NURS 8302 DQ The Psychiatric Evaluation and Evidence-Based Rating Scales

NURS 8302 DQ The Psychiatric Evaluation and Evidence-Based Rating Scales

Sample Answer for NURS 8302 DQ The Psychiatric Evaluation and Evidence-Based Rating Scales Included After Question

Assessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a client’s response to treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for use in all clinical situations. You must consider the strengths and weaknesses of each tool to select the appropriate assessment tool for your client. For this Discussion, as you examine the assessment tool assigned to you by the Course Instructor, consider its use in psychotherapy.

Photo Credit: [shironosov]/[iStock / Getty Images Plus]/Getty Images

To Prepare:

• Review this week’s Learning Resources and reflect on the insights they provide regarding psychiatric assessment and diagnosis.
• Consider the elements of the psychiatric interview, history, and examination.
• Consider the assessment tool assigned to you by the Course Instructor.

By Day 3 of Week 2

Post a brief explanation of three important components of the psychiatric interview and why you consider these elements important.

Explain the psychometric properties of the rating scale you were assigned. Explain when it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is helpful to a nurse practitioner’s psychiatric assessment. Support your approach with evidence-based literature.

By Day 6 of Week 2

Respond to at least two of your colleagues on 2 different days by comparing your assessment tool to theirs.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

A Sample Answer For the Assignment: NURS 8302 DQ The Psychiatric Evaluation and Evidence-Based Rating Scales

Title: NURS 8302 DQ The Psychiatric Evaluation and Evidence-Based Rating Scales

The three crucial components of a psychiatric interview are Psychiatric history, Substance use and abuse history, and mental status exam (MSE). The psychiatric history is considered essential because it provides the clinician with a perspective on the history of a client’s current illness and symptoms by comparing the findings with previous disorders and treatments (Savander et al., 2021). Substance use and abuse history is important because it enables the clinician to understand the role of substances in an individual’s overall life. Besides, the information is important to identify other mental health comorbidities associated with substance abuse like attention deficit disorder, depression, anxiety disorders, and post-traumatic stress disorder.

(Savander et al., 2021). Furthermore, the MSE is crucial in the psychiatric interview owing to the lack of clinically applicable diagnostic tests for most psychiatric diagnoses. Besides, psychiatric diagnoses are usually syndromes of patient history and objective data.

The PTSD Checklist (PCL) is a 20-item self-report assessment tool that evaluates the 20 symptoms of PTSD as per the DSM-5. The PCL is a self-report rating tool that patients can fill out before a clinic session and research participants for a study (Marx et al., 2021). It is brief, taking about 5-10 minutes to complete. The tool can screen patients for PTSD, make an interim PTSD diagnosis, and monitor changes in PTSD symptoms in patients during and after treatment (Marx et al., 2021). A structured clinical interview is considered the gold standard for diagnosing PTSD. However, the PCL can be used to give a provisional PTSD diagnosis when necessary.

The PCL is helpful to a PMHNP’s psychiatric assessment since it enables the NP to screen patients for PTSD symptoms in the domains of Re-experiencing, Avoidance, Negative alterations in cognition and mood, and Hyper-arousal (Roberts et al., 2021). It also helps the PMHNP assess changes in patients’ PTSD symptoms and thus determine if the treatment strategies being used are effective. As a result, it guides in developing patients’ treatment plans based on the results from the PCL.

 

NURS 8302 DQ The Psychiatric Evaluation and Evidence-Based Rating Scales References

Marx, B. P., Lee, D. J., Norman, S. B., Bovin, M. J., Sloan, D. M., Weathers, F. W., … & Schnurr, P. P. (2021). Reliable and clinically significant change in the clinician-administered PTSD Scale for DSM-5 and PTSD Checklist for DSM-5 among male veterans. Psychological Assessment. https://doi.org/10.1037/pas0001098

Roberts, N. P., Kitchiner, N. J., Lewis, C. E., Downes, A. J., & Bisson, J. I. (2021). Psychometric properties of the PTSD Checklist for DSM-5 in a sample of trauma exposed mental health service users. European journal of psychotraumatology, 12(1), 1863578. https://doi.org/10.1080/20008198.2020.1863578

Savander, E. È., Hintikka, J., Wuolio, M., & Peräkylä, A. (2021). The Patients’ Practises Disclosing Subjective Experiences in the Psychiatric Intake Interview. Frontiers in psychiatry, 12, 605760. https://doi.org/10.3389/fpsyt.2021.605760

Assessment tools have two primary purposes: 1) to measure illness and diagnose clients, and 2) to measure a client’s response to treatment. Often, you will find that multiple assessment tools are designed to measure the same condition or response. Not all tools, however, are appropriate for use in all clinical situations. You must consider the strengths and weaknesses of each tool to select the appropriate assessment tool for your client. For this Discussion, as you examine the assessment tool assigned to you by the Course Instructor, consider its use in psychotherapy.

Photo Credit: [shironosov]/[iStock / Getty Images Plus]/Getty Images

To Prepare:

• Review this week’s Learning Resources and reflect on the insights they provide regarding psychiatric assessment and diagnosis.
• Consider the elements of the psychiatric interview, history, and examination.
• Consider the assessment tool assigned to you by the Course Instructor.

By Day 3 of Week 2

Post a brief explanation of three important components of the psychiatric interview and why you consider these elements important.

Explain the psychometric properties of the rating scale you were assigned. Explain when it is appropriate to use this rating scale with clients during the psychiatric interview and how the scale is helpful to a nurse practitioner’s psychiatric assessment. Support your approach with evidence-based literature.

Read a selection of your colleagues’ responses.

By Day 6 of Week 2

Respond to at least two of your colleagues on 2 different days by comparing your assessment tool to theirs.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Submission and Grading Information

NURS 8302 DQ The Psychiatric Evaluation and Evidence-Based Rating Scales Grading Criteria

To access your rubric:

Week 2 Discussion Rubric

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Post by Day 3 of Week 2 and Respond by Day 6 of Week 2

 

To Participate in this Discussion:

Week 2 Discussion

A Sample Answer 2 For the Assignment: NURS 8302 DQ The Psychiatric Evaluation and Evidence-Based Rating Scales

Title: NURS 8302 DQ The Psychiatric Evaluation and Evidence-Based Rating Scales

I decided to choose the Columbia Suicide Severity Rating Scale (C-SSRS), The Columbia Protocol, also known as the Columbia-Suicide Severity Rating Scale (C-SSRS), supports suicide risk assessment through a series of simple, plain-language questions that anyone can ask. The answers help users identify whether someone is at risk for suicide, assess the severity and immediacy of that risk, and gauge the level of support that the person needs. Users of the tool ask people (Interian A, et al 2017).  Suicidal is a global public health problem and a leading cause of death across age groups worldwide. Suicide is also a major public health concern in the United States, with suicide ranking as the second leading cause of death among young people ages 10-24. According to the Centers for Disease Control and Prevention (CDC), more than 47,000 individuals killed themselves in 2019, they were identified as deaths related to suicide. In my workplace, we lost two people due to suicide in one year, in the community where I reside three young adults in one year for suicide.  Every time I take my kids for immunization or just check with their pediatrician the registration clipboard always comes with the sheet that has this questionnaire, asking these questions Have you thought of hurting yourself? • Have you wanted to die? • Have you thought of killing yourself? • Have you tried? • How, when, and what led up to your attempt? • If you have not tried, what led you to hold back? • Do you feel safe to go home? •.  What arrangements can be made to increase your safety and to decrease your risk of acting on suicidal feelings, (Interian A, et al 2017).  always I used to answer those questionnaires for my kids because I thought that answering those questions about suicide would give them suicidal ideas.  However, I was wrong, The question they are not promoted suicidal ideation these tools to diagnose possible suicidal.  The Ask Suicide-Screening Questions (ASQ) tool is a brief validated tool for use among both youth and adults.

The Joint Commission approves the use of the ASQ for all ages (Horowitz, L. M., et al. 2020). The Suicide Risk Screening clinical pathway material was generated by the American Academy of Child and Adolescent Psychiatry (AACAP) Pathways for Clinical Care (PaCC) workgroup to assist hospitals, emergency departments, and inpatient medical/surgical units with the implementation of suicide risk screening pathways for pediatric patients (Roaten, K., et al 2019).  These pathways can assist healthcare providers in identifying youth at elevated risk for suicide and connecting individuals to the appropriate level of mental healthcare, It always is necessary to address the possibility of suicide to all ages when assessing them in the healthcare facility. Even though the chief complaint may be something else, the interviewer must discover as much as possible about how the patient thinks and feels. During the clinical interview, information is gathered from what the patient tells the interviewer; critically important clues also come from how the history unfolds. Suicide is a leading cause of death that is often preventable. The provider should find effective ways to deal with patient hesitancy. When patients need help in elaborating, a simple statement provider may ask a question like “Tell me more about that.”

Repeating or reflecting on what patients say also encourages patients to open up and may mention what triggers suicidal thoughts. Sometimes comments that specifically reflect the provider’s understanding of the patient’s feelings about events may help the patient to elaborate. This approach provides confirmation for both the interviewer and the patient that they are on the same wavelength. To achieve successful prevention of suicidality, adequate diagnostic procedures and appropriate treatment for the underlying disorder are essential. Acute intervention should start immediately to keep the patient alive (Roaten, K., et al. 2021).  Existing evidence supports the efficacy of pharmacological treatment and cognitive behavioral therapy including dialectical behavior therapy and problem-solving therapy in preventing suicidal behavior and other psychological treatments. A secure home, public, and hospital environment, without access to suicidal means, is a necessary strategy in suicide prevention. Each treatment option, prescription of medication, and discharge of the patient from the hospital should be carefully evaluated against the involved risks ( Rihmer Z, et al. 2019). Multidisciplinary treatment teams including psychiatrists and other professionals such as psychologists, social workers, and occupational therapists are always preferable, as integration of pharmacological, psychological, and social rehabilitation is recommended especially for patients with chronic suicidality (Wasserman D et al. 2021).   Not only the healthcare workers are responsible for suicide prevention. All members of our society including the community, political leaders as well as religion leaders.

REFERENCES

Centers for Disease Control and Prevention

Links to an external site., National Center for Injury Prevention and Control

Links to an external site. Last Reviewed:  May 8, 2023

Horowitz, L. M., Snyder, D. J., Boudreaux, E. D., He, J. P., Harrington, C. J., Cai, J., Claassen, C. A., Salhany, J. E., Dao, T., Chaves, J. F., Jobes, D. A., Merikangas, K. R., Bridge, J. A., Pao, M. (2020). Validation of the Ask Suicide-Screening Questions (ASQ) for adult medical inpatients: A brief tool for all ages.

Links to an external site.  Psychosomatics, 61(6), 713-722.

Interian A, Chesin M, Kline A, Miller R, St Hill L, Latorre M, Shcherbakov A, King A, Stanley B. Use of the Columbia-Suicide Severity Rating Scale (C-SSRS) to Classify Suicidal Behaviors. Arch Suicide Res. 2018 Apr-Jun;22(2):278-294. doi: 10.1080/13811118.2017.1334610. Epub 2017 Jul 17. PMID: 28598723.

Roaten, K., Horowitz, L. M., Bridge, J. A., Goans, C. R. R., McKintosh, C., Genzel, R., Johnson, C., & North, C. S. (2021). Universal pediatric suicide risk screening in a health care system: 90,000 patient encounters.

Links to an external site.   Journal of the Academy of Consultation-Liaison Psychiatry.

 Rihmer Z, Németh A, Kurimay T, Perczel-Forintos D, Purebl G, Döme P. [Recognition, care and prevention of suicidal behaviour in adults]. Psychiatr Hung. 2019;32(1):4-40. Hungarian. PMID: 28424378.

Wasserman D, Rihmer Z, Rujescu D, Sarchiapone M, Sokolowski M, Titelman D, Zalsman G, Zemishlany Z, Carli V; European Psychiatric Association. The European Psychiatric Association (EPA) guidance on suicide treatment and prevention. Eur Psychiatry. 2021 Feb;27(2):129-41. doi: 10.1016/j.eurpsy.2011.06.003. Epub 2011 Dec 1. PMID: 22137775.

A Sample Answer 3 For the Assignment: NURS 8302 DQ The Psychiatric Evaluation and Evidence-Based Rating Scales

Title: NURS 8302 DQ The Psychiatric Evaluation and Evidence-Based Rating Scales

The Global Assessment of Functioning (GAF) is a numerical rating scale employed in psychiatric assessments to gauge a patient’s current level of impairment in psychosocial and occupational or educational functioning. This scale, ranging from 0 to 100, categorizes functioning into different levels. Normal function falls within the 70-to-100 range, while mild psychiatric symptoms are coded in the 70-to-80 range (Pedersen et al., 2020). Moderate symptoms fall between 60 and 70, and severe symptoms are coded as 50 and below. Higher levels of psychiatric support may be necessary as function decreases on the scale.

The GAF is particularly useful during the psychiatric interview when there is a need to assess the client’s overall functioning. It is appropriate to use this rating scale to evaluate a client’s psychosocial and occupational functioning, providing a quantifiable measure of their current state (Pedersen et al., 2020).  The scale becomes helpful for a nurse practitioner’s psychiatric assessment by offering a standardized way to communicate the client’s level of impairment to other healthcare professionals. This numerical representation allows for clearer communication and a shared understanding of the client’s functioning among members of the healthcare team.

Moreover, the GAF aids in treatment planning by highlighting areas of impairment that may require targeted interventions. For instance, if the GAF score indicates severe impairment, the nurse practitioner may consider more intensive treatment options, such as inpatient hospitalization or intensive community-based treatment (Pedersen et al., 2020). On the other hand, if the score suggests mild impairment, outpatient interventions or less intensive support may be appropriate. The GAF thus serves as a practical tool for guiding treatment decisions based on the client’s level of functioning.

In conclusion, the psychiatric interview is a crucial component of psychotherapeutic assessment, involving the gathering of a comprehensive history, assessing current symptoms, and exploring the client’s psychosocial context. The Global Assessment of Functioning (GAF) rating scale contributes to this process by providing a numerical representation of a client’s current level of impairment. Its use during the psychiatric interview aids nurse practitioners in evaluating and communicating the client’s functioning, informing treatment decisions, and ensuring a comprehensive and individualized approach to mental health care.

 References

Pedersen, G., Urnes, Ø., Hummelen, B., Wilberg, T., & Kvarstein, E. (2020). Revised manual for the global assessment of functioning scale. European Psychiatry, 51, 16-19. https://doi.org/10.1016/j.eurpsy.2017.12.028

Toffel, S., Rodriguez-Roman, L., & Holbert, R. C. (2023). The psychiatric diagnostic interview and the DSM5. Reference Module in Neuroscience and Biobehavioral Psychology. https://doi.org/10.1016/b978-0-323-95702-1.00015-4

NURS 8302 DQ The Psychiatric Evaluation and Evidence-Based Rating Scales Rubric Detail

 

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Name: NRNP_6635_Week2_Discussion_Rubric

• Grid View
• List View

		Excellent	Good	Fair	Poor
Main Posting: Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.		40 (40%) – 44 (44%) Thoroughly responds to the discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least 3 current credible sources.	35 (35%) – 39 (39%) Responds to most of the discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least 3 credible references.	31 (31%) – 34 (34%) Responds to some of the discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with fewer than 2 credible references.	0 (0%) – 30 (30%) Does not respond to the discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only 1 or no credible references.
Main Posting: Writing		6 (6%) – 6 (6%) Written clearly and concisely. Contains no grammatical or spelling errors. Further adheres to current APA manual writing rules and style.	5 (5%) – 5 (5%) Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style.	4 (4%) – 4 (4%) Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors.	0 (0%) – 3 (3%) Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Posting: Timely and full participation		9 (9%) – 10 (10%) Meets requirements for timely, full, and active participation. Posts main discussion by due date.	8 (8%) – 8 (8%) Posts main discussion by due date. Meets requirements for full participation.	7 (7%) – 7 (7%) Posts main discussion by due date.	0 (0%) – 6 (6%) Does not meet requirements for full participation. Does not post main discussion by due date.
First Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic, may have some depth.	0 (0%) – 6 (6%) Response may not be on topic, lacks depth.
First Response: Writing		6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in Standard, Edited English.	5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in Standard, Edited English.	4 (4%) – 4 (4%) Response posed in the discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
First Response: Timely and full participation		5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Second Response: Post to colleague’s main post that is reflective and justified with credible sources.		9 (9%) – 9 (9%) Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.	8 (8%) – 8 (8%) Response has some depth and may exhibit critical thinking or application to practice setting.	7 (7%) – 7 (7%) Response is on topic, may have some depth.	0 (0%) – 6 (6%) Response may not be on topic, lacks depth.
Second Response: Writing		6 (6%) – 6 (6%) Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in Standard, Edited English.	5 (5%) – 5 (5%) Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in Standard, Edited English.	4 (4%) – 4 (4%) Response posed in the discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited.	0 (0%) – 3 (3%) Responses posted in the discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited.
Second Response: Timely and full participation		5 (5%) – 5 (5%) Meets requirements for timely, full, and active participation. Posts by due date.	4 (4%) – 4 (4%) Meets requirements for full participation. Posts by due date.	3 (3%) – 3 (3%) Posts by due date.	0 (0%) – 2 (2%) Does not meet requirements for full participation. Does not post by due date.
Total Points: 100

 

Lopes Write Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Important information for writing discussion questions and participation

Welcome to class

Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the “message” icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to

I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.

Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.

If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.

Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.

Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.

I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God’s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!

Hi Class,

Please read through the following information on writing a Discussion question response and participation posts.

Contact me if you have any questions.

Important information on Writing a Discussion Question

• Your response needs to be a minimum of 150 words (not including your list of references)
• There needs to be at least TWO references with ONE being a peer reviewed professional journal article.
• Include in-text citations in your response
• Do not include quotes—instead summarize and paraphrase the information
• Follow APA-7th edition
• Points will be deducted if the above is not followed

Participation –replies to your classmates or instructor

• A minimum of 6 responses per week, on at least 3 days of the week.
• Each response needs at least ONE reference with citations—best if it is a peer reviewed journal article
• Each response needs to be at least 75 words in length (does not include your list of references)
• Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of “I agree” or “great post” does not count for the word count.
• Follow APA 7th edition
• Points will be deducted if the above is not followed
• Remember to use and follow APA-7th edition for all weekly assignments, discussion questions, and participation points.
• Here are some helpful links
• Student paper example
• Citing Sources
• The Writing Center is a great resource

As we begin this session, I would like to take this opportunity to clarify my expectations for this course:

Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).

 

Course Room Etiquette:

• It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.
• All postings should be presented in a respectful, professional manner. Remember – different points of view add richness and depth to the course!

 

Office Hours:

• My office hours vary so feel free to shoot me an email at [email protected] or my office phone is 602.639.6517 and I will get back to you within one business day or as soon as possible.
• Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.
• I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the Questions to Instructor forum. In the event your question is of a personal nature, please feel free to post in the Individual Questions for Instructor forumI will respond to all posts or emails within 24 or sooner.

 

Late Policy and Grading Policy

Discussion questions:

• I do not mark off for late DQ’s.
• I would rather you take the time to read the materials and respond to the DQ’s in a scholarly way, demonstrating your understanding of the materials.
• I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.
• Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.

Assignments:

• Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit. Please refer to the student academic handbook and GCU policy.
• Any activity or assignment submitted after the due date will be subject to GCU’s late policy
• Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.
• No assignments can be accepted for grading after midnight on the final day of class.
• All assignments will be graded in accordance with the Assignment Grading Rubrics

Participation

• Participation in each week’s Discussion Board forum accounts for a large percentage of your final grade in this course.
• Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.
• It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.
• A substantive post should be at least 200 words. Responses such as “great posts” or “I agree” do notmeet the active engagement expectation.
• Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.
• I do expect outside sources as well as class materials to formulate your post.
• APA format is not necessary for DQ responses, but I do expect a proper citation for references.
• Please use peer-related journals found through the GCU library and/or class materials to formulate your answers. Do not try to “Google” DQ’s as I am looking for class materials and examples from the weekly materials.
• I will not accept responses that are from Wikipedia, Business com, or other popular business websites. You will not receive credit for generic web searches – this does not demonstrate graduate-level research.
• Stay away from the use of personal pronouns when writing.As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.

Plagiarism

• Plagiarism is the act of claiming credit for another’s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.
• This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.
• Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.
• Please review your LopesWrite report prior to final submission.
• Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ’s, posts to your peers, and your papers).

Plagiarism includes:

• Representing the ideas, expressions, or materials of another without due credit.
• Paraphrasing or condensing ideas from another person’s work without proper citation and referencing.
• Failing to document direct quotations without proper citation and referencing.
• Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.
• If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University’s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.
• We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.

LopesWrite

• All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite every week.
• Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite are located in the Student Success Center.

Assignment Submissions

• Please note that Microsoft Office is the software requirement at GCU.
• I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.
• If you are using a “.wps” word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.

Grade of Incomplete

• The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.
• The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.
• Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option’s academic and financial repercussions.

Grade Disputes

• If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with mepersonally for further clarification.
• While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. Together, we should be able to resolve grading issues on individual assignments.
• However, after we have discussed individual assignments’ point scores, if you still believe that the final grade you have earned at the end of the course is not commensurate with the quality of work you produced for this class, there is a formal Grade Grievance procedurewhich is outlined in the GCU Catalog and Student Handbook.