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NR-447: Collaborative Leadership in Healthcare Course Assignments & Discussions Study Guide

NR-447: Collaborative Leadership in Healthcare Course Description

Contact Hours: Lecture – 64, Lab – 0, Clinical – 0

Semester Hours: Theory 4

This course, for RN to BSN option students, is designed to expand the scope of nursing practice. The course and the selected collaborative learning activities provided to RN to BSN option students, focuses on leadership and management aspects of the professional nurse. The emphasis is on the role of the nurse in providing nursing care within the healthcare setting.

Prerequisites: NR-351, NR-361

NR-447: Collaborative Leadership in Healthcare Course Syllabus

NR 447 Week 1 Discussion: Reflection on Leadership Self-Assessment

NR 447 Week 2 Assignment: Direct Care Project Part 1: Assessment and Diagnosis

NR 447 Week 3 Discussion: Procedures and Evidence (Question to answer A-M)

NR 447 Week 3 Discussion: Procedures and Evidence (Question to answer N-Z)

NR 447 Week 4 Assignment: Direct Care Project Part 2 – Planning the Presentation

NR 447 Week 5 Discussion: Reflection on Knowledge of Competencies

NR 447 Week 5 Assignment: Collaborative Healthcare Project Part 3: PRE-Survey

NR 447 Week 6 Assignment: Direct Care Project Part 4 – Evaluating the Project

NR 447 Week 7 Discussion: Technology in Healthcare (Question to answer N-Z)

NR 447 Week 8 Discussion: Retention and Recruitment

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Syllabus Overview

Course Number:	NR447
Course Title:	RN Collaborative Healthcare
Course Credits:	4 credits
Prerequisite:	NR351

Course Description

This course, for RN to BSN option students, is designed to expand the scope of nursing practice. The course and the selected managerial experiential learning activities provided to RN to BSN option students, focuses on leadership and management aspects of the professional nurse. The emphasis is on the role of the nurse in providing nursing care within the healthcare setting.

You can also read another study guide on nursing assignments for students from another post on NR-446: Collaborative Healthcare Course Assignments & Discussions.

Clinical Compliance Requirements

All clinical compliance requirements must be satisfied, and necessary health forms must be on file with the corporate clinical office prior to registration for any clinical course. Failure to comply will result in the student being withdrawn from the class roster. Students not in compliance may be refused entry to class or clinical and will not be excused for any absences. A complete list of these requirements is at http://my.chamberlain.edu under the clinical section or by contacting clinicalcompliance@chamberlain.edu.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Finkelman, A. (2012). Leadership and management for nurses: Core competencies for quality care (2nd ed.). Boston, MA: Pearson.

 

Access E-Book

Finkelman, A. (2016). Leadership and management for nurses: Core competencies for quality care (3rd ed.). Boston, MA: Pearson.

 

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Optional Textbooks

The following books are required for this course:

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

1. Click the cover or title of your eBook. A new window will open.
2. 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

The outcomes for the Bachelor of Science in Nursing (BSN) degree program are as follows:

1. Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates and communities, from entry to the healthcare system through long-term planning.
2. Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance and rehabilitative activities.
3. Communicates effectively with patient populations and other healthcare providers in managing the healthcare of individuals, families, aggregates and communities.
4. Integrates clinical judgment in professional decision making and implementation of the nursing process.
5. Demonstrates responsibility for continued personal and professional development through enrollment in graduate education, continuing education degree programs, professional reading and participation in professional organizations and community service.
6. Implements professional nursing standards by practicing within the legal definitions of nursing practice and acts in accordance with the nursing code of ethics and American Nurses Association (ANA) standards of practice.
7. Practices in established professional roles consistent with entry-level BSN graduates to provide cost-effective, quality healthcare to consumers in structured and unstructured settings.
8. Incorporates evidence-based practice in the provision of professional nursing care to individuals, families, aggregates and communities.

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.

1. Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO 2)
2. Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO 3)
3. Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO 7)
4. Apply concepts of leadership and team coordination to promote the achievement of safe and quality outcomes of care for diverse populations. (PO 4)
5. Apply improvement methods, based on data from the outcomes of care processes, to design and test changes to continuously improve the quality and safety of healthcare. (PO 8)
6. Develop a personal awareness of complex organizational systems, and integrate values and beliefs with organizational mission. (PO 7)
7. Apply leadership concepts in the development and initiation of effective plans for the microsystems and system-wide practice improvements that will improve the quality of healthcare delivery. (POs 2 and 3)
8. Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO 8)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 CO 1 Conceptual Bases for Nursing Leadership and Management	Finkelman, A. (2016). Leadership and management for nurses: Core competencies for quality care (3rd ed.). Boston, MA: Pearson. Chapter 1: Conceptual Base for Leadership and Management Chapter 2: Health Care Policy, Legal Issues, and Ethics in Health Care Delivery Appendix B: Health Care Reform Legislation 2010	Graded Discussion Topic
Week 2 COs 1 and 7 Standards, Essentials, and Core Competencies	Finkelman, A. (2016). Leadership and management for nurses: Core competencies for quality care (3rd ed.). Boston, MA: Pearson. Chapter 9: Managing Patient-Centered Care Chapter 18: Implementing Healthcare Quality Improvement (pp. 434-437) Required: Kramer, M., Schmalenberg, C., Maguire, P., Brewer, B., Burke, R., Chmielewski, L., … Meeks-Sjostrom, D. (2009). Walk the talk: Promoting control of nursing practice and a patient-centered culture. Critical Care Nurse, 29(3), 77–93. http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edswsc&AN=000266533800011&site=eds-live&scope=site	Week 2 AACN Essentials Self-Assessment Graded Discussion Topic
Week 3 COs 2 and 3 Core Competency: Work in Interdisciplinary/ Interprofessional Teams	Finkelman, A. (2016). Leadership and management for nurses: Core competencies for quality care (3rd ed.). Boston, MA: Pearson. Chapter 4: Organizational Structure for Effective Care Delivery Chapter 12: Developing Interprofessional and Intraprofessional Teams Chapter 13: Improving Teamwork: Collaboration, Coordination, and Conflict Resolution Chapter 14: Effective Staff Communication and Working Relationships	Conflict Resolution Paper Graded Discussion Topic
Week 4 COs 1 and 7 Core Competency: Use Evidence-Based Practice	Finkelman, A. (2016). Leadership and management for nurses: Core competencies for quality care (3rd ed.). Boston, MA: Pearson. Chapter 16: Evidence-based Practice and Management Appendix A: Nurse Executive Competencies	Graded Discussion Topic
Week 5 COs 5, 7, and 8 Core Competency: Apply Quality Improvement	Finkelman, A. (2016). Leadership and management for nurses: Core competencies for quality care (3rd ed.). Boston, MA: Pearson. Chapter 17: Health Care Quality: A Critical Health Policy Issue Chapter 18: Implementing Health Care Quality Improvement Required website for Discussion: Rau, J. (2015). Half of nation’s hospitals fail again to escape Medicare’s readmission penalties. Kaiser Health News. Retrieved from http://khn.org/news/half-of-nations-hospitals-fail-again-to-escape-medicares-readmission-penalties/	Nursing Care Models Paper Graded Discussion Topic
Week 6 COs 3 and 6 Nursing Leadership Skills: Health Policy, Legal and Ethical Issues	Finkelman, A. (2016). Leadership and management for nurses: Core competencies for quality care (3rd ed.). Boston, MA: Pearson. Chapter 15: Delegation for Effective Outcomes Required: Lachman, V. D. (2015). Ethical issues in the disruptive behaviors of incivility, bullying, and horizontal/lateral violence. Urologic Nursing, 35(1), 39-42. Retrieved from http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a2h&AN=100927729&site=eds-live&scope=site	Workplace Civility Index Assessment Performance Measurement PowerPoint Slide Show Graded Discussion Topic
Week 7 COs 5 and 7 Nursing Leadership Skills: Decision Making, Planning, Finances	Finkelman, A. (2016). Leadership and management for nurses: Core competencies for quality care (3rd ed.). Boston, MA: Pearson. Chapter 3: Operational and Strategic Planning: Change, Innovation, and Decision Making Chapter 5: Health CareEconomics Required: Huston, C. (2010). What skills will the nurse leaders of 2020 need? (2010) Kai Tiaki Nursing New Zealand, 16(6), 14–15. Retrieved from  http://proxy.chamberlain.edu:8080/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105060080&site=ehost-live	Graded Discussion Topic
Week 8 CO 6 Nursing Leadership Skills: Mentoring, Reflection, and the Future	Video: Nurses: Their Vital Role in Transforming Healthcare.	Week 8 AACN Essentials Self-Assessment Graded Discussion Topic

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.

Due Dates for Assignments and Exams

Unless otherwise specified, the following applies.

• Access to the course begins on Sunday at 12:01 a.m. (MT) during preview week.
• All assignments are to be submitted on or before Sunday at the end of the specified week that they are due by 11:59 p.m. (MT).
• All quizzes and exams, if applicable in your course, are to be completed on or before Saturday at the end of the specified week that they open by 11:59 p.m.(MT).

Note: In Week 8, for the DNP, MSN, RN-BSN, and Prelicensure BSN, the assignments would be due by Wednesday at 11:59 p.m. MT.

Faculty Grading/Response Schedule

Grades for Discussion will be posted by Tuesday night after the due date, except for grades for Week 8 Discussion, which will be posted by Friday at the end of Week 8. For all other work (papers, projects, etc.), grades will be posted by Friday night after the due date. An announcement will be posted if these deadlines cannot be met.

Faculty will respond to student emails or questions in the Q & A Forum within 48 hours.

Concerns about faculty grading and responsiveness may be sent to the director and the dean of the RN-to-BSN Option by clicking on the Online Administrator’s Message link under Course Home.

Evaluation Methods

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

Assignment	Points	Weighting
Discussions (50 points per topic, one topic per week for Weeks 1-8)	400	40%
Week 2 AACN Essentials Self-Assessment	0	0%
Conflict Resolution Paper (Week 3)	200	20%
Nursing Care Models Paper (Week 5)	200	20%
Workplace Civility Index Assessment (Week 6)	0	0%
Performance Measurement PowerPoint Slide Show (Week 6)	200	20%
Week 8 AACN Essentials Self-Assessment	0	0%
Total Points	1,000	100%

No extra credit assignments are permitted for any reason.

The course grade is determined by transferring the total number of points possible in the course to a percentage grade. There is no rounding of grades. 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

Chamberlain College of Nursing students are expected to conduct themselves in an ethical and professional manner. All academic assignments, including papers, exams, projects, and in-class assignments must be the original work of the individual student unless otherwise specified by the instructor. Academic or clinical dishonesty are exceptionally serious offenses and may result in a failing grade on an assignment, failure in the course, or dismissal from the College.

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

Participation: RN-to-BSN

In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.

1. Attendance

Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.

2. Guidelines and Rubric for Discussions

PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:

• Demonstrate understanding of concepts for the week
• Integrate scholarly resources
• Engage in meaningful dialogue with classmates
• Express opinions clearly and logically, in a professional manner

Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.

Participation points: It is expected that you will meet the minimum participation requirement described above. If not:

• You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
• You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.

3. 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.

4. Participation Guidelines

You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.

5. Grading Rubric

Discussion Criteria	A (100%) Outstanding or highest level of performance	B (87%) Very good or high level of performance	C (76%) Competent or satisfactory level of performance	F (0) Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points	Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. 16 points	Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. 14 points	Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. 12 points	Minimally addresses the initial discussion question(s) or does not address the initial question(s). 0 points
Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points	Integrates evidence to support your discussion from: assigned readings** OR online lessons, AND at least one outside scholarly source.*** Sources are credited.* 12 points	Integrates evidence to support discussion from: assigned readings OR online lesson. Sources are credited.* 10 points	Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. Sources are credited.* 9 points	Does not integrate any evidence. 0 points
Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points	Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 14 points	Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion. 12 points	Responds to a classmate and/or instructor but does not further the discussion. 10 points	No response post to another student or instructor. 0 points
Communicates in a professional manner. 8 points	Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 8 points	Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). 7 points	Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 6 points	Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 0 points
PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T.	0 points lost Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.		-5 points Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.
PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days.	0 points lost Posts in the discussion at least three times AND on two different days.		-5 points Posts fewer than three times OR does not participate on at least two different days.
NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required.
** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites.
*** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings.
NOTE: A zero is the lowest score that a student can be assigned.

6. Chamberlain Policies

Students are required to comply with Chamberlain College of Nursing’s academic policies. To access Chamberlain’s policy on academic integrity (and all other Chamberlain policies), please review the information in your Undergraduate Student Handbook, Undergraduate Catalog, and the policies outlined in this course.

The Undergraduate Catalog describes the technical requirements for students. Sufficient technology and Internet access is required to complete Chamberlain College of Nursing online classes. Technical requirements include, but are not limited to:

• Hardware/Software Requirements
  • Supported Operating Systems
  • Productivity Tools (Microsoft Office, VitalSource Bookshelf)
• Internet Access o Internet Connections
  • Email
  • Supported Browsers
  • Browser Settings
  • Plug-ins
• Screen Settings
• Hardware Specifications
  • Computer Internet Security
  • Operating System Updates

Chamberlain College of Nursing is committed to providing reasonable accommodations for eligible students with documented disabilities as defined by state and federal laws relating to the Americans with Disabilities Act (ADA). Our intent is to ensure that every student who makes a request for accommodations under ADA is advised of the accommodation process as promptly as possible. If you are a student with a verifiable documented disability, and you can provide medical documentation regarding this disability, then contact our ADA Officer at adaofficer@chamberlain.edu for more information on how to receive ADA accommodations in your online classes or fax your request to 630-596-1651.

Webliography

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.

NR-447: Collaborative Leadership in Healthcare Course Assignments & Discussions Study Guide

Chamberlain-College-Of-Nursing NR 447 Week 7 Discussion Our Future Leaders NEW

Our Future Leaders

In Huston’s (2010) brief, but impressive article (required reading this Week), the author outlines several leadership competencies that EVERY nurse leader will need for 2020. That year is not too far in the future, is it?

Select one of the eight leadership competencies Huston described and relate it to your own leadership of nurses and nursing. This should promote a robust Discussion as we come from different clinical and nonclinical perspectives.

Discuss how the BSN-prepared nurse can assist a nurse leader in the budgeting process by contributing data readily available to the staff nurse.

Huston, C. (2010). What skills will the nurse leaders of 2020 need? (2010). Kai Tiaki Nursing New Zealand, 16(6), 14–15. Click HERE to link

Chamberlain-College-Of-Nursing NR 447 Week 1 Discussion: The Affordable Care Act NEW

The Affordable Care Act

Healthcare reform is a term that is ever present in our practice settings and will not disappear any time soon.

Share with the class implementation of the Affordable Care Act in your organization. (If you are not working as a nurse, think about what was happening when you were a prelicensure student)

How did your fellow healthcare workers react to implementation of the ACA?

 How were citizens in your community impacted?

Chamberlain-College-Of-Nursing NR 447 Week 2 Discussion: AACN Essentials Self Assessment and Patient Centered Care NEW

AACN Essentials Self-Assessment and Patient-Centered Care

Locate and complete the Self-Assessment of the AACN Essentials located in Doc Sharing (Week 2).

Follow the directions on the form. Note your total score. Next, review the article cited below:

Kramer, M., Schmalenberg, C., Maguire, P., Brewer, B., Burke, R., Chmielewski, L., … Meeks-Sjostrom, D. (2009). Walk the talk: Promoting control of nursing practice and a patient-centered culture. Critical Care Nurse, 29(3), 77–93. Click to link. 

Answer the following: 

If you are willing, please share your total score on the AACN Essentials Self-Assessment 
Candidly identify and share with your classmates areas where knowledge, skills or abilities (KSAs) are lacking?

Describe the relationship between the Essentials and your new-found knowledge about Patient Centered Care. Are there opportunities for your improvement?

Chamberlain-College-Of-Nursing NR 447 Week 3 Assignment: Conflict Resolution Paper NEW

Conflict Resolution Paper:

Guidelines Purpose

The purpose of this Assignment is to learn how to identify and effectively manage conflicts that arise in care delivery settings resulting in better management of patient care, including appropriate delegation.

You will gain insight into conflict management strategies and develop a plan to collaborate with a potential nurse leader about the conflict and its impact in a practice setting.

Course Outcomes

Completion of this Assignment enables the student to meet the following course outcomes.

• CO 1: Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO 2)
• CO3: Participate in the development and implementation of imaginative and creative strategies to enablesystems to change. (PO 7)
• CO 6: Develop a personal awareness of complex organizational systems, and integrate values and beliefs withorganizational mission. (PO 7) 
• CO 7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and system-wide practice improvements that will improve the quality of healthcare delivery. (POs 2 and 3) 

Due Dates

This Assignment is to be submitted to the Dropboxby Sunday, 11:59 p.m. MT, end of Week 3.

Points

This Assignment is worth 200 points. Directions 1. Read Finkelman (2012), pp. 361–376. 2. Observe nurses in a care delivery setting. Identify a recurring conflict with the potential to negatively impact patient care.

Decide if delegation was an issue in the conflict. This should be from your practice setting or prelicensure experiences.

Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved.

Identify the type of conflict. Explain your rationale for selecting this type.

Outline the four stages of conflict, as described in our text, and how they relate to your example.

Propose strategies to resolve the conflict. Search scholarly sources in the library and the Internet for evidence on what may be effective.

Discuss if delegation was an issue in the conflict. Be specific.

Describe how you would collaborate with a nurse leader to reach consensus on the best strategy to employ to deal with the conflict.

Describe the rationale for selecting the best strategy.

Provide a summary or conclusion about this experience or Assignment and how you may deal with conflict more effectively in the future.

Write a 5–7 page paper (not including the title or References pages) using APA format that includes the following.

Describe an unresolved (recurring) conflict that you experienced or observed. Identify the type of conflict. 

Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved.

Outline the four stages of conflict, as described in Finkelman, and how the stages relate to your example. Decide if delegation was an issue in the conflict. Be specific.

Describe the strategies for conflict resolution and how you would collaborate with a nurse leader to resolve the conflict. Cites resources.

Provide a conclusion or summary about this experience and how you may deal with conflict more effectively in the future.

Submit to the Dropbox by the end of Week 3. 

Conflict and Collaboration

Please watch the video and listen to the dialogue before posting. Second Life Video Transcript At times the needs of our families conflict with our work responsibilities. Could this possibly be the underlying issue here?

Explain the conflict resolution skills displayed by the leader in the scenario. On a scale of 1-10, how would you rate those of the leader.

How might earlier collaboration have been beneficial?

Some organizations utilize non Registered Nurses in the Case Manager role. What additional skills, knowledge and attributes would the BSN-prepared Registered Nurse bring to case management in this scenario?

Chamberlain-College-Of-Nursing NR 447 Week 4 Assignment: Nursing Care Models Paper NEW 

Nursing Care Models Paper:

Guidelines Purpose

The purpose of this Assignment is to identify nursing care models utilized in today’s various health care settings and enhance your knowledge of how models impact the management of care and may influence delegation. You will assess the effectiveness of models and determine how you would collaborate with a nurse leader to identify opportunities for improvement to ensure quality, safety and staff satisfaction.

Course Outcomes

Completion of this Assignment enables the student to meet the following course outcomes.

• CO#1: Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO #2)
• CO#2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO #3)
• CO#3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO #7)
• CO#6: Develop a personal awareness of complex organizational systems and integrate values and beliefs with organizational mission. (PO #7)
• CO#7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and/or system-wide practice improvements that will improve the quality of healthcare delivery. (PO #2, and #3) 
• CO#8: Apply concepts of quality and safety using structure, process, and outcome measures to identify clinical questions as the beginning process of changing current practice. (PO#8)

Due Dates

This Assignment is to be submitted to the Dropbox by Sunday, 11:59 p.m. MT, end of Week 4.

Points

This Assignment is worth 200 points.

Directions 

Read your text, Finkelman (2012), pp- 118- 127. 

Observe staff in delivery of nursing care provided. Practice settings may vary depending on availability.
Identify the model of nursing care that you observed. Be specific about what you observed, who was doing what, when, how and what led you to identify the particular model.

Write a 5-7 page paper that includes the following:

Review and summarize two scholarly resources (not including your text) related to the nursing care model you observed in the practice setting.

Review and summarize two scholarly resources (not including your text) related to a nursing care model that is different from the one you observed in the practice setting.

Discuss your observations about how the current nursing care model is being implemented. Be specific. 
Recommend a different nursing care model that could be implemented to improve quality of nursing care, safety and staff satisfaction. Be specific.

Provide a summary/conclusion about this experience/Assignment and what you learned about nursing care models.

Write your paper using APA format. Submit to the Dropbox

Chamberlain-College-Of-Nursing NR 447 Week 4 Discussion: Transformational Nursing Leaders NEW 

Transformational Nursing Leaders

Review Appendix A, Sections I–V in Finkelman (2012, pp. 510–515) 

Select one of the sections and share how your chief nurse executive demonstrates expertise in these competencies. Your comments should be about the “highest nursing leader” in your organization.

Typically this is the leader who represents nurses and nursing to the governing board.

In your own words, explain the differences between a transactional nursing leader and a transformational nursing leader. What one is more like your Nurse Executive?

Describe how the Nurse Executive “leads the charge” for transformational leadership in an organization where you work or have done prelicensure clinical experiences.
 

Chamberlain-College-Of-Nursing NR 447 Week 5 Discussion: Patient Outcomes NEW 

Patient Outcomes

Review the story at the link below before posting to the Discussion: 

Rau, J. (2015). Half of nation’s hospitals fail again to escape Medicare’s readmission penalties. Kaiser Health News. Retrieved from.. After you have finished, consider how you would respond to the following situation:

Your local hospital has received notice from CMS (Centers for Medicare and Medicaid) regarding their readmission rates.

As a BSN prepared nurse, you have been asked to serve as a consultant to suggest a new Quality (Performance) Improvement process for ONE of the areas of deficiency. Write some brief steps (suggestions) for improvement as you contemplate accepting the consulting opportunity.

Share practice improvements utilized from your own clinical nursing experiences that have led to enhanced patient outcomes.

Chamberlain-College-Of-Nursing NR 447 Week 6 Assignment: Performance Measurement PowerPoint NEW

Performance Measurement PowerPoint Slideshow:

Guidelines Purpose

The purpose of this Assignment is to locate and compare performance measurement data on common health conditions for the hospitals in your area. You will investigate the Centers for Medicare and Medicaid Services websites and locate hospital compare data for hospitals within a 50 ile radius of the community where you are working or had your prelicensure clinical experiences. You will prepare a PowerPoint presentation and share the results of your findings. Opportunities for improving performance measurement indicators will be shared.

Course Outcomes

Completion of this Assignment enables the student to meet the following course outcomes.

• CO 1: Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team management, and the oversight and accountability for care delivery in a variety of settings. (PO 2)
• CO 2: Implement patient safety and quality improvement initiatives within the context of the interprofessional team through communication and relationship building. (PO 3)
• CO 3: Participate in the development and implementation of imaginative and creative strategies to enable systems to change. (PO 7)
• CO 7: Apply leadership concepts in the development and initiation of effective plans for the microsystems and system-wide practice improvements that will improve the quality of healthcare delivery. (POs 2 and 3)
• CO 8: Apply concepts of quality and safety using structure, process and outcome measures to identify clinical questions as the beginning process of changing current practice.
  (PO 8)

Due Dates

This Assignment is to be submitted to the Dropboxby Sunday, 11:59 p.m. MT, end of Week 6.

Points

This Assignment is worth 200 points.

Directions

Review information found on the following website related to hospital compare

Read the information carefully and then locate the following website.

Search for hospitals within a 50 mile radius of the community where you are working or had your prelicensure clinical experiences.

Type in your zip code.

Select your hospital and two others.

Select hospitals/facilities and choose compare.

If you live in a remote area and there are no hospitals listed within a 50 mile radius, select a zip code for a family member or a close friend who does not live near you.

The idea is to review comparative data.

Click on the following topics to learn more.

1. Survey of patient’s experiences
2. Timely and effective care (focus your search on two of the conditions that apply to services provided at the hospitals)
3. Readmissions, complications, and deaths

Carefully read the information provided.

Develop a PowerPoint slideshow consisting of 8–10 slides. Include the following, keeping in mind what all this data means. 

Title slide with information pertinent to the course.

List reasons to recommend hospital care to consumers (patients).

List reasons to recommend hospital compare to staff who may seek employment.

Summarize patient experiences data for each hospital.

Summarize timely and effective care data for two conditions.

Summarize data for readmissions or complications and deaths.

List recommendations for improving data for one selected facility.

Summarize what you learned from this experience.

Develop PowerPoint slides to include criteria listed above. For those not familiar with the development of a PowerPoint slideshow, the following link may be helpful.

Chamberlain-College-Of-Nursing NR 447 Week 6 Discussion: Civility in the Workplace NEW 

Civility in the Workplace

Complete the Clark Workplace Civility Index located in Doc Sharing.

After you are finished, read the assigned article: Lachman, V. D. (2015).
Ethical issues in the disruptive behaviors of incivility, bullying, and horizontal/lateral violence. Urologic Nursing, 35(1), 39-42. Click HERE to link.

Next watch the video by clicking on the link below.

Video Transcript Reflect on what you observed in the video as you answer the following:

• Based on what you observed, what leadership skills should you, as Masaya’s preceptor, model for your fellow coworkers to promote his acceptance into the work-group or team.
• Does incivility seem to be an issue in the scenario?
• Describe any common themes you discovered among the article, the video and the Civility Index Share how you may improve your score on the index based on what you have read.

Chamberlain-College-Of-Nursing NR 447 Week 8 Discussion: Closing the Loop NEW

Closing the Loop

Complete the Week 8 AACN Essentials Self-Assessment located in Doc Sharing.

Compare your scores from Week 2 to Week 8.

Describe how far have you come and how much further do you wish to go in improving your competencies during the next two years of practice.

Next, review the Course Outcomes as listed in the Syllabus.

Select one of the course outcomes and share with your classmates how you feel you have achieved the outcome and how you will utilize the essentials and course outcomes in your practice setting.

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NR-543: Information Workflow in Healthcare Course Assignments & Discussions Study Guide

NR-543: Information Workflow in Healthcare Course Description

Contact Hours: Lecture – 48, Lab – 0, Clinical – 0

Semester Hours: Theory 3

In this course, the student applies concepts, principles and practices of the information-system life cycle to improve information workflows, with an emphasis on healthcare-related settings. The student explores various. Information systems in healthcare.

Prerequisites Effective January 2024:

NR-581 or NR-581NP, NR-582 or NR-582NP, NR-583 or NR-583NP, NR-584 or NR-584NP, NR-585 or NR-585NP, NR-586, NR-541, NR-542

Prerequisites: NR-500, NR-501, NR-504, NR-505, NR-506 or NR-544, NR-512, NR-541, NR-542

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NR-543: Information Workflow in Healthcare Course Syllabus

NR 543 Week 1 Discussion

NR 543 Week 1 Assignment; Workflow Proposal for List of Providers

NR 543 Week 3 Assignment; Test Plan for Provider List

NR 543 Week 4 Discussion

NR 543 Week 5 Discussion; Resources for information system training and support

NR 543 Week 6 Discussion; Usability

NR 543 Week 6 Assignment; Usability Assessment of the Provider List in CPRS

NR 543 Week 7 Discussion; System Security

NR 543 Week 7 Assignment; Security Assessment of a Care Management Electronic Health Record

You can also read another study guide on nursing assignments for students from another post on NR-449: Evidence Based Practice Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR543
Course Title:	Information Workflow in Healthcare
Course Credits:	3 credits
Prerequisite:	NR541 Practice of Nursing Informatics

Course Description

Concepts, principles, and practices of the information-system life cycle are applied to improve information workflows, with an emphasis on healthcare-related settings. Information systems in healthcare are explored, including point-of-care, decision support, and information-management systems that incorporate standardized terminologies to document and analyze nursing-care outcomes.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Publishers.

 

Access E-Book

Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Upper Saddle River, NJ: Prentice Hall.

 

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

eBook Details

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

1. Click the cover or title of your eBook. A new window will open.
2. 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/.

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:

1. Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines.
2. Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.
3. Use contemporary communication modalities effectively in advanced nursing roles.
4. Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs.
5. Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.
6. Apply legal, ethical and human-caring principles to situations in advanced nursing practice.
7. Design patient-centered care models and delivery systems using the best available scientific evidence.
8. Manage human, fiscal and physical resources to achieve and support individual and organizational goals.
9. Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.
10. Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.
11. Apply principles of informatics to manage data and information in order to support effective decision making.

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.

1. Synthesize conclusions on the application of information-workflow concepts and the information-system life cycle in real-world settings. (POs 1, 11)
2. Utilize critical inquiry and judgment to evaluate proposed solutions for information-workflow problems. (POs 4, 9, 11)
3. Incorporate human-caring principles, ergonomics, and human-computer interactions into the design of information workflow and strategies for addressing the impact of ergonomics and human-computer interactions on nurses and nursing practice. (POs 2, 6, 7)
4. Explain strategies for integrating standardized terminologies into healthcare-related information systems. (POs 3, 10, 11)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 CO 1 Information Workflow and System Design	McGonigle, D. & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Publishers. Chapter 2: Introduction to Information, Information Science, and Information Systems Chapter 14: Nursing Informatics: Improving Workflow and Meaningful Use Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 7: Strategic Planning for Information Technology Projects Vardaman, J. M., Cornell, P. T., & Clancy, T. R. (2012). Complexity and change in nurse workflows. Journal of Nursing Administration, 42(2), 78–82. doi: 10.1097/NNA. 0b013ee3182433677 Yeung, M. S., Lapinsky, S. E., Granton, J. T., Doran, D. M., & Cafazzo, J. A. (2012). Examining nursing vital signs documentation workflow: Barriers and opportunities in general internal medicine units. Journal of Clinical Nursing, 21(7/8), 975–982. doi: 10.1111/j. 1365-2702.2011.03937.x	Workflow Analysis Graded Discussions Quiz
Week 2 CO 1 Information System Analysis and Design	Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 8: Selecting a Healthcare Information System	Graded Discussions Quiz
Week 3 CO 1 System Testing	Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 10: System Implementation and Maintenance	Test Plan Graded Discussions Quiz
Week 4 CO 2 System Implementation and Training	Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 10: System Implementation and Maintenance Chapter 11: Information Systems Training Griebenow, L., Timm, J., Senn, M., & Stancl, M. (2013). Case study: Developing nursing partnerships to support a successful electronic medical record implementation. CIN: Computers, Informatics, Nursing, 31(1), 1–6. doi: 10.1097/NXN.0b013e3182806174 Kulhanek, B. (2011). EMR development…Always be prepared. Nursing Management, 42(12), 24–27.doi:10.1097/01.NUMA. 0000407575.88737.e8 Richardson, B., Bromirski, B., & Hayden, A. (2012). Implementing a safe and reliable process for medication administration. Clinical Nurse Specialist, 26(3), 169–176. doi: 10.1097/NUR.0b013e3182503fbe	Graded Discussions Quiz
Week 5 CO 2 System Evaluation and Support	Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 10: System Implementation and Maintenance Optional Readings  Beydoun, G., & Hoffmann, A. (n.d). Dynamic evaluation of the development process of knowledge-based information systems. Knowledge And Information Systems, 35(1), 233-247. Link to article	Graded Discussions Quiz
Week 6 CO 3 Ergonomics	Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 9: Improving the Usability of Health Informatics Applications Tyler, D. D. (2012). Measuring the usability and effectiveness of a clinical information system. ANIA-CARING Newsletter, 27(3), 2–4. Zopf-Herling, K. M. (2011). Enhancing usability in EMR screen design. CIN: Computers, Informatics, Nursing, 29(12), 679–691. doi: 0.1097/NCN.0b013e31823ea54e Optional Reading Viitanen, J., Kuusisto, A., & Nykänen, P. (2011). Usability of electronic nursing record systems: Definition and results from an evaluation study in Finland. Studies in Health Technology & Informatics, 164, 333–338.	Usability Assessment Graded Discussions Quiz
Week 7 CO 2 Security and Contingency Management	Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 12: Information Security and Confidentiality Chapter 22: Continuity Planning and Management (Disaster Recovery)	Security Assessment Graded Discussions Quiz
Week 8 CO 4 Nursing Nomenclature and Terminologies	Hebda, T., & Czar, P. (2013). Handbook of informatics for nurses & healthcare professionals (5th ed.). Upper Saddle River, NJ: Prentice Hall. Chapter 15: The Role of Standardized Terminology and Languages in Informatics Thede, L., & Schwiran, P. (2011). Informatics: The standardized nursing terminologies: A national survey of nurses’ experiences and attitudes. OJIN: The Online Journal of Issues in Nursing. 16(2). Retrieved from http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/Columns/Informatics/Standardized-Nursing-Terminologies.aspx	Graded Discussions Quiz Final Exam

Quizzes, tests, and exams are scheduled throughout this course – see the Assignments pages in the weeks they are given for the time and date they will be available.

Late Assignment Policy

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

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

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

Evaluation Methods

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

Graded Item	Points	Weighting
Discussion (50 points, Weeks 1–7; 25 points, Week 8)	375	37.5%
Workflow Analysis (Due in Week 1)	150	15%
Test Plan (Due in Week 3)	150	15%
Usability Assessment (Due in Week 6)	125	12.5%
Security Assessment (Due in Week 7)	125	12.5%
Quiz (4 points, Weeks 1–8)	32	3.2%
Final Exam (Due in Week 8)	43	4.3%
Total	1,000	100%

No extra credit assignments are permitted for any reason.

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

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

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

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

Participation for MSN

Threaded Discussion Guiding Principles

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

Participation Guidelines

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

Direct Quotes

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

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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 Threaded Discussion Grading Grid and Rubric document can be found in Course Resources.

Participation Guidelines

Due Date: First initial posting to the required threaded discussion topic is due by Wednesday, 11:59 pm MT. Peer and instructor responses are due by Sunday 11:59 pm MT. All posts for week 8 are due by the close of class on Wednesday 11:59 pm MT. Please note that the late assignment policy does not apply to the threaded discussions.

Total Points Possible: Varies with course, please see specific course syllabus. These guidelines are for a required threaded discussion worth 50 points. Please note that week 8 will be worth only 25 points.

Requirements:

Description of the Assignment

1. Initial posting: This is defined to be the initial post in which the student responds to the required threaded 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 source(s) provide specific information that thoroughly addresses 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; however, these are not considered outside scholarly sources.

The initial posting must occur before Wednesday, 11:59 pm MT. Initial postings must be at a minimum of 300 words. References do not apply toward word count. ONLY in Week 8, the initial posting must be a minimum of 200 words with a scholarly reference. It remains due by Wednesday, 11:59 pm MT

2. Peer responses: As part of the threaded 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, 11:59 pm MT. This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, then APA guidelines apply. Peer responses must be a minimum of 150 words. References do not apply toward word count.

3. 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, 11:59 pm MT.

4. 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 than the initial post and must occur before Wednesday, 11:50 pm MT due to the shorter week.

Posting Requirements:

1. The initial posting must be provided before Wednesday, 11:59 pm MT.
2. 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.
3. Initial posting must be a minimum of 300 words; peer responses and instructor responses a minimum 150 words.
4. The peer responses and instructor responses must be provided before Sunday, 11:59 pm MT.
5. All postings are substantive and relate to the graded threaded discussion topic.
6. Only one small quote (15 words or less) within the entire initial posting is accepted.
7. Postings must occur on 3 separate days.
8. 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 two separate days. All posts must be made by Wednesday, 11:59 pm 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 threaded discussion topic by Wednesday, 11:59 pm MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
• Grammar, Syntax, APA: Proper grammar, APA, and syntax is 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 3 posts for the week) are required on 3 separate days.
• Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm 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 two separate days. All posts must be made by Wednesday, 11:59 pm MT.

Criteria for Format and Special Instructions

1. Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
2. 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 under “Course Resources” tab.
3. Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site. If the instructor determines that the site failed to demonstrate scholarship, points maybe 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 scholarliness is lacking. It is recommended that you check with your instructor before using a .com website as a reference.
4. 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 as 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% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
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: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	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: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	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: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	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: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. 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: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
	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: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
Interactive Dialogue For Week 8 only: Initial post should be a minimum of 200 words (references do not count toward word count) The peer and instructor responses must be a minimum of 100 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 200 words. The peer or instructor responses must be a minimum of 100 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 200 words. The peer or instructor responses must be a minimum of 100 words each. Responses are substantive			Demonstrated 2 of the following: Initial post must be a minimum of 200 words. The peer or instructor responses must be a minimum of 100 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 200 words. The peer or instructor responses must be a minimum of 100 words each. Responses are substantive Responses are related to the topic of discussion.
	4 Points		3 Points	2 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: 0-4 errors in APA format AND Responses have 0-4 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic, and facilitates communication.		The following was present: 5-9 errors in APA format. AND/OR Responses have 5-9 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand	The following was present: 10- 13 errors in APA format AND/OR Responses have 10-13 grammatical, spelling and punctuation errors. AND/OR Writing style is not focused on topic, making discussion difficult to understand		The following was present: 14 to greater errors in APA format. AND/OR Responses have more than 14 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points					5 Points Lost
Participation Requirements	For Week 8 ONLY: Demonstrated the following: Initial, and peer or faculty postings were made on 2 separate days					Failed to demonstrate the following: Initial, and peer or faculty postings were made on 2 separate days
	0 Points Lost					5 Points Lost
Requirements	For Week 8 ONLY: Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 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 pm MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 pm MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 pm MT Wednesday of the eighth week.

*Scholarly source: Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and threaded 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 an outside scholarly source. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer reviewed nursing journal. You are encouraged to use the Chamberlain library and search one of the available data bases for a peer reviewed journal article. The following sources should not be used: Wikipedia, Wikis, or blogs. These web sites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality. For example American Heart Association is a .com site with scholarship and quality. It is the responsibility of the student to determine the scholarship and quality of any .com site. Ask your instructor before using any site 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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