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

Evidence-Based Practice Proposal Section A: Organizational Culture and Readiness Assessment

Evidence-Based Practice Proposal Section A: Organizational Culture and Readiness Assessment

 

Organizational Culture and Readiness Assessment

Healthcare organizations implement evidence-based practices in order to improve patient outcomes and deliver high-quality, patient-centered care (Schaefer & Welton, 2018). Effective EBP adoption occurs when an organization is prepared and capable of identifying potential hurdles and facilitators to the implementation process. To aid in the implementation of the current project, The Optimal Health Center conducted a readiness assessment using the “Organizational Culture and Readiness for System-Wide Integration of Evidence-based Practice Survey.” TOHC was found to be prepared to implement new EBP as a result of the assessment.

Obstacles and Facilitators in a Project

Time constraints hampered implementation significantly. Employees reported being overburdened with work, leaving little time to analyze new evidence. Due to time constraints, I had little experience building EBP. Facilitators observed on-site providers willing to advocate for EBP despite time constraints (Schaefer & Welton, 2018). Furthermore, management stated that an effective structure for personal and professional development will be established. Evidence-Based Practice Proposal Section A: Organizational Culture and Readiness Assessment

High Scores

The assessment tool had nineteen categories and TOHC performed well in five of them. The high scores are linked to the management and providers’ commitment to using EBP (Egeland, Ruud, Ogden, Lindstrøm & Heiervang, 2016). The staff pointed out that EBP improves patient care and were visiting online databases to learn more about best practice guidelines. Survey also revealed that the center was

NUR 590 Evidence-Based Practice Proposal Section A Organizational Culture and Readiness Assessment

NUR 590 Evidence-Based Practice Proposal Section A Organizational Culture and Readiness Assessment

tracking patient outcomes to evaluate if patients are receiving adequate care. The management has rolled out a clinical trial where diabetic patients are educated and offered removable subcutaneous meters. The device monitors patient sugar levels and the data collected will be used to enhance diabetic care within the center.

Low Scores

The center performed poorly in seven categories with the major contributor being lack of a tuition reimbursement program to help employees further their education (Egeland, Ruud, Ogden, Lindstrøm & Heiervang, 2016). TOHC also did not have a librarian to educate or guide staff on EBP matters.

Integration of Clinical Inquiry

To enhance integration, providers will be trained on EBP to improve their confidence and motivation. The training will help them outline areas that require improvement (Egeland, Ruud, Ogden, Lindstrøm & Heiervang, 2016). Research will then be executed on the identified weak areas and possible solutions tabled for approval. Policy to guide on implementation will then be created to help in adopting the approved solutions. Evidence-Based Practice Proposal Section A: Organizational Culture and Readiness Assessment

 

References

Egeland, K. M., Ruud, T., Ogden, T., Lindstrøm, J. C., & Heiervang, K. S. (2016). Psychometric properties of the Norwegian version of the Evidence-Based Practice Attitude Scale (EBPAS): to measure implementation readiness. Health research policy and systems, 14(1), 47.

Schaefer, J. D., & Welton, J. M. (2018). Evidence-based practice readiness: A concept analysis. Journal of nursing management, 26(6), 621-629.

PICOT Statement And Literature Review

Problem Statement

Oncology nurses assess, plan, implement, monitor and evaluate plans of care to ensure that the needs of their patients are met. The nurses handle patients with dynamic needs which are stressing and induces burnout syndrome. Burnout syndrome refers to a situation where a nurse is emotionally exhausted and has a diminished sense of individual accomplishment (Gomez-Urquiza et al., 2016).  Research indicates that numerous oncology nurses report the burnout syndrome as they handle patients who succumb to cancer and has to come to term with the meaning of death (Cañadas‐De la Fuente et al., 2018). Additionally, the nurses have to promote recovery and help patients cope with pain, grief and accept the approaching death. Burnout syndrome makes nurses irritable, insomniac and abuse drugs which negatively impact their performance. The syndrome is linked to increased sick leave and absenteeism, increased medical errors and low attention and morale to help patients (Ko, 2014). A novel approach should be devised to address burnout and optimize oncology nurses’ performance. Mindfulness practice has been proven to reduce burnout among oncology nurses. This proposal, therefore, aims at finding out whether mindfulness practice is effective and the PICOT that will guide the research is: Evidence-Based Practice Proposal Section A: Organizational Culture and Readiness Assessment

Among oncology nurses working with patients at the end of life, will the use of mindfulness practice versus no intervention result in the reduction of reported burnout within 10 months?

Literature Review

Research executed indicated that mindfulness practice reduces burnout syndrome. Penque (2019) supported this notion with a quasi-experimental study that involved 61 nurses aged 21 years. The main aim of the study was to establish in mindfulness-based stress reduction programs reduced burnout and enhanced work satisfaction. The results indicated that not only did the program reduce burnout but also enhanced psychological factors like mindfulness, self-compassion, and serenity. Similar, a non-randomized controlled study executed by Duarte and Pinto-Gouvenia (2017) outlined that mindfulness mediated changes resulted in reduced compassion fatigue and better self-compassion which reduced anxiety, stress, burnout and increases satisfaction with life. The study had 96 oncology nurses and used self-reported measures to assess aspects like compassion fatigue, depression, burnout, self-compassion, and mindfulness.

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS:Evidence-Based Practice Proposal Section A: Organizational Culture and Readiness Assessment

A systematic review by Burton et al., (2017) reported that mindfulness-based interventions improve burnout among health professionals. The articles reviewed handled interventions like telephonic mindfulness-based stress reduction (MBSR) program, traditional MBSR, mindfulness-based cognitive attitude training and modified MBSR. Among all the article reviewed only one had negative results. A cross-sectional survey by Vivian et al. (2019) evaluated what caused stress among nurses. 340 nurses participated in the study and they indicated that lack of support, death and dying, workload and conflict with physicians were the major causes of stress. Nurses operating in critical care units reported least dispositional mindfulness creating a need to come up with interventions that address the weakness. Lastly, Flatt and Dabney (2019) executed a systematic review that revealed that mindfulness-based programs help in dealing with compassion fatigue, depression, distress, stress, and burnout.

A comparison of the articles reveals that they all support the use of mindfulness-based interventions. The articles indicate that MBIs make it easy for health professionals to execute their duties and they promote physical and psychological well-being (Penque, 2019). The authors point out that clinical work is stressful and it causes burnout. The articles align with the aim of the current proposal which is to find out the effectiveness of mindfulness practice on reducing burnout among oncology nurses.  A striking difference observed is the varying duration of interventions used in the various articles. Most of the interventions last between 6-8 weeks and cover varying participants (Flatt &Dabney, 2019). Although the articles involved health professionals, two articles dealt with general health practitioners while the rest specifically handled oncology nurses. A clear conclusion is that the articles generated results that were consistent with the existing literature.

For further review, the articles indicate that future programs should adopt mindfulness programs to redirect negative thinking among nurses and reframe difficult situations.  Oncology nurses need these programs to ensure that organizations have nurses who can promote companionship and support each other when stressful situations occur. Time-commitment is a major barrier to the implementation of mindfulness-intervention and researchers planning to implement them should be keen on this aspect (Vivian et al., 2019). To deal with time-constraints a brief and accessible intervention would facilitate a quicker adoption. Lastly, several assessment time points are crucial for any MBI to ensure that stronger conclusions are drawn and act as fidelity checks for the programs (Duarte & Pinto-Gouveia, 2017).

Conclusion.

Oncology nurses handle dynamic patients which induce stress and burnout. Burnout harms care offered because it makes nurses irritable and reliant on drugs. Burnout increases absenteeism, sick leaves, and medical errors. To avoid the negative impacts, mindfulness practice can be employed since reviewed literature indicate that it reduces burnout and promotes physical and psychological wellbeing. Programs adopted should be brief and accessible and should have several assessment time points to enhance the conclusions made.

References

Burton, A., Burgess, C., Dean, S., Koutsopoulou, G. Z., & Hugh‐Jones, S. (2017). How effective are mindfulness‐based interventions for reducing stress among healthcare professionals? A systematic review and meta‐analysis. Stress and Health, 33(1), 3-13.

Cañadas‐De la Fuente, G. A., Gómez‐Urquiza, J. L., Ortega‐Campos, E. M., Cañadas, G. R., Albendín‐García, L., & De la Fuente‐Solana, E. I. (2018). Prevalence of burnout syndrome in oncology nursing: A meta‐analytic study. Psycho‐oncology, 27(5), 1426-1433.

Duarte, J., & Pinto-Gouveia, J. (2017). Mindfulness, self-compassion, and psychological inflexibility mediate the effects of a mindfulness-based intervention in a sample of oncology nurses. Journal of Contextual Behavioral Science, 6(2), 125-133.

Flatt, T., & Dabney, B. W. (2019). Mindfulness-Based Stress Reduction and Workplace Burnout: A Literature Review. Sigma Theta Tau International.

Gomez-Urquiza, J. L., Aneas-López, A. B., la Fuente-Solana, D., Emilia, I., Albendín-García, L., & Díaz-Rodríguez, L. (2016). Prevalence, Risk Factors, and Levels of Burnout Among Oncology Nurses: A Systematic Review. In Oncology nursing forum, 43(3).

Gomez-Urquiza, J. L., Aneas-López, A. B., la Fuente-Solana, D., Emilia, I., Albendín-García, L., & Díaz-Rodríguez, L. (2016, May). Prevalence, Risk Factors, and Levels of Burnout Among Oncology Nurses: A Systematic Review. In Oncology nursing forum (Vol. 43, No. 3).

Ko, W. (2014). Stress levels of nurses in oncology outpatient units (Doctoral dissertation, North Dakota State University).

Penque, S. (2019). Mindfulness to promote nurses’ well-being. Nursing Management, 50(5), 38-44.

Vivian, E., Oduor, H., Arceneaux, S. R., Flores, J. A., Vo, A., & Madson Madden, B. (2019). A cross-sectional study of perceived stress, mindfulness, emotional self-regulation, and self-care habits in registered nurses at a tertiary care medical center. SAGE Open Nursing, 5, 2377960819827472.

NUR 590 Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness

Assessment Description

In order to successfully implement a change within an organization, the change agent must assess the organization’s culture and readiness for change. In 750-1,000 words, analyze the culture and level of readiness of the organization for which your evidence-based practice project is proposed. You will use the assessment of the organization’s culture and readiness in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.

Include the following:

  1. Describe the organization’s culture and explain to what degree the culture supports change. Consider organizational and leadership structure, mission and values, interprofessional collaboration/team engagement, communication, perception of the organization by employees, etc.
  2. Select an organizational readiness tool and assess the level or readiness for change within your organization. Identify the readiness tool and summarize the survey results. Discuss the degree to which the culture will support and sustain an evidence-based practice change. Consider strengths and weaknesses, potential barriers, stakeholder support, timing of the proposal, and resources. Provide rationale.
  3. Discuss what health care process and systems you would recommend for improving quality, safety, and cost-effectiveness for the organization.
  4. Propose strategies to better facilitate the readiness of the organization.
  5. Identify the stakeholders and team members for the project. Include what their duties will be in the evidence-based practice project proposal.
  6. Explain what information and communication technologies are needed for the implementation and how they will be integrated in the setting by the internal stakeholders. Explain how these will help improve nursing practice and care delivery for individuals and populations for your intervention.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite a minimum four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MBA-MSN; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing

3.1:  Assess health care processes and systems to recommend measures for improving quality, safety, and cost-effectiveness across an organization.

3.3:  Integrate appropriate information and communication technologies to improve nursing practice and care delivery for individuals and populations.

A Multisite Health System Survey to Assess Organizational Context to Support Evidence-Based Nursing

Read “A Multisite Health System Survey to Assess Organizational Context to Support Evidence-Based Nursing,” by Pitmann et al., from Wor

… 


Supporting the Uptake of Nursing Guidelines: What You Really Need to Know to Move Nursing Guidelines Into Practice

Read “Supporting the Uptake of Nursing Guidelines: What You Really Need to Know to Move Nursing Guidelines Into Practice,” by Matthew-Maich

… 


Readiness Assessment

Read “Readiness Assessment” (2015), located on the Agency for Healthcare Research and Quality (AHRQ) website.


The Cochrane Collaboration

Explore the Cochrane Collaboration website.


Advanced Practice Nursing: Essential Knowledge for the Profession

Read Chapters 23 and 24 in Advanced Practice Nursing: Essential Knowledge for the Profession.


Cochrane Library

Explore the Cochrane Library website.


Organizational Readiness Tools for Global Health Intervention: A Review

Read “Organizational Readiness Tools for Global Health Intervention: A Review,” by Dearing, from Frontiers in Public Health (2018)

… 


Agency for Healthcare Research and Quality

Explore the Agency for Healthcare Research and Quality (AHRQ) website.


Cultivate a Culture of Excellence at the Point of Care

Read “Cultivate a Culture of Excellence at the Point of Care,” by Medeiros, from Nursing Management (2020).


6 Steps for Transforming Organizational EBP Culture

Read “6 Steps for Transforming Organizational EBP Culture,” by Ogiehor-Enoma, Taqueban, and Anosike, from Nursing Management (2010

… 


JBI EBP Resources

Use the JBI EBP Resources to search for EBP resources related to your project.


Aligning Organizational Culture and Infrastructure to Support Evidence-Based Practice

Read “Aligning Organizational Culture and Infrastructure to Support Evidence-Based Practice,” by Ost, Blalock, Fagan, Sweeney, and Miller-H

… 

Benchmark – Evidence-Based Practice Project Proposal: Organizational Culture and Readiness – Rubric

Organizational Culture and Degree to Which Culture Supports Change

Criteria Description

Organizational Culture and Degree to Which Culture Supports Change

5. 5: Excellent

12 points

The organizational culture and the degree to which it supports change is thoroughly discussed. The various aspects of the culture are included. Thorough explanations and strong supporting research are provided.

4. 4: Good

11.04 points

The organizational culture and the degree to which it supports change is discussed. Key aspects of the culture are included. In general, explanations and support are provided. Minor detail is needed for clarity or support.

3. 3: Satisfactory

10.56 points

The organizational culture and the degree to which it supports change is summarized. Some key aspects of the culture are outlined but lack explanation and supporting research.

2. 2: Less Than Satisfactory

9.6 points

The discussion of organizational culture and the degree to which it supports change is incomplete.

1. 1: Unsatisfactory

0 points

The organizational culture and the degree to which it supports change is not discussed.

Organizational Readiness Tool and Readiness Assessment

Criteria Description

Organizational Readiness Tool and Readiness Assessment

5. 5: Excellent

13 points

The organizational readiness tool is identified, and the survey results are presented. The degree to which the culture will support and sustain an evidence-based practice changes is thoroughly discussed. Strengths and weaknesses, potential barriers, stakeholder support, timing of the proposal, and resources are clearly considered. Thorough explanations and strong supporting research are provided.

4. 4: Good

11.96 points

The organizational readiness tool is identified, and the survey results are presented. The degree to which the culture will support and sustain an evidence-based practice changes is discussed. Strengths and weaknesses, potential barriers, stakeholder support, timing of the proposal, and resources are generally considered. Some minor rationale is needed.

3. 3: Satisfactory

11.44 points

The organizational readiness tool is identified, and the survey results are summarized. The degree to which the culture will support and sustain evidence-based practice changes is generally discussed. The narrative lacks explanation and supporting research.

2. 2: Less Than Satisfactory

10.4 points

The organizational readiness tool is identified. The survey results and interpretation are incomplete.

1. 1: Unsatisfactory

0 points

An organizational readiness tool is not selected; the level or readiness is not assessed.

Health Care Process and Systems Recommended for Improving Quality, Safety, Cost-Effectiveness (B)

Criteria Description

Health Care Process and Systems Recommended for Improving Quality, Safety, and Cost-Effectiveness (C.3.1)

5. 5: Excellent

10 points

The health care process and systems recommended for improving quality, safety, and cost-effectiveness for the organization is thoroughly discussed. Thorough explanations and strong supporting research are provided.

4. 4: Good

9.2 points

The health care process and systems recommended for improving quality, safety, and cost-effectiveness for the organization is discussed. Minor detail is needed for clarity or support.

3. 3: Satisfactory

8.8 points

A summary on what health care process and systems are recommended for improving quality, safety, and cost-effectiveness for the organization is presented. The narrative lacks explanation and supporting research.

2. 2: Less Than Satisfactory

8 points

A discussion on what health care process and systems are recommended for improving quality, safety, and cost-effectiveness for the organization is incomplete.

1. 1: Unsatisfactory

0 points

A discussion on what health care process and systems are recommended for improving quality, safety, and cost-effectiveness for the organization is omitted.

Strategies to Facilitate Organizational Readiness

Criteria Description

Strategies to Facilitate Organizational Readiness

5. 5: Excellent

10 points

Strategies to better facilitate the readiness of the organization are proposed. Minor detail is needed for clarity or support.

4. 4: Good

9.2 points

Clear strategies to better facilitate the readiness of the organization are proposed. Thorough explanations and strong supporting research are provided.

3. 3: Satisfactory

8.8 points

General strategies to better facilitate the readiness of the organization are proposed. The strategies lack explanation and supporting research.

2. 2: Less Than Satisfactory

8 points

Strategies to better facilitate the readiness of the organization are incomplete.

1. 1: Unsatisfactory

0 points

Strategies to better facilitate the readiness of the organization are not proposed.

Stakeholders and Team Members Needed

Criteria Description

Stakeholders and Team Members Needed

5. 5: Excellent

10 points

The stakeholders and team members for the project, including their respective duties, are thoroughly identified.

4. 4: Good

9.2 points

Key stakeholders and team members for the project, including their respective duties, are identified. Minor detail is needed for clarity or support.

3. 3: Satisfactory

8.8 points

Some key stakeholders and team members for the project, including their respective duties, are outlined.

2. 2: Less Than Satisfactory

8 points

Stakeholders and team members for the project are only partially identified.

1. 1: Unsatisfactory

0 points

Stakeholders and team members for the project are omitted.

Information and Communication Technologies Needed (B)

Criteria Description

Information and Communication Technologies Needed (C.3.3)

5. 5: Excellent

10 points

The information and communication technologies needed for implementation and how they will be integrated in the setting by the internal stakeholders are discussed. How they will help improve nursing practice and care delivery for individuals and populations for the intervention is explained. Minor detail is needed for clarity or support.

4. 4: Good

9.2 points

The information and communication technologies needed for implementation and how they will be integrated in the setting by the internal stakeholders are clearly discussed. How they will help improve nursing practice and care delivery for individuals and populations for the intervention is thoroughly explained. Clear support is provided.

3. 3: Satisfactory

8.8 points

The information and communication technologies needed for implementation and how they will be integrated in the setting by the internal stakeholders are summarized. More explanation is need for how these will help improve nursing practice and care delivery for individuals and populations for the intervention.

2. 2: Less Than Satisfactory

8 points

The information and communication technologies needed for implementation and how they will be integrated in the setting by the internal stakeholders are only partially explained.

1. 1: Unsatisfactory

0 points

The information and communication technologies needed for implementation and how they will be integrated in the setting by the internal stakeholders are omitted.

Required Sources

Criteria Description

Required Sources

5. 5: Excellent

5 points

Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

4. 4: Good

4.6 points

Number of required sources is met, but sources are outdated or inappropriate.

3. 3: Satisfactory

4.4 points

Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.

2. 2: Less Than Satisfactory

4 points

Number of required sources is only partially met.

1. 1: Unsatisfactory

0 points

Sources are not included.

Thesis Development and Purpose

Criteria Description

Thesis Development and Purpose

5. 5: Excellent

7 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

4. 4: Good

6.44 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

3. 3: Satisfactory

6.16 points

Thesis is apparent and appropriate to purpose.

2. 2: Less Than Satisfactory

5.6 points

Thesis is insufficiently developed or vague. Purpose is not clear.

1. 1: Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Argument Logic and Construction

Criteria Description

Argument Logic and Construction

5. 5: Excellent

8 points

Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

4. 4: Good

7.36 points

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

3. 3: Satisfactory

7.04 points

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

2. 2: Less Than Satisfactory

6.4 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

1. 1: Unsatisfactory

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Mechanics of Writing

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. 5: Excellent

5 points

Writer is clearly in command of standard, written, academic English.

4. 4: Good

4.6 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

3. 3: Satisfactory

4.4 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

2. 2: Less Than Satisfactory

4 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Benchmark – Evidence-Based Practice Project Proposal Organizational Culture and Readiness

1. 1: Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Paper Format (Use of appropriate style for the major and assignment)

Criteria Description

Paper Format (Use of appropriate style for the major and assignment)

5. 5: Excellent

5 points

Template is fully used; There are virtually no errors in formatting style.

4. 4: Good

4.6 points

All format elements are correct.

3. 3: Satisfactory

4.4 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

2. 2: Less Than Satisfactory

4 points

Template is used, and formatting is correct, although some minor errors may be present.

1. 1: Unsatisfactory

0 points

Template is not used appropriately, or documentation format is rarely followed correctly.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to as

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. 5: Excellent

5 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Benchmark – Evidence-Based Practice Project Proposal Organizational Culture and Readiness

4. 4: Good

4.6 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. 3: Satisfactory

4.4 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. 2: Less Than Satisfactory

4 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. 1: Unsatisfactory

0 points

Sources are not documented.

Name:  Discussion Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

0–69

Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to 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.

Cited with fewer than two credible references.

0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

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 references.

Main Posting:

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)

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 Posting:

Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully 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.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully 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.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name:  Discussion Rubric

 

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