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NR 599 Week 6 Assignment Medical Application Critical Appraisal Guidelines

NR 599 Week 6 Assignment Medical Application Critical Appraisal Guidelines

NR 599 Week 6 Assignment Medical Application Critical Appraisal Guidelines

Purpose

The purposes of this assignment are to: (a) demonstrate nursing informatics skills to critique commonly used mobile applications, (b) synthesize nursing and non-nursing knowledge using a guided appraisal process, and (c) develop NI skills with computer technologies to support professional and personal development with implementation of medical applications in clinical practice.

Mobile Health, also known as mHealth, is defined as the use of wireless communication to support efficiency in public health and clinical practice. To facilitate mHealth, mobile applications (apps) have been developed, which can be executed either on a mobile platform or on a web-based platform which is executed on a server. Mobile medical apps are often accessories to a FDA-regulated medical device. Incumbent upon each healthcare provider is a clear understanding of the implications of this guidance on clinical practice as well as demonstrate discretion with regard to medical app implementation.

Course Outcomes

This assignment is guided by the following Course Outcomes (COs):

CO 2 Demonstrate synthesis of nursing and non-nursing science with information and computer technologies through collaborative advanced nursing practice (PO 5)

CO 4 Exemplify professional values and scholarship to support professional and personal development (PO 1)

Preparation and Paper Outline:

PART 1: The medical application selection for this assignment is contingent upon the month of your birthday. Use the table below to identify the Medical App for this assignment.

Your Birth Month             Medical App for Assignment

January, February           MediCalc

March, April, May           AIDSinfo

June, July, August           CDC Milestone Tracker

September, October     ICD10

November, December  GoodRx

Use the Google Play Store for Android devices or the Apple iTunes App Store for Apple devices to search for the medical application as determined by the table above.

In order to complete the following guided appraisal, download the app to a mobile device (smartphone or tablet). The apps are free and do not require purchase to complete this assignment.

ALSO READ: NR 599 Week 2 Midweek Comprehension Questions

Provide proof of download by attaching a screenshot of the device screen in JPEG or PDF format to the assignment upload tab (in addition to submitting this assignment). Following the general instructions below for smartphone devices (specific device instructions may vary):

Android 4.0 and Newer: (Galaxy SIII, Galaxy S 4, Galaxy Note, HTC One,?Nexus phones, Droid phones)

Any Android phone running Ice Cream Sandwich (4.0) or later can easily take a screenshot. Hold the?Power?and?Volume Down?buttons together until the screen flashes and you hear the shutter sound. The screenshot image will appear in your?Gallery?app, usually inside the?Screenshots?folder

iPhone

The method for taking a screenshot in iOS has been the same since version 2.0. Hold the Power (Sleep/Wake) and Home buttons together until the screen flashes and you hear the shutter sound. The screenshot image will appear in your Photos app under Camera Roll.

PART 2: Answer the Medical App Critical Appraisal questions thoughtfully and comprehensively. Use the criteria headings on this outline as the headings on your properly APA- formatted paper.

NAME: What is the name of the app?

AUTHOR: Who created, developed, or maintains the app? Explain.

ENDORSEMENT: Is the app licensed by the Food and Drug Administration, other government agency, or endorsed by an academic institution or medical professional organization? Explain.

OPERATION: Which platform (mobile or web-based) is suitable for the app and why?

AESTHETICS: Is the information displayed in a way that is easy to navigate? Is it easy to use? Can you use it without instructions? Explain.

PURPOSE: What is the intended purpose or use of the app?

CLINICAL DECISION MAKING: What influence does the app have on clinical decision making? Explain.

SAFETY: Is there potential for patient harm? Explain.

PRIVACY/SECURITY: Does the app have privacy statement or setting? Is there a clear privacy policy stating information will be encrypted and not shared with third parties? Does the app share information on social networks? Are users notified in the event of a breach of privacy and health information? Explain.

USER: For whom is the app intended (providers, patients, or others)? Explain.

DISTRIBUTION: Is it designed for local use or wider distribution? Explain.

CREDIBILITY: How credible are the sources of information? How do you know? Explain.

RELEVANCE: How current is the information in the app? When was the last update? Is the content consistent with evidence-based literature or best practices/standards of care? Explain.

PART 3: Provide one example of an appropriate patient or clinical scenario for this app. The example should include the following details:

Patient Age-population (Pediatric, Adult, Geriatric)

Clinical Setting (Hospital, Private Practice, Extended Living Facility)

History of Present Illness and Diagnosis or Condition

Provide a detailed description of the app in your example. When will the app be implemented (at the Point-of-care or elsewhere)? Who will use the app? What potential impact will it have on the scenario? Incorporate the critical appraisal information from Part 2. Provide one evidence-based scholarly article as a reference to support clinical decision making.

This assignment will be graded on the quality of the information, inclusion of one evidence-based scholarly resource, use of citations, use of Standard English grammar, and organization based on the required components (see the paper headings and content details in Part 1).

The length of the paper is to be between 1,000 and 1,500 words, excluding title page and reference list.

Create this assignment using Microsoft (MS) Word. You can tell that the document is saved as a MS Word document because it will end in “.docx.”

APA format is required in this assignment, explicitly for in-text citations and the reference list. Use 12-point Times New Roman font with 1-inch margins and double spacing. See the APA manual for details regarding proper citation. See resources under Course Resources, “Guidelines for Writing Professional Papers” for further clarification.

* Scholarly Sources:?Only scholarly sources are acceptable for citation and reference in this course. These include?peer-reviewed?publications, government reports, or sources written by a professional or scholar in the field. The

textbooks and lessons are NOT considered to be outside scholarly sources. For the threaded discussions and reflection posts, 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?databases?for a peer-reviewed journal article.??The following sources?should not be used: Wikipedia, Wikis, or blogs.? These websites?are not considered?scholarly?as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality.? For?example,?the 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 if you are unsure. Points will be deducted from the rubric if the site does not demonstrate scholarship or quality. Current outside scholarly sources must be published?with the last 5 years.? Instructor permission?must be obtained?BEFORE the assignment is due if using a source that is older than 5 years.

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Working in the community I have limited access to larger mHealth tools. I do rely on mobile apps for medication dosing and pill identification along with pharmacological equivalent medications as well as video conferencing with staff to triage and provide recommendations. As an APN I see the benefits of video visits, med dosing apps, treatment recommendations via mobile resources and limited patient chart access. I do think that as the market of mHealth tools continues to be flooded it will be challenging to decipher which tools may be the most accurate and reliable evidence supported information. Possibly subscribing to a nursing informatics newsletter with updates and recommendations of new technology may be the best way to know what’s good, new or changed. This stream of information may also provide seminars applicable to mHealth technologies and can provide information on upcoming trainings on the newest systems.

The health delivery system competency is critical to an NP as it is constantly changing and requires self-motivation and discipline to keep up with changing rules, regulations, and laws. Independent practice competency will be beneficial. Waite (2019) illustrates NPs with independent practices encounter four major hurdles as they transition to independent practice beginning with questioning evolving into self-directing and transforming then finally achieving fulfillment. The transformation begins when NP’s experience frustration with limitation within current practices causing them to question the healthcare delivery process and how they could

As an advanced practice nurse there are numerous ethical responsibilities to uphold for patient’s safety and autonomy.  Through knowledge gained in this course assessing patients for cultural, educational, and informational literacy is imperative to caring for our patients. What are some of the ethical dilemmas that you anticipate as an APRN?

Dr. Clemons

References

Waite, A. (2019). Highlighting the lived experience of nurse practitioners in independent practice. The Journal of Nurse Practitioners. 15(10), 787-791. https://10.1016/j.nurpra.2019.07.020Links to an external site.

 

Part 2: MediCalc Critical Appraisal

Name: The medical application for an appraisal is MediCalc

Author: SkyMed, a medical app business, created MediCalc. MediCalc is not the same as MedCalc, with which it is sometimes mistaken. The software was created by doctors for doctors. A. Arthuro Rodriguez, M.D., M.B.A., and Senior Vice-President and Co-Founder Ignacio Rodriguez, J.D., L.L.M. comprised the editors’ group behind the software’s inception. The application is also maintained by the same developer (SkyMed) where they add features that are significant in the medical sector (Ebell et al., 1995). The developer also solves all issues that arise from using the app where most problems are discovered through user reviews. SkyMed is likewise dedicated to safeguarding users’ internet privacy. The creators believe that the user should be aware of how they manage the data they gather from customers (Ozarkar, 2022)s. ScyMed, on the other hand, does not influence the security policies and procedures of other third-party sites, and users should consult the conditions of those sites for further information on the rules that apply to those sites if they have any concerns.

Endorsement: There is no proof that the app is licensed by the Food and Drug Administration (FDA) or just about any healthcare professional body or educational organization, according to the ScyMed and MediCalc investigation (Ozarkar, 2022). There appears to be a dearth of details on an endorsement. Solely medical professionals should use the app because it only covers the usage of apps in a hospital context. However, it is unclear whether the website or application is a result of a partnership with another government body.

Operation: ScyMed Inc owns all of the data on its websites and software, which is guided by copyright laws, trademark laws, and other patent laws in the United States and across the world. ScyMed thus provides the user with a non-exclusive, non-transferable right to access and use the Websites for the prices and terms mentioned in their agreement during the subscription period to ScyMed online. The application is a mobile application that is compatible with both android and IOS operating systems (Iglesias-Posadilla et al., 2017). The application is compatible with iPhones, iPad (compatible), and iPod touch as long as they have an iOS 5.1 or later one. The app also functions in all android phones with a lollipop operating system or an updated one.

Aesthetics: Because it starts with a list of systems, this software is simple to use. As a user progresses through the systems, they see a list of all the medical calculators that are present in that platform. The calculator is simple to operate. Simply enter the values required by the equation in the input field (Ozarkar, 2022). When the user hits calculate, the values in the output area will fill. The text for abnormal values will be red. The app is also searchable, and it offers references organized by a system for ease of use (Ebell et al., 1995). The software includes a user-friendly layout with tables of contents, conversions, and a formula directory in drop-down boxes on the left. Haematology, Renal, Cardiology, Gastrointestinal, Pulmonary, Nutritional, and Endocrine are the divisions in which the information is structured (Ozarkar, 2022). You may get a broad variety of medical three calculators by clicking on any of the divisions. The calculators are color-coded, with normal and abnormal numbers displayed in different colors.  Moreover, the application’s version 15.2 has a user interface that allows users to choose between English, French, Spanish, German, and Chinese as their preferred language.

Purpose: MediCalc was created to meet the medical needs of all active adults in society regardless of their gender. On Android Medical, MediCalc is the most popular clinic app. It is appropriate for persons who require this type of software to live a healthy lifestyle. It makes it easier to organize and process the data of the patient (Ozarkar, 2022). It’s an excellent tool for patient care since it has all of the necessary medical calculators and information, is simple to use, and saves time.

Privacy/Security: Users should know how the developers manage the information they provide. Users can visit the website of developers without disclosing any private information. They are not required to collect any demographic data about patients. However, to analyze clinical data or access certain of the developer’s content and services, users must give patient information (Iglesias-Posadilla et al., 2017). During registration, ScyMed does not collect or utilize any personal information. For registration, only a few details are necessary. Users do not need to register to utilize the online systems. Some parts may require previous registration and passwords to access. ScyMed may contain hyperlinks to third-party Web sites (Iglesias-Posadilla et al., 2017). The developers have no control over the privacy policies and practices of other third-party sites, and users should consult the terms of those sites for further details about the rules that apply to those sites if they have any issues.

User: When installing this app, the terms and conditions require that the user must be above the age of 18 years. The primary target users for this software are all medical practitioners because all the features present relate to medicine (Ebell et al., 1995). The app is only meant for healthcare workers because all of the terms used relate to the profession and it is hard for a non -practitioner to understand. Also, the calculations done using the app are for medical use; thus it is hard for regular people to get the required data.

Distribution: MediCalc was first developed in America, but it has gained global popularity where medical practitioners across the world have embraced using the application to ease their jobs.

Credibility: MediCalc is a credit application based on the accuracy of the results posted when used. Different medical practitioners have given feedback on the review section and they have indicated that it is fast, easy, and correct, especially in computing kidney function and the Monthly Index of Medical Specialties for drug interaction.

Relevance: This application is in the modern’s medical field because it keeps on updating and correcting all the equations and formulas within the setup. The latest version of the application was updated in 2021 and there were different versions for the compatible devices (Ozarkar, 2022). The frequent update of the software ensures that the data contained is at par with the changes in the medical sector.

Part 3: Example

I visited a private hospital that used MediCalc to calculate CHA₂DS₂-VASc Score for Atrial Fibrillation Stroke Risk. This is a condition that is very much rampant in adults, especially those above the age of 65 years. In a non-anticoagulated patient with non-valvular AF, this score is one of several risk classification schemes that can assist identify the 1-year risk of a TE episode. The CHA2DS2-VASc score, as well as other risk prediction schemes, can be used to estimate a patient’s TE risk. This test is vital because, for individuals with atrial fibrillation, it aids in the long-term risk stratification of stroke (Bierbrier & Wu, 2014). The risk was determined using different factors like an age where individuals who were less than 65 years of age scored (0) because they were not at a high risk of developing the complication. Individuals aged between 6574 years scored (+1), while those aged 75 years and above scored (+2) due to the high risk. Another factor used was sex where females scored (+1) due to their higher chances of developing the condition while males scored (0) due to their lower chances of developing the complication (Piran et al., 2019). Other factors considered included CHF history, Hypertension history, Stroke/TIA/thromboembolism history, vascular disease history, and Diabetes history. If the answer to any of the factors is no, the score is zero, while if the answer is yes, the score is +1 apart from Stroke/TIA/thromboembolism history which scores +2 for a yes answer.

Additionally, when the patient is asked for all these details, the medical practitioner conducting the diagnosis will open the MediCalc and search for CHA₂DS₂-VASc score. The medical practitioner will key in the scores and the application will provide a final result on the patient’s risk to develop the complication being tested. The healthcare worker may decide to conduct the calculation with the patient or get the results individually then share with the patient (Bierbrier & Wu, 2014). The app will have a significant impact on the scenario because it will shorten the period taken to carry out the calculations and make the diagnosis (Piran et al., 2019). When the results reflect faster, the doctor can advise the patient on the best step to take to prevent the medical complication from attacking.

References

Bierbrier, R., Lo, V., & Wu, R. C. (2014). Evaluation of the accuracy of smartphone medical calculation apps. Journal of medical Internet Research16(2), e3062.

Ebell, M. H., Hale, W., Buchanan, J. E., & Dake, P. (1995). Hand-held computers for family physicians. Journal of Family Practice41(4), 385-393.

El Hadidy, T. S., Alshafei, A. E., Mortell, A. E., & Doherty, E. M. (2018). Smartphones in clinical practice: doctors’ experience at two Dublin paediatric teaching hospitals. Irish Journal of Medical Science (1971-)187(3), 565-573.

Iglesias-Posadilla, D., Gómez-Marcos, V., & Hernández-Tejedor, A. (2017). Apps and intensive care medicine. Medicina Intensiva (English Edition)41(4), 227-236.

Ozarkar, T. (2013). MediCalc iPhone and iPad medical app review. iMedicalApps. Retrieved 7 March 2022, from https://www.imedicalapps.com/2013/06/medicalc-medical-calculator-app-iphone/.

Piran, P., Thomas, J., Kunnakkat, S., Pandey, A., Gilles, N., Weingast, S., … & Levine, S. R. (2019). Medical mobile applications for stroke survivors and caregivers. Journal of Stroke and Cerebrovascular Diseases28(11), 104318.

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.

Also Check Out: NR 599 Week 4 Midweek Comprehension Questions

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.