Discussion: Strategies for Addressing Questions NURS 6003

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Discussion: Strategies for Addressing Questions NURS 6003

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In Module 1, you began building a foundation for your success by considering a network-individuals and teams who can help you to clarify and execute on the vision. A network is most helpful when you are comfortable asking questions. Chances are other members of your network have experienced similar questions and may have helped guide others toward resolutions that can now be helpful.

In this Discussion, focus on the questions you are ready to ask as your journey begins. Keep in mind that sharing questions is often a great way to help others who have similar questions even if they do not realize it!

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RE: Discussion – Week 2

     Concerns For Master’s Program

Being out of school for roughly five years now, I had my grave concerns about getting back into a program. Thinking about the debt I’d take on, whether or not I could manage to do this while working, did I have the internal drive? The list of concerns for me grew every day I put off pursuing the actual schooling itself. Being a full time ICU nurse for five years, I knew it was going to be difficult to allocate my time. After talking with the advisors here at Walden, I learned that I am not alone and that having these concerns were more common than I thought.

As mentioned, my biggest concern with furthering my education was having the internal drive to forgo the challenge.  In an article entitled 10 Traits of Successful Online Learner (n.d.), there is a portion that highlights the importance of having an interest in learning. The article asks to review your learning habits and take a deeper look at what drives you. For me, nursing has always been about striving to help those in need. Further my education opens the pathway to reaching out in ways a standard nurse could not. Although finding an internal drive might sound easy, this was difficult. My brother is a Nurse Educator who obtained his Master’s through Walden and we have had many talks about making the decision to enroll for my masters. Being my biggest supporter, he knew it was imperative to discuss the increased outreach this program gave him and how much it means internally to provide for a greater community. Through the motivation my support system gave me and the positive mental support Walden’s advisors gave me, I knew I had made the right call.

Time management was a close second on my list of concerns. I remember being in nursing school and having a classmate who, a single mother of five, was working full time while going to school. I remember watching her study and pushing herself to extremes just to make it by. I was fortunate enough to not work full time, but I thought about how difficult it must be for those who have more obstacles. Now working full time, I find myself needing to manage my time more appropriately than I had in recent educational programs. To quote one of the educational videos provided by Laureate Education, “you have to be able to balance your school work, your professional life, as well as your social life” (2018). I had to sit down and really look at my life for the first time since graduating nursing school and really evaluate whether or not I could. Luckily, I had the support from all aspects of life including family, friends, work peers, and other role models of mine. After seeing how much outreach I had, I knew it was possible.

Conclusion

The journey for the master’s degree weighs on each of us differently and promises to test us in ways we may not understand just yet, but in time the concerns we have will be conquered. With the support from one another and our individual support systems, we will see this journey through. Darrell Spurlock stated it best when he wrote “Nursing has demonstrated its commitment to society and to the populations it serves, time and again” (2020) when discussing future challenges, but I see it as a means of connecting each other. We can support each other to provide more efficiently for our communities. We are not alone, and that cannot be forgotten.

References

Laureate Education (Producer). (2018). The Walden Journey to a Masters in Nursing: Strategies and             Resources for Success [Video file]. Baltimore, MD: Author.

Online Colleges. (n.d.). 10 traits of a successful online learner. Retrieved November 14, 2018, from      https://www.onlinecollege.org/2011/07/14/10-traits-of-a-successful-online-learner/

Spurlock, D., Jr. (2020). The Nursing Shortage and the Future of Nursing Education Is in Our Hands.
     The Journal of    Nursing Education59(6), 303–304.

To prepare:

Reflect on questions or concerns you might have as you begin the MSN program.

Consider the individuals, teams, and departments you previously considered in Module 1 as well as how they may provide support with addressing these questions and concerns.

By Day 3 of Week 2

Post any questions or concerns that you are willing to share with the group. The Discussion board represents an opportunity to network with your course colleagues, and others may have the same questions or concerns.

By Day 6 of Week 2

Respond to at least two of your colleagues’ posts by offering a possible resolution to their questions/concerns with supporting documentation, if possible, or expanding on their thinking and providing an example as support.

Week 2, Module 2- Discussion Post

03/03/20

The commitment to student success at Walden University is being further demonstrated to me as I progress to week two in this course. I attended graduate school last semester at another institution. Without hesitation, I can attest that the level of ensuring that students are aware of available resources at Walden is superior to that of other institutions. Through this module, I have gained an understanding of how to “use the resources that are attainable in the Walden environment” (Laurette Education, 2018).

The Writing Center at Walden has numerous platforms available for student use. Familiarity with the site will allow students to “prepare the appropriate strategies, tools, and materials” (class.waldenu.edu, n.d.) to be successful. Links to webinars, templates for APA style papers, and pointers for improved writing skills are among the resources found within the Writing Centers website.

A personal concern for my success centers on my confidence in my own writing style. When I read colleagues’ papers I am often concerned if my own paper elicits the same level of professionalism. I fear that my writing style is too conversational, and not scholarly. I will employ the resources from the Writing Center to increase my confidence, and to improve my delivery style. As I learned from module 2, “you are both the architect and builder of your success” (class.waldenu.edu, n.d.). Without this course, I would not have fully understood the number of resources at our disposal. Discussion: Strategies for Addressing Questions NURS 6003

I also did not realize that a vast amount of information available on the American Nurses Association web page. Public policy, best practice nursing skills, and current disease management are only a small portion of the amount of information we can impart for our coursework from this available resource. The “OJIN is a peer-reviewed online publication that addresses current topics affecting nursing practice” (American Nurses Association, n.d.). I have already discovered excellent links that I can use in another course by searching through this website.

While I am not yet confident in my master’s level writing abilities; I feel that student success is a goal at Walden University. I believe that by utilizing the available resources I will have an improved opportunity for success. This course has already demonstrated to me the value of a broad understanding of resource utilization.

References

American Nurses Association: Resources to succeed. (n.d.). Retrieved from Nursing World.org: https://www.nursingworld.org/resources

NURS 6003 Module 2. (n.d.). Retrieved from Walden University: https://class.waldenu.edu/bbcswebdav/institution/USW1/202050_27/MS_NURS/NURS_6003?USW1_NURS_6003_module02.html?

The walden journey to a master’s in nursing: Strategies and resources for success [videofile]. (2018). Baltimore, MD.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6003_Module02_Week02_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

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 Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by day 3.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3.
First Response
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are 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.
13 (13%) – 14 (14%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are 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.
12 (12%) – 13 (13%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6003_Module02_Week02_Discussion_Rubric

RE: Discussion – Week 2

Concerns as I begin the Post-Master Certificate-Nurse Executive

I started considering returning to graduate school about a year ago. Initially, I was researching the Nursing Informatics program. However, my passion for influencing people around me led me to the Post-Master Certificate-Nurse Executive. The more I learned about the program, the more it fitted my goals. The enrollment process was easy. Upon submission of my transcripts from the MSN program, I was accepted immediately. My next step was to decide the starting date. Elements such as academic readiness and tuition payments were present all along the process. For this assignment, I will focus on the aspects that, in my opinion, impact my academic readiness. Discussion: Strategies for Addressing Questions NURS 6003

One of my biggest concerns is that English is not my first language. Right there it lies all my insecurities about not being competent enough to complete the program. In other words, I suffer from Impostor Syndrome (IP). As stated by Villwock et al. (2016), IP is “characterized by feelings of self-doubt and fear of being discovered.” According to Revuluri (2019), IP “prevails in areas of achievement where the individual will be judged based on his/her merits.” I believe that aspects like age, unrealistic perception of my potential, and placing high value to my academic goals; pave the way for my IP.

The second concern is writing the papers on APA style. It seems like it will never be good enough. The last academic article I wrote on APA format dates back to 2007. My main concern is plagiarism. Years ago, I learned that I am giving proper credit to the author(s) as long as I acknowledge the source. Unfortunately, that simple rule has changed. Today, we must learn all types of unintentional plagiarism if we want to write a proper document.

In my view, these two aspects attempt against my academic success. However, identifying them and speaking about it without fear; illustrate my willingness to overcome these and any other obstacle that might arise during the program. We all feel uncertain at the beginning of any challenging situation, but being honest about our potential will lead us to find proper solutions.

Plan of Action

I plan to rely on the writing center experts and my academic advisor to overcome my fears. The feedback provided on week one was constructive. I learned details about run-on sentences and independent clauses; apparently, one of my weaknesses is grammar and punctuation. Practicing writing, and applying the instructors’ observations will enhance my academic writing, modifying my negative perception about my English skills. To improve the APA citations, I will also utilize the resources from the library. The “Ask a Librarian” feature is a unique tool to overcome this weak area. My academic advisor is also playing a vital role in my transition and adjustment as a graduate student. I know that I should not struggle on my own. At Walden University (WU), there is a group of people willing to smooth the process and make it fun and enjoyable. The Academic Skills Center is another department committed to students’ empowerment. I am certain that with their assistance, I will “put my skills into action” (Walden University, 2020), defeating my self-doubts and the impostor syndrome.

Transformational leaders do not focus on weaknesses. Instead, we turn weaknesses into strengths. In other words, we focus on “positive self-regard” (Bennis and Nanus, 1985 as cited in Roussel et al., 2020). It is up to us to advance confidently recognizing and utilizing all types of resources that WU has in place.

References

Revuluri, S. (2019). How to overcome impostor syndrome: Scholars of all ages wrestle with feelings of “intellectual phoniness.” So how do you get over it? The Chronicle of Higher Education17, A31.

Roussel, L., Thomas, P.L., Harris, J.L. (2020). Management and leadership for nurse administrators. (7th ed.). Jones & Bartlett Learning. LLC.

Villwock, J. A., Sobin, L. B., Koester, L. A., & Harris, T. M. (2016). Impostor syndrome and burnout among American medical students: A pilot study. International Journal of Medical Education7, 364–369. https://doi-org.ezp.waldenulibrary.org/10.5116/ijme.5801.eac4

Walden University. (2020). Academic Skills Center. https://academicguides.waldenu.edu/academic-skills-center

PEER RESPONSES

RESPONSE 1

Transitioning to a Competent Online Learner

As I enter into my second week at Walden University I am becoming more aware of the challenges of transitioning to an online learner from a traditional student.

As an older student I have been away from school for 16 years. Initially I encountered technological issues, such as choosing what word processing program to use, and how to upload a document. Then I found navigating the online classroom was a major adjustment to the traditional pile of books and documents that I had when I would start a class.  It was foregin to have all the class documents online, without books or papers to highlight or mark for reference.

I was unaware of the struggle I would have in developing an online presence in the class. Successful online learning encourages collaboration,“Courses  that  facilitated  increased  performance  and satisfaction  were  interactive  and  allowed  for  collaboration,  organised/structured with  prompts  to  facilitate  reflection  as  learning  is  occurring” (Kauffmann, 2015).  This learning model takes an online class from a flat platform, to a collaborative living group discussion. But I am new to the concept of commenting, on classmates’ personal opinion, as the first interaction. Although I know group discussions are common on social media I have never participated in them in an academic setting. According to “The Challenges of Online Learning“ (Gillett-Swan, 2017), “The barriers to participation that external students may experience are particularly evident in collaborative learning tasks through group work, group presentations and group assessments…. anxiety associated with using technology; being out of one’s comfort zone; (perception of) inequity in assessment, particularly in “group” assignments; and, the (perceived) inability or difficulty in peer interaction, particularly in presentations”. Discussion: Strategies for Addressing Questions NURS 6003

Thankfully I could tell immediately that I was not alone as a student enrolled at Walden. Although my transition to an online learner is still in progress I know I have developed a support network. “Your network should be deep, well rounded, and include nurses, physicians, educators, allied health professionals, healthcare executives and leaders, researchers, and those outside of healthcare…..A deep network provides you with the wherewithal to dig into it when you need it most in a variety of personal and professional circumstances” (Carlson, 2020). My academic advisor, my first point of contact, has been instrumental in understanding my limitations and giving appropriate academic guidance. I am also leaning on my professional mentors that have brought me to this point in my career. Now I appreciate another tool for my tool box, which is utilizing my class and discussions for support and continued guidance.

References

Carlson, K. (June, 2020). Midcareer nursing advancement. American Nurse, ANA Journal.

https://www.myamericannurse.com/midcareer-nursing-advancement/

Gillett-Swan, J. (2017). The Challenges of Online Learning, Supporting and Engaging the Isolated Learner. Journal of Learning Design, Vol 10, No 1, p.21.

https://www.jld.edu.au/article/view/293.html

Kauffmann, H. (August, 2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technologies.

https://journal.alt.ac.uk/index.php/rlt/article/view/1648

RESPONSE 2

I agree with you that not having books or papers to highlight is an adjustment for most traditional learners who are entering into online learning.  I regularly print out documents or buy instead of rent the required textbooks so I can highlight important information to reference. With anything new there are growing pains that are associated with one’s school, program and of course the ever-changing technology (Online Colleges, 2020). I would recommend that you do what’s best for you and your learning style to be successful.

Another area that you wrote about, with which I also struggle is commenting on another student’s opinion.  I feel that when handling discussions around opinions a good response is to ask questions and solicit advice from this peer. Sometimes commenting on opinions, without the benefit of hearing a tone of voice to discern delivery, can be misconstrued and received in a manner you didn’t intend. Another option is to focus on interesting points and, if possible, contribute a new idea or experience that aligns with the writer’s post (Kennedy, A., (2016).

References

Kennedy, A., (2016). ValuED Education + Your Life. Retrieved on September 9, 2020, from http://blog.online.colostate.edu/blog/online-education/tips-for-online-students-participating-in-class-discussions/

OnlineCollege.Org, (2020). 10 Traits of a Successful Online Learner, Retrieved on September 9,2020 from https://www.onlinecollege.org/2011/07/14/10-traits-of-a-successful-online-learner/

Learning Resources

Required Readings

American Nurses Association. (n.d.). Resources to succeed. Retrieved November 14, 2018, from https://www.nursingworld.org/resources/

Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1–13. Retrieved from https://journal.alt.ac.uk/index.php/rlt/article/view/1648/pdf_13

Online Colleges. (n.d.). 10 traits of a successful online learner. Retrieved November 14, 2018, from https://www.onlinecollege.org/2011/07/14/10-traits-of-a-successful-online-learner/

Walden University Writing Center. (n.d.). Scholarly voice: Active and passive voice. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/activepassive

Walden University Writing Center. (n.d.). Walden templates: Overview. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/templates

Note: Download and review the College of Nursing template by navigating to “Program-Specific Templates” and then “College of Nursing” and selecting “College of Nursing Writing Template With Instructions.”

Walden University Writing Center. (n.d.). Walden templates: College of Nursing Writing Template with Instructions. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632

Note: Download and review the College of Nursing template by selecting the “General Templates” link and then selecting “College of Nursing Writing Template With Instructions.”

Walden University Writing Center. (n.d.). Writing a paper: Revising. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/writingprocess/revising

Document: 10 Tips for Being a Successful Online Learner (PDF)

Document: Academic Success and Professional Development Plan Template (Word document)

Discussion: Strategies for Addressing Questions NURS 6003

Required Media

Laureate Education (Producer). (2018). Tips for effective online composition and communication [Video file]. Baltimore, MD: Author.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6003_Module02_Week02_Discussion_Rubric

Grid View
List View

Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 35 (35%) – 39 (39%)
Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Points Range: 0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

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 Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range: 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are 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.

Points Range: 13 (13%) – 14 (14%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range: 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are 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.

Points Range: 12 (12%) – 13 (13%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6003_Module02_Week02_Discussion_Rubric

NURS_6003_Module02_Week02_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Points Range: 0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

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 Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range: 15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are 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.

Points Range: 13 (13%) – 14 (14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response
Points Range: 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

Points Range: 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are 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.

Points Range: 12 (12%) – 13 (13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
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