NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation

Sample Answer for NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation Included After Question

In this Discussion, you will reflect on the role of professional nurses in policy evaluation.

To Prepare:

  • In the Module 4 Discussion, you considered how professional nurses can become involved in policy-making.
  • Review the Resources and reflect on the role of professional nurses in policy evaluation.

By Day 3 of Week 9

Post an explanation of at least two opportunities that currently exist for RNs and APRNs to actively participate in the policy review. Explain some of the challenges that these opportunities may present and describe how you might overcome these challenges. Finally, recommend two strategies you might make to better advocate for or communicate the existence of these opportunities. Be specific and provide examples.

By Day 6 of Week 9

Respond to at least two of your colleagues* on two different days by suggesting additional opportunities or recommendations for overcoming the challenges described by your colleagues.

*Note: Throughout this program, your fellow students are referred to as colleagues.

Submission and Grading Information

NURS 6003 Discussion The Role of the RN APRN in Policy Evaluation Grading Criteria

To access your rubric:

Week 9 Discussion Rubric

 

Post by Day 3 and Respond by Day 6 of Week 9

To participate in this Discussion:

Week 9 Discussion

A Sample Answer For the Assignment: NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation

Title: NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation

Registered nurses (RNs) and Advance Practice Registered Nurses (APRNs) are taught from very early on in nursing school how to critically think and evaluate everything that comes their way. Critical thinking is part of the foundation of a strong nurse, and something that sets the RN/APRN apart from other healthcare providers. Nurses can apply this same skill set to policy review and evaluation (Milstead and Short, 2017), and really get into the policy review process. While nurses have a drive to become involved in policy making, it is the review and evaluation of those policies that can fall short.

There is an ethical responsibility to become involved in policy and advocacy and there is that same ethical responsibility to review those policies and determine if they are working and are still relevant (Jurns, 2019). Nursing and healthcare systems are in a constant state of change, and what was a good policy 30 years ago, may now not be relevant anymore and needs addressing. A good question to ask when reviewing policy is are the goals set out for when this policy was implemented being met (Laureate, 2018). If you cannot measure the effectiveness of the policy, you will not know if it was an effective policy. Nurses owe not only the public a proper review of the policies they create, but the people who are funding the policy will be interested in knowing if their money is being well spent.

Becoming involved in your professional nursing organization is an important avenue to policy making. Within a professional nursing organization, an RN and APRN can continue to develop their education with classes, seminars, and resources in policy (NLN, n.d.). Knowing how the process works from start to review is important to anyone interested in policy making and taking advantage of offered educational opportunities will only enhance a nurses knowledge. Familiarizing oneself in the Centers for Disease Control and Prevention (CDC) framework for the evaluation of policy is a good start (Milstead and Short, 2019).

One simple way that a nurse can become involved in the review process is to find out who reviews the policies, whether that is in the workplace or at a state level government. If there is not a review board, starting one is a step in the right direction to becoming involved. By stepping in and asking the right questions, one can find the correct group or organization that reviews the policies in place. The ones making the policy will want to also review their policies. That being said, often it is the same nurses who create the policy that are also the nurses evaluating and reviewing the policy. Being able to separate oneself from the two different aspects of policy and review can be a strong asset within the entire process. If the evaluation and review process is initiated at the beginning of the policy development, a nurse could decide that they may just want to be on the reviewing side of policy making.

NURS 6003 Discussion The Role of the RN APRN in Policy Evaluation
NURS 6003 Discussion The Role of the RN APRN in Policy Evaluation

References

Jurns, C. (2019). Policy Advocacy Motivators and Barriers: Research Results and Applications. Online Journal of Issues in Nursing, 24(3), N.PAG. https://doi-org.ezp.waldenulibrary.org/10.3912/OJIN.Vol24No03PPT63

Laureate Education (Producer). (2018). The Importance of Program Evaluation [Video file]. Baltimore, MD: Author.

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.). Burlington, MA: Jones & Bartlett Learning.

National League for Nursing. (n.d.). Advocacy Teaching: Nursing is Social Justice Teaching. Retrieved on January 25, 2021, from http://www.nln.org/professional-development-programs/teaching-resources/toolkits/advocacy-teaching

A Sample Answer 2 For the Assignment: NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation

Title: NURS 6003 Discussion: The Role of the RN/APRN in Policy Evaluation

CHIP is a great program. About ten million children were uninsured, many from working households with earnings just over state Medicaid criteria. Children without health insurance have dropped by fifty percent since CHIP, yet uninsured adults have climbed. Researchers reported that less than 5 million youngsters have been without health insurance for more than a year. Seventy percent of the drop is due to more youngsters enrolling in Medicaid instead of CHIP. Both programs have increased membership due to CHIP and initiatives to promote and register children who meet the criteria and do not have health insurance coverage. The number of children lacking health insurance decreased to 3.8 million in 2016 (Macpac, n.d.).

In addition, I learned about the Protection and Advocacy for Individuals with Mental Illness Program. This protects the rights of people with severe mental illness and severe impairment or emotional disturbances, the PAIMI grant program sponsors activities that maintain federal and state legislation as well as the Constitution. The PAIMI Program aims to provide legal representation services. Promote the rights of adults with SMI and children with SED. Investigate maltreatment, negligence, and rights abuse. 57 state P&A systems received PAIMI grants. Grantees must report to the President, Congress, and the National Council on Disability every two years under Section 105 of the DD Act. The report should outline the DD Act program objectives and results(Samhsa, n.d.).

 

 References

Macpac. (n.d.).History and impact of CHIP. https://www.macpac.gov/subtopic/history-and-impact-of-chip/

Samhsa. (n.d.). Protection & Advocacy for Individuals with Mental Illness (PAIMI) Program. https://www.samhsa.gov/paimi-program

In the Module 4 Discussion, you considered how professional nurses can become involved in policy-making. A critical component of any policy design is evaluation of the results. How comfortable are you with the thought of becoming involved with such matters?

Some nurses may be hesitant to get involved with policy evaluation. The preference may be to focus on the care and well-being of their patients; some nurses may feel ill-equipped to enter the realm of policy and political activities. However, as you have examined previously, who better to advocate for patients and effective programs and polices than nurses? Already patient advocates in interactions with doctors and leadership, why not with government and regulatory agencies?

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 Rubric Detail

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Content
Name: NURS_6050_Module05_Week09_Discussion_Rubric

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Excellent Good Fair Poor
Main Posting

Points Range: 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

Points Range: 35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

Points Range: 0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness

Points Range: 10 (10%) – 10 (10%)

 

Posts main post by day 3.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response

Points Range: 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Response is effectively written in standard, edited English.

Points Range: 15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 13 (13%) – 14 (14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response

Points Range: 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Response is effectively written in standard, edited English.

Points Range: 14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

Points Range: 12 (12%) – 13 (13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

Points Range: 0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation

Points Range: 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

NURS 6003 Discussion The Role of the RN APRN in Policy Evaluation Rubric

RNs and APRNs play essential roles in health care that influence policy decisions. There are numerous chances for nurses and nurse practitioners to get involved in policy-making. House policy-making and evaluation are essential, but legislative and political advocacy is no less critical to advancing the profession and patient care (ANA,2020). Participating in creating these policies establishes and incorporates relevant criteria for providing care. 

The first opportunity for APRNs to actively participate in policy-making is becoming a member of a professional nursing organization. Doing so allows an NP to gain access to the tools it might take to get involved with groups of others participating in policy-making. Although some may feel hesitant about joining a professional organization, induction is primarily expected in the nursing community (Echevarria, 2018). An example of a professional organization is the American Association of Nurse Practitioners. Being a part of the American Association of Nurse Practitioners (AANP) is more than just a membership; it is a real opportunity to make a measurable difference in the strength of your profession and the health of this country (American Association of Nurse Practitioners, 2022). This organization offers much insight into the education, advocacy, and practice. Being a member of the AANP will allow individuals to be educated and aware and allows RNs and APRNS to make a difference in patient care. 

 The second opportunity for APRNs and registered nurses to actively participate in policy-making is to continue education. While nurses can participate in policy-making at any educational level, pursuing an advanced degree is an effective way to get a seat at the nursing policy table. Earning a DNP demonstrates nurses’ expertise at the highest level of practice, represents their commitment to advancing health outcomes, and distinguishes them as a thought leader. The DNP has been recognized by the American Association of Colleges of Nursing as the most appropriate degree for advanced-practice registered nurses to enter practice (Marymount University,2021). 

   APRNs might face a challenge in policy-making is the lack of available resources and knowledge.   Some nurses felt as though they did not possess the right resources to be able to mobilize policy-making actions. Reviewing and developing policies can become overwhelming and intimidating. APRNs also felt they had a lack of knowledge pertaining to health policy development, thus making it difficult to move forward in the process. Nurses and nurse practitioners found that influencing policy development and the course of the health policy is mainly about securing resources for health care (Shariff,2014). To overcome this challenge, I recommend becoming a professional nursing organization member. Nursing organizations give nurses the tools they need to stay current on best practices, read the opinions of industry leaders, and get a peek at what other hospitals throughout the nation are doing to change patient care. 

The second challenge nurses and APRNs might face is a feeling of powerlessness to affect policy change. It is not uncommon to feel as though your voice is being ignored when you are a part of a significant movement. Front‐line nurses may believe it is impossible to create policy change at the national or even local level; many may think their role is too small to make a difference in health policy. However, the front-line engagement nurses have with patients, and other healthcare professionals, make them ideal healthcare policy advocates (Rafferty,2018). When decision-makers hear from nurses and practitioners, it will improve decisions on care coordination, regulatory changes, and health information technology. Knowledge is power in these situations. 

One of the strategies I may implement is educating other nurses so they can be a part of policy-making. Until this class, I had no idea that I could affect policy-making. I would share facts, get people involved in a nursing organization that suits them, and increase awareness that we can make a change as nurses or APRNs. A second strategy I would use is to get the hospital I work at involved in policy reviews and nurse advocacy. I would create an in-house organization that makes nurses aware of their power to make change happen. I would collect a list of hospital issues we experience, see what we can do to change them, and collaborate with other hospitals to see if the issue is happening elsewhere. 

American Association of Nurse Practitioners. (2022). Clinical Resources for Nurse Practitioners (NPS). American Association of Nurse Practitioners. Retrieved October 12, 2022, from https://www.aanp.org/practice/clinical-resources-for-nps 

ANA. (2020, April 27). Advocacy. Practice Advocacy . Retrieved October 12, 2022, from https://www.nursingworld.org/practice-policy/advocacy/ 

Echevarria, I.  (2018).  Make connections by joining a professional nursing 

organization.  Nursing,  48 (12),  35-38.  doi: 10.1097/01.NURSE.0000547721.84857.cb. 

 

Marymount University.(2021, November 11). 5 ways nurses can shape policy. Marymount University Online. Retrieved October 12, 2022, from https://online.marymount.edu/blog/nursing-influence-on-health-care-policy 

Rafferty A. M. (2018). Nurses as change agents for a better future in health care: the politics of drift and dilution.Health economics, policy, and law, 13(3-4), 475–491. https://doi.org/10.1017/S1744133117000482 

Shariff N. (2014). Factors that act as facilitators and barriers to nurse leaders’ participation in health policy development. BMC nursing, 13, 20. https://doi.org/10.1186/1472-6955-13-20 

I believe that nurses can be involved in policy-making and policy evaluation because they spend the most time with patients. Therefore, they can be advocates with governments and regulatory agencies. Myers (2020) notes that “Nurses need to advocate for systematic change, inclusive of the many factors that interact to determine health” (p. 14). Additionally, if we speak about the policy process, nurses should also be involved with its evaluation to see the direct effect on patients.

 

The adopted program evaluation is a fourth step of the whole policy-making cycle. It ends “after the policy is evaluated to determine to what extent it has been implemented and whether it has achieved the desired outcome” (Clifton et al., p. 25). Nurses have an essential role here as, for example, they can watch the patients’ health state during a new program of cancer or diabetes treatment. That is why it is crucial to get them involved in the policy-making cycle.

 

There are at least two opportunities for RNs and APRNs to participate in a policy review actively. First of all, it is a policy draft that is necessary because it presents the effect of the policy on social and individual levels. Whitehead et al. (2017) note that “it is a nurse’s professional and societal responsibility to answer the call and provide a voice for the voiceless” (p. 73). Nurses can do it by making and publishing the policy draft. Secondly, policy analysis is another opportunity that follows the previous one more deeply evaluating the significance of a proposed program; it includes the introduction, process definition, analysis, and critical policy events. However, there are challenges in using these opportunities, for example, if nurses emphasize the necessity of implementing new technologies to treat coronavirus patients. Economically vested lobbies may interfere because it is unprofitable for them. In this case, nurses need to prove the validity of their decision more clearly and justifiably, publicizing its importance widely at the same time.

 

The first strategy to communicate opportunities to participate in a policy review is teaching writing policy drafts during education. The second one is making the ability to write these drafts a prerequisite for employment. Therefore, nurses must know how to participate in a policy review as an essential part of their profession. This knowledge and skill should become usual for them as professionals. They may practice making policy drafts and analyses during education and prove the skill in employment.

 

NURS 6003 Discussion The Role of the RN APRN in Policy Evaluation References

 

Clifton, A., Felton, A., Stacey, G., Hemingway, S. (Eds.). (2017). Fundamentals of Mental Health Nursing. An Essential Guide for Nursing and Healthcare Students. Wiley.

 

Myers, C. R. (2020). Promoting Health: Nurse Advocacy, Policy Making, and Use of Media. In a K. A. Wolgast (Ed.), Building Innovative Nurse Leaders at the Point of Care, An Issue of Nursing Clinics (pp. 11-20). Elsevier Health Sciences.

 

Whitehead, D. K., Dittman, P. W., McNulty, D. (2017). Leadership and the Advanced Practice Nurse. The Future of a Changing Health-Care Environment. F.A. Davis Company.

Health policies are frequently developed without the evidence of research conducted by nurses (Wakefield, 2004). I believe that by increasing nurse researchers’ understanding of the policy process and how research contributes to policy evaluation, nurse researchers will be more effective in contributing to policies that improve the health of the nation.

 

Evaluation is the final stage in the policy process. Policy evaluation according to the Centers for Disease Control and Prevention (CDC) applies evaluation principles and methods to examine the content, implementation or impact of a policy, it is the activity through which we develop an understanding of the merit, worth, and utility of a policy (CDC, 2016). Moreover, the use of research to health policy evaluation is to determine the effectiveness of the healthcare policy in improving aspects of targeted population’s health in terms of quality of care, the efficiency of care delivery, availability of access and the effect on health disparities.

 

As nurses being involved in the process of policy evaluation, nurses should be encouraged to engage more fully in health policy research. We believe that by increasing nurse researchers’ understanding of the policy process and how their research can contribute at each stage of the process, nurse researchers will be more effective in contributing to policies that improve the quality of health of the target population

 

 

References

 

 

Aday L. A., Begley C. E., Lairson D. R., Balkrishnan R. (2008) Evaluating the healthcare system: Effectiveness, efficiency, and equity, 3rd ed. Chicago, IL: Health Administration Press.

 

 

Braveman P. A., Cubbin C., Egerter S., Williams D. R., Pamuk E. (2010) Socioeconomic disparities in health in the United States: What the patterns tell us. American Journal Public Health 100(Suppl 1): S186–S196. doi:10.2105/AJPH.2009.166082.

First Response

Great Post Caitlin!

Mental health is a crucial aspect of overall health and well-being, especially during adolescence, when individuals undergo significant physical, cognitive, and emotional changes. In the United States, mental health issues among adolescents are a growing concern, with statistics showing that 1 in 6 adolescents aged 6-17 experience a mental health disorder each year (Mental Health for Adolescents, n.d.)

Schools are vital for addressing adolescent mental health needs as they provide access to a large and diverse population of students. Implementing mental health services in educational settings can help address the needs of students who may not have access to mental health services outside of school, such as those from low-income families or who live in rural areas (Richter et al., 2022)

Here are some approaches and strategies for implementing mental health services in educational settings for adolescents in the United States:

  1. Hire Mental Health Professionals: One approach is to hire mental health professionals, such as licensed therapists, social workers, and school counselors, to provide services in schools. These professionals can offer individual and group counseling, crisis intervention, and support to students struggling with mental health issues. Schools can also partner with community mental health agencies to provide additional resources and support
  2. Train Teachers and Staff: Another approach is to train teachers and staff on recognizing signs of mental health issues in students and referring them to appropriate resources. This can include training on trauma-informed care, suicide prevention, and strategies for supporting students with anxiety, depression, or other mental health concerns.
  3. Offer Mental Health Education: Schools can incorporate mental health education into their curriculum, including stress management, coping skills, and mental health stigma reduction. This can help students better understand mental health and provide them with tools to support their mental health and that of their peers.
  4. Create a Safe and Supportive School Environment: A safe and supportive school environment is critical to promoting positive mental health outcomes for students. This can include implementing policies that address bullying and harassment, promoting a positive school culture, and providing opportunities for students to engage in extracurricular activities and peer support groups.
  5. Use Technology to Increase Access to Services: Finally, schools can use technology to increase students’ access to mental health services. This can include teletherapy and other online mental health services that allow students to receive support from mental health professionals outside of school hours and from the comfort of their own homes (Zabek et al., 2022)

In conclusion, implementing mental health services in educational settings is a critical step in addressing the mental health needs of adolescents in the United States. By providing access to mental health professionals, training for teachers and staff, mental health education, a safe and supportive school environment, and technology-based services, schools can help promote positive mental health outcomes for students and support their overall well-being

 

References

Mental Health for Adolescents. (n.d.). HHS Office of Population Affairs. https://opa.hhs.gov/adolescent-health/mental-health-adolescents

Links to an external site.

Richter, A., Sjunnestrand, M., Strandh, M. R., & Hasson, H. (2022, March 15). Implementing School-Based Mental Health Services: A Scoping Review of the Literature Summarizing the Factors That Affect Implementation. PubMed Central (PMC). https://doi.org/10.3390/ijerph19063489

Zabek, F., Lyons, M. D., Alwani, N., Taylor, J. V., Brown-Meredith, E., Cruz, M. A., & Southall, V. H. (2022, July 26). Roles and Functions of School Mental Health Professionals Within Comprehensive School Mental Health Systems. PubMed Central (PMC). https://doi.org/10.1007/s12310-022-09535-0

 

NURS 6003 Discussion The Role of the RN APRN in Policy Evaluation Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.