NRS 428 Benchmark- Community Teaching Plan: Community Teaching Work Plan Proposal
Sample Answer for NRS 428 Benchmark- Community Teaching Plan: Community Teaching Work Plan Proposal Included After Question
Description:
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues
Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Description
Objectives:
1. Propose a health promotion plan for a community or population.
2. Compare vulnerable populations in terms of contributing factors that make them at risk or vulnerable.
3. Apply strategies to achieve cultural competence in community health promotion.
4. Examine the role of the nurse as an advocate for vulnerable populations.
Community and Public Health: The Future of Health Care
Description:
Read Chapter 3 in Community and Public Health: The Future of Health Care.
From Health for All to Universal Health Coverage: Alma Ata is Still Relevant
Description:
Read “From Health for All to Universal Health Coverage: Alma Ata is Still Relevant,” from BioMed Central (2018), located on the US National Library of Medicine website.
A Sample Answer For the Assignment: NRS 428 Benchmark- Community Teaching Plan: Community Teaching Work Plan Proposal
Title: NRS 428 Benchmark- Community Teaching Plan: Community Teaching Work Plan Proposal
Hygiene is an essential part of healthy living. Every individual ought to adhere to the hygienic practices to prevent diseases and complications that arise from dirty environments. Every person need to maintain high level of hygiene right from childhood to adulthood. There are some cases when hygienic conditions are not taken into consideration among the teachers, students, and parents; a scenario that leads to the continuous spread of pathogens or germs. As a result, there is always the need to initiate different practices of handwashing to educate different individuals on the basic approaches to maintaining hygienic conditions to reduce the spread of diseases causing organisms. Community teaching work plan is a critical approach of sensitizing the community or a group of people on ensuring hygienic conditions (McGetrick et al., 2019). The community teaching work plan is also essential in reducing the spread of infectious diseases. The proposal explores and examines the essence of hand washing to prevent the spread of disease causing organisms within Shaman Oaks High School. Various methods of hygiene will be used to manage the spread of pathogens not only for the students or learners, but also for the parents and teachers associated with the institution.
Planning and Topic
Directions: Creating educational series proposal for the community through the application of one of the outlined topics.
- Environmental concerns/issues
- Disaster or bioterrorism
- Health promotion/primary prevention
- Screening for the vulnerable population or secondary preventions
Planning Before Teaching:
| Teacher’s credentials including name: | |
| Duration of teaching: 25 to 35 minutes | Location: Shaman Oaks High |
| Materials, supplies, or equipment required: presentation materials including projector, computer system, screen, pens, sanitizers, soap, as well as detailed paper handouts.
|
Projected cost: for the consumable materials, the expected cost is projected at $ 60. The computer and the projected will be provided by the Shaman Oaks High School, hence the cost will not be included in the budget. |
| Community and Target Aggregate:
The target population for the program include primary and secondary learners between the age of 10 and 18 years. To qualify for the programs, children learners ought to be enrolled either in primary or secondary schools. Also, a member of the family and the teachers will be enrolled in the program. |
|
| Topic:
Health Promotion/Primary Prevention: Importance of Hand Washing in Controlling disease causing organisms/infections |
|
Identification of Focus for Community Teaching:
School children are more prone to diseases or infections due to the activities that they often engage in. They are often involved in risky behaviors that expose them into contact with various forms of diseases. As a result, continuous hand washing activities is one of the effective ways of ensuring the spread of diseases (Sowden et al., 2018). Through hand washing, it becomes easier to prevent infections or diseases such as diarrhea, water-borne diseases, food-borne diseases, common colds, as well as the influenza. Continuous cleaning of hands through the application of sanitizers, safe water, and soap among the school going children, parents and teachers should be mandatory to stop the spread of diseases. According to the Center for Disease Control, there are over 52 million incidences of common cold among the school going children aged below 17 years in the United States. The above case often leads into the over 22 million schools days lost each year. On the other hand, 10% to 20% of Americans often become affected by the influenza; however, children are always the most affected, in other words, they usually remain vulnerable to serious complication resulting from the flu virus. Diarrhea is one of the most common symptoms of the water-borne or food borne diseases that is ranked second most infectious disease after the common cold. The infectious disease often affect children leading to the loss of 25 days of school days every year. The above condition also impact over 100 members of the population each year. Infectious diseases can be easily spread from one individual to the other within the school environment due to the close contacts that people has.
Epidemiological Rationale for Topic
The epidemiological rationale is derived from the idea that hand washing through the application of the detergents greatly reduce the risks associated with the transmission of the infectious diseases that cause diarrhea by close to 50%. According to the Center for Disease Control, every person is required to wash their hand using soap and clean water for about 15 to 25 minutes before handling food after coughing or sneezing or after visiting a toilet or handling animals (Patwardhan, Amin, & Chewning, 2017). Also, an individual can apply alcohol-based sanitizers or gel in case soap and water are not available. Hand washing also reduces continuous transmission of infectious diseases; the application of soaps or detergents kill pathogens. The application of the alcohol-based sanitizers is always effective whenever there is lack of water. Hand sanitizers often reduce the spread of infectious diseases by close to 20%.
Teaching Plan Criteria
Nursing Diagnosis:
Respiratory and gastrointestinal infections often result from lack of knowledge on effective hand washing among the school going children between the age of 10 and 17 years. Lack of effective approaches to hand hygiene mostly impact children specifically when they are not informed the best procedures of hand washing. As a result, they are not always able to protect themselves against the infectious diseases that may interfere with their immune system.
Readiness for Learning
Emotional readiness
When it comes to the hand washing practices, learners often show curiosity by attending classes willfully within the scheduled time. Emotional readiness is also experienced when learners pay attention to the instructors when it comes to the hygienic practices. Ability to understand and practice hand washing practices to prevent the spread of diseases affirms the student readiness to take part in the learning process.
Experimental Readiness
The experimental readiness will involve assessing the feelings of the participants or learners towards the spread of the infectious diseases. The assessment will involve asking appropriate questions concerning the risk factors associated with poor hand hygiene. The assessment will also involve learner’s engagement in the healthy conversations as well as the application of body language to determine understanding of the concepts. Learner’s readiness can also be observed when learners are able to take part or get engaged in the actual activities of hand washing.
To ensure understanding of concepts among the learners, the application of the social development theory will be utilized. The above theoretical approach ensures that there is the comprehension of the contents. Also, the application of the theory ensures the enhancement of the social interactions through narrowing of the communication gap between the learners and the instructor. As an educator, I have a strong belief that learning processes, especially among the children is often improved when they are involved in the activities that directly impact their lives. In the learning process, I will apply demonstration to encourage the interactions among the learners and to foster positive relationships among them. The above theory also emphasizes on the social behavior and socialization among the learners. On the basis of the above premise, I will mostly apply group presentations to encourage interactions and learning from each other. The application of the presentations will also enable learners/children to develop cognitive skills on various methods of hand washing usually practices within the communities and the schools (Hendricks & Wangerin, 2017). The educational approach that is relevant to the theory include the expression of the eye contact, body language, as well as the repetition to facilitate the effectiveness of the theory.
Goal
The main goal reflected in this proposal involve reduction, prevention, and elimination of the healthcare associated illnesses. Another goal involves the promotion of the respiratory health status through encouragement of early detection, as well as better treatment processes for the vulnerable individuals. In line with the above objectives, HP2020 objectives often support educational processes to the vulnerable populations specifically the children on effective practices on hand hygiene. The prevention processes associated with hand washing often reduce the costs involved in the treatment of illnesses caused by the poor hygienic conditions. The above scenario is supported by the fact that hand washing practices reduce the spread of HAIs as well as other diseases that are readily transmitted through contacts.
How Does This HP2020 Objective Relate to Alma
Ata’s Health for All Global Initiatives
The objectives of HP2020 are the same as the Alma Ata’s Global Initiatives to prevent and control the spread of infectious diseases or endemic diseases and to provide immunization processes to fight infectious diseases. On the other hand, Alma Ata’s Health for All Global Initiative aims at addressing disparities that exist in health status especially when looking at the vulnerable populations. As a result, HP2020 share same goals with the Alma because they both emphasize on the improved health outcomes to all the individuals at all times (Pritchard, 2016). In the above context, the two conventions identify the spread of the infectious diseases as a result of poor hand hygiene and provide guidelines that can be used to control the behaviors of the people to increase the transmission rates.
Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:
| Behavioral Objective and Domain |
Content | Strategies/Methods |
| 1. There is importance in categorizing cases when an individual need to wash their hands.
|
1. Cleaning of hands can be done after visiting the toilet, after and before eating, after coughing on your hands, and after sneezing and getting into contact with the people. | 1. The critical analysis in the transmission of the infectious diseases shows that the spread of diseases escalates as a result of failure to engage in the hand cleaning practices.
|
| 2. acquiring the knowledge on the effective techniques of hand washing
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2. Educators determines the effective methods of hand cleaning processes | 2. Make an effort to allow children engage in the practices of hand washing for about 15 to 25 seconds and provide appropriate advice. |
| 3. Examines the diseases that are prevented through proper hand washing
|
3. Hand hygiene reduces the cases of gastro intestinal and respiratory infections. | 3. An educator can allow children to observe their hands and reflects how the infectious agents look like |
| 4. Examine various benefits that results from proper hand washing
|
4. To stop the transmission of the pathogens from the infected persons to the non-infected people
|
4. Through the application of the pamphlets and handouts, learners may realize the risks associated with not following effective practices of hand hygiene. |
Creativity
The theory in the spread of the infectious diseases was examined and explained through the application of the visual effects as demonstrated in the screen. The PowerPoint presentation utilized greatly changed the roles of the instructor in cases when the learners were able to perform hand washing practices.
Planned Evaluation of Objectives (Outcome Evaluation)
- I will engage students through asking questions to examine the knowledge obtained on the importance of hand washing practices
- I will keenly observe learners games and breaks to evaluate their knowledge on the hand washing practices and address them on the risks or dangers associated with the poor hygiene.
- I will assigned one teacher and one family member to demonstrate hand washing techniques to the learners/children.
- I will also assess how each individual take their time on hand washing practices after conducting the demonstration.
Planned Evaluation of Goal
I will encourage learners to attend at least six lessons on hand washing practices. Towards the completion of the first four classes, I will encourage learner to demonstrate the hand washing practices. On the other hand, I will observe the frequency and consistency on how the learners observe or follow the instructions given.
Planned Evaluation of Lesson and Teacher (Process Evaluation)
In the process of evaluation, I will require three members of staff (teachers) to get engaged in the assessment processes. In the process I will formulate the entire emerging issues involving my proposal. Additionally, I will involve family members and children who are present by proving them with a blank piece of paper to secretly allow them record their observations about the demonstration as well as the learning techniques. The above practices will be done towards the end of demonstrations and learning processes so as to make a clear conclusion about the approaches used.
Barriers
Embarrassment is one of the challenge that may be encountered in the process of demonstrating how to conduct hand washing processes. Some learners may become shy while demonstrating hand washing processes. Some may also become overexcited and fail to effectively demonstrate hand washing processes. Another barrier that may be encountered is the Disruptive learners. Due to excitement, some learners may disrupt the learning of other students particularly during the demonstration processes.
Therapeutic Communication
To start off the topic, I will engage in the demonstration processes to show learners how to perform the hand washing processes. Further, in cases there are learners who fail to understand the demonstration processes, I will apply the relatable narration to ensure that the concepts are well understood. Finally, I will apply PowerPoint presentation as well as the handouts to give instructions to the learners on different approaches to hand washing. Also, I will recap the practices of handwashing to ensure that all learners get the message.
NRS 428 Benchmark- Community Teaching Plan Community Teaching Work Plan Proposal References
McGetrick, J. A., Kongats, K., Raine, K. D., Voyer, C., & Nykiforuk, C. I. (2019). Healthy public policy options to promote physical activity for chronic disease prevention: understanding Canadian policy influencer and general public preferences. Journal of Physical Activity and Health, 16(7), 565-574.
Sowden, S., Koletsi, S., Lymberopoulos, E., Militaru, E., Catmur, C., & Bird, G. (2018). Quantifying compliance and acceptance through public and private social conformity. Consciousness and cognition, 65, 359-367.
Hendricks, S. M., & Wangerin, V. (2017). Concept-based curriculum: changing attitudes and overcoming barriers. Nurse educator, 42(3), 138-142.
Patwardhan, P. D., Amin, M. E., & Chewning, B. A. (2017). Intervention research to enhance community pharmacists’ cognitive services: a systematic review. Research in Social and Administrative Pharmacy, 10(3), 475-493.
Pritchard, A. (2016). Engagement with ideas and understanding: An essential for effective learning in the electronic age. In Engaged learning with emerging technologies (pp. 177-201). Springer, Dordrecht.
A Sample Answer 2 For the Assignment: NRS 428 Benchmark- Community Teaching Plan: Community Teaching Work Plan Proposal
Title: NRS 428 Benchmark- Community Teaching Plan: Community Teaching Work Plan Proposal
Vulnerability is the degree to which a population or person is unable to cope with, resist, and recover from the effects of disasters or diseases. Despite the country’s progress in the healthcare sector, healthcare mismatch among different groups of people remains a major concern that requires to be handled more effectively. In the United States, homeless individuals are indeed an excellent example of a vulnerable group. According to the Department of Housing and Urban Development of the United States, about 554,000 persons in the country go homeless on a single night. According to Purkey & MacKenzie, (2019), homeless people are considered vulnerable because their physical and mental health deteriorates, and they have a high prevalence of health issues such as HIV infection, alcohol usage, sexual misuse, mental illness, and other illnesses. They are subjected to extreme weather conditions, have less health-care services, and frequently lack a source of income. People who are economically disadvantaged, people suffering from chronic and HIV diseases, children, the minorities and the elderly are immediate illustrations of vulnerable groups in the US (Kuran et al., 2020). Vulnerable populations encounter challenges as they are often dehumanized and underinsured, with some medical disorders compounded by unduly poor healthcare, resulting in a larger degree of social isolation.
Due to their low economic status, homeless individuals have little to no means of livelihood, decline either in their mental or physical health and interact less with healthcare systems. They have a lower possibility of having health or medical coverage and thus may find it hard or impossible to advocate for themselves (Turale, Meechamnan, and Kunaviktikul, 2020). Therefore, while working with these individuals, it is advisable to consider various ethical issues such as informed consent of the patient, balancing the efficiency and quality of healthcare, patients’ rights, and improving their access to care.
Nursing advocacy would be helpful while dealing with such populations by showing empathy, compassion, and sensitivity to the vulnerable population. Thus, this would help deal with the discrimination, prejudices, and judgmental attitudes that these populations experience while seeking health care (Abbasinia, Ahmadi, and Kazemnejad, 2020). In addition, nursing advocacy would help by collaborating with social and health care providers to identify ways to promote their well-being and health. Therefore, by promoting equality among these populations in their access to healthcare, their well-being is enhanced.
References
Abbasinia, M., Ahmadi, F., & Kazemnejad, A. (2020). Patient advocacy in nursing: A concept analysis. Nursing ethics, 27(1), 141-151.
Kuran, C. H. A., Morsut, C., Kruke, B. I., Krüger, M., Segnestam, L., Orru, K., … & Torpan, S. (2020). Vulnerability and vulnerable groups from an intersectionality perspective. International Journal of Disaster Risk Reduction, 50, 101826.
Purkey, E., & MacKenzie, M. (2019). Experience of healthcare among the homeless and vulnerably housed a qualitative study: opportunities for equity-oriented health care. International journal for equity in health, 18(1), 1-7.
Turale, S., Meechamnan, C., & Kunaviktikul, W. (2020). Challenging times: ethics, nursing and the COVID‐19 pandemic. International nursing review, 67(2), 164-167.
A Sample Answer 3 For the Assignment: NRS 428 Benchmark- Community Teaching Plan: Community Teaching Work Plan Proposal
Title: NRS 428 Benchmark- Community Teaching Plan: Community Teaching Work Plan Proposal
The community health nurse adeptly recognizes bias, stereotypes, and implicit bias within the community by engaging in consistent self-reflection to confront their own preconceived notions about certain groups of people (Falkner, 2018). In addition, the nurse demonstrates unwavering cultural competence and sensitivity towards diverse cultures, safeguarding against the pitfalls of falling for stereotypes and biases (Falkner, 2018). For instance, the nurse may actively self-reflect on any inherent biases they may have when caring for a 35-year-old pregnant African American woman. This example is particularly pertinent as research has revealed alarming disparities, indicating that African American pregnant women often receive inadequate attention to their pain and are taken less seriously in healthcare settings (U.S. Department of Labor, 2022). Regrettably, this bias continues to persist, leading to undesired outcomes and a lack of unbiased healthcare for African American women (U.S. Department of Labor, 2022). To address this issue of racial bias, the nurse can proactively adopt strategies such as attending diversity training programs, seeking to understand the unique cultural context of African American women’s experiences, and challenging institutional practices that perpetuate such biases (Chambers et al., 2022). These initiatives will foster culturally competent care and significantly limit racial bias in this specific context. By employing these strategies, the community health nurse takes a crucial step towards eliminating bias and ensuring equitable healthcare for all individuals, irrespective of their cultural background (Chambers et al., 2022). Emphasizing cultural competence and actively confronting biases is fundamental in delivering patient-centered care and promoting health equity within the community (Chambers et al., 2022). There should never be a barrier to healthcare simply because of one’s background or ethnicity.
References
Chambers, B. D., Taylor, B., Nelson, T., Harrison, J., Bell, A., O’Leary, A., Arega, H. A., Hashemi,
S., McKenzie-Sampson, S., Scott, K. A., Raine-Bennett, T., Jackson, A. V., Kuppermann, M., & McLemore, M. R. (2022). Clinicians’ Perspectives on Racism and Black Women’s Maternal Health. Women’s health reports (New Rochelle, N.Y.), 3(1), 476–482. https://doi.org/10.1089/whr.2021.0148
Falkner, A. (2018). Community & public health: The future of healthcare. Grand Canyon
University. https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/3
U.S. Department of Labor. (2022). For black women, implicit racial bias in medicine may have
far-reaching effects. https://blog.dol.gov/2022/02/07/for-black-women-implicit-racial-bias-in-medicine-may-have-far-reaching-effects
A Sample Answer 4 For the Assignment: NRS 428 Benchmark- Community Teaching Plan: Community Teaching Work Plan Proposal
Title: NRS 428 Benchmark- Community Teaching Plan: Community Teaching Work Plan Proposal
When dealing with a diverse community a public health nurse can be presented with the challenge of dealing with bias, stereotypes and discrimination. The public health nurse plays an essential role in promoting and better the well-being for all their community members equally, however, to achieve this, it is important for them to identify and address the bias, stereotypes and implicit biases that impact the delivery of healthcare within the community. Stereotypes and biases are rooted in the preconceived perspective of an individual, that is based on an associating group of people with their gender, race, age and sexual orientation (Falkner, 2018). A community health nurse can recognize the greater health needs while addressing biases within their community that may be preventing an equal distribution of care and implement a plan to ensure equitable health promotion and culturally competent care is being provided for all members of their community.
To address biases and stereotypes the nurse needs to first look within the healthcare workers within the community and assess pre-established biases, and provide supplemental education, training and follow up assessments to help develop cultural competence within the current workforce. This approach may be effective if the health care communities engage with the communities to help build relationships that foster a better understanding of the cultures and communities that they serve. Another helpful approach would be to get together with community leaders from cultural organizations to help establish continued education and training so that the health care workers are better prepared to provide culturally tailored care for the patients that they serve. Also ensure that you are incorporating evidence-based practices to properly address cultural biases and the impacts that they have on the delivery of fair and equitable health care for all patients.
One example that I found was a peer reviewed article by Smith et al. (2022) that addresses the issue of biases and provides strategies to effectively reduce bias while promoting health within an organization. The study commented on the impact that bias and stereotypes have on an organization and the delivery of care to its patients. Smith et al. Proposed that continual education, cross-cultural communication training and continually striving to improve the organizations cultural awareness was effective at producing positive outcomes associated with overall patient satisfaction and reduction in health disparities (Smith et al. 2022).
Recognizing the bias within the community is so important when it comes to ensuring equal delivery of health within a health care system and a community. As a nurse and a community member we can all continually seek opportunities to learn about different cultures and subcultures to effectively reduce our bias and provide the best care for our community and our patients.
Question: Can anyone think of an example where the organization that they work for has taken time to address bias, stereotypes and discrimination. If so, do you think that education or training was effective and how could it have been improved?
Work Cited:
Falkner, A. (2018). Community as Clients. Community & Public Health: The Future of Health Care. https://lc.gcumedia.com/nrs427vn/community-and-public-health-the-future-of-health-care/v1.1/#/chapter/3
Smith, A. B., Johnson, C. D., Martinez, E. L., & Nguyen, T. (2022). Cultural Competence in Community Health Nursing: Strategies for Bias Reduction and Health Promotion. Journal of Community Nursing, 30(3), 45-52.
NRS 428 Benchmark- Community Teaching Plan Community Teaching Work Plan Proposal Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
|
Failing level
of performance 55% or less 0 points |
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
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| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
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| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |