NRNP 6552 Common Gynecologic Conditions Case Study Discussion Example Part I & Part II Example
NRNP 6552 Week 4 Case Study Discussion: Common Gynecologic Conditions Part I & Part II
NRNP 6552 Common Gynecologic Conditions Case Study Discussion Example Part I & Part II Assignment Brief
Assignment Instructions Overview:
This assignment involves engaging with case studies to simulate realistic patient scenarios, enabling students to apply theoretical knowledge to practical situations. The focus is on interviewing, screening, diagnostic processes, and the development of tailored treatment and management plans for gynecologic conditions.
Students will select or develop case scenarios, critically analyze the cases, and present findings through a structured approach. Utilizing a Focused SOAP Note template, participants will systematically assess the patient, generate differential diagnoses, and recommend evidence-based interventions.
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Understanding Assignment Objectives:
The primary aim of this assignment is to:
- Enhance critical thinking and clinical reasoning skills.
- Foster the ability to integrate academic knowledge with clinical practice.
- Cultivate a systematic approach to patient care through structured documentation.
- Encourage evidence-based decision-making in the diagnosis and treatment of gynecologic conditions.
The Student’s Role:
Students will act as healthcare providers tasked with diagnosing and managing patient cases. This involves:
- Collecting and synthesizing subjective and objective patient data.
- Identifying key diagnostic tests and interpreting their significance.
- Developing a prioritized differential diagnosis list.
- Recommending appropriate treatments, interventions, and referrals.
- Considering social determinants of health (SDoH) and their impact on patient outcomes.
Competencies Measured:
This assignment evaluates:
- Clinical Decision-Making: The ability to identify and prioritize diagnostic and treatment options based on patient presentations.
- Analytical Thinking: Application of evidence-based resources to support clinical decisions.
- Communication Skills: Clear and concise presentation of findings through a structured SOAP note format.
- Interdisciplinary Collaboration: Identification of necessary referrals and patient education strategies to support comprehensive care.
- Cultural Competency: Sensitivity to sociocultural factors influencing patient care decisions.
You Can Also Check Other Related Assessments for the NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care Course:
NRNP 6552 Building a Health History Discussion Post Assignment Example
NRNP 6552 Taking or Building a Health History: Asking Difficult Questions Assignment Example
NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment Example
NRNP 6552 Common Gynecologic Conditions Case Study Discussion Part I & Part II Example
Case Study Discussion: Common Gynecologic Conditions, Part I
Introduction
Case studies provide valuable insights into real-world clinical scenarios and allow for the application of critical thinking to patient care. This discussion involves Case 2, focusing on Susan Lang, a 24-year-old female presenting with postcoital bleeding and other symptoms suggestive of a sexually transmitted infection (STI) or other gynecological conditions. This case study evaluates subjective and objective findings, diagnostic tests, differential diagnoses, treatment plans, and collaborative care strategies.
Subjective Data
Susan Lang is a 24-year-old Caucasian female presenting for a routine visit but reports postcoital bleeding for six weeks and a sore throat lasting three weeks. She denies significant fever beyond two days managed with Tylenol. Relevant history includes:
- Menstrual History: Menarche at 13, regular cycles every 28-32 days, lasting 4-6 days with mild cramping managed by OTC Pamprin.
- Sexual History: Details regarding sexual partners, condom use, history of STIs, or high-risk behaviors were not documented but are critical to this case.
- Social History: Cigarette smoking (½ PPD since age 14), alcohol intake (6-8 hard liquor drinks on weekends), and marijuana use.
- Medical and Family History: No significant history reported.
Additional Questions:
- Sexual Practices: “How many sexual partners have you had in the past six months?” “Do you use condoms or other barrier methods?”
- Duration and Characteristics of Symptoms: “Have you noticed any changes in discharge, pain, or itching?” “Does the bleeding occur after every sexual encounter?”
- Sociocultural Considerations: “Do you have access to healthcare services?” “What are your thoughts or concerns about STIs?”
Objective Findings
Vital Signs:
- Temperature: 97.8°F
- Pulse: 68 bpm
- BP: 112/64 mmHg
- Height: 5’6″
- Weight: 118 lbs
- BMI: 19.04 (normal range)
Physical Exam:
- HEENT: Bilateral anterior cervical adenopathy, erythematous throat.
- Lungs and Cardiovascular: Normal findings.
- Abdomen: Non-tender, normal liver.
- Breasts: Fibrocystic changes, no masses or adenopathy.
Pelvic Exam:
- Vaginal discharge: Slight, frothy, yellow.
- Cervix: Friable with petechiae, no cervical motion tenderness.
- Uterus and adnexa: Normal.
- Neurological and Extremities: Unremarkable findings.
Diagnostic Tests and Rationale
- Nucleic Acid Amplification Test (NAAT)
Rationale: Detects Chlamydia trachomatis and Neisseria gonorrhoeae, common causes of postcoital bleeding and friable cervix.
- Wet Mount and KOH Test
Rationale: Evaluates for Trichomonas vaginalis (frothy yellow discharge) and other causes of vaginitis.
- Pap Smear and HPV Testing
Rationale: Identifies cervical dysplasia or high-risk HPV strains linked to cervical cancer.
- Rapid Plasma Reagin (RPR) Test
Rationale: Screens for syphilis, as STI testing is indicated.
- HIV and Hepatitis Panel
Rationale: Assesses overall STI risk and comorbid conditions.
- Throat Culture or NAAT
Rationale: Investigates pharyngeal gonococcal infection due to sore throat and high-risk behaviors.
Differential Diagnoses
Chlamydia Cervicitis
Rationale: Common cause of postcoital bleeding, friable cervix, and discharge. Supported by history and exam findings.
Trichomoniasis
Rationale: Frothy yellow discharge and cervical petechiae are hallmark findings.
Cervical Dysplasia/HPV-Related Changes
Rationale: Friable cervix and postcoital bleeding necessitate evaluation for precancerous lesions.
Gonococcal Infection
Rationale: Pharyngeal symptoms and cervicitis are consistent with gonorrhea.
Treatment Plan
Chlamydia Cervicitis
Medication: Azithromycin 1g orally in a single dose.
Rationale: First-line treatment per CDC guidelines.
Trichomoniasis
Medication: Metronidazole 2g orally in a single dose.
Rationale: Effective against Trichomonas vaginalis.
Cervical Dysplasia
Intervention: Follow-up colposcopy if Pap smear indicates abnormal cytology.
Rationale: Identifies and manages precancerous changes.
Supportive Care:
Throat Symptoms: Gargle with warm salt water and administer analgesics if needed.
Education: Abstain from sexual activity until treatment completion and partner notification.
Social Determinants of Health (SDoH)
- Access to Healthcare
Ensure affordable STI testing and treatment.
- Health Literacy
Provide culturally sensitive education on STIs, prevention, and risk reduction.
- Behavioral Risk Factors
Address smoking, alcohol, and substance use through counseling or referral.
Collaborative Care and Patient Education
Partner Notification and Treatment:
Encourage patient to notify sexual partners to prevent reinfection.
Counseling Services:
Refer to mental health or addiction specialists for smoking and substance use.
Follow-Up Appointments:
Reassess symptoms and confirm treatment efficacy.
Preventive Care:
Recommend HPV vaccination if not previously administered.
Provide contraceptive counseling if needed.
Detailed Assessment Instructions for the NRNP 6552 Common Gynecologic Conditions Case Study Discussion Part I & Part II
Case Study Discussion: Common Gynecologic Conditions, Part 1
Description
Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, and diagnostic approaches, as well as to the development of treatment plans.
For this Case Study Assignment, you will once again choose 1 of 4 case study scenarios and review the case study scenario to obtain information related to a gynecologic exam and determine differential diagnoses, diagnostics, and develop treatment and management plans.
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
Schuiling, K. D., & Likis, F. E. (2022). Gynecologic health care (4th ed.). Jones and Bartlett Learning.
Chapter 10, “Women’s Health After Bariatric Surgery” (pp. 165 – 171)
Curry, S. J., & U.S. Prevent Services Task Force. (2018). Screening for intimate partner violence, elder abuse, and abuse of vulnerable adults US preventive services task force final recommendation statement. JAMA, 320(16), 1678–1687. https://doi.org/10.1001/jama.2018.14741
Fanslow, J., Wise, M. R., & Marriott, J. (2019). Intimate partner violence and women’s reproductive health. Obstetrics, Gynaecology & Reproductive Medicine, 29(12), 342–350. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.ogrm.2019.09.003
Case # (1, 2, 3 or 4) and Description of the Case Chosen:
- Case 1: Cindy
- Case 2: Maxine
- Case 3: Lucy
- Case 4: Nadine
| Outline Subjective data.
Identify data provided in your chosen case and any additional data needed. |
Outline
Objective findings.
Identify findings provided in your chosen case and any additional data needed. |
Identify diagnostic tests, procedures, laboratory work indicated.
Describe the rationalefor each test or intervention with supporting references. |
Distinguish at least three differential diagnoses.
Describethe rationales for your choice of each diagnosis with supporting references. |
Identify appropriate medications, treatments or other interventions associated with each differential diagnosis.
Describe rationales and supporting references for each.
|
Explain key
Social Determinants of Heath (SDoH) for your chosen case. |
Describe collaborative care referrals and patient education needs for your chosen case.
Describe rationales and supporting references for each.
|
Case Study Discussion: Common Gynecologic Conditions, Part 2
Description
Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, diagnostic approaches, as well as to the development of treatment plans.
Photo Credit: Erica Smit / Adobe Stock
For this Case Study Discussion, you will develop a case study that demonstrates a gynecological disease process from your practicum experience or your professional practice that would be quite challenging for you as a clinician. You will then explore this case study to determine the diagnosis, diagnostic tests, and treatment options for the patient.
To prepare:
- Consider a case study related to a patient that demonstrates a gynecological disease process in your practicum experience or professional practice that would be your biggest challenge as a clinician. Note: Possibly use your “FNP or AGPCNP Skills and Procedures Self-Assessment” in your practicum experience to guide your case study selection.
- Review the Learning Resources for this week and specifically review the clinical guideline resources specific to your proposed case study.
- Use the Focused SOAP Note Template found in the Learning Resources to support your discussion. Complete a Focused SOAP note and critically analyze this and focus your attention on the diagnostic tests.
By Day 3
Based on your case study, post the following:
- POST A Focused SOAP NOTE only and describe your case study.
- Provide a differential diagnosis (dx) with a minimum of 3 possible conditions or diseases.
- Define what you believe is the most important diagnosis. Be sure to include the priority in conducting your assessment.
- Explain which diagnostic tests and treatment options you would recommend for your patient and explain your reasoning.
- Also, share with your colleagues your experiences as well as what you learned from these experiences.
Use your Learning Resources and/or evidence from the literature to support your thinking and perspectives.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues’ posts on two different days and explain how you might think differently about the types of tests or treatment options that your colleagues suggested and why. Use your learning resources and/or evidence from the literature to support your position.
Description
Case Study 2
Case Study: STI Investigation
Susan Lang is a 24-year-old Caucasian female presenting to the clinic for regular care. She works full-time as an administrative assistant, and relates she loves her job. She has no medical or surgical history, takes no medication, and has no allergies. Family history is non-contributary. Social history is remarkable for cigarette smoking at a rate of ½ packs per day (PPD) since age 14, / ETOH only on weekends, 6-8 hard liquor/ daily, and marijuana smoking. Gyn history is onset of menses age 13, menses every 28-32 days, lasting 4-6 day and using 3 tampons daily. She has some cramping during her menses for which she takes otc Pamprin. She jogs 3-4 times a week, wears seatbelts when in the car, and “occasionally” uses sunscreen. Susan relates she has been having some postcoital bleeding for the past 6 weeks and has had a sore throat for past 3 weeks. She did have a fever for a day or two, but Tylenol took care of it and she thought it was allergies.
Susan’s vital signs are taken and were temperature 97.8, pulse 68, BP 112/64, height 5’6” and weight 118 lbs. (which was the same as last year). BMI 19.04
HEENT: WNL except some anterior cervical adenopathy bilaterally, and throat appears reddened.
Lung: clear to auscultation
CV: regular sinus rhythms without murmur or gallop
- Abd: soft, non-tender, liver normal,
Breasts: fibrocystic changes bilaterally, no masses, dimpling, redness or discharge, no adenopathy, and bilateral nipple piercings.
VVBSU: wnl, slight frothy yellow discharge by cervix, clitoral piercing noted
- Cervix: friable, some petechia no cervical motion tenderness.
Uterus: mid mobile, non-tender
Adnexa: without masses or tenderness
- Perineum: wnl
Rectum: wnl
Extremities: full rom, skin clear, no edema, reflexes 1+.
- Neurological: CN II-12 grossly intact. Case Study Discussion: Common Gynecologic Conditions, Part 1
Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, and diagnostic approaches, as well as to the development of treatment plans.
Photo Credit: Teodor Lazarev / Adobe Stock
- For this Case Study Discussion, you will once again review a case study scenario to obtain information related to a comprehensive well-woman exam and determine differential diagnoses, diagnostics, and develop treatment and management plans.
To prepare:
By Day 1 of this week, you will be assigned to a specific case study scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
- Review the Learning Resources for this week and specifically review the clinical guideline resources specific to your assigned case study.
Use the Focused SOAP Note Template found in the Learning Resources to support your Discussion. Complete a FOCUSED SOAP note and critically analyze this and focus your attention on the diagnostic tests. Please post your FOCUSED SOAP note. This information will help you develop your differential diagnosis and additional questions
By Day 3
- Please POST your FOCUSED SOAP NOTE and post your primary diagnosis. Include the additional questions you would ask the patient and explain your reasons for asking the additional questions. Then, explain the types of symptoms you would ask. Be specific and provide examples. (Note: When asking questions, consider sociocultural factors that might influence your question decisions.)
Based on the preemptive diagnosis, explain which treatment options and diagnostic tests you might recommend. Use your Learning Resources and/or evidence from the literature to support your recommendations.
Read a selection of your colleagues’ responses.
- By Day 6
Respond to at least two of your colleagues’ posts on two different days and explain how you might think differently about the types of diagnostic tests you would recommend and explain your reasoning. Use your Learning Resources and/or evidence from the literature to support your position.
Learning Resources
Schuiling, K. D., & Likis, F. E. (2022). Gynecologic health care (4th ed.). Jones and Bartlett Learning. Chapter 17, “Breast Conditions” (pp. 337-349)
Chapter 18, “Alterations in Sexual Function” (pp. 353-364)
Chapter 20, “Infertility” (pp. 383-398)
Chapter 21, “Gynecologic Infections” (pp. 401-432)
Chapter 22, “Sexually Transmitted Infections” (pp. 437-466)
Reproductive Health Access Project (2020). Your birth control choices. https://www.reproductiveaccess.org/wp-content/uplo…
- Office of Women’s Health: Womenshealth.gov. (2017). Birth control methods. https://www.womenshealth.gov/a-z-topics/birth-cont…
Clinical Guideline Resources
As you review the following resources, you may want to include a topic in the search area to gather detailed information (e.g., breast cancer screening guidelines; for CDC – zika in pregnancy).
- American Cancer Society, Inc. (ACS). (2020). Information and Resources about for Cancer: Breast, Colon, Lung, Prostate, Skin. https://www.cancer.org/
American College of Obstetricians and Gynecologists (ACOG). (2020). https://www.acog.org/
American Nurses Association (ANA). (n.d.). Lead the profession to shape the future of nursing and health care. https://www.nursingworld.org/
HealthyPeople 2030. (2020). Healthy People 2030 Framework. https://www.healthypeople.gov/2020/About-Healthy-P…
The American Association of Nurse Practitioners (AANP). (2020). https://www.aanp.org/
POST
Case Study Discussion: Common Gynecologic Conditions, Part 1Case studies provide the opportunity to simulate realistic scenarios involving patients presenting with various health problems or symptoms. Such case studies enable nurse learners to apply concepts, lessons, and critical thinking to interviewing, screening, and diagnostic approaches, as well as to the development of treatment plans.Photo Credit: Teodor Lazarev / Adobe StockFor this Case Study Discussion, you will once again review a case study scenario to obtain information related to a comprehensive well-woman exam and determine differential diagnoses, diagnostics, and develop treatment and management plans.To prepare:By Day 1 of this week, you will be assigned to a specific case study scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.Review the Learning Resources for this week and specifically review the clinical guideline resources specific to your assigned case study.Use the Focused SOAP Note Template found in the Learning Resources to support your Discussion. Complete a FOCUSED SOAP note and critically analyze this and focus your attention on the diagnostic tests. Please post your FOCUSED SOAP note. This information will help you develop your differential diagnosis and additional questionsBY DAY 3Please POST your FOCUSED SOAP NOTE and post your primary diagnosis. Include the additional questions you would ask the patient and explain your reasons for asking the additional questions. Then, explain the types of symptoms you would ask. Be specific and provide examples. (Note: When asking questions, consider sociocultural factors that might influence your question decisions.)Based on the preemptive diagnosis, explain which treatment options and diagnostic tests you might recommend. Use your Learning Resources and/or evidence from the literature to support your recommendations.Read a selection of your colleagues’ responses.BY DAY 6Respond to at least two of your colleagues’ posts on two different days and explain how you might think differently about the types of diagnostic tests you would recommend and explain your reasoning. Use your Learning Resources and/or evidence from the literature to support your position.Case Study 2Case Study: STI InvestigationSusan Lang is a 24-year-old Caucasian female presenting to the clinic for regular care. She works full-time as an administrative assistant, and relates she loves her job. She has no medical or surgical history, takes no medication, and has no allergies. Family history is non-contributary. Social history is remarkable for cigarette smoking at a rate of ½ packs per day (PPD) since age 14, / ETOH only on weekends, 6-8 hard liquor/ daily, and marijuana smoking. Gyn history is onset of menses age 13, menses every 28-32 days, lasting 4-6 day and using 3 tampons daily. She has some cramping during her menses for which she takes otc Pamprin. She jogs 3-4 times a week, wears seatbelts when in the car, and “occasionally” uses sunscreen. Susan relates she has been having some postcoital bleeding for the past 6 weeks and has had a sore throat for past 3 weeks. She did have a fever for a day or two, but Tylenol took care of it and she thought it was allergies.Susan’s vital signs are taken and were temperature 97.8, pulse 68, BP 112/64, height 5’6” and weight 118 lbs. (which was the same as last year). BMI 19.04HEENT: WNL except some anterior cervical adenopathy bilaterally, and throat appears reddened.Lung: clear to auscultationCV: regular sinus rhythms without murmur or gallopAbd: soft, non-tender, liver normal,Breasts: fibrocystic changes bilaterally, no masses, dimpling, redness or discharge, no adenopathy, and bilateral nipple piercings.VVBSU: wnl, slight frothy yellow discharge by cervix, clitoral piercing notedCervix: friable, some petechia no cervical motion tenderness.Uterus: mid mobile, non-tenderAdnexa: without masses or tendernessPerineum: wnlRectum: wnlExtremities: full rom, skin clear, no edema, reflexes 1+.Neurological: CN II-12 grossly intact.
Rubric Detail
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Name: NRNP_6552_Week5_Case_Study_Discussion_Rubric
Show Descriptions
Main Posting:
Response to the case study discussion questions includes appropriate diagnoses with explanations of appropriate diagnostic tests and treatment options as directed, is based on evidence-based research where appropriate, and is incorporates syntheses representative of knowledge gained from the course readings for the module and current credible sources.–
Excellent
Point range: 90–100
40 (40%) – 44 (44%)
Thoroughly responds to the discussion question(s).
Post includes approprite diagnoses including explanations of appropriate diagnostic tests and treatment options.
Incorporates syntheses representative of knowledge gained from the course readings for the module and current credible sources, with no less than 75% of post the post having exceptional depth and breadth.
Supported by at least 3 current credible sources.
Good
Point range: 80–89
35 (35%) – 39 (39%)
Responds to most of the discussion question(s)
Post includes approprite diagnoses with explanations of appropriate diagnostic tests and treatment options.
Somewhat incorporates syntheses representative of knowledge gained from the course readings for the module and current credible sources with no less than 50% of the post having exceptional depth and breadth.
Supported by at least 3 credible references.
Fair
Point range: 70–79
31 (31%) – 34 (34%)
Responds to some of the discussion question(s).
Post contains incomplete or vague diagnoses or explanations of appropriate diagnostic tests and treatment options.
Is somewhat lacking in synthesis of knowledge gained from the course readings for the module and current credible sources.
Post is cited with fewer than 2 credible references.
Poor
Point range: 0–69
0 (0%) – 30 (30%)
Does not respond to the discussion question(s).
Post contains incomplete diagnoses or explanations of appropriate diagnostic tests and treatment options, or diagnoses and/or explanations are missing.
Lacks synthesis gained from the course readings for the module and current credible sources.
Contains only 1 or no credible references.
Main Posting:
Writing–
Excellent
Point range: 90–100
6 (6%) – 6 (6%)
Written clearly and concisely.
Contains no grammatical or spelling errors.
Further adheres to current APA manual writing rules and style.
Good
Point range: 80–89
5 (5%) – 5 (5%)
Written concisely.
May contain one to two grammatical or spelling errors.
Adheres to current APA manual writing rules and style.
Fair
Point range: 70–79
4 (4%) – 4 (4%)
Written somewhat concisely.
May contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Poor
Point range: 0–69
0 (0%) – 3 (3%)
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Posting:
Timely and full participation–
Excellent
Point range: 90–100
9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation.
Posts main discussion by due date.
Good
Point range: 80–89
8 (8%) – 8 (8%)
Posts main discussion by due date.
Meets requirements for full participation.
Fair
Point range: 70–79
7 (7%) – 7 (7%)
Posts main discussion by due date.
Poor
Point range: 0–69
0 (0%) – 6 (6%)
Does not meet requirements for full participation.
Does not post main discussion by due date.
First Response:
Post to colleague’s main post that is reflective and justified with credible sources.–
Excellent
Point range: 90–100
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
Good
Point range: 80–89
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
Fair
Point range: 70–79
7 (7%) – 7 (7%)
Response is on topic, may have some depth.
Poor
Point range: 0–69
0 (0%) – 6 (6%)
Response may not be on topic, lacks depth.
First Response:
Writing–
Excellent
Point range: 90–100
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.
Response to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in Standard, Edited English.
Good
Point range: 80–89
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in Standard, Edited English.
Fair
Point range: 70–79
4 (4%) – 4 (4%)
Response posed in the discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
Poor
Point range: 0–69
0 (0%) – 3 (3%)
Responses posted in the discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
First Response:
Timely and full participation–
Excellent
Point range: 90–100
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
Good
Point range: 80–89
4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
Fair
Point range: 70–79
3 (3%) – 3 (3%)
Posts by due date.
Poor
Point range: 0–69
0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.–
Excellent
Point range: 90–100
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
Good
Point range: 80–89
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
Fair
Point range: 70–79
7 (7%) – 7 (7%)
Response is on topic, may have some depth.
Poor
Point range: 0–69
0 (0%) – 6 (6%)
Response may not be on topic, lacks depth.
Second Response:
Writing–
Excellent
Point range: 90–100
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.
Response to faculty questions are fully answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in Standard, Edited English.
Good
Point range: 80–89
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in Standard, Edited English.
Fair
Point range: 70–79
4 (4%) – 4 (4%)
Response posed in the discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
Poor
Point range: 0–69
0 (0%) – 3 (3%)
Responses posted in the discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
Second Response:
Timely and full participation–
Excellent
Point range: 90–100
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
Good
Point range: 80–89
4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
Fair
Point range: 70–79
3 (3%) – 3 (3%)
Posts by due date.
Poor
Point range: 0–69
0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
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