NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay

NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay

Sample Answer for NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay Included After Question

Description: 

Refer to the PICOT you developed for your evidence-based practice project proposal. If your PICOT required revision, include those revisions in this assignment. You will use your PICOT paper for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal. 

Write a 750-1,000-word paper that describes your PICOT. 

  1. Describe the population’s demographics and health concerns.
    2. Describe the proposed evidence-based intervention and explain how your proposed intervention incorporates health policies and goals that support health care equity for the population of focus.
    3. Compare your intervention to previous practice or research.
    4. Explain what the expected outcome is for the intervention.
    5. Describe the time for implementing the intervention and evaluating the outcome.
    6. Explain how nursing science, social determinants of health, and epidemiologic, genomic, and genetic data are applied or synthesized to support population health management for the selected population.
    7. Create an Appendix for your paper and attach the PICOT. Be sure to review feedback from your previous submission and revise your PICOT accordingly.
    8. Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as the final appendix at the end of your paper. 

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

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

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

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

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. 

Benchmark Information 

This benchmark assignment assesses the following programmatic competencies: 

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

MS Nursing: Public Health MS Nursing: Education
MS Nursing: Acute Care Nurse Practitioner MS Nursing: Family Nurse Practitioner
MS Nursing: Health Care Quality and Patient Safety 

4.1: Synthesize nursing science, determinants of health, and epidemiologic, genomic, and genetic data in the management of population health. 

A Sample Answer For the Assignment: NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay

Title: NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay

The evidence-based practice (EBP) process results from integration of existing research, clinical expertise, and patient preferences aimed at customizing care and promoting effective care decision-making (Cullen et al., 2020). As such, the use of effective frameworks or models for change in the EBP allows change implementers to use appropriate models to guide the process to attain the expected outcomes. These models are critical in ensuring that all stakeholders accept changes so that there is minimal or no resistance (Amit-Aharon et al., 2020). Nurses as the core implementers of change require enough knowledge and participation to comprehend different components of the proposed change aimed at reducing falls among adult-hospitalized patients in medical-surgical unit through the use of TIPS toolkit as a bundled care approach. The purpose of this paper is to select and describe an evidence-based practice framework or model for change in implementing the mentioned intervention in clinical settings to reduce falls and their adverse effects.

Selected Model or Framework for Change

Organizations implementing EBP change interventions should adopt models that best fit their situations, align with the quality improvement goals and address priority clinical issues as well as guide a systematic and evaluative approach to enhancing collaboration in practice change (Melnyk et al., 2022). The selected model for this change process is the Iowa evidence-based practice to promote quality care (IEBPPQC). The Iowa model is appropriate for this project because it continues to be reviewed to better address sustainability of the EBP, enhance inter-professional change implementation and patient-centered care for clinicians and advanced practice registered nurses (APRNs), guiding them through a team-based and multiple process.

Stages of the Iowa EBP Model

The Iowa model is one of the most popular approaches in addressing and implementing changes to improve quality and patient outcomes. The model has seven essential stages or steps. These include identification of a problem-based trigger or knowledge-focused issue that generate the need for change in practice, determining if the issue is a priority for the healthcare organization, and analyzing the interest of the organizational team and stakeholders which entails searching for, appraising, and synthesizing literature associated with the issue (DeNisco, 2019). The fourth stage is to evaluate the availability and merit of evidence which implies understanding the level of evidence and its quality. The fifth step in the Iowa model is to pilot practice change based on the credibility and reliability of the available evidence. The pilot change intervention aims at assessing the level of impact that such practice will have on the organization, patients, and other stakeholders.

The sixth step is to evaluate the results of the pilot practice intervention to ascertain if the organization should or should not implement the practice change. The seventh step is to disseminate the change across the department if it is feasible and can result in significant benefits to the different stakeholders. After introducing the change, it is essential for stakeholders to continue monitoring, evaluating and analyzing the results while making necessary alterations to attain the expected outcomes.

Application of Each Stage of the Iowa Model

The Iowa EBP model is easy to use for the current issue of preventing and reducing falls among hospitalized adults in medical-surgical unit. The initial step in this case is to identify the need for change. The use of TIPS toolkit means that the stakeholders, especially nurses have identified falls as a trigger problem that reduces the quality of care because of its adverse effects on patients. Secondly, reducing and prevention of falls is a healthcare organization priority. The Centers for Medicare and Medicaid Services (CMS) considers patient falls as never events and does not compensate organizations for expenses and costs associated with the issue (DeNisco, 2019). As such, reducing and preventing falls is a priority for the organization to improve the quality of care it offers to patients and enhancing their overall safety.

The change team’s topic of interest on falls’ prevention through the TIPS toolkit is essential for the organization. In this case, team comprises of different stakeholders interested in developing, evaluating and implementing changes to improve patient safety because of their increased susceptibility to falls due to their condition. The EBP team in this case, comprises of different players, from physicians to nurses and physiotherapists as well as quality assurance experts to ensure that the proposed EBP intervention attains its set goals based on the PICOT framework. The next step for the team is to gather and analyze research associated to the desired practice change (Melnyk et al., 2022). As demonstrated through literature review and synthesis, sufficient evidence exists to support the use of fall TIPS toolkit to reduce and prevent falls in medical-surgical units among adult patients. The research illustrates that different facilities use the TIPS toolkit in their efforts to prevent and reduce falls.

The next aspect of the project will be to implement a pilot change practice based on the availability of not just reliable but also credible evidence (Duff et al., 2020). Based on the results from the pilot intervention, the team will appraise the outcomes before rolling out the entire change practice initiative to reduce falls and disseminate the process to nurses in the unit. As such, the intervention would become part of the routine process and culture in its quality improvement initiatives to attain better patient outcomes.

Conclusion

The use of an appropriate EBP model is essential for change implementation teams to achieve the desired changes in quality care improvement. The Iowa change model remains one of the most popular and easy to use frameworks to implement EBP interventions in healthcare organizations. As illustrated, this model is appropriate for the identified health issue of patient falls among adult patients in medical-surgical units

NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay
NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay

as it will help the change team achieve desired outcomes.

 References

Amit-Aharon, A., Melnikov, S., & Warshawski, S. (2020). The effect of evidence-based practice

perception, information literacy self-efficacy, and academic motivation on nursing students’ future implementation of evidence-based practice. Journal of professional nursing, 36(6), 497-502. DOI: 10.1016/j.profnurs.2020.04.001.

Cullen, L., Hanrahan, K., Farrington, M., Anderson, R., Dimmer, E., Miner, R., … & Rod, E.

(2020). Evidence-based practice change champion program improves quality care. JONA: The Journal of Nursing Administration, 50(3), 128-134.

DeNisco, S. M. (2019). Advanced Practice Nursing: Essential Knowledge for the Profession:

            Essential Knowledge for the Profession. Jones & Bartlett Learning.

Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants of an evidence-based

practice environment: an interpretive description. Implementation science communications, 1(1), 1-9. DOI: https://doi.org/10.1186/s43058-020-00070-0

Melnyk, B. M., & Fineout-Overholt, E. (2022). Evidence-based practice in nursing &

            healthcare: A guide to best practice. Lippincott Williams & Wilkins.

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NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay

Assessment Description

Applying a model or framework for change ensures that a process is in place to guide the efforts for change. In 500-750 words, discuss the model or framework you will use to implement your evidence-based practice proposal project. You will use the model or framework you select in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.

Include the following:

  1. Identify the selected model or framework for change and discuss its relevance to your project.
  2. Discuss each of the stages in the change model/framework.
  3. Describe how you would apply each stage of the model or theoretical framework in your proposed implementation.
  4. Create a concept map for the conceptual model or framework you selected to illustrate how it will be applied to your project. Attach this as an appendix at the end of your paper.

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

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

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

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

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

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

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

1.2 Apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.

Resources

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Guidelines and Measures

Study “Guidelines and Measures,” located on the Agency for Healthcare Research and Quality website.

https://www.ahrq.gov/gam/index.html

Study Designs

Review “Study Designs,” located on the Centre for Evidence Based Medicine (CEBM) website.

https://www.cebm.ox.ac.uk/resources/ebm-tools/study-designs

Evidence Based Medicine: Levels of Evidence

Read “Evidence Based Medicine: Levels of Evidence,” by the University of Illinois/Chicago’s Library of the Health Sciences at Peo

… Read More

http://researchguides.uic.edu/content.php?pid=232200&sid=1921074

Nursing Best Practice Guidelines

Investigate the Nursing Best Practice Guidelines page of the Registered Nurses Association of Ontario (RNAO) website.

http://www.rnao.org/Page.asp?PageID=861&SiteNodeID=133

Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Survey Results

Read “Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Sur

… Read More

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=142632269&site=ehost-live&scope=site

Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice

Read “Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice,” by Stetler, by Nursing Outlo

… Read More

https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0029655401478390

A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes

Read “A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes,” by

… Read More

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=121082056&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Critical Appraisal Tools

Read “Critical Appraisal Tools,” located on the Centre for Evidence Based Medicine (CEBM) website.

https://www.cebm.ox.ac.uk/resources/ebm-tools/critical-appraisal-tools

Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice

Read Chapter 14 and review Chapter15 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice.

… Read More

View Resource

Advanced Practice Nursing: Essential Knowledge for the Profession

Read Chapter 6 in Advanced Practice Nursing: Essential Knowledge for the Profession.

View Resource

Worksheet for Using Practice Guidelines

Study “Worksheet for Using Practice Guidelines,” from the “Evidence Based Medicine Toolkit,” by Buckingham, Fisher, and S

… Read More

http://www.ebm.med.ualberta.ca/CPGWorksheet.html

Star Model

Explore the Star Model resources, located on the UT Health San Antonio School of Nursing website.

https://www.uthscsa.edu/academics/nursing/star-model

Iowa Model of Evidence-Based Practice: Revisions and Validation

Read “Iowa Model of Evidence-Based Practice: Revisions and Validation,” by Buckwalter et al., from Worldviews on Evidence-Bas

… Read More

https://lopes.idm.oclc.org/log

Benchmark – Evidence-Based Practice Proposal Project: Framework or Model for Change – Rubric

Collapse All

Selected Model or Framework for Change

12 points

Criteria Description

Selected Model or Framework for Change

  1. 5: Excellent

12 points

The selected model or framework and its relevance to the project are thoroughly discussed. Rationale or support is provided.

  1. 4: Good

11.04 points

The selected model or framework and its relevance to the project are discussed. Some detail is needed for clarity or support.

  1. 3: Satisfactory

10.56 points

The selected model or framework and its relevance to the project are incomplete.

  1. 2: Less Than Satisfactory

9.6 points

The selected model or framework and its relevance to the project are summarized. More information or support is needed.

  1. 1: Unsatisfactory

0 points

The selected model or framework and its relevance to the project are not discussed.

Stages for Model or Framework

13 points

Criteria Description

Stages for Model or Framework

  1. 5: Excellent

13 points

The stages in the change model or framework are outlined. There are some inaccuracies. More information is needed.

  1. 4: Good

11.96 points

The stages in the change model or framework are thoroughly discussed.

  1. 3: Satisfactory

11.44 points

The stages in the change model or framework are discussed. Some detail is needed for clarity or accuracy.

  1. 2: Less Than Satisfactory

10.4 points

The stages in the change model or framework are not discussed.

  1. 1: Unsatisfactory

0 points

The stages in the change model or framework are only partially discussed.

Application of Model or Framework to Proposed Implementation

15 points

Criteria Description

Application of Model or Framework to Proposed Implementation

  1. 5: Excellent

15 points

Application of each stage of the model or theoretical framework to the proposed implementation is thoroughly described.

  1. 4: Good

13.8 points

General application of each stage of the model or theoretical framework to the proposed implementation is outlined. More information is needed.

  1. 3: Satisfactory

13.2 points

Application of each stage of the model or theoretical framework to the proposed implementation is described. Some detail is needed for clarity or support.

  1. 2: Less Than Satisfactory

12 points

Application of each stage of the model or theoretical framework to the proposed implementation is incomplete.

  1. 1: Unsatisfactory

0 points

Application of each stage of the model or theoretical framework to the proposed implementation is omitted.

Concept Map for Model or Framework

15 points

Criteria Description

Concept Map for Model or Framework

  1. 5: Excellent

15 points

A detailed and accurate concept map for the selected conceptual model or framework is attached in the Appendix.

  1. 4: Good

13.8 points

A concept map for the selected conceptual model or framework is attached in the Appendix. Some detail is needed for clarity or accuracy.

  1. 3: Satisfactory

13.2 points

A general concept map for the selected conceptual model or framework is attached in the Appendix. There are inaccuracies.

  1. 2: Less Than Satisfactory

12 points

The concept map for the selected conceptual model or framework is incomplete or inaccurate. The concept map is attached, but not in the Appendix.

  1. 1: Unsatisfactory

0 points

A concept map for the selected conceptual model or framework is omitted.

Application of Theoretical Framework in Decision Making (B)

10 points

Criteria Description

Application of Theoretical Framework in Decision Making (C.1.2)

  1. 5: Excellent

10 points

The author has clearly demonstrated the ability to effectively apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.

  1. 4: Good

9.2 points

The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is adequately demonstrated.

  1. 3: Satisfactory

8.8 points

The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is generally demonstrated. There are some gaps or inaccuracies.

  1. 2: Less Than Satisfactory

8 points

The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is not consistently demonstrated. There are significant gaps and inaccuracies.

  1. 1: Unsatisfactory

0 points

The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is not demonstrated.

Required Sources

5 points

Criteria Description

Required Sources

  1. 5: Excellent

5 points

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

  1. 4: Good

4.6 points

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

  1. 3: Satisfactory

4.4 points

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

  1. 2: Less Than Satisfactory

4 points

Sources are not included.

  1. 1: Unsatisfactory

0 points

Number of required sources is only partially met.

Thesis Development and Purpose

7 points

Criteria Description

Thesis Development and Purpose

  1. 5: Excellent

7 points

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

  1. 4: Good

6.44 points

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

  1. 3: Satisfactory

6.16 points

Thesis is apparent and appropriate to purpose.

  1. 2: Less Than Satisfactory

5.6 points

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

  1. 1: Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Argument Logic and Construction

8 points

Criteria Description

Argument Logic and Construction

  1. 5: Excellent

8 points

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

  1. 4: Good

7.36 points

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

  1. 3: Satisfactory

7.04 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.

  1. 2: Less Than Satisfactory

6.4 points

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

  1. 1: Unsatisfactory

0 points

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

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

5 points

Criteria Description

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

  1. 5: Excellent

5 points

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

  1. 4: Good

4.6 points

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

  1. 3: Satisfactory

4.4 points

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

  1. 2: Less Than Satisfactory

4 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

  1. 1: Unsatisfactory

0 points

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

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

5 points

Criteria Description

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

  1. 5: Excellent

5 points

All format elements are correct.

  1. 4: Good

4.6 points

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

  1. 3: Satisfactory

4.4 points

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

  1. 2: Less Than Satisfactory

4 points

NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay
NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay

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

  1. 1: Unsatisfactory

0 points

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

Documentation of Sources

5 points

Criteria Description

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

  1. 5: Excellent

5 points

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

  1. 4: Good

4.6 points

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

  1. 3: Satisfactory

4.4 points

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

  1. 2: Less Than Satisfactory

4 points

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

  1. 1: Unsatisfactory

0 points

Sources are not documented.

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NUR 590 Benchmark – Evidence-Based Practice Proposal Project Framework or Model for Change Essay 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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