MSN 6030 Unit 2 Discussion Question Reflection

MSN 6030 Unit 2 Discussion Question Reflection

Each week
you will engage in weekly check-ins. These check-ins will be brief (2–5
minutes) video or audio recordings in which you discuss your experiences and
progress for the week. These should be used to update your peers on experiences
of note that occurred during your practicum time and any relevant developments
with regard to your capstone project. The goal of these check-ins is to allow
you to connect with your peers on a more personal level and build a more
vibrant learner community in the course.

If you are
recording a video for your check-in, be sure that you are recording video and
audio with your program of choice.

If you are
recording a video using Adobe Connect, you will post the link to your recording
in your discussion post, in addition to your transcript and notes (see below).

If you are
recording a video for your check-in using Kaltura, follow the instructions in
the Using Kaltura document linked in the Resources. It will cover how to post
your video directly it into the discussion area in addition to your transcript
and notes (see below). MSN 6030 Unit 2 Discussion Question Reflection

If you are
recording audio via PowerPoint, please make your submission one or more slides
with the reflection questions below included on the slides. Please make sure
you also include detailed notes or a transcript (see below). You will upload
your PowerPoint file as an attachment to your discussion post.

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You may use
a different program or piece of technology, provided you can still create
videos and record audio for your initial discussion posts. You may wish to
check with your instructor before attempting to use a different program or
piece of technology

In your
reflection, please discuss your responses to the questions below:

How is your
practicum experience going?

What is
going well in your field experience?

What are
the challenges you are encountering?

Was there
anything that you found particularly exciting or challenging that happened?

Are you
making progress on your capstone project?

What
aspects of the project are going well?

What
aspects of the project are you finding the most challenging?

What
excites you about your project?

Note: As a
professional best practice, and to make your discussion posts as accessible as
possible, be prepared to include a text alternative for your recorded audio by
providing a brief transcript or detailed notes with each discussion post. (This
practice is also helpful to ensure that you are recording the words that you
actually wish to say.) If you are using PowerPoint, your notes or transcription
can be included in the notes area of your slides. If you are recording a video,
please post your notes or transcript in the body of the discussion post. If you
require the use of assistive technology or alternative communication methods to
participate in this activity, please contact Disability Services to request
accommodations.

Additional
note: If for some reason you experience technical difficulties that make it
impossible to record a reflection, you may post a written reflection that is of
professional and academic quality.

Response
Guidelines

Respond
according to the Faculty Expectations Message guidelines. Address one or more
of the following:

Compare
your practicum experience to that of your peer.

Offer one
or more suggestions for how your peer could work on addressing the challenge
they faced in their practicum.

Compare
your capstone project to that of your peer.

Offer one
or more suggestions for how your peer could work on addressing the challenge
they are encountering with regard to their capstone project.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.