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NURS 8210 Week 2 Assignment: Nursing Informatics Pioneers

NURS 8210 Week 2 Assignment: Nursing Informatics Pioneers

NURS 8210 Week 2 Assignment: Nursing Informatics Pioneers

Skills and or Ideas Demonstrated by the Pioneers

One of the skills that both Simpson and Abbott demonstrated that I may use in life is research skills. The two pioneers were active researchers in the field of nursing informatics. Their roles show that development of effective research skills contribute to the use of best practices in nursing. Therefore, I intend to improve my research skills to ensure that I contribute to the development of the profession and other nurses. The second idea that I can learn from the pioneers is the importance of promoting the competency development in others. Simpson and Abbott showed the importance of knowledge and skill transfer through their roles as lecturers of nursing informatics. I will therefore strive to contribute to the development of others through practices such as coaching and mentorship.

Nursing is a calling. This has always been my believe. For you to be a nurse and care for someone in their lowest point of their lives means you have been called to be the peace of the patient. It takes compassion, determination, perseverance, and the spirit of endurance to nurse someone. Looking at the story of Moses, he was called by God to lead the people of Israel when they were enslaved in Egypt. This role didn’t come easy as he was to face Pharoah to advocate for the release of the Israelites. As nurses we have the responsibility to advocate for the good of our patients in our care. We speak to the physicians and other healthcare professionals who are on the care team of the patients. If we as nurses are prompt and persistent to ensure the patient gets good care, there is a positive outcome in the health of the patients. There are times we will be faced with difficult situations in our nursing profession, but it does not mean we must give up. these experiences shape us for greater task ahead. In the case where other care team members are making our work difficult and failing to listen to us, we have the option of reporting to the higher authority in our field to ensure patient safety. When Moses met a resistance from Pharoah, he did not give up but rather went back to speak with God for guidance.

Nursing informatics is defined as the use of practice and science to ingrate nursing information and knowledge with technology to manage healthcare information (HIMSS, 2019). Nurse informaticists have a specific role in the healthcare system, which entails improving patients’ outcomes. The professionals drive the accurate usage of health information technologies such as electronic medical records and computerized provider order entries. Nurse informaticists communicate or work in between the clinical nurses and information technology staff (Strudwick et al., 2019). They work with the patient information system to ensure that data about patients are entered. Other roles include maintaining privacy, security, and confidentiality of patients’ data. They educate other professionals about health information technology to enhance care. They often focus on administrative issues to ensure quality patient care (Feldman, Buchalter, & Hayes, 2018). Therefore, nurse informaticists, just like nurses in other specialties, are an important portion of the healthcare system.

Nurse Informaticists and Other Health Care Organizations

Healthcare organizations have greatly improved in terms of care delivery, patient satisfaction, and outcome with the help of nurse informaticists. These professionals have enabled the collection and analysis of data more effectively, which influenced the way care is delivered and how resources are managed (Kruse, Smith, Vanderlinden, & Nealand, 2017). With the influence of nurse informaticists, the medical staff in these facilities have gained further knowledge regarding the use of health information technologies such as electronic health records and others. These healthcare organizations have experienced none or limited medical errors. They have also experienced the reduced cost of medication, improved communication, improved network, and internet systems, among other things.

The nursing informaticists interact with the interdisciplinary team and the rest of the nursing staff in different ways. The nurse informaticists create an informatics team from all interdisciplinary teams and departments to improve data flow and data handling strategies (Kruse et al., 2017). Furthermore, the nurse informaticist interacts with other professionals by increasing communication efficiency. They collaborate with doctors, clinicians, and other nurses to provide easy communication and educate them on basic informatics skills. New health technologies have enabled clinicians to text, and email with a lot of ease.  According to Wager, Lee, and Glaser, (2017), informatics promotes the integration of data, knowledge, and information to support other professionals as well as interdisciplinary teams and patients in their decision-making process. When the interdisciplinary teams have access to complete, up-to-date patient’s notes, they can now make better decisions about their patients.

Conclusion

In sum, Simpson and Abbott contributed significantly to nursing practice and informatics. Their professional lives show the ways in which they played a proactive role in ensuring the recognition of informatics in healthcare. The experiences of the pioneers inform the current practice of nurses and nurse informaticists. Therefore, I will strive to translate their lessons into experience to advance the field of nursing informatics.

References

ANIA. (n.d.). American Nursing Informatics Association. https://library.ania.org/ania/speakers/view/160

Ball, M. J., Douglas, J. V., Hinton Walker, P., DuLong, D., Gugerty, B., Hannah, K. J., . . . Troseth, M. R. (Eds.) (2011). Nursing informatics: Where technology and caring meet (4th ed.). London, England: Springer-Verlag.

Center for Integrative Research In Critical Care. (2019, September 9). Patricia a. Abbott, phd, RN, FAAN director of Hillman scholars program, nursing associate professor, nursing. https://mcircc.umich.edu/members/patricia-a-abbott-phd-rn-faan

nef.orgg. (n.d.). Roy L. Simpson. https://www.n-e-f.org/about/board-members-and-executive-director/roy-l-simpson.html

Newbold, S., & Brixey, J. (2016). Nursing Informatics Pioneers Continue to Influence the Profession: A Sustainable Impact. Studies in Health Technology and Informatics, 225, 873–874.

nursing.emory.edu. (n.d.). Roy L. Simpson. https://www.nursing.emory.edu/faculty-staff/roy-l-simpson

Week 2 Assignment: Nursing Informatics Pioneers 

The American Reinvestment and Recovery Act’s (ARRA) HiTech Incentive is a major driver in recent health care reform legislation. This act, which was passed in 2009, set aside $22 billion for the adoption of electronic health records (EHRs), with the goal of reaching 100% adoption in all practice settings by 2014. The HiTech Act exemplifies the critical role that health information technology plays in the delivery of high-quality health-care services. Nonetheless, health information technology is a young field. This Application Assignment allows you to investigate the contributions of forefathers in this field and consider how their contributions have influenced health informatics and nursing practice today.

To prepare:

  • Visit the AMIA Video Library 1: Nursing Informatics Pioneers webpage listed in the Learning Resources.
  • Review the biographies and video presentations of pioneers who are of interest to you, or may hold a position that you aspire to achieve.
  • Select two nursing informatics pioneers and conduct further research on their contributions.
  • Consider how their contributions have influenced health information technology and nursing practice today.

By Day 7 of Week 2

Write a scholarly 3- to 4-page paper comparing two nursing informatics pioneers. Synthesize your thoughts using the bullets below as a guide:

  • What are the professional accomplishments of each individual?
  • How have their contributions influenced nursing practice?
  • How have their contributions shaped the field of nursing informatics?
  • What lessons can you take away from their experiences?
  • What skills or ideas demonstrated by these leaders might you apply to your professional practice?

Grading Criteria

Document: Week 2 Application 1 Rubric (Word document)

NURS 8210 Week 2 Assignment: Nursing Informatics Pioneers

Submit Your Assignment by Day 7 of Week 2

Week in Review

This week you examined the history of nursing informatics as well as the Technology Informatics Guiding Education Reform (TIGER) initiatives that drive technology education for nurses. Next week you will consider the health information technology needs and viewpoints of stakeholders within an organization and examine the critical role that information systems play in evidence-based practices.

To go to the next week:

Week 2

Also Read: NURS 8210 Week 1 Assignment: Introduction to Health Information Technology Systems and Nursing Informatics

Rubric Detail

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 8210 Week 2 Assignment: Nursing Informatics Pioneers

 

In the United States (US), the early adopters, developers, and innovators of technology in nursing practice are referred to as Pioneers of Nursing Informatics. These individuals are the innovators, spear headers, and groundbreakers in the specialty of nursing informatics. This paper seeks to compare two nursing informatics pioneers, Patricia Abbott and Virginia Saba, focusing on their professional accomplishments and how their contributions have influenced nursing practice.

Professional Accomplishments of Each Individual

Dr. Patricia Abbott undertook her nursing degree at the University of Maryland and later developed an interest in informatics. Dr. Abbott was among the first nurses to employ data-mining techniques in nursing (Shortliffe, 2004). She explored the existing databases in long-term care to understand factors that contribute to patient outcomes. In addition, she expanded her preliminary work into the patient safety aspect (Shortliffe, 2004). She ensured strong informatics content in programs funded by the Health Resources and Services Administration and AHRQ (American Medical Informatics Association [AMIA], (2021). She took leadership roles in preparing scholars and practitioners in nursing informatics. Besides, she led the establishment of the ANA Standards of Practice for Nursing Informatics and has been the country’s representative to the International Medical Informatics Association (IMIA) Nursing Special Interest Group.

Dr. Virginia Saba is a nationally and globally recognized pioneer of information technology in nursing. She has led the nursing informatics movement for over 40 years. Dr. Saba started academic technology programs and has supported the expansion of healthcare information technology systems such as the Clinical Care Classification (CCC) System (AMIA, 2021).  During her nursing career, Dr. Saba provided national leadership and fostered technology in nursing practice. When serving in academia, she incorporated nursing technology in nursing programs, facilities (AMIA, 2021). She also undertook federally funded research developing CCC System, National Nursing Standard. She is currently the President/CEO of Sabacare Inc & CCC System, where she integrates the CCC system into electronic healthcare documentation systems.

How Their Contributions Have Influenced Nursing Practice

Dr. Abbott’s contributions have influenced nursing practice by helping nurses to provide better patient care resulting in improved health outcomes. She explored existing databases in long-term care, which enabled nurses to understand better factors that contribute to patient outcomes (Shortliffe, 2004). As a result, nurses factor in these factors when planning patient care and implement interventions to improve outcomes. Dr. Abbott’s contributions have also influenced nurses to provide safe patient care (Shortliffe, 2004). Dr. Saba’s contributions have improved patient care efficiency through information technology systems such as the CCC system (AMIA, 2021).  The system provides nurses with a unique coding structure for assessing, documenting, and classifying patient care by nurses. Her contribution has also eased and improved nursing documentation, promoting easy access to patients’ health data.

How Their Contributions Have Shaped the Field Of Nursing Informatics

Dr. Abbott’s contributions have shaped nursing informatics by informing nurse informaticians how they can mine data from databases. As a result, informaticians obtain large data sets and use them to improve healthcare delivery (AMIA, 2021). Her contribution in leadership in preparing scholars and practitioners in nursing informatics has helped to increase the number of nurse informaticians, which promotes the growth of the informatics field. Dr. Saba shaped nursing informatics by introducing academic technology programs, which gave nurses the chance to gain informatics knowledge and thus apply technology in nursing practice (AMIA, 2021). She also supported the development of the CCC system, which helps in the electronic documentation of nursing plans of care. Besides, the CCC System is acknowledged as the terminology of choice for documenting patient care in the electronic health record system.

Lessons I Can Take Away From Their Experiences

Dr. Abbott’s experiences teach me to pursue my passion and interests in nursing. For instance, she developed a growing interest in informatics, which led her to pursue a master’s degree in nursing informatics and a Ph.D. in information systems. I have also learned that I should use my leadership skills to influence other nurses and foster the growth of the nursing profession. Lessons learned from Dr. Saba include using my knowledge and skills to develop innovative ways to improve patient care delivery. Besides, I should use my leadership position to promote the growth of the nursing profession.  I should also use my leadership power to advocate and lead movements that promote the greater good in the nursing profession.

Skills or Ideas Demonstrated That I Might Apply To My Professional Practice

            Dr. Abbott’s used her leadership to prepare scholars and practitioners in nursing informatics. I would apply this idea of using my leadership position to draw more scholars and nurses to my nursing specialty or towards a certain course that will improve nursing practice. Dr. Saba used her informatics knowledge, skills, and expertise to initiate academic technology programs (AMIA, 2021). I can use my nursing knowledge and skills to establish programs that equip nurses with specific specialty skills.

Conclusion

            Dr. Abbott and Dr. Saba are nursing informatics pioneers who have contributed immensely to influencing nursing practice and shaping nursing informatics. Dr. Abbott employed data mining techniques to help understand factors affecting patient outcomes. She has used her leadership role to equip other nurses with informatics skills and represent other nurse informaticians.  Dr. Saba established academic technology programs and developed the CCC System used in coding and documentation. Her efforts have helped improve patient care delivery for nurses.

 

 

References

American Medical Informatics Association. (2021). Nursing informatics innovators: Patricia Abbott. AMIA – American Medical Informatics Association. https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators-patricia-abbott

American Medical Informatics Association. (2021). Nursing informatics innovators: Virginia K. Saba. AMIA – American Medical Informatics Association. https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators-virginia-k-saba

Shortliffe, E. H. (2004). American College of Medical Informatics Fellows and International Associates, 2003. Journal of the American Medical Informatics Association: JAMIA11(3), 225–233. https://doi.org/10.1197/jamia.M1521

 

Naturally, people meet and interact at various levels all through life. Through the interaction, it is common for a human being to learn new ideas from other people that could either impact them positively or adversely. Likewise, as an oncology nurse with a practicing experience of more than twenty years, it was a pleasure to mentor a great author, Dr. Mark Braunstein and see him rise as a high-ranking personality in the nursing informatics career. Dr. Braunstein is the pioneer of Patient Care Technologies. Besides, he is credited with initiating plans to create structured electronic health records (EHRs). Dr. Braunstein is an alumnus of Massachusetts Institute of Technology alongside other prominent personalities such as Neil Pappalardo who is the originator of Meditech. Neil Pappalardo is also the pioneer of the Massachusetts General Hospital Utility Multi-Programming System (MUMPS). Today, the health care system is increasingly becoming dynamic, making it imperative to put an equally dynamic process in place to help in coping with this evolving nature of health care. Consequently, nursing informatics has grown in prominence for nursing professionals due to the ability to assist in tracking and trending patient data. This discussion, therefore, seeks to delve into an analysis of Dr. Kathleen A. McCormick and Dr. Susan K. Newbold by considering their achievements and influence on nursing informatics, what can be learned from them, and how to use such lessons in nursing practice.

Overview of Achievements of Dr. Kathleen A. McCormick and Dr. Susan K. Newbold

Dr. Kathleen A. McCormick

Dr. Kathleen A. McCormick is undoubtedly one of the prominent people in the development of the nursing informatics field. Dr. McCormick, a graduate of computer science (minor) has served the United States Public Health Service (USPHS) for more than 30 years. Dr. McCormick traces her achievement in nursing informatics to her period at the National Institute of Health (NIH) when she applied Teknekon system technology to conduct her nursing researches. Dr. McCormick also mentored prominent people such as Virginia Saba. They would later team up to teach the initial course on nursing informatics at NIH. Besides, Dr. McCormick and Virginia Saba authored numerous works of literature on informatics. Furthermore, Dr. McCormick has also served at different public institutions, including the Agency for Health Care Policy and Research (AHCPR), where she created clinical guidelines and tools to support nurses in decision making. She also served in private institutions such as SRA International, Inc., where she contributed immensely in bioinformatics and genomics. She also took advantage of her presence in various committees and boards to advance nursing informatics.

Dr. Susan K. Newbold

On her side, Dr. Newbold has gained popularity in the field of nursing informatics as a pacesetter and entrepreneur. Her interest in information technology is traced back to her days as an undergraduate student, where she submitted a class project about the application of computers in nursing. This unrelenting enthusiasm would later see her put in charge of overseeing the implementation of the computer system at the institution.  During her practice, Dr. Newbold joined other founders of nursing informatics in the Symposium for Computer Applications in Medical Care (SCAMC). It is from this symposium that these nursing informatics pioneers created the Capital Area Roundtable and Informatics in Nursing (CARING). CARING was instrumental in drumming up support for nursing informatics mainly through newsletters. Dr. Newbold later founded her company and organized Nursing Informatics Boot Camp. She is also a prominent writer of many several nursing informatics books.

 Contributions to Nursing Practice/Informatics

The influence of DR. McCormick in nursing informatics and practice is the utilization of databases for sourcing data and transform care. Through her groundbreaking application of Teknekon system to conduct research. As a result, nurses are currently utilizing the framework of data, information, knowledge, and wisdom to address issues relating to their practices. Notably, DR. McCormick also created evidence-based clinical guidelines and decision tools. The clinical guidelines and decision tools have enabled nurses to make informed decisions while delivering care to patients. Through creating partnerships with other founders of nursing informatics, DR. McCormick immensely impacted the development of nursing informatics. Finally, DR. McCormick’s remarkable work on genomics and databases has provided a crucial basis to record correct data on genomic information; thus, influencing insightful lessons on treatment based on genomes.

On the other hand, the influence of Dr. Newbold on the area of nursing informatics is attributed to the formulation of the CARING initiative. Through this initiative, nurses specializing in informatics can learn the importance of the development of teamwork to achieve the common goal of providing quality care.  Essentially, CARING initiative enabled nursing informatics pioneers to learn from one another’s experience. The essence of working together through CARING initiative was evident when the American Nurses Credentialing Center approved that nursing informatics should be a field in the nursing profession. Although there was no available literature on nursing informatics, DR. Newbold and her colleagues struggled to learn and pass the test. In turn, she initiated the Nursing Informatics Boot Camp that trained and prepared nurses for the nursing informatics certification assessment. To date, Dr. Newbold still commands a great influence in the nursing informatics field by authoring books and lecturing nurses at the university.

 

Lessons Learned and Application to Nursing Practice

Essentially, Dr. McCormick and DR. Newbold’s achievement in nursing informatics have inspired many nurses to pursue a career in this nursing field. Besides, nurses can learn a lot from these two protagonists. Foremost, the single most important lesson common among these nurses is flexibility to improvement. In both cases, it is evident that Dr. McCormick and DR. Newbold possessed unrelenting enthusiasm and inquisitiveness towards to computer systems that eventually enabled them to create significant changes in the health care industry through the application of information systems. Therefore, nurses are challenged to emulate these two protagonists by striving to remain relevant and keen on the emerging trends in health care to be able to turn them into opportunity.  For instance, a CARING initiative, that DR. Newbold co-founded with her colleagues turned to be an effective networking opportunity for nurses to share about the application of computer in nursing. Besides, Dr. McCormick’s Nursing Informatics Boot Camp played a significant role in creating nursing informatics awareness among trainee nurses to prepare them for clinical practice. Notably, also, nurses can learn that they are responsible for sharing the knowledge they have acquired in nursing informatics with the future nursing generations. Finally, nurses should learn that the art of applying informatics to conduct research and enhance patient care outcome is crucial to their practice as illustrated by DR. McCormick.

Conclusion

The health care system today is multifaceted, and the utilization of the information systems to improve clinical outcomes has proven effective and therefore, used extensively. These information systems competencies are believed to have originated from Technology Informatics Guiding Educational Reform (TIGER) that the founders of nursing informatics created to guide nurses using technology. Among the requirements of TIGER is the inclusion of nursing informatics at every nursing education level. Ultimately, the influence of the nursing informatics founders is still being felt in the current health care field, mostly through the pioneer’s writings, work, and education. Subsequently, as a nurse practitioner, it is imperative to apply the lessons from these pioneers into the clinical practice to ensure positive patient outcomes.

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Name: NURS_8210_Week1_Discussion_Rubric

  Excellent Good Fair Poor
RESPONSIVENESS TO DISCUSSION QUESTION

Discussion post minimum requirements:

*The original posting must be completed by Wednesday, Day 3, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Saturday, Day 6, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct.

8 (26.67%) – 8 (26.67%)

Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.

7 (23.33%) – 7 (23.33%)

Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.

6 (20%) – 6 (20%)

Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.

0 (0%) – 5 (16.67%)

Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.

CONTENT KNOWLEDGE 8 (26.67%) – 8 (26.67%)

Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.

7 (23.33%) – 7 (23.33%)

Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.

6 (20%) – 6 (20%)

Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course

0 (0%) – 5 (16.67%)

Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.

CONTRIBUTION TO THE DISCUSSION 8 (26.67%) – 8 (26.67%)

Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.

7 (23.33%) – 7 (23.33%)

Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature

6 (20%) – 6 (20%)

Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.

0 (0%) – 5 (16.67%)

Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas

QUALITY OF WRITING 6 (20%) – 6 (20%)

Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.

5 (16.67%) – 5 (16.67%)

Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.

4 (13.33%) – 4 (13.33%)

Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.

0 (0%) – 3 (10%)

Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.

Total Points: 30

Name: NURS_8210_Week1_Discussion_Rubric