DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice
Walden University DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice
Whether one passes or fails an academic assignment such as the Walden University DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice
The introduction for the Walden University DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice
After the introduction, move into the main part of the DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice
Applying theory to knowledge as it pertains to a practice issue deserves awareness. As concerns arise, the use of evidence-based practice and research takes aim. The purpose of this entry is to explore the interdisciplinary theory of change, usage of assigned theory, and logic.
Change theory in nursing is an effort that is used in leadership practice. A change agent is a person skilled in the theory and implementation of planned change (Marquis & Huston, 2015, p. 163). Applying this theory to research has its advantages and disadvantages. Various forces that drive change in health care include rising costs of treatment, new technologies, advances in science, workforce shortages, and an aging population (Udod & Wagner, n.d., para. 2). Leaders take on the task as it relates to research and functionality.
I agree that leadership and management both are critical position for a success. In addition to you post leadership is an essential driving force for achieving the vision and mission of any organization. Leaders set a direction for us; they help us see what lies ahead; they help us visualize what we might achieve; they encourage us and inspire us. Without leadership a group of human beings quickly degenerates into argument and conflict because we see things in different ways and lean toward different solutions. (Liphadzi, Aigbavboa, & Thwala, 2017). Management has to do with leading a project from its inception to execution. This includes planning, execution and managing the people, resources and scope of the project. Management within an organization should have the discipline to create clear and attainable objectives; moreover, leadership skills of project managers affect project performance. Management is often included as a factor of production, along with machines, materials, and money (Liphadzi, Aigbavboa, & Thwala, 2017).
Use of change theory has several concepts to apply to the user’s preference. The rational change approach, with its origins in economic theory, assumes that those involved in the change will have full information act reasonably and sensibly, use sound judgement and good sense, and that the change process is predictable, linear, and static (White et al., 2019, p. 60). Some of the theorists are Lewin, Lippitt., Havelot, and Howes & Quinn. They all have theories that pertain to planned focus of research. A DNP prepared administrator is well served by the study of the concepts explored in change theories and the knowledge gained through DNP coursework (Zaccagnini & Pechacek, 2021, p. 299). The theory that best aligns with my practice issue is Lippitt’s Model of Change, that entails a seven-step model:
Develop need for change by diagnosing the change.
Establish change relationship and assess the motivation and capacity to change.
Clarify assessment for change and determine resources.
Establish goals and intentions for an action plan.
Examine alternatives.
Transform intentions into actual change and maintain the change.
Generalize and stabilize change and end the helping relationship of the change agent (White et al., 2019, pp. 61–62).
Becoming a change agent takes diligence and a broad knowledge base. When adopting a practice quandary, this is a vital step. Gaining knowledge in this field will be an asset to research process.
References
Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Lippincott, Williams&Wilkins.
Udod, S., & Wagner, J. (n.d.). Leadership and Influencing Change In Nursing [E-book]. PRESSBOOKS. https://doi.org/https://leadershipandinfluencingchangeinnursing.peressbooks.com/chapter/chapter-9-common-change-theories-and-application-to-different-nursing-situations/
White, K. M., Dudley-Brown, S., & Terhaar, M. F. (2019). Translation of evidence into nursing and healthcare (3rd ed.) [Eds]. Springer.
Zaccagnini, M., & Pechacek, J. M. (2021). The doctorate of nursing practice essentials; A new model for advanced practice nursing (4th ed.). Jones & Bartlett.
Discussion: Applying Interdisciplinary Theories to Nursing Practice
Using the same practice issue from the Week 2 Discussion and an interdisciplinary theory you will be assigned, you will research your assigned theory for applications in addressing your practice issue. Although your focus is exploring one theory in depth, as you engage with colleagues, consider other theories that also apply to your practice issue. Learning from colleagues is particularly important and encouraged with this Discussion.
Photo Credit: steheap / Adobe Stock
To prepare:
Your Instructor will assign you an interdisciplinary theory from among the following:
Health Belief
Health Promotion
Change
Disease Causation
Transformational Leadership in Nursing and in Health Care
Patient-focused Care/Patient-centered Care
Problem-based Learning
Simulation (Jeffries/NLN)
Cultural Competence/Diversity
Review the Learning Resources, with particular attention to information on your assigned theory.
In addition, search the Walden Library for at least two scholarly articles published within the previous 5 years on your assigned theory. Identify examples and insight for applying this theory to your practice issue.
Consider how to explain your assigned theory and its applications to nursing practice and the specific issue you are addressing.
Note: Your initial post is due by Day 3. Contact your Instructor if you have not received your assigned theory on Day 1.
With these thoughts in mind …
By Day 3 of Week 3
Post a brief description of your assigned theory and your practice issue. Then, explain how you would apply your assigned theory to your practice issue and explain your reasoning. Be specific and provide examples. Cite your sources in your post.
Read a selection of your colleagues’ posts.
By Day 6 of Week 3
Respond to at least two colleagues on 2 different days. Choose colleagues who were assigned different theories than your own. Respond to their posts in one or more of the following ways:
Critique their application of theory to their practice issue and either explain why you support their thinking or recommend a different theory to consider, which may be the theory you were assigned. Explain your thinking.
Drawing on their explanation of their assigned theory, describe how this theory applies to your practice issue and explain your reasoning.
Compare and contrast their assigned theory with your own for application to practice issues. Support your reasoning.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Sample Answer 2 for DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice
The Culture Care Theory
The Culture Care Theory was developed by Madeleine Leininger in response to identifying gaps in caring and culture when it came to healthcare provision. Through her own observations of healthcare prvision, Leininger noticed a lack of knowledge among herself and colleagues when confronted with issues on culture as well as caring (McFarland, 2019). As she believed that both were essential to developing a holistic approach to healthcare, Leininger developed the culture care theory. The theory provides a framework that all practitioners can use to understand variations in nursing practice that they can apply so as to support their compliance to the treatment plan, their well-being, and their healing.
Through this model, Leininger places the focus of healthcare on cultural congruence. Cultural congruence allows for all practitioners to provide services that are facilitative, supportive, and enabling for a particular patient, by falling in line with their cultural values and beliefs, as well as their lifestyles (McFarland, 2019). The development of culturally congruent care is only possible when the practitioner makes an effort to collaborate with their patient, so that they may work together towards care interventions and plans that are acceptable and beneficial to all parties.
The focus that the Culture Care theory places on supporting patient compliance presents a solution to the medical issue that is the focus in this paper – medical non-compliance. Medical non-compliance is a common occurrence for patients being treated for mental health conditions or health concerns. Due to the frequency of its occurrence, it is also a major focus for research and evidence-based practice. In this paper, means of applying Culture Care theory to medical non-compliance for mental health patients will be explored. Using two scientific articles, the application of the Culture Care theory to healthcare practice will be studied. From these sources, means of applying the theory to the medical non-compliance issue will be developed and discussed.
Literature on the Culture Care Theory
One study by Chiatti (2018) outlines the application of the Culture Care theory to an immigrant group in the mid-Atlantic region of the United States, and the means through which it affected the provision of healthcare services. Due to the presence of various immigrant groups in the country, Chiatti focused on Ethiopian immigrants, who represent a large populatin of the total immigrants in the mid-Atlantic area. Ethiopians represent the second-largest group of African immigrants in the US, numbering up to almost a million, especially in the states of New York, and Washington D.C. Their presence in these areas presents an opportunity for healthcare workers to improve their cultural congruence with the local population by applying the Culture Care theory to understanding the values and beliefs of a minority group.
The findings exposed a number of relevant themes to keep in mind when dealing with this immigrant population, as well as a number of areas of concern. With regards to the themes relevant to healthcare, Chiatti (2018) found that 6 main themes emerged from research data, in addition to 14 patterns in care. These 6 themes were support for friends and family, the preservation of cultural heritage, a strong value for freedom, cultural care, the importance of spirituality, and therapeutic communication (Chiatti, 2018). The strong value that the population placed on these elements could be applied to healthcare practice by taking them into consideration during the formulation of treatment plans. For example, including the support system of a patient with a chronic illness in the treatment plan would have positive outcomes for a member of this population, as they place great importance on the support of family and friends.
In addition to these themes, the study found a number of potential barriers to healthcare. Chiatti (2018) found that a perceived lack of interest in cultural care was a barrier to healthcare for this population. The lack of availability of nurses interested in cultural care or learning cultural congruence with this population, as well as the lack of interpreters, had the effect of negatively affecting their access to care.
Another study making use of the Culture Care theory is a paper titled ‘Cultural and Practical Implications for Psychiatric Telehealth Services: A Response to COVID-19’ (Goldin et al, 2020). Published in 2020, this study took a closer look at cultural care in the context of COVID-19. It is particularly relevant to the health care issue in this paper as it addressed psychiatric health. It is also particularly relevant to the current healthcare landscape as it tackles the state of healthcare provision during the global pandemic. According to Goldin et al (2020), the collaborative process between the patients and the providers is an essential part of providing quality care, especially in the cultural context. Goldin et al (2020) take an interdisciplinary approach to the process, through including the involvement of physicians, nurses, and telehealth technicians in the paper, and their role in ensuring cultural competence. This paper highlights the importance of institution-wide cultural competence training, rather than simply having some practitioners focus on culture care.
Insight for Practical Application
The paper by Chiatti et al (2018) emphasizes the importance of understanding major themes in the culture of minority populations when it comes to increasing quality of care. The paper especially touches on how compliance to the treatment plan can be improved through cultural congruence. In applying the findings of Chiatti et al to medical non-compliance for mental health patients, a health practitioner can take the time to understand the cultural implications of mental health conditions for minority populations in their area of practice. By understanding major themes, incorporating elements such as family support, religious support, or emphasizing the confidentiality of their care, practitioners can not only avoid barriers to compliance, but increase the rapport and practitioner-patient trust.
The paper by Goldin et al emphasizes the importance of culture care in the context of COVID-19. As telehealth options are increasingly implemented due to pandemic restrictions, it has become necessary to have more staff involved in the process of scheduling and monitoring consultations. Training all staff involved in culture care, including all members of the interdisciplinary team, has been highlighted as an essential part of psychiatric care during this time. This study can be applied to medical non-compliance by informing members of interdisciplinary teams of elements of culture care for each patient, and emphasizing their need to understand the unique position of each patient with regards to their barriers to compliance.
References
Chiatti, B. D. (2019). Culture care beliefs and practices of Ethiopian immigrants. Journal of Transcultural Nursing, 30(4), 340-349. https://doi.org/10.1177/1043659618817589
Goldin, D., Maltseva, T., Scaccianoce, M., & Brenes, F. (2021). Cultural and Practical Implications for Psychiatric Telehealth Services: A Response to COVID-19. Journal of Transcultural Nursing, 32(2), 186-190.
McFarland, M. R., & Wehbe-Alamah, H. B. (2019). Leininger’s theory of culture care diversity and universality: An overview with a historical retrospective and a view toward the future. Journal of Transcultural Nursing, 30(6), 540-557.
Sample Answer 3 for DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice
Thank you for your contribution. Medication nonadherence has been an issue of concern to health professionals over the years. The health belief model is suitable for tackling this problem of non-adherence. According to Boskey, (2023), the model is a tool scientists use to predict health behaviors. It is based on the concept that people’s willingness to change behaviors comes from their health perceptions. Using this model to educate patients on medication adherence will help to expose their perceptions of five components of the model, which include perceived susceptibility, perceived benefits, perceived barriers, perceived severity, and cues to action. If the individuals perceive that they are at risk of dying from abusing pain medications, they are likely to stop the behavior. Moreover, if they perceive that there are health benefits associated with adherence to medication instructions, they are less likely to abuse medications, Additionally, if they perceive their barriers to compliance, they are more likely to seek ways to address them.
However, consider cultural care diversity or the transcultural nursing conceptual framework on patients with medication non-adherence. Leininger developed this theory, and the purpose is to provide culturally congruent nursing care to people of diverse cultures. The central tenet of this theory is that it is crucial that the nurse understands the individual’s view of illness, cultural similarities, and differences and uses this information to influence nursing care (McEwen & Wills, 2019). This theory fits your practice issue because people come from different cultural backgrounds, affecting how they perceive health and illness. This factor should be considered while educating these patients on health promotion strategies.
Moreover, my practice issue is non-adherence to medical instructions among renal patients, and your assigned theory is perfectly suitable to address it. This is because if these renal patients perceive that they will be at risk of dying when they do not adhere to medical instructions like dietary changes, frequent dialysis sessions, and taking medications, they are likely to adopt healthy behaviors to improve outcomes.
The health belief model and cultural care diversity theory are suitable theories to address non-adherence issues. Both provide ways of encouraging patients to realize their susceptibility to health conditions to inspire positive change, considering their cultural similarities and differences.
References
Boskey, E. (2023). How the health belief model influences your behaviors.
McEwen, M., & Wills, E. M. (2019). Theoretical basis for nursing. (5th Ed.). Wolters Kluwer.
Sample Answer 4 for DNP 8114 Discussion Applying Interdisciplinary Theories to Nursing Practice
The NLN Jeffries Simulation Theory helps identify basic concepts and procedures for
simulation- based education (SBE). It offers a means of researching the phenomena of simulation
that can make it easier to investigate best practices, outcomes, and system change
(Cowperthwait, 2020). The theory has six core concepts – situation, context, design, educative
practice, simulation experience, and outcomes (Cowperthwait, 2020).
My practice issue is lack of effective interprofessional collaboration (IPC) between health care
professionals. This is an issue that I come across on a daily basis in my place of practice that
negatively impacts patients’ health outcomes. It is very important that every member of the
patient’s health team is communicating effectively and not only through charts to ensure that we
reduce errors and delays in patient care. Lack of structure, unfamiliarity with responsibilities and
services, lack of trust, and communication are some of the barriers to effective IPC ((Moncatar et
al., 2021) .
According to NLN Jeffries Simulation Theory, the concept of simulation experience starts with a
setting of mutual trust between the learners and the facilitator. It is collaborative, practical,
learner-centered, and interactive (Cowperthwait, 2020). Currently, the use of simulations in
nursing education is increasing, and interprofessional education collaborations has received more
attention (McEwen & Wills, 2023). During my entry level masters’ in nursing program at
Charles Drew University, the clinical skills and simulation center will organize yearly mandatory
interprofessional simulation. The participants were medical and nursing students from our
school, and pharmacy students from West Coast University, and it was facilitated by the
professors from the medical, nursing, and pharmacy schools.
The enhance teamwork and quality of care, the students from each profession learned from, with,
and about each other. We all had to cooperate and communicate effectively in order to ensure
that our simulated patient has a good health outcome. This simulation in interprofessional
clinical education can be transferred to the healthcare settings to help team members consider
their usual cooperation with one another and evaluate their nontechnical and teamwork skills
(Von Wendt & Niemi-Murola, 2018). In essence, this theory can help healthcare organizations
improve collaboration between interprofessional teams and subsequently provide better quality
of care for patients. For example, in my primary care workplace, we can have physicians,
nurses, case managers, clinical pharmacists, social worker, and community health workers
participate in biannual simulation experience to improve our communication with each other in
order to better assist our patients.
References:
Cowperthwait, A. (2020). NLN/Jeffries Simulation Framework for simulated participant
methodology. Clinical Simulation in Nursing, 42, 12–21.
https://doi.org/10.1016/j.ecns.2019.12.009 Jeffries, P. R., Rodgers, B., & Adamson, K. (2015).
NLN Jeffries Simulation Theory: Brief Narrative Description. Nursing Education Perspectives,
36(5), 292–293. https://doi.org/10.1097/00024776-201509000-00004 Moncatar, T. R.,
Nakamura, K., Siongco, K. L., Seino, K., Carlson, R., Canila, C. C., Javier, R. S., & Lorenzo, F.
M. (2021). Interprofessional collaboration and barriers among health and social workers caring
for older adults: A philippine case study. Human Resources for Health, 19(1).
https://doi.org/10.1186/s12960-021-00568-1
McEwen, M., & Wills, E. M. (2023). Theoretical basis for nursing (5th ed.). Wolters Kluwer.
Von Wendt, C. E., & Niemi-Murola, L. (2018). Simulation in interprofessional clinical
education: Exploring validated nontechnical skills measurement tools. Simulation in healthcare :
journal of the Society for Simulation in Healthcare. https://pubmed.ncbi.nlm.nih.gov/29117089
Good
80%–89%
Fair
70%–79%
Poor
0%–69%
Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points Range: 40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s).
Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
No less than 75% of post has exceptional depth and breadth.
Supported by at least three current credible sources.
Points Range: 35 (35%) – 39 (39%)
Responds to most of the Discussion question(s).
Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of the post has exceptional depth and breadth.
Supported by at least three credible references.
Points Range: 31 (31%) – 34 (34%)
Responds to some of the Discussion question(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.
Cited with fewer than two credible references.
Points Range: 0 (0%) – 30 (30%)
Does not respond to the Discussion question(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.
Contains only one or no credible references.
Main Posting:
Writing
Points Range: 6 (6%) – 6 (6%)
Written clearly and concisely.
Contains no grammatical or spelling errors.
Adheres to current APA manual writing rules and style.
Points Range: 5 (5%) – 5 (5%)
Written concisely.
May contain one to two grammatical or spelling errors.
Adheres to current APA manual writing rules and style.
Points Range: 4 (4%) – 4 (4%)
Written somewhat concisely.
May contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Points Range: 0 (0%) – 3 (3%)
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Posting:
Timely and full participation
Points Range: 9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation.
Posts main Discussion by due date.
Points Range: 8 (8%) – 8 (8%)
Meets requirements for full participation.
Posts main Discussion by due date.
Points Range: 7 (7%) – 7 (7%)
Posts main Discussion by due date.
Points Range: 0 (0%) – 6 (6%)
Does not meet requirements for full participation.
Does not post main Discussion by due date.
First Response:
Post to colleague’s main post that is reflective and justified with credible sources.
Points Range: 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
Points Range: 8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
Points Range: 7 (7%) – 7 (7%)
Response is on topic and may have some depth.
Points Range: 0 (0%) – 6 (6%)
Response may not be on topic and lacks depth.
First Response:
Writing
Points Range: 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.
Response to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in standard, edited English.
Points Range: 4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
Points Range: 0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
First Response:
Timely and full participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
Points Range: 4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
Points Range: 3 (3%) – 3 (3%)
Posts by due date.
Points Range: 0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
Points Range: 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
Points Range: 8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
Points Range: 7 (7%) – 7 (7%)
Response is on topic and may have some depth.
Points Range: 0 (0%) – 6 (6%)
Response may not be on topic and lacks depth.
Second Response:
Writing
Points Range: 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.
Response to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in standard, edited English.
Points Range: 4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
Points Range: 0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
Second Response:
Timely and full participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
Points Range: 4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
Points Range: 3 (3%) – 3 (3%)
Posts by due date.
Points Range: 0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Total Points: 100
Name: NURS_8114_Week3_Discussion_Rubric