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NURS 6050 Discussion 2 The Role of the RN/APRN in Policy-Making Sample

Nurses may have an impact on policy in a particular way. Nurses are problem solvers and communicators, capable of gathering information, mobilizing communities, and advocating for nursing to normal policymakers. By educating and influencing legislators, nurses can play a role in changing laws and promoting legislation. Each nurse will take an interest in policy development, as the majority of policies implemented will have an effect on them (Williams & Phillips, 2018). APRNs and RNs will each play a unique role in policymaking. For the first time, APRNS and RNs will participate in decision-making through advocacy. According to advocacy principles, anyone affected by a particular policy has an unrestricted right to express an opinion.

APRNs and RNs should understand that they have the right to express their opinions on any policy that may affect them. The opportunity for advocacy ensures that no nurse is denied the opportunity to communicate his or her assessment of a particular policy. Following that, APRNs and RNs have the opportunity to be involved in policymaking through leadership. An APRN or RN holds a position of leadership that necessitates collaboration in policy development (Chilton, 2015). APRNs and RNs should undoubtedly scrutinize the policy’s formulation, implementation, and some other policy processes. If an APRN or RN has a concern or question about a particular policy, he or she can educate the leaders. NURS 6050 Second Discussion The RN/Role APRN’s in Policy-MakingNURS 6050 Discussion 2 The Role of the RN/APRN in Policy-Making Sample – Nursing Assignment Crackers

Various challenges will undoubtedly confront the advocacy opportunity for APRNs and RNs. To begin with, there are issues with gender equality concerning advocacy. There are times when male APRNs and RNs can be precluded the opportunity from securing communicating their thoughts and suppositions on a given policy, particularly on the off chance that it is intended for ladies. Besides, there is the challenge of rivalry for assets about the advocacy opportunity (Williams & Phillips, 2018). The opportunity for leadership jobs held by APRNs and RNs likewise has its challenges. To begin with, there is the challenge of changing leadership styles and abilities as various leaders have different leadership styles and accept. Additionally, there is the challenge of communication as certain associations might not have the correct communication channels where the APRNs and RNs can air their interests concerning a given policy.

Various recommendations can be utilized to advocate better or impart the presence of the opportunities for APRNS and RNs in policy-making. To begin with, there is powerful training. It is significant for all the nurses to be prepared and taught on the rights that theyNURS 6050 Discussion 2 The Role of the RN/APRN in Policy-Making Sample – Nursing Assignment Crackers

NURS 6050 Discussion 2 The Role of the RN APRN in Policy-Making Sample

NURS 6050 Discussion 2 The Role of the RN APRN in Policy-Making Sample

have about policy-making. Also, nurses should consistently advance and promote good leadership (Joel, 2017). With great leadership, the APRNs and RNs have the space to air their sentiments and thoughts with regards to policy-production. Third, nurses should be searchers of data and guarantee that they utilize their expert gatherings to air their sentiments and thoughts with regards to policy-production. It is significant that nurses bolster other medicinal services experts and lawmakers through teaching and pushing for a policy that best serves our patients, families, and communities. NURS 6050 Discussion 2 The Role of the RN/APRN in Policy-Making Sample

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References

Chilton, L. (2015). Nurse Practitioners Have an Essential Role in Health Policy. Journal for Nurse Practitioners.

Joel, L. A. (2017). Advanced Practice Nursing: Essentials for Role Development. F.A. Davis.

Williams, S. D., & Phillips, J. M. (2018). Nurse Advocacy: Adopting a Health in All Policies Approach. OJIN: The Online Journal of Issues in Nursing.

Word cloud generators have grown in popularity as tools for meetings and team-building activities. These applications are used by groups or teams to input words that best describe their team or role. The application generates a “word cloud” that highlights the most frequently used terms, providing an image of the common thinking among participants in that role.

What words would you use to create a nursing word cloud?

Empathy, organization, hard work, and advocacy are all words that come to mind. Would you include policymakers in your list? Do you think it will be a prominent part of the word cloud?

Nursing has grown to be one of the world’s largest professions, and as such, nurses have the ability to influence policy and politics on a global scale. When nurses influence policy that improves healthcare delivery, they are ultimately advocating for their patients. As a result, policy-making has become a more popular term among nurses, who recognize a moral and professional obligation to participate in healthcare legislation.

To Get Ready:

Visit the Congress.gov website, which is linked in the Resources, and think about the role of RNs and APRNs in policymaking.
Consider whether there are any opportunities for RNs and APRNs to participate in policymaking.
By Week 8’s third day

Post a description of at least two opportunities for RNs and APRNs to actively participate in policymaking.

Explain some of the challenges that these opportunities may present, as well as how you plan to overcome them. Finally, suggest two strategies for better advocating for or communicating the existence of these opportunities to participate in policy-making. Provide specifics and examples.

By the sixth day of Week 8,

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

Module 4: Healthcare Program Design and Implementation (Weeks 7-8)

Laureate Education (Producer). (2018). Design and Implementation [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:
  • Analyze health policies
  • Analyze opportunities for RNs and APRNs to participate in policy-making
  • Analyze strategies for overcoming challenges for participating in policy-making
  • Recommend strategies to improve the advocacy and communication of policy-making opportunities
  • Analyze healthcare programs
  • Analyze the role of the nurse in healthcare program design
  • Analyze the role of the nurse as advocates for target populations of healthcare programs
  • Analyze the role of the nurse in healthcare program implementation
  • Analyze healthcare teams necessary for implementing healthcare programs

Due By
Assignment
Week 7, Days 1–2
Read/Watch/Listen to the Learning Resources.
Compose your initial Discussion 1 post.
Week 7, Day 3
Post your initial Discussion 1 post.
Begin to compose your Assignment.
Week 7, Days 4-5
Review peer Discussion 1 posts.
Compose your peer Discussion 1 responses.
Continue to compose your Assignment.
Week 7, Day 6
Post at least two peer Discussion 1 responses on two different days (and not the same day as the initial post).
Week 7, Day 7
Wrap up Discussion 1.
Week 8, Days 1–2
Compose your initial Discussion 2 post.
Continue to compose your Assignment.
Week 8, Day 3
Post your initial Discussion 2 post.
Continue to compose your Assignment.
Week 8, Days 4-5
Review peer Discussion 2 post.Compose your peer Discussion 2 post.
Continue to compose your Assignment.
Week 8, Day 6
Post at least two peer Discussion 2 responses on two different days (and not the same day as the initial post).
Week 8, Day 7
Wrap up Discussion 2.
Deadline to submit your Assignment.

Learning Resources

Required Readings

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

  • Chapter 5, “Public Policy Design” (pp. 87–95 only)
  • Chapter 8, “The Impact of EHRs, Big Data, and Evidence-Informed Practice” (pp. 137–146)
  • Chapter 9, “Interprofessional Practice” (pp. 152–160 only)
  • Chapter 10, “Overview: The Economics and Finance of Health Care” (pp. 183–191 only)

American Nurses Association (ANA). (n.d.). Advocacy. Retrieved September 20, 2018, from https://www.nursingworld.org/practice-policy/advocacy/

Klein, K. J., & Sorra, J. S. (1996). The challenge of innovation implementation. Academy of Management Review, 21(4), 1055–1080. doi:10.5465/AMR.1996.9704071863

Required Media

Laureate Education (Producer). (2018). Getting your Program Designed and Implemented [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Health policy and politics [Video file]. Baltimore, MD: Author.


Discussion 1: Evidence Base in Design

When politics and medical science intersect, there can be much debate. Sometimes anecdotes or hearsay are misused as evidence to support a particular point. Despite these and other challenges, however, evidence-based approaches are increasingly used to inform health policy decision-making regarding causes of disease, intervention strategies, and issues impacting society. One example is the introduction of childhood vaccinations and the use of evidence-based arguments surrounding their safety.

In this Discussion, you will identify a recently proposed health policy and share your analysis of the evidence in support of this policy.

To Prepare:

  • Review the Congress website provided in the Resources and identify one recent (within the past 5 years) proposed health policy.
  • Review the health policy you identified and reflect on the background and development of this health policy.

By Day 3 of Week 7

Post a description of the health policy you selected and a brief background for the problem or issue being addressed. Explain whether you believe there is an evidence base to support the proposed policy and explain why. Be specific and provide examples.

By Day 6 of Week 7

Respond to at least two of your colleagues* on two different days by either supporting or respectfully challenging their explanation on whether there is an evidence base to support the proposed health policy they described.

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

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 7 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 7

To participate in this Discussion:

Week 7 Discussion


Discussion 2: The Role of the RN/APRN in Policy-Making

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

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 8

To participate in this Discussion:

Week 8 Discussion


Assignment: 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

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “WK8Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 8 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 8 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK8Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Week 8 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 8 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 8

To submit your Assignment:

Week 8 Assignment

Next Module

RE: Discussion – Week 8
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    Hi D…, thank you for your post. You made reference that nurses are able to engage in decision making to promote legislation, in my research I found that  over 90% of Advanced Practice Registered nurses vote (O’Rouke, Crawford, Morris, & Pulcini, 2017). Making this fact known to legislators can prove beneficial for the influence of health policy. If legislators know that a particular population has such a high percentage of voters, they are more likely to make legislative decisions that are in the voters interest.

I also believe that nurses should be educated on policy and how they can be an advocate for influencing policy. Before I returned to school for my BSN, I really did not know about influencing policy. In my BSN program I learned the minimal. However, in this class I have learned just how important it is to be involved and influence policy. I have also learned how to go about influencing policy, which is what I feel prevents people from taking part. Education about policy influence is key to successful advocacy. Milstead and Short (2019) report that nursing students from BSN to Doctorial programs are targeted for policy education.

I believe that joining a professional organization is the best way to advocate for health policy. Numbers can make a difference,  by joining together we can better influence legislators. I have been to the State Capital with a group of nurses from the North Carolina Nurses Association. It was very interesting to learn how it all works and a great experience for me. NURS 6050 Discussion 2 The Role of the RN/APRN in Policy-Making Sample

References

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

O’Rourke, N. C., Crawford, S. L., Morris, N. S., & Pulcini, J. (2017). Political efficacy and participation of nurse practitioners. Policy, Politics, and Nursing Practice, 18(3), 135–148. doi:10.1177/1527154417728514

RE: Discussion – Week 8
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Hello D..,

Thank you for a great post. I agree with you that RNs and APNPs have the opportunity to communicate their assessment on policies that influence them. Nurses provide essential services to patients, are knowledgeable about patient’s needs, and they work closely with other health care provides. This puts them in a better position to know health needs and it gives them a better understanding of different factors that can affect healthcare (Nursingworld.org, n.d.). Nurses make up the largest group of health care providers, but still do not engage in health policy or politics (Spenceley, Reutter, & Allen, 2006).

It is the professional obligation of nurses to be engaged in legislation that impacts their patients. By influencing the politics that improve the delivery of healthcare, they are advocating for the patients. To add to the opportunities that exist for RNs and APRNs to engage with policy-makers that you already pointed out, I would recommend that nurses become involved in city councils and committees, or can even run for local office. They can also undertake internships with elected officials to work on matters affecting health care. Nurses can also participate by writing their state and federal representatives regarding health care issues that will influence health policies (Brokaw, J. 2016).

References

Brokaw, J. (2016). The nursing profession’s potential impact on policy and politics. Retrieved from

https://www.myamericannurse.com/nursing-professions-potential-impact-policy-politics/

Nursingworld.org. (n.d.) Why should nurses advocate? Retrieved from

https://nursingworld.org/practice-policy/advocacy/

Spenceley, S. M., Reutter, L., & Allen, M. N. (2006). The road less traveled: Nursing advocacy at the policy level. Policy, Politics, & Nursing Practice., 7, 180-194. Doi:10.1177/1527154406293683

Rubric Detail

Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6050_Module04_Week08_Discussion_Rubric

Grid View
List View

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
Name: NURS_6050_Module04_Week08_Discussion_Rubric

Nurses in Policy-Making

In addition to the immediate treatment and diagnostics assistance, nurses are rightfully admitted into the circle of policy-making. First of all, the 21st century demonstrates an increase of public health work, as the dialogue between medical experts and communities grows in scope and scale. According to Wichaikhum et al. (2019), the development of new policies in this area inevitably affects nursing practice, which is why their insight is required to design evidence-based solutions that will attain the required results. Without the participation of nurses, public health policies lack engagement and precision. Thus, public health development is the key opportunities for nurses as policy-makers.

However, they should demonstrate the required level of expertise to make a positive contribution to public health agenda. In this regard, nurses are provided with the institutionalized opportunities to develop their competencies and acquire new ones. The very existence of such programs as the Doctorate of Nursing Practice (DNP) reflects the emerging opportunities of policy-making (Gardenier, 2017). Through them, the system proclaims that it recognizes the ability of nurses to make large-scale contributions to healthcare and related policies for the benefit of the community. Evidently, there opportunities are associated with certain challenges. For example, those who aspire to complete a DNP program will have to start their professional path at an older age (Vance et al., 2020). From my side, this challenge can be counteracted by seizing all opportunities to obtain practical experience before the full completion of all stages of education. Another barrier is represented by the lack of trust in nurses as policy-makers. These conservative views are not easily eradicated, but it is possible through active participation in healthcare discussion and demonstrating the ability to solve complex issues.
References

Gardenier, D., Schreibman, A., & Henrich, R. (2017). Does a Doctorate of Nursing practice make a difference in patient care? Journal for Nurse Practitioners, 13(6), 392-393. https://doi.org/10.1016/j.nurpra.2017.02.014

Vance, D. E., Heaton, K., Antia, L., Frank, J., Moneyham, L., Harper, D., & Meneses, K. (2020). Alignment of a PhD program in nursing with the AACN report on the research-focused doctorate in nursing: A descriptive analysis. Journal of Professional Nursing, 36(6), 604-610. https://doi.org/10.1016/j.profnurs.2020.08.011

Wichaikhum, O., Abhicharttibutra, K., Nantsupawat, A., Kowitlawakul, Y. & Kunaviktikul, W. (2020). Developing a strategic model of participation in policy development for nurses. International Nursing Review, 67, 11– 18.  https://doi.org/10.1111/inr.12571

Name:  Discussion Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

0–69

Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to 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.

Cited with fewer than two credible references.

0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

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 references.

Main Posting:

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)

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 Posting:

Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully 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.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully 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.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name:  Discussion Rubric

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