NRS 493 Capstone Project Topic Selection and Approval GCU

Sample Answer for NRS 493 Capstone Project Topic Selection and Approval GCU Included After Question

Assessment Description

In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
Significance of the topic and its implications for nursing practice.
A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.

You are required to cite to a minimum of eight 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. Plan your time accordingly to complete this assignment.

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This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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.

A Sample Answer For the Assignment: NRS 493 Capstone Project Topic Selection and Approval GCU

Title: NRS 493 Capstone Project Topic Selection and Approval GCU

Nurses are obligated to ensure that patients are given the quality and safe care. This capstone change project focuses on the management of Catheter-Associated Urinary Tract Infections (CAUTI) among medical-surgical patients. CAUTI is an issue that is associated with significant implications for the quality and safety of care. The purpose of this paper is to identify the issue, project setting, problem description, implications of the problem, significance of the problem to nursing practice, and the proposed solution.

The Problem

This capstone project focuses on the management of CAUTIs in medical-surgical units. CAUTIs are among the primary healthcare concerns that plague health facilities nationwide affecting the safety and well-being of patients in medical-surgical units. They account for the bigger percentage of UTIs in hospitals. According to Gomila et al. (2019), CAUTIs affect over one million people yearly in the United States. CAUTIs are associated with dire complications such as sepsis and endocarditis, increased healthcare costs, long hospital stay days, and even death. They are also the widespread causes of bacteremia in medical-surgical units. Moreover, CAUTIs are linked to a heavy economic burden attributed to the heavy financial load needed in the treatment of infections, which causes a fiscal burden on the healthcare industry. Based on these factors, CAUTIs are considered a significant nursing issue that needs to be addressed.

The Setting

Medical-surgical units within healthcare facilities are the preferred setting for this capstone change project. The incidence of CAUTIs is linked to risk factors such as poor maintenance of the catheter and inappropriate use of indwelling catheters. These factors are common in post-operative units where the catheter is inserted into the bladder of many patients to help in draining urine after a surgical procedure (Mong et al., 2022). Catheter increases the risk of contracting CAUTIs. Therefore, a targeted intervention focusing on this setting is critical in enhancing the healthcare outcomes of patients.

Problem Description

CAUTIs are among the primary healthcare concerns that plague health facilities nationwide affecting the safety and well-being of patients in medical-surgical units. According to CDC (2021), about 15-25% of hospitalized patients need urinary catheters. However, the extended use of urinary catheters increases the risk of contracting CAUTIs. CAUTIs are associated with dire complications such as sepsis and endocarditis, increased healthcare costs, long hospital stay days, and even death. Moreover, CAUTIs are linked to a heavy economic burden attributed to the heavy financial load needed in the treatment of infections (Shaheen et al., 2019). Therefore, this project seeks to manage CAUTIs among patients in medical-surgical units to prevent adverse events and promote positive health outcomes among these patients.

Effect of the Problem

Management of CAUTIs is an issue that should concern all healthcare providers. Some of the implications of CAUTIs in the medical-surgical unit include increased chances of contracting sepsis and endocarditis, increased healthcare costs, and long hospital stay days (Van Decker et al 2021). Moreover, CAUTIs are the leading cause of death among medical-surgical patients and are also associated with a significant socio-economic load on patients and their families (Shaheen et al., 2019). The dire implications of this nursing issue make it a cause for alarm that necessitates being addressed with utmost priority in the healthcare system.

Significance of the Topic and its Implication for Nursing Practice

The management of CAUTIs among medical-surgical patients is an important topic in nursing practice. Nurses have the obligation to champion the safety and quality of care for patients. As such, the management of CAUTIs among medical-surgical patients aligns with this nursing obligation (Shadle et al., 2021). Moreover, the management of CAUTIs is a way of enhancing patient health outcomes and reducing CAUTIs within medical-surgical units.

Proposed Solution

The proposed solution to CAUTIs management and prevention in medical-surgical units is the adoption of intentional leadership rounding. Hedenstrom et al., (2022) define leadership rounding as a process where leaders engage with nurses and patients, talking to them directly about CAUTI prevention. Leadership rounding is crucial in providing information to caregivers and discussing with nurses particular process issues that may be encumbering progress in addressing CAUTIs in the medical-surgical units (Auten, 2021). These discussions during leadership rounding need to ensure interprofessional collaboration between providers that are involved in CAUTI management. This is critical in ensuring the sustainability of the proposed intervention.

Conclusion

This paper has given an impression of this capstone change project and the reasons it is considered applicable in nursing practice. Dealing with the issue of CAUTIs in medical-surgical units is crucial in enhancing safety and quality of care, thus enhancing positive patient outcomes.

References

Auten, K. (2021). Intentional Leadership Rounds: A Proactive Approach to CAUTI Reduction. American Journal of Infection Control, 49(6), S9. https://doi.org/10.1016/j.ajic.2021.04.035

CDC. (2021). Catheter-associated Urinary Tract Infections (CAUTI) | HAI | CDC. Retrieved from https://www.cdc.gov/hai/ca_uti/uti.html

Gomila, A., Carratalà, J., Eliakim-Raz, N., Shaw, E., Tebé, C., Wolkewitz, M., Wiegand I., Grier S., Vank C., Cuperus N., Heuvel, L., Vuong, C., MacGowan, A., Leibovici, L., Addy, I., & Pujol, M. (2019). Clinical outcomes of hospitalized patients with catheter-associated urinary tract infection in countries with a high rate of multidrug-resistance: the COMBACTE-MAGNET RESCUING study. Antimicrobial Resistance & Infection Control, 8(1), 1-8. doi: 10.1186/s13756-019-0656-6

Hedenstrom, M., Harrilson, A., Heath, M., & Dyess, S. (2022). “What’s Old Is New Again”: Innovative Health Care Leader Rounding—A Strategy to Foster Connection. Nurse Leader, 20(4), 366-370. https://doi.org/10.1016/j.mnl.2022.05.005

Mong, I., Ramoo, V., Ponnampalavanar, S., Chong, M. C., & Wan Nawawi, W. N. F. (2022). Knowledge, attitude, and practice in relation to catheter‐associated urinary tract infection (CAUTI) prevention: A cross‐sectional study. Journal of clinical nursing, 31(1-2), 209-219. https://doi.org/10.1111/jocn.15899

Shadle, H. N., Sabol, V., Smith, A., Stafford, H., Thompson, J. A., & Bowers, M. (2021). A bundle-based approach to prevent catheter-associated urinary tract infections in the intensive care unit. Critical Care Nurse, 41(2), 62-71. https://doi.org/10.4037/ccn2021934

Shaheen, G., Akram, M., Jabeen, F., Ali Shah, S. M., Munir, N., Daniyal, M., … & Khan, M. (2019). Therapeutic potential of medicinal plants for the management of urinary tract infection: A systematic review. Clinical and Experimental Pharmacology and Physiology, 46(7), 613-624.

Van Decker, S. G., Bosch, N., & Murphy, J. (2021). Catheter-associated urinary tract infection reduction in critical care units: a bundled care model. BMJ Open Quality, 10(4), e001534. http://dx.doi.org/10.1136/bmjoq-2021-001534

Rubric Criteria

Total 50 points

Criterion	1. Unsatisfactory	2. Less Than Satisfactory	3. Satisfactory	4. Good	5. Excellent
Effect of Identified Problem or Issue Effect of Identified Problem or Issue	0 points Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted.	5.63 points Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete.	5.93 points Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed.	6.68 points Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support.	7.5 points Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.
Thesis Development and Purpose Thesis Development and Purpose	0 points Paper lacks any discernible overall purpose or organizing claim.	1.88 points Thesis is insufficiently developed or vague. Purpose is not clear.	1.98 points Thesis is apparent and appropriate to purpose.	2.23 points Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.	2.5 points Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) Mechanics of Writing (includes spelling, punctuation, grammar, language use)	0 points Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.	1.88 points Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.	1.98 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.	2.23 points Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.	2.5 points Writer is clearly in command of standard, written, academic English.
Argument Logic and Construction Argument Logic and Construction	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.	1.88 points Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.	1.98 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.	2.23 points Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.	2.5 points Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Documentation of Sources Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	0 points Sources are not documented.	1.13 points Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	1.19 points Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	1.34 points Sources are documented, as appropriate to assignment and style, and format is mostly correct.	1.5 points Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Peer-Reviewed Articles Peer-Reviewed Articles	0 points Fewer than six peer-reviewed articles are presented.	1.88 points Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria.	1.98 points Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria.	2.23 points Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria.	2.5 points Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.
Topic Significance and Implications for Nursing Practice Topic Significance and Implications for Nursing Practice	0 points Significance of topic and its implications for nursing practice is omitted.	5.63 points Topic is presented but criteria are incomplete.	5.93 points Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.	6.68 points Topic and criteria are presented. Minor aspects are unclear or require support.	7.5 points Topic and criteria are clearly and logically presented. Support and rationale are evident.
Detailed Description of Project Topic Detailed Description of Project Topic	0 points A description of the project topic is omitted.	5.63 points A description of the project topic is presented but is largely incomplete.	5.93 points A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed.	6.68 points A description of the project topic is presented. Minor aspects are unclear or require support.	7.5 points A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.
Proposed Solution for Identified Project Topic and Implications for Nursing Practice Proposed Solution for Identified Project Topic and Implications for Nursing Practice	0 points A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted.	5.63 points Topic is presented but criteria are incomplete.	5.93 points Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.	6.68 points Topic and criteria are presented. Minor aspects are unclear or require support.	7.5 points Topic and criteria are clearly and logically presented. Support and rationale are evident.
Setting or Context Where Project Topic Is Observed Setting or Context Where Project Topic Is Observed	0 points The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted.	3.75 points The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete.	3.95 points The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed.	4.45 points The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support.	5 points The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.
Paper Format (use of appropriate style for the major and assignment) Paper Format (use of appropriate style for the major and assignment)	0 points Template is not used appropriately, or documentation format is rarely followed correctly.	0.75 points Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.	0.79 points Template is used, and formatting is correct, although some minor errors may be present.	0.89 points Template is fully used; There are virtually no errors in formatting style.	1 points All format elements are correct.
Project Topic for Focus of Change Proposal Project Topic for Focus of Change Proposal	0 points The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.	1.88 points The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.	1.98 points The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.	2.23 points The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.	2.5 points The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.

Criterion

1. Unsatisfactory

2. Less Than Satisfactory

3. Satisfactory

4. Good

5. Excellent

Effect of Identified Problem or Issue

0 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted.

5.63 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete.

5.93 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed.

6.68 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support.

7.5 points

Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.

Thesis Development and Purpose

0 points

Paper lacks any discernible overall purpose or organizing claim.

1.88 points

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

1.98 points

Thesis is apparent and appropriate to purpose.

2.23 points

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

2.5 points

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

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

0 points

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

1.88 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

1.98 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.

2.23 points

Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.

2.5 points

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

Argument Logic and Construction

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.

1.88 points

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

1.98 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.

2.23 points

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

2.5 points

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

Documentation of Sources

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

0 points

Sources are not documented.

1.13 points

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

1.19 points

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

1.34 points

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

1.5 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Peer-Reviewed Articles

0 points

Fewer than six peer-reviewed articles are presented.

1.88 points

Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria.

1.98 points

Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria.

2.23 points

Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria.

2.5 points

Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.

Topic Significance and Implications for Nursing Practice

0 points

Significance of topic and its implications for nursing practice is omitted.

5.63 points

Topic is presented but criteria are incomplete.

5.93 points

Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.

6.68 points

Topic and criteria are presented. Minor aspects are unclear or require support.

7.5 points

Topic and criteria are clearly and logically presented. Support and rationale are evident.

Detailed Description of Project Topic

0 points

A description of the project topic is omitted.

5.63 points

A description of the project topic is presented but is largely incomplete.

5.93 points

A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed.

6.68 points

A description of the project topic is presented. Minor aspects are unclear or require support.

7.5 points

A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.

Proposed Solution for Identified Project Topic and Implications for Nursing Practice

0 points

A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted.

5.63 points

Topic is presented but criteria are incomplete.

5.93 points

Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.

6.68 points

Topic and criteria are presented. Minor aspects are unclear or require support.

7.5 points

Topic and criteria are clearly and logically presented. Support and rationale are evident.

Setting or Context Where Project Topic Is Observed

0 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted.

3.75 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete.

3.95 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed.

4.45 points

5 points

The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.

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

0 points

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

0.75 points

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

0.79 points

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

0.89 points

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

1 points

All format elements are correct.

Project Topic for Focus of Change Proposal

0 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.

1.88 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.

1.98 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.

2.23 points

2.5 points

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.

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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.

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