these instructions:**

1. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

**The following specifications are required for this assignment:**

·
**Length:** 6–7-minute video; answers must thoroughly address the questions and prompts for the assignment in a clear and concise manner.

·
**Structure:** Video

·
**References:** N/A

### **Learning Materials**

Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
_Population health:_ _Creating A culture of wellness_ (3rd ed.). Jones & Bartlett. ISBN: 9781284166606. Read chapters 3, 8 & 9. (50 pages)

University of Kansas. (n.d.) Community toolbox.
[https://ctb.ku.edu/en](https://ctb.ku.edu/en)

**Additional Resources:**

U.S. Department of Health and Human Services. (2022).
_Healthy People_

_2030._ [www.health.gov/healthypeople](https://www.health.gov/healthypeople)

U.S. Preventive Services Task Force. (2022).
_A & B recommendations_.

[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening)

UNICEF (n.d.).
_Cholera Toolkit_.
[https://agora.unicef.org/course/info.php?id=4](https://agora.unicef.org/course/info.php?id=4)

**## Module5Assignment-RUBRIC.docx**

10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

Graduate Video-Oral Communication Response Assignment Rubric v1

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content of

Information in

Video Weight:

30

%

/ 30

0

points

Topic is inappropriate to

assignment, inaccurate

understanding of con

–

cepts, unclear and diffi

–

cult to understand

21

points

Topic is mostly cov

–

ered and appropri

–

ate to assignment,

but does not ade

–

quately demon

–

strate accurate un

–

derstanding of con

–

cepts; mostly clear

and understandable

24

points

Topic is completely

covered and appro

–

priate to assign

–

ment; overview of

key concept dimen

–

sions is evident;

clear and

understandable

30

points

In-depth coverage

of topic; outstand

–

ing clarity and ex

–

planation of con

–

cepts demon

–

strated in informa

–

tion presented

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Oral

Communicatio

n Weight: 30%

/ 30

Organization

Weight: 20%

/ 20

0

points

Central message cannot

be deduced, nor is it ex

–

plicitly stated in presen

–

tation; delivery tech

–

niques (posture, ges

–

tures, eye contact, vo

–

cals) detract from un

–

derstandability of pre

–

sentation and speaker

appears nervous and

uncomfortable; lan

–

guage choices are un

–

clear, minimally support

effectiveness of presen

–

tation, or are inappro

–

priate for audience.

points

21

Central message is

basically under

–

standable, but infor

–

mation is repeated

and somewhat dis

–

organized; delivery

techniques make

speaker appear ten

–

tative and unsure;

language choice is

mundane and com

–

monplace, though

somewhat appropri

–

ate for audience.

points

24

Central message is

clear and consistent

with content; deliv

–

ery techniques

make speaker ap

–

pear comfortable;

language choices

are thoughtful and

appropriate for

audience.

30

points

Central message is

compelling and well

supported; delivery

techniques make

speaker appear

confident and pol

–

ished; language

choices are imagi

–

native, memorable,

and compelling to

support the effec

–

tiveness of the pre

–

sentation.

points

0

Organization pattern

specific

(

introduction/conclusion,

sequenced material

within the body, and

transitions) is not ob

–

servable within the

presentation.

14

points

Organization pat

–

tern is intermit

–

tently observable

within the

presentation.

points

16

Organization pat

–

tern is clear and ob

–

servable within the

presentation.

points

20

Organization pat

–

tern is skillful and

permits a cohesive

–

ness in the

presentation.

Total

/ 100

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Supporting

Materials

Weight: 20%

/ 20

points

0

Insufficient supporting

materials (explanations,

examples, illustrations,

etc.) do not make refer

–

ence to

information/topic; ma

–

terials do not establish

speaker’s

credibility/authority on

the topic.

points

14

Sufficient support

–

ing materials make

reference to

information/topic,

but do not com

–

pletely establish

speaker’s

credibility/authority

on the topic.

points

16

Supporting materi

–

als make explicit

reference to

information/topic

and generally sup

–

ports it; materials

establish speaker’s

credibility/authority.

points

20

A wide variety of

supporting materi

–

als appropriately

reference informa

–

tion and analysis is

evident.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3

https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3

1/3

**## Module5Assignment-RUBRIC.docx**

10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

Graduate Video-Oral Communication Response Assignment Rubric v1

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content of

Information in

Video Weight:

30

%

/ 30

0

points

Topic is inappropriate to

assignment, inaccurate

understanding of con

–

cepts, unclear and diffi

–

cult to understand

21

points

Topic is mostly cov

–

ered and appropri

–

ate to assignment,

but does not ade

–

quately demon

–

strate accurate un

–

derstanding of con

–

cepts; mostly clear

and understandable

24

points

Topic is completely

covered and appro

–

priate to assign

–

ment; overview of

key concept dimen

–

sions is evident;

clear and

understandable

30

points

In-depth coverage

of topic; outstand

–

ing clarity and ex

–

planation of con

–

cepts demon

–

strated in informa

–

tion presented

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Oral

Communicatio

n Weight: 30%

/ 30

Organization

Weight: 20%

/ 20

0

points

Central message cannot

be deduced, nor is it ex

–

plicitly stated in presen

–

tation; delivery tech

–

niques (posture, ges

–

tures, eye contact, vo

–

cals) detract from un

–

derstandability of pre

–

sentation and speaker

appears nervous and

uncomfortable; lan

–

guage choices are un

–

clear, minimally support

effectiveness of presen

–

tation, or are inappro

–

priate for audience.

points

21

Central message is

basically under

–

standable, but infor

–

mation is repeated

and somewhat dis

–

organized; delivery

techniques make

speaker appear ten

–

tative and unsure;

language choice is

mundane and com

–

monplace, though

somewhat appropri

–

ate for audience.

points

24

Central message is

clear and consistent

with content; deliv

–

ery techniques

make speaker ap

–

pear comfortable;

language choices

are thoughtful and

appropriate for

audience.

30

points

Central message is

compelling and well

supported; delivery

techniques make

speaker appear

confident and pol

–

ished; language

choices are imagi

–

native, memorable,

and compelling to

support the effec

–

tiveness of the pre

–

sentation.

points

0

Organization pattern

specific

(

introduction/conclusion,

sequenced material

within the body, and

transitions) is not ob

–

servable within the

presentation.

14

points

Organization pat

–

tern is intermit

–

tently observable

within the

presentation.

points

16

Organization pat

–

tern is clear and ob

–

servable within the

presentation.

points

20

Organization pat

–

tern is skillful and

permits a cohesive

–

ness in the

presentation.

Total

/ 100

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Supporting

Materials

Weight: 20%

/ 20

points

0

Insufficient supporting

materials (explanations,

examples, illustrations,

etc.) do not make refer

–

ence to

information/topic; ma

–

terials do not establish

speaker’s

credibility/authority on

the topic.

points

14

Sufficient support

–

ing materials make

reference to

information/topic,

but do not com

–

pletely establish

speaker’s

credibility/authority

on the topic.

points

16

Supporting materi

–

als make explicit

reference to

information/topic

and generally sup

–

ports it; materials

establish speaker’s

credibility/authority.

points

20

A wide variety of

supporting materi

–

als appropriately

reference informa

–

tion and analysis is

evident.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3

https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3

1/3

**## Module5Assignment_DNP875.docx**

**Assignment Description: USE Hypertension Screening Campaign in New York City**

**Screening Campaign Video ( I need the script)**

For this assignment, you will create a 6–7-minute video of you describing the development and implementation of a United States Preventive Task Force A and B Recommendations screening campaign on a topic of interest. Please follow the prompts below on how to: 1) develop the content for the assignment, and 2) create a 6–7-minute video.

Please review the guidelines below on how to create the content for your 6–7-minute video:

1. Go to the United States Preventive Task Force website and select an A or B Recommendation guideline (i.e., colorectal cancer screening, Hypertension, etc.).

· Describe one screening topic.

· Develop at least two clear and measurable outcome goals.

· Identify at least two component of topic-related community statistics (i.e. prevalence, incidence, morbidity).

· Describe current rates of screening or factors that would impact the need for the screening.

2. Develop a plan/proposal on how you would implement the screening educational campaign or initiative in the community (i.e. workplace, health fair, civic center, library, school, etc.).

· Identify targeted population characteristics, including age, gender, risk factors, etc. that aligns with the screening guideline.

· Include the following components: number of persons in the community possibly affected based on age, gender, and race/ethnicity of the county/state.

· Include current rates of screening or factors that would impact the need for screening.

· Describe the county/neighborhood of the population.

· Depict the community setting and include reasoning and explanation for appropriateness of setting selection.

3. Identify one theory or conceptual model that would guide the implementation and evaluation of the screening educational campaign or initiative.

· Briefly discuss how the theory or conceptual model would be applied throughout the screening educational campaign or initiative.

4. Describe the screening activity by incorporating the following components:

· Education component description

· Measures being assessed

· Evidence included to support the guideline recommendations

· Demonstrate possible positive measures and normal and abnormal ranges

· Follow-up and referral process

· Discuss how the screening educational campaign will be evaluated

[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3)

**Start by reading and following these instructions:**

1. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

**The following specifications are required for this assignment:**

·
**Length:** 6–7-minute video; answers must thoroughly address the questions and prompts for the assignment in a clear and concise manner.

·
**Structure:** Video

·
**References:** N/A

### **Learning Materials**

Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
_Population health:_ _Creating A culture of wellness_ (3rd ed.). Jones & Bartlett. ISBN: 9781284166606. Read chapters 3, 8 & 9. (50 pages)

University of Kansas. (n.d.) Community toolbox.
[https://ctb.ku.edu/en](https://ctb.ku.edu/en)

**Additional Resources:**

U.S. Department of Health and Human Services. (2022).
_Healthy People_

_2030._ [www.health.gov/healthypeople](https://www.health.gov/healthypeople)

U.S. Preventive Services Task Force. (2022).
_A & B recommendations_.

[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening)

UNICEF (n.d.).
_Cholera Toolkit_.
[https://agora.unicef.org/course/info.php?id=4](https://agora.unicef.org/course/info.php?id=4)

**## Module5Assignment-RUBRIC.docx**

10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

Graduate Video-Oral Communication Response Assignment Rubric v1

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content of

Information in

Video Weight:

30

%

/ 30

0

points

Topic is inappropriate to

assignment, inaccurate

understanding of con

–

cepts, unclear and diffi

–

cult to understand

21

points

Topic is mostly cov

–

ered and appropri

–

ate to assignment,

but does not ade

–

quately demon

–

strate accurate un

–

derstanding of con

–

cepts; mostly clear

and understandable

24

points

Topic is completely

covered and appro

–

priate to assign

–

ment; overview of

key concept dimen

–

sions is evident;

clear and

understandable

30

points

In-depth coverage

of topic; outstand

–

ing clarity and ex

–

planation of con

–

cepts demon

–

strated in informa

–

tion presented

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Oral

Communicatio

n Weight: 30%

/ 30

Organization

Weight: 20%

/ 20

0

points

Central message cannot

be deduced, nor is it ex

–

plicitly stated in presen

–

tation; delivery tech

–

niques (posture, ges

–

tures, eye contact, vo

–

cals) detract from un

–

derstandability of pre

–

sentation and speaker

appears nervous and

uncomfortable; lan

–

guage choices are un

–

clear, minimally support

effectiveness of presen

–

tation, or are inappro

–

priate for audience.

points

21

Central message is

basically under

–

standable, but infor

–

mation is repeated

and somewhat dis

–

organized; delivery

techniques make

speaker appear ten

–

tative and unsure;

language choice is

mundane and com

–

monplace, though

somewhat appropri

–

ate for audience.

points

24

Central message is

clear and consistent

with content; deliv

–

ery techniques

make speaker ap

–

pear comfortable;

language choices

are thoughtful and

appropriate for

audience.

30

points

Central message is

compelling and well

supported; delivery

techniques make

speaker appear

confident and pol

–

ished; language

choices are imagi

–

native, memorable,

and compelling to

support the effec

–

tiveness of the pre

–

sentation.

points

0

Organization pattern

specific

(

introduction/conclusion,

sequenced material

within the body, and

transitions) is not ob

–

servable within the

presentation.

14

points

Organization pat

–

tern is intermit

–

tently observable

within the

presentation.

points

16

Organization pat

–

tern is clear and ob

–

servable within the

presentation.

points

20

Organization pat

–

tern is skillful and

permits a cohesive

–

ness in the

presentation.

Total

/ 100

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Supporting

Materials

Weight: 20%

/ 20

points

0

Insufficient supporting

materials (explanations,

examples, illustrations,

etc.) do not make refer

–

ence to

information/topic; ma

–

terials do not establish

speaker’s

credibility/authority on

the topic.

points

14

Sufficient support

–

ing materials make

reference to

information/topic,

but do not com

–

pletely establish

speaker’s

credibility/authority

on the topic.

points

16

Supporting materi

–

als make explicit

reference to

information/topic

and generally sup

–

ports it; materials

establish speaker’s

credibility/authority.

points

20

A wide variety of

supporting materi

–

als appropriately

reference informa

–

tion and analysis is

evident.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3

https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3

1/3

**## Module5Assignment_DNP875.docx**

**Assignment Description: USE Hypertension Screening Campaign in New York City**

**Screening Campaign Video ( I need the script)**

For this assignment, you will create a 6–7-minute video of you describing the development and implementation of a United States Preventive Task Force A and B Recommendations screening campaign on a topic of interest. Please follow the prompts below on how to: 1) develop the content for the assignment, and 2) create a 6–7-minute video.

Please review the guidelines below on how to create the content for your 6–7-minute video:

1. Go to the United States Preventive Task Force website and select an A or B Recommendation guideline (i.e., colorectal cancer screening, Hypertension, etc.).

· Describe one screening topic.

· Develop at least two clear and measurable outcome goals.

· Identify at least two component of topic-related community statistics (i.e. prevalence, incidence, morbidity).

· Describe current rates of screening or factors that would impact the need for the screening.

2. Develop a plan/proposal on how you would implement the screening educational campaign or initiative in the community (i.e. workplace, health fair, civic center, library, school, etc.).

· Identify targeted population characteristics, including age, gender, risk factors, etc. that aligns with the screening guideline.

· Include the following components: number of persons in the community possibly affected based on age, gender, and race/ethnicity of the county/state.

· Include current rates of screening or factors that would impact the need for screening.

· Describe the county/neighborhood of the population.

· Depict the community setting and include reasoning and explanation for appropriateness of setting selection.

3. Identify one theory or conceptual model that would guide the implementation and evaluation of the screening educational campaign or initiative.

· Briefly discuss how the theory or conceptual model would be applied throughout the screening educational campaign or initiative.

4. Describe the screening activity by incorporating the following components:

· Education component description

· Measures being assessed

· Evidence included to support the guideline recommendations

· Demonstrate possible positive measures and normal and abnormal ranges

· Follow-up and referral process

· Discuss how the screening educational campaign will be evaluated

[**Instructions & Specifications**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3) [**Submission**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3) [**Rubric**](https://classroom.aspen.edu/content/enforced/121488-DNP875_Sect1_09-08-26/Module%205%20Assignment.html?ou=121488&d2l_body_type=3)

**Start by reading and following these instructions:**

1. Review the rubric and the specifications below to ensure that your response aligns with all assignment expectations.

**The following specifications are required for this assignment:**

·
**Length:** 6–7-minute video; answers must thoroughly address the questions and prompts for the assignment in a clear and concise manner.

·
**Structure:** Video

·
**References:** N/A

### **Learning Materials**

Nash, D. B., Skoufalos, A., Fabius, R. J., & Oglesby, W. H. (2021).
_Population health:_ _Creating A culture of wellness_ (3rd ed.). Jones & Bartlett. ISBN: 9781284166606. Read chapters 3, 8 & 9. (50 pages)

University of Kansas. (n.d.) Community toolbox.
[https://ctb.ku.edu/en](https://ctb.ku.edu/en)

**Additional Resources:**

U.S. Department of Health and Human Services. (2022).
_Healthy People_

_2030._ [www.health.gov/healthypeople](https://www.health.gov/healthypeople)

U.S. Preventive Services Task Force. (2022).
_A & B recommendations_.

[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation-topics/uspstf-a-and-b-recommendations)

[https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening](https://www.uspreventiveservicestaskforce.org/uspstf/recommendation/hypertension-in-adults-screening)

UNICEF (n.d.).
_Cholera Toolkit_.
[https://agora.unicef.org/course/info.php?id=4](https://agora.unicef.org/course/info.php?id=4)

**## Module5Assignment-RUBRIC.docx**

10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

10/4/26, 6:32 AM Preview Rubric: Graduate Video-Oral Communication Response Assignment Rubric v1 – DNP875 Sect1 Population Health and Person-Centered Care – Aspen University Classroom

Graduate Video-Oral Communication Response Assignment Rubric v1

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Content of

Information in

Video Weight:

30

%

/ 30

0

points

Topic is inappropriate to

assignment, inaccurate

understanding of con

–

cepts, unclear and diffi

–

cult to understand

21

points

Topic is mostly cov

–

ered and appropri

–

ate to assignment,

but does not ade

–

quately demon

–

strate accurate un

–

derstanding of con

–

cepts; mostly clear

and understandable

24

points

Topic is completely

covered and appro

–

priate to assign

–

ment; overview of

key concept dimen

–

sions is evident;

clear and

understandable

30

points

In-depth coverage

of topic; outstand

–

ing clarity and ex

–

planation of con

–

cepts demon

–

strated in informa

–

tion presented

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Oral

Communicatio

n Weight: 30%

/ 30

Organization

Weight: 20%

/ 20

0

points

Central message cannot

be deduced, nor is it ex

–

plicitly stated in presen

–

tation; delivery tech

–

niques (posture, ges

–

tures, eye contact, vo

–

cals) detract from un

–

derstandability of pre

–

sentation and speaker

appears nervous and

uncomfortable; lan

–

guage choices are un

–

clear, minimally support

effectiveness of presen

–

tation, or are inappro

–

priate for audience.

points

21

Central message is

basically under

–

standable, but infor

–

mation is repeated

and somewhat dis

–

organized; delivery

techniques make

speaker appear ten

–

tative and unsure;

language choice is

mundane and com

–

monplace, though

somewhat appropri

–

ate for audience.

points

24

Central message is

clear and consistent

with content; deliv

–

ery techniques

make speaker ap

–

pear comfortable;

language choices

are thoughtful and

appropriate for

audience.

30

points

Central message is

compelling and well

supported; delivery

techniques make

speaker appear

confident and pol

–

ished; language

choices are imagi

–

native, memorable,

and compelling to

support the effec

–

tiveness of the pre

–

sentation.

points

0

Organization pattern

specific

(

introduction/conclusion,

sequenced material

within the body, and

transitions) is not ob

–

servable within the

presentation.

14

points

Organization pat

–

tern is intermit

–

tently observable

within the

presentation.

points

16

Organization pat

–

tern is clear and ob

–

servable within the

presentation.

points

20

Organization pat

–

tern is skillful and

permits a cohesive

–

ness in the

presentation.

Total

/ 100

Criteria

**Does Not Meet 0%**

**Approaches 70%**

**Meets 80%**

**Exceeds 100%**

**Criterion Score**

Supporting

Materials

Weight: 20%

/ 20

points

0

Insufficient supporting

materials (explanations,

examples, illustrations,

etc.) do not make refer

–

ence to

information/topic; ma

–

terials do not establish

speaker’s

credibility/authority on

the topic.

points

14

Sufficient support

–

ing materials make

reference to

information/topic,

but do not com

–

pletely establish

speaker’s

credibility/authority

on the topic.

points

16

Supporting materi

–

als make explicit

reference to

information/topic

and generally sup

–

ports it; materials

establish speaker’s

credibility/authority.

points

20

A wide variety of

supporting materi

–

als appropriately

reference informa

–

tion and analysis is

evident.

**Overall Score**

**Level 1**

0

points minimum

**Level 2**

70

points minimum

**Level 3**

80

points minimum

**Level 4**

100

points minimum

https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3

https://classroom.aspen.edu/d2l/le/content/121488/viewContent/6459327/View 1/3

1/3