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NR506 Week 2 Identification of Healthcare Policy Concern

NR506 Week 2 Identification of Healthcare Policy Concern

Chamberlain University NR506 Week 2 Identification of Healthcare Policy Concern– Step-By-Step Guide

 

This guide will demonstrate how to complete the Chamberlain University   NR506 Week 2 Identification of Healthcare Policy Concern  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  NR506 Week 2 Identification of Healthcare Policy Concern                                

 

Whether one passes or fails an academic assignment such as the Chamberlain University   NR506 Week 2 Identification of Healthcare Policy Concern    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  NR506 Week 2 Identification of Healthcare Policy Concern                                

 

The introduction for the Chamberlain University   NR506 Week 2 Identification of Healthcare Policy Concern    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  NR506 Week 2 Identification of Healthcare Policy Concern                                

 

After the introduction, move into the main part of the  NR506 Week 2 Identification of Healthcare Policy Concern       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  NR506 Week 2 Identification of Healthcare Policy Concern                                

 

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  NR506 Week 2 Identification of Healthcare Policy Concern                                

 

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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Purpose

In this course, the students will have the opportunity to identify a healthcare policy concern and community healthcare concern which can be improved with a change in policy, ordinance or the language in existing law. The outcome would the potential for improved health for a population group. Students will present a proposed solution or change to an elected official, and provide an analysis of the project. While students are not responsible for ensuring the implementation of their identified solution to the healthcare policy concern, the student is required to meet with an elected official to present the concern and proposed resolution. The purpose of this current assignment is to identify the community-based healthcare policy concern and provide an extensive evidenced-based foundation for proposing a policy change to an elected official.

Preventative screening for chronic diseases gives individuals clarity and a sense of security, protecting them, and allowing them to live a longer, healthier life. To achieve this, the word needs to be spread about these wonderful immunizations and screenings. One way to do this is by creating a patient profile. This patient profile would be essentially a portal with all of their medical info, immunizations, medical history, and family history. This patient portal will remind them of the dates to be tested. For example, every year a woman should have a pap smear. It will alert them when it is needed, while also showing various health centers near them. Another example would be when their immunizations expire, such as the Tdap and tetanus shots. Based on family history, it would alert you at certain ages to be tested or screened for cancer. For example, if you have a history of breast cancer, should be tested at 30 and every year after. There is a lot of information out there and it tends to get lost in translation. This app or patient profile helps track and keep your medical history up to date.

Course Outcomes:

This assignment enables the student to meet the following course outcomes:

  • CO 1 . Employ strategies to impact the development, implementation, and consequences of holistic focused healthcare policies at the institutional, local, national, and international levels using evidence-based practice principles. (PO 1)
  • CO 3. Demonstrate professional and personal growth regarding the advocacy role of the advance practice nurse in healthcare policy for diverse healthcare settings. (PO 3)
  • CO 5. Advocate for institutional, local, national, and international policies that influence person-centered healthcare, consumers, and nursing practice. (PO 5)

Sample Answer for NR506 Week 2 Identification of Healthcare Policy Concern

Thank you for your post. It’s funny that I did not read your post until after I posted my recent post, although we have similar thoughts.  I have met too many people who are addicted to medications that were started on the medications due to an acute injury.  I don’t share my opinions on pain with many people because I do not want to sound heartless. I think pain medications are a great thing when used appropriately. I never want my patients to go without their pain medications and be in an unreasonable amount of pain. But, I think sometimes people have unreasonable expectations related to pain.  I often have post-op patients who think that it is reasonable to think that their pain level will be a “0” after surgery.  I often attempt to educate patients that we would like to get their pain level down to an acceptable level, but that completely taking away all of their pain may not be possible.

I once had an acquaintance who had a history of drug abuse. He told me that his cousin (who was addicted to opioids) always told him to tell the nurse or doctor that his pain was a 10/10 or higher.  He said, “she said then you get the good stuff.” It is so sad to me that this is how people think.

I have had many painful experiences in my life, but rarely take pain medications. I passed 30 kidney stones while pregnant with my daughter, 26 with my son, and I have passed 11 during this pregnancy. I have not taken anything other than Tylenol during any of those pregnancies. I also did not fill my prescriptions for pain medications post-operatively. I know that this is not how everyone handles pain, but because of my experiences with pain, it makes me less understanding for people who abuse narcotics.

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I definitely agree with you that the providers need to be caring and empathetic to their patients so they are not living in pain, however this does get abused all too often.  Like you, I do not know what the best solution is, but I agree something needs to be changed. That is why I will propose within my policy change that providers are required to follow up with all patients who are discharged with opioids/narcotics. I also think that only prescribing a limited supply (1 week’s worth) is a good first step, because  then a follow up will be required prior to the patient getting any more.

I think the topic you picked is very important right now and the more people talking the more change there can hopefully be made.  I grew up and currently live in the suburbs of Cleveland, OH, and have worked at one of the major hospitals in inner city Cleveland.  There are a lot of drugs in this area, and not just in the city, but in the suburbs as well.  The Opioid Crisis has really taken this area and the state of Ohio by storm.  The CDC found Ohio to be the second leading state in drug overdose deaths in 2016.(CDC, 2017)  This number continues to climb and I am not sure when it will start to get better.  I do have a personal experience with this crisis in the fact that my oldest nephew died of a heroin overdose in 2015 at the age of 23.  We were close growing up because we were only 8 years apart and my sister, his mother was 15 years older than me.  This has been very hard on our family especially because we did not know what to do to help him when he was using, and so like so many families we had to experience the worst part of this epidemic.  Besides this I have also been a nurse to many young patients in the hospital who had endocarditis due to the use of opioids intravenously.  One patient on my floor was in their mid-twenties and was in because they needed a 2nd aortic valve replacement surgery due to IV heroin use.  Before the patient was placed on the unit I worked on the patient ad her boyfriend had been shooting up heroin in the other hospital room she was staying in, but left AMA because boyfriend was kicked out of the hospital.  I know a lot of people might disagree with me, the opioid addiction is a disease, and the death or addiction is preventable.

Since the passing of my nephew, my mom is very involved in different groups related working to fight the opioid epidemic, or have more successful outcomes.  In the area I live in my mom has helped police stations be introduced to a program called Safe Passages.  This program allows people to go to the police station and ask for help specifically for opioid addiction and they are found detox and treatment and it is paid for.  It started with just a few police stations in my area and is spreading rapidly and has had success stories.  The first person they had was a pregnant girl who turned her self in, no questions asked no trouble, was able to get help and has been clean for at least a year.  In another hospital in my area they are trying to get to the people who overdose right away and offer them help.  These are programs that are showing success and need to be spread all over the United States.  Something else I believe is that there are a lot of players in the healthcare industry that have attributed to the opioid crisis.  Pharmaceutical companies that had really pushed this drugs on doctors to prescribed them, insurance companies for being willing to cover the cost of these medications over alternative therapies, and the utilization of them from providers.  In a study done about alternative therapies it was find that there were 44% of people were more likely to still be using opioids when being prescribed opioid analgesics within 7 days of discharge post-op.(White, Elvir Lazo, Lidia, & Xuezhao, 2017)  I have seen that providers, especially now, want to use alternatives to medication to help with pain management, but a road block is insurance companies and being able to give some coverage to be affordable for patients.  Not only are many alternatives covered or given enough time, but it cost with patient needing transportation, time off work, or just time out of their day.  A pill that makes someone feel better is easier, but not better.  Even though having to pay more upfront there is a long term benefit and would be cost effective.  “A simple, safe, and effective non-invasive pain therapy without side effects could significantly reduce the dependence on oral opioid-containing medications in the post-discharge period after surgery. These non-pharmacologic therapies would also be cost-effective alternatives to opioids for treating chronic pain not responding to non-opioid analgesic medications.”(White, et al., 2017, p.8) We have all seen how opioid addiction has cost the healthcare system time and time again.

References:

The Center For Disease Control and Prevention. (2017).  Drug Overdose Death Data.  Retrieved from: https://www.cdc.gov/drugoverdose/data/statedeaths.html 

White, P. F., Elvir Lazo, O. L., Lidia, G., & Xuezhao, C. (2017). Use of electroanalgesia and laser therapies as alternatives to opioids for acute and chronic pain management. F1000Research, 6http://dx.doi.org.chamberlainuniversity.idm.oclc.org/10.12688/f1000research.12324.1 Retrieved from https://search-proquest-com.chamberlainuniversity.idm.oclc.org/docview/1992878433?accountid=147674Links to an external site.

Sample Answer 2 for NR506 Week 2 Identification of Healthcare Policy Concern

Obesity and Children

The healthcare policy that I have selected deals with childhood obesity. From my experience in the hospital setting, I have witnessed what long term effects of being overweight can do to a person’s overall health. Studies have shown that being overweight can lead to complications such as diabetes and high blood pressure (Quelly, 2017). I am working on an orthopedic unit, and I have cared for young adult patients. Some have needed back surgery or knee replacements because their excess weight has put increased pressure and wear and tear on their bones and joints; others have lost a limb due to uncontrolled diabetes. I have come to realize that a good portion of health issues can be either significantly decreased or even eliminated. Most adults who are overweight began poor diets and exercise habits as children. One in three children now in this country is overweight (Quelly, 2017). We as Americans have a problem with increased intake of food and a decreased level of activity (Moore, Wilkie, & Desrochers, 2017). If we can instill in children the importance of eating healthy and staying active while they are young, millions of government dollars can be saved when they reach adulthood and do not have multiple medical problems that can be completely avoidable. With the federal debt rising every day, tackling this area could have significant impact and show long-term results. My husband is an elementary physical education teacher and a coach. I have heard from his experience that a lack of equipment and a lack of emphasis on the importance of physical education in schools are also factors contributing to weight and exercise. His school does not even have a gym for P.E. He is either outside in the extreme heat or cold or forced to use his only other alternative of trying to find adequate space for the children to exercise in a classroom. I believe school districts should employ more PE teachers and require more physical education time during the school day. By implementing these changes, we could help our children build a foundation of seeing health as a priority in their lives. They would hopefully be able to prevent many health complications as they move into adulthood.

To implement my policy, I think the stage-sequential model would be the best route to use. As discussed in our lesson from this week, this model has stages of implementation. Since the concept of improving physical education in schools involves having to increase funds and salaries, the school districts are not likely to quickly jump onboard. They will want to see results before they fully invest in the needed changes. With this method, a small part of the policy can be implemented and then evaluated for its success. Because policies will be developed in increments, districts will have the opportunity to change things that are not favorable or that did not work early on before too much time and money are invested. Once they see the benefits, I believe they will be more likely to keep advancing with the policy and implementing it into all the schools in their district.

 References

Moore, E. S., Wilkie, W. L., & Desrochers, D. M. (2017). All in the Family? Parental Roles in the Epidemic of Childhood Obesity. Journal Of Consumer Research43(5), 824-859. doi:10.1093/jcr/ucw059

Quelly, S. B. (2017). Characteristics Associated with School Nurse Childhood Obesity Prevention Practices. Pediatric Nursing43(4), 193-199.

Sample Answer 3 for NR506 Week 2 Identification of Healthcare Policy Concern

The healthcare policy that I have chosen is Gun Safety and Public health. I have chosen this topic because lack of gun safety has taken over America. I work in a Pediatric Emergency department where we maybe saw 1-2 gunshot victims maybe every couple of months to several gunshot victims every month. We have treated a majority of younger children who just were at the wrong place at the wrong time. Some have lost their lives to the streets. The Pediatric gun violence policy is what should be used to protect our children from gun violence. The American academy of pediatrics and it’s 2012 policy statement, Preventing Firearm-Related Injuries in the Pediatric Population, States that the absence of guns from children’s homes and communities is the most reliable and effective measure to prevent firearm-related injuries in children and adolescents “ (AAP, 2009).   The ANA wrote an great article called American Nurses Association Urges Nurses to Help stop Gun Violence after the horrible incident in Orlando Florida (ANA, 2016). The ANA has acknowledged this day calling for a sensible gun control mass, including one that will remove a ban on the CDC and Prevention from studying gun violence (ANA, 2016). It is time for all of us to achieve gun control legislation at the federal and state levels (ANA, 2016). Gun Violence has reach an all high and something must be done to stop it.  I would like to see gun availability not so easy to obtain. There should be a ban on assault weapons and one should have to have a though background check of all purchasers prior to being able to obtain a handgun (ANA, 2016). If a person has any history of instability such as bipolar or mental health condition should not be allowed to purchase any type of gun. I believe the model I picked will help facilitate a change at the federal or state level and hopefully show our government how dangerous gun violence has become. I hope to instill change even if just a little change at first (CDC,20110). Gun purchasing should be harder than what it is . In this day anyone can purchase a gun and for someone to be legal doesn’t take much, someone to vouch for you. It shouldn’t be this easy.

 

American Academy of Pediatrics, Council on Communications and Media, Media Violence, Pediatrics 2009;124;1495-1503.

Centers for Disease Control and Prevention, Morbidity and Mortality Weekly Report, 2010, 10 Greatest Public Health Achievements, Retrieved

http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6019a5.htm ii S

Description of the Assignment:

For this assignment, the student must first select a healthcare policy concern. The concern must a community-based, public health policy concern. Student may not use healthcare entities or organizational concerns occurring within a private or public healthcare facility.SchoIarIy evidence supporting the concern must presented that provides a comprehensive picture of the selected healthcare concern as well as the student-identified solution. The elected official whom the student will interview is also in this paper.

Purpose

In this course, the
students will have the opportunity to identify a healthcare policy concern and
community healthcare concern which can be improved with a change in policy,
ordinance or the language in existing law. The outcome would be the potential
for improved health for a population group.
Students will present a proposed solution or change to an elected
official, and provide an analysis of the project. While students are not responsible for
ensuring the implementation of their identified solution to the healthcare
policy concern, the student is required to meet with an elected official to
present the concern and proposed resolution.
The purpose of this current assignment is to identify the
community-based healthcare policy concern and provide an extensive
evidenced-based foundation for proposing a policy change to an elected
official.

Course Outcomes

This assignment enables the student to meet the following
course outcomes:

CO 1. Employ strategies to impact the development,
implementation, and consequences of holistic focused healthcare policies at the
institutional, local, national, and international levels using evidence-based
practice principles. (PO 1)

CO 3. Demonstrate professional and personal growth regarding
the advocacy role of the advance practice nurse in healthcare policy for
diverse healthcare settings. (PO 3)

CO 5. Advocate for
institutional, local, national, and international policies that influence
person-centered healthcare, consumers, and nursing practice. (PO 5)

Due Date Sunday 11:59 p.m. MT at the end of Week 2

Total Points: 250 points

Requirements

Description of the Assignment

For this assignment, the student must first select a
healthcare policy concern. The concern
must be a community-based, public health policy concern. Student may not use healthcare entities or
organizational concerns occurring within a private or public healthcare
facility. Scholarly evidence supporting
the concern must be presented that provides a comprehensive picture of the
selected healthcare concern as well as the student-identified solution. The elected official whom the student will
interview is also identified in this paper.

Criteria for Content

Overview of healthcare policy: This section introduces
healthcare policy. It should contain the following elements:

Define healthcare policy in general and its implications for
the nursing profession

Define the role of advocacy and how it can impact healthcare
policy

Explain how the role of advocacy is consistent with the
responsibilities of an advance practice nurse

Identification of selected healthcare policy concern: This
section provides foundational information regarding the student-selected
healthcare policy concern. It should
contain the following elements:

Specifically identify the selected healthcare policy concern

Description of the impacted population group

Provide a comprehensive description of the selected
healthcare concern by including:

How frequently does it occur?

What impact does the selected healthcare concern have upon
the community and population group?

Description of student-identified solution to the selected
healthcare concern: This section presents a comprehensive picture of the
student-selected solution to the selected healthcare concern. It should contain the following elements:

Identify, with specific detail, the solution to the
student-selected healthcare concern

Identify the following areas:

What would be the positive outcome if the solution was
implemented?

What changes would need to occur in the community to foster
implementation?

What changes would need to occur in the population group to
foster implementation?

What measureable actions will demonstrate a positive outcome
if the solution was implemented?

What might be 2 (two) challenges to implementing the
proposed solution and how can each of these challenges be avoided or resolved?

Identification of elected official: This section identifies
the elected official that the student will present the selected healthcare
concern and its solution to. It should
contain the following elements:

The name of the elected official

The position of the elected official

Explanation of why this individual was selected

Conclusion: This section provides a comprehensive and
concise review of the key elements of the assignment.

Preparing the Assignment

Criteria for Format and Special Instructions

The paper (excluding the title page and reference page)
should be at least 6, but no more than 10 pages. Points will be lost for not
meeting these length requirements.

Title page, running head, body of paper, and reference page
must follow APA guidelines as found in the 6th edition of the manual. This
includes the use of headings for each section of the paper except for the
introduction where no heading is used.

A minimum of 6 (six) appropriate research-based scholarly
references must be used of which 2 may be empirical evidence from state and
county website data… (Check with your instructor regarding .org or .gov sites).
Required textbook for this course, dictionary and Chamberlain College of
Nursing lesson information may NOT be used as scholarly references for this
assignment. For additional assistance
regarding scholarly nursing references, please see “What is a scholarly source”
located in the Course Resources tab. Be
aware that information from .com websites may be incorrect and should be
avoided. References are current – within
a 5-year time frame unless a valid rationale is provided and the instructor has
approved them prior to submission of the assignment.

Ideas and information from scholarly, peer reviewed, nursing
sources must be cited must be cited within the text of the paper as well as
appearing in the reference list with correct APA format.

Rules of grammar, spelling, word usage, and punctuation are
followed and consistent with formal, scientific writing.

This assignment must be submitted to TurnItIn™ (TII) as
required by the TurnItIn™ policy. A Similarity Index of 24% or less must be
obtained; this is the benchmark for CCN graduate nursing students. Any other level of similarity index requires
the student to revise the assignment before the due date and time. To allow sufficient time for revision, early
submission of the assignment to TurnItIn™ is highly encouraged. The final submission will be graded by
faculty. If a TurnItin™ report indicates
that plagiarism has occurred, the Academic Integrity policy will be followed.

Late Assignment Policy

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

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

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

Evaluation Methods

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

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

No extra credit assignments are permitted for any reason.

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

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

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

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

Participation for MSN

Threaded Discussion Guiding Principles

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

Participation Guidelines

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

Direct Quotes

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

Grading Rubric Guidelines

Performance Category 10 9 8 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

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

Application of Course Knowledge –

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

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

Interactive Dialogue

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

(5 points possible per graded thread)

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

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

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

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

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

The source of information is the APA Manual 6th Edition

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

Total Participation Requirements

per discussion thread

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

Early Participation Requirement

per discussion thread

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