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NR 393 Week 4 Course Project Milestone 2

NR 393 Week 4 Course Project Milestone 2

NR 393 Week 4 Course Project Milestone 2

Purpose

To apply lessons in nursing history to living nurses contributing to nursing history through an
interview and recording of historical information.

I have selected Mary Adelaide Nutting. She was new to me in nursing history. Mary Adelaide Nutting was a nurse at the end of the 19th century who went to nursing school at Johns Hopkins Nurse Training School. (Judd, 2013) After Mary graduated from the 2-year program she stayed at Johns Hopkins as a head nurse. ( Spring, 2017) She continued to move up the hospital ranks and became an administrator for the nursing college and became the principal of John Hopkins Nurse Training School in 1892 ( Spring, 2017) She continued to develop the formal education of nurses both in the classroom and in the hospital. She was instrumental in starting the nursing school at Columbia University and recommended to Congress the use of University trained nurses in the US Army Hospital Corps. She also wrote A History of Nursing and A Sound Economic Basis for Nursing. (Spring, 2017)

Mary Adelaide Nutting found the works of Florence Nightingale inspirational and was teaching music prior to becoming a nurse. She started her career at Johns Hopkins and continued through hard work to become a leader and administrator, and also shaped education for nursing school that is still in practice today. Further, even after retirement, she continued to advocate for university-trained nurses to be used in hospital systems and for the US Army. Mary Nutting started the path for nursing education and also interestingly taught and wrote A History of Nursing. 

I enjoyed learning about Mary Adelaide Nutting as she was both an educator and historian. I think that her work is very reflective of the current education system that we currently have and also reflective of how important University education is for the nursing profession. Through encouraging more education for nurses, also increased the respect for the nursing profession.

References: 

Chamberlain College of Nursing. (2020). Week 4 lesson. Retrieved from: https://chamberlain.instructure.com/courses/71197/pages/week-4-lesson-notable-19th-century-us-nurses?module_item_id=10094139

Chicago – Spring, Kelly. “Mary Nutting.” National Women’s History Museum. 2017. http://www.womenshistory.org/education-resources/biographies/mary-nutting.

Judd, D. (2013). A History of American Nursing. [VitalSource Bookshelf]. Retrieved from https://online.vitalsource.com/#/books/9781284044324/

I have selected Mary Mahoney.  This is a new name to me in nursing history.  It was very interesting to read about her and her accomplishments in the article, Eyes on the Prize.  Mary Mahoney exhibited her leadership abilities before becoming a nurse, as well as after, by attending nursing school, which was usually attended by white females, and with becoming the first African American nursing graduate to obtain a nursing license.  She also fought for women’s equality for women of all races.  Mary had goals during her life, and she worked to achieve those goals.  Mary Mahoney was an inspiration in the nursing field so much that, “The Mary Mahoney Award, which is given every two years, recognizes individual nurses or groups of nurses who have made outstanding contributions to opening and advancing opportunities in nursing to members of minority groups” (Wessling, 2006).

In demonstrating her leadership abilities, Mary Mahoney helped opened the door for other African American women to attend nursing school by helping them get enrolled in the same school she went to, the New England Hospital for Women and Children.  She formed the National Association of Colored Graduate Nurses (NACGN), because of nursing education inequalities between white and black students.  Mary Mahoney also was a director of the Howard Orphan Asylum for Black Children.  (The Chronicle of Nursing, 2008).

But Mary Mahoney did not stop there.  She did private duty nursing for thirty years with many patients.  She treated her patients like family, and the patients were happy with her nursing care.  Mahoney was so well received, that families from all over the country were requesting her for her nursing care.

Besides nursing, Mary Mahoney fought for women’s rights.  She supported the right to vote and was one of the first women to register to vote.

I enjoyed learning some about Mary Mahoney.  She opened the path for black women in nursing and stood up for what she believed in.  All she wanted was fairness, treated as equally as white women in nursing, treated equally as a person, and the same opportunities.  Well, Mary showed them!  She leaves a legacy.  She proved herself in leadership roles and with her nursing care.  Mary Mahoney left such a good impression on her patients and the families, that others were requesting her to be their nurse.  This is a nursing value that Mary left behind for other nurses to live up to.

References

The Chronicle of Nursing.  (February 1, 2008).  Mary Eliza Mahoney.  American Society of Registered Nurses.  Retrieved from https://www.asrn.org/journal-chronicle-nursing/282-mary-eliza-mahoney.htmlLinks to an external site.

Wessling, S.  (2006).  Eyes on the prize.  Minority Nurse.

Course Outcomes

The Course Project
enables the student to meet the following Course Outcomes.

Incorporate appropriate
historical perspectives into current professional nursing practice (PO 2).

Compare current
professional nursing practice roles with historical roles of the nurse (PO 7).

Points

The entire project is
worth 600 points. Milestone 2 is worth 200 points of this total.

Due Date

Submit your completed NR393
Milestone 2 by the end of Week 4 at 11:59 p.m. MT.

Requirements and
Guidelines

Carefully review this
Milestone 2 Guidelines document rubric and the Milestone 2 Template.

Review the Differences
Between Closed and Open-Ended Questions (Links to an external site.)Links to an
external site. document. Use the suggestions to formulate your initial and
follow-up questions.

Download the Milestone 2
Template (Links to an external site.)Links to an external site.. Save it to
your computer in Microsoft Word 2010 (or later) as a .docx file with the file
name as Your Last Name NR393 Milestone 2.docx.

Carefully review the
rubric criteria for Milestone 2 and type directly on your saved Milestone 2
Template. Note that some of the questions have been provided for you on the
template.

Submit your completed
Milestone 2 as instructed by Sunday of Week 4.

After return of the
graded Milestone 2, use faculty feedback to revise areas and questions for a
superior interview. Revisions do not need to be submitted to faculty for approval.

Note: The date of the
interview must be after Friday of Week 5 to allow your instructor time to grade
your Milestone 2 and provide you with feedback (unless you have received prior
permission from your instructor). If the interviewee’s schedule requires that
you do the interview before that date, consult your instructor regarding early
submission of Milestone 2 to ensure that you receive comments in time to
incorporate revisions before the interview. Thank you.

Important: Remember that
the interview must be a face-to-face or phone interview where you can ask
questions of the nurse, the nurse can respond, and you can provide your
response. It is not acceptable to use e-mail, text messages, or any other
method to have the nurse write or type the answers. Contact your instructor if
you have questions. Thank you.

Course Project Milestone 2Template

Prior to completing this template, carefully review Course
Project Milestone 2 Guidelines, paying particular attention to how to name the
document and all rubric requirements. After saving the document to your
computer, type your answers directly in this template, and save again. This
assignment is due by the end of Week 4at 11:59 p.m.MT.

Your Name:_________

Assignment
Criteria
Answers

Note:See Milestone 2
Rubric for details required in each area.

Scheduled
Date and Location of Interview
30
points
Datefor
interview (must be after Friday of Week 5):
Location:
Interview
Recording Method
20
points
Select
one:
Written
notes,audio, or audio/visualHardware
and/or software used:
Milestone
3 Submission Method
20
points
Select
one:
 Typed
on Milestone 3 Template, audio, or audio/visual
Questions
to Be Asked
Remember that all
questions must be open ended and clearly related to this nurse.Follow-up questions
must be clearly related to the associated primary question.
Primary
Questions
30
points
(Type Question #3
below.)
Follow-Up
Questions for Each Primary Question
80
points
(Type questions
below; see guidelines and announcements for details.)
1:What
are some of your favorite memories of nursing school?
a.
b. How did
classmates or instructors impact your development as a nurse?
2:How
have you improved the quality of nursing practice during your career?
a.
b.
3: a.
b.
4:How
have you contributed to the profession of nursing and to nursing history?
a.Why has work in
that area become your passion?
b.
5:Who
is your favorite nurse from nursing history?
a.
b. How has that
nurse influenced your own nursing practice?

NR393 Week
6 Course Project Milestone 3 Latest 2018 January

Course Project Milestone
3: Guidelines

Updated 9/24/17

Purpose

To apply lessons in
nursing history to living nurses contributing to nursing history through an
interview and recording of historical information

Course Outcomes

The Course Project
enables the student to meet the following Course Outcomes.

CO 1. Incorporate appropriate
historical perspectives into current professional nursing practice (PO 2).

CO 4. Compare current
professional nursing practice roles with historical roles of the nurse (PO 7).

Points

The entire project is
worth 600 points. Milestone 3 is worth 300 points of this total.

Due Date

Submit your completed
NR393 Milestone 3 by the end of Week 6 by 11:59 p.m. MT.

Requirements and
Guidelines

If submission method is
written (typed on the template), do the following.

Carefully review this
Milestone 3 Guidelines document and the Milestone 3 Template (Links to an
external site.)Links to an external site..

The interview must take
place in a face-to-face or phone conversation only. An e-mail interview or
asking the nurse to complete a written or typed interview is not permitted.

Download the Milestone 3
Template (Links to an external site.)Links to an external site. save it to your
computer in Microsoft Word 2010 (or later) as a .docx file with the file name:
Your Last Name NR393 Milestone 3.docx.

Carefully review the
assigned areas for Milestone 3, and type directly on your saved Milestone 3
Template.

Use your instructor’s
feedback from Milestone 2 to revise your questions prior to the interview.

Submit your completed
Milestone 3 Template by Sunday at the end of Week 6.

If submission method is
audio or audio/video, do the following.

Carefully review the
Milestone 3 Guidelines document. The recording should be approximately 8 to 12
minutes.

The interview must take
place in a face-to-face or phone conversation only. An e-mail interview or
asking the nurse to complete a written or typed interview is not permitted.

Edit the recording as
needed prior to submission.

The audio or AV file
must be able to be submitted on the Week 6 Assignments page and downloaded by
the instructor for scoring. If it cannot be attached or downloaded, you will
need to submit your Milestone 3 by typing on the Milestone 3 Template (Links to
an external site.)Links to an external site..

Instructors are not able
to provide advice or technical support regarding recordings. Submission of a
recording is not required.

Use your instructor’s
feedback from Milestone 2 to revise your questions prior to the interview.

Submit your completed
Milestone 3 by Sunday at end of Week 6.

Note: Only one Milestone
3 file is accepted. If you choose to use audio or AV, all parts of Milestone 3
must be on that recording. Do not submit additional files.

Academic Integrity
Reminder

Chamberlain College of
Nursing values honesty and integrity. All students should be aware of the
Academic Integrity policy and follow it in all discussions and assignments.

Course Project Milestone 3Template

Prior to completing this template, carefully review Course
Project Milestone 3 Guidelines paying particular attention to how to name the
document and all rubric requirements. After saving the document to your
computer, type your answers directly on this template, and save again. This
assignment is due by Sunday end of Week 6 by 11:59 p.m.MT.

Criteria for Content

  • Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic. Each reference must be scholarly.
  • Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.
  • Interactive Dialogue: In this category, the minimum requirements are to provide an initial posting to the graded threaded discussion topic by Wednesday, 11:59 pm MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
  • Grammar, Syntax, APA: Proper grammar, APA, and syntax is required for all posts. Students should follow the APA Manual 6th Edition. Additional APA information is available in Course Resources.
  • Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.
  • Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.
  • For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT.

Criteria for Format and Special Instructions

  1. Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
  2. When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.
  3. Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site. If the instructor determines that the site failed to
    NR 393 Week 4 Course Project Milestone 2
    NR 393 Week 4 Course Project Milestone 2

    demonstrate scholarship, points maybe deducted. Students are cautioned to use care regarding .com sites. Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking. It is recommended that you check with your instructor before using a .com website as a reference.

  4. Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source. The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 393 Week 4 Course Project Milestone 2

APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate

program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐  The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.

Check Out Also:  NR 361 Week 6 Interview With a Nurse Information Expert

StudentName:_____________________

Assignment
Criteria
Type
the statements into the boxes below. Use exact words spoken by each person.
Note:
See Milestone 3Rubric for details required in each area.
Introduction:
Student
Introduction and Statement of Purpose
30
points
Nurse
Introduction
30
points
Nurse
States Verbal Permission for Interview and Submission
30
points
Questions
and Answers
Primary
Question 1
Follow-up a
Follow-up b
Primary
Question 2
Follow-up a
Follow-up b
Primary
Question 3
Follow-up a
Follow-up b
Primary
Question 4
Follow-up a
Follow-up b
Primary
Question 5
Follow-up a
Follow-up b

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Evaluation Methods

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Graded Item Points Weighting
Discussion (50 points, Weeks 1–7; 25 points, Week 8) 375 37.5%
Shared Governance Model Paper (Week 3) 200 20%
Management of Power Paper (Week 5) 200 20%
Executive Summary (Week 7) 225 22.5%
Total 1,000 100%

No extra credit assignments are permitted for any reason.

All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

Letter Grade Points Percentage
A   940–1,000 94% to 100%
A-  920–939 92% to 93%
B+ 890–919 89% to 91%
B   860–889 86% to 88%
B-  840–859 84% to 85%
C+ 810–839 81% to 83%
C   760–809 76% to 80%
F   759 and below 75% and below

NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category 10 9 8 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0

Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0

Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost -5 points lost

Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days

Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.