NURS 6512 Assignment Assessing the Genitalia and Rectum
Sample Answer for NURS 6512 Assignment Assessing the Genitalia and Rectum Included After Question
Patients are frequently uncomfortable discussing with healthcare professional’s issues that involve the genitalia and rectum; however, gathering an adequate history and properly conducting a physical exam are vital. Examining case studies of genital and rectal abnormalities can help prepare advanced practice nurses to accurately assess patients with problems in these areas.
In this Lab Assignment, you will analyze an Episodic note case study that describes abnormal findings in patients seen in a clinical setting. You will consider what history should be collected from the patients, as well as which physical exams and diagnostic tests should be conducted. You will also formulate a differential diagnosis with several possible conditions.
To Prepare
- Review the Episodic note case study your instructor provides you for this week’s Assignment. Please see the “Course Announcements” section of the classroom for your Episodic note case study.
- Based on the Episodic note case study:
- Review this week’s Learning Resources, and consider the insights they provide about the case study. Refer to Chapter 3 of the Sullivan resource to guide you as you complete your Lab Assignment.
- Search the Walden library or the Internet for evidence-based resources to support your answers to the questions provided.
- Consider what history would be necessary to collect from the patient in the case study.
- Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
- Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
The Lab Assignment
Using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature.
- Analyze the subjective portion of the note. List additional information that should be included in the documentation.
- Analyze the objective portion of the note. List additional information that should be included in the documentation.
- Is the assessment supported by the subjective and objective information? Why or why not?
- Would diagnostics be appropriate for this case, and how would the results be used to make a diagnosis?
- Would you reject/accept the current diagnosis? Why or why not? Identify three possible conditions that may be considered as a differential diagnosis for this patient. Explain your reasoning using at least three different references from current evidence-based literature.
NURS 6512 Assignment Assessing the Genitalia and Rectum
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A Sample Answer For the Assignment: NURS 6512 Assignment Assessing the Genitalia and Rectum
Title: NURS 6512 Assignment Assessing the Genitalia and Rectum
The SOAP note concerns T.S, a 32-year-old female with symptoms of pain when voiding, urinary frequency, and urgency that has lasted two days. She mentions that she had similar symptoms years back. She also reports having flank pain that disrupts her sleep, and she feels warm. Physical exam findings include mild suprapubic tenderness. The purpose of this paper is to analyze the SOAP note, identify additional information needed, and describe likely diagnoses.
Subjective Portion
The HPI in the subjective portion should include information describing the timing of the dysuria. This includes whether the dysuria occurs at the start or end of voiding to establish the underlying pathology. Dysuria at the start suggests urethral pathology, while at the end of voiding suggests bladder pathology (AlShuhayb et al., 2022). The HPI should also include the persistence and severity of the dysuria. In addition, information on the characteristics of urine should be provided, for instance, the amount of urine and if the urine is malodorous, cloudy, or bloody. Information on the patient’s contraceptive use should be included in the HPI. The subjective portion should also include the client’s immunization history, current medications, reproductive history, including menstrual history, family history, and social history. Furthermore, the review of systems should have included each body system and indicated pertinent positives and negatives.
Objective Portion
The objective portion only contains findings from vital signs and pelvic exam. It should include anthropometric measures, height, weight, and BMI, vital in determining the client’s general nutritional status. In addition, physical findings from general, cardiovascular, and respiratory exams should be included since they are vital body systems. Findings from the examination of the external genitalia should be included to identify if the patient has vulvar ulcers, vesicles, pustules, mucosal inflammation, or vaginal discharge (AlShuhayb et al., 2022).
Assessment Supported
The identified assessment findings are UTI and STI. The subjective findings of dysuria, urinary frequency, urgency, and flank pain support UTI. It is also supported by objective findings of suprapubic tenderness (Czajkowski et al., 2021). STI is supported by the findings of dysuria, flank pain, feeling warm, and suprapubic tenderness.
Diagnostic Tests
Appropriate diagnostic tests include dipstick urinalysis, urine culture, blood culture, and vaginal nucleic acid amplification test (NAAT). Urinalysis is the most helpful diagnostic test in a patient with dysuria. Urine culture is indicated for patients with risk factors for complicated UTI or those who do not respond to initial therapy (Tai et al., 2022). A blood culture will be indicated since the patient reports feeling warm to, rule out systemic infection. In addition, vaginal NAAT will identify the presence of Chlamydia trachomatis and Neisseria gonorrhoeae.
Rejection or Acceptance
UTI is consistent with the patient’s pain symptoms when voiding, increased frequency, urgency, flank pain, and suprapubic tenderness. Thus, I would accept UTI as a diagnosis. STI is a broad term for other STIs; the diagnosis should be specific. Besides, the patient does not have sufficient physical findings to support STI; thus, I would reject the diagnosis.
Possible Conditions
Urinary Tract Infection (UTI): UTI in females present with symptoms like dysuria, a sensation of a full bladder, urinary urgency, frequency, suprapubic tenderness, flank pain, and blood in the urine (Jelly et al., 2022). It is also characterized by systemic symptoms such as fevers, chills, and malaise. The patient’s dysuria, increased frequency, urgency, flank pain, feeling warm, and mild suprapubic tenderness makes UTI a possible diagnosis.
Cystitis: This is a bladder infection. The onset of symptoms is usually sudden. Typical manifestations include dysuria, urinary frequency, urgency, and passing small volumes of urine (Frazier & Huppmann, 2020). Other common symptoms are suprapubic pain, low back pain, and nocturia. The patient has dysuria, increased frequency, urgency, and suprapubic tenderness, making Cystitis a possible diagnosis.
Ureth
ritis: This is inflammation of the urethra. Clinical features include urethral discharge dysuria, urethral irritation, or itch (Sadoghi et al., 2022). This is a differential diagnosis owing to the patient’s history of dysuria.
Conclusion
The subjective portion should have additional information to describe the dysuria and characteristics of urine. The ROS should have included pertinent negatives and positives from other systems. The objective portion lacks the anthropometric measurements and findings from general, cardiovascular, respiratory, and external genitalia exams. UTI is an acceptable diagnosis, but STI should be rejected due to a lack of adequate physical findings to support it. The possible diagnoses are UTI, cystitis, and urethritis.
References
AlShuhayb, F. H., Alanazi, M. G., Alghizzi, A. A., Khinkar, H. J., Ali, F. N., Alnahari, E. H. H. O., … & Aleidi, H. A. (2022). An Overview on Urinary tract infection Diagnostic and Management Approach in Primary Health Care. Archives of Pharmacy Practice, 1, 15. https://doi.org/10.51847/3neIMfJIpm
Czajkowski, K., Broś-Konopielko, M., & Teliga-Czajkowska, J. (2021). Urinary tract infection in women. Przeglad menopauzalny = Menopause review, 20(1), 40–47. https://doi.org/10.5114/pm.2021.105382
Frazier, R. L., & Huppmann, A. R. (2020). Educational Case: Acute Cystitis. Academic pathology, 7, 2374289520951923. https://doi.org/10.1177/2374289520951923
Jelly, P., Verma, R., Kumawat, R., Choudhary, S., Chadha, L., & Sharma, R. (2022). Occurrence of urinary tract infection and preventive strategies practiced by female students at a tertiary care teaching institution. Journal of Education and health promotion, pp. 11, 122. https://doi.org/10.4103/jehp.jehp_750_21
Sadoghi, B., Kränke, B., Komericki, P., & Hutterer, G. (2022). Sexually transmitted pathogens causing urethritis: A mini-review and proposal of a clinically based diagnostic and therapeutic algorithm. Frontiers in medicine, 9, 931765. https://doi.org/10.3389/fmed.2022.931765
Tai, L. H., Ho, S. W., Yeh, C. B., & Chen, C. C. (2022). Woman With Dysuria. Annals of Emergency Medicine, 79(5), e103-e104. https://doi.org/10.1016/j.annemergmed.2021.11.012
A Sample Answer 2 For the Assignment: NURS 6512 Assignment Assessing the Genitalia and Rectum
Title: NURS 6512 Assignment Assessing the Genitalia and Rectum
Assessment of the genitalia and rectum is vital in depicting genitourinary and gastrointestinal abnormalities respectively. A rectal examination is necessary to complete an abdominal exam. Meanwhile, assessment of the genitalia is usually sensitive and must be done in the presence of a chaperone. In the subsequent paragraphs, potential history, physical exam, and differential diagnosis shall be explored based on a case scenario of T.S. a 32-year-old woman who presents with dysuria, frequency, and urgency for two days. She is sexually active and has had a new partner for the past three months.
Subjective
A triad of urgency, frequency, and dysuria characterizes a pathology that is most likely in the urinary tract. Consequently, it is essential to inquire about associated symptoms such as hematuria, fever, and malaise. Association with malaise and fever is common in urinary tract infections. Similarly, it is important to inquire about the presence of any abnormal vaginal discharge, and burning sensation during urination since she is sexually active and a sexually transmitted infection might be the cause of her symptoms. Likewise, changes in the smell and color of the urine must be elicited as well as associated suprapubic pain. Related to sexually transmitted infections, it is crucial to inquire about the number of sexual partners if similar symptoms have manifested in her partner or the use of protection during intercourse (Garcia & Wray, 2022).
Similarly, her last menstrual period must be known to determine if pregnant as this will impact the management (Bono et al., 2022). Additionally, a history of medication use, alcohol, smoking, and use of illicit drugs must be elicited. A history of contact with an individual with a chronic cough or TB prior to the occurrence of the previous symptoms must be elicited as urogenital TB may present similarly. Finally, it is crucial to inquire about any history of trauma or recent urethral catheterization as these are common risk factors for urinary tract infections.
Objective
The vital signs are mandatory in this patient as it is a pelvic exam. In the general exam, the mental and nutrition status of the patient must be noted. Additionally, a complete abdominal exam must be conducted as the patient has flank pain and suprapubic tenderness. Palpation of the abdomen for any masses and percussion of the flank for costovertebral angle tenderness must be done (Bono et al., 2022). Similarly, complete respiratory and cardiovascular exams must be conducted as a routine during the assessment of any patient. Finally, a digital rectal examination must be performed to exclude associated rectal abnormalities.
Assessment
In addition to urinalysis, STI, and pap smear testing, a complete blood count and urine culture must be conducted as the patient presents with signs of infection. Similarly, a pregnancy test must be conducted as this may complicate urinary tract infections. Additionally, she has no appetite and therefore a random blood sugar must be done to exclude hypoglycemia. Similarly, urea, creatinine, and electrolyte must be conducted to check the renal function as the patient has flank pain. Finally, Inflammatory markers such as ESR and CRP as well as blood cultures must be done as the patient has flank pain which may indicate pyelonephritis (Bono et al., 2022). Imaging tests are not necessary for the diagnosis of lower UTI. However, the patient has flank pain, and therefore, a CT scan of the abdomen and pelvis with or without IV contrast as well as an ultrasound of the kidneys and bladder must be done to identify any pathologies and outline the architecture of the kidney and bladder (Belyayeva & Jeong, 2022)
The possible diagnoses include a urinary tract infection and a sexually-transmitted infection. Urinary tract infections refer to the infection of the bladder, urethra, ureters, or kidneys (Bono et al., 2022). UTIs are more common in women, a consequence of a short urethra and proximity of the anal and genital regions (Bono et al., 2022). A triad of frequency, dysuria, and urgency collectively defines the irritative lower urinary tract symptoms (Bono et al., 2022). Similarly, suprapubic tenderness is a key feature of lower urinary tract infections. However, the patient is also feverish and has flank pain which also denotes the potential for involvement of the upper urinary tract (Bono et al., 2022). T.S is also sexually active, a risk factor for urinary tract infection.
A sexually transmitted infection is another possible diagnosis. T.S is sexually active and she has had her new partner for the last three months which is a key risk factor for this condition (Garcia & Wray, 2022). Most STIs present with suprapubic pain. Most STIs are asymptomatic and if symptomatic manifests with urethral discharge, vaginal discharge, pruritus, and pain (Garcia & Wray, 2022). T.S was negative for the aforementioned features.
Other differential diagnoses include pyelonephritis, interstitial cystitis, and urethritis due to an STI. Pyelonephritis is of the renal pelvis and parenchyma (Belyayeva & Jeong, 2022). It is usually a complication of ascending bacterial infection of the bladder and manifests principally with frequency, dysuria, urgency, fever, malaise, flank pain, and suprapubic pain (Belyayeva & Jeong, 2022). Interstitial cystitis is a chronic noninfectious idiopathic cystitis associated with recurrent suprapubic pain (Daniels et al., 2018). It presents with urgency, frequency, suprapubic discomfort, and pain relieved by voiding. T.S has some of these features although the gradual onset of symptomatology and a duration of more than six weeks is required for the diagnosis of this condition (Daniels et al., 2018). Finally, urethritis secondary to an STI may present in females with only frequency, urgency, and dysuria with minimal or no vaginal discharge (Young et al., 2022).
Conclusion
Assessment of the genitalia and rectum is sensitive and may help identify abnormalities of the rectum and genitourinary tract. Most abnormalities of the genitourinary system particularly UTIs and STIs can be diagnosed clinically. Consequently, a comprehensive history and physical examination are mandatory. Most UTIs are common in females. Pregnancy must always be excluded in a patient presenting with features suggestive of a UTI.
References
Belyayeva, M., & Jeong, J. M. (2022). Acute Pyelonephritis. https://pubmed.ncbi.nlm.nih.gov/30137822/
Bono, M. J., Leslie, S. W., & Reygaert, W. C. (2022). Urinary Tract Infection. https://pubmed.ncbi.nlm.nih.gov/29261874/
Daniels, A. M., Schulte, A. R., & Herndon, C. M. (2018). Interstitial cystitis: An update on the disease process and treatment. Journal of Pain & Palliative Care Pharmacotherapy, 32(1), 49–58. https://doi.org/10.1080/15360288.2018.1476433
Garcia, M. R., & Wray, A. A. (2022). Sexually Transmitted Infections. https://pubmed.ncbi.nlm.nih.gov/32809643/
Young, A., Toncar, A., & Wray, A. A. (2022). Urethritis. https://pubmed.ncbi.nlm.nih.gov/30725967/
Rubric Detail
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Content
Name: NURS_6512_Week_10_Assignment_Rubric
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With regard to the SOAP note case study provided and using evidence-based resources from your search, answer the following questions and support your answers using current evidence from the literature: · Analyze the subjective portion of the note. List additional information that should be included in the documentation. |
Points Range: 10 (10%) – 12 (12%) The response clearly, accurately, and thoroughly analyzes the subjective portion of the SOAP note and lists detailed additional information to be included in the documentation. |
Points Range: 7 (7%) – 9 (9%) The response accurately analyzes the subjective portion of the SOAP note and lists additional information to be included in the documentation. |
Points Range: 4 (4%) – 6 (6%) The response vaguely analyzes the subjective portion of the SOAP note and vaguely and/or inaccurately lists additional information to be included in the documentation. |
Points Range: 0 (0%) – 3 (3%) The response inaccurately analyzes the subjective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation. |
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· Analyze the objective portion of the note. List additional information that should be included in the documentation. |
Points Range: 10 (10%) – 12 (12%) The response clearly, accurately, and thoroughly analyzes the objective portion of the SOAP note and lists detailed additional information to be included in the documentation. |
Points Range: 7 (7%) – 9 (9%) The response accurately analyzes the objective portion of the SOAP note and lists additional information to be included in the documentation. |
Points Range: 4 (4%) – 6 (6%) The response vaguely analyzes the objective portion of the SOAP note and vaguely and/or inaccurately lists additional information to be included in the documentation. |
Points Range: 0 (0%) – 3 (3%) The response inaccurately analyzes the objective portion of the SOAP note, with inaccurate and/or missing additional information included in the documentation. |
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· Is the assessment supported by the subjective and objective information? Why or why not? |
Points Range: 14 (14%) – 16 (16%) The response clearly and accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a thorough and detailed explanation. |
Points Range: 11 (11%) – 13 (13%) The response accurately identifies whether or not the assessment is supported by the subjective and/or objective information, with a clear explanation. |
Points Range: 8 (8%) – 10 (10%) The response vaguely identifies whether or not the assessment is supported by the subjective and/or objective information, with a vague explanation. |
Points Range: 0 (0%) – 7 (7%) The response inaccurately identifies whether or not the assessment is supported by the subjective and/or objective information, with an inaccurate or missing explanation. |
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· What diagnostic tests would be appropriate for this case, and how would the results be used to make a diagnosis? |
Points Range: 18 (18%) – 20 (20%) The response thoroughly and accurately describes appropriate diagnostic tests for the case and explains clearly, thoroughly, and accurately how the test results would be used to make a diagnosis. |
Points Range: 15 (15%) – 17 (17%) The response accurately describes appropriate diagnostic tests for the case and explains how the test results would be used to make a diagnosis. |
Points Range: 12 (12%) – 14 (14%) The response vaguely and/or with some inaccuracy describes appropriate diagnostic tests for the case and vaguely and/or with some inaccuracy explains how the test results would be used to make a diagnosis. |
Points Range: 0 (0%) – 11 (11%) The response inaccurately describes appropriate diagnostic tests for the case, with an inaccurate or missing explanation of how the test results would be used to make a diagnosis. |
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· Would you reject or accept the current diagnosis? Why or why not? |
Points Range: 23 (23%) – 25 (25%) The response states clearly whether to accept or reject the current diagnosis, with a thorough, accurate, and detailed explanation of sound reasoning. The response clearly, thoroughly, and accurately identifies three conditions as a differential diagnosis, with reasoning that is explained clearly, accurately, and thoroughly using three or more different references from current evidence-based literature. |
Points Range: 20 (20%) – 22 (22%) The response states whether to accept or reject the current diagnosis, with an accurate explanation of sound reasoning. The response accurately identifies three conditions as a differential diagnosis, with reasoning that is explained using three different references from current evidence-based literature. |
Points Range: 17 (17%) – 19 (19%) The response states whether to accept or reject the current diagnosis, with a vague explanation of the reasoning. The response identifies two to three conditions as a differential diagnosis, with reasoning that is explained vaguely and/or inaccurately using three or fewer references from current evidence-based literature. |
Points Range: 0 (0%) – 16 (16%) The response inaccurately states or is missing a statement of whether to accept or reject the current diagnosis, with an explanation that is inaccurate and/or missing. The response identifies three or fewer conditions as a differential diagnosis, with reasoning that is missing or explained inaccurately using two or fewer references from current evidence-based literature. |
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Written Expression and Formatting – Paragraph Development and Organization: |
Points Range: 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. |
Points Range: 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. |
Points Range: 3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. |
Points Range: 0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. |
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Written Expression and Formatting – English writing standards: |
Points Range: 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. |
Points Range: 4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
Points Range: 3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors. |
Points Range: 0 (0%) – 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
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Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. |
Points Range: 5 (5%) – 5 (5%) Uses correct APA format with no errors. |
Points Range: 4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors. |
Points Range: 3 (3%) – 3 (3%) Contains several (3 or 4) APA format errors. |
Points Range: 0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors. |
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Total Points: 100 |
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For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
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Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Important information for writing discussion questions and participation
Welcome to class
Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to
I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.
Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.
If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.
Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.
Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.
I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!
Hi Class,
Please read through the following information on writing a Discussion question response and participation posts.
Contact me if you have any questions.
Important information on Writing a Discussion Question
- Your response needs to be a minimum of 150 words (not including your list of references)
- There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
- Include in-text citations in your response
- Do not include quotes—instead summarize and paraphrase the information
- Follow APA-7th edition
- Points will be deducted if the above is not followed
Participation –replies to your classmates or instructor
- A minimum of 6 responses per week, on at least 3 days of the week.
- Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
- Each response needs to be at least 75 words in length (does not include your list of references)
- Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
- Follow APA 7th edition
- Points will be deducted if the above is not followed
- Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
- Here are some helpful links
- Student paper example
- Citing Sources
- The Writing Center is a great resource