Research Project Final Draft

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Analytical Writing	Successful	Acceptable	Below Expectation	Unacceptable	Criterion Score
Thesis Statement	4 points Thesis statement effectively answers research question and identifies main supporting points in a way that is clear and engaging.	3 points Thesis statement effectively answers research question and identifies main supporting points, but supporting points lack full clarity and/or depth.	2 points Thesis statement attempts to answer research question but struggles in one or more significant ways: e.g. doesn't identify main supporting points, partially addresses a different question.	1 point Doesn't meet the basic expectations for a thesis statement: e.g. only presents a research question, announces an intention to study or discuss the topic, establishes a topic without identifying a position on the topic.	Score of Thesis Statement, / 4
Overall Focus and Organization	4 points Body paragraphs are consistent with thesis in terms of scope and order.	3 points Focus and organization of body paragraphs may be illogical in places, but overall focus of body paragraphs is generally consistent with thesis in terms of scope and order.	2 points Focus and organization of body paragraphs is consistently confusing and/or misaligned with thesis statement.	1 point Body of the report is scattershot and disconnected from a central focus -e.g.long stretches of bulleted lists, many short sections providing basic or factual information about a topic rather than analyzing it.	Score of Overall Focus and Organization, / 4
Purpose and Audience	3 points Tone is consistently objective and analytical, AND research material is suitable to academic context.	2 points Tone may at times be poorly suited to academic audience / purpose -e.g.too personal, descriptive, subjective, AND/OR research draws on a mix of materials that includes both suitable academic sources and ones that are questionable for the context.	1 point Tone is consistently poorly suited to academic audience/purpose: e.g. too personal, descriptive, subjective, AND/OR research consists mostly of sources that are poorly suited to an academic audience/purpose.	0 points Tone is problematically inappropriate throughout in a way that indicates the student has not considered audience or purpose at all -e.g.inflammatory or angry, trumpets a particular product or brand, OR research consists entirely of sources that have been explicitly identified as unacceptable for the context, such as sites thatpost student papers.	Score of Purpose and Audience, / 3
Introductory Paragraph	2 points Introductory paragraph effectively engages reader and uses "funnel" technique to establish context for the discussion.	1.5 points Introductory paragraph attempts to use funnel technique and establishes an effective level of context, but makes minor errors -e.g.begins too far away or too close to the topic, includes broad generalizations about the topic.	1 point Introductory paragraph includes only one or two sentences (prior to presenting the thesis statement) and identifies / establishes the topic in a basic and limited way.	0 points No effort is made to establish context and engage with the reader prior to presenting the thesis statement.	Score of Introductory Paragraph, / 2
Concluding Paragraph	2 points Concluding paragraph effectively uses "reverse funnel" method to summarize main ideas and key point before transitioning reader to a meaningful and thoughtful consideration of the paper's implications.	1.5 points Concluding paragraph summarizes main ideas and key points and attempts to identify paper's implications, though these may be lacking in depth.	1 point Concluding paragraph only re-states main ideas and key points without offering any consideration of the paper'simplications, ORfails to summarize the main ideas and key points, OR makes a major concluding paragraph error like contradicting the thesis.	0 points No effort is made to summarize or conclude the discussion in a meaningful and thoughtful way.	Score of Concluding Paragraph, / 2

Paragraph Writing	Successful	Acceptable	Below Expectation	Unacceptable	Criterion Score
Structure	4 points Body paragraphs consistently follow logicalparagraph structure -e.g.topic sentence, supporting sentences, concluding sentences.	3 points Body paragraphs generally follow logicalparagraph structure, but occasionally lack effective topic or concluding sentences.	2 points Body paragraphs consistently struggle toemploy logical paragraph structure -e.g.lacking effective topic and concluding sentences throughout.	1 point Ideas within body paragraphs are arrangedin a completely illogical way.	Score of Structure, / 4
Support	4 points Body paragraphs include a variety of effective and appropriate support.	3 points Body paragraphs contain appropriate supporting points but may lack depth or variety.	2 points Body paragraphs consistently struggle to provide clear and effective support.	1 point Body paragraphs contain no meaningful support for the claims presented in their topic sentences.	Score of Support, / 4
Length	4 points Body paragraphs are consistently appropriate in length-e.g.neither too short nor too long.	3 points Minor issues with paragraph length:e.g.one body paragraph is very long or very short, multiple paragraphs are a little too long/too short.	2 points Body paragraphs are problematically long or short throughout.	1 point No paragraphing throughout:e.g.one continuous chunk of text, ideas presented in isolated sentences or bullet points.	Score of Length, / 4
Transitions	3 points Transition words are used effectively throughout the body paragraphs.	2 points Transition words are used throughout the body paragraphs, though with some repetition or awkwardness.	1 point Sentences are rarely linked in an effective way.	0 points No effort made to use transitions to clarify and connect ideas.	Score of Transitions, / 3

Integrating Text References	Successful	Acceptable	Below Expectation	Unacceptable	Criterion Score
Integration	4 points All text references have been effectively integrated -e.g.quotation marks used correctly, text reference fits with syntax of sentence, signal phrases used appropriately.	3 points Text references are generally well-integrated, but there may be minor problems such as an awkward fit with signal phrase or the syntax of the sentence.	2 points Text references are not effectively integrated overall, with major errors such as floating quotations, incorrect use of quotation marks.	1 point No effort made throughout to integrate text references appropriately -e.g.all text references are floating, quotation marks used incorrectly throughout.	Score of Integration, / 4
Effectiveness	4 points Text references consistently make a meaningful contribution to the report - e.g. are relevant to the context, use narrative and parenthetical style appropriately.	3 points Text references generally make a meaningful contribution to the report, but minor mistakes occur - e.g. repeating information or quoting more than is useful.	2 points Text references struggle to provide meaningful support to the main ideas of the report - e.g. due to a lack of variety or relevance.	1 point Text references add nothing meaningful to the report, introducing ideas that are unrelated and/or unclear.	Score of Effectiveness, / 4
Citations	3 points In-text citations are done correctly throughout.	2 points In-text citations are generally correct, despite minor struggles to implement style guidelines.	1 point In-text citations appear, but with major variations from style guidelines throughout, and/or are missing in places.	0 points Style guidelines have not been followed at all resulting in major problems identifying correct source of borrowed information.	Score of Citations, / 3
References Page	3 points Referencespage is done correctly throughout.	2 points References page is generally correct, despite minor struggles to implement style guidelines.	1 point Referencespage exists, but with major variations from styleguidelines throughout and/or fails to include all cited materials.	0 points Style guidelines have not been followed at all, resultingin major problems identifying correct source of borrowed information.	Score of References Page, / 3

Sentence Writing	Successful	Acceptable	Below Expectation	Unacceptable	Criterion Score
Sentence Fragments	3 points No sentence fragments appear throughout.	2 points 1 sentence fragment appears.	1 point Multiple sentence fragments appear, affecting overall clarity.	0 points Most sentences are fragments, rendering the text largely unreadable.	Score of Sentence Fragments, / 3
Run-on Sentence	3 points No run-on sentences appear throughout.	2 points 1 run-on sentence appears.	1 point Multiple run-on sentences appear, affecting overall clarity.	0 points Most sentences are run-ons, rendering the text largely unreadable.	Score of Run-on Sentence, / 3

Process	Successful	Acceptable	Below Expectation	Unacceptable	Criterion Score
Revision	3 points Demonstrates earnest attention to revising first draft -e.g.incorporates instructor feedback, produces final draft free of typos.	2 points Demonstrates some effort to revise first draft -e.g.incorporates some but not all instructor feedback, includes a few minor typos.	1 point Demonstrates minimal revision effort - major issues remain from first draft or earlier stages.	0 points Demonstrates no engagement with revision process -e.g.ignores major feedback from instructor, changes topic at last minute.	Score of Revision, / 3
Overall Length	3 points Meets stated length requirements.	2 points Comes close to stated length requirements.	1 point Misses stated length requirements by a significant margin.	0 points Not close to meeting stated length requirements.	Score of Overall Length, / 3
Style Guidelines	2 points Consistently follows style guidelines related to formatting of title page and overall layout.	1.5 points Includes some minor variations from style guidelines re: title page, overall layout.	1 point Frequently overlooks key aspects of the academic style guidelines for title page and overall layout.	0 points Makes no effort to apply style guidelines to title page and overall layout.	Score of Style Guidelines, / 2
Number of Sources	2 points Refers to more than the minimum required 3 different sources.	1.5 points Refers to the minimum required 3 different sources.	1 point Refers to fewer than the minimum required 3 different sources.	0 points Refers to 0 sources.	Score of Number of Sources, / 2

Use the above rubric to modify the below paper and make sure it's a well written article with nothing missed.

The Challenges of Maintaining Person-Centered Care in Dementia Care Homes Amid Staffing Shortages and Heavy Workloads

The use of robotic animals in dementia care facilities is a response to the challenges that caregivers face in providing person-centered care due to understaffing and heavy workloads. Although these ground-breaking tools have potential, they add another layer of difficulty to caregiving. Caregivers must strike a delicate balance between being open and using tricks to protect the resident's dignity and welfare. Staffing shortages and heavy workloads in dementia care homes create significant challenges for healthcare workers in providing person-centered care. This necessitates the development of embodied, social, and ethical competencies to navigate the complex use of robotic animals and maintain residents' dignity.

Ethical Competence in Maintaining Dignity

The ethical aptitude necessary to uphold the dignity of inhabitants becomes notably arduous in the face of understaffing and excessive workloads, as caregivers must navigate the delicate mix between honesty and deceit when utilizing robotic animals. Caregivers frequently encounter morally intricate scenarios in which they must determine whether to uphold the facade of artificial animals being genuine to prevent residents from experiencing distress. One caregiver emphasized "the need to go along with the situation, stating that not doing so could lead to additional concerns when discussing the reality that the cat is not real. I disagree with the notion that it is good, as people who have the belief that it is an actual cat perceive it as such" (Persson et al., 2023, p. 63). This study emphasizes the delicate balance that caregivers must strike to maintain the residents' perception of reality and dignity, especially when staffing constraints limit the amount of personalized care and ethical consideration that can be provided. Moreover, caregivers frequently engage in discrete actions to maintain the illusion while activating and deactivating the artificial animals, adding complexity to the ethical environment. According to Persson et al. (2023), "a caregiver expressed the necessity of hiding the hand's movement to maintain the illusion and prevent the disclosure of the robot's mechanical characteristics" (p. 63), This logical method of maintaining the illusion emphasizes the physical abilities required to provide care. Insufficient staffing can limit chances for complicated relationships, making it difficult for caregivers to provide individualized care while adhering to ethical guidelines.

Strategies for Supporting Patient-Centered Care

An essential approach to promoting patient-centered care for individuals with dementia entails the proficient exchange of information and cooperation between healthcare practitioners and relatives. Effective collaboration among healthcare providers is necessary to develop comprehensive and outcome-focused treatment plans. A different attendee highlighted "the importance of collaborating with all healthcare professionals to develop a comprehensive plan that is both focused on achieving specific objectives and incorporates their priorities" (Gaba, 2020, p. 23). This highlights the importance of employing a multidisciplinary approach to healthcare, in which different healthcare professionals collaborate to meet the distinct requirements and preferences of individuals with dementia. By incorporating a wide range of viewpoints and specialized knowledge, care plans can become more comprehensive and adaptable to the specific needs of each patient. It is essential to employ engagement tactics to guarantee that patients feel secure and well looked after. One participant expressed the need to interact with these patients in a manner that reassures them of their safety and well-being. Additionally, the participant emphasized "the need to share these approaches with the caregivers of the patients or even learn from the caregivers themselves" (Gaba, 2020, p. 23). This demonstrates that engagement strategies not only contribute to the establishment of trust and security for patients but also promote the exchange of knowledge among caregivers and healthcare professionals, thereby improving the overall standard of care.

Emotional Detachment

Nurses who care for dementia patients may encounter emotional separation due to the demanding nature of the profession and the difficult behaviors exhibited by the patients. Nurses often divert their focus away from dementia patients when they need to provide immediate physical support to other patients. At first, this results in sentiments of remorse, but as time passes, nurses may develop emotional desensitization towards these circumstances. Nurses expressed concerns about the jeopardy their professional identity faced due to frequent exposure to many challenging situations, including receiving criticism from caregivers, encountering delusional behavior, facing hostility from older patients with dementia, and experiencing the loss of their patients. As a result of these experiences," nurses began to approach the treatment of senior dementia patients only from a professional perspective, lacking sympathy, and thus, they began to lose regard for them as individuals" (Kang & Hur, 2021, section 3.2.2). This study is crucial as it demonstrates the correlation between prolonged exposure to stressful settings and aggressive actions from dementia patients, and the development of emotional numbness and detachment. This disengagement hurts the standard of care delivered, as nurses may no longer establish personal or sympathetic connections with patients, so affecting their capacity to give compassionate care.

In addition, "certain nurses saw a decrease in their focus on dementia patients when they were required to provide physical aid to other patients" (Kang & Hur, 2021, section 3.2.2). This neglect stems from the excessive expectations imposed on nurses, compelling them to emphasize the immediate physical requirements rather than the intricate emotional and psychological needs of individuals with dementia. At first, nurses may experience remorse for these choices, but as time goes on, they develop a habit of it, resulting in a desensitization to their patients' emotional conditions.

Conclusion

Insufficient staffing and excessive workloads significantly limit healthcare personnel's ability to provide patient-centered care to people with dementia by increasing stress and exhaustion, lowering care quality, and obstructing effective communication. To address these issues, structural changes must be implemented, such as increasing personnel numbers, allocating adequate resources, and ensuring that healthcare professionals have the necessary support to handle their tasks and manage stress effectively. To enhance the standard of dementia care, healthcare organizations should give utmost importance to staffing and resource allocation, allocate resources for continuous education and support for healthcare workers, and establish ways to ensure that person-centered care remains a primary focus despite the challenges of the job.

References

Gaba, S. (2020). Barriers to patient-centered care for dementia clients in the long-term living setting Honor's Thesis, Bachelor of Science in Nursing, Dominican University of California. https://doi.org/10.33015/dominican.edu/2020.NURS.ST.11

Kang, Y., & Hur, Y. (2021). Nurses' experience of nursing workload-related issues during caring for patients with dementia: A qualitative meta-synthesis. International Journal. https://doi.org/10.3390/ijerph181910448

Persson, M., Ferm, L., Redmalm, D., & Iversen, C. (2023). Working with Robotic Animals in Dementia Care: The Significance of Caregivers' Competences. Nordic Journal. https://doi.org/10.18291/njwls.136521