NURS 8302 Assignment 1 Applying Project Management Approaches for a Quality Improvement Practice Gap INSTRUCTIONS PLUS RUBRIC -

NURS 8302 Assignment 1 Applying Project Management Approaches for a Quality Improvement Practice Gap INSTRUCTIONS PLUS RUBRIC

Sample Answer for NURS 8302 Assignment 1 Applying Project Management Approaches for a Quality Improvement Practice Gap INSTRUCTIONS PLUS RUBRIC Included After Question

Project management allows for a clear and focused workflow to approach an issue or task. These approaches streamline a process, allow for checks and balances, and ensure all stakeholders are active participants in the process. Project management approaches often utilize SMART objectives to define and set the objectives for the project.

Photo Credit: Getty Images/iStockphoto

Each letter of the acronym SMART defines a different criterion for the objective. A SMART objective is specific, measurable, assignable, realistic, and timely. These objectives help to steer the work and direct the stakeholders to the completion of the project.

For this Assignment, you will reflect on project management approaches that could be used to address a quality improvement practice gap. You will develop SMART objectives for the planning and execution of a quality improvement project, and will consider potential project management approaches or activities that could be used in executing this project.

To Prepare:

Review the Learning Resources for this week, and consider the approaches of project management.
Refer to the Week 3 Discussion, and reflect on the quality improvement practice gap you identified.
Consider how you might apply the project management approaches examined this week to address the quality improvement practice gap you identified.
Think about how you might develop SMART objectives for the planning and execution of a project to address the quality improvement practice gap you identified.
Consider any other project management approaches or activities you might recommend using for your project that will address the quality improvement practice gap you identified.

The Assignment: (2–3 pages)

Briefly describe the quality improvement practice gap you identified in your nursing practice or organization. Be specific.
Develop at least two SMART objectives you might apply in the project planning phase or execution phase to address the quality improvement practice gap you identified.
Recommend at least two project management activities you would use for your project, addressing the quality improvement practice gap you identified. Explain your justification for why these activities would provide the best support. Be specific and provide examples.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.

By Day 7

Submit your Assignment by Day 7 of Week 4.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.
Click the Week 4 Assignment 1 Rubric to review the Grading Criteria for the Assignment.
Click the Week 4 Assignment 1 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 “WK4Assgn1+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 4 Assignment 1 Rubric

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 8302 Assignment 1 Applying Project Management Approaches for a Quality Improvement Practice Gap INSTRUCTIONS PLUS RUBRIC

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 4 Assignment 1 draft and review the originality report.

NURS 8302 Assignment 1 Applying Project Management Approaches for a Quality Improvement Practice Gap INSTRUCTIONS PLUS RUBRIC

Submit Your Assignment by Day 7 of Week 4

To participate in this Assignment:

Week 4 Assignment 1

A Sample Answer For the Assignment: NURS 8302 Assignment 1 Applying Project Management Approaches for a Quality Improvement Practice Gap INSTRUCTIONS PLUS RUBRIC

Title: NURS 8302 Assignment 1 Applying Project Management Approaches for a Quality Improvement Practice Gap INSTRUCTIONS PLUS RUBRIC

Chronic heart failure annually impacts approximately 5.7 million individuals in the United States, resulting in a financial burden of over $30.7 billion due to healthcare expenses and treatment costs (Taklalsingh et al., 2020). According to Driscoll et al. (2020), the annual survival rate for hospital admissions is only 30-40%, suggesting a potential impact on morale. The projected readmission rate within 30 days is 23% for patients. The Hospital Readmissions Reduction Program was initiated by the Centers for Medicare & Medicaid Services (CMS) in 2012. It aims to reduce avoidable readmissions for heart failure patients by imposing financial penalties on institutions with higher readmission rates following heart failure hospitalizations. These penalties result in lower monthly payments or reimbursements for these institutions. This paper aims to elucidate the identified gap in quality improvement practice.

Identification of the Gap for Quality Improvement

During this practicum, I observed a deficiency in my practice regarding the 30-day hospitalization rates for congestive cardiac failure. The inclusion of the 30-day readmission rate as a metric for evaluating hospital quality aims to reduce healthcare expenses and prevent inadequate treatment for individuals with heart failure. This study utilized multiple communities to evaluate various metrics, including hospital rating and payment rate, to promote improved care for individuals with congestive heart failure. Healthcare institutions have recognized the importance of maintaining a low 30-day readmission rate to achieve high-quality assessments and receive high reimbursement rates. As a result, they have enhanced their ability to monitor and provide appropriate treatment to patients with congestive heart failure (Roshanghalb et al., 2019). This research investigates how project execution and root-cause analysis can improve outcomes for individuals with congestive heart failure. This research seeks to utilize the Johns Hopkins Nursing Evidence-Based Practice and the Johns Hopkins Nursing Evidence-Based Practice Translation Tool to identify effective measures or strategies for significantly reducing the 30-day readmission rate among patients with heart problems. Lewin’s theory of managing change is a component of the change management process.

SMART Objectives for Quality Improvement

This research evaluates interventions hospitals and healthcare providers can implement to reduce the 30-day readmission rate for cardiac conditions. The proposed intervention seeks to achieve two main objectives.

This study aims to evaluate the quality of available information regarding effective strategies and interventions for reducing the 30-day readmission rate for heart-related issues in hospitals within a 12-month.
The objective is to reduce the hospital’s 30-day readmission rate for heart conditions to be lower than the national average or to be ranked within the top five hospitals in the country.

To meet these goals, the hospital should conduct a root-cause analysis to determine the primary risk factors associated with heart failure readmission rates. Subsequently, intervention recommendations can be made based on this data (Delgado et al., 2019). The objectives of reducing the rate of heart disease readmissions are SMART (specific, measurable, attainable, realistic, and timely), making them feasible to implement within a medical setting.

Recommended Project Management Activities

To fulfill its goals, the facility has to consider two main tactics. Finding the best evidence-based therapies is crucial to lowering the hospital’s readmission rate for heart disease. To accomplish these changes further, change management techniques must be implemented. Project management strategies are needed for both processes (Taklalsingh et al., 2020). Comprehensive home healthcare programs that include round-the-clock phone support for up to 25–30 days after discharge, personalized education on self-care techniques during hospitalization, frequent check-in visits, and encouragement of in-home follow-up are beneficial to patients with heart failure (Cholack et al., 2021).

Through root-cause analysis, a team may use project management tools to evaluate hospitals’ readiness and current procedures to reduce 30-day hospitalization rates linked to cardiac problems. According to the National Patient Safety Foundation (NPSF), root-cause analysis is a valuable method employed by interdisciplinary development teams to identify the underlying causes and explanations for readmissions (Blumer et al., 2021). To reduce cardiovascular disease readmissions, the development team will incorporate change management strategies to implement evidence-based practice improvements (Khan et al., 2021).

Conclusion

One month post-hospital discharge. Engaging in these activities can reduce the readmission rate for heart failure by providing a meaningful approach to identifying and addressing underlying issues or causes and linking them to appropriate therapeutic interventions. Applying change management principles can be advantageous for organizations as it reduces employee resistance, enhances internal support, and optimizes the effectiveness of proposed policy changes. Therefore, by implementing project management, organizational transformation, and evidence-based practice methods, an organization may lower its 30-day readmission rate for cardiac issues.

References

Blumer, V., Mentz, R. J., Sun, J., Butler, J., Metra, M., Voors, A. A., Hernandez, A. F., O’Connor, C. M., & Greene, S. J. (2021). Prognostic role of prior heart failure hospitalization among patients hospitalized for worsening chronic heart failure. Circulation: Heart Failure, 14(4). https://doi.org/10.1161/circheartfailure.120.007871

Bonilla-Palomas, J. L., Anguita‐Sánchez, M., Elola-Somoza, F. J., Bernal, J. L., Fernández-Pérez, C., Ruiz‐Ortiz, M., Jiménez‐Navarro, M., Bueno, H., Cequier, Á., & Marín-Ortuño, F. (2021). Thirteen‐year trends in hospitalization and outcomes of patients with heart failure in Spain. European Journal of Clinical Investigation, 51(11). https://doi.org/10.1111/eci.13606

Cholack, G., Garfein, J., Errickson, J., Krallman, R., Montgomery, D., Kline–Rogers, E., Eagle, K. A., Rubenfire, M., Bumpus, S. M., & Barnes, G. D. (2021). Early (0-7 days) and late (8-30 days) readmission predictors in acute coronary syndrome, atrial fibrillation, and congestive heart failure patients. Hospital Practice, 49(5), 364–370. https://doi.org/10.1080/21548331.2021.1976558

Delgado, J., Gregori, A. F., Fernández, L. N., Claret, R. B., Sepúlveda, A. G., Fernández‐Avilés, F., González-Juanatey, J. R., García, R. V., Otero, M. R., Cubero, J. S., Figal, D. P., Crespo-Leiro, M. G., Álvarez‐García, J., Cinca, J., & Ynsaurriaga, F. A. (2019). Patient-associated predictors of 15- and 30-day readmission after hospitalization for acute heart failure. Current Heart Failure Reports, 16(6), 304–314. https://doi.org/10.1007/s11897-019-00442-1

Driscoll, A., Dinh, D., Prior, D., Kaye, D. M., Hare, D. L., Neil, C., Lockwood, S., Brennan, A., Lefkovits, J., Carruthers, H., Amerena, J., Cooke, J., Vaddadi, G., Nadurata, V., & Reid, C. M. (2020). The effect of transitional care on 30-day outcomes in patients hospitalized with acute heart failure. Heart, Lung and Circulation, 29(9), 1347–1355. https://doi.org/10.1016/j.hlc.2020.03.004

Khan, M. S., Sreenivasan, J., Lateef, N., Abougergi, M. S., Greene, S. J., Ahmad, T., Anker, S. D., Fonarow, G. C., & Butler, J. (2021). Trends in 30- and 90-day readmission rates for heart failure. Circulation: Heart Failure, 14(4). https://doi.org/10.1161/circheartfailure.121.008335

Roshanghalb, A., Mazzali, C., & Lettieri, E. (2019). Multi-level models for heart failure patients’ 30-day mortality and readmission rates: the relation between patient and hospital factors in administrative data. BMC Health Services Research, 19(1). https://doi.org/10.1186/s12913-019-4818-2

Taklalsingh, N., Wengrofsky, P., & Levitt, H. (2020). The Heart Failure Clinic: Improving 30-Day All-Cause Hospital Readmissions. Journal for Healthcare Quality, 42(4), 215–223. https://doi.org/10.1097/jhq.0000000000000221

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Content

Name: NURS_8302_Week4_Assignment1_Rubric

	Excellent	Good	Fair	Poor
Briefly describe the quality improvement practice gap you identified in your nursing practice or organization. Be specific.	Points Range: 23 (23%) – 25 (25%) The response accurately and clearly describes in detail the quality improvement practice gap identified in their nursing practice or organization. The response provides accurate and specific details that fully support the selection of the quality improvement practice gap identified.	Points Range: 20 (20%) – 22 (22%) The response accurately describes the quality improvement practice gap identified in their nursing practice or organization. The response provides accurate details that support the selection of the quality improvement practice gap identified.	Points Range: 18 (18%) – 19 (19%) The response inaccurately or vaguely describes the quality improvement practice gap identified in their nursing practice or organization. The response provides inaccurate or vague details that may support the selection of the quality improvement practice gap identified.	Points Range: 0 (0%) – 17 (17%) The response inaccurately and vaguely describes the quality improvement practice gap identified in their nursing practice or organization, or it is missing. The response provides inaccurate and vague details that do not support the selection of the quality improvement practice gap identified, or it is missing.
Develop at least two SMART objectives you might apply in the project planning phase or execution phase to address the quality improvement practice gap you identified.	Points Range: 32 (32%) – 35 (35%) The response accurately and completely develops two SMART objectives that comprehensively address the quality improvement gap identified.	Points Range: 28 (28%) – 31 (31%) The response accurately develops two SMART objectives to address the quality improvement gap identified.	Points Range: 25 (25%) – 27 (27%) The response inaccurately or vaguely develops two SMART objectives to address the quality improvement gap identified. OR The response develops less than two SMART objectives.	Points Range: 0 (0%) – 24 (24%) The response inaccurately and vaguely develops two SMART objectives to address the quality improvement gap identified, or it is missing.
Recommend at least two project management activities you would use for your project addressing the quality improvement practice gap you identified, and explain your justification for why these activities would provide the best support. Be specific, and provide examples.	Points Range: 23 (23%) – 25 (25%) The response accurately and clearly describes in detail two project management activities to address the quality improvement practice gap identified. The response includes relevant, specific, and appropriate examples that fully support the justification for the use of project management activities to address the quality improvement practice gap identified.	Points Range: 20 (20%) – 22 (22%) The response accurately describes two project management activities to address the quality improvement practice gap identified. The response includes relevant, specific, and accurate examples that support the justification for the use of project management activities to address the quality improvement practice gap identified.	Points Range: 18 (18%) – 19 (19%) The response inaccurately or vaguely describes two project management activities to address the quality improvement practice gap identified. OR The response recommends less than two project management activities. The response includes inaccurate and irrelevant examples that may support the justification for the use of project management activities to address the quality improvement practice gap identified.	Points Range: 0 (0%) – 17 (17%) The response inaccurately and vaguely describes two project management activities to address the quality improvement practice gap identified, or it is missing. The response includes inaccurate and vague examples that do not support the justification for the use of project management activities to address the quality improvement practice gap identified, or it is missing.
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 is provided which delineates 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 is provided which delineates 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 is stated, yet is 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 is 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 was 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, 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

Excellent

Good

Fair

Poor

Briefly describe the quality improvement practice gap you identified in your nursing practice or organization. Be specific.

Points Range: 23 (23%) – 25 (25%)

The response accurately and clearly describes in detail the quality improvement practice gap identified in their nursing practice or organization.

The response provides accurate and specific details that fully support the selection of the quality improvement practice gap identified.

Points Range: 20 (20%) – 22 (22%)

The response accurately describes the quality improvement practice gap identified in their nursing practice or organization.

The response provides accurate details that support the selection of the quality improvement practice gap identified.

Points Range: 18 (18%) – 19 (19%)

The response inaccurately or vaguely describes the quality improvement practice gap identified in their nursing practice or organization.

The response provides inaccurate or vague details that may support the selection of the quality improvement practice gap identified.

Points Range: 0 (0%) – 17 (17%)

The response inaccurately and vaguely describes the quality improvement practice gap identified in their nursing practice or organization, or it is missing.

The response provides inaccurate and vague details that do not support the selection of the quality improvement practice gap identified, or it is missing.

Develop at least two SMART objectives you might apply in the project planning phase or execution phase to address the quality improvement practice gap you identified.

Points Range: 32 (32%) – 35 (35%)

The response accurately and completely develops two SMART objectives that comprehensively address the quality improvement gap identified.

Points Range: 28 (28%) – 31 (31%)

The response accurately develops two SMART objectives to address the quality improvement gap identified.

Points Range: 25 (25%) – 27 (27%)

The response inaccurately or vaguely develops two SMART objectives to address the quality improvement gap identified. OR The response develops less than two SMART objectives.

Points Range: 0 (0%) – 24 (24%)

The response inaccurately and vaguely develops two SMART objectives to address the quality improvement gap identified, or it is missing.

Recommend at least two project management activities you would use for your project addressing the quality improvement practice gap you identified, and explain your justification for why these activities would provide the best support. Be specific, and provide examples.

Points Range: 23 (23%) – 25 (25%)

The response accurately and clearly describes in detail two project management activities to address the quality improvement practice gap identified.

The response includes relevant, specific, and appropriate examples that fully support the justification for the use of project management activities to address the quality improvement practice gap identified.

Points Range: 20 (20%) – 22 (22%)

The response accurately describes two project management activities to address the quality improvement practice gap identified.

The response includes relevant, specific, and accurate examples that support the justification for the use of project management activities to address the quality improvement practice gap identified.

Points Range: 18 (18%) – 19 (19%)

The response inaccurately or vaguely describes two project management activities to address the quality improvement practice gap identified.

The response recommends less than two project management activities.

The response includes inaccurate and irrelevant examples that may support the justification for the use of project management activities to address the quality improvement practice gap identified.

Points Range: 0 (0%) – 17 (17%)

The response inaccurately and vaguely describes two project management activities to address the quality improvement practice gap identified, or it is missing.

The response includes inaccurate and vague examples that do not support the justification for the use of project management activities to address the quality improvement practice gap identified, or it is missing.

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 is provided which delineates 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 is provided which delineates 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 is stated, yet is 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 is 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 was 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, 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_8302_Week4_Assignment1_Rubric

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 8302 Assignment 1 Applying Project Management Approaches for a Quality Improvement Practice Gap INSTRUCTIONS PLUS RUBRIC

Briefly describe the quality improvement practice gap you identified in your nursing practice or organization 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.