NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
Case study design is a great idea towards fostering critical thinking skills needed in nursing practice, this leads to fostering collaboration among various disciplines and understanding more of what they do, and expanding thoughts and problem solving skills for students to help guide them in the real world once they graduate. IPEC (2011) as cited by the National League of Nursing (2015) noted team training in educational programs lag behind the actual practice of working in teams, which is a gap that exists between the realities of practice and the utilization of teamwork skills to deliver patient-centered care. Implementing these case study designs are effective when needing to truly commit to learning and expanding the knowledge base of the nursing student. Collaboration with different professionals allows the student to better understand the dynamics of each individual professional area, work as a team and allow them to actually see what role that discipline plays in implementing improved care for the patient. Developing a relationship to work together while understanding each discipline’s role in patient-care assists in building respect, better partnerships and better health outcomes. Barr (1998) as cited in Henry et al. (2018) points out competency based interprofessional education relevancy stages include recognizing and respecting the roles of other professionals. This is an important piece with collaboration and making it work to be effective.
Professional collaboration is used to address the needs of patient care by way of using a team of professionals making decisions based on the specific needs of the patient’s, in order to improve the care they receive. Interprofessional case conferences is one way the article uses an analysis of the case at hand. Coming together to combine knowledge that exists among the various disciplines to brainstorm and problem solve is just one way collaboration is incorporated to provide what is needed. As Henry et al. (2018) points out, seeing problems through the eyes of another, is a way of requiring students to transfer their problem solving strategies in new ways (Hmelo-Silver, 2004). This contributes to the education students need to expand on their foundational knowledge broadening their understanding of what is involved with treating the patient as a whole.
Collaboration, especially inter-professional collaboration in primary pediatric care, is an essential step in provision of quality and cost-effective care to patients. Professionals from different specialties in healthcare collaborate through sharing, trust, and having common goals and respect for each other. These individuals work together by exchanging ideas, knowledge, and skills to attain a common goal of providing safe, adequate and quality care to pediatric patients in their clinical settings (Gauger et al., 2018). The purpose of this paper is to discuss interdisciplinary collaboration in pediatric primary care and its effects on a host of issues like outcomes, clinical decision making and potential barriers and its promotion.
Effects of Multidisciplinary Collaboration on Clinical Decision-Making
Multidisciplinary collaboration involves working together through teams and effective coordination in making clinical decisions among healthcare providers in pediatric care. Collaboration assists in enhancing team satisfaction and developing a positive attitude towards all care providers irrespective of their departments and units since one focuses towards the attainment of a common goal, which entails the provision of safe and quality care. Multidisciplinary collaboration allows the team to table the choices at hand, the risks and benefits and incorporate patient preferences and values, which are critical to attaining the best treatment approaches for patients (Godoy et al., 2017). The implication is that collaboration is key to clinical decision-making as all providers share their ideas and only those that incorporate best approaches picked unanimously based on the prevailing values. Thus, multidisciplinary collaborations promote efficiency responsiveness and family and patient involvement leading to improved care delivery and quality outcomes.
Collaboration and Improved Patient Outcomes
Collaboration in health care settings is one of the critical factors in enhancing patients’ outcomes. Collaboration ensures that there is team care, which mitigates the possibilities of events like adverse drug reactions that may lead to a child’s mortality. Collaboration improves inter-professional communication and dissemination of healthcare knowledge to all those impacted by the decisions and actions taken by the providers. Further, it assists in enhancing efficiency and quality of care as it implies that the professionals have effective coordination. Medical errors occur due to ineffective communication and poor coordination. However, through collaboration, providers develop effective communication protocols to improve hands off approaches like the Situation, Background, Assessment and Recommendation (SBAR) tool. Communication allows providers to understand patient needs and improve overall outcomes (Noh & Lee, 2018). The implication is that would better coordination through collaboration, the different health professionals cannot attain quality patient outcomes due to poor communication
NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice? You are the DNP-prepared nurse responsible for overseeing a large intensive care unit (ICU). You have noticed that in the last 3 months, the number of nosocomial, or hospital-acquired infections (HAIs), has dramatically increased among patients who have undergone cardiovascular procedures. You would like to initiate a practice study to determine the source of these HAIs and to improve patient outcomes in your ICU.
Photo Credit: Andrey Popov / Adobe Stock
As outlined in the scenario, the likelihood to engage in interdisciplinary collaboration to enhance healthcare delivery and nursing
practice is high. In fact, it is likely that the DNP-prepared nurse in the scenario presented may need to collaborate with an infection prevention specialist (who may be a PhD-prepared nurse or PhD-credentialed healthcare professional). While this represents only one potential area in which interprofessional collaboration may take place in advanced nursing practice, it is important to keep in mind that when disciplines work together toward a shared goal that focuses on the patient, the quality and cost of care delivered will be optimized (Johnson & Johnson, 2016).
For this Blog Assignment, review the Learning Resources and reflect on strategies that may be used to foster interdisciplinary collaboration in nursing practice. Reflect on strategies and approaches you might recommend that support interdisciplinary collaboration in practice.
NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
To get ready:
Examine the essay on collaboration through case study design by Henry et al. (2018) in this week’s Learning Resources.
Consider how the case study design technique might be used to encourage intra- and transdisciplinary collaboration in practice.
Choose at least one of this week’s Learning Resources articles and reflect on how professional collaboration is carried out to answer the demands indicated in the article.
Consider your personal intra- and multidisciplinary collaborative experiences in your profession.
By the third day of Week 6,
Create a blog post in which you describe your own experiences with intra- and interdisciplinary collaboration in your work. What were the collaboration’s strengths and weaknesses? How may your own experiences reflect the thoughts and opinions offered in the case study design approach presented by Henry et al. (2018)? Provide specifics and instances.
By the fifth day of Week 6,
Read a selection of your colleagues’ comments and respond to at least two of them on two separate days, either by expanding on your colleague’s post or by giving an alternative viewpoint/perspective on the experiences mentioned by your colleagues.
NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
Submission and Grading Information
Grading Criteria
Post by Day 3 of Week 6 and Respond by Day 5 of Week 6
What’s Coming Up in Week 7?
Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
Next week, you will evaluate community and organizational needs, challenges, and issues. You will then examine the role of the DNP-prepared nurse in addressing and advocating for community and organizational needs, challenges, and issues.
NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
Next Week
Week 6: The Doctorally Prepared Nurse: Professional Collaboration
As a nurse with a DNP, there is a good chance that you will work with people from other fields. In fact, you may already find that you work with other people like this every day. In the modern system for providing health care, team-based approaches are more often used to come up with treatment plans that not only meet a patient’s needs but also help them live longer and better lives. How do you plan to work with people from other fields in your nursing practice?
This week, you will look at how nurses work together across and within different fields. You will also think about the pros and cons of working with people from different fields in nursing practice.
Learning Objectives
Students will:
- Analyze intra- and interdisciplinary collaboration in nursing practice
- Analyze strengths and weaknesses of interdisciplinary collaboration in nursing practice
Learning Resources
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Required Readings (click to expand/reduce)
NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
Module 3: Collaboration and the DNP Community of Practice
Interprofessional collaboration, or coordinating care between various disciplines, has resulted in widespread reduction of inefficiencies in patient care. As it applies to nursing practice, cooperative work allows for more effective treatment plans and a focus on the whole patient, eliminating independent work and divides that previously served to isolate healthcare delivery.
In what ways might you already participate in interprofessional collaboration in your nursing practice? What potential benefits might arise from fostering a community of practice in nursing?
Interprofessional Collaboration
Throughout my career, I’ve been a part of a number of interdisciplinary collaborations, some of which have been more successful than others. As a result of these encounters, I’ve identified several advantages and disadvantages of interprofessional collaboration (IPC). The importance of IPC among healthcare professionals is one of its strengths. In my profession, I’ve seen that most people are positive towards IPC. In my facility, many coworkers and other healthcare personnel agree that working together may improve patient care. “While the attitude toward IPC among healthcare professionals is strongly supportive,” according to Ansa et al. (2020), “many healthcare professionals confront hurdles in participating in IPC.” Lack of communication among coworkers, presuming a colleague from a different profession understands the “lingo” or other topics well, and resistance to change are some of the challenges I’ve experienced.
NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
When treating patients with ST elevation myocardial infarctions in the emergency room, for example, we worked closely with the cardiac catheterization lab team (STEMIs). We had a policy at the institution where I worked of a 30-minute “door-to-balloon” time. This referred to the time between when the patient entered the hospital and when he or she was in the cath lab having intervention. Because of the time constraints, we had to act swiftly and efficiently with each STEMI patient to meet our goal. Of course, there are a number of obstacles to overcome. The cardiac catheterization team would come down to the ER to help prepare the patient. This resulted in some confusion, with employees attempting to execute many tasks at the same time. Instead than attempting to operate separately on the same patient with the same aim, it was critical for the ER and cardiac cath lab staff to collaborate.
“Effective collaboration fosters an environment for teamwork that supports safe and enhanced patient-centered care,” according to Ansa et al. (2020). (Ansa and colleagues, 2020). With time, the emergency room and cardiac cath lab staff were able to collaborate and develop a protocol for STEMI patients. We were able to meet our deadlines and have improved patient outcomes thanks to this approach, which enabled IPC among the team. Students from several fields were asked to develop case studies that included their distinct viewpoints, according to Henry et al. (2018). This was quite similar to my experience with the ER and cath lab employees. To provide the best patient care outcomes, the ER and cath lab staff have to pool their experiences, expertise, and understanding. “Learning more about problems that spanned various fields and occupations” “Working closely with others from disciplines other than their own allowed students to learn more about difficulties that spanned multiple fields and occupations” (Henry et al., 2018). The ER team learnt why timely intervention was critical and how to properly prepare a patient for a heart cath by working with the cath lab staff. The cardiac cath lab team learnt how to diagnose a STEMI in the ER and what the ER staff needed to perform. This knowledge transmission is what makes IPC such a good thing. “By combining their knowledge and experiences, they were able to discover potential treatment flaws or strengths” (Henry et al., 2018). The emergency room and cardiac cath lab staff collaborated to enhance the approach for STEMI patients. This was an excellent example of positive IPC in my opinion.
NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
References
Ansa, B. E., Zechariah, S., Gates, A. M., Johnson, S. W., Heboyan, V., & De Leo, G. (2020). Attitudes and behavior towards interprofessional collaboration among healthcare professionals in a large academic medical center. Healthcare, 8(3), 1-14. https://doi.org/10.3390/healthcare8030323
Henry, B., Male, B., Garner, C., & Guernon, A., (2018). Teaching and learning about interprofessional collaboration through student-designed case study and analysis. International Journal of Teaching and Learning in Higher Education, 30(3), 560-570.
What’s Happening This Module?
Module 3: Collaboration and the DNP Community of Practice is a 2-week module—Weeks 6–7 of the course—in which you examine intra- and interdisciplinary collaboration in nursing practice, including the strengths and challenges associated with these types of collaboration. In your Blog Assignments for this module, you will extend your understanding of these types of collaboration strategies while you also analyze your role as the DNP-prepared nurse in evaluating community and organizational needs, challenges, and issues. With these community and organizational considerations in mind, you will recommend practice changes and interventions to address those considerations, in essence, performing one of the core functions of the DNP-prepared nurse.
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What do I have to do? |
When do I have to do it? |
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Review your Learning Resources |
Days 1–7, Weeks 6 and 7 |
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Blog: How Do You Practice Intra- and Interdisciplinary Collaboration in Practice? |
Post by Day 3 of Week 6 and respond to your colleagues by Day 6 of Week 6. |
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Blog: The DNP-Prepared Nurse and Their Community |
Post by Day 3 of Week 7 and respond to your colleagues by Day 6 of Week 7. |
Main Post: Blog – Week 6 – Collaboration Focus this Week
Case study design is a great idea for fostering the critical thinking skills required in nursing practice, which leads to fostering collaboration among various disciplines and a greater understanding of what they do, as well as expanding students’ problem-solving abilities to assist them in the real world after graduation. According to IPEC (2011), referenced by the National League of Nursing (2015), team training in educational programs lags behind the actual practice of working in teams, creating a gap between the realities of practice and the use of collaboration skills to provide patient-centered care. Implementing these case study approaches is beneficial when a nursing student must genuinely commit to learning and developing their expertise. Collaboration with various experts enables students to better comprehend the dynamics of each professional area, operate as a team, and grasp the role that discipline plays in delivering enhanced patient care.
Respect, stronger partnerships, and improved health outcomes are fostered through establishing a working connection and recognizing the role of each profession in patient care. Barr (1998), cited in Henry et al. (2018), notes that the relevant phases of competency-based interprofessional education include understanding and valuing the contributions of other professionals. This is a crucial aspect of effective teamwork and making it work.
NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
Using a team of professionals to make decisions based on the individual needs of the patient in order to improve the care they receive, professional collaboration is used to address the demands of patient care. Interprofessional case conferences are one way in which the current case is analyzed in the article. Collaboration is included to deliver what is required in a number of ways, one of which is combining the expertise of the various disciplines to generate ideas and solve problems. As Henry et al. (2018) point out, encouraging students to view problems through the eyes of another is a means of requiring them to transfer their problem-solving strategies to other contexts (Hmelo-Silver, 2004). This contributes to the education necessary for students to build upon their fundamental knowledge and have a broader awareness of what is needed in treating the patient as a whole.
As a rookie nurse in an orthopedic unit, I recall my first encounter with interprofessional collaboration. Once a week, the patient's primary nurse, the physician and referral partner (e.g., cardiologist, internist), the social worker, nutritionist, and charge nurse would perform grand rounds on the patients, then hold a conference to assess what the patient need at that time and upon discharge discharge, and we would then discuss how to make everything happen. In order to prevent long-term negative consequences, it was determined that collaboration was crucial for the achievement of speedier recovery, shorter hospital stays, and enhanced care after discharge. Interprofessional collaboration in healthcare, according to Ansa et al. (2020), is a partnership amongst varied health professionals to provide quality treatment to patients, families, and caregivers. Providing collaboration to solve complex health concerns one patient at a time is an effective technique.
In the beginning, thirty years ago, I viewed these rounds as an additional job obligation. When I was promoted to charge nurse, I realized more clearly the significance of each function within the partnership and how it ultimately affected the patients. This demonstrates the necessity of case study design in nursing education in order to prepare students for the actual world of collaboration. I would advise pairing nurses weekly with a member of the interdisciplinary team to have a more personal understanding of what each field entails and how it functions to aid in patient care once they have entered the professional context. Ultimately, enlist the nurse and a team member to collaborate on problem-solving and resolving patient care difficulties. Keeping a patient’s goal in mind and pairing a nurse with a team member on a weekly basis may provide a more targeted application of care for the patient and more targeted collaborative thought with the team member.
NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
References: Ansa, B. E., Zechariah, S., Gates, A. M., Johnson, S. W., Heboyan, V., & De Leo, G. (2020).
Attitudes and behaviors of healthcare professionals in a large academic medical center towards interprofessional collaboration. 8(3), 1-14, Healthcare
https://doi.org/10.3390/healthcare8030323
Barr, H. (1998). Competent to collaborate: Towards a competency-based interprofessional education model. Journal of Interdisciplinary Care, 12(1-2):181-187.
doi:10.3109/13561829809014104
Henry, B., B. Male, C. Garner, and A. Guernon (2018). Teaching and learning about interprofessional collaboration through a case study and analysis produced by students.
30(3), pages 560-570 in International Journal of Teaching and Learning in Higher Education.
Hmelo-Silver, C. E. (2004). Problem-based learning: what do kids learn and how do they learn it?
Educational Psychology Review, 16(3), pages 235 to 266.
Interprofessional Education Expert Collaboration (IPEC) (2011). Core competencies
For interprofessional collaborative practice: An expert panel’s report Washington, DC: IPEC National Nursing League (2015). Collaboration between professionals in education and practice.
http://www.nln.org/docs/default-source/default-document-library/ipe-ipp-vi-sion.pdf?sfvrs\sn=14
RESPOND HERE
This is illuminating. The success of the case study under examination is contingent on successful collaboration with individuals from other fields. The contribution of other specialists is required to ensure the integration of vital techniques when developing project components (Peltonen et al., 2020). Collaboration among professionals is one of the finest methods to incorporate diverse skills into a project. In the majority of circumstances, professional collaboration is used to address patient care needs by utilizing a team of professionals to make decisions based on the patients’ individual needs in order to improve the treatment they receive (Ansa et al., 2020). Professional collaboration may entail ensuring effective communication, coordination, and idea exchange. Today, the majority of healthcare institutions advocate for interprofessional collaboration; nursing, physicians, and other healthcare professionals are required to work as a team to provide integrated care and address research processes with the goal of achieving overall improved healthcare outcomes (Meijer et al., 2016).
NURS 8002 Blog How Do You Practice Intra- and Interdisciplinary Collaboration in Practice?
References
Ansa, B. E., Zechariah, S., Gates, A. M., Johnson, S. W., Heboyan, V., & De Leo, G. (2020). Attitudes and behaviors of healthcare professionals in a large academic medical center towards interprofessional collaboration. 8(3), 1-14, Healthcare
https://doi.org/10.3390/healthcare8030323
Peltonen, J., Leino-Kilpi, H., Heikkila, H., Rautava, P., Tuomela, K., Siekkinen, M., … & Stolt, M. (2020). A scoping assessment of instruments for measuring interprofessional collaboration in healthcare. 34(2), pp. 147-161 in the Journal of Interprofessional Care.
https://www.tandfonline.com/doi/abs/10.1080/13561820.2019.1637336
Meijer, L., de Groot, E., Blaauw-Westerlaken, M., & Damoiseaux, R. (2016). Intraprofessional communication and learning during postgraduate training between specialists and general practitioners: a qualitative study 16, 376, BMC Health Services Research.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4982222/
Go to the Week’s Content
Healthcare professionals often build collaborative relationships amongst each other for learning and assisting for a positive outcome. It is not rare to see intraprofessional collaboration within a floor, in which two or more professions within a discipline, such as healthcare professionals, come together to improve the delivery of care (Meijer, 2016). In primary care, family nurse practitioner often collaborates with specialty practitioners to implement refractory health conditions such as hypertension or diabetes mellitus that cannot be controlled. The two or more practitioners collaborate to find the answer to benefit patients and implement interventions for optimal patient outcomes. Another example is when a primary care practitioner finds a lesion that is atypical during a pelvic exam and seeks assistance identifying the lesion from the OBGYN practitioner while the biopsy is sent and pending result.
Similar to intraprofessional collaboration, interprofessional collaboration is when two or more different professions work together to achieve a common goal and/or solve complex issues (Green & Johnson, 2015). In an ambulatory center, it is essential that the medical director, nursing director, and even office manager collaborate to fill in any gaps that the center faces. Learning, sharing data, and disseminating knowledge to one another professional to address issues and improve patient care and health care delivery is one of the core teamwork values in this facility.
According to Green & Johnson (2015), the benefit of professional collaboration is reducing risk and cost while forming strategic innovation learning and interventions; in healthcare, intraprofessional and interprofessional collaboration promotes a safe and healthy environment, decreases medical error, and decreases mortality, and increase healthcare staff satisfaction. Challenges with professional collaboration include cultural differences, authority, and communication that may cause conflict and barriers to interprofessional and intraprofessional collaboration (Green & Johnson, 2015). For example, the ambulatory procedure center notices the increase of unsigned informed consent forms. The medical director and nursing director assess and collect data from the surgeons and nurses present for informed consent. The professionals share information and generate solutions such as a “checklist” for the surgeon, patient, and nurses to sign to ensure each step is checked without shortcuts. The ambulatory procedure center noticed a significant decrease in unsigned informed consent.
Henry et al. (2018) found their case study on student who underwent teaching and learning about interprofessional collaboration developed collaborative competencies to learn and share information to generate strategies to solve complex problems to improve health outcomes. It is essential to recognize the importance of intradisciplinary and interdisciplinary collaboration and build collaborating skills to maximize patient health.
References
Green, B. & Johnson, C. (2015). Interprofessional collaboration in research, education, and clinical practice: working together for a better future. Journal of Chiropractic Education, 29(1), 1-10. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4360764/
Henry, B., Male, B., Garner, C., & Guernon, A. (2018). Teaching and learning about interprofessional collaboration through student-designed case study and analysis. International Journal of Teaching and Learning in Higher Education, 30(3), 560-570. https://search-ebscohost-com.wap.waldenulibrary.org/login.aspx?direct=true&db=edo&an=133592241&site=eds-live&scope=site
Meijer, L., de Groot, E., Blaauw-Westerlaken, M., & Damoiseaux, R. (2016). Intraprofessional collaboration and learning between specialist and general practitioners during postgraduate training: a qualitative study. BMC Health Services Research, 16, 376. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4982222/
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_8002_Week6_Blog_Rubric
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Excellent 90%–100% |
Good 80%–89% |
Fair 70%–79% |
Poor 0%–69% |
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Main Posting: Response to the Blog prompt is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. |
18 (30%) – 20 (33.33%) Thoroughly responds to the Blog prompt(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and/or current practice experiences. No less than 75% of post has exceptional depth and breadth. |
16 (26.67%) – 17 (28.33%) Responds to most of the Blog prompt(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and/or current practice experiences. 50% of the post has exceptional depth and breadth. |
14 (23.33%) – 15 (25%) Responds to some of the Blog prompt(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. |
0 (0%) – 13 (21.67%) Does not respond to the Blog prompt(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. |
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Main Posting: Writing |
5 (8.33%) – 5 (8.33%) Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
4 (6.67%) – 4 (6.67%) Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
3 (5%) – 3 (5%) Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 2 (3.33%) Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
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Main Posting: Timely and full participation |
5 (8.33%) – 5 (8.33%) Meets requirements for timely, full, and active participation. Posts main Blog post by due date. |
4 (6.67%) – 4 (6.67%) Posts main Discussion by due date. Meets requirements for full participation. |
3 (5%) – 3 (5%) Posts main Blog post by due date. |
0 (0%) – 2 (3.33%) Does not meet requirements for full participation. Does not post main Blog post by due date. |
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First Response: Post to colleague’s main post that is reflective. |
5 (8.33%) – 5 (8.33%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. |
4 (6.67%) – 4 (6.67%) Response has some depth and may exhibit critical thinking or application to practice setting. |
3 (5%) – 3 (5%) Response is on topic and may have some depth. |
0 (0%) – 2 (3.33%) Response may not be on topic and lacks depth. |
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First Response: |
5 (8.33%) – 5 (8.33%) Communication is professional and respectful to colleagues. Response fully answers faculty questions, if posed. Provides clear, concise opinions and ideas. Response is effectively written in standard, edited English. |
4 (6.67%) – 4 (6.67%) Communication is mostly professional and respectful to colleagues. Response mostly answers faculty questions, if posed. Provides opinions and ideas. Response is written in standard, edited English. |
3 (5%) – 3 (5%) Response posed in the Blog may lack effective professional communication. Response somewhat answers faculty questions, if posed. |
0 (0%) – 2 (3.33%) Responses posted in the Blog lack effective communication. Response to faculty questions is missing. |
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First Response: |
5 (8.33%) – 5 (8.33%) Meets requirements for timely, full, and active participation. Posts by due date. |
4 (6.67%) – 4 (6.67%) Meets requirements for full participation. Posts by due date. |
3 (5%) – 3 (5%) Posts by due date. |
0 (0%) – 2 (3.33%) Does not meet requirements for full participation. Does not post by due date. |
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Second Response: |
5 (8.33%) – 5 (8.33%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. |
4 (6.67%) – 4 (6.67%) Response has some depth and may exhibit critical thinking or application to practice setting. |
3 (5%) – 3 (5%) Response is on topic and may have some depth. |
0 (0%) – 2 (3.33%) Response may not be on topic and lacks depth. |
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Second Response: |
5 (8.33%) – 5 (8.33%) Communication is professional and respectful to colleagues. Response fully answers faculty questions, if posed. Provides clear, concise opinions and ideas. Response is effectively written in standard, edited English. |
4 (6.67%) – 4 (6.67%) Communication is mostly professional and respectful to colleagues. Response mostly answers faculty questions, if posed. Provides opinions and ideas. Response is written in standard, edited English. |
3 (5%) – 3 (5%) Response posed in the Blog may lack effective professional communication. Response somewhat answers faculty questions, if posed. |
0 (0%) – 2 (3.33%) Responses posted in the Blog lack effective communication. Response to faculty questions is missing. |
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Second Response: |
5 (8.33%) – 5 (8.33%) Meets requirements for timely, full, and active participation. Posts by due date. |
4 (6.67%) – 4 (6.67%) Meets requirements for full participation. Posts by due date. |
3 (5%) – 3 (5%) Posts by due date. |
0 (0%) – 2 (3.33%) Does not meet requirements for full participation. Does not post by due date. |
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Total Points: 60 |
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