Prepare a PowerPoint presentation of 10-15-slides that covers all major sections of your Evidence-Based Practice Proposal – Final Paper. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the study materials for additional guidance on recording your presentation with Loom. In your PowerPoint presentation, include a cover slide with the Loom link at the beginning and an additional slide for References at the end.
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The PowerPoint presentation should cover the following:
- All major sections referenced in your Evidence-Based Practice Proposal – Final Paper.
- Include a slide that summarizes plans for disseminating evidence. Outline potential professional organizations, conferences, journals, or employers where you could present your findings. Identify one significant professional publication or conference in your dissemination plan most suited to presenting your findings and explain why you chose this professional venue over another.
- Include a slide that explains how participating in ongoing evidence-based research will deepen your knowledge and expand your skills. Describe how you will continue to incorporate new findings into practice.
Include slide notes for the presentation in which you annotate the explanation of the information in each slide.
While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines,
Researchhealth care
Rubic_Print_Format
| Course Code |
Class Code |
Assignment Title |
Total Points |
| HLT-490V |
HLT-490V-O500 |
Benchmark – Evidence-Based-Practice Proposal Presentation |
150.0 |
| Criteria |
Percentage |
Unsatisfactory (0.00%) |
Less than Satisfactory (65.00%) |
Satisfactory (75.00%) |
Good (85.00%) |
Excellent (100.00%) |
Comments |
Points Earned |
| Content |
70.0% |
| Major Sections |
20.0% |
One of the major sections is missing. Overall, the content in the presentation is inconsistent with the final paper. |
Each major section is presented but some of the sections are incomplete, or do not reflect the practice proposal as presented in the final paper. |
Each major section is presented. The content is generally informative and relevant to the topic. Overall, the major sections are generally supported and reflect the practice proposal as presented in the final paper. There are some discrepancies or omissions. |
Each major section is presented. The content is informative and relevant to the topic. The major sections are supported and reflect the practice proposal as presented in the final paper. |
Each major section is clearly presented. The content is informative and crucial to the topic. The major sections are well supported and reflect the practice proposal as presented in the final paper. |
| Major Sections Dissemination of Evidence (C4.3) |
|
|
| 10.0% |
The plan to disseminate evidence or findings to relevant professional organizations, conferences, journals, or employers is omitted. The plan fails to support professional development or create opportunities to enhance expertise in health care. |
The plan to disseminate evidence or findings to relevant professional organizations, conferences, journals, or employers is incomplete. It is unclear how the plan supports professional development in health care. |
A general plan to disseminate evidence or findings to relevant professional organizations, conferences, journals, or employers is outlined. One professional publication or conference, including why it is preferred, is summarized. The plan generally supports professional development in health care. |
A plan to disseminate evidence or findings to relevant professional organizations, conferences, journals, or employers is discussed. One professional publication or conference, including why it is most suited for presenting the findings of the intervention, is discussed. Overall, the plan supports professional development and creates opportunities to enhance expertise in health care. |
A clear plan to disseminate evidence or findings to relevant professional organizations, conferences, journals, or employers is detailed. One significant professional publication or conference, including why it is most suited for presenting the findings of the intervention, is detailed. The plan strongly supports professional development and creates opportunities to enhance expertise in health care. |
| Participation in Ongoing Evidence-Based Research (C5.2) |
10.0%
An explanation for how participating in ongoing evidence-based research deepens knowledge and expands skills, and suggestions for how the author will continue to incorporate new findings into practice, are not presented. An understanding of the importance of ongoing evidence-based research is not demonstrated. |
A partial outline for how participating in ongoing evidence-based research deepens knowledge and expands skills is presented. Suggestions for how the author will continue to incorporate new findings into practice are incomplete. An understanding of the importance of ongoing evidence-based research is only partially demonstrated. |
A summary of how participating in ongoing evidence-based research deepens knowledge and expands skills is presented. General suggestions for how the author will continue to incorporate new findings into practice are outlined. A general understanding of the importance of ongoing evidence-based research is demonstrated. |
An explanation of how participating in ongoing evidence-based research deepens knowledge and expands skills is presented. Suggestions for how the author will continue to incorporate new findings into practice are discussed. An understanding of the importance of ongoing evidence-based research is demonstrated. |
A well-developed explanation of how participating in ongoing evidence-based research deepens knowledge and expands skills is presented. Specific suggestions for how the author will continue to incorporate new findings into practice are detailed. An understanding of the importance of ongoing evidence-based research is clearly demonstrated. |
| Presentation of Content |
| 30.0% |
The content lacks a clear point of view and logical sequence of information is unclear. Little or no persuasive information from reliable sources is included. |
The content is vague in conveying a point of view and does not create a strong sense of purpose. Some persuasive information from reliable sources is included. Some persuasive information is included but may be unreliable or lack credibility. |
The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. Some persuasive information is included. |
The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Persuasive information is included from reliable sources. |
The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. Persuasive, authoritative information from reliable, credible sources is included. |
| Organization, Effectiveness, and Format |
30.0%
| Layout |
10.0%
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, overuse 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. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) |
10.0%
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 (register) 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. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
| 5.0% |
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 they 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. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
5.0%
Sources are not documented. |
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. |
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. |
Sources are documented, as appropriate to assignment and style, and format is mostly correct. |
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |
| Total Weightage |
100% |
Creating effective PowerPoint Presentations
Grand Canyon University
Sample A. Student
A PowerPoint presentation can often be used to complement the overall presentation delivery, rather than serving as the presentation.
PowerPoint offers numerous presentation templates. These can be found under the “Design” tab. The templates offer pre-designed backgrounds and Title/Text boxes.
Use of the “Notes” function is beneficial because it allows the author to add information to the presentation as reference without adding too much content to the slide itself.
1
Objectives
Outlining the objectives allows readers to identify the reason for the presentation.
Objectives should be brief and to the point.
List information about what the reader should learn from the presentation.
Objectives should be listed in presentation order.
The inclusion of an “Objectives” slide at the beginning of a presentation allows the viewer to better understand the focus of the presentation.
The objectives should be limited to 4-5 key points and should encapsulate those points that the presenter wants the viewer to learn from the presentation.
The objectives should also be measurable. For example, use verbs such as “explain” or “describe” instead of “understand” whenever possible.
2
Slide Structure
Use bullets to separate out ideas.
Try to follow the 6 X 6 rule.
Limit to 6 bullets per slide.
Limit to 6 words per bullet.
Too much slide information causes confusion.
The audience may become distracted.
The 6X6 rule allows the reader to follow the presentation more easily.
The presenter can include additional notes or comments in the “Notes” section.
Listing too much information on the slide could make it difficult to read and cause confusion.
3
Slide Appearance
Stay consistent.
Use one theme throughout the presentation.
Align text for consistency between slides.
Use transition effects wisely.
Use readable fonts.
Font must be readable.
Font and background colors should contrast.
Font size must remain consistent.
Too many effects can take away from the presentation. Movements, animation and sound should be kept to a minimum and only used where effective.
Ensure that the font style and font size are consistent throughout the presentation. Select colors that are readable against the slide background.
Maintain a consistent font size and style on all slide titles.
4
Content
Keep it simple.
Break up information between slides.
One slide need not house everything.
Be concise.
Wordiness will confuse the reader.
Brevity is always preferred.
It is always a good practice to use additional slides when presenting a lot of information, rather than packing that information into a single slide.
Use as few words as possible to make key points.
Slides should be simple.
5
Visual Aids
Visual Aids can enhance a presentation.
Images must pertain to the presentation.
An abundance of images can be distracting.
Source – http://www.freedigitalphotos.net
Visual aids (pictures, images, etc.) can greatly enhance a presentation. However, overuse of visual aids can limit the effectiveness of the presentation.
The images used must pertain to the presentation.
Use care to avoid the inclusion of copyrighted material.
6
Charts and graphs
Graphs/charts should tell a story.
Graphs/charts must be clear and pertinent.
Use bullets to provide supporting information.
Source – http://www.freedigitalphotos.net
Charts and graphs can reinforce the key information in the presentation.
Avoid the use of large spreadsheets that contain information that is too small for the viewer to comfortably see.
Consider the use of “call outs” to highlight key information on a chart or graph.
7
Presentation of information
Always check spelling, grammar, and formatting.
Check for consistency before presenting.
Slide theme
Slide transitions
Punctuation
Ensure that key points are delivered accurately.
It is a good practice to have someone else proof the presentation before it is delivered.
Slides must be consistent in format, font and style.
Use tools to check spelling and grammar.
Punctuation must be consistent: Within bullets, periods should be placed at the end of full sentences.
Ensure that the key points are delivered effectively.
8
Questions
End the presentation with a section for questions.
This encourages audience involvement.
Source – http://www.freedigitalphotos.net
Always allow time for audience questions.
9
Review
Revisit the objectives to ensure all were met.
Briefly review the key information covered.
A review slide helps to reinforce key points and brings the presentation to an effective conclusion.
It also allows the presenter an opportunity to check for understanding.
10
References
Provide references for any outside sources.
List references in alphabetical order.
Provide references for any pictures or images.
When creating the references slide, use the format outlined by the instructor.
APA or MLA.
Standard bibliography rules apply.
References must be in alphabetical order.
When referencing pictures or images:
Provide a reference on the slide that contains the picture or graph.
Include a reference on the reference slide as well.
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