NURS 6050 ADVOCATING FOR THE NURSING ROLE IN PROGRAM DESIGN AND IMPLEMENTATION

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ADVOCATING FOR THE NURSING ROLE IN PROGRAM DESIGN AND IMPLEMENTATION

As their names imply, the honeyguide bird and the honey badger both share an affinity for honey. Honeyguide birds specialize in finding beehives but struggle to access the honey within. Honey badgers are well-equipped to raid beehives but cannot always find them. However, these two honey-loving species have learned to collaborate on an effective means to meet their objectives. The honeyguide bird guides honey badgers to newly discovered hives. Once the honey badger has ransacked the hive, the honey guide bird safely enters to enjoy the leftover honey.

Much like honeyguide birds and honey badgers, nurses and health professionals from other specialty areas can—and should—collaborate to design effective programs. Nurses bring specialties to the table that make them natural partners to professionals with different specialties. When nurses take the requisite leadership in becoming involved throughout the healthcare system, these partnerships can better design and deliver highly effective programs that meet objectives.

In this Assignment, you will practice this type of leadership by advocating for a healthcare program. Equally as important, you will advocate for a collaborative role of the nurse in the design and implementation of this program. To do this, assume you are preparing to be interviewed by a professional organization/publication regarding your thoughts on the role of the nurse in the design and implementation of new healthcare programs.

To Prepare:

Review the Resources and reflect on your thinking regarding the role of the nurse in the design and implementation of new healthcare programs.
Select a healthcare program within your practice and consider the design and implementation of this program.
Reflect on advocacy efforts and the role of the nurse in relation to healthcare program design and implementation.

The Assignment: (2–4 pages)

In a 2- to 4-page paper, create an interview transcript of your responses to the following interview questions:

Tell us about a healthcare program, within your practice. What are the costs and projected outcomes of this program?
Who is your target population?
What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?
What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?
What is the role of the nurse in healthcare program implementation? How does this role vary between design and implementation of healthcare programs? Can you provide examples?
Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why?

By Day 7 of Week 8

Submit your interview transcript.

Submission and Grading Information

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Rubric Detail

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Advocating for the Nursing Role in Program Design and Implementation

Program design is a repetitive process that entails research, consultation, initial design, testing, and redesign in developing a program. Program implementation entails all the steps required to put the program’s strategies and interventions into place and make them available to the target population. This assignment outlines an interview transcript with responses to questions about a healthcare program in my practice.

Interviewer: Tell us about a healthcare program within your practice.

Me: The Youth HIV prevention program is one of the healthcare programs in my organization. The program was established to reduce HIV infection rates among youths. Strategies implemented to achieve this goal include HIV counseling and testing, condom distribution, pre-exposure prophylaxis (PrEP), post-exposure prophylaxis (PEP), social media, and social marketing campaigns. These strategies seek to support healthy youth development.

The program connects youth at risk for HIV to testing, medical, and social services. Furthermore, we implement evidence-based interventions for various at-risk populations to reduce HIV infection rates. For instance, we implement community-and group-level interventions such as Defend Yourself! Black homosexual men; Community PROMISE that uses role model stories and peer advocates; Many Men, Many Voices for Black homosexual men; Mpowerment for young gay and bisexual men to reduce sexual risk-taking; and Project AIM for middle school youth.

Interviewer: What are the costs and projected outcomes of this program?

Me: The Youth HIV prevention program was established at a total cost of $ 950,000. The cost included medical equipment, PrEP and PEP drugs, condoms, diagnostic materials, stationery, health education materials, and recruiting HIV peer counselors. It has an annual operational cost of $ 550,000. The program’s projected outcomes include reducing HIV infection rates among the youth, promoting healthy sexual behaviors, increasing the population of youths who are aware of their HIV status, and reducing HIV stigma in society.

Interviewer: Who is your target population?

Me: Our target population is youths aged 15-24 years. We also target young homosexuals since they are at a high risk of HIV infection.

Interviewer: What is the role of the nurse in providing input for the design of this healthcare program?

Me: The nurse’s role in providing input for the program’s design includes providing professional advice on evidence-based interventions that can be implemented to reduce HIV infection rates. A nurse is well-versed with behaviors that put the youth at risk of HIV infection and youth populations with a high risk of contracting HIV (Dumitru et al., 2017). The nurse also has vast knowledge on HIV prevention strategies and thus provides professional input on services that should be included in the program to achieve its goals (Dumitru et al., 2017). For instance, I advise the organization’s management on the strategies that should be implemented to reach the target population.

Interviewer: What is your role as an advocate for your target population for this healthcare program?

Me: My role as a youth advocate in the HIV prevention program is to ensure that the services provided meet the youths’ needs. I ensure that all youths receive high-quality services and there is no discrimination due to sex, race, religion, or sexual preferences (Gerber, 2018). Besides, I advocate for youths who test positive for HIV to be provided appropriate counseling and initiated on treatment immediately to promote better health outcomes. Furthermore, I evaluate the services to ensure that they do not pose a risk of harm to the youth, including psychological harm, limiting them from accessing the services.

Interviewer: Do you have input into design decisions? How else do you impact design?

Me: I have significant input in the program’s design based on my knowledge and experience caring for HIV-infected patients. I advise the program’s committee on evidence-based interventions that effectively increase HIV testing rates and promote health-seeking behaviors among youths (Rouleau et al., 2019). Furthermore, I provide professional input on conducting community outreach programs, including services that should be provided to increase HIV screening and reduce infection rates.

Interviewer: What is the role of the nurse in healthcare program implementation? Me: Me: The nurses’ role in the implementation of a healthcare program is ensuring that the team delivers high quality and ethical care that meets patients’ needs (Gerber, 2018). The nurse also ensures that patient safety is upheld when implementing the interventions and that culturally appropriate care is provided. Besides, the nurse is tasked with executing the interventions by adhering to the organization’s standards and policy.

How does this role vary between the design and implementation of healthcare programs?

Me: The nurse’s role in designing and implementing a program differ since, in design, the nurse offers ideas on how the program should be developed to meet goals. Conversely, in implementation, the nurse executes the interventions and evaluates their impact (Rouleau et al., 2019). For instance, in design, the nurse proposes strategies to reduce HIV infections among youth, such as distributing condoms. In the implementation, the nurse distributes the condoms and educates the youth on how to use them.

Interviewer: Who are the members of a healthcare team that you believe are most needed to implement a program?

Me: All members of the healthcare team are equally important in implementing the HIV prevention program. Each member has an important role to play, either in screening, treatment, health education, or community outreach. Besides, each member has unique knowledge, skills, and experience that support the team in implementing the program.

References

Dumitru, G., Irwin, K., & Tailor, A. (2017). Updated Federal Recommendations for HIV Prevention With Adults and Adolescents With HIV in The United States: The Pivotal Role of Nurses. The Journal of the Association of Nurses in AIDS Care: JANAC, 28(1), 8–18. https://doi.org/10.1016/j.jana.2016.09.011

Gerber, L. (2018). Understanding the nurse’s role as a patient advocate. Nursing2020, 48(4), 55-58. https://doi.org/10.1097/01.NURSE.0000531007.02224.65

Rouleau, G., Richard, L., Côté, J., Gagnon, M. P., & Pelletier, J. (2019). Nursing Practice to Support People Living With HIV With Antiretroviral Therapy Adherence: A Qualitative Study. The Journal of the Association of Nurses in AIDS Care: JANAC, 30(4), e20–e37. https://doi.org/10.1097/JNC.0000000000000103

Name: NURS_6050_Module04_Week08_Assignment_Rubric

	Excellent	Good	Fair	Poor
Program Design In a 2- to 4-page paper, create an interview transcript of your responses to the following interview questions. *· Tell us about a healthcare program within your practice. What are the costs and projected outcomes of this program?* *· Who is your target population?* *· What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?* *· What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?*	41 (41%) – 45 (45%) Response provides a clear and complete summary of the healthcare program, including an accurate and detailed description of the costs and projected outcomes of the program. Response provides a clear and accurate description that fully describes the target population. Response provides a clear and accurate explanation of the role of the nurse in providing input for the design of the program, including specific examples. Response provides an accurate and detailed description of the role of the nurse advocate for the target population for the healthcare program selected. Response provides an accurate and detailed explanation of how the advocate’s role influences design decisions as well as fully explaining impacts to program design.	36 (36%) – 40 (40%) Response provides a summary of the healthcare program, including a description of the costs and project outcomes of the program. Response provides an accurate description of the target population. Response provides an accurate explanation of the role of the nurse in providing input for the design of the program, including some examples. Response provides an accurate description of the role of the nurse advocate for the target population for the healthcare program selected. Response provides an accurate explanation of how the advocate’s role influences design decisions and somewhat explains impacts to program design.	32 (32%) – 35 (35%) Response provides a summary of the healthcare program that is vague or incomplete or does not include costs or projected outcomes of the program. Description of the target population is vague or inaccurate. Explanation of the role of the nurse in providing input for the design of the program is vague, inaccurate, or does not include specific examples. Description of the role of the nurse advocate for the target population for the healthcare program selected is vague or inaccurate. Explanation of how the advocate’s role influences design decisions and impacts to program design is vague or inaccurate.	0 (0%) – 31 (31%) Response provides a summary of the healthcare program that is vague and inaccurate, does not include costs or projected outcomes of the program, or is missing. Description of the target population is vague and inaccurate or is missing. Explanation of the role of the nurse in providing input for the design of the program, and specific examples is vague and inaccurate, or is missing. Description of the role of the nurse advocate for the target population for the healthcare program selected is vague and inaccurate or is missing. Explanation of how the advocate’s role influences design decisions and impacts to program design is vague and inaccurate, or is missing.
Program Implementation *· What is the role of the nurse in healthcare program implementation?* *How does this role vary between design and implantation of healthcare programs? Can you provide examples?· Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why you think this?***	36 (36%) – 40 (40%) Response provides a clear, accurate, and complete explanation of the role of the nurse in healthcare program implementation. Response provides an accurate and detailed explanation of how the role of the nurse is different between design and implementation of healthcare programs, including specific examples. Response provides an accurate and detailed description of the members of a healthcare team needed to implement the program selected.	32 (32%) – 35 (35%) Response provides an accurate explanation of the role of the nurse in healthcare program implementation. Response provides an accurate explanation of how the role of the nurse is different between design and implementation of healthcare programs and may include some specific examples. Response provides and accurate description of the members of a healthcare team needed to implement the program selected.	28 (28%) – 31 (31%) Explanation of the role of the nurse in healthcare program implementation is vague, inaccurate, and/or incomplete. Explanation of how the role of the nurse is different between design and implementation of healthcare programs is vague or inaccurate and/or does not include specific examples. Description of the members of a healthcare team needed to implement the program selected is inaccurate or incomplete.	0 (0%) – 27 (27%) Explanation of the role of the nurse in healthcare program implementation is vague and inaccurate or is missing. Explanation of how the role of the nurse is different between design and implementation of healthcare programs is vague and inaccurate or is missing. Description of the members of a healthcare team needed to implement the program selected is vague and inaccurate, incomplete, or is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well developed ideas, low logically, and demonstrate continuity of ideas. Sentences are carefully focused– neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.	5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.	3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic.	0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. Purpose, introduction, and conclusion of the assignment is incomplete or missing.
Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%) Contains a few (1-2) grammar, spelling, and punctuation errors.	3 (3%) – 3 (3%) Contains several (3-4) grammar, spelling, and punctuation errors.	0 (0%) – 2 (2%) Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting: The paper follows correct APA format for title page, font, spacing, margins, indentations, parenthetical/in-text citations, and reference list (if sources are cited).	5 (5%) – 5 (5%) Uses correct APA format with no errors.	4 (4%) – 4 (4%) Contains a few (1-2) APA format errors.	3 (3%) – 3 (3%) Contains several (3-4) APA format errors.	0 (0%) – 2 (2%) Contains many (≥5) APA format errors.
Total Points: 100

Excellent

Good

Fair

Poor

Program Design

In a 2- to 4-page paper, create an interview transcript of your responses to the following interview questions.
· Tell us about a healthcare program within your practice. What are the costs and projected outcomes of this program?

· Who is your target population?

· What is the role of the nurse in providing input for the design of this healthcare program? Can you provide examples?

· What is your role as an advocate for your target population for this healthcare program? Do you have input into design decisions? How else do you impact design?

41 (41%) – 45 (45%)

Response provides a clear and complete summary of the healthcare program, including an accurate and detailed description of the costs and projected outcomes of the program.

Response provides a clear and accurate description that fully describes the target population.

Response provides a clear and accurate explanation of the role of the nurse in providing input for the design of the program, including specific examples.

Response provides an accurate and detailed description of the role of the nurse advocate for the target population for the healthcare program selected.

Response provides an accurate and detailed explanation of how the advocate’s role influences design decisions as well as fully explaining impacts to program design.

36 (36%) – 40 (40%)

Response provides a summary of the healthcare program, including a description of the costs and project outcomes of the program.

Response provides an accurate description of the target population.

Response provides an accurate explanation of the role of the nurse in providing input for the design of the program, including some examples.

Response provides an accurate description of the role of the nurse advocate for the target population for the healthcare program selected.

Response provides an accurate explanation of how the advocate’s role influences design decisions and somewhat explains impacts to program design.

32 (32%) – 35 (35%)

Response provides a summary of the healthcare program that is vague or incomplete or does not include costs or projected outcomes of the program.

Description of the target population is vague or inaccurate.

Explanation of the role of the nurse in providing input for the design of the program is vague, inaccurate, or does not include specific examples.

Description of the role of the nurse advocate for the target population for the healthcare program selected is vague or inaccurate.

Explanation of how the advocate’s role influences design decisions and impacts to program design is vague or inaccurate.

0 (0%) – 31 (31%)

Response provides a summary of the healthcare program that is vague and inaccurate, does not include costs or projected outcomes of the program, or is missing.

Description of the target population is vague and inaccurate or is missing.

Explanation of the role of the nurse in providing input for the design of the program, and specific examples is vague and inaccurate, or is missing.

Description of the role of the nurse advocate for the target population for the healthcare program selected is vague and inaccurate or is missing.

Explanation of how the advocate’s role influences design decisions and impacts to program design is vague and inaccurate, or is missing.

Program Implementation
· What is the role of the nurse in healthcare program implementation?
How does this role vary between design and implantation of healthcare programs? Can you provide examples?· Who are the members of a healthcare team that you believe are most needed to implement a program? Can you explain why you think this?

36 (36%) – 40 (40%)

Response provides a clear, accurate, and complete explanation of the role of the nurse in healthcare program implementation.

Response provides an accurate and detailed explanation of how the role of the nurse is different between design and implementation of healthcare programs, including specific examples.

Response provides an accurate and detailed description of the members of a healthcare team needed to implement the program selected.

32 (32%) – 35 (35%)

Response provides an accurate explanation of the role of the nurse in healthcare program implementation.

Response provides an accurate explanation of how the role of the nurse is different between design and implementation of healthcare programs and may include some specific examples.

Response provides and accurate description of the members of a healthcare team needed to implement the program selected.

28 (28%) – 31 (31%)

Explanation of the role of the nurse in healthcare program implementation is vague, inaccurate, and/or incomplete.

Explanation of how the role of the nurse is different between design and implementation of healthcare programs is vague or inaccurate and/or does not include specific examples.

Description of the members of a healthcare team needed to implement the program selected is inaccurate or incomplete.

0 (0%) – 27 (27%)

Explanation of the role of the nurse in healthcare program implementation is vague and inaccurate or is missing.

Explanation of how the role of the nurse is different between design and implementation of healthcare programs is vague and inaccurate or is missing.

Description of the members of a healthcare team needed to implement the program selected is vague and inaccurate, incomplete, or is missing.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, low logically, and demonstrate continuity of ideas.
Sentences are carefully focused– neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3 (3%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 2 (2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

Purpose, introduction, and conclusion of the assignment is incomplete or missing.

Written Expression and Formatting – English Writing Standards:

Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

3 (3%) – 3 (3%)

Contains several (3-4) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

Contains many (≥5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

Written Expression and Formatting:

The paper follows correct APA format for title page, font, spacing, margins, indentations, parenthetical/in-text citations, and reference list (if sources are cited).

5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1-2) APA format errors.

3 (3%) – 3 (3%)

Contains several (3-4) APA format errors.

0 (0%) – 2 (2%)

Contains many (≥5) APA format errors.

Total Points: 100

Name: NURS_6050_Module04_Week08_Assignment_Rubric

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NURS 6050 ADVOCATING FOR THE NURSING ROLE IN PROGRAM DESIGN AND IMPLEMENTATION

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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