NR 506 Week 7 RN as Healthcare Policy Leader Discussion 2018
Chamberlain University NR 506 Week 7 RN as Healthcare Policy Leader Discussion 2018– Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 506 Week 7 RN as Healthcare Policy Leader Discussion 2018 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 7 RN as Healthcare Policy Leader Discussion 2018
Whether one passes or fails an academic assignment such as the Chamberlain University NR 506 Week 7 RN as Healthcare Policy Leader Discussion 2018 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 7 RN as Healthcare Policy Leader Discussion 2018
The introduction for the Chamberlain University NR 506 Week 7 RN as Healthcare Policy Leader Discussion 2018 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 7 RN as Healthcare Policy Leader Discussion 2018
After the introduction, move into the main part of the NR 506 Week 7 RN as Healthcare Policy Leader Discussion 2018 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 7 RN as Healthcare Policy Leader Discussion 2018
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 7 RN as Healthcare Policy Leader Discussion 2018
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 7 RN as Healthcare Policy Leader Discussion 2018
As a health policy professional leader, communicating with lay audiences is an important skill in promoting the health of the community for master prepared registered nurses. Develop a concise position statement reflecting the research findings and recommendations by experts as they relate to workplace support for breast feeding mothers, medical marijuana services in the community, genetic testing or applications of stem cell research, transgender care, abortion, end-of-life care, or a community service administered by Family Nurse Practitioners (if you pick this one be specific about the type of community service the FNP would work in or manage).
Breastfeeding in the Workplace
One area that society can improve on is the acceptance of breastfeeding in the workplace. Breastfeeding not only has benefits for the baby but also for the mother (Kozhimannil, Jou, Gjerdingen, & McGovern, 2016). Babies will experience reduced rates for conditions including GI infections, SIDS, diabetes, and obesity (Kozhimannil et al., 2016). Mothers can also gain benefits by having a decreased risk for postpartum depression, diabetes, arthritis, and even some cancers (Kozhimannil et al., 2016). The recommendation is for mothers to only breastfeed for the first six months of the child’s life (Kozhimannil et al., 2016). In recent years, the number of women breastfeeding has increased, but the number of women who continue the practice upon returning to work does not support this trend (Kozhimannil et al., 2016). When women were asked why they were not breastfeeding, returning to their full-time job after maternity leave is the primary reason (Kozhimannil et al., 2016). Even though the government has mandated that places of employment allow mothers frequent breaks to breastfeed during the day, there are issues with having adequate space for women to pump besides a bathroom, facilities to store expressed milk, and a lack of workplace support (Kozhimannil et al., 2016).
I have seen some of my coworkers experience these trials when they return as new mothers. We have an office space that is the unofficial breastfeeding room. In one instance, a mother was in the room when a physician came to the floor; he was upset that he could not use that room to chart. Even though there were plenty of other spaces with computer access, he caused somewhat of a scene. Most places of employment have policies for breastfeeding, but the execution of those policies might be problematic (Anderson et al., 2015). An open line of communication between the mothers and employers should exist to ensure that the mothers have what they need to continue with breastfeeding upon returning to work (Anderson et al., 2015).
Breastfeeding is a health practice that can have lifelong benefits for children; a mother should have complete control when deciding if she wishes to breastfeed. Not having approved time or sufficient space to pump while at work are not valid reasons that should prevent any mother from breastfeeding. We should advocate for procedures to be in place so that the choice of whether to breastfeed is simple for those mothers who wish to continue this practice when they return to work. In the past, some of my coworkers have confided that they were sometimes scared to complain about problems with breastfeeding at work because they did not want to cause any friction. They had already been absent from work due to maternity leave and did not wish to raise any concerns asking for special treatment. No mother should feel this way. We, as a society, should do a better job supporting our mothers.
References
Anderson, J., Kuehl, R. A., Tschetter, L., Drury, S. M., Schwaegerl, M., Yoder, J., & … Lamp, J. (2015). Policies Aren’t Enough: The Importance of Interpersonal Communication about Workplace Breastfeeding Support. Journal Of Human Lactation, 31(2), 260-266.
Kozhimannil, K. B., Jou, J., Gjerdingen, D. K., & McGovern, P. M. (2016). Access to Workplace Accommodations to Support Breastfeeding after Passage of the Affordable Care Act. Women’s Health Issues: Official Publication Of The Jacobs Institute Of Women’s Health, 26(1), 6-13. doi:10.1016/j.whi.2015.08.002
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Sample Answer 2 for NR 506 Week 7 RN as Healthcare Policy Leader Discussion 2018
Mothers having the means and understanding from their employers when it comes to breastfeeding can become an issue. Majority of work places have existing policies in place regarding breastfeeding and pumping, but not all places have adequate locations for mothers to take their allotted breaks to pump. Some staff members make the mothers feel less than because they need to pump. I am for mothers being able to breastfeed at work. Having the location and support of the place of work is something that should be a guarantee for mothers at their workplace. Breastfeeding not only has benefits for the child, but for the mother as well (Kozhimannil, Jou, Gjerdingen, & McGovern, 2016). The medical recommendation for mothers to breastfeed is for the child’s first six months of their life (Kozhimannil, et al., 2016). If a woman chooses to stop breastfeeding her child, it should be completely her decision not based on not having the services available to her at her place of work.
I completely agree with you. The benefits of breastfeeding are outstanding that it can’t truly be measured. This “white gold” not only benefits the child, and even the mother but also the economy as well. Which is a win-win for all, yet most individuals don’t realize this. For instance, the baby gains active immunity from the mother through breast milk, the same milk help to support the child’s growth mentally and developmentally. While, the mother loses weight she gained during pregnancy with continued feeding of the infant more rapidly than those who don’t. The mother reduces her risk factor of breast and ovarian cancer as well. Economically, the price of infant formula goes down because breast feeding is encouraged.
Unfortunately, there are many barriers that hinder the true embrace of breast feeding. Such as, lack of a true maternity leave from work, societal norms that breastfeeding is a private moment between mother and child. The last barrier is knowledge deficit of the factual benefits on why breastfeeding should be enforced. Once breastfeeding is embraced can true enlightenment begin with all parties involved.
Sample Answer 3 for NR 506 Week 7 RN as Healthcare Policy Leader Discussion 2018
“As a health policy professional leader, communicating with lay audiences is an important skill in promoting the health of the community for master prepared registered nurses. Develop a concise position statement reflecting the research findings and recommendations by experts as they relate to workplace support for breast feeding mothers, medical marijuana services in the community, genetic testing or applications of stem cell research, transgender care, abortion, end-of-life care, or a community service administered by Family Nurse Practitioners (if you pick this one be specific about the type of community service the FNP would work in or manage).”
I chose breastfeeding because I am a new mom and I have struggled with breastfeeding in the workplace and publicly. Breastfeeding in public is somehow still causing raised eyebrows as strangers give breastfeeding mother’s unwanted stares. A concise position statement reflecting the research findings and recommendations by experts as they relate to workplace support for breast feeding mothers is “The promotion of breastfeeding is an important public health intervention with many benefits for the mother and baby.” Breastfeeding is less expensive than formula feeding and can contribute to significant health care cost savings short-term and in the long run. For example, various benefits for the baby and mother, this includes decreasing infant’s infection, illnesses and maternal’s health outcome like postpartum weight decline, reduces diabetes, metabolic, cardiovascular risk, and reproductive cancers (Dieterich, Felice, O’Sullivan, & Rasmussen, 2013).
However, employers in workplace must give full support for breast feeding mothers. “Section 4207 of this law requires employers nationwide to accommodate women who wish to breastfeed at work by allowing for reasonable breaks for breastfeeding or expressing breast milk each time the mother needs to do so until the infant is 1 year of age” (Smith & Pravikoff, 2017). It is recommended that employers must provide a private location for breastfeeding that is not a bathroom, nevertheless there is not a room dedicated to breastfeeding at my work at Kaiser Permanante hospital so I was pumping in the break room hiding in the corner. Research indicates that the attitudes and level of knowledge of health care providers who support women learning to breastfeed can directly impact the ability of a mother to successfully breastfeed (Smith, Javanparast & Craig, 2017). Nurses and other health care providers should support each woman’s choice of infant nutrition, whatever she choses and assist her to select and utilize the best infant nutrition available. In 1991, the World Health Organization (WHO) and the United Nations Children’s Fund (UNICEF) established Baby Friendly Hospital Initiative (BFHI), Ten Steps to Successful Breastfeeding in the USA and the principles of the BFHI have been shown to increase breastfeeding initiation rates among participating hospitals when compared with national averages (CDC, 2013). The Affordable Care Act (2010) requires new health plans to cover prenatal and postpartum breastfeeding counseling and supplies (CDC, 2013). Hopefully, with all the laws supporting breastfeeding mothers it should meet the goal of Healthy People 2020 “aims to increase breast-feeding rates to 82% “ever breast-fed,” 61% at 6 months and 34% at 1 year; exclusive breast-feeding goals are set for 44% by 3 months and 24% at 6 months” (Healthy People, 2020).
References
Centers for Disease Control and Prevention (2013). Strategies to Prevent Obesity and Other Chronic Diseases: The CDC Guide to Strategies to Support Breastfeeding Mothers and Babies. Atlanta: U.S. Department of Health and Human Services. Retrieved from https://www.cdc.gov/breastfeeding/pdf/bf-guide-508.pdfLinks to an external site.
Dieterich C.M., Felice J.P., O’Sullivan E., & Rasmussen K.M. (2013). Breastfeeding and Health Outcomes for the Mother-Infant Dyad. Pediatr Clin North Am. 60(1): 31–48.
Smith J., Javanparast S., Craig L. (2017). Bringing babies and breasts into workplaces: Support for breastfeeding mothers in workplaces and childcare services at the Australian National University. Breastfeeding Review. 25(1): 45-57. 13p.
Smith N., & Pravikoff D. (2017). Breastfeeding: Working Mothers (United States). CINAHL Nursing Guide, EBSCO Publishing, (Evidence-Based Care Sheet – CEU), Database: Nursing Reference Center Plus
Sample Answer 4 for NR 506 Week 7 RN as Healthcare Policy Leader Discussion 2018
I also chose the topic of breastfeeding in the workplace. This topic is so important and should be an issue of concern for our community. Just as you mentioned mothers should be the ones deciding what type of nutrition their child receives. There should not be a forced decision for mothers to stop breastfeeding because lack of support and resources in the workplace. In my hospital currently we have added a lactation room for our nursing mothers brought about by the NYS Nursing Mothers in the Workplace Act. This room must a sink, a lock on the door, and an area to store the milk. No one should feel intimidated by others or forced into a makeshift room because of their decision to provide breast milk for their child. I hope the doctor who made the commotion about the mother you spoke about in your discussion was educated on the lack of resources and support many mothers face when choosing to breastfeed. Education is the first step to changing the public perspective on breastfeeding after returning to work.
Sample Answer 5 for NR 506 Week 7 RN as Healthcare Policy Leader Discussion 2018
I agree with you about the importance of working mothers being able to have a clean and safe place to pump and store expressed milk for their babies. We built and moved into a new hospital a few years ago and there were lactation rooms built into the new facility. They are set up like a small break room with a sink, microwave, refrigerator, TV and seating. For a while there was a problem with non-breastfeeding mothers using the rooms as a break room, but that problem as since been solved with a door passcode that general employees do not have access to.
One problem that I have noticed is that there are no additional break allotments for employees that need to pump. Currently, they have to pump on their 15 minute breaks and their lunch. This doesn’t seem right to me. I feel that they could be allowed an additional 15 minute break so they don’t have to eat while they pump. Our hospital being a small-community one, is like a big family, so people will cover for them, sort of off the record. However, when they are off the unit, we are out of compliance with your nurse/patient ratios and on busy days it can be pretty challenging to let them go several times a day. One of our doctors flies from Illinois one week/month and works a 7-day stretch. Her husband comes with her because they have a 6-month old baby. He brings the baby to the hospital several times/day for her to nurse. They make it work, but it is such a challenge. Life while our children are infants is already so challenging with sleep deprivation and it is a shame that trying to make breastfeeding work can be so hard for some working mothers.
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.
- 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
- 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.
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:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 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:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
|
| 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:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
|
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:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
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.
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:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 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:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
Application of information is comprehensive and specific to the required topic. |
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
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:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
| 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:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
||
| 0 Points | 5 Points Lost | |||||
| Participation Requirements | For Week 8 ONLY:
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Requirements | For Week 8 ONLY:
Demonstrated all of the following:
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.
|
||||
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.
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.
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☐ 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.