Discussion: Strategies for Addressing Questions

Want create site? With Free visual composer you can do it easy.

Discussion: Strategies for Addressing Questions

Discussion: Strategies for Addressing Questions

When I first thought about going back to school, I was terrified. I have so many questions about how I was going to do this journey and whether this was the right time to embark on it. I thought about starting my master’s years ago but I was focused on helping my husband complete his degree, having a baby and working as much as I could as a staff nurse. I kept telling myself when my husband finished his degree, I would go back to school so I could advance my own education and career. That day came in July and I was faced with a big decision in the middle of a pandemic.

As the questions and doubt began to fill my head, I became overwhelmed and I had not even signed up for the first class. I reached out to an Enrollment Specialist and she was able to answer most of the questions I had and then more questions started to appear. I was fearful of how I would find time to get everything done while still being a mother and wife? How was I going to succeed in an online environment? I have never taken classes online, what was I supposed to expect? Do I have to take more then one class at a time? The questions began to overwhelm and flood me. I started to do my research to see if online learning was going to fit my life and style of learning. While reading through the assigned readings for this module I had a sense of ease come over me when I knew that I would have deadlines, but the class was adaptable to my personal, professional, and academic life. The integrated model of learning fits me and would help me to achieve success. Ke and Xie (2009) concluded that the integrated course design model appears to promote the highest level of satisfaction while close-ended discussion tasks promote the opposite. I was going to be able to balance life and school, which took away some of my anxiety.

I have traditionally done face-to-face classes when I got my BSN many years ago. I was going to embark on a new journey, and I needed some facts. Bray, Harris and Major (2007) conducted a survey that showed students opting for online classes may be older, have children and/or be fully employed. That was me from the start. Further, the survey showed that “ online classes can resolve conflicts between work and schooling since online class material can be studied at night, on the weekends, and other times during non-work hours” (Bray, Harris & Major, 2007). This started to ease my fears. Another fear I had was how I typically want to engage in face-to-face conversation and now I was going to be online and at home where I can be easily distracted and not engage with others in a traditional discussion. In a study done by Kemp and Grieve (2014) the results showed that students expressed a strong preference for class discussions to be conducted face-to face, reporting that they felt more engaged, and received more immediate feedback, than in online discussions. This concerned me because I am an engaging person and I have never used an online platform before so I did not know what to expect.

I also had the ultimate fear of APA formatting. I am not typically a strong writer and having to use APA has always been a challenge for me. Scholarly writing was “regarded by many as the most difficult of all the academic-related skills to come to terms with, and the most challenging part of the learning and studying process” (Whitehead, 2002). This made me feel a little better that I would not be facing this challenge alone.

I am fortunate to recognize some of the challenges I will face throughout my journey and I am lucky that Walden has so much to offer to help me overcome these challenges. The Academic Writing Center offers help with APA formatting, grammar, revisions and so much more. The library also offers so many resources from journal articles, newspapers, books, and research studies that I will be able to streamline research easier so that I can focus on improving my writing to be more clear and concise. My two professional individuals I chose to help me through this journey have walked in my footsteps and understand the struggles of balancing work life, academic life and personal life. I am fortunate to have them as a resource. One of those individuals has been completing her MSN in Leadership and she writes papers daily, so she has a grasp on APA formatting to help me out, as well as, helping me to learn good time management and balancing a healthy life while going to school. I know that I can always rely on my peers, professors, family and advisers for support throughout this process, as we will all face different challenges in this journey.

References

Bray, N.J., Harris, M.S., & Major, C. (2007). New verse or the same old chorus: Looking holistically at distance education research. Research in Higher Education, 48, 889-908. https://files.eric.ed.gov/fulltext/EJ1134653.pdf

Ke, F. & Xie, K. (2009). ‘Toward deep learning for adult students in online courses’,

Internet and Higher Educations, 12(3/4), 136-145. https://journal.alt.ac.uk/index.php/rlt/article/view/1648/pdf_13

Kemp, N. & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates’ opinions and test performance in classroom vs. online learning. Psychol, https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01278/full

 

Stack, S. (2015). Learning Outcomes in an Online vs Traditional Course. International Journal for the Scholarship of Teaching and Learning, 9(5), 20. https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=1&sid=c4def7d2-600a-413c-ae85-82ba20155dd5%40pdc-v-sessmgr01&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=eric&AN=EJ1134653

Whitehead, D. (2002).  The academic writing experiences of a group of student nurses: a phenomenological study. Journal of Advanced Nursing, 38(5), 498-506. https://onlinelibrary-wiley-com.ezp.waldenulibrary.org/doi/full/10.1046/j.1365-2648.2002.02211.x

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:  Discussion: Strategies for Addressing Questions   

Discussion: Strategies for Addressing Questions

In Week 1 you began building a foundation for your success by considering a network; individuals and teams that 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 be helpful now.

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!

ORDER NOW FOR A COMPLETE, ORIGINAL ORDER ON Discussion: Strategies for Addressing Questions
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 Week 1 and how they may provide support to address these questions and concerns. Then, identify potential individuals, teams, or departments within Walden or your network that you can turn to for assistance in answering these questions and/or concerns.
>must have citations. Must have 3 scholarly references at least 5 years old.
>Needed by 1/12/2020
Disc/ussion: Strategies for Addressing Q
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.

Many of our colleagues also share the same concern when it comes to writing. I myself have this concern because I have been out school for many years. By utilizing all the resources Walden University offers such as the writing center, library, and APA templates, we can improve our writing. According to the writing center “Through our paper review service, we aim to help students become better writers. Rather than editing or ‘fixing’ your paper, our goal is to help you develop your writing skills” (n.d). The writing center will also assist us in becoming scholarly writers by giving us instruction and feedback in a positive way. Therefore, you shouldn’t think your writing style is less or unprofessional. We all have a different way of expressing ourselves through our work. Discussion: Strategies for Addressing Questions

In reference to the American Nurses Association web page, yes it does provide an abundance amount of information such as continuing education, journals, and even a career center. It has been awhile since I have accessed the website. It’s incredible that we nurses fail to use the resources available to us. As I breezed through the website, I found a section called Capitol Beat. Very interesting article about ANA involvement in the election as well as advocating for nurses to get involved: “Now is the time, more than ever, that nurses need to engage, have a seat at the table and make their voices heard, regardless of where they are from or who they support” (Davis, 2020).

References

Davis, B. (2020, March 1). How you can engage in the election and the state of the race. Capital

Beat. Retrieved from https://anacapitolbeat.org/

Walden University Writing Center. (n.d.). Writing a paper. Our goal. Retrieved from

https://academicguides.waldenu.edu/writingcenter/paperreviews/hom

Main Question Post

I feel that a majority of my questions going into this class have been looked at during the first week of this course.  I questioned if I would be able to attend school, work and continue to be a present mother, grandmother and wife.  It seems like a lot to fit into one day.  It was good to read, first week, that others had the same doubts and questions in our Facebook group.  It made me very happy that I joined the group.  The reading has also stated that being part of a social group with your peers is helpful in staying focused and using them as a resource. (Walden University, n.d.)

The American Nurses Association, ANA, has also produced a lot of links for me that will be useful throughout my career and through school that I was not aware existed.  Am I the only one applying for every scholarship I can find to help pay for my schooling?  It was great to find the scholarship area on ANA page in this weeks’ reading. (American Nurses Association, n.d.)

I continue to be worried about my writing.  I write like I talk which isn’t always in a scholarly fashion.  I will use the many resources Walden provides in it’s writing center.  The ability to send in your papers to be proof read is a benefit for me.  Knowing they will give you feedback prior to submitting our papers is very helpful. (Walden University, n.d.)  I also found it beneficial to read the difference between active and passive voice when writing. (Walden University, n.d.)  I am used to charting as a nurse when we never use the word “I”, only “this nurse”.  Does anyone else find it hard to write any other way after so many years of charting?  I am sure there will be many revisions of my papers to keep this type of writing out of my assignments.  It will be in my head each time I write, “this is an assignment, not a chart”.  We will see if that helps. Discussion: Strategies for Addressing Questions

Other questions that I have would be the following:

What is the difference in curriculum between the MSN, FNP and DNP courses?  Did I make the right choice going for my FNP and not DNP?   How will I get clinical hours done and still work, be at home and have a class at the same time?  Can I do this and get the grades I want realistically?  How do I start a practice when I’m done?

Hopefully I’m not the only one with a lot of these questions.

References

American Nurses Association. (n.d.). Resources to succeed. Retrieved March 2, 2020, from ANA enterprise: https://www.nursingworld.org/resources/

Walden University. (n.d.). Retrieved February 24, 2020, from Walden University Catalog: https://catalog.waldenu.edu/

Walden University. (n.d.). Scholarly voice: active and passive voice. Retrieved March 3, 2020, from Writing Center: https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/activepassive

Walden University. (n.d.). Writing Center. Retrieved February 24, 2020, from https://academicguides.waldenu.edu/writingcenter: https://academicguides.waldenu.edu/writingcenter

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 School of Nursing template by navigating to “Program-Specific Templates” and then “School of Nursing” and selecting “School of Nursing Writing Template With Instructions.”

Walden University Writing Center. (n.d.). Walden templates: School 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 School of Nursing template by selecting the “General Templates” link and then selecting “School 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

10 Tips for Being a Successful Online Learner (PDF)

Academic Success and Professional Development Plan Template (Word document)

Required Media

Laureate Education (Produce

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument

PEER RESPONSES

Response 1

RE: Discussion – Week 2

                                                 Strategies for Addressing Questions

Being a New Graduate Nurse who just completed Nursing school in May and re-enrolling into a master’s program so fast made me nervous. I wanted to keep the momentum of being in school and not take a break because of the fear of not returning to school. Once the quarter started, I became overwhelmed with the load of 2 classes while getting adjusted to my new role as a Nurse. I spoke with my Academic Advisor, and we came up with the plan to keep one course to help me get adjusted and comfortable with the workload. My concerns are, Did I rush into school too fast? Am I going to be able to balance my new career and graduate school? Is there anybody else that is a Novice Nurse starting school? In the future, am I going to take more than one class at a time? I have many worries and concerns being a new graduate and Nurse, but I hope with the support of my peers and Walden’s support team, I will be successful in this program.

Resources

Walden has a tremendous amount of resources and support that has helped me feel more at ease about my concerns. Knowing that I can call my Academic Advisor or my Student Success Advisor any day of the week assures me that I am not alone in this journey. One of the Academic Advisors from the video states essential tips to follow by such as plan ahead and have time management, which stuck to me in ensuring I will be successful (Laureate Education, 2018). I also admire the organization of the online classroom and how assignments and discussions are easily accessible. Kauffman (2015) explained that online learning could lead to negative emotions, including frustration, especially if courses are poorly designed. The classes are beginner-friendly, which reduces my anxiety of school being a solely online learning environment.

Writing Dilemmas   

Another concern I have is writing papers and discussion boards in APA format. As a scholar, I am very familiar with APA format as we used this format in my bachelor’s program frequently. However, I always tend to miss specific points in the structure, such as in-text citations and the reference page. Walden’s writing center is a resource that I rely on because you have someone to proofread your papers and suggest tips the ensure your article is written on a scholarly level. The amount of resources that are available to us helps students like me who feel extremely overwhelmed.

Reflection

As I navigate through this program, I will do my part to remain optimistic and flexible in adjusting to this graduate-level program. Online College 2020 gives traits for a successful online learner and stated, “embrace the diversity represented by your classmates and instructors.” My colleagues I interact with all come from different backgrounds and values so as a student I must learn how to integrate with them. The instructors and my colleagues are all here to help one another and that’s why I believe that my concerns and anxiety will ease up as we go along because we all here to ensure we succeed.

References

Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Retrieved September 08, 2020, from https://journal.alt.ac.uk/index.php/rlt/article/view/1648/pdf_13

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

OnlineCollege.Org, (2020), 10 Traits of a Successful Online Learner, Retrieved on September 8,2020 from https://www.onlinecollege.org/2011/07/14/10-traits-of-a-successful-online-learner/

RE: securing a preceptor

I have been a nurse for almost three decades now and looking back when I was a student, I can attribute my success to the mentors that guided me during the early years of my career. Quek and Shorey (2018) attributed nursing retention to a successful preceptor-preceptee relationship. I agree to this statement because all my preceptors provided me with the necessary guidance and resources I need as I advanced in my profession, and they also provided a lot of inspiration and encouragement. The choice of my mentors were given by chance because I met them in the units I worked at, but my strategy in choosing my main preceptor was to develop a foundation of good professional relationship and friendship as well. Having a harmonious relationship with my mentor fostered open communication, and encouraged an environment of professional growth and social support as well. Kauffman (2015) said that adequate support can improve student performance and satisfaction. I can attest to this statement because the greatest source of my intrinsic motivation was my mentor who constantly guided me and pushed me during times that I felt so discouraged.

Currently I also applied for my practicum and the preceptor I chose is a colleague of mine who is a Doctor of Education and also a good friend of mine. I believe that she can provide me with the mentorship that I need to succeed in my chosen program. I can also consider my academic adviser as my mentor. There are a lot of available resources within the Walden community that can provide support to students.

Reference

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

Quek, G. J. H., & Shorey, S. (2018). Perceptions, Experiences, and Needs of Nursing Preceptors and Their Preceptees on Preceptorship: An Integrative Review. Journal of Professional Nursing34(5), 417–428. https://doi-org.ezp.waldenulibrary.org/10.1016/j.profnurs.2018.05.003

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.

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

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”.

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.

Reference

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

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
Did you find apk for android? You can find new Free Android Games and apps.