Posted: May 1st, 2025

Health & Medical Question

Chosen Characteristics: Professionalism and Leadership Skill

This assignment helps to ensure that you will be mindful of the Profile of a Graduate characteristics throughout your degree program and to build unique, personal, and meaningful connections between your chosen characteristics.

You will select two of the fifteen characteristics and form a comparison between them, using the research you completed during your previous Research Diary Log assignments. After explaining the results of your research on each of your chosen characteristics, you will conclude the assignment by sharing a proposal for how the two characteristics can be uniquely and meaningfully connected in regards to nursing.

Instructions:

Submit a three- to four-page, APA-formatted paper presenting a well-researched and reasoned evaluation of the Profile of a Graduate. Offer a comparison of the two characteristics you chose in regards to nursing/the medical field, using the research you completed during your previous Research Diary Log assignments. Explain the results of your research and conclude your paper with a proposal for how the two characteristics can be uniquely and meaningfully connected in regards to a nursing/medical standpoint.

Below is the suggested rough outline for your paper. However, you may embellish this outline with additional information and insights as desired:

1. Title page
2. Introduction: Introducing the two Profile characteristics (1 paragraph)
3. Body: 

   Profile Characteristic Number 1: Explanation and discussion
   Profile Characteristic Number 2: Explanation and discussion

4. Conclusion: Connecting the two Profile characteristics (1 paragraph)
5. Reference list

Please see attached the three documents:

1. Rubric for the paper

2. Profile of a Graduate Characteristics (I have chosen “Professionalism” and “Leadership Skills”, please write on those two)

3. Research Log (this includes my research, however, it is not necessary to use it)

Criteria
Content
Ratings
Pts
50 to >45.0 pts
Exceeds Expectations
45 to >35.0 pts
Meets Expectations
35 to >30.0 pts
Approaches Expectations
30 to >0 pts
Does Not Meet
The writer/creator demonstrates a
sophisticated ability to reflect – to evaluate
The writer/creator
demonstrates a strong
The writer/creator
demonstrates an adequate
Expectations
insights or experiences – and seamlessly
guides the reader through a shared thought
and/or creative process. The writer/creator
ability to reflect, providing
details that are relevant,
but which may lack some
ability to reflect but does not
demonstrate thorough
contemplation. The work may
not demonstrate an
adequate ability to reflect.
The essay lacks depth
provides substantial, relevant details that
elaborate on any development, change, or
depth.
be short on details, or the
included details may be vague.
and focus. Details are
insufficient and/or not
The writer/creator does
growth resulting from the described
experience.
Organization
relevant.
25 to >22.0 pts
Exceeds Expectations
22 to >18.0 pts
Meets Expectations
18 to >13.0 pts
Approaches Expectations
13 to >0 pts
Does Not Meet Expectations
The writer/creator demonstrates a
clear and convincing sense of
direction. Paper: an introduction
The writer/creator adequately
demonstrates a sense of
direction. Paper: the paper
Paper: The writer
demonstrates some direction
and includes an adequate
The writer/creator
demonstrates little or no
direction. Paper: the
identifies what the focus of reflection
will be; paragraphs are unified, each
includes a strong introduction
and conclusion. Paragraphs
introduction and conclusion,
but topic sentences and
introduction and conclusion are
weak. It is difficult to identify
addressing a new aspect of the
reflection; and the conclusion
succinctly sums up what the writer
are unified and include topic
sentences but may lack
smooth transitions between
transitions are weak. The
paragraphs show unity, but
they are not arranged in any
topics for each paragraph due
to a lack of unified writing,
unclear topic sentences, or
has learned or gained from the
experience. The writer smoothly
transitions from paragraph to
ideas. The organization of
supporting details within
paragraphs may need
discernible order, and
supporting details may not
always be well-organized.
poor transitions. The order of
body paragraphs seems
random, as do the supporting
paragraph, showing connections
between related ideas. Supporting
improvement.
Infographic/poster: content is
Infographic/poster: inadequate
organization may detract from
details within them.
Infographic/poster: inadequate
details within paragraphs are wellorganized. Infographic/poster:
content is clearly organized and
organized and mostly conveys
the information in a logical and
easy-to-follow manner.
the message or may not be
appropriate for the audience
and/or content.
organization detracts from the
message or is not appropriate
for the audience and/or
engaging and conveys the
information in a logical, coherent,
50 pts
25 pts
content.
interesting, and easy-to-follow
manner.
Style/Creativity
25 to >22.0 pts
22 to >18.0 pts
18 to >13.0 pts
13 to >0 pts
Exceeds Expectations
Meets Expectations
Approaches Expectations
The writer/creator achieves a tone and/or
The writer/creator achieves a
The writer/creator produces work
Does Not Meet
Expectations
mood that is both engaging and
professional. The text and/or images
demonstrate strong expressive skills
tone and/or mood that is
effective. The text and/or
images demonstrate strong
that is weak in tone and style. The
work may be too informal, too
detached, too erudite, etc.
The writer/creator often
fails to communicate
ideas effectively
(word choice and/or image composition).
The writer/creator expresses ideas
communicative skills. For the
most part, the writer/creator
Expressions and/or words in the
work convey incorrect or awkward
because the paper or
poster suffers from
concisely, only using as many words,
images, and or color changes as
necessary to communicate a point. The
expresses ideas concisely.
The paper or poster contains
minor errors in composition.
constructions, wordiness and/or
chaotic imagery, limited
expressiveness, and/or errors in
significant problems
with tone, style,
imagery and/or word
basic aspects of tone/style.
choice.
writer/creator achieves an engaging
presentation flow by successfully
employing variety.
25 pts
Criteria
Ratings
Pts
Structure &
25 to >22.0 pts
22 to >18.0 pts
18 to >13.0 pts
13 to >0 pts
Mechanics
Exceeds Expectations
Meets Expectations
Approaches Expectations
The writer/creator makes minimal
(if any) errors in the grammar,
The writer/creator makes some
errors in the grammar, spelling,
The writer/creator makes
numerous errors in the grammar,
Does Not Meet
Expectations
spelling, and/or punctuation of
any text included in the work.
and/or punctuation of any text
included in the work. There are
spelling, and/or punctuation of
any text included in the work.
work that is replete with
errors. There are
There are no fragments, unacknowledged images or
sources, or run-on sentences,
some fragments, unacknowledged images or sources,
or run-on sentences, and APA
There are many fragments, unacknowledged images or
sources, or run-on sentences,
consistently incorrect
fragments, unacknowledged images or
and APA formatting is correctly
used for references and citations.
formatting is correctly used most
of the time for references and
citations.
and APA formatting is incorrectly
used for references and citations.
sources, or run-on
sentences, and there is no
attempt to follow APA
The writer/creator submits
25 pts
formatting.
Total Points: 125
The Profile of a Graduate from West Coast University
The following characteristics represent the qualities, attitudes and values that students should
possess by the time they have completed their studies at West Coast University.

Professionalism: Graduates should treat all patients and clients with respect and
dignity. Graduates should always maintain and safeguard the confidentiality of every
patient and client. Graduates should maintain a professional appearance and conduct
themselves with professionalism at all times. Graduates should understand the value of
professional association affiliation.

Currency, Adaptability, and Lifelong Learning: Graduates should seek to adapt and
remain current with the guidelines and scope of their practice. Graduates should
espouse lifelong learning, and should exhibit this commitment via scholarly inquiry,
including educational achievements in public and/or global health services, evidence
based clinical care, and the sciences.

Interprofessionalism: Graduates should be prepared as health professionals for
working deliberatively in interprofessional teams and through interprofessional
collaborative practice. Graduates should strive to develop a safe, patient-centered, and
population-based health care system to achieve optimal health and wellness.

Global Awareness: In addition to the commitment to local, state, regional, national, and
public service, graduates should demonstrate an awareness and appreciation for
international healthcare models and practices.

Clinical Application: Graduates should be prepared to apply their clinical skills and
knowledge in a variety of diverse settings, both global and local, to promote public
health. Graduates should be able to adapt to a variety of clinical situations.

Diversity and Cultural Sensitivity as ‘Health Care Citizens’: Graduates should
embrace a commitment to diversity and cultural sensitivity. Graduates should be
prepared to meet the broad and disparate needs of their patients, clients, and the
communities within which they serve. Graduates should be advocates for health care
change and health promotion.

Service-Oriented and Community Advocacy: Graduates should demonstrate a
sustained and meaningful sense of service to their patients, clients, and communities.
Graduates should have participated in community service opportunities that have
increased their sensitivity to and awareness of the communities within which they serve.

Acquisition of Personal Attributes: Graduates should demonstrate altruism, integrity,
dependability, compassion, respect, temperance, acceptance of criticism, emotional
stability, self- awareness, and resilience. Graduates should exhibit confidence in taking
appropriate actions and have the aptitude to respond quickly in emergency situations.
Graduates should exhibit personal accountability.
9.24.2015
Page | 1

Team Player: Graduates should be willing to execute their professional skills as a
member of a team. They should exhibit a keen awareness of team dynamics, and be
willing to be open-minded, seek common ground, and support and encourage all
members of an inter-disciplinary health care team.

Legal and Ethical Responsibilities: Graduates should be aware of the legal
parameters of their scope of practice. They should abide by their respective
professional code of ethics and/or oaths, as prescribed by each profession, and/or
licensure body.

Leadership Skills: Graduates should contribute as leaders in their profession and
understand their own strengths and weaknesses, and the importance of being flexible,
and possessing good organizational and time-management skills to achieve a common
goal.

Interpersonal Communication Skills: Graduates should be active listeners and
communicate well with patients, clients, and families to understand their needs and
explain treatments. Graduates should communicate competently in written, oral, and
electronic forms with patients, clients, and the healthcare team and should be sensitive
to verbal and non-verbal cues.

Critical Thinking Skills: Graduates should think critically and address problems
proactively. They should exhibit sound judgment and reasoning such as the ability to
measure, calculate, analyze, and synthesize information pertinent to problem solving
when making decisions.

Knowledge Attainment: Graduates should be qualified and knowledgeable
practitioners, as demonstrated by passing board and/or licensure examinations, course
grades, and by clinical evaluations, such as preceptorships and field experiences.

Acquisition of Evidence-Based Resources: Graduates should demonstrate
knowledge of information resources and data-bases, to identify strategies for locating
additional evidence-based resources to expand knowledge and skill bases, for referrals
and reference. Graduates should possess the ability to utilize computer technology and
apply this expertise in professional and clinical settings.
9.24.2015
Page | 2
RESEARCH DIARY LOG – Week 3
For more information on each topic, CTRL+click on the LIB GUIDE links.
DATE
OF
SEARCH
LIBRARY
DATABASE(S)
USED
SEARCH TERMS
AND STRATEGIES
USED
NUMBER
OF
RESULTS
FILTERS OR
LIMITERS
USED
SOURCES FOUND
APA REFERENCE
AND CITATION
NOTES
AND
REFLECTIONS
List the date
you
completed
each search.
Name of
library research
database,
search tool, etc.
Keywords,
synonyms, related
terms, Boolean search
construction, etc.
Number of
results.
Should be
at least 30.
How did you
limit
your search?
List and create the in-text citation
and reference entry
for each relevant source found.
Reflect on your search
and the resources
found.
EXAMPLE
ROW
Academic
Search
Complete
Professionalism AND
students
374
2024-04-18
West Coast
University Library
Database
“leadership” and
“nursing” and “skills”
Advanced search
35

 Full Text
 Peer-reviewed

 Date Range

 Publication Type
 Language
 Other
(Ghadirian et al., 2014).
Ghadirian, F., Salsali, M., & Cheaghi, M. A. (2014). Nursing
professionalism: An evolutionary concept analysis. Iranian
Journal of Nursing & Midwifery Research, 19(1), 1-10.
✔
Full Text
SOURCE 1
✔
Peer-reviewed
✔
Date Range
(Ellis et al., 2010)
Publication Type
✔
Language
Other (list)
Ellis, P., & Abbott, J. (2010). Leadership and management
skills in healthcare. British Journal of Cardiac Nursing, 5(4),
200-203. https://doi.org/10.12968/bjca.2010.5.4.47424
Needed to simplify and use
broader search terms.
Decided on this article which fits
my topic.
Read article description and it fit
my topic criteria
SOURCE 2
ADDITIONAL NOTES
(Allen et al., 2010)
A reflection upon this assignment as a whole led me to realize how difficult it is to find credible,
useful sources. After spending some time adjusting filters to show the results that I wanted, I
narrowed my search results from over 300,000 down to just 35. I really appreciate this assignment
and see myself utilizing these research skills outside of class as well.
Allen J., & Dennis, M (2010). Leadership and accountability.
Nursing Management (Harrow, London, England : 1994), 17
(7), 28-29
SOURCE 3
(Phillips, 2005)
Phillips, J. (2005). Knowledge is power: using nursing
information management and leadership interventions to
improve service to patients, clients and users. Journal of
Nursing Management, 13(6), 524-536
https://doi.org/10.111/j.1365-2934.2005.00607
SOURCE 4
Book first seemed outdated,
however, it was an updated
version
At first, I was not sure if the book
was related to my topic, however,
after some research on it, it led to
be related
RESEARCH DIARY LOG – Week 6
DATE
OF
SEARCH
LIBRARY
DATABASE(S)
USED
SEARCH TERMS
AND STRATEGIES
USED
NUMBER
OF
RESULTS
FILTERS OR
LIMITERS
USED
SOURCES FOUND
APA REFERENCE
AND CITATION
NOTES
AND
REFLECTIONS
List the date
you
completed
each search.
Name of
library research
database,
search tool, etc.
Keywords,
synonyms, related
terms, Boolean search
construction, etc.
Number of
results.
Should be
at least 30.
How did you
limit
your search?
Create the in-text citation
and reference entry
for each relevant source found.
Reflect on your search
and the resources
found.
2024-05-10
West Coast
University Library
Database
“professionalism” and
“nursing” and “students”
622
✔
Full Text
SOURCE 1
✔
Peer-reviewed
✔
Date Range
(Arnold et. al., 2005)
Publication Type
✔
Language
Other (list)
Arnold, L., C. K., Kritt, B., Ginsburg, S., & Stern, D. T.
(2005). Medical Student’s Views on Peer Assessment of
Professionalism. Journal of General Internal Medicine, 20
(9),819-824. https://doi.org/10.1111/j.1525-1497.2005.0162x
SOURCE 2
ADDITIONAL NOTES
(McNair, 2005)
McNair, R. P. (2005). The case for educationg health care
students in professionalism as the core content of
interprofessional education. Medical Education, 39(5),
456-464. https://doi.org/10.1111/j.1365-2929.2005.02116.x
SOURCE 3
(Bownink et al., 2005)
Boenink, A.D., de Jonge, P., Smal, L., Oderwald, A., & van
Tillburg, W. (2005). The effects of teaching medical
professionalism by means of vignettes: an exploratory study.
Medical Teacher, 27(5), 429-432
SOURCE 4
ADDITIONAL NOTES
The article is useuful because it is
about how unprofessionalism can
harm the workplace, affecting
patient care. It also provides
solutions to these issues.
Article that touches bases as to
why professionalism is important
to be taugh and enforced to health
care students.
Article also teaches the important
of professionalism in the medical
field.