NR 506 Week 3 Discussion Effective Coalition Leadership

Chamberlain University NR 506 Week 3 Discussion Effective Coalition Leadership– Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University NR 506 Week 3 Discussion Effective Coalition Leadership 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 NR 506 Week 3 Discussion Effective Coalition Leadership

Whether one passes or fails an academic assignment such as the Chamberlain University NR 506 Week 3 Discussion Effective Coalition Leadership 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 NR 506 Week 3 Discussion Effective Coalition Leadership

The introduction for the Chamberlain University NR 506 Week 3 Discussion Effective Coalition Leadership 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 NR 506 Week 3 Discussion Effective Coalition Leadership

After the introduction, move into the main part of the NR 506 Week 3 Discussion Effective Coalition Leadership 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 NR 506 Week 3 Discussion Effective Coalition Leadership

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 NR 506 Week 3 Discussion Effective Coalition Leadership

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 NR 506 Week 3 Discussion Effective Coalition Leadership

Locate a state or national coalition advocating for your approved healthcare policy concern. Who are the coalition partners and is there an identified leader? Can you identify successes indicating strong leadership? What can you add to the content for your upcoming interview from the work of this coalition?

To me, a leader and a manager have very distinct and different roles in the work setting, yet very similar. However, the more I research the definition of “leader”, the harder time I have finding the perfect definition. Leadership can be viewed as a personal quality, and even virtuous among others. Mangers manage other nurses; and although they work to improve patient care, their contact with patients may be more limited. Nurse managers tend to focus primarily on managerial and administrative duties for their entire unit. However, after reading articles about leaders and managers they are quite similar. “Both leaders and managers rely on critical thinking skills and the ability to envision a positive future. Ideally, nurse leaders have risen to the management or executive level because they’ve had the ambition to advance their careers and leave the bedside. The desire to for self-improvement and a higher level of excellence is an intrinsic trait for leaders” What’s the Difference Between a Nurse Manager & Nurse Leader? (n.d.).

Moreover, I believe that leadership can be differentiated from both a leader and a manager. “Leadership is a process and not just a personal quality. A process, according to the Merriam-Webster’s Dictionary, is “a series of actions that produce something or that lead to a particular result” Silva (2016).

References

Silva, A. (2016). Http://ljournal.ru/wp-content/uploads/2016/08/d-2016-154.pdf. doi:10.18411/d-2016-154

What’s the Difference Between a Nurse Manager & Nurse Leader? (n.d.). Retrieved March 18, 2018, from https://www.americansentinel.edu/blog/2014/09/12/leadership-management-in-nursing-what’s-the-difference/

Sample Answer 2 for NR 506 Week 3 Discussion Effective Coalition Leadership

Per our week 3 lesson, a coalition is made up of people or groups who form into an organization that has leadership and structure with the purpose of making change (Chamberlain College of Nursing, 2018). The changes can target concerns at many levels including: local, state, or federal (Chamberlain College of Nursing, 2018). Like anything, there can be pros and cons of forming a coalition. Some problems that can occur within a coalition are: lack of resources, power struggles within the coalition, poor organization within the organization, inadequate leadership, problems identifying the leader, and even issues of individuals working together. A few positives to a coalition include: putting together everyone’s knowledge and resources, increasing communication, and teamwork to achieve the goal.

Coalitions can reduce duplication or extra work by allowing multiple people to work together toward the same goal, this can reduce efforts and resources used. They can also be there to act as peer support, encouragement, and motivation (World Animal Net, 2018).

Although I do not personally belong to a nurse coalition, there appears to be many that exist. Per the American Nurses Association, they have a goal of trying to get 10,000 nurses on boards by 2020 (American Nurses Association, 2014). They feel that the coalition will implement a national strategy that will bring nurses’ perspectives to the governing boards (American Nurses Association, 2014).

I think in order to be an effective leader within a coalition a person must possess many skills of a good leader. The person must be honest, trusted, open-minded, and open to suggestions. Trust and honesty are extremely important because all of them members should feel comfortable and have a trusting relationship with the leader. They must be open-minded as there will be many ideas possibly being discussed. While the members of the coalition will have the same end result, there will likely be several different ideas discussed, and it will be the leader’s responsibility to look at the pros and cons of all of the suggestions of from the members of the coalition.

As mentioned, I do not belong to a coalition, but I believe that working on a specialty unit with a Unit Leader is the closes thing I can relate being part of a coalition to. Working in a close specialty unit, we all have the same goals about keeping our patients safe, but we may all have different ideas on how this should be done. It is the job of our Leader to listen with an open-mind and determine what the best ideas and strategies are and help us to implement these changes for the better good of the patient.

References:

Chamberlain College of Nursing. (2018). NR- 506. Week 3 Lesson. Retrieved from: https://chamberlain.instructure.com/courses/22798/pages/week-3-lesson?module_item_id=2729972

American Nurses Association. (2014). National coalition launches effort to place 10,000 nurses on governing boards by 2002. Retrieved from: http://www.nursingworld.org/FunctionalMenuCategories/MediaResources/PressReleases/2014-PR/Effort-to-Place-Nurses-on-Governing-Boards.htmlLinks to an external site.

World Animal Net. (2017). Advantages and disadvantages of working in coalitions. Retrieved from: http://worldanimal.net/our-programs/strategic-advocacy-course-new/module-4/networking-and-alliances/advantages-and-disadvantages-of-working-in-coalitions

Sample Answer 3 for NR 506 Week 3 Discussion Effective Coalition Leadership

Coalition is a union of individuals with a common interest to influence outcomes on a specific problem or issue. They can pool resources more efficiently as a group in comparison to a single individual. Coalitions are utilized throughout healthcare, especially in nursing to actively address and improve the health of a diverse community. It is a common platform for implementing change. They are developed in several variations that are general or innovation-specific depending on the type of project or issue the coalition is pursuing (Nargiso et al., 2013). Currently my organization have a shared governance committee. This committee addresses issues related to nursing practice, management, policies, and future endeavors. During out first meeting, roles and responsibilities were assigned. In addition, topics and sub-topics were discussed. One of the topics discussed were campaigning for more membership of the Academy of Medical-Surgical Nurses (AMSN). The AMSN, is one of the only organizations that advances nursing practice while promoting excellence in medical-surgical nursing (AMSN, 2018). We discussed the advantages and disadvantages of membership and reviewed the organization’s vision and mission statement. One of the attraction of joining AMSN, is the dedication of developing medical-surgical nurses personally and professionally. The organizations goals and strategies are in alignment with the committee future goals of improving patient care, staff development, connecting with other nurses who share a common compassion and commitment. Through effective communication we discussed membership fees, and the significant of joining an organization with the ability to represent nurses nationally. Certain members were opposed to joining a specialty organization that required membership fees. This created a conflict within the committee. We were able to deal with the conflict early and through negotiations. As a result, we decided to compose a list of organizations that have a coordinating framework and structure with our goals. Then we reviewed the list and purpose of each and voted. Although the committee was undecided regarding which coalition to join, we all agreed it was vital to join an organization with like-minded nurses. Going through this process, I have learned how sub-committees and larger organizations impact one another. An effective coalition leadership requires effective communication skills, conflict resolution, establishing a positive work environment, defining clear and written roles, and commitment to the cause.

Academy of Medical-Surgical Nurses. (2018). Retrieved from https://www.amsn.orgLinks to an external site.

Nargiso, J., Friend, K., Egan, C., Florin, P., Stevenson, J., Amodei, B., & Barovier, L. (2013). Coalitional capacities and environmental strategies to prevent underage drinking. American Journal of Community Psychology.51, 222-231. doi: http://dx.doi.org.chamberlainuniversity.idm.oclc.org/10.1007/s10464-012-9536-4Links to an external site.

Sample Answer 4 for NR 506 Week 3 Discussion Effective Coalition Leadership

Effective leadership is one of the four main elements that build and maintain valuable coalitions (Mason et al., 2016). Elements that help build effective leadership within a coalition are the structure of the organization and the attributes of the leader (Mason et al., 2016) Structure refers to how the coalition is organized and defines the procedures by which the coalition carries out its daily operations. The structure serves the members, but it also determines how leaders are chosen. Some coalitions are highly structured while others are more relaxed. The right environment must be put in place for leaders to excel, or the structure of the coalition must allow for its leaders to make the necessary changes to create the ideal environment. If the leader and the structure of the organization do not match, the coalition will struggle to meet its goals. Effective leaders also need access to resources and capital.

Leadership is a trait not a position. Many coalition members will have the makings of a great leader, yet members must be willing to work within their given roles and trust the organization’s elected leaders to make the right decisions. The coalition must have a supporting cast that builds its leaders up. Leadership cannot reach organizational goals if there is fragmentation or conflict among members (Mason et al., 2016).

Effective leadership also needs individuals who possess certain attributes. Good leaders do not just boss people around and tell people what to do. Effective leaders empower people to make decisions that support the goals and vision of the community, ultimately developing smarter solutions. The key to effective leadership in any collaborative environment is communication. As a LTC nurse, I see effective leadership and poor leadership on a daily basis. In my goal to become an effective nurse leader, I pay close attention to the charge nurses who always receive compliments from staff, doctors, and patients. The traits that these nurse leaders exhibit fall in line with the traits suggested in the article, “Effective Nursing Leadership.” An effective nurse leader portrays “integrity, courage, initiative and an ability to handle stress” (Meliniotis, 2015). Effective nurse leaders also think critically, set goals and skillfully communicate” (Meliniotis, 2015). Coalitions are made up of diverse people with a range of skills and access to resources. For to become successful, a coalition must learn how to overcome conflict and other issues that may arise. Similarly, effective leaders must be willing to collaborate and communicate with a diverse group of people for the goal to be achieved.

References:

Mason, D. J., Gardner, D. B., Outlaw, F. H., & O’Grady, E. T. (Eds). (2016). Policy & politics in nursing and healthcare: ch. 75 (7th ed.). Retrieved from http://online.vitalsource.com

Meliniotis, C. (2015, March 30). http://nursing.advanceweb.com/effective-nursing-leadership/. Retrieved from http://nursing.advanceweb.com/effective-nursing-leadership/

Sample Answer 5 for NR 506 Week 3 Discussion Effective Coalition Leadership

You have made some excellent points about what takes to become an effective leader. During my undergraduate nursing studies, all of my professors would say that “nurses have made a professional commitment to learning.” They would also say that “nurses in leadership positions should become experts in relationship-building and accountability.” Effective leadership in coalitions includes these three aspects, just as effective nurse leaders should hone and build on these skills to lead their teams and organizations to successful outcomes. In my area of nursing (LTC), I see that nursing competency does not always prepare a person to become a leader. I have been employed at medical facilities in which the Director of Nursing is well-skilled in nursing techniques and procedures, but less than apt at supervising nursing staff. I have also been supervised by LTC charge nurses who did awesome jobs of assessing patients and making sure the appropriate care had been given, but who were intimidated by staff nurses. I stated in my post that leadership is a skill or ability that must be taught. You allude to skill building in your post, as well. A featured blog post on the Nurse.com site by Williamson (2017) says that there is a difference between a nurse manager and a nurse leader. I think the author’s explanation makes good sense. Do you believe there is a difference between the two, they complement each other, or they are one in the same?

Reference:

Williamson, E. (2017, May 23). Nurse manager vs. nurse leader: What’s the difference?. Retrieved from https://www.nurse.com/blog/2017/05/23/nurse-manager-vs-nurse-leader-whats-the-difference/

Participation for MSn

Participation Guidelines

Due Date: First initial posting to the required threaded discussion topic is due by Wednesday, 11:59 pm MT. Peer and instructor responses are due by Sunday 11:59 pm MT. All posts for week 8 are due by the close of class on Wednesday 11:59 pm MT. Please note that the late assignment policy does not apply to the threaded discussions.

Total Points Possible: Varies with course, please see specific course syllabus. These guidelines are for a required threaded discussion worth 50 points. Please note that week 8 will be worth only 25 points.

Requirements:

Description of the Assignment

1. Initial posting: This is defined to be the initial post in which the student responds to the required threaded discussion topic. The first posting by a student within the required discussion area is considered to be the initial posting and will be evaluated using the rubric criteria. Scholarship in communication is expected. Required scholarly source(s) provide specific information that thoroughly address the required topic. For the initial posting, one scholarly source must be presented. The scholarly source must be an outside source. The student may use the required course textbook (s), assigned readings and lesson information in the initial post; however, these are not considered outside scholarly sources.

The initial posting must occur before Wednesday, 11:59 pm MT. Initial postings must be at a minimum of 300 words. References do not apply toward word count. ONLY in Week 8, the initial posting must be a minimum of 200 words with a scholarly reference. It remains due by Wednesday, 11:59 pm MT

2. Peer responses: As part of the threaded discussion requirements, the student must provide a substantive response to a peer. Substantive responses pose new ideas, ask questions, and/or generally add to the discussion topic in a meaningful and constructive way.

The peer response must occur on a separate day from the initial posting and instructor response (see below). This peer response must occur before Sunday, 11:59 pm MT. This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, then APA guidelines apply. Peer responses must be a minimum of 150 words. References do not apply toward word count.

3. Instructor response: The student must respond to an instructor’s follow-up questions. The instructor’s question may be directed to the student or may be a question directed to another student in the section. The response must be comprehensive and scholarly in nature. Instructor responses must be a minimum of 150 words. References do not apply toward word count.

The response to the instructor must occur on a day different from the initial post and a day different from the peer response. Responses to the instructor must occur before Sunday, 11:59 pm MT.

4. For week 8 only: Students are expected to post a peer response or an instructor post but are not required to do both. These posts must be a minimum of 100 words. References do not apply toward word count. The peer or instructor response must be on a different day than the initial post and must occur before Wednesday, 11:50 pm MT due to the shorter week.

Posting Requirements:

The initial posting must be provided before Wednesday, 11:59 pm MT.
The initial posting must have at least one scholarly outside source that is cited within the posting and referenced. Required course textbooks, assigned readings and lesson information are not considered to be outside scholarly sources.
Initial posting must be a minimum of 300 words; peer responses and instructor responses a minimum 150 words.
The peer responses and instructor responses must be provided before Sunday, 11:59 pm MT.
All postings are substantive and relate to the graded threaded discussion topic.
Only one small quote (15 words or less) within the entire initial posting is accepted.
Postings must occur on 3 separate days.
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 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.
NR 506 Week 3 Discussion Effective Coalition Leadership
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.
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Criteria for Format and Special Instructions

Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
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.
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 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.
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.
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Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.
Grading Rubric Guidelines Week 8 ONLY
Performance Category	100% or highest level of performance 100%	Very good or high level of performance 88%	Acceptable level of performance 81%	Inadequate demonstration of expectations 68%	Deficient level of performance 56%	Failing level of performance 55% or less
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Application of Course Knowledge – Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
Interactive Dialogue For Week 8 only: Initial post should be a minimum of 200 words (references do not count toward word count) The peer and instructor responses must be a minimum of 100 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 200 words. The peer or instructor responses must be a minimum of 100 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 200 words. The peer or instructor responses must be a minimum of 100 words each. Responses are substantive			Demonstrated 2 of the following: Initial post must be a minimum of 200 words. The peer or instructor responses must be a minimum of 100 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 200 words. The peer or instructor responses must be a minimum of 100 words each. Responses are substantive Responses are related to the topic of discussion.
	4 Points		3 Points	2 Points		0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-4 errors in APA format AND Responses have 0-4 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic, and facilitates communication.		The following was present: 5-9 errors in APA format. AND/OR Responses have 5-9 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand	The following was present: 10- 13 errors in APA format AND/OR Responses have 10-13 grammatical, spelling and punctuation errors. AND/OR Writing style is not focused on topic, making discussion difficult to understand		The following was present: 14 to greater errors in APA format. AND/OR Responses have more than 14 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points					5 Points Lost
Participation Requirements	For Week 8 ONLY: Demonstrated the following: Initial, and peer or faculty postings were made on 2 separate days					Failed to demonstrate the following: Initial, and peer or faculty postings were made on 2 separate days
	0 Points Lost					5 Points Lost
Requirements	For Week 8 ONLY: Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT.

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 pm MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 pm MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 pm MT Wednesday of the eighth week.

*Scholarly source: Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and threaded discussions. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Your textbook and lesson are not considered to be an outside scholarly source. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer reviewed nursing journal. You are encouraged to use the Chamberlain library and search one of the available data bases for a peer reviewed journal article. The following sources should not be used: Wikipedia, Wikis, or blogs. These web sites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality. For example American Heart Association is a .com site with scholarship and quality. It is the responsibility of the student to determine the scholarship and quality of any .com site. Ask your instructor before using any site that you are unsure of. If the instructor determines that the site does not demonstrate scholarship or quality, points will be deducted for not using scholarly sources. Current outside scholarly sources are required for the initial posting. This is defined to be 5 years or less. Instructor permission must be obtained if using a source that is older than 5 years.

NR 506 Week 3 Discussion Effective Coalition Leadership