Topic: Spirituality in Health Care Personal Worldview
Write an 800-1,000-word essay on your personal worldview. Briefly discuss the various possible meanings of the term “spirituality,” and your understanding of the
concepts of pluralism, scientism, and postmodernism. Primarily, address the following seven basic worldview questions:
1. What is prime reality?
2. What is the nature of the world around us?
3. What is a human being?
4. What happens to a person at death?
5. Why is it possible to know anything at all?
6. How do we know what is right or wrong?
7. What is the meaning of human history?
Prepare this assignment according to the APA guidelines 6th edition. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Personal Worldview Inventory
Less than Satisfactory
40.0 % Define Various Meanings of Spirituality and Its Relevance in the Context of Managed Care, Sociological, Philosophical and Religious Context of Modern Health
Care and Medicine i.e. Pluralism, Scientism and Postmodernism
The various meanings are not identified.
The concept of spirituality is not analyzed clearly, and no distinctions are made among possible meanings of the term. Only one meaning for the term, spirituality is
assumed. No mention or discernible grasp of the distinction between the sociological expressions of spirituality, and philosophical orreligious worldview belief. No
discussion or discernible grasp of the concepts of pluralism, scientism, and postmodernism.
There is surface coverage of the concept of spirituality, with some distinctions, but demonstrating poor or unclear grasp of these distinctions. Distinction is made
between the sociological expressions of spirituality, and the philosophical or religious worldview belief, but with no discernible grasp of that distinction. Poor
grasp and application of scientism and postmodernism to the concept of spirituality.
At least two senses of spirituality are distinguished, though the grasp of that distinction may be shallow. The distinction between the sociological and philosophical
or religious beliefs is expressed, though the distinction may not be clear or thorough. Grasp of scientism and postmodernism is limited to its definition, with some
demonstration that its full application and significance is grasped , even if minimally.
Several possible definitions of the term spirituality are clearly articulated and distinguished. The sociological and philosophical aspects of spirituality are clearly
distinguished and described. Description of how spirituality would be broadly defined in the context of scientism and postmodernism is provided and clearly
demonstrates a grasp of the meaning of these concepts.
5.0 % Prime Reality or The Nature of the World Around Us
Prime reality is not identified.
Student demonstrates no clear grasp of the concept of prime reality and does not think through background assumptions about the nature of the world or what is real.
Student minimally grasps the concept of prime reality (minimally by definition) and describes background assumptions about the nature of the world.
Student grasps the concept of prime reality and describes background assumptions about the nature of the world.
Student demonstrates clear grasp of the concept of prime reality and makes a genuine attempt to think through own views and assumptions about the nature of the world
and what is real.
5.0 % Definition of a Human Person.
Definition of a human person is not provided.
Student demonstrates no clear grasp of the question of human personhood in relation to the other worldview questions.
Student demonstrates a surface-level grasp of the question of human personhood. The distinction between it and scientific descriptions is not always clear, but is
Student demonstrates a grasp of the question of human personhood and distinguishes it from pure scientific descriptions. The distinction is clear, though its grasp is
Student demonstrates a clear grasp of the question of human personhood, and acknowledges its distinction from purely scientific descriptions of homo sapiens (even if
the distinction is not accepted).
5.0 % Description of What Happens to a Person at Death
Description of what happens to a person at death is not provided.
Student demonstrates no clear grasp of the significance of death or an afterlife. Minimal or no effort is made to relate it to the other worldview questions.
Student demonstrates a surface-level grasp of the significance of an afterlife. Some connections to other parts of a worldview are made.
Student demonstrates a basic grasp of the significance of an afterlife and makes connections with other facets of a worldview.
Student demonstrates a clear grasp of the significance of death and an afterlife. Genuinely considers its rationality and relation to the other worldview questions.
5.0 % Explanation of How it Is Possible to Know Anything at All also known as Epistemology
Explanation of epistemology is not included.
Student demonstrates no clear grasp of the purpose of epistemology or the significance of its relation to other worldview considerations.
Student demonstrates a surface-level grasp of the purpose of epistemology, but does not connect it to other worldview considerations.
Student demonstrates a basic understanding of epistemological questions and makes some effort to relate it to the other worldview questions.
Student demonstrates a clear grasp of epistemological questions and carefully relates it to other worldview questions.
5.0 % Explanation of What Is Right or Wrong
Explanation of what is right or wrong is not included.
Student demonstrates no clear grasp of ethics or its relation to other worldview questions.
Student demonstrates a surface-level grasp of ethics but does not relate it to other worldview questions.
Student demonstrates a basic understanding of ethics and makes an effort to relate it to other worldview questions.
Student demonstrates a clear grasp of ethics and carefully relates it other worldview questions.
5.0 % Meaning of Human History
Meaning of human history is not included.
Student demonstrates no clear grasp of the meaning of human history or its relation to other worldview questions.
Student demonstrates a surface-level grasp of the meaning of human history but does not relate it to other worldview questions.
Student demonstrates a basic understanding of the meaning of human history and makes an effort to relate it to other worldview questions.
Student demonstrates a clear grasp of the meaning of human history and carefully relates it other worldview questions.
20.0 %Organization and Effectiveness
7.0 % Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 % Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the
purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct
but not varied.
Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
Writer is clearly in command of standard, written, academic English.
5.0 % Paper Format (use of appropriate style for the major and assignment)
Template is not used appropriately, or documentation format is rarely followed correctly.
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.
Appropriate template is used. Formatting is correct, although some minor errors may be present.
Appropriate template is fully used. There are virtually no errors in formatting style.
All format elements are correct.
5.0 % Research Citations (in-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style)
No reference page is included. No citations are used.
Reference page is present. Citations are inconsistently used.
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct.
In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
100 % Total Weightage
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