NURS 6512 Assignment 1 Case Study Assignment Assessment Tools and Diagnostic Tests in Adults and Children IN
Sample Answer for NURS 6512 Assignment 1 Case Study Assignment Assessment Tools and Diagnostic Tests in Adults and Children IN Included After Question
Many experts predict that genetic testing for disease susceptibility is well on its way to becoming a routine part of clinical care. Yet many of the genetic tests currently being developed are, in the words of the World Health Organization (WHO), of “questionable prognostic value.”
—Leslie Pray, PhD
Obesity remains one of the most common chronic diseases in the United States. As a leading cause of United States mortality, morbidity, disability, healthcare utilization and healthcare costs, the high prevalence of obesity continues to strain the United States healthcare system (Obesity Society, 2016). More than one-third (39.8%) of U.S. adults have obesity (CDC, 2018). The estimated annual medical cost of obesity in the U.S. was $147 billion in 2008 U.S. dollars; the medical costs for people who are obese were $1,429 higher than those of normal weight (CDC, 2018).
According to the Centers for Disease Control and Prevention (CDC), the rate of childhood obesity has tripled in the past 30 years, with an estimated 13.7 million children and adolescents considered obese (CDC, 2018). When seeking insights about a patient’s overall health and nutritional state, body measurements can provide a valuable perspective. This is particularly important with pediatric patients. Measurements such as height and weight can provide clues to potential health problems and help predict how children will respond to illness. Nurses need to be proficient at using assessment tools, such as the Body Mass Index (BMI) and growth charts, in order to assess nutrition-related health risks and pediatric development while being sensitive to other factors that may affect these measures. Body Mass Index is also used as a predictor for measurement of adult weight and health.
Assessments are constantly being conducted on patients, but they may not provide useful information. In order to ensure that health assessments provide relevant data, nurses should familiarize themselves with test-specific factors that may affect the validity, reliability, and value of these tools.
This week, you will explore various assessment tools and diagnostic tests that are used to gather information about patients’ conditions. You will examine the validity and reliability of these tests and tools. You will also examine assessment techniques, health risks and concerns, and recommendations for care related to patient growth, weight, and nutrition.
Learning Objectives
Students will:
- Evaluate validity and reliability of assessment tools and diagnostic tests
- Analyze diversity considerations in health assessments
- Apply concepts, theories, and principles related to examination techniques, functional assessments, and cultural and diversity awareness in health assessment
- Apply assessment skills to collect patient health histories
Learning Resources
Required Readings (click to expand/reduce)
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
-
Chapter 3, “Examination Techniques and Equipment”
This chapter explains the physical examination techniques of inspection, palpation, percussion, and auscultation. This chapter also explores special issues and equipment relevant to the physical exam process.
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A Sample Answer For the Assignment: NURS 6512 Assignment 1 Case Study Assignment Assessment Tools and Diagnostic Tests in Adults and Children IN
Title: NURS 6512 Assignment 1 Case Study Assignment Assessment Tools and Diagnostic Tests in Adults and Children IN
Hi Bailey! I felt your post was well written and agree with you that being sensitive and non-judgmental to the patient’s lifestyle and medical status is a great place to start with a new patient. One article I found reported that “1 in 10 transgender HIV-positive patients were transgender men. Many experienced socioeconomic challenges, unmet needs for ancillary services, and suboptimal health outcomes” (Lemons et al., 2018). With this patient just moving back to town, without a job, and living with his parents he will need as much community support as he can get. Pointing him in the right direction to file for health services would be a helpful beginning. Screening the patient for mental health issues such as suicidal ideation would be an exceptional place to start as he has already reported suffering from depression and making statements of not wanting to be a burden. Building trust through showing this patient he is cared for and matters is essential.
Biktarvy does have some side effects that can develop at any time during treatment that include weakness, being more tired than usual, nausea/vomiting, or rapid/abnormal heartbeat. Some lab tests that could be helpful would include a lactic acid, serum create and urinalysis (Gilead Sciences, Inc., 2022). These blood tests may be available at the local health department and may be significantly cheaper for the patient as well as there may be church organizations that may help cover some costs until insurance can be set up for the patient. The latest HIV labs were six months ago, however if nothing is found on the routine lab work, it may be beneficial to check the CD4 count. Cautioning the patient against obtaining medications via the internet is also an educational point to be made as medications may not be what they appear to be, and you have no idea what you are really injecting in your body. This could also be cause for concern with feeling weak recently. Establishing trust, finding community resources, assessing depression rating, and finding out why the patient is suddenly feeling weakened should be the main goals this visit.
References
Gilead Sciences, Inc. (2022). Possible Side Effects of BIKTARVY®. Www.biktarvy.com. https://www.biktarvy.com/important-safety-information/possible-side-effects
Lemons, A., Beer, L., Finlayson, T., McCree, D. H., Lentine, D., & Shouse, R. L. (2018). Characteristics of HIV-Positive Transgender Men Receiving Medical Care: United States, 2009–2014. American Journal of Public Health, 108(1), 128–130. https://doi.org/10.2105/ajph.2017.304153
A Sample Answer 2 For the Assignment: NURS 6512 Assignment 1 Case Study Assignment Assessment Tools and Diagnostic Tests in Adults and Children IN
Title: NURS 6512 Assignment 1 Case Study Assignment Assessment Tools and Diagnostic Tests in Adults and Children IN
The rising prevalence of obesity in children has become a major concern in healthcare. According to statistics, the prevalence of obesity in children 2-5 years is 12.7% and 20.7% in children aged between 6 and 11 years (CDC, 2022). Obesity puts children at risk of poor health outcomes in childhood and adulthood. According to Sanyaolu et al. (2019), children who are obese are likely to remain that way even in adulthood, putting them at risk of developing chronic conditions including stroke, type 2 diabetes, heart disease, and cancer, among other top ten leading causes of death in America. Hence, monitoring a child’s weight is essential in preventing potential obesity. In most cases, obesity is due to lifestyle and living conditions. In the chosen case study, an overweight five-year-old child has parents who are overweight and working all the time, which reveals a great deal of information regarding the child’s socioeconomic circumstances and risk factors for poor health outcomes. The purpose of this paper is to evaluate the boy’s case and identify the risk factors he is exposed to owing to his surroundings and family lifestyle.
Health Issues and Risks
The child is overweight, which is of great concern because it puts the child at risk of obesity. Obesity is a risk factor for multiple conditions that impact a child’s functioning, growth and development, and overall well-being. Children with overweight and obesity issues are likely to develop sleep disorders, type 2 diabetes, asthma, heart disease, high blood pressure, gallstones, liver problems and early puberty. In addition, being overweight or obese can also lead to low social competence in children. The likelihood of overweight or obese children being bullied is 63% greater than other children (Sanyaolu et al., 2019). Bullying has sociopsychological effects on children, including isolation, low self-esteem, poor body image, depression, suicide, and anxiety. In the case study, the child is only five years old, and experiences of bullying and its sociopsychological implications can negatively impact his growth and development.
Additionally, the boy’s weight indicates that he is not eating healthy foods and snacks physical activity. Indulging in high sugar content and processed foods more than healthy choices leads to being overweight. Since the parents are working almost all the time, they do not have time to prepare proper meals; hence rely on first food and soft drinks for meals. A lack of healthy meal options means that the boy does not get enough nutritional nutrients that he needs at his stage for proper growth and development (Dains et al., 2019). This puts him at risk of deficiencies and poor health outcomes because of low immunity that cannot sufficiently fight off pathogens causing diseases. For example, he can be susceptible to infections. Moreover, both parents are overweight, which points to the possibility of the overweight being a genetic issue. Nevertheless, whether genetic or not, being overweight puts the patient at risk of obesity and other health issues.
Additional Information
The child’s background suggests that he comes from a low socioeconomic background. Therefore, additional information would be focused on evaluating the child’s social determinants of health and other issues that impact weight. For example, information about the child’s eating habits and availability of basic needs, including healthy meal choices. This information will help to know what the child’s nutrition is like and whether it is the cause of his overweight. Additionally, information on the child’s physical activity will also be an essential part of the assessment (Srinath et al., 2019). For example, asking the child if they enjoy playing out with friends or if he spends most of his time in the house watching television and playing video games. If the child is living a sedentary lifestyle without engaging in physical play, it can contribute to their overweight. The living conditions also can impact the child’s health; for example, if they live in a place with a playing field or have no space for playing, it discourages physical activity while encouraging a sedentary lifestyle (Smith et al. 2020).
Health Risks
The child’s well-being and health are at stake because of being overweight. The first health risk is obesity. I would collect information by measuring the child’s weight and height and then calculating the BMI. Secondly, the child is at risk of developing one or more chronic conditions such as diabetes or heart problems. I would assess this information by asking about the child’s health, including recent hospitalizations, if any. The child may also be at risk of psychosocial development because being overweight affects interaction with peers. Hence, it does not give the child opportunity for proper psychosocial development. Further information would be collected by asking the parents about the child’s social life, interaction with other children, and emotional displays that might point to a problem (Ball et al., 2019).
The physical growth and development of the child are also a concern. For example, according to the development theories, at age five, a child is physically active and should demonstrate better coordination and balance. The boy’s low socioeconomic status is a risk factor for poor health outcomes; for example, unsafe and congested living conditions can lead to injury and infections (Ball et al., 2019). Further information would be gathered by asking about the child’s socioeconomic background. While doing the assessment and health interview, it is essential to observe confidentiality, privacy, and respect for the patient’s culture.
Specific Questions
Does your child have any health issues?
What kinds of meals do you prepare at home?
Do you earn enough to support the family’s needs, particularly the essential needs?
Where do you live?
How many people live in your household?
Does your child like to play and interact with other children?
Strategies for Promoting Healthy Weights
I will use the Health Promotion Model (HPM) to educate the parents and caregivers on the dangers of being overweight and the benefits of maintaining a healthy weight (Narzisi & Simons, 2021). Secondly, I would educate the parents on proper nutrition and suggest foods they can include in their child’s diet, such as plenty of fruits and vegetables, more grains, and less fast-food and processed foods. The parents will also be encouraged to limit snacks and substitute unhealthy snacks with healthy choices such as nuts. Another strategy is to educate the parents on the importance of physical education. If the parents adopt physical activity in their lifestyle, it will influence the child also to become more physically active and lose weight.
Conclusion
Statistics show that childhood obesity is rising, putting more children at risk of poor health outcomes. The child in this case study is a five-year-old boy who is overweight. Both parents are also overweight, and he spends time with his grandmother, as the parents are busy working. The child is at risk of developing obesity, which would make him susceptible to chronic conditions including diabetes, heart disease, kidney problems, and cancer. The boy presumably lives in a low-socioeconomic neighbourhood, further exposing him to negative health outcomes. To mitigate potential negative health risks, the parents must adjust the boy’s diet to incorporate foods with more nutritional value and avoid processed foods and soft drinks. Additionally, the family need lifestyle adjustment to adopt physical activity to help them maintain healthy weights.
References
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). St. Louis, MO: Elsevier Mosby.
CDC. (2022, May 17). Childhood Obesity Facts: Prevalence of Childhood Obesity in the United States. Retrieved from Centers for Disease Control and Prevention: https://www.cdc.gov/obesity/data/childhood.html#:~:text=Prevalence%20of%20Childhood%20Obesity%20in%20the%20United%20States&text=The%20prevalence%20of%20obesity%20was,to%2019%2Dyear%2Dolds.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2019). Advanced health assessment and clinical diagnosis in primary care (6th ed.). St. Louis, MO: Elsevier Mosby.
Narzisi, K., & Simons, J. (2021). Interventions that prevent or reduce obesity in children from birth to five years of age: A systematic review. Journal of Child Health Care, 25(2), 320–334. https://doi.org/10.1177/1367493520917863.
Sanyaolu, A., Okorie, C., Qi, X., Locke, J., & Rehman, S. (2019). Childhood and Adolescent Obesity in the United States: A Public Health Concern. Global Pediatric Health, https://doi.org/10.1177/2333794X19891305.
Smith, J. D., Fu, E., & Kobayashi, M. A. (2020). Prevention and Management of Childhood Obesity and Its Psychological and Health Comorbidities. Annual review of clinical psychology, 16, 351–378. https://doi.org/10.1146/annurev-clinpsy-100219-060201.
Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019). Clinical Practice Guidelines for Assessment of Children and Adolescents. Indian journal of psychiatry, 61(Suppl 2), 158–175. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18.
Rubric_Option_1
| Excellent | Good | Fair | Poor | ||
| In 3–4 pages, address the following:
A description of how the assessment tool or diagnostic test you were assigned is used in healthcare. |
Points Range: 30 (30%) – 35 (35%)
The response clearly, accurately, and with specific detail describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. |
Points Range: 24 (24%) – 29 (29%)
The response accurately describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. |
Points Range: 18 (18%) – 23 (23%)
The response vaguely and/or with some inaccuracy describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. |
Points Range: 0 (0%) – 17 (17%)
The response is inaccurate or missing descriptions of how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. |
|
| Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. | Points Range: 45 (45%) – 50 (50%)
The response accurately and thoroughly evaluates the test or tool’s validity and reliability, and explains any issues with clear sensitivity, reliability, and predictive values. Student’s research is clear, accurate, and appropriate for the evaluation. |
Points Range: 39 (39%) – 44 (44%)
The response accurately evaluates the test or tool’s validity and reliability, and explains any issues with sensitivity, reliability, and predictive values. Student’s research is somewhat clear, accurate,and appropriate for the evaluation. |
Points Range: 33 (33%) – 38 (38%)
The response vaguely and/or with some inaccuracy evaluates the test or tool’s validity and reliability, and explains any issues with some sensitivity, reliability, and predictive values. Student’s research is vague or inaccurate for the evaluation. |
Points Range: 0 (0%) – 32 (32%)
“The response is inaccurate and/or missing evaluations of the test or tool’s validity and reliability, with explanations of any issues missing or lacking sensitivity, reliability, and predictive values. Student’s research is missing, inaccurate, or lacking for the evaluation. |
|
| Written 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. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. |
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. |
Points Range: 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 are stated, yet are brief and not descriptive. |
Points Range: 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 are vague or off topic. |
Points Range: 0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. |
|
| Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation |
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
Points Range: 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, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. | Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
Points Range: 0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors. |
|
| Total Points: 100 | |||||
Name: NURS_6512_Week_3_Assignment_1_Rubric_Option_1
Rubric Detail NURS 6512 Assignment 1 Case Study Assignment Assessment Tools and Diagnostic Tests in Adults and Children IN
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6512_Week_3_Assignment_1_Rubric_Option_2
| Excellent | Good | Fair | Poor | ||
| In 3–4 pages, address the following:
An explanation of the health issues and risks that are relevant to the child you were assigned. |
Points Range: 20 (20%) – 25 (25%)
The response clearly, accurately, and in detail explains the relevant health issues and risks for the assigned child. |
Points Range: 19 (19%) – 24 (24%)
The response accurately explains the relevant health issues and risks for the assigned child. |
Points Range: 18 (18%) – 23 (23%)
The response vaguely and with some inaccuracy explains the relevant health issues and risks for the assigned child. |
Points Range: 0 (0%) – 17 (17%)
The response is inaccurate and/or missing explanations of the relevant health issues and risks for the assigned child. |
|
| Describe additional information you would need in order to further assess his or her weight-related health. | Points Range: 20 (20%) – 25 (25%)
The response clearly and accurately describes detailed additional information needed to further assess the child’s weight-related health. |
Points Range: 19 (19%) – 24 (24%)
The response accurately describes additional information needed to further assess the child’s weight-related health. |
Points Range: 18 (18%) – 23 (23%)
The response vaguely and with some inaccuracy describes additional information needed to further assess the child’s weight-related health. |
Points Range: 0 (0%) – 17 (17%)
The response is inaccurate and/or missing a description of additional information needed to further assess the child’s weight-related health. |
|
| Identify and describe any risks, and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion. | Points Range: 18 (18%) – 20 (20%)
The response clearly and accurately identifies and describes in detail any risks to the child’s health. The response clearly and accurately identifies and describes in detail further information needed to gain a full understanding of the child’s health, with a detailed explanation of how to gather that information in a way that is sensitive to the child. |
Points Range: 16 (16%) – 17 (17%)
The response accurately identifies and describes any risks to the child’s health. The response accurately identifies and describes further information needed to gain a full understanding of the child’s health, with a clear explanation of how to gather that information in a way that is sensitive to the child. |
Points Range: 14 (14%) – 14 (14%)
The response vaguely and with some inaccuracy identifies and describes any risks to the child’s health. The response vaguely identifies and describes further information needed to gain a full understanding of the child’s health, with a vague explanation of how to gather that information in a way that is sensitive to the child. |
Points Range: 0 (0%) – 13 (13%)
The response identifies inaccurately and/or is missing descriptions of any risks to the child’s health. The response identifies inaccurately and/or is missing descriptions of further information needed to gain a full understanding of the child’s health, with an inadequate or missing explanation of how to gather that information in a way that is sensitive to the child. |
|
| Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information. | Points Range: 10 (10%) – 10 (10%)
The response clearly and accurately lists three or more specific questions that would gather more information about the child. Specific questions are carefully worded to clearly demonstrate sensitivity to the parent(s) or caregiver(s) of the child. |
Points Range: 9 (9%) – 9 (9%)
The response lists three specific questions that would gather more information about the child. Specific questions are worded to demonstrate sensitivity to the parent(s) or caregiver(s) of the child. |
Points Range: 8 (8%) – 8 (8%)
The response lists three questions with wording that is vague and lacking specificity for gathering more information about the child. Some wording of the questions lacks sensitivity to the parent(s) or caregiver(s) of the child. |
Points Range: 0 (0%) – 7 (7%)
The response lists two or fewer confusing or inadequate questions, or is missing questions, for gathering more information about the child. Wording of questions provided lacks sensitivity to the parent(s) or caregiver(s) of the child. |
|
| Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight. | Points Range: 5 (5%) – 5 (5%)
The response clearly describes two or more detailed strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight. |
Points Range: 4 (4%) – 4 (4%)
The response describes at least two strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight. |
Points Range: 3 (3%) – 3 (3%)
The response vaguely describes two strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight. |
Points Range: 0 (0%) – 2 (2%)
The response inadequately describes one strategy or is missing strategies to encourage the parent(s) or caregiver(s) to be proactive about the child’s health and weight. |
|
| Written 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. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. |
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. |
Points Range: 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 are stated, yet are brief and not descriptive. |
Points Range: 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 are vague or off topic. |
Points Range: 0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. |
|
| Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation |
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
Points Range: 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, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. | Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
Points Range: 0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors. |
|
| Total Points: 100 | |||||
Name: NURS_6512_Week_3_Assignment_1_Rubric_Option_2
NURS 6512 Assignment 1 Case Study Assignment Assessment Tools and Diagnostic Tests in Adults and Children IN 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:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
|
| 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:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
|
| 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:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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| 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:
AND
AND
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
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.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |