NR-524: Curriculum Development Course Assignments & Discussions Study Guide

NR-524: Curriculum Development Course Assignments & Discussions Study Guide

NR-524: Curriculum Development Course Description

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

Semester Hours: Theory 3

In this course, the student will focus on the processes of curriculum development. Traditional and innovative program development applied to various educational environments are examined. Curriculum and instruction are analyzed within a theoretical framework.

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-535

NR-524: Curriculum Development Course Syllabus

NR 524 Week 1 Discussion: The Use of Technology and Curriculum Change

NR 524 Week 1 My Mission Statement and Philosophy

NR 524 Week 2 Assignment: Mission and Philosophy Statement

NR 524 Week 2 Discussion: Mission and Philosophy

NR 524 Week 4 Assignment: Organizing Framework and Program Outcomes

NR 524 Week 5 Discussion: Budget Ramifications in Curriculum Development

NR 524 Week 7 Assignment: Program Curriculum Plan and Poster Presentation

NR 524 Week 7 Assignment: Poster Presentation

NR 524 Week 7 Discussion: Major Factors Impacting Curriculum in the Future

NR 524 Week 8 Discussion: Using New Knowledge in Future Growth

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Syllabus Overview

Course Number:	NR524
Course Title:	Curriculum Development
Course Credits:	3 credits
Prerequisite:	None

Course Description

This course focuses upon the processes of curriculum development. Students will examine traditional and innovative program development, applied to various educational environments. Curriculum and instruction are analyzed within a theoretical framework.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

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

You can also read another study guide on nursing assignments for students from another post on NR-532: Healthcare Operational Planning and Management Course Assignments & Discussions.

Access E-Book

Billings, D., & Halstead, J. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier Health Sciences

 

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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:

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. Design curricular components based upon knowledge and concepts from education and related disciplines. (PO 1, 8)
2. Develop curriculum for diverse educational settings. (PO 2, 3)
3. Demonstrate critical understanding of curriculum processes that benefit diverse learners. (PO 4)
4. Recognize trends in educational policy and their impact on curriculum development and evaluation. (PO 5, 6, 7)
5. Ensure that curriculum reflects current trends, addresses community and societal needs, and prepares graduates for practice in a complex, dynamic healthcare environment. (PO 2, 3, 10)
6. Propose evidence based curricular elements that promote effective educational practices. (PO 7, 9, 10)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 COs 3, 4, and 5 Curriculum Development: An Overview	Sullivan, D. (2016). An introduction to curriculum development. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 89-117). St. Louis, MO: Saunders. Supplemental Reading Van de Mortel, T.F., & Bird, J. (2010). Continuous curriculum review in a bachelor of nursing program: Preventing curriculum drift and improving quality. Journal of Nursing Education, 49(10), 592-595.  Link to article Faison, K., & Montague, F. (2013). Paradigm Shift: Curriculum Change. ABNF Journal, 24(1), 21-22. Link to article	Peer Collaboration Graded Discussions Scholarly Communication Quiz Peer Collaboration Power Point
Week 2 COs 1, 5, and 6 Developing Mission and Philosophy Statements	Valiga, T (2016). Philosophical foundations of the curriculum. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 144-158). St. Louis, MO: Saunders. Supplemental Reading Camelia, G., & Marius, P. (2013). Mission statements in higher education: Context analysis and research propositions. Economic Science Series, 22(2), 653-663. Link to article Colley, S. L. (2012). Implementing a change to a learner-centered philosophy in a school of nursing: faculty perceptions. Nursing Education Perspectives, 33(4), 229-233. Link to article Gurley, D.K., Peters, G. B, Collins, L., & Fifolt, M. (2015) Mission, vision, values, and goals: An exploration of key organizational statements and daily practice in schools. Journal of Educational Change, 16(2), 217-242. Link to article	Peer Collaboration Mission and Philosophy Statement Paper Graded Discussions
Week 3 COs 1 and 5 Developing Curriculum Frameworks	Sullivan, D. (2016). An introduction to curriculum development. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed.) (pp. 89-117). St. Louis, MO: Saunders. Supplemental Reading American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Retrieved from http://www.aacn.nche.edu/education-resources/BaccEssentials08.pdf  Mailloux, C. G. (2011). Using the essentials of baccalaureate education for professional nursing practice (2008) as a framework for curriculum revision. Journal of Professional Nursing, 27(6), 385-389. Link to article	Peer Collaboration Graded Discussions
Week 4 COs 1 and 5 Refining Curriculum: Developing Competencies	Supplemental Reading Buckner, M. M., Dietrich, M. S., Merriman, C., & Keeley, J. P. (2013). Identifying at-risk nursing students using a mid-curricular examination. CIN: Computers, Informatics, Nursing, 31(5), 229-234. Link to article Boswell, C., & Long, J. (2011). Validating graduate student programmatic outcomes. Nursing Education Perspectives, 32(2), 107-109. Link to article Giddens, J., & Morton, N. (2010). Report card: An evaluation of a concept-based curriculum. Nursing Education Perspectives, 31(6), 372-377. Link to article	Peer Collaboration Organizing Framework and Program Outcomes Paper Graded Discussions
Week 5 COs 1 and 2 Curriculum Development in the Practice Setting: Course Objectives	Sullivan, D. (2016). An introduction to curriculum development. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 89-117). St. Louis, MO: Saunders. Supplemental Reading Yucha, C., Tish-Smyer., & Strano-Perry, S. (2014). Sustaining nursing programs in the face of budget cut and faculty shortages. Journal of Professional Nursing, 30(1):5-9. Link to article Institute of Medicine. (2010). The future of nursing: Leading change, advancing health. Washington, DC: The National Academies Press. Link to article Institute of Medicine. (2011). The future of nursing: Focus on education. s, S. (2016). Curriculum models for undergraduate programs. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 130-143). St. Louis, MO: Saunders	Peer Collaboration Graded Discussions
Week 6 COs 1, 2, 4, 5, and 6 Curriculum Designs	Supplemental Reading Gormley, D. K., & Glazer, G. (2012). Legislative: Nursing distance learning programs and state board of nursing authorization. The Online Journal of Issues in Nursing, 17(3). Link to article Lewallen, L. (2015). Practical strategies for nursing education program evaluation. Journal of Professional Nursing, 133-140. Link to article National League for Nursing (2016). Commission for nursing education accreditation: Accreditation standards for nursing education programs. Link to article Accreditation Commission for Education in Nursing (2013). ACEN standards and criteria: Associate. Link to article Accreditation Commission for Education in Nursing (2013). ACEN standards and criteria: Baccalaureate. Retrieved from http://www.acenursing.net/manuals/SC2013_BACCALAUREATE.pdf American Association of Colleges of Nursing (AACN). (2008). The essentials of baccalaureate education for professional nursing practice. Link to article American Association of Colleges of Nursing (AACN). (2009). Nurse faculty tool kit for the implementation of the baccalaureate essentials. Link to article American Association of Colleges of Nursing (AACN ). (2007). Alliance for nursing accreditation statement on distance education policies. Link to article	Poster Presentation of Curriculum Plan and Paper Peer Collaboration Graded Discussions
Week 7 CO 5 Forces and Issues Influencing Curriculum Development	Veltri, L. & Barber, H. (2016). Forces and issues influencing curriculum development. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 73-88). St. Louis, MO: Saunders. Supplemental Reading Heller,B.,R, Oros, M.,T & Crowley, J.,D (2012). The future of nursing education: Ten trends to watch. Link to article Finkelman, A., & Kenner, C. (2009). Teaching IOM: Implications of the Institute of Medicine reports for nursing education (2nd ed.). Silver Spring, MD: Nursesbooks.org. Part 3: Incorporating the Core Competencies in Nursing Education Link to article	Graded Discussions
Week 8 COs 4 and 5 Future Trends in Curriculum Development	Veltri, L. & Barber, H. (2016). Forces and issues influencing curriculum development. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (5th ed., pp. 73-88). St. Louis, MO: Saunders.	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 (Weeks 1–8) 25 points each week, Weeks 1–650 points, Week 725 points, Week 8	225	22.5%
Peer Collaboration (Weeks 1–6) 25 points each week	150	15%
Scholarly Communication Quiz (Week 1)	50	5%
Mission and Philosophy Paper (Week 2)	150	15%
Organizing Framework and Program Outcomes Paper (Week 4)	150	15%
Poster Presentation of Curriculum Plan and Paper (Week 6)	275	27.5%
Total	1000	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.

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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