NR-505: Advanced Research Methods Evidence-Based Practice Course Assignments & Discussions Study Guide
NR-505: Advanced Research Methods Evidence-Based Practice Course Description
Contact Hours: Lecture – 48, Lab – 0, Clinical – 0
Semester Hours: Theory 3
This course provides an evidence-based practice with research in order to foster scholarship and holistic, person-centered care in diverse healthcare settings. Content related to research methodologies, problem identification, critique of findings and literature and application to evidence-based practice is presented. Students will be provided an opportunity to practice learned principles through the development of an evidence-based project that focuses on quality improvement or safety.
Prerequisites: NR-500, NR-501, NR-504 or NR-510, NR-506 or NR-544, NR-512
NR-505: Advanced Research Methods Evidence-Based Practice Course Syllabus
NR-505 Week 1 Discussion: Area of Interest in NP
NR-505 Week 1 Assignment: Reflection on Learning
NR-505 Week 2 Assignment: PICOT Question Worksheet
NR-505 Week 2 Discussion: Collaboration Café
NR-505 Week 2 Assignment: Reflection on Learning
NR-505 Week 3 Discussion: Collaboration Cafe
NR-505 Week 3 Assignment: Reflection on Learning
NR-505 Week 4 Discussion: Collaboration Café
NR-505 Week 4 Assignment: Reflection on Learning
NR-505 Week 5 Assignment: Research Summary Assignment
NR-505NP Week 5 Assignment: Reflection on Learning
NR-505 Week 6 Assignment: CITI Training
NR-505 Week 6 Discussion: Original Post, Resposes
NR-505 Week 6 Assignment: Reflection on Learning
NR-505 Week 7 Assignment: Recommendation for an Evidence-Based Practice Change PowerPoint Presenation
NR-505 Week 7 Assignment: Reflection on Learning
NR-505 Week 8 Discussion: Peer Review (With Response)
NR-505 Week 8 Assignment: Reflection on Learning Week 1-8
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Syllabus Overview
| Course Number: | NR505 |
| Course Title: | Advanced Research Methods: Evidence-Based Practice |
| Course Credits: | 3 credit hours |
| Prerequisite: | NR500, NR501, NR504, NR506, NR512 |
Course Description
This course provides an integration of evidence-based practice with research in order to foster scholarship and holistic, person-centered care in diverse healthcare settings. Content related to research methodologies, problem identification, critique of findings and literature, and application to evidence-based practice is presented. Students will be provided an opportunity to practice learned principles through the development of an evidence-based project that focuses on quality improvement or safety.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
You can also read another study guide on nursing assignments for students from another post on NR-506: Health Care Policy and Leadership Course Assignments & Discussions.
Optional Textbooks
The following books are required for this course:
Polit, D., & Beck, C. (2018). Essentials of nursing research: Appraising evidence for nursing practice (9th ed.). Philadelphia, PA: Wolters Kluwer.
.
Physical Books and Supplies
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
eBook Details
You must purchase your books through the bookstore before the eBook links above will function.
First Time Using VitalSource?
Step 1: View the VitalSource Video
Step 2: Register with VitalSource Bookshelf Online
- Click the cover or title of your eBook. A new window will open.
- Enter email address and password. Bookshelf Online will open.
Step 3: Access the Desktop and Mobile Versions
You must complete Step 2 prior to using the desktop or mobile versions.
Already Registered? 3 Ways to Access Your eBooks
Online
Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.
Desktop
Download your eBooks and use them whether you’re connected to the Internet or not.
Mobile
Download the app and get your eBooks on your iPhone, iPad, or Android device.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
Author, A. A., & Author, B. B. (year of publication). Title of textbook in italics (X ed.). City, ST: Publisher.
Information regarding supplementary material, software, etc.
The following book is required across all FNP courses:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
The following book is recommended across all FNP courses:
Goroll, A. H., & Mulley, A. G. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). China: Wolters Kluwer.
Physical Books and Supplies
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
eBook Details
You must purchase your books through the bookstore before the eBook links above will function.
First Time Using VitalSource?
Step 1: View the VitalSource Video
Step 2: Register with VitalSource Bookshelf Online
- Click the cover or title of your eBook. A new window will open.
- Enter email address and password. Bookshelf Online will open.
Step 3: Access the Desktop and Mobile Versions
You must complete Step 2 prior to using the desktop or mobile versions.
Already Registered? 3 Ways to Access Your eBooks
Online
Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.
Desktop
Download your eBooks and use them whether you’re connected to the Internet or not.
Mobile
Download the app and get your eBooks on your iPhone, iPad, or Android device.
Program Outcomes
Program Outcomes of Chamberlain nursing programs can be found in the Program Descriptions section of your College Catalog. You can access your College Catalog at http://www.chamberlain.edu/msncatalog.
The MSN program outcomes are aligned with the American Association of Colleges of Nursing publication, The Essentials of Master’s Education in Nursing (2011). Upon completion of the MSN degree program, the graduate will be able to:
- Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines.
- Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.
- Use contemporary communication modalities effectively in advanced nursing roles.
- Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs.
- Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.
- Apply legal, ethical and human-caring principles to situations in advanced nursing practice.
- Design patient-centered care models and delivery systems using the best available scientific evidence.
- Manage human, fiscal and physical resources to achieve and support individual and organizational goals.
- Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.
- Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.
- Apply principles of informatics to manage data and information in order to support effective decision making.
NR-505: Advanced Research Methods Evidence-Based Practice Course: A Comprehensive Guide
NR 505 Week 1 Discussion: Area of Interest in NP (2 Versions)
During NR 505 Week 1, you will have opportunities to explore topics pertinent to your chosen subspecialty of NP. Conversations like these are great for exchanging ideas and getting feedback from others as you brainstorm new areas of inquiry.
NR 505 Week 2 Assignment, Discussion, Reflection (Bundle)
NR 505 a deeper understanding of research methods and evidence-based practices while encouraging critical thinking and self-awareness.
NR 505 Week 2 PICOT Worksheet Assignment
The NR 505 PICOT worksheet is due at the end of Week 2. This activity guides you through the process of formulating a clear research question by isolating its constituent parts (population, intervention, comparison, outcome, and timeframe).
NR 505 Week 3 Discussion: Quantitative Research – Collaboration Cafe (2 Versions)
In NR 505 Week 3, you will take part in a collaborative cafe to talk about methods for conducting quantitative research. Participate in discussions with your contemporaries on the topic of quantitative research methodologies and their uses in nursing practice.
NR 505 Week 4 Discussion plus Reflection on Learning
Learning is reinforced and new insights into research methods and evidence-based practices are gained duringNR 505 week 4’s conversations and reflections.
NR 505 Week 5 Assignment, Discussion, Reflection on Learning (Bundle)
In NR 505 Week 5, you’ll be working on projects, talking to classmates, and thinking deeply about what you’ve learned. Your understanding of cutting-edge research techniques and evidence-based practice will grow with the help of these practice problems.
NR 505 Week 5 Assignment: Research Summary Table Worksheet (2 Versions)
The study summary table will be your focus during NR 505 Week 5. Research study summaries and analyses are required to determine important findings and their relevance to nursing practice.
NR 505 Week 6 Discussion: Collaboration Cafe
Cafes for collaborative discussion of research and evidence-based practice resume this week NR 505 (Week 6).
NR 505 Week 7 Assignment, Discussion, Reflection on Learning (Bundle)
Advanced research methodologies and evidence-based practices are the focus of the week seven assignments, conversations, and NR 505 reflection exercises.
NR 505 Week 7 Assignment: Evidence-based Practice Change PowerPoint Presentation (3 Versions)
In NR 505 Week 7, you’ll develop a PowerPoint presentation advocating for a change in practice supported by evidence. Your ability to effectively incorporate research findings into nursing practice recommendations is highlighted in this presentation.
NR 505 Week 8 Collaboration Cafe, Peer Review Discussion, Reflections on Learning Week 1-8
The NR 505 final week of this course will consist of a collaborative cafe, peer review talks, and introspective thinking about what you’ve learned.
NR 505 Week 8 Discussion: Peer Review (With Response)
Peer review talks, which round off NR 505 Week 8, give you the chance to give constructive criticism on your colleagues’ work and get important feedback on your own assignments.
NR 505 Complete Course Week 1 – 8
This thorough course covers every facet of cutting-edge research techniques and evidence-based practice. You will develop a comprehensive understanding of how research influences nursing practice via interesting assignments, reflections, and introductory discussions.
NR 505 Course Assignments Week 2, 5 and 7 (Bundle)
The course tasks for NR 505 Weeks 2, 5, and 7 are meant to test your capacity for investigation and critical thought. These packages give you the chance to explore numerous research areas and improve your capacity to use evidence-based techniques in clinical work.
NR 505 Reflections on Learning Week 1 – 8
The course tasks for NR 505 Weeks 2, 5, and 7 are meant to test your capacity for investigation and critical thought. These packages give you the chance to explore numerous research areas and improve your capacity to use evidence-based techniques in clinical work.
NR 505 Discussion Questions Week 1 – 8
Explore the supplied discussion questions with your peers in order to have stimulating conversations. These NR 505 discussions foster critical thinking, teamwork, and the investigation of many viewpoints on research and evidence-based practice.
NR 505 Advanced Research Methods:
Start your journey in NR 505 Advanced Research Methods: Evidence-Based Practise and gain the knowledge and abilities required to evaluate research critically and apply evidence-based practises in your nursing profession.
FAQs
Question: The FNP knows that during an abdominal assessment, deep palpation is used to determine
Answer: Deep palpation detects deeper lumps or organ enlargement during an abdominal evaluation. It lets the FNP evaluate organ size, shape, and consistency and find anomalies or soreness that light palpation may miss. Deep palpation evaluates the liver, spleen, kidneys, and bladder with gentle but strong pressure.
Question: The FNP is assessing the abdomen of an aging adult. Which of these statements regarding an aging adult and abdominal assessment is true?
Answer:
Changes in elderly adults can affect abdominal assessment. The abdomen may relax due to decreased abdominal muscular tone. Palpating abdominal tumors or anomalies is difficult due to abdominal muscular relaxation. Aging adults may have less fat cushioning, making abdominal organs more visible and palpable. The FNP must consider these age-related changes while assessing an aging adult’s abdomen.
Question: During examination, the FNP finds that a patient has excessive dryness of the skin. The best term to describe this condition is
Answer:
Xerosis is skin dryness. Environmental variables (low humidity, dry air), hot water, harsh soaps and detergents, and medical problems (eczema, psoriasis) can cause xerosis. It causes itching, flaking, and tight skin.
Question: A FNP notices that a patient has ascites, which indicates the presence of
Answer:
Ascites is fluid collection in the peritoneal cavity between the abdominal organs and the abdominal wall. Liver illness, especially cirrhosis, causes it. Heart failure, kidney problems, cancer, and infections can cause ascites. Ascites indicates a disorder that requires additional assessment and management.
Course Outcomes
Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.
Upon completion of this course, the student will be able to do the following.
- Integrate evidence-based practice and research to support advancement of holistic nursing care in diverse healthcare settings. (PO 1, 2, 7, 9)
- Integrate knowledge related to evidence-based practice and person-centered care to improve healthcare outcomes. (PO 1, 2, 7, 9, 11)
- Demonstrate professional and personal growth through a spirit of inquiry, scholarship, and service in diverse healthcare settings. (PO5)
- Develop knowledge related to research and evidence-based practice as a basis for designing and critiquing research studies. (PO 1, 2, 6, 9)
- Analyze research findings and evidence-based practice to advance holistic nursing care initiatives that promote positive healthcare outcomes. (PO 2, 4, 7, 9, 10)
Course Schedule
| Week, COs, and Topics | Readings | Assignments |
| Week 1
COs 1, 2, and 3 Evidence-Based Practice + Research = Extraordinary Person-Centered Care |
Polit, D., & Beck, C. (2018). Essentials of nursing research: Apprising evidence for nursing practice (9 th ed.). Philadelphia, PA: Wolters Kluwer.
|
Graded Discussion |
| Week 2
CO 4 Framing the Question and Locating Evidence |
Polit, D. & Beck, C. (2018). Essentials of nursing research: Apprising evidence for nursing practice (9 th ed.). Philadelphia, PA: Wolters Kluwer.
|
Refinement of Nursing Issue Into Research Assignment
Graded Discussion |
| Week 3
CO 4 Developing New Evidence: Quantitative |
Polit, D., & Beck, C. (2018). Essentials of nursing research: Apprising evidence for nursing practice (9 th ed.). Philadelphia, PA: Wolters Kluwer.
|
NIH Certification Assignment
Graded Discussion |
| Week 4
CO 4 Developing New Evidence: Qualitative |
Polit, D. & Beck, C. (2018). Essentials of nursing research: Apprising evidence for nursing practice (9 th ed.). Philadelphia, PA: Wolters Kluwer.
|
Research Design and Sampling Assignment
Graded Discussion |
| Week 5
CO 4 Producing Evidence |
Polit, D. & Beck, C. (2018). Essentials of nursing research: Apprising evidence for nursing practice (9 th ed.). Philadelphia, PA: Wolters Kluwer.
|
Methodology and Analysis Assignment
Graded Discussion |
| Week 6
COs 4 and 5 Consider the Evidence: What Is Known and Is It Useful? |
Polit, D. & Beck, C. (2018). Essentials of nursing research: Apprising evidence for nursing practice (9 th ed.). Philadelphia, PA: Wolters Kluwer.
|
Considering Evidence Assignment
Graded Discussion |
| Week 7
COs 1 and 2 Translating Evidence Into Practice |
Lockwood, C., Aromataris, E., & Munn, Z. (2014). Translating evidence into policy and practice. Nursing Clinics North America, 49, 555–566. doi.org/10.1016/j.cnur.2014.08.010 Link
Schaffer, M., Sandau, K., & Diedrick, L. (2012). Evidence-based practice models for organizational change: Overview and practical applications. Journal of Advanced Nursing, 69(5), 1,197–1,208. doi:10.1111/j.1365-2648.2012.06122.x Link Optional Reading and Viewing Johns Hopkins Nursing Evidence-Based Practice Website: Link Kitson, A. L., & Harvey, G. (2016). Methods to succeed in effective knowledge translation in clinical practice. Journal Of Nursing Scholarship: An Official Publication Of Sigma Theta Tau International Honor Society Of Nursing / Sigma Theta Tau, 48(3), 294–302. doi:10.1111/jnu.12206 Link Melnyk, B. M. (2012). Achieving a high-reliability organization through implementation of the ARCC model for systemwide sustainability of evidence-based practice. Nursing Administration Quarterly, 36(2), 127–135. doi:10.1097/naq.0b013e318249fb6a Link |
Professional Presentation of Project
Graded Discussion |
| Week 8
COs 2 and 3 Synthesis and Next Steps |
Newhouse, R. (2007). Creating infrastructure supportive of evidence-based nursing practice: Leadership strategies. Worldviews on Evidence-Based Nursing, 4(1), 21–29. Link | Graded Discussion |
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
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.
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
| Points | Weighting | |
| Discussions (50 points, Weeks 1–7; 25 points, Week 8) |
375 | 37.5% |
| Refinement of Nursing Issue Into Research Assignment (due Week 2) |
180 | 18% |
| NIH Certification Assignment (due Week 3) |
85 | 8.5% |
| Research Design and Sampling Assignment (due Week 4) |
80 | 8% |
| Methodology and Analysis Assignment (due Week 5) |
80 | 8% |
| Considering Evidence Assignment (due Week 6) |
100 | 10% |
| Professional Presentation of Project (due Week 7) |
100 | 10% |
| Total | 1,000 | 100% |
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. |
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| 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 |
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| 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) |
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Summarizes what was learned from the lesson, readings, and other student posts for the week. |
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| 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 |
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| 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. |
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.
Participation for MSN
The Discussion Grading Grid and Rubric document can be found in Course Resources.
Participation Guidelines
Due Date: The initial posting to the required discussion topic is due by Wednesday at 11:59 p.m. MT. Peer and instructor responses are due by Sunday at 11:59 p.m. MT. All posts for Week 8 are due by the close of class on Wednesday at 11:59 p.m. MT. Please note that the late assignment policy does not apply to the discussions.
Total Points Possible: This varies by course, so please see the specific course Syllabus. These guidelines are for a required discussion worth 50 points. Please note that Week 8 will be worth only 25 points.
Requirements
Description of the Assignment
- Initial posting: This is defined to be the initial post in which the student responds to the required discussion topic. The first posting by a student within the required discussion area is considered to be the initial posting and will be evaluated using the rubric criteria. Scholarship in communication is expected. Required scholarly sources provide specific information that thoroughly address the required topic. For the initial posting, one scholarly source must be presented. The scholarly source must be an outside source. The student may use the required course textbook(s), assigned readings, and lesson information in the initial post, but these are not considered outside scholarly sources.
The initial posting must occur before Wednesday at 11:59 p.m. MT. Initial postings must be at a minimum of 300 words. References do not apply toward word count. In Week 8 only, the initial posting must be a minimum of 200 words with a scholarly reference. It remains due by Wednesday at 11:59 p.m. MT
- Peer responses: As part of the discussion requirements, the student must provide a substantive response to a peer. Substantive responses pose new ideas, ask questions, and/or generally add to the discussion topic in a meaningful and constructive way.
The peer response must occur on a separate day from the initial posting and instructor response (see below). This peer response must occur before Sunday at 11:59 p.m. MT. This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, in which case APA guidelines apply. Peer responses must be a minimum of 150 words. References do not apply toward word count.
- Instructor response: The student must respond to an instructor’s follow-up questions. The instructor’s question may be directed to the student or may be a question directed to another student in the section. The response must be comprehensive and scholarly in nature. Instructor responses must be a minimum of 150 words. References do not apply toward word count.
The response to the instructor must occur on a day different from the initial post and a day different from the peer response. Responses to the instructor must occur before Sunday at 11:59 p.m. MT.
- For Week 8 only:Students are expected to post a peer response or an instructor post but are not required to do both. These posts must be a minimum of 100 words. References do not apply toward word count. The peer or instructor response must be on a different day from the initial post and must occur before Wednesday at 11:59 p.m. MT due to the shorter week.
Posting Requirements
- The initial posting must be provided before Wednesday at 11:59 p.m. MT.
- The initial posting must have at least one scholarly outside source that is cited within the posting and referenced. Required course textbooks, assigned readings, and lesson information are not considered to be outside scholarly sources.
- The initial posting must be a minimum of 300 words; peer responses and instructor responses must be a minimum 150 words.
- The peer responses and instructor responses must be provided before Sunday at 11:59 p.m. MT.
- All postings are substantive and relate to the graded threaded discussion topic.
- Only one small quote (15 words or less) within the entire initial posting is accepted.
- Postings must occur on 3 separate days.
- For week 8 only: The required postings are amended due to the shorter week. Two posts are required: one initial post and either a peer response or an instructor response. The initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on 2 separate days. All posts must be made by Wednesday at 11:59 p.m. MT
Criteria for Content
- Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic. Each reference must be scholarly.
- Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.
- Interactive Dialogue: In this category, the minimum requirements are to provide an initial posting to the graded discussion topic by Wednesday at 11:59 p.m. MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday at 11:59 p.m. MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
- Grammar, Syntax, APA: Proper grammar, APA formatting, and syntax are required for all posts. Students should follow the APA Manual (6th edition). Additional APA information is available in Course Resources.
- Participation Requirement: One initial posting, one peer response, and one instructor response (for a total of three posts for the week) are required on 3 separate days.
- Participation Deadline: The student must provide a substantive response to the graded discussion topic. This must be posted by Wednesday at 11:59 p.m. MT of each week. Peer and instructor responses must be posted by Sunday at 11:59 p.m. MT.
- For Week 8 only: The required postings are amended due to the shorter week. Two posts are required: one initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on 2 separate days. All posts must be made by Wednesday at 11:59 p.m. MT.
Criteria for Format and Special Instructions
- The instructor reserves the right to submit any discussion posting to Turnitin in order to verify the originality.
- When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What Is a Scholarly Source” located in Course Resources.
- Websites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the website. If the instructor determines that the site failed to demonstrate scholarship, points may be deducted. Students are cautioned to use care regarding .com sites. Some .com sites are excellent, such as American Heart Association, but others are built by individuals and scholarly value is lacking. It is recommended that you check with your instructor before using a .com website as a reference.
- Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source. The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes, even if they are just a few words, because your instructor considers a quote to be a quote no matter its limited size.
Grading Rubric
| Performance Category | 100% or highest level of performance
100% |
Very good or high level of performance
88% |
Acceptable level of performance
81% |
Inadequate demonstration of expectations
68% |
Deficient level of performance
56% |
Failing level of performance
55% or less |
| Total Points Possible = 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
|
| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic |
Demonstrated all of the following:
|
Demonstrated three of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing The source of information is the APA Manual (6th edition) Error is defined to be a unique APA error; same type of error is only counted as one error |
The following was present:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses to be posted within the course no later than Sunday, 11:59 p.m. MT |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
||||
|
Grading Rubric Guidelines Week 8 ONLY |
||||||
| Performance Category | 100% or highest level of performance
100% |
Very good or high level of performance
88% |
Acceptable level of performance
81% |
Inadequate demonstration of expectations
68% |
Deficient level of performance
56% |
Failing level of performance
55% or less |
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge, and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
Application of information is comprehensive and specific to the required topic. |
| Interactive Dialogue
For Week 8 only: Initial post a minimum of 200 words (references do not count toward word count) Peer and instructor responses a minimum of 100 words each (references do not count toward word count) Responses substantive and related to the topic |
Demonstrated all of the following:
|
Demonstrated three of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
| 4 Points | 3 Points | 2 Points | 0 Points | |||
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax, and APA style of writing Source of information is the APA Manual (6th edition) Error is defined to be a unique APA error; same type of error is only counted as one error |
The following was present:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
||
| 0 Points | 5 Points Lost | |||||
| Participation Requirements | For Week 8 only:
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Requirements | For Week 8 only:
Demonstrated all of the following:
Minimum of one peer or one instructor response to be posted within the course no later than Wednesday, 11:59 p.m. MT |
Demonstrates one or less of the following.
|
||||
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 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.
*Scholarly source: Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and discussions. These include peer-reviewed publications, government reports, or sources written by a professional or scholar in the field. Your textbook and lesson are not considered to be outside scholarly sources. For the discussions, reputable Internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ending in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer-reviewed nursing journal. You are encouraged to use the Chamberlain library and search one of the available databases for a peer-reviewed journal article. The following sources should not be used: Wikipedia, wikis, or blogs. These websites are not considered scholarly, because anyone can add to these. Please be aware that .com websites can vary in scholarship and quality. For example, the American Heart Association has a .com site with a high level of scholarship and quality. It is the responsibility of the student to determine the scholarship and quality of any .com site. Ask your instructor before using any site that you are unsure of. If the instructor determines that the site does not demonstrate scholarship or quality, points will be deducted for not using scholarly sources. Current outside scholarly sources are required for the initial posting. This is defined to be 5 years or less. Instructor permission must be obtained if using a source that is older than 5 years.
Webliography Disclaimer
The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.
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