NRS 433V Rough Draft Quantitative Research Critique and Ethical Considerations GCU

Sample Answer for NRS 433V Rough Draft Quantitative Research Critique and Ethical Considerations GCU Included After Question

Assessment Description

In this assignment, you will write a critical appraisal that demonstrates comprehension of two quantitative research studies.

Use the practice problem and two quantitative, peer-reviewed research articles you identified in the Topic 1 assignment (or two new articles based on instructor feedback in Topic 1) to complete this assignment.

In a 1,000–1,250-word essay, summarize two quantitative studies.

Use the “Research Critique Guidelines – Part II” document to organize your essay.

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

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.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 433V Rough Draft Quantitative Research Critique and Ethical Considerations GCU

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.

Attachments

NRS-433V-RS-T3-ResearchCritiqueGuideline

A Sample Answer For the Assignment: NRS 433V Rough Draft Quantitative Research Critique and Ethical Considerations GCU

Title: NRS 433V Rough Draft Quantitative Research Critique and Ethical Considerations GCU

Quantitative Studies

Background

As noted above, nursing shortage is a critical issue that affects the safety and quality of care given to patients (Bittner & Bechtel, 2017). Nursing shortage is an issue that affects most of the healthcare organizations in America in the modern world. The American Association of Colleges of Nursing (AACN) reports that the shortage of nurses in the US is anticipated to rise in the next decade due to the aging of the Baby Boomers. The aging of the Baby Boomers will also imply the increased need for care demands, hence, overburdening the already burden healthcare system due to nursing shortage (Marć et al., 2019). Shortage of nurses in the US is also attributed to the low capacity of nursing schools that do not produce new nurses to meet the increasing demands (Sokhanvar et al., 2018).

Authors have explored the issue of shortage of nurses in their studies. One of the studies that examined the issue of nursing shortage is the one conducted by (Halter, Boiko, et al., 2017). Halter et al., (2017) identified in their study that nursing turnover is a critical factor contributing to the shortage of nurses being experienced in America today. As a result, the aim of their research was to investigate the determinants as well as consequences of staff turnover among adult nurses. The research question that guided their investigation was; what are the determinants and consequences of adult nursing staff turnover? Halter, Pelone et al., (2017) conducted another study to examine evidence-based interventions that can be used to address the issue of nursing shortage by reducing adult nursing turnover. The authors recognized the fact that nursing shortage is preventable by implementing practical interventions that aim at its contributing factors. Therefore, the research question that guided the authors was; what interventions can be embraced to reduce adult nursing turnover?

How do these two articles support the nurse practice issue you chose?

The articles by Halter, Pelone, et al. (2017) and Halter, Boiko, et al. (2017) answers the PICOT question for my project in a number of ways. Firstly, the article by Halter, Boiko, et al., (2017) answers the PICOT question by providing insights into the determinants of factors that contribute to shortage of nurses and its consequences. The information obtained from the article provides information about the severity and magnitude of the problem of nursing shortage, hence, increasing the need for the exploration of interventions to address the problem. The article by Halter, Pelone, et al., (2017) answers the PICOT question by providing evidence-based interventions that can be adopted to address the issue of nursing shortage. The article examines broad interventions that are applicable to health organizations in addressing the issue of nursing shortage. The article by Halter, Pelone, et al., (2017) provided interventions that are similar to those proposed in my PICOT question. The interventions include the adoption of teamwork approaches in nursing, effective leadership styles, preceptor-based programs, needs-based orientation programs, use of residency programs and expanding the training capacity of nursing education institutions. The two articles used previous studies with a mix of comparison groups comprising of nurses, nursing students, and healthcare leaders and managers. As a result, the comparison groups vary from those in my PICOT question.

Method of Study:

The studies by Halter, Pelone, et al., (2017) and Halter, Boiko, et al., (2017) were quantitative systematic reviews. The authors reviewed evidences from previous quantitative studies that examined the factors contributing to nursing shortage, including turnover by adult nurses. The quantitative systematic reviews that the authors performed are associated with a number of benefits as well as limitations. The benefits include the fact that they provide highly reliable and accurate data, addresses specific questions or hypothesis, and guides the identification of best practices in nursing. The method is however associated with limitations such as the lack of use of human subjects, using studies with bias, and presenting findings that may not be generalizable to a larger population.

Results of Study

The study Halter, Boiko, et al., (2017) found that the determinants of turnover in adult nursing that contribute to nursing shortage include nurse stress and job dissatisfaction, managerial style, and factors that relate to the supervision methods that organizations utilize. The study further showed that that the consequences of nursing turnover and shortage include significant economic costs incurred by health organizations and patients alongside the decline in safety and quality of care. The study by Halter, Pelone, et al., (2017) showed that a number of interventions can be embraced in practice to increase retention of adult nurses as a way of addressing the issue of nursing shortage. The authors found that some of the effective interventions that can be embraced include the adoption of effective leadership styles, teamwork approaches, transformational nursing models, preceptor programs, and residency and new gradate internship programs, and establishment of need-based programs for the nurses.

The findings presented in the selected articles have considerable implications to nursing practice. The findings translate into the need for health organizations to identify effective practices that can be adopted to minimize turnover among nurses. The findings also translate into the need for the adoption of effective leadership styles that promote the development of the employees. The findings in the articles also raise the need for the creation of effective organizational cultures. The organizational culture should strengthen teamwork, use of effective leadership styles and the recognition of the diverse needs of the staffs in the organization. Overall, the findings increase the need for the adoption of transformational practices in nursing practice to promote the needs of nurses, hence, reducing nursing turnover and shortage.

Outcomes Comparison

One of the anticipated outcomes of my PICOT question is the identification of factors that contribute to nursing shortage in the US. It is anticipated that through the analysis of the various sources of data and intervention outcomes, nurses will be able to identify and understand the factors that contribute to shortage of nurses in the state. The other anticipated outcome of the PICOT question is the determination of the effectiveness of the intervention in addressing the issue of nursing shortage. The intervention will be examined to determine whether it minimized the factors contributing to nursing shortage or not. The outcomes of the selected articles compare to my anticipated outcomes. Firstly, the outcomes of the selected articles identified individual and organizational determinants of nursing shortage and turnover that may relate to the anticipated outcomes of the PICOT question. Secondly, the outcomes of the chosen articles showed that transformation of organizational processes contribute to improved retention of nurses, hence, reduction of nursing shortage. The anticipated outcome of the project is to increase the retention of nurses in health organizations, hence, the similarity with the outcomes of the selected articles.

Conclusion

Overall, nursing shortage is a critical issue that threatens the safety and quality of nursing care. Nursing shortage is attributed to a number of factors such as high rate of adult nurses’ turnover, limited training capacity of nursing institutions, and elderly nurses that are retiring. Nurse leaders and managers have a role to play in addressing the issue of nursing shortage in the US. Therefore, the consideration of evidence-based interventions is recommended to promote the effective management of the issue in practice.

References

Bittner, N. P., & Bechtel, C. F. (2017). Identifying and Describing Nurse Faculty Workload Issues: A Looming Faculty Shortage. Nursing Education Perspectives, 38(4), 171–176. https://doi.org/10.1097/01.NEP.0000000000000178

Halter, M., Boiko, O., Pelone, F., Beighton, C., Harris, R., Gale, J., Gourlay, S., & Drennan, V. (2017). The determinants and consequences of adult nursing staff turnover: A systematic review of systematic reviews. BMC Health Services Research, 17. https://doi.org/10.1186/s12913-017-2707-0

Halter, M., Pelone, F., Boiko, O., Beighton, C., Harris, R., Gale, J., Gourlay, S., & Drennan, V. (2017). Interventions to Reduce Adult Nursing Turnover: A Systematic Review of Systematic Reviews. The Open Nursing Journal, 11, 108–123. https://doi.org/10.2174/1874434601711010108

Marć, M., Bartosiewicz, A., Burzyńska, J., Chmiel, Z., & Januszewicz, P. (2019). A nursing shortage – a prospect of global and local policies. International Nursing Review, 66(1), 9–16. https://doi.org/10.1111/inr.12473

Sokhanvar, M., Kakemam, E., Chegini, Z., & Sarbakhsh, P. (2018). Hospital nurses’ job security and turnover intention and factors contributing to their turnover intention: A cross-Sectional study. Nursing and Midwifery Studies, 7(3), 133. https://doi.org/10.4103/2322-1488.235640

Rubric Criteria

Total 190 points

Criterion	1. Unsatisfactory	2. Insufficient	3. Approaching	4. Acceptable	5. Target
Articles Support of Nursing Practice Problem Articles Support of Nursing Practice Problem	0 points A discussion on how articles support the PICOT question and how the interventions and comparison groups compare to those identified in the PICOT question is not included.	18.53 points A discussion on how articles support the PICOT question and how the interventions and comparison groups compare to those identified in the PICOT question is unclear or lacking information.	19.51 points A discussion on how articles support the PICOT question is presented. The articles demonstrate general support in answering the proposed PICOT question. The interventions and comparison groups in the articles generally compare to those identified in the PICOT question.	21.98 points A discussion on how articles support the PICOT question is presented. The articles demonstrate support in answering the proposed PICOT question. The interventions and comparison groups in the articles compare to those identified in the PICOT question.	24.7 points A thorough discussion on how articles support the PICOT question is presented. The articles demonstrate strong support in answering the proposed PICOT question. The interventions and comparison groups in the articles strongly compare to those identified in the PICOT question.
Thesis, Position, or Purpose Communicates reason for writing and demonstrates awareness of audience.	0 points The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.	9.98 points The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.	10.51 points The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.	11.84 points The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.	13.3 points The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
Method of Studies Method of Studies	0 points A discussion on the method of study for each article is not included.	19.95 points A partial discussion on the method of study for each article and the comparison of study methods is presented. A benefit and a limitation of each method are omitted or incomplete. There are significant inaccuracies.	21.01 points A general discussion on the method of study for each article and the comparison of study methods is presented. A benefit and a limitation of each method are included but the description is general.	23.67 points A detailed discussion on the method of study for each article and the comparison of study methods is presented. A benefit and a limitation of each method are presented.	26.6 points A thorough discussion on the method of study for each article and the comparison of study methods is presented. A benefit and a limitation of each method are presented. The discussion demonstrates a solid understanding of research methods.
Quantitative Studies Quantitative Studies	0 points Only one article is presented. Neither of the articles presented use quantitative research.	7.13 points Two articles are presented. Of the articles presented, only one article is based on quantitative research.	7.51 points N/A	8.46 points N/A	9.5 points Two articles are presented. Both articles are based on quantitative research.
Evidence Selects and integrates evidence to support and advance position/purpose; considers other perspectives.	0 points Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.	8.55 points Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.	9.01 points Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.	10.15 points Relevant evidence that includes other perspectives is used.	11.4 points Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.
Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.	0 points Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.	8.55 points Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.	9.01 points Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.	10.15 points Few mechanical errors are present. Suitable language choice and sentence structure are used.	11.4 points No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.
Background of Studies Background of Studies	0 points Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is not included.	7.13 points Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is not clearly written and lacks information.	7.51 points Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is partially complete and includes some relevant details and explanation.	8.46 points Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is complete and includes relevant details.	9.5 points Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is thorough with substantial relevant details and an extensive explanation.
Results of Studies Results of Studies	0 points A discussion of the results of each study, including key findings and implications for nursing practice, is not included.	19.95 points A discussion of the results of each study, including key findings and implications for nursing practice, is unclear and incomplete.	21.01 points A general discussion of the results of each study, including key findings and implications for nursing practice, is included.	23.67 points A discussion of the results of each study, including key findings and implications for nursing practice is complete and includes relevant details and supporting explanation.	26.6 points A discussion of the results of each study, including key findings and implications for nursing practice, is thorough with substantial relevant details and extensive explanation.
Introduction of Nursing Practice Problem, Purpose and Picot Question Introduction of Nursing Practice Problem, Purpose and Picot Question	0 points Introduction of the nursing practice problem, purpose of the essay, or PICOT question is not included.	7.13 points Introduction does not include a clear description of the nursing practice problem and purpose of the essay. The PICOT question is not clearly written and is missing some of the necessary elements.	7.51 points Introduction includes a basic description of the nursing practice problem and purpose of the essay. The PICOT question is present.	8.46 points Introduction includes the nursing practice problem and purpose of the essay in a clear manner. The PICOT question is clear and includes all elements.	9.5 points Introduction includes the nursing practice problem and purpose of the essay in a comprehensive manner. The PICOT question is concise, accurately written, and includes all elements.
Development, Structure, and Conclusion Advances position or purpose throughout writing; conclusion aligns to and evolves from development.	0 points No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.	9.98 points Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.	10.51 points Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.	11.84 points The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.	13.3 points The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.
Ethical Considerations Ethical Considerations	0 points Ethical considerations when conducting nursing research is not included. Discussion of how the researchers accounted for ethical considerations is not included.	19.95 points Ethical considerations when conducting nursing research unclear. Discussion of how the researchers accounted for ethical considerations is incomplete.	21.01 points Ethical considerations when conducting nursing research is discussed in basic manner. Discussion of how the researchers accounted for ethical considerations is included.	23.67 points Ethical considerations when conducting nursing research is clearly discussed. Discussion of how the researchers accounted for ethical considerations is through.	26.6 points Ethical considerations when conducting nursing research is comprehensively discussed. Discussion of how the researchers accounted for ethical considerations is thorough with substantial relevant details and extensive explanation.
Format/Documentation Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.	0 points Appropriate format is not used. No documentation of sources is provided.	5.7 points Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.	6 points Appropriate format and documentation are used, although there are some obvious errors.	6.76 points Appropriate format and documentation are used with only minor errors.	7.6 points No errors in formatting or documentation are present.

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Articles Support of Nursing Practice Problem

0 points

A discussion on how articles support the PICOT question and how the interventions and comparison groups compare to those identified in the PICOT question is not included.

18.53 points

A discussion on how articles support the PICOT question and how the interventions and comparison groups compare to those identified in the PICOT question is unclear or lacking information.

19.51 points

A discussion on how articles support the PICOT question is presented. The articles demonstrate general support in answering the proposed PICOT question. The interventions and comparison groups in the articles generally compare to those identified in the PICOT question.

21.98 points

A discussion on how articles support the PICOT question is presented. The articles demonstrate support in answering the proposed PICOT question. The interventions and comparison groups in the articles compare to those identified in the PICOT question.

24.7 points

A thorough discussion on how articles support the PICOT question is presented. The articles demonstrate strong support in answering the proposed PICOT question. The interventions and comparison groups in the articles strongly compare to those identified in the PICOT question.

Thesis, Position, or Purpose

Communicates reason for writing and demonstrates awareness of audience.

0 points

The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.

9.98 points

The thesis, position, or purpose is unfocused or confused. There is very little awareness of the intended audience.

10.51 points

The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.

11.84 points

The thesis, position, or purpose is adequately presented. An awareness of the appropriate audience is demonstrated.

13.3 points

The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.

Method of Studies

0 points

A discussion on the method of study for each article is not included.

19.95 points

A partial discussion on the method of study for each article and the comparison of study methods is presented. A benefit and a limitation of each method are omitted or incomplete. There are significant inaccuracies.

21.01 points

A general discussion on the method of study for each article and the comparison of study methods is presented. A benefit and a limitation of each method are included but the description is general.

23.67 points

A detailed discussion on the method of study for each article and the comparison of study methods is presented. A benefit and a limitation of each method are presented.

26.6 points

A thorough discussion on the method of study for each article and the comparison of study methods is presented. A benefit and a limitation of each method are presented. The discussion demonstrates a solid understanding of research methods.

Quantitative Studies

0 points

Only one article is presented. Neither of the articles presented use quantitative research.

7.13 points

Two articles are presented. Of the articles presented, only one article is based on quantitative research.

7.51 points

N/A

8.46 points

N/A

9.5 points

Two articles are presented. Both articles are based on quantitative research.

Evidence

Selects and integrates evidence to support and advance position/purpose; considers other perspectives.

0 points

Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.

8.55 points

Evidence is limited or irrelevant. The interpretation of other perspectives is superficial or incorrect.

9.01 points

Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.

10.15 points

Relevant evidence that includes other perspectives is used.

11.4 points

Specific and appropriate evidence is included. Relevant perspectives of others are clearly considered.

Mechanics of Writing

Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.

8.55 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.

9.01 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.

10.15 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.

11.4 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Background of Studies

0 points

Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is not included.

7.13 points

Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is not clearly written and lacks information.

7.51 points

Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is partially complete and includes some relevant details and explanation.

8.46 points

Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is complete and includes relevant details.

9.5 points

Background of studies, including problem, significance to nursing, purpose, objective, and research questions, is thorough with substantial relevant details and an extensive explanation.

Results of Studies

0 points

A discussion of the results of each study, including key findings and implications for nursing practice, is not included.

19.95 points

A discussion of the results of each study, including key findings and implications for nursing practice, is unclear and incomplete.

21.01 points

A general discussion of the results of each study, including key findings and implications for nursing practice, is included.

23.67 points

A discussion of the results of each study, including key findings and implications for nursing practice is complete and includes relevant details and supporting explanation.

26.6 points

A discussion of the results of each study, including key findings and implications for nursing practice, is thorough with substantial relevant details and extensive explanation.

Introduction of Nursing Practice Problem, Purpose and Picot Question

0 points

Introduction of the nursing practice problem, purpose of the essay, or PICOT question is not included.

7.13 points

Introduction does not include a clear description of the nursing practice problem and purpose of the essay. The PICOT question is not clearly written and is missing some of the necessary elements.

7.51 points

Introduction includes a basic description of the nursing practice problem and purpose of the essay. The PICOT question is present.

8.46 points

Introduction includes the nursing practice problem and purpose of the essay in a clear manner. The PICOT question is clear and includes all elements.

9.5 points

Introduction includes the nursing practice problem and purpose of the essay in a comprehensive manner. The PICOT question is concise, accurately written, and includes all elements.

Development, Structure, and Conclusion

Advances position or purpose throughout writing; conclusion aligns to and evolves from development.

0 points

No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.

9.98 points

Writing lacks logical progression of the thesis, position, or purpose. Some organization is attempted, but ideas are disconnected. Conclusion is unclear and not supported by the overall development of the purpose.

10.51 points

Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.

11.84 points

The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.

13.3 points

The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and logical conclusion aligns to the development of the purpose.

Ethical Considerations

0 points

Ethical considerations when conducting nursing research is not included. Discussion of how the researchers accounted for ethical considerations is not included.

19.95 points

Ethical considerations when conducting nursing research unclear. Discussion of how the researchers accounted for ethical considerations is incomplete.

21.01 points

Ethical considerations when conducting nursing research is discussed in basic manner. Discussion of how the researchers accounted for ethical considerations is included.

23.67 points

Ethical considerations when conducting nursing research is clearly discussed. Discussion of how the researchers accounted for ethical considerations is through.

26.6 points

Ethical considerations when conducting nursing research is comprehensively discussed. Discussion of how the researchers accounted for ethical considerations is thorough with substantial relevant details and extensive explanation.

Format/Documentation

Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.

0 points

Appropriate format is not used. No documentation of sources is provided.

5.7 points

Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.

6 points

Appropriate format and documentation are used, although there are some obvious errors.

6.76 points

Appropriate format and documentation are used with only minor errors.

7.6 points

No errors in formatting or documentation are present.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 433V Rough Draft Quantitative Research Critique and Ethical Considerations GCU

NRS 433V Rough Draft Quantitative Research Critique and Ethical Considerations GCU

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: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	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: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	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: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	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: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. 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. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.