NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment
Walden University NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment 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 NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment
Whether one passes or fails an academic assignment such as the Walden University NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment 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 NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment
The introduction for the Walden University NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment 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 NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment
After the introduction, move into the main part of the NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment 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 NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment
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 NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment
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 NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment
The practitioner did well in some areas when assessing the patient. Firstly, the practitioner employed open-ended questions in the assessment. Open-ended questions are effective during assessment since they allow the patient to express himself in detail. The practitioner also incorporated non-verbal communication skills during the assessment. This included maintaining eye contact with the patient and nodding to show her attention during the assessment. Non-verbal communication skills keep the patient attentive to the questions asked in an assessment. The practitioner also used effective questioning skills. This can be seen in how she rephrased the client’s responses before probing him further (George et al., 2020; Kaltman & Tankersley, 2020). I am concerned about the practitioner’s failure to provide a therapeutic space between her and the patient. My next question to the patient would be a history of mental health problems in his family. The risk of major depression is high among individuals with a family history of the disorder.
A thorough psychiatric assessment of a child or adolescent is important to understand better their actual and potential needs. The assessment also enables the practitioner to develop prioritized diagnoses to guide the treatment process. A practitioner also understands other factors such as social support, psychological status, and social determinants of health affecting children or adolescents when a thorough psychiatric assessment is performed. Some of the symptom rating scales that would be appropriate to use during the psychiatric assessment of a child or adolescent include the Parents’ Behavior Rating Scale and the Teacher’s Behavior Rating Scale. Treatment options utilized for children or adolescents and not adult patients include play therapy, and acceptance and commitment therapy. Parents or guardians provide information about their child’s problems during an assessment. They also help regulate a child’s behavior during an assessment (Musetti et al., 2021). Parents or guardians also provide children the comfort they need during a psychiatric review. Each source used in this essay is peer-reviewed, relevant to psychiatric practice, and published by scholars in psychiatric practice.
References
George, T. P., DeCristofaro, C., & Murphy, P. F. (2020). Self-efficacy and concerns of nursing students regarding clinical experiences. Nurse Education Today, 90, 104401. https://doi.org/10.1016/j.nedt.2020.104401
Kaltman, S., & Tankersley, A. (2020). Teaching Motivational Interviewing to Medical Students: A Systematic Review. Academic Medicine, 95(3), 458. https://doi.org/10.1097/ACM.0000000000003011
Musetti, A., Manari, T., Dioni, B., Raffin, C., Bravo, G., Mariani, R., Esposito, G., Dimitriou, D., Plazzi, G., Franceschini, C., & Corsano, P. (2021). Parental Quality of Life and Involvement in Intervention for Children or Adolescents with Autism Spectrum Disorders: A Systematic Review. Journal of Personalized Medicine, 11(9), Article 9. https://doi.org/10.3390/jpm11090894
Sample Answer 2 for NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment
Mental illnesses negatively impact patient’s lives, hence the need for a comprehensive psychiatric assessment which can help formulate a relevant and appropriate treatment and management plan. Even though it is important, carrying out a psychiatric assessment of a child can be challenging as children are less psychologically minded (Radez et al.,2021). As such, this discussion focuses on critiquing the assessment methods applied by a mental health professional in carrying out a psychiatric assessment of an adolescent, as observed in an assigned video. Based on the psychiatric assessment completed by the practitioner, there are aspects done well and areas which the practitioner may need to improve. One such aspect that the practitioner did well was maintaining eye contact with the patient throughout the session, which is an important strategy if the practitioner has to know the most relevant question to ask by assessing the patient’s non-verbal signals. The practitioner also used friendly and open-ended questions to obtain relevant information from the patient. She also demonstrated good communication skills as she took her time to listen and only asked questions when necessary.
It is evident that the practitioner did many actions correctly. However, there are also a few areas that can still be improved. For instance, the professional failed to introduce herself to the client and also did not greet him. The actions can be viewed as arrogance by a client, which can then hinder a successful and appropriate therapeutic process (Varcarolis & Fosbre, 2020). Among the compelling concerns regarding this patient’s case is how they have deteriorated within a short time. The depressive symptoms have made the patient’s school grades considerably go down, and he doesn’t feel like going to school anymore. As such, I would inquire more about how he relates with teachers in addition to issues surrounding his recent break-up with his girlfriend. Such questions would help explore further the aspects surrounding the patient’s depressive symptoms.
Conducting a thorough psychiatric assessment of a child or adolescent is important for various reasons. This group of patient is less psychologically minded and, hence, may lack adequate insight regarding their symptoms and current condition (Radez et al.,2021). Conducting a thorough psychiatric assessment can play a key role in obtaining the relevant information for accurate diagnosis and formulation of the plan. Carrying out a psychiatric assessment of a child or an adolescent may require symptom rating scales. One such scale is a child-adolescent suicidal potential index (CASPI) applied in the assessment of suicidal behavior risk (de Carvalho Araújo et al.,2023). The other rating scale is the Brief Psychiatric Rating Scale for Children, which has widely been used in assessing various symptoms among children (Hirdes et al.,2020).
As earlier indicated, mental illnesses have various negative impacts, hence a need to appropriately treat them. However, it is important to note that the treatment modality may vary depending on whether the patient is a child, an adolescent, or an adult. As such, there are treatment modalities that can be used for children and adolescents but can not be used for adults. An example is acceptance and commitment therapy, used to help children understand and accept their inner emotions and be more positive. The other example is play therapy, which involves using aspects such as blocks, puppets, and games to help the patient recognize feelings (Varcarolis & Fosbre, 2020). It is important to explore the role of parents/guardians in assessment. One of them is giving consent, as children can not. The professionals can then ask appropriate questions. They can also give relevant information regarding the patient that can help the professional make appropriate decisions during the assessment. The sources used in this discussion are scholarly since they are peer-reviewed.
References
de Carvalho Araújo, A. L., Martins, P. S., Alvarenga, M. A. S., & Mansur-Alves, M. (2023). Adaptation and validity evidence of the Child-Adolescent Perfectionism Scale to Brazilian Portuguese. Psicologia: Teoria e Prática, 25(3), 1-22. https://doi.org/10.5935/1980-6906/ePTPPA15444.en
Hirdes, J. P., Van Everdingen, C., Ferris, J., Franco-Martin, M., Fries, B. E., Heikkilä, J., … & Van Audenhove, C. (2020). The interRAI suite of mental health assessment instruments: an integrated system for the continuum of care. Frontiers In Psychiatry, 10, 926. https://doi.org/10.3389/fpsyt.2019.00926
Radez, J., Reardon, T., Creswell, C., Lawrence, P. J., Evdoka-Burton, G., & Waite, P. (2021). Why do children and adolescents (not) seek and access professional help for their mental health problems? A systematic review of quantitative and qualitative studies. European Child & Adolescent Psychiatry, 30, 183–211. https://doi.org/10.1007/s00787-019-01469-4
Varcarolis, E. M., & Fosbre, C. D. (2020). Essentials of psychiatric mental health nursing-E-book: A communication approach to evidence-based care. Elsevier Health Sciences.
Sample Answer 3 for NRNP 6665 Week 1 Discussion: Comprehensive Integrated Psychiatric Assessment
Main Question Post: Comprehensive, integrated psychiatric assessments are the foundation for accurate diagnosis, effective treatment, and positive patient outcomes. Clinicians performing these assessments in the pediatric population understand the value of information attained from multiple sources in building a therapeutic alliance and determining appropriate treatment. This discussion post will analyze a video presentation of a psychiatric assessment of an adolescent male referred by PCP for depression and anxiety.
Proper interview techniques are integral to psychiatric assessments and require good organizational skills and practice. During the interview, the practitioner did well by explaining to the patient what she would be doing and ascertaining from the patient the reason for the visit. The practitioner maintained eye contact with the patient to show interest in what was being said, and when the patient did not understand what the practitioner meant by “how has your mood been lately?” the practitioner rephrased the question to elicit better responses. The practitioner was engaging and smiled, making the patient more comfortable. The practitioner also told the patient that they would discuss his report of anger, letting the patient know that his problem was heard and important. The patient was also provided privacy. Although the practitioner performed good assessment skills, key elements were lost during this interview. The practitioner did not introduce herself nor inform the patient of the confidentiality of their discussion. Although time may have been a factor, I felt that the practitioner too quickly asked questions, seemingly not placing significance on the patient’s responses. In doing so, the patient could be left feeling invalidated and can crush the therapeutic alliance.
According to Hilt & Nussbaum (2016), any mental health evaluation includes identifying and assessing safety concerns. A prudent practitioner will thoroughly assess reported safety issues and implement needed interventions. During the interview with the young male, compelling concerns were his report that the breakup with his girlfriend makes him really angry with her and others, not knowing why she broke up with him, and not wanting to be alive. Another concern was his possible minimization of substance use. My following line of questions would be regarding present suicidal thoughts as well as suicidal plans and intent. I would also ask about who he lives with and his gun access. Suicide is the second leading cause of death among adolescents, with the peak onset of suicidal ideations occurring during adolescence. The greater the severity of the ideations is associated with a higher likelihood of future suicide attempts (Ordaz et al., 2018).
According to Srinath et al. (2019), children and adolescents often do not initiate evaluation for mental health concerns due to embarrassment or a lack of understanding of symptoms. Therefore, accurate diagnosis and treatment implementation needs thorough assessments that include information from multiple sources and impeccable clinical skills. Comprehensive psychiatric assessments give clinicians, patients, and parents or guardians the tools necessary to improve their quality of life during a challenging time.
In performing psychiatric assessments, practitioners rely on useful tools such as symptom rating scales to facilitate diagnostic accuracy and referral recommendations. One symptom rating scale to use when assessing the child or adolescent is the Level 1 Cross-Cutting symptom measure. This tool lists selected symptoms of major DSM-5 disorders in a brief format and can be used to facilitate conversation during the psychiatric interview. The tool has two versions, one for caregivers and one for children in selected age groups. (Hilt & Nussbaum, 2016). Another rating scale is the Pediatric Symptom Checklist (PSC), a 35-item parent-reported or a 17-item parent and child-reported measure of adolescent psychosocial functioning. The PSC is among the most frequently used rating scales (Bergmann et al., 2020).
When treating children and adolescents, treatment options may differ from that of adults. Example of treatment options used when treating children includes Cognitive Behavioral Play Therapy(CBPT) and Reciprocal Imitation Training (RIT). CBPT is used in younger children and incorporates CBT strategies into play-based interventions leading to therapeutic work and learning during play. CBPT uses puppets or toys to teach children skills to overcome challenges (Bhide & Chakraborty, 2020). RIT is a naturalistic developmental–behavioral intervention that targets social interaction via engagement in extended bouts of reciprocal imitation. RIT is an evidence-based treatment for autism spectrum disorder (Ingersoll et al., 2017).
Parents or guardians play an essential role in child assessments. They often help build a therapeutic relationship between the child and provide and provide valuable insights into presenting problems, history, and behaviors in multiple settings. Parents’ or guardians’ participation in assessments can help build trust and form bonds that ultimately facilitate active treatment participation from the child and family.
References
Bergmann, P., Lucke, C., Nguyen, T., Jellinek, M., & Murphy, J. M. (2023). Identification and Utility of a Short Form of the Pediatric Symptom Checklist-Youth Self-Report (PSC-17-Y). European Journal of Psychological Assessment, Preprints, 1–9. https://doi.org/10.1027/1015-5759/a000486Links to an external site.
Bhide, A., & Chakraborty, K. (2020). General Principles for Psychotherapeutic Interventions in Children and Adolescents. Indian Journal of Psychiatry, 62, S299–S318. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_811_19Links to an external site.
Hilt, R. J., & Nussbaum, A. M. (2016). DSM-5 pocket guide for child and adolescent
mental health. American Psychiatric Association Publishing.
Ingersoll, B., Berger, N., Carlsen, D., & Hamlin, T. (2017). Improving social functioning and challenging behaviors in adolescents with ASD and significant ID: A randomized pilot feasibility trial of reciprocal imitation training in a residential setting. Developmental Neurorehabilitation, 20(4), 236–246. https://doi.org/10.1080/17518423.2016.1211187Links to an external site.
Ordaz, S. J., Goyer, M. S., Ho, T. C., Singh, M. K., & Gotlib, I. H. (2018). Network basis of suicidal ideation in depressed adolescents. Journal of Affective Disorders, 226, 92–99. https://doi.org/10.1016/j.jad.2017.09.021Links to an external site.
Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical practice guidelines for assessment of children and adolescents. Indian Journal of Psychiatry, 61(2), 158–175. http://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18Links to an external site.
Network basis of suicidal ideation in depressed adolescents.pdfDownload Network basis of suicidal ideation in depressed adolescents.pdf
Indentification and Utility of a short form of pediatric symptom.pdfDownload Indentification and Utility of a short form of pediatric symptom.pdf
General Principles for Psychotherapeutic Interventions in Children and Adolescents.pdf Download General Principles for Psychotherapeutic Interventions in Children and Adolescents.pdf
Clinical Practice Guidelines for assessment of children and adolescents.pdfDownload Clinical Practice Guidelines for assessment of children and adolescents.pdf
Improving social functioning and challenging behaviors in adolescents with ASD and significant ID_ A randomized pilot feasibility trial of reciprocal imitation training in a residential setting.pdf Download Improving social functioning and challenging behaviors in adolescents with ASD and significant ID_ A randomized pilot feasibility trial of reciprocal imitation training in a residential setting.pdf
Discussion: Comprehensive Integrated Psychiatric Assessment
Photo Credit: Seventyfour / Adobe Stock
Many assessment principles are the same for children and adults; however, unlike with adults/older adults, where consent for participation in the assessment comes from the actual client, with children it is the parents or guardians who must make the decision for treatment. Issues of confidentiality, privacy, and consent must be addressed. When working with children, it is not only important to be able to connect with the pediatric patient, but also to be able to collaborate effectively with the caregivers, other family members, teachers, and school counselors/psychologists, all of whom will be able to provide important context and details to aid in your assessment and treatment plans.
Some children/adolescents may be more difficult to assess than adults, as they can be less psychologically minded. That is, they have less insights into themselves and their motivations than adults (although this is not universally true). The PMHNP must also take into consideration the child’s culture and environmental context. Additionally, with children/adolescents, there are lower rates of neurocognitive disorders superimposed on other clinical conditions, such as depression or anxiety, which create additional diagnostic challenges.
In this Discussion, you review and critique the techniques and methods of a mental health professional as the practitioner completes a comprehensive, integrated psychiatric assessment of an adolescent. You also identify rating scales and treatment options that are specifically appropriate for children/adolescents.
To Prepare
- Review the Learning Resources and consider the insights they provide on comprehensive, integrated psychiatric assessment. Watch the Mental Status Examination B-6 and Simulation Scenario-Adolescent Risk Assessment videos.
- Watch the YMH Boston Vignette 5 video and take notes; you will use this video as the basis for your Discussion post.
By Day 3 of Week 1
Based on the YMH Boston Vignette 5 video, post answers to the following questions:
- What did the practitioner do well? In what areas can the practitioner improve?
- At this point in the clinical interview, do you have any compelling concerns? If so, what are they?
- What would be your next question, and why?
Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video.
- Explain why a thorough psychiatric assessment of a child/adolescent is important.
- Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.
- Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.
- Explain the role parents/guardians play in assessment.
Support your response with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
Read a selection of your colleagues’ responses.
By Day 6 of Week 1
Respond to at least two of your colleagues on 2 different days by offering additional insights or alternative perspectives on their analysis of the video, other rating scales that may be used with children, or other treatment options for children not yet mentioned. Be specific and provide a rationale with evidence.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and
respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Submission and Grading Information
Also Read: NRNP 6665 Week 2 Discussion: Ethical and Legal Foundations of PMHNP Care
Grading Criteria
To access your rubric:
Week 1 Discussion Rubric
Post by Day 3 of Week 1 and Respond by Day 6 of Week 1
To Participate in this Discussion:
Week 1 Discussion
Name: Discussion Rubric
| Excellent
90–100 |
Good
80–89 |
Fair
70–79 |
Poor
0–69 |
|||
| Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. |
40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources. |
35 (35%) – 39 (39%)
Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references. |
31 (31%) – 34 (34%)
Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references. |
0 (0%) – 30 (30%)
Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references. |
||
| Main Posting:
Writing |
6 (6%) – 6 (6%)
Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
5 (5%) – 5 (5%)
Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
4 (4%) – 4 (4%)
Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 3 (3%)
Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
||
| Main Posting:
Timely and full participation |
9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation. Posts main Discussion by due date. |
8 (8%) – 8 (8%)
Meets requirements for full participation. Posts main Discussion by due date. |
7 (7%) – 7 (7%)
Posts main Discussion by due date. |
0 (0%) – 6 (6%)
Does not meet requirements for full participation. Does not post main Discussion by due date. |
||
| First Response:
Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
||
| First Response:
Writing |
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
||
| First Response:
Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Second Response: Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
||
| Second Response: Writing |
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
||
| Second Response: Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Total Points: 100 | ||||||
Name: Discussion Rubric