NURS 6051 THE ROLE OF THE NURSE INFORMATICIST IN SYSTEMS DEVELOPMENT AND IMPLEMENTATION

NURS 6051 THE ROLE OF THE NURSE INFORMATICIST IN SYSTEMS DEVELOPMENT AND IMPLEMENTATION

Sample Answer for NURS 6051 THE ROLE OF THE NURSE INFORMATICIST IN SYSTEMS DEVELOPMENT AND IMPLEMENTATION Included After Question

Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To Prepare:

  • Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
  • Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.

The Assignment: (2-3 pages not including the title and reference page)

In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:

  • Planning and requirements definition
  • Analysis
  • Design of the new system
  • Implementation
  • Post-implementation support
  • Use APA format and include a title page and reference page.
  • Use the Safe Assign Drafts to check your match percentage before submitting your work.

BY DAY 7 OF WEEK 10

Submit your completed Role Description.

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A Sample Answer For the Assignment: NURS 6051 THE ROLE OF THE NURSE INFORMATICIST IN SYSTEMS DEVELOPMENT AND IMPLEMENTATION

Title: NURS 6051 THE ROLE OF THE NURSE INFORMATICIST IN SYSTEMS DEVELOPMENT AND IMPLEMENTATION

For any technology to work, it must be users friendly and perform the required tasks desired. System Development Life Cycles standardize project management, improving information system quality. Project management consistency improves healthcare (Curry et al., 2007). The success of an SDLC is a strategic process that requires careful planning, analysis, and implementation. Therefore, excluding nurses and other healthcare professionals from the foundation framework of the project is a terrible mistake. Software intervention studies benefit from user stories. User stories provide a template for identifying desired functions, intended users, and other requirements (Risling & Risling, 2020). For example, involving nurses creates an opportunity for any problems to be identified and addressed. Nurses can make comparisons to an existing system. Since nurses will be interacting with the interface daily, they are best qualified to be a part of the framework of the SDLC projects.

New technologies may change workflow and affect patient care. Organizations can measure health IT application enhances or decreases administrative and nondirect patient care chores like documentation—monitoring nurses’ time spent on patient care (AHRQ Digital Healthcare Research Publications Database, n.d.). Therefore, Involvement at the project’s earliest stage will help decrease anxiety and increase faster adaptability and pushback for implementations. Lack of solid leadership, ownership, and sponsorship invariably leads to delays, waste, poor decision-making, and high costs. Structure and processes have helped our most successful initiatives stay on schedule. We monitor vendors carefully (Walden University, 2018).

Given the rapid pace of technological advancement, nurses must accept that nursing informatics is nursing and that every nurse contributes to our digital health future. Digital health is irreversible, and while there is still time to engage, the opportunity to exert significant disciplinary influence over its tools and process will not last forever. Technology will continue unless we adapt as a profession (Risling & Risling, 2020).

References

AHRQ Digital Healthcare Research Publications Database. (n.d.). Improved Accuracy of Coding. https://digital.ahrq.gov/sites/default/files/docs/page/improved-accuracy-of-coding-quick-reference-guide.pdf

Curry, J. M., McGregor, C., & Tracy, S. (2007). A systems development life cycle approach to patient journey modeling projects. Studies in Health Technology and Informatics129(Pt 2), 905–909. https://pubmed.ncbi.nlm.nih.gov/17911847/#:~:text=A%20Systems%20Development%20Life%20Cycle%20(SDLC)%20provides%20a%20standard%20project

Risling, T. L., & Risling, D. E. (2020). Advancing nursing participation in user-centred design. Journal of Research in Nursing25(3), 226–238. https://doi.org/10.1177/1744987120913590

Walden University, LLC. (Producer). (2018). Managing Health Information Technology [Video file]. Baltimore, MD: Author.

A Sample Answer 2 For the Assignment: NURS 6051 THE ROLE OF THE NURSE INFORMATICIST IN SYSTEMS DEVELOPMENT AND IMPLEMENTATION

Title: NURS 6051 THE ROLE OF THE NURSE INFORMATICIST IN SYSTEMS DEVELOPMENT AND IMPLEMENTATION

 Today’s health practice is highly technology-dependent, with numerous technologies being incorporated to enhance health outcomes. Implementing a new nursing documentation system is one way towards improving the overall documentation process and efficiency in health care delivery. Due to their role in health facilitation, guiding teams, and influencing the desired change, nurse managers should be centrally involved in adopting the documentation system. Being part of the implementation team implies that a nurse manager provides the insight required and understands how the system works in detail. The purpose of this paper is to describe the role of a graduate-level nurse to guide participation in the implementation team with the focus areas including planning, analysis, design, and implementation. 

Planning and Requirements Definition 

The planning phase is among the most critical phases in system development. The planning and requirement step is characterized by defining the system requirements while centrally focusing on addressing deficiencies in the current system (McGonigle & Mastrian, 2021). Accordingly, the nurse’s role at this stage is to provide specific proposals for improvement and focus on features, functions, and capabilities as much as possible. Here, the proposals to achieve the desired change should be user-centered and modeled to streamline the current processes. The other crucial role is to define the scope and expected deliverables. Since the success of the entire process depends hugely on planning and requirements definition, the experience of a graduate-level nurse should help the implementation team adopt a suitable model for the project.

Depending on the scope and resources available, several methods can be combined into a hybrid approach. In other cases, a single model can be used to avoid confusion. A single model also allows the system development life cycle (SDLC) to be systematic. For instance, the implementation can consider using the waterfall method that breaks down the project’s activities into linear sequential phases (Bhavsar et al., 2020). Alternatively, the agile approach can be considered where continuous improvement of the new nursing documentation would occur in phases characterized by continuous improvement at every stage. Generally, planning and requirements definition involves identifying the essential system features, functions, and capabilities and adopting an appropriate model. 

Analysis 

A new system should be significantly different from the old system in terms of efficiency. From a SDLC’s perspective, analysis involves evaluating the current system and identifying all the deficiencies (Davis & Yen, 2019). As a graduate-level nurse, one can participate and impact the analysis step by helping in examining the inadequacies of the current system and areas requiring improvement. The guiding principle should be how the new documentation system will benefit users. To understand the performance shortfalls in the current system, the current users can be interviewed and consulted with support personnel. 

Design of the New System 

The new nursing documentation starts as a proposal with various components. The design phase involves laying out the physical aspects, operating systems, programming, and security components (Qin et al., 2017). At this point, the implementation team identifies relevant components and details of how they will work as an efficient whole outlined. The role of a nurse at this point is providing insights regarding the working particulars of hardware and software components and how different design aspects affect system output. All details concerning how the final output will work and expected outcomes should be clear before moving into the implementation stage. The system should be designed in a user-centered way to minimize data-related issues. 

Implementation 

Planning, requirements definition, analysis, and design set the foundation for implementation. Undeniably, the implementation phase is the most critical since it involves developing the new system. Accordingly, the implementation team obtains and installs new components and programs as the phase where the new technologies start being applied (McGonigle & Mastrian, 2021). To support user-friendliness, users should be trained to prepare them to use the new documentation system to achieve maximum outcomes. The implementation team should ensure that all the design components are fixed appropriately and the system runs as anticipated. Piloting is also important at this step to ensure that performance hitches are addressed appropriately. 

Post-Implementation Support 

Post implementation’s main activities include system maintenance and updates. Today’s technologies require frequent updates as maintenance occurs to maintain the expected performance standard. As part of the implementation team, nurses should perform progressive performance reviews of the system to identify gaps that deter maximum productivity. It is also important to remember that systems update is inevitable in the technology world. Hardware and software updates should happen as new versions emerge. Team members must ensure that there are adequate measures to keep the system up-to-date as much as possible. 

In conclusion, nurses play an instrumental role in supporting and adopting changes to enhance outcomes. Implementing a new nursing documentation system is a massive step towards achieving a highly efficient health care system. Participating in the implementation requires a nurse to be conversant with what each SDLC’s step entails. Nurses can use their information technology knowledge to be directly involved as analysts or designers. Alternatively, they can use their position and insights to influence the development of a user-centered documentation system. 

NURS 6051 THE ROLE OF THE NURSE INFORMATICIST IN SYSTEMS DEVELOPMENT AND IMPLEMENTATION
NURS 6051 THE ROLE OF THE NURSE INFORMATICIST IN SYSTEMS DEVELOPMENT AND IMPLEMENTATION

References 

Bhavsar, K., Shah, V., & Gopalan, S. (2020). Scrumbanfall:Aan agile integration of scrum and kanban with waterfall in software engineering. International Journal of Innovative Technology and Exploring Engineering (IJITEE), 9(4), 2075-2084. 10.35940/ijitee.D1437.029420 

Davis, W. S., & Yen, D. C. (Eds.). (2019). The information system consultant’s handbook: Systems analysis and design. CRC press. 

McGonigle, D., & Mastrian, K. (2021). Nursing informatics and the foundation of knowledge. Jones & Bartlett Publishers. 

Qin, Y., Zhou, R., Wu, Q., Huang, X., Chen, X., Wang, W., … & Yu, P. (2017). The effect of nursing participation in the design of a critical care information system: a case study in a Chinese hospital. BMC Medical Informatics and Decision Making, 17(1), 1-12. doi: 10.1186/s12911-017-0569-3 

A Sample Answer 3 For the Assignment: NURS 6051 THE ROLE OF THE NURSE INFORMATICIST IN SYSTEMS DEVELOPMENT AND IMPLEMENTATION

Title: NURS 6051 THE ROLE OF THE NURSE INFORMATICIST IN SYSTEMS DEVELOPMENT AND IMPLEMENTATION

Nurse leaders have critical roles in implementing new documentation systems as part of the project teams designed to enhance care delivery in their practice environment. The increased demand for data management and security of patient health information and the need to comply with regulatory requirements implore healthcare organizations to allocate more resources for the development and training of IT staff, solutions, and related systems (Kassam & Nagle, 2017). The implementation of these systems needs the inclusion of nurse leaders based on the requirement of frameworks like system development life cycle (SDLC) that offers guidelines on deploying new technology infrastructure like documentation in a healthcare entity (Sipes, 2019). The purpose of this paper is to discuss the critical role that graduate-level- nurse plays in guiding their participation in the implementation team. The role description is based on the stages and tasks of the SDLC framework.

Role Description Based on the SDLC Processes

The primary aspect addressed by nurse informaticists in the development of a documentation system that addresses inherent challenges of nursing. As the majority and the main care providers in the health workforce, they should participate and be involved actively in the development of information systems for organizations to attain successful outcomes (Verma & Gupta, 2017). The system development life cycle (SDLC) describes the systematic problem-solving approach that system developers use to design, troubleshoot, and implement an information technology system in a healthcare organization to enhance efficiency in the workflow. The system contains critical stages with respective tasks that require the inclusion of nurse informaticists at each level (Kassam & Nagle, 2017). These stages include planning and requirement definition, analysis, design of the new system, implementation, and post-implementation.

Planning and Requirement Definition

The planning and requirement definition stage identifies and analyzes the scope of the present system and provides an overview of the proposed new systems and their objectives (Yen et al., 2017). The stage entails considerations on a host of issues like time, benefits, costs, and other components of the new system. The stage also identifies constraints, threats, and security issues of the new system (Wager et al., 2017). The participation of the graduate-level nurse at this initial stage is critical to delivering the clinical nursing perspective to contribute to the development of a responsive, safe, efficient, and effective system (McGonigle & Mastrian, 2018). The graduate nurse interacts with the team leaders to execute certain tasks that include determining the nature and issues of the present systems and challenges to efficiency and workflow, examination and selection of possible solutions, assimilation of required resources, and identification of project’s timelines and its initiation.

The nurse identifies the system’s requirements, from technical to clinical and medical components (Magnuson & Dixon, 2020). The nurse leader also helps in system testing and identification of any design flaws in the new system for improvement. The overriding role of the graduate nurse is bringing to the fore the concerns of frontline nurses so that the new system is tailored to meet their needs as super and end-users (Wang et al., 2018). The failure to include the nurse at this stage means that the team will not capture the system needs of frontline nurses as end-users of the new documentation system.

Analysis Phase

The analysis stage helps the implementation team to establish the system’s processes and workflows. A determination to ascertain if the requirements offered are satisfactory and an evaluation of the processes for possible changes or alterations happen at this stage. The analysis stage also defines the requirements and prototype of the new system at this stage (Kassam & Nagle, 2017). The graduate nurse has key roles at this stage of working with the interdisciplinary team to identify the core challenges that the proposed system may pose to nurses as end-users and offer feasible solutions or seek alternatives from the team. The graduate nurse should have an idea of how the system will be deployed and the anticipated challenges to make informed suggestions and recommend alternatives (Magnuson & Dixon, 2020). Through this approach, the team will avoid implementing a system that possesses obvious faults for use in the facility.

Design of the New System

The design stage defines core components of the new system including the databases, applications, system, and user interfaces that will be deployed in the facility. These components represent the functional attributes that will make the system work flawlessly (Magnuson & Dixon, 2020). The team generates reports, prototypes mockups, and screenshots to determine possible hitches that may occur.

The role of the graduate nurse is to scrutinize the developed system to ensure that it has appropriate performance and display for the effective end-user experience. The graduate nurse may have a limited role at this stage because of the technical nature of its attributes (Sipes, 2019). However, the nurse can still make recommendations and suggest operational mechanisms to enhance the functionality of the system. The graduate nurse ensures that the system design is safer and user-friendly for nurses. The nurse should establish the functionality of the system to meet nurses’ needs as end-users.

Implementation

The implementation entails setting up the program and ensuring that it works based on the input from different stakeholders. The stage entails transferring data and components from the current system to the new one, system’s installation, and roll out for use by end-users (McGonigle & Mastrian, 2018). The graduate nurse works in collaboration with the interdisciplinary team to undertake performance evaluation and identify opportunities for redesigning the system. The graduate nurse educates and trains other nurses and staff members on the operationalization of the novel system.

Post-Implementation Support

The stage emphasizes system maintenance and support to the users and administrators as an ongoing or continuous process. Maintenance and support ensure that the system functions without any critical hitches or issues. As end-users, nurses can fine-tune the system by adding new capabilities to improve performance (Magnuson & Dixon, 2020). The graduate nurse’s role is to document all issues experiences and share them with the system’s developers and the management for effective reviews, interventions, and possible systems upgrades.

Conclusion

The paper demonstrates that a graduate nurse acting as a leader on the system implementation team plays a critical role in the system development life cycle. The essay shows that at each stage, the nurse leader ensures that all concerns and considerations which may impact the staff’s ability to deploy the system are addressed through the interdisciplinary team. The graduate nurse plays a core role in ensuring that the developed documentation system meets nurses’ and organizational needs.

 

References

Kassam, I., & Nagle, L. (2017). Informatics competencies for nurse leaders: protocol for a

scoping review. BMJ Open, 7(12). doi:10.1136/BMJ open-2017-018855

Magnuson, J. A., & Dixon, B. E. (Eds.). (2020). Public health informatics and information

systems. Springer Nature.

McGonigle, D., & Mastrian, K. G. (2018). Nursing informatics and the foundation of knowledge

            (4th ed.). Burlington, MA: Jones & Bartlett Learning.

Sipes, C. (2019). Nursing Informatics: Project Management. Application of Nursing Informatics:

Competencies, Skills, and Decision-Making, 79.

Verma, M. P., & Gupta, D. S. (2017). Software Development for Nursing: Role of Nursing

Informatics. International Journal of Nursing Education and Research, 5(2) 203-207.

doi:10.5958/2454-2660.2017.00044.8

Wager, K. A., Lee, F. W., & Glaser, J. P. (2017). Health care information systems: a practical

approach for health care management. John Wiley & Sons.

Wang, J., Gephart, S. M., Mallow, J., & Bakken, S. (2019). Models of collaboration and

dissemination for nursing informatics innovations in the 21st century. Nursing Outlook, 67(4), 419-432. DOI: 10.1016/j.outlook.2019.02.003.

Yen, P. Y., Phillips, A., Kennedy, M. K., & Collins, S. (2017). Nursing informatics competency

assessment for the nurse leader: instrument refinement, validation, and psychometric analysis. JONA: The Journal of Nursing Administration, 47(5), 271-277. https://doi.org/10.1097/NNA.0000000000000478

Assignment_Rubric

NURS_5051_Module05_Week10_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeDevelop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the Systems Development Life Cycle (SDLC) stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:·   Planning and requirements definition·   Analysis·   Design of the new system·   Implementation·   Post-implementation support
25 to >22.0 pts

Excellent

Using the literature and course resources:…An accurate and fully developed role description is provided that supports the role of the nurse informaticist on the Systems Development Life Cycle stages including how the individual will participate and impact each of these steps: definition of planning and requirements.

22 to >19.0 pts

Good

Using the literature and course resources:…A role description is provided that supports the role of the nurse informaticist on the Systems Development Life Cycle stages including how the individual will participate and impact each of these steps: definition of planning and requirements.

19 to >17.0 pts

Fair

The response elements are superficially addressed.

17 to >0 pts

Poor

The response is incomplete, inaccurate, or missing.

25 pts
This criterion is linked to a Learning Outcome· Analysis· Design of the new system
25 to >22.0 pts

Excellent

Using the literature and course resources:…An accurate and fully developed role description is provided that supports the role of the nurse informaticist on the Systems Development Life Cycle stages including how the individual will participate and impact each of these steps: analysis and design of the new system.

22 to >19.0 pts

Good

Using the literature and course resources:…A role description is provided that supports the role of the nurse informaticist on the Systems Development Life Cycle stages including how the individual will participate and impact each of these steps: analysis and design of the new system.

19 to >17.0 pts

Fair

The response elements are superficially addressed.

17 to >0 pts

Poor

The response is incomplete, inaccurate, or missing.

25 pts
This criterion is linked to a Learning Outcome· Implementation· Post-implementation support
25 to >22.0 pts

Excellent

Using the literature and course resources:…An accurate and fully developed role description is provided that supports the role of the nurse informaticist on the Systems Development Life Cycle stages including how the individual will participate and impact each of these steps: implementation and post-implementation support.

22 to >19.0 pts

Good

Using the literature and course resources:…A role description is provided that supports the role of the nurse informaticist on the Systems Development Life Cycle stages including how the individual will participate and impact each of these steps: implementation and post-implementation support.

19 to >17.0 pts

Fair

The response elements are superficially addressed.

17 to >0 pts

Poor

The response is incomplete, inaccurate, or missing

25 pts
This criterion is linked to a Learning OutcomeResources
10 to >8.0 pts

Excellent

Assignment includes: 3 or more peer-reviewed articles and 2 or more course resources.

8 to >7.0 pts

Good

Assignment includes: 2 peer-reviewed articles and 2 course resources.

7 to >6.0 pts

Fair

Assignment includes: 1 peer-reviewed article and 1 course resource.

6 to >0 pts

Poor

Assignment includes: 1 or no resources.

10 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization:Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.
5 to >4.0 pts

Excellent

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

4 to >3.0 pts

Good

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

3 to >2.0 pts

Fair

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

2 to >0 pts

Poor

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

5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards:Correct grammar, mechanics, and proper punctuation
5 to >4.0 pts

Excellent

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

4 to >3.0 pts

Good

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

3 to >2.0 pts

Fair

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

2 to >0 pts

Poor

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

5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – APA:The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
5 to >4.0 pts

Excellent

Uses correct APA format with no errors.

4 to >3.0 pts

Good

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

3 to >2.0 pts

Fair

Contains several (3-4) APA format errors.

2 to >0 pts

Poor

Contains many (≥ 5) APA format errors.

5 pts
Total Points: 100

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NURS 6051 THE ROLE OF THE NURSE INFORMATICIST IN SYSTEMS DEVELOPMENT 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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