NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse
Walden University NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse 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 NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse
Whether one passes or fails an academic assignment such as the Walden University NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse 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 NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse
The introduction for the Walden University NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse 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 NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse
After the introduction, move into the main part of the NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse 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 NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse
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 NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse
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.
Stuck? Let Us Help You
Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.
Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.
Sample Answer for NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse
Ethics is very relevant in the practice of Nursing, and most relevant in the mental health field because people who have mental illness are mostly in a vulnerable state, and being a DNP prepared Nurse puts us in a position to prioritize the patient’s wellbeing through the way they are treated, like with respect and dignity regardless of their mental status. The Two significant ethical issues relevant to the DNP prepared Nurses includes (a) Autonomy and informed consent and Confidentiality and privacy.
Autonomy and informed consent. It is important and ethical that the DNP Nurse ensures the autonomy of patient while administering care, and informed consent when intervening in the patients’ health or even for research purposes. it is very essential that patient reserves their right to make decisions concerning their health, either by agreeing or refusing having been informed about the risk and benefits associated with their options, that way they can make an informed decision. It is the responsibility of the service provider to give the service seeker sufficient information and to assist him or her in selecting a suitable intervention (Dalal 2020). For example, in the mental health field, the DNP prepared Nurse, while treating a patient for depression, might think that the next line of action is ECT, but will not impose it on the patient, rather would run it by the patient including all the risk and the benefits associated with it. Secondly is Confidentiality and privacy- Goal here is to protect the privacy of the patient, and not disclose the patient health details to unauthorized personnel. While there are exceptions to this like in the cases where the law requests it, protection of the patient’s privacy is a relevant ethical issue, and there are consequences when breached. Legal repercussions could result from a health professional’s neglect to share information (Ewuoso, et al., 2021).
According to the article of Rejno et al (2020), which identified some ethical challenges, and with concern on patients with impaired integrity, it suggests that with understanding and implementing the concepts of dignity, a DNP prepared Nurse can provide an individualized, or patient centered care that is ethically grounded, while prioritizing the needs of the patient. Emphasizing that dignity can be applied in caring for patients, and still protect them from harm.
The ethical considerations are comparable to those faced by mental health nurses, but the environment may be slightly different. Working with vulnerable populations is a common aspect of mental health nursing, and patients’ mental health issues could make them less able to give informed consent. In some situations, getting informed consent could call for extra work, such as involving the patient’s family or legal representatives. As patients may disclose highly private and sensitive information during therapy sessions, confidentiality and privacy are equally essential in the field of mental health nursing. The DNP prepared mental health nurse is responsible for making sure that this information is kept private and is only disclosed to healthcare workers who need to know and who are involved in the patient’s care.
In conclusion, while the moral concerns of autonomy, knowledge of risk, discretion, and privacy are Mental health nursing may provide difficulties because of the patients’ particular vulnerabilities and sensitivities, which is pertinent to all DNP-prepared nurses. To establish trust with their patients and advance good health outcomes, mental health nurses must traverse these ethical dilemmas as they strive to deliver high-quality care.
Sample Answer 2 for NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse
Doctoral level-prepared nurses play an essential role in addressing the actual and potential health needs of their communities. They collaborate with the community members to identify the resources that can be used to optimize their health outcomes. The nurses also promote change to ensure continuous improvement in the implementation of initiatives to enhance their health. Therefore, this blog examines the most important challenges in my community, their importance, and practice interventions that can be implemented to address them.
Challenges
One of the most important challenges in my community is the rise in lifestyle diseases. There has been a rise in the rate of lifestyle diseases including diabetes, obesity, overweight, and hypertension in the community. The rise is attributed to the minimal engagement of the community members in healthy lifestyles and behaviors that include healthy diets and active physical activity. The problem affects mostly the young and middle-aged populations (Sathe & Hiwale, 2020). The population’s predisposition is linked to its increased access to unhealthy foods and sedentary lifestyles such as too much screen time and consumption of sugar-rich diets. The second most important challenge in my community is substance abuse. A significant proportion of the young population in the community abuses drugs such as amphetamine, marijuana, and cocaine. Factors such as peer pressure, low level of knowledge, and easy access to drugs have contributed to the problem (Sathe & Hiwale, 2020). Interventions that aim at addressing the issue should be implemented to enhance the overall health and wellbeing of the community members.
Importance of the Challenges
The rise in lifestyle diseases and substance abuse in the community is important in several ways. First, lifestyle diseases such as obesity, hypertension, and overweight affect the quality of life of the affected populations. It lowers their productivity through the time and resources spent in managing them (Meyer et al., 2019). Lifestyle diseases also increase the burden experienced by the community members. Often, the affected populations require frequent hospital visits and hospitalizations, which affect their productivity and community development. Lifestyle diseases also predispose the affected to early mortalities due to disease-associated complications (Atroshi, 2020). Substance abuse is also important due to its health effects. Accordingly, substance abuse predisposes the community members to drug dependence. It also increases their risk of other health problems that include cancer, upper respiratory tract infections, low immunity, and premature mortality (Meyer et al., 2019). Consequently, interventions that address the issues should be implemented to ensure optimum public health.
Practice Change Interventions
One of the practice change interventions that can be implemented to address the above challenges is health education. Community members should be educated about the importance of healthy lifestyles and the effects of their current challenges. Health education is an important tool for creating awareness and stimulating change from the affected and populations at risk. Health education will also strengthen the effective utilization of community resources to address the challenges (Bednarek et al., 2018). The other practice intervention that can be implemented to address the challenges is the adoption of effective and responsive policies. Accordingly, community policies that eliminate easy access to drugs by the community members should be adopted. The policies should also strengthen the creation of safe communities that support healthy living and enhanced access to healthy diets (Meyer et al., 2019). Therefore, the above interventions will minimize the population’s vulnerability to health challenges.
Conclusion
Doctoral-prepared nurses play an essential role to play in the promotion of optimum public health. They explore issues of priority in their communities and implement responsive interventions to address them. The identified issues in my community include a rise in lifestyle diseases and substance abuse. Therefore, interventions to address them should be implemented for the overall health and wellbeing of the community members.
References
Atroshi, F. (2020).Personalized Medicine, in Relation to Redox State, Diet and Lifestyle.BoD – Books on Demand.
Bednarek, A., Bodajko-Grochowska, A., Zarzycka, D., Emeryk, A., &Cichosz, E. (2018).Physical activity of adolescents in the prevention of lifestyle diseases.Pielegniarstwo XXI wieku / Nursing in the 21st Century, 17(3), 32–37. https://doi.org/10.2478/pielxxiw-2018-0025
Meyer, J. P., Isaacs, K., El-Shahawy, O., Burlew, A. K., &Wechsberg, W. (2019). Research on women with substance use disorders: Reviewing progress and developing a research and implementation roadmap. Drug and Alcohol Dependence, 197, 158–163. https://doi.org/10.1016/j.drugalcdep.2019.01.017
Sathe, N., &Hiwale, A. (2020).Achieving Wellness by Monitoring the Gait Pattern with Behavioral Intervention for Lifestyle Diseases.In X.-S. Yang, S. Sherratt, N. Dey, & A. Joshi (Eds.), Fourth International Congress on Information and Communication Technology (pp. 209–218). Springer. https://doi.org/10.1007/978-981-32-9343-4_17
Discussion: Ethics and the DNP-Prepared Nurse
You are likely already upholding ethics in nursing and healthcare delivery in your current nursing practice experience. As mentioned in the introduction for this week, a patient-focused approach that promotes the delivery of safe, quality, and cost-effective healthcare for promoting positive patient outcomes represents a fundamental alignment to ethical principles for the delivery of healthcare. In your journey toward becoming a DNP-prepared nurse, you will continue to uphold ethical principles in your nursing practice and will likely continue to serve as an advocate for adhering to these principles in all you do.
Photo Credit: ibreakstock / Adobe Stock
For this Discussion, reflect on the case studies/scenarios related to ethical challenges presented in this week’s Learning Resources. Think about how these ethical challenges may mirror your own experiences in nursing practice. Consider what other ethical challenges may arise in your own nursing practice or as you continue your program of study.
To prepare:
- Review the case studies/scenarios related to ethical challenges presented in this week’s Learning Resources.
- Reflect on ethical challenges related to the organization or at the point of care that you may have encountered in your nursing practice.
- Consider what new ethical challenges you might face once you obtain your doctoral degree.
By Day 3 of Week 10
Post an explanation of at least two significant ethical issues relevant to the DNP-prepared nurse. Then explain how these issues might compare to the types of issues you have encountered in your practice. Be specific and provide examples.
NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse
By Day 5 of Week 10
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by expanding upon your colleague’s post or suggesting an alternative approach to the ethical issue described by your colleague.
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!
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 10 Discussion Rubric
Post by Day 3 of Week 10 and Respond by Day 5 of Week 10
To Participate in this Discussion:
Read Also: NHS 8050 Discussion PhD Versus Professional Doctorate
Sample Answer 3 for NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse
In nursing, ethics are taught and expected to be maintained. They are formed off the principles of autonomy-the right to make choices, beneficence-to do good or prevent harm, justice-providing care equally, non-maleficence-to do no harm. I have also come across privacy-a right belonging to all people, dignity-worthy of respect and confidentiality-keeping patient information only in necessary places and people. Throughout a career in medicine, it is impossible to avoid experiencing a situation that one of these ethics will come into question.
As a doctorate prepared nurse (DNP), my intention is to continue in my role, at least in a part time aspect. In doing so, I have and will continue to run into circumstances in which the ethical value of autonomy is challenged. I provide psychiatric and mental health care to patients in nursing homes, assisted livings and in their homes. I typically experience the vignette shared by Rejno et al, in which the patient with dementia states she is fine being home alone and the daughter says she is not and they present opposing stories (2020), played out weekly.
One I experience frequently is families want to “medicate” their loved one to their liking. For example, Jane Doe is 96yo female with major depression, anxiety and mild dementia. One of her biggest problems is that she lives in an assisted living and feels unimportant to her family. When she lived on her own, she was able to join what she wanted, when she wanted. Now, family has to come pick her up, which doesn’t always happen. Two of her daughters will tell her she is ungrateful for everything they have done for her when she will tell them she wants to come home, that they just put her there so they do not have to deal with her. Maybe three weeks ago, she had a birthday party, afterwards she got upset and she was emotional having to go back to the assisted living and away from her family. She shared with me openly and remembered this happening. Her daughter called me to ask what I can give her to make her stop. I have explained multiple times that she is gets upset, she has a lifetime of less than the best coping skills when it comes to feeling wanted, needed or loved. I explain to her daughter that the patient tells me she feels as though her medications are in a good spot. That she doesn’t feel depressed, she feels she gets sad and frustrated because she doesn’t want to live in an assisted living. Jane goes out of her apartment, interacts with activities and multiple other residents, she is pleasant and smiling. That Jane would likely benefit more from counseling than a medication change, in which she refuses. Most recently, Jane has had an increase in tearful episodes and anxiety per the daughter. Her daughter has called me twice this week asking for her to get Ativan and really doing anything she could to convince me to give it to her, versus waiting for result of UA-she is prone to them and this is her behavior when she gets one. She even called the medical NP to see if he “would give her something to knock her out”. She started antibiotics yesterday for her UTI. The family even has a recorder set up in Jane’s apartment. Often, I get the distinct impression that family is asking for medication increases due to their own poor coping and feelings of guilt.
In a similar respect, however reversed, I am often advocating for patients to get medications. Families will often not want their loved one to have medication because, for example, “it is understandable that she has depression”. It often takes much education and support and time provide to family members to have them allow me to attempt anything. I often have to explain to them that it absolutely is understandable however due to multiple factors, dementia being one, they are not able to implement good coping skills and that depression is making them miserable therefor quality of life is impeded.
The ethics that are maintained in a facility have been shown to correlate with the values, or lack there-of, in an organization. When an organization does not uphold values, it becomes challenging for the staff as they will question their own work and it will decrease satisfaction. (Torkamen. 2020) I have seen this many times in some of the failcities that I round in. One aspect discussed by Rejno et al, (2020) is the right to dignity. I often see this become challenging to maintain with patients that reside on a memory care unit. I do believe this directly links to an organization neglecting to set forth routinely practiced ethics. At times this is not necessarily faulted as the workforce is understaffed. One of the facilities I round in pointed out they noticed a decrease in the care for dementia patients when their dementia training went online versus in person and hands on. This is one of the biggest gaps I see that needs help and why, at this time, my focus is here as far as my DNP project.
Rejno, A., Ternestedt, B.-M., Nordenfelt, L., Silfverberg, G., & Godskesen, T. E. (2020). Dignity at stake: Caring for persons with impaired autonomy. Nursing Ethics, 27(1), 104–115. https://doi.org/10.1177/0969733019845128
Torkaman, M., Heydari, N., & Torabizadeh, C. (2020). Nurses’ perspectives regarding the relationship between professional ethics and organizational commitment in healthcare organizations. Journal of Medical Ethics and History of Medicine, 13(17), 1–10. https://doi.org/10.18502/jmehm.v13i17.4658
Sample Answer 4 for NURS 8002 Week 10 Discussion: Ethics and the DNP-Prepared Nurse
Doctorate-prepared nurses (DNPs) may encounter challenging ethical decisions where they must make perplexing choices between two or more options; their recognition of an effective solution to these issues is critical (Vermeesch et al., 2018). Ethics are vital in the nursing profession as they improve health care outcomes. DNPs are responsible for providing patients and families with comprehensive information about treatment and possible effects. If DNPs do not address these ethical issues appropriately, these may lead to a decline in patient care, tense clinical relationships, and moral distress. This post aims to discuss the two ethical issues relevant to the DNP-prepared and how these issues are in comparison to what I encountered in practice.
Two Ethical Issues Relevant to the DNP-Prepared Nurse
The first ethical issue is dealing with end-of-life care planning. Advanced care planning is often a challenging conversation between patients and healthcare providers, especially when patients must plan for their future health care if they pass away or are left too ill to make their own decisions. Whether patients can no longer speak for themselves or their family members or have difficulty describing what their loved ones prefer, advanced practice nurses may experience a break of communication during the decision process. End-of-life decisions are always hard to discuss, but healthcare providers must ensure these preferences are laid out and honored in medical emergencies. Therefore, it is vital to develop an understanding of legal and ethical issues that underpin DNPs’ ability to function at the highest professional level, to prevent complications and litigations by knowing patients’ rights, responsibilities, and concerns of the patients (Podgorica et al., 2021).
The second ethical issue is in connection with addressing patients with compromised autonomy. For instance, language and cultural barriers can hinder communication between patients and clinicians, exacerbating health inequity. Rejno et al. (2020) explained that cultural values can also impact perception and expressions of dignity, which must be considered. DNPs must have a moral obligation and strive to address these potential issues to ascertain how patients prefer to receive information and make decisions about their care. Healthcare providers must implement accessible resources such as professional medical interpreters and other institutional services by upholding patients’ and families’ unique cultural or social dynamics.
How Are These Issues in Comparison to What I Have Encountered in Practice
Advanced Care Planning: Ms. A was our 84-year-old female patient with oxygen-dependent emphysema from 60 years of smoking. She developed pneumonia and is slow to improve on the ventilator in the ICU. Also, she developed kidney failure, and the health care providers in my institution think she will unlikely survive the hospitalization. The pulmonologist discussed with Ms. A that she is in the last phase of her life and that decisions about her medical care will be needed. Ms. A explained that she would not want to be ventilator dependent for an extended period, so her daughters were poised to disagree when the decision was required regarding the ventilator. Still, we explained that Ms. A’s preference to avoid long-term ventilator use is noted in her advance directive and will be followed.
Patient with compromised autonomy: Mrs. Z was our 70-year-old Pakistani widow who lives with her children and with limited English proficiency. She was diagnosed with an aggressive B-cell lymphoma, and her son told us the healthcare providers not to tell her the diagnosis as she may be unable to cope emotionally with her diagnosis nor physically tolerate the chemotherapy. However, we knew that age was a factor for this patient in predicting patient response to treatment, and oncologists must develop an individualized treatment plan which includes a discussion of the risks and benefits of the treatment. Also, we determined that Mrs. Z’s decision-making ability was intact, which means that her son’s role as a decision-maker only comes into play if she cannot make a specific medical decision. We informed the son that with assistance from an interpreter, we could compassionately and thoroughly explain to her the lymphoma diagnosis, along with the benefits and risks of treatment options.
References
Podgorica, N., Flatscher-Thöni, M., Deufert, D., Siebert, U., & Ganner, M. (2021). A systematic review of ethical and legal issues in elder care. Nursing Ethics, 28(6), 895–910. https://doi.org/10.1177/0969733020921488Links to an external site.
Rejno, A., Ternestedt, B. M., Nordenfelt, L., Silfverberg, G., & Godskesen, T. E. (2020). Dignity at stake: Caring for persons with impaired autonomy. Nursing Ethics, 27(1), 104–115. https://doi.org/:10.1177/0969733019845128Links to an external site.
Vermeesch, A., Cox, P. H., Baca, S., & Simmons, D. (2018). Strategies for strengthening ethics education in a DNP program. Nursing Education Perspectives, 39(5), 309–311. https://doi.org/10.1097/01.NEP.0000000000000383Links to an external site.
Name: NURS_8002_Week10_Discussion_Rubric
| Excellent
90%–100% |
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. |
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. |
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. |
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. |
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 |
6 (6%) – 6 (6%)
Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
5 (5%) – 5 (5%)
Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
4 (4%) – 4 (4%)
Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
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 |
9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation. Posts main Discussion by due date. |
8 (8%) – 8 (8%)
Meets requirements for full participation. Posts main Discussion by due date. |
7 (7%) – 7 (7%)
Posts main Discussion by due date. |
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. |
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. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
||
| First Response: Writing |
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. |
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. |
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. |
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 |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
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. |
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. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
||
| Second Response: Writing |
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. |
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. |
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. |
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 |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Total Points: 100 | ||||||
Name: NURS_8002_Week10_Discussion_Rubric