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NR-541: Practice of Nursing Informatics Course Assignments & Discussions Study Guide

NR-541: Practice of Nursing Informatics Course Description

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

Semester Hours: Theory 3

In this course, the student examines the role, functions and scope and standards of practice of the informatics nurse. The student explores, analyzes, applies and evaluates diverse aspects of nursing-informatics practice as a specialization.

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 or NR-586NP

Prerequisite: NR-500, NR-501, NR-504, NR-505, NR-506 or NR-544, NR-512

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NR-541: Practice of Nursing Informatics Course Syllabus

Discussion (Weeks 1, 2, 3,4, 5, 6, 7, and 8)

Self-Assessment (Week 1)

Interview with NI Practitioner (Week 2)

Position Description Analysis (Week 3)

Individual Development Plan (Week 4)

Network Presentation (Week 7)

Syllabus Overview

Course Number:	NR541
Course Title:	Practice of Nursing Informatics
Course Credits:	3 credits
Prerequisite:	NR500, NR501, NR504, NR505, NR506, NR512

Course Description

This course introduces the student to the role, functions, and scope and standards of practice of the informatics nurse. Students will explore, analyze, apply, and evaluate diverse aspects of nursing-informatics practice as a specialization. Topics include the use and implementation of technology for virtual care delivery and monitoring, and complementary roles of the master’s-prepared informatics nurse specialist, and other information-technology professionals.

You can also read another study guide on nursing assignments for students from another post on NR-542: Managing Data and Information Course Assignments & Discussions.

Textbooks and Resources

Required Textbooks

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

 

American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.

 

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

Physical Books and Supplies

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

eBook Details

You must purchase your books through the bookstore before the eBook links above will function.

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

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/.

eBook Details

You must purchase your books through the bookstore before the eBook links above will function.

First Time Using VitalSource?

Step 1: View the VitalSource Video

Step 2: Register with VitalSource Bookshelf Online

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

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 knowledge and concepts from nursing informatics and supporting disciplines as a foundation for the practice of nursing informatics. (PO #1)
2. Examine legal, regulatory, ethical, and accreditation issues in nursing-informatics practice. (PO #6)
3. Incorporate the standards of practice for nursing informatics that exemplify professional values, scholarship, service, and global awareness. (PO #5)
4. Apply critical inquiry and judgment to nursing informatics concepts models, supporting sciences, and information-technology applications. (PO #4)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 CO 1 The Specialty of Nursing Informatics (NI)	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Section I: Building Blocks of Nursing Informatics Chapter 1: Nursing Science and the Foundation of Knowledge Chapter 2: Introduction to Information, Information Science, and Information Systems Chapter 4: Introduction to Cognitive Science and Cognitive Informatics Section II: Perspectives on Nursing Informatics Chapter 6: Overview of Nursing Informatics Advancing science, improving lives. Link to article American Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author. pp. 1–18 National Institute of Nursing Research. (2016). The NINR strategic plan: Advancing science, improving lives.Link to article Suggested Reading American Nurses Association (ANA). (2010a). Recognition of a nursing specialty, Approval of a specialty nursing scope of practice statement, and Acknowledgment of specialty nursing standards of practice. Link to article Finnell, D., Thomas, E., Nehring, W., McLoughlin, K., Bickford, C. (2015). Best practices for developing specialty nursing scope and standards of practice. OJIN: The Online Journal of Issues in Nursing, 20(2), Manuscript 1. Link to article	Self-Assessment Graded Discussion Quiz
Week 2 COs 1, 4 NI Functional Areas, Competencies, and Supporting Sciences	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Chapter 7: Informatics Roles and the Knowledge Work of Nursing Chapter 9: Information and Knowledge Needs of Nurses in the 21st Century American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. Essential V   Link here American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author. pp. 18–41  National League for Nursing. (2015). Vision Series: A VISION FOR The Changing Faculty Role: Preparing Students for the Technological World of Health Care. Click here for link Technology Informatics Guiding Education Reform (TIGER) Initiative. (2007). Evidence and informatics transforming nursing: 3-year action steps toward a 10-year vision. Link to article	Interview with NI Practitioner Graded Discussion Quiz
Week 3 CO 3 NI Scope and Standards of Practice	American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author. pp. 41–203 Anderson, C., & Sensmeier, J. (2015). A closer look at this specialty. Nursing Management, 46(6), 20-21.Link to article Bickford, C. J. (2015). The specialty of nursing informatics: New scope and standards guide practice. CIN: Computers, Informatics, Nursing, 33(4), 129. Link to article Harrington, L. (2015). Technology Today. American Nurses Association releases new scope and standards of nursing informatics practice. AACN Advanced Critical Care, 26(2), 93. Link to article	Position Description Analysis Graded Discussion Quiz
Week 4 CO 4 Virtual Healthcare	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Chapter 17: Supporting Consumer Information and Education Needs Chapter 18: Using Informatics to Promote Community Population Health Chapter 19: Telenursing and Remote Access Telehealth Bartz, C. C. (2014). Leadership strategies for improved nursing synergy between informatics and telehealth. Studies In Health Technology And Informatics,26(2), 93-96. Link to article	Individual Development Plan Graded Discussion Quiz
Week 5 CO 1 Healthcare Trends and NI Practice	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett Chapter 24: Data Mining as a Research Tool Chapter 25: Translational Research: Generating Evidence for Practice Chapter 28: Emerging Technologies and the Generation of Knowledge	Graded Discussion Quiz
Week 6 CO 2, 4 Issues in NI Practice	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Chapter 5: Ethical Applications of Informatics Chapter 9: Legislative Aspects of Nursing Informatics: HITECH and HIPAA American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Silver Spring, MD: Nursebooks.org (students should note that this is available through the library R2Rittenhouse collection. Link to article American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author. Ethics in Nursing Informatics, pp. 49-52. Link to article	Graded Discussion Quiz
Week 7 COs 1, 4 Information Technology	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Chapter 3: Computer Science and the Foundation of Knowledge Model Suggested Readings Hallberg, B. A. (2010). Networking : A Beginner’s Guide. New York: McGraw-Hill. Understanding Cable Topologies. pp. 38-58. Barry, D. K. (2013). Web Services, Service-oriented Architectures, and Cloud Computing. San Francisco, Calif: Morgan Kaufmann. Chapter 3: Web Services and Service-Oriented Architectures Chapter 4: Cloud computing Chapter 5: Technical Forces Driving the Adoption of Web Services Chapter 6 Technical Forces Driving the Adoption of SOA Chapter 7: Technical Forces Driving the Adoption of Cloud Computing Chapter 11 Getting Started with Web Services Chapter 12 Getting Started with Service-Oriented Architectures Chapter 13: Getting Started with Cloud Computing	Network Presentation Graded Discussion Quiz
Week 8 COs 1, 4 Technical Standards	McGonigle, D., & Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones & Bartlett. Box 9-2. Other organizations assisting HIPAA, pp. 159-160. American Health Information Management Association (AHIMA). (2013). Data Standards, Data Quality, and Interoperability (AHIMA Practice Brief Updated). Link to article Suggested Readings Healthcare Information and Management Systems Society (HIMSS). (2013). What is Interoperability? Link here  2016 Interoperability Standards Advisory – 2016-interoperability-standards-advisory-final-508.pdf. (n.d.). Link here	Graded Discussion 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, 2 ; 25 points, Weeks 3,4, 5, 6, 7, and 8)	250	25%
Self-Assessment (Week 1)	50	5%
Interview with NI Practitioner (Week 2)	150	15%
Position Description Analysis (Week 3)	150	15%
Individual Development Plan (Week 4)	150	15%
Network Presentation (Week 7)	150	15%
Quizzes ( Weeks 1–8)	30	3%
Final Exam (Week 8)	70	7%
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.

Purpose:

The purpose of required threaded discussions is an interactive dialogue among instructors and students to assist the student in organizing, integrating, applying and critically appraising one’s knowledge regarding the nursing profession and selected area of practice. Scholarly information obtained from current sources as well as professional communication is required. Application of information to professional experiences promotes the analysis and use of principles, knowledge and information learned and related to real-life professional situations. Interactive dialogue among instructors and peers foster the development of a learning community as ideas, perspectives and knowledge is shared.

Program Outcomes:

Through this assignment, the student will demonstrate the ability to:

• Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery. (PO # 2)
• Use contemporary communication modalities effectively in advanced nursing roles. (PO #3)
• Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement. (PO #5)
• Apply principles of informatics to manage data and information in order to support effective decision making. (PO #11)

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 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. Scholarship in communication is expected. Required scholarly source(s) provide specific information that thoroughly address the required topic. For the initial posting, one scholarly source must be presented. The scholarly source must be an outsideundefinedThe 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.
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 and an instructor post The peer and instructor response must be on a different day than the initial post and all posts 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. The peer and instructor response must be on a different day than the initial post. 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. The initial post must be on a separate day than the peer response and instructor response. The student must post 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%	Very good or high level of performance 88%	Acceptable level of performance 81%	Inadequate demonstration of expectations 68%	Deficient level of performance 56%	Failing level of performance 55% or less
Total Points Possible= 25	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.
	5 Points	4 Points			2 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.
	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 Lost					5 Points Lost
Participation Requirements	Initial, peer, and faculty postings were made on 3 separate days For week 8 only: Initial posts and peer/instructor response posts are on two separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days For week 8 only: Initial posts and peer/instructor response posts are on two separate day.
	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. For week 8 only: all posts are required by 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 and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. For week 8 only: all posts are required by 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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NR-534: Healthcare Systems Management Course Assignments & Discussions Study Guide

NR-534: Healthcare Systems Management Course Description

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

Semester Hours: Theory 3

The purpose of this course is to discuss utilizing a systems-theory approach in providing patient-centered and value-added care. Functioning within a system, the individual healthcare practitioner learns to utilize critical thinking and decision making to coordinate and deliver quality and cost-effective patient care. The content serves to develop an understanding of different modes of organizing nursing care within the unit environment, managing care within a multidisciplinary-team framework and promoting effective team work that enhances patient outcomes, improves staff vitality and reduces costs. Emphasis is placed on concepts related to systems theory, problem solving and decision making, nursing-care delivery models, delegation and team strategies.

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 or NR-586NP, NR-531, NR-532, NR-533

Prerequisites: NR-500, NR-501, NR-504, NR-505, NR-506 or NR-544, NR-512, NR-531, NR-532, NR-533

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NR-534: Healthcare Systems Management Course Syllabus

NR534 Week 1: Creating a Philosophy of Leadership

NR534 Week 2: Advanced Communication in Systems Leadership

NR534 Week 2: Leadership Styles and Personality Types: Impact on Communication

NR534 Week 3: Open and Closed Systems: Impact of Decision Making Within

NR534 Week 4: Organizational Structure: Power and Lines of Authority

NR534 Week 5: Organizational Culture and Climate: Assessment and Analysis

NR534 Week 5: Organizational Culture and Climate on Group Process and Team Building

NR534 Week 6: Planned Change: Leadership of Reduction in Workforce

NR534 Week 6: Evidence-based Decision-making and Models for Planned Change

NR534 Week 7: Attributes of a Transformational Healthcare System

NR534 Week 8: Touchpoint Reflection

You can also read another study guide on nursing assignments for students from another post on NR-536: Advanced Health Assessment Pathophysiology and Pharmacology for Advanced Nursing Practice Course Assignments & Discussions.

Syllabus Overview

Course Number:	NR534
Course Title:	Healthcare Systems Management
Course Credits:	3 credits
Prerequisite:	NR531, NR532, NR534

Course Description

The purpose of this course is to discuss utilizing a systems-theory approach in providing patient-centered and value-added care. Functioning within a system, the individual healthcare practitioner learns to utilize critical thinking and decision making to coordinate and deliver quality and cost-effective patient care. The content serves to develop an understanding of different modes of organizing nursing care within the unit environment, managing care within a multidisciplinary-team framework, and promoting effective team work that enhances patient outcomes, improves staff vitality, and reduces costs. Emphasis is placed on concepts related to systems theory, problem solving and decision making, nursing-care delivery models, delegation, and team strategies. 

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application. (8th ed.).Philadelphia, PA: Lippincott, Williams & Wilkins.

 

Access E-Book

Roussel (2013). Management and Leadership for Nurse Administrators. (6th ed.).Jones & Bartlett.

 

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

eBook Details

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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/.

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

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. Investigate how a systems-approach is utilized in providing patient-centered and value-added care. (PO 4, 6, 7)
2. Differentiate between decision-making, problem solving, and critical thinking, and describe how these approaches are utilized by the registered nurse in coordinating patient care. (PO 2, 6)
3. Identify different modes of organizing nursing care and describe the importance of implementing a nursing delivery model that meets the goals of the patient, unit, and organization. (PO 2, 7)
4. Identify the importance of delegation and describe ways in which the registered nurse can utilize delegation skills to optimize team functioning and patient care. (PO 3, 6)
5. Describe the concept of multidisciplinary-team collaboration, exchange of information, and coordination of patient care. (PO 3, 7)
6. Describe a patient-centered model that uses clinical pathways, nursing care plans, and multidisciplinary action plans to assist in planning quality-driven and cost-effective care. (PO 8, 9)
7. Identify various team strategies for problem solving that enhance patient-centeredness and value-added care. (PO 8, 9)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 COs 1, 5, 7 Foundations of Healthcare Systems Management	Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 1: Decision Making, Problem Solving and Critical Thinking: Requisites for Successful Leadership and Management Chapter 7: Strategic and operational planning Chapter 8: Planned change Chapter 12: Organizational Culture (p. 268-269). Collins, J. C., & Porras, J. I. (1996). Building your company’s vision. Harvard Business Review, 74(5), 65–77.  (Seminal article related to importance of vision) Curtin, L. (2013).  Quantum leadership: Upside down. American Nurse Today, 8(3).  Johnson, J. K., Miller, S. H., & Horowitz, S. D. (n.d.). Systems-based practice: Improving the safety and quality of patient care by recognizing and improving the systems in which we work. Neubauer, B. (2012, Jan. 29). Systems theory in context of modern healthcare organizations.	Graded Discussions
Week 2 COs 1, 5, 7 Leading Within the Organizational Structure	Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application. (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 2: Classical Views of Leadership and Management Chapter 3: Twenty-first Century Thinking about Leadership and Management Chapter 12: Organizational Structure Battilana, J. & Gasciaro, T. (2013, Jul-Aug). The network secrets of great change agents. Harvard Business Review. Jayanthi, A. (2013). Using an input-throughput-output model to minimize cost, increase value. Becker’s Control & Clinical Quality. Johnson, V., Wessel, T., & Johnson, K. (2013). Building collaboration between CNOs and direct-care nurses. American Nurse Today, 8(1). Krueger, D. L. (2013). Informal leaders and cultural change. American Nurse Today, 8(8). Lee, T. (2010). Turning doctors into leaders . Harvard Business Review.	Systems Theory Paper Graded Discussions
Week 3 COs 3, 4, 7 Planning Projects and Change in Organization	Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 7: Strategic and Operational Planning Chapter 8: Planned Change Chapter 9: Time Management Ajmal, S., Farooq, M. Z., Sajid, N., & Awan, S. (2013). Role of leadership in change management process. Abasyn Journal of Social Sciences, 5(2), 111–124. Small, A., Gist, D., Souza, D., Dalton, J., Magny-Normilus, C., & David, D. (2016). Using Kotter’s Change Model for Implementing Bedside Handoff. Journal Of Nursing Care Quality, 31(4), 304. link to article Who moved my cheese? The movie. (2013).	Graded Discussions
Week 4 COs 3, 4, 7 Group Process and Power in Nursing	Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 13: Organizational, Political, and Personal Power Chapter 16: Socializing and Educating Staff for Team Building in a Learning Organization Chapter 19: Organizational, Interpersonal and Group Communication Hogg, M. A., Van Knippenberg, D., & Rast, D. E. (2012). Intergroup leadership in organizations: Leading across group and organizational boundaries.  Academy of Management Review, 37(2), 232–255. Johnson, S. L. (2011). An ecological model of workplace bullying: A guide to intervention and research.  Nursing Forum, 46(2), 55–63. Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13(2), 102–106. McMurry, T. B. (2011). The image of male nurses and nursing leadership mobility. Nursing Forum, 46(1), 22–28. Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly. 7 secrets to success of Steve Jobs. (2011).	Planned Change Paper Graded Discussions
Week 5 COs 2, 6 High-stakes Communication Behavior	Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 19: Organizational, Interpersonal and Group Communication Anderson, L. (2013). Why communication in the nursing profession is important. Nursing Together.com. Chaney, P. (2013). 4-step process essential to effective communication. Bizzuka. Julian Treasure: 5 ways to listen better. (2011). TEDGlobal. Pujari, S. (2014). 9 important measures to overcome the barriers of communication. YourArticleLibrary.com. Sherry Turkle: Connected, but alone? (2012). TED. Williams, M. (2011). 7 ways to overcome barriers to communication. Mtd-Management Training Specialists. Williams, M. (2011). 7 ways to overcome barriers to communication. Mtd-Management Training Specialists. Wright, R. (2012). Effective communication skills for the ‘caring’ nurse. The Great Teachers Tertiary Place.	Graded Discussions
Week 6 CO 4 Leading and Managing/ Leadership Styles	Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 2: Classical Views of Leadership and Management (review) Chapter 3: Twenty-first Century Thinking about Leadership and Management (review) Azaare, J., & Gross, J. (2011). The nature of leadership style in nursing management. British Journal of Nursing, 20(11), 672–676, 678–680. Economy, P. (2013). 7 traits of highly effective leaders. INC. Center for Creative Leadership (CCL). (2011). Addressing the leadership gap in healthcare. Leadership styles impact staff retention, morale. (2011). Clinical Trials Administrator, 9(8), 89–90. Lunenburg, F. C. (2011). Leadership versus management: A key distinction—at least in theory. International Journal of Management, Business, and Administration, 14(1), 1–4. Prive, T. (2012). 10 qualities that make a great leader. Forbes. racy, B. (2013). 7 essential qualities of all great leaders.	Graded Discussions
Week 7 COs 2, 5, 6, 7 Leadership Guiding Principles and Conflict Resolution	Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 4: Ethical Issues Chapter 5: Legal and Legislative issues Chapter 6: Patient, Subordinate, and Professional Advocacy Chapter 21: Managing Conflict CPP. (n.d.). TKI—Sample Report. Iglesias, M. E. L., & de Bengoa-Vallejo, R. B. (2012). Conflict resolution styles in the nursing profession. Contemporary Nurse, 43(1), 73–80. Mannix, J., Wilkes, L., & Daly, J. (2013). Attributes of clinical leadership in contemporary nursing: An integrative review. Contemporary Nurse: A Journal For The Australian Nursing Profession, 45(1), 10-21. doi:10.5172/conu.2013.45.1.10 Rodney, P. (2013). Seeing ourselves as moral agents in relation to our organizational and sociopolitical contexts. Journal of Bioethical Inquiry, 10(3), 313–315. doi: 10.1007/s11673-013-9461-8 Schneider, A. K., & Brown, J. G. (2013). Negotiation barometry: A dynamic measure of conflict management style. Ohio State Journal of Dispute Resolution, 28(3), 557–582. Varcoe, C., Pauly, B., Storch, J., Newton, L., & Makaroff, K. (2012). Nurses’ perceptions of and responses to morally distressing situations. Nursing Ethics, 19(4), 488–500. doi: 10.1177/0969733011436025	Graded Discussions
Week 8 COs 1, 6, 7 Quality Control and Cost-Effective Care	Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins. Chapter 23: Quality Control Dearmon, V., Roussel, L., Buckner, E. B., Mulekar, M., Pomrenke, B., Salas, S., Mosley, A., Brown, S., & Brown, A. (2013). Transforming care at the bedside (TCAB): Enhancing direct care and value-added care.  Journal of Nursing Management, 21(4), 668–78. Nursing, nurses and accountable care organizations. (2011). Minnesota Nursing Accent, 83(7), 3, 17. Porter, M. E. (2010). What is value in health care? The New England Journal of Medicine, 363, 2477–2481. doi: 10.1056/NEJMp1011024 (seminal article on healthcare value) Upenieks, V. V., Akhavan, J., & Kotlerman, J. (2008). Value-added care: A paradigm shift in patient care delivery. Nursing Economics, 26(5), 294–301.	Graded Discussions

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
Discussions (50 points, Weeks 1–7; 25 points, Week 8)	375	37.5%
Systems Theory Paper (due Week 2)	200	20%
Planned Change Paper (due Week 4)	200	20%
Concept Analysis Paper (due Week 6)	225	22.5%
Total	1,000	100%

No extra credit assignments are permitted for any reason.

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

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

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

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

Participation for MSN

Threaded Discussion Guiding Principles

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

Participation Guidelines

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

Direct Quotes

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

Grading Rubric Guidelines

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

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

                       There is Threaded Discussion Rubric document located in Course Resources.

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. Posting twice on two different days meets the minimum requirement however for full credit, the student must post at least three substantive posts on three different 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. 

Point Values	Exeptional (100%) Outstanding or highest level of performance	Exceeds (88%) Very good or high level	Meets (80%) Competent or satisfactory level of performance	Needs Improvement (38%) Poor or failing level of performance	Developing (0) Unsatisfactory level of performance
Performance	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.
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
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)	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. A minimum of three posts in each graded thread, over three separate days. Replies to a post from a peer and faculty member’s question. A response to faculty could include a question posed to a specific student or the entire class. Summarizes what was learned from the lesson, readings, and other student posts for the week. The summary could be included in one of the three minimum posts.	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 or post by a peer but not to a faculty post Summarizes what was learned from the lesson, readings, and other student posts for the week. The summary could be included in one of the three minimum posts.	Makes two posts on 2 different days Does not reply to a question or post by a peer Makes limited, if any, connections, and those are often cast in the form of vague generalities.	Has only one post for the week or posts twice on the same day. 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 Points	Minus 3 Points	Minus 4 Points	Minus 5 Points
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 responseshave 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responseshave 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.

 *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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NR-532: Healthcare Operational Planning and Management Course Assignments & Discussions Study Guide

NR-532: Healthcare Operational Planning and Management Course Description

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

Semester Hours: Theory 3

In this course, the student focuses on synthesizing organizational and management theories in relation to strategic planning and management, changing care-delivery systems, human and financial resource management, decision making, professional practice, management information systems and meeting accreditation and legal standards.

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 or NR-586NP, NR-531

Prerequisites: NR-500, NR-501, NR-504, NR-505, NR-506 or NR-544, NR-512, NR-531

NR-532: Healthcare Operational Planning and Management Course Syllabus

NR-532 Week 1 Discussion 1, Leadership and Management Theories

NR-532 Week 1 Discussion 2, Influences in Healthcare Organizations

NR 532 Week 2 Discussion 1, Patient Care Delivery Systems

NR-532 Week 2 Discussion 2, Role Management

NR-532 Week 3 Assignment, Strategic Planning Paper (2 Versions) NR532 Week 3 Discussion 1, Strategic Planning

NR-532 Week 3 Discussion 2, Evidence-Based Strategic Planning

NR-532 Week 4 Discussion 1, Licensure and Accreditation

NR-532 Week 4 Discussion 2, Patient Safety

NR-532 Week 5 Assignment, Legal / Regulatory Issue Paper (2 Versions) NR532 Week 5 Discussion 1, Human Resource Management

NR-532 Week 5 Discussion 2, Legal and Ethical Issues

NR-532 Week 6 Discussion 1, Information Management in Healthcare

NR-532 Week 6 Discussion 2, Meaningful Use of Technology

NR-532 Week 7 Assignment, Quality of Healthcare Paper NR532 Week 7 Discussion 1, Staffing

NR-532 Week 7 Discussion 2, Quality of Healthcare

NR-531 Week 8 Discussion 1, Quality of Healthcare Assignment

NR-531 Week 8 Discussion 2, Reflection

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Syllabus Overview

Course Number:	NR 532
Course Title:	Healthcare Operational Planning and Management
Course Credits:	3 credits
Prerequisite:	NR500, NR501, NR504, NR505, NR506, NR512

Course Description

This course focuses on synthesizing organizational and management theories in relation to strategic planning and management, changing care delivery systems, human and financial resource management, decision-making, professional practice, management information systems, and meeting accreditation and legal standards.

You can also read another study guide on nursing assignments for students from another post on NR-533: Financial Management in Healthcare Organizations Course Assignments & Discussions.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Marquis, B.L. & Huston, C.J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.).China: Wolters Kluwer Health.

 

Access E-Book

Roussel, L. (2015). Management and leadership for nurse administrators (7th ed.). Boston: Jones & Bartlett Learning.

 

Access E-Book

Roussel, L. (2015). Management and leadership for nurse administrators (7th ed.). Boston: Jones & Bartlett Learning.

 

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

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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. Evaluate organizational strategic plans (SP) in relation to the economic and quality outcomes of healthcare organizations and systems. (PO2 & PO4)
2. Judge human resource theories and processes, including the implementation of professional practice models, in healthcare settings. (PO4 & PO7)
3. Appraise the effects of strategies to reduce costs and improve quality of health. (PO2, PO4, & PO8)
4. Organize legal and regulatory components of healthcare strategies. (PO6)
5. Synthesize research findings in each content area. (PO9)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 CO 2 (PO4 & PO7) Introduction to Course and Healthcare Delivery Systems	Marquis, B.L. & Huston, C.J.  (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.).  China: Wolters Kluwer Health.  Chapter 2: Classical Views of Leadership and Management Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning. Chapter 1: Forces Influencing Nursing Leadership Recommended Article Courtney-Pratt, H., Johnson, C., Cameron-Tucker, H., & Sanderson, S. (2012). Investigating the feasibility of promoting and sustaining delivery of cardiac rehabilitation in a rural community. Rural And Remote Health, 12:1838.	Graded Discussions
Week 2 CO 2 (PO4 & PO7) Professional Practice Models	Marquis, B.L. & Huston, C.J.  (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.).  China: Wolters Kluwer Health.   Chapter 14: Organizing Patient Care Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning. Chapter 2:  Leadership Theory and Application for Nurse Leaders Chapter 6: Organizational Structure and Accountability Recommended Articles Deshpande, A. (2013, August). Polyprofessionalism: A shift in healthcare delivery. British Journal of Healthcare Management, 19 (8), 370–3.	Graded Discussions
Week 3 CO1 (PO2 & PO4) CO 5 (PO9) Strategic Planning as an Organizational Developmental Technique	Marquis, B.L. & Huston, C.J.  (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.).  China: Wolters Kluwer Health.   Chapter 7: Operational and Strategic Planning Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning. Chapter 7: Strategic Planning and Change Leadership: Foundations for Organizational Effectiveness Required Article Paschall, L. (2013, January). Implementing a strategic plan. Dental Assistant, 82 (1), 14–6.	Strategic Planning Assignment   Graded Discussions
Week 4 CO 4 (PO6) License and Accreditation	Marquis, B.L. & Huston, C.J.  (2015). Leadership roles and management functions in nursing: Theory and application (8h ed.). China: Wolters Kluwer Health. Chapter 23: Quality Control Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning. Chapter 12: Laws, Regulations, and Healthcare Policy Shaping Administrative Practice Chapter 13: Anticipating and Managing Risk in a Culture of Quality, Safety and Value Chapter 14: Leaders Achieving Sustainable Outcomes Required Article Pulaski, G. (2013, July). Achieving regulatory goals through strategic planning. Journal of Nursing Regulation, 4 (2), 49–56.	Graded Discussions
Week 5 CO 3 (PO2, PO 4, & PO8) CO 4 (PO6) CO 5 (PO9) Human Resource Issues in Healthcare	Marquis, B.L. & Huston, C.J.  (2015). Leadership roles and management functions in nursing: Theory and application (8h ed.).  China: Wolters Kluwer Health.  Chapter 5: Legal and Legislative Issues Chapter 15: Employee Recruitment, Selection, Placement, and Indoctrination (Recommended) Chapter 22: Understanding Collective Bargaining, Unionization, and Employment Laws Chapter 24: Performance Appraisal (Recommended) Chapter 25: Problem Employees: Rule Breakers, Marginal Employees, and the Chemically or Psychologically Impaired Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning. Chapter 8: Procuring and Sustaining Resources Chapter 10: Managing Performance Recommended Article Mazzocato, P.,  Holden, R.J., Brommels, M.,  Aronsson, H.,  Bäckman, U.,  Elg, M., & Thor, J. (2012, February). How does lean work in emergency care? A case study of a lean-inspired intervention at the Astrid Lindgren Children’s hospital, Stockholm, Sweden. BMC Health Services Research, 12, pp. 28.	Legal/Regulatory Issue Assignment   Note: Assignment automatically submitted to Turnitin (TII) through the CCN Dropbox   Graded Discussions
Week 6 CO 1 (PO2 & PO4) CO 3 (PO2, PO 4, & PO8) Management Information Systems Review	Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning. Chapter 11: Information Management and Knowledge Development as Actions for Leaders Required Article Grennan, M.J. Jr. (2013, Jul–Aug).Quality improvement and patient safety in the age of reform: Preconditions for success. Physician Executive, 39 (4), 28, 30, 32. Recommended Article Bostic, B. (2013, February). How healthcare CRM drives action and resolves issues. Medical Laboratory Observer, 45 (2), 24–6.	Graded Discussions
Week 7 CO 1 (PO 2 & PO4) CO 3 (PO2, PO4, & PO8) CO 5 (PO9) Healthcare Organization Throughput	Marquis, B.L. & Huston, C.J.  (2015). Leadership roles and management functions in nursing: Theory and application (8h ed.).  China: Wolters Kluwer Health.   Chapter 17: Staffing Needs and Scheduling Policies Roussel, L. (2015). Management and leadership for nurse administrators. (7th ed.). Boston: Jones & Bartlett Learning. Chapter 9: Maximizing Human Capital Required Articles Platzke, S.M. & Andrabi, I.A. (2012, Aug). Focusing on white space to improve patient throughput. Healthcare Financial Management: Journal Of The Healthcare Financial Management Association, 66 (8), 102–6, 108. Mchugh, M., Van Dyke, K. J., Howell, E., Adams, F., Moss, D., & Yonek, J. (2013). Changes in Patient Flow Among Five Hospitals Participating in a Learning Collaborative. Journal For Healthcare Quality: Promoting Excellence In Healthcare, 35(1), 21-29. doi:10.1111/j.1945-1474.2011.00163.x	Quality of Healthcare Assignment   Graded Discussions
Week 8 CO 1 (PO2 & PO4) CO 3 (PO2, PO4, & PO8) CO 5 (PO9) Reflection	Required Article Welding, N.M. (2011, Jan–Feb). Creating a nursing residency: Decrease turnover and increase clinical competence. Medsurg Nursing: Official Journal Of The Academy Of Medical-Surgical Nurses. 20 (1), 37–40	Graded Discussions

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%
Strategic Planning—Assignment (Week 3)	200	20%
Legal/Regulatory Issue—Assignment (Week 5) Note: Assignment automatically submitted to Turnitin (TII) through the CCN Dropbox.	200	20%
Quality of Healthcare—Assignment (Week 7)	225	22.5%
Total	1,000	100%

No extra credit assignments are permitted for any reason.

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

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

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

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

Participation for MSN

Threaded Discussion Guiding Principles

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

Participation Guidelines

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

Direct Quotes

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

Grading Rubric Guidelines

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

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

                       There is Threaded Discussion Rubric document located in Course Resources.

 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. Posting twice on two different days meets the minimum requirement however for full credit, the student must post at least three substantive posts on three different 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.

Point Values	Exeptional (100%) Outstanding or highest level of performance	Exceeds (88%) Very good or high level	Meets (80%) Competent or satisfactory level of performance	Needs Improvement (38%) Poor or failing level of performance	Developing (0) Unsatisfactory level of performance
Performance	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.
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
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)	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. A minimum of three posts in each graded thread, over three separate days. Replies to a post from a peer and faculty member’s question. A response to faculty could include a question posed to a specific student or the entire class. Summarizes what was learned from the lesson, readings, and other student posts for the week. The summary could be included in one of the three minimum posts.	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 or post by a peer but not to a faculty post Summarizes what was learned from the lesson, readings, and other student posts for the week. The summary could be included in one of the three minimum posts.	Makes two posts on 2 different days Does not reply to a question or post by a peer Makes limited, if any, connections, and those are often cast in the form of vague generalities.	Has only one post for the week or posts twice on the same day. 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 Points	Minus 3 Points	Minus 4 Points	Minus 5 Points
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 responseshave 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responseshave 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.

*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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