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{"id":13656,"date":"2023-02-17T10:51:50","date_gmt":"2023-02-17T10:51:50","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=13656"},"modified":"2023-07-07T12:49:38","modified_gmt":"2023-07-07T12:49:38","slug":"hca-205-week-2-discussion-2-a-day-in-the-life","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/hca-205-week-2-discussion-2-a-day-in-the-life\/","title":{"rendered":"HCA 205 Week 2 Discussion 2 A Day in the Life\u00a0"},"content":{"rendered":"

HCA 205 Week 2 Discussion 2 A Day in the Life\u00a0<\/span><\/h2>\n
HCA 205 Week 2 Discussion 2 A Day in the Life<\/h3>\n
Delivery of health care<\/a> is provided in a variety of settings by a diverse group of health care professionals. Physicians and nurses comprise the majority of the health care workforce; however there are far more professionals that encompass the field of healthcare. Review the Healthcare Roles Gallery Tour to view numerous positions within the health care field.<\/strong><\/p>\n
<\/p>\n
Choose two professions in health care from Chapter 4. Do not select a physician<\/a> or nurse. Research your chosen two careers further and tell a day-in-the-life story for both professionals. Within your story, identify two critical issues that this individual would face on their job.<\/strong><\/p>\n
HCA 205 Week 2 Discussion 2 A Day in the Life\u00a0<\/a><\/p><\/blockquote>\n
<\/iframe><\/p>\nGuided Response: Review your classmates\u2019 posts and choose two different classmates to respond to who chose two other professions than what you chose. Examine how that professional would handle and\/or manage the issues identified by classmate.<\/strong><\/p>\n<a style=\"color: #ff0000;\" href=\"https:\/\/nursingassignmentcrackers.com\/place-order\">Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:HCA 205 Week 2 Discussion 2 A Day in the Life<\/strong><\/a><\/span><\/p>\nAs we begin this session, I would like to take this opportunity to clarify my expectations for this course:<\/p>\nPlease note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).<\/p>\n <\/p>\nCourse Room Etiquette<\/strong>:<\/p>\n<ul>\n<li>It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.<\/li>\n<li>All postings should be presented in a respectful, professional manner.\u00a0Remember \u2013 different points of view add richness and depth to the course!<\/em><\/li>\n<\/ul>\n <\/p>\nOffice Hours:<\/em><\/p>\n<ul>\n<li>My office hours vary so feel free to shoot me an email at\u00a0Kelly.<\/u>Dellorusso1@my.gcu.edu or my office phone is 602.639.6517\u00a0and I will get back to you within one business day or as soon as possible.<\/li>\n<li>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.<\/li>\n<li>I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the\u00a0Questions to Instructor forum<\/em>. In the event your question is of a personal nature, please feel free to post in the\u00a0Individual Questions for Instructor forum<\/em>\u00a0I will respond to all posts or emails within 24 or sooner.<\/li>\n<\/ul>\n <\/p>\nLate Policy and Grading Policy<\/em><\/p>\nDiscussion questions:<\/p>\n<ul>\n<li>I do not mark off for late DQ\u2019s.<\/li>\n<li>\u00a0I would rather you take the time to read the materials and respond to the DQ\u2019s in a scholarly way, demonstrating your understanding of the materials.<\/li>\n<li>I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.<\/li>\n<li>Individual written assignments – due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.<\/li>\n<\/ul>\nAssignments:<\/em><\/p>\n<ul>\n<li>Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit.\u00a0Please refer to the student academic handbook and GCU policy.<\/strong><\/li>\n<li>Any activity or assignment submitted after the due date will be subject to GCU\u2019s late policy<\/li>\n<li>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.<\/li>\n<li>No assignments can be accepted for grading after midnight on the final day of class.<\/li>\n<li>All assignments will be graded in accordance with the Assignment Grading Rubrics<\/li>\n<\/ul>\nParticipation<\/em><\/p>\n<ul>\n<li>Participation in each week\u2019s Discussion Board forum accounts for a large percentage of your final grade in this course.<\/li>\n<li>Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.<\/li>\n<li>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.<\/li>\n<li>A\u00a0substantive post should be at least 200 words<\/strong>. Responses such as \u201cgreat posts\u201d or \u201cI agree\u201d\u00a0do not<\/u>\u00a0meet the active engagement expectation.<\/li>\n<li>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.<\/li>\n<li>I do expect outside sources as well as class materials to formulate your post.<\/li>\n<li>APA format is not necessary for DQ responses, but I do expect a proper citation for references.<\/li>\n<li>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.<\/li>\n<li>I\u00a0<\/strong>will not accept responses that are from Wikipedia, Business\u00a0<a href=\"http:\/\/dictionary.com\/\" target=\"_blank\" rel=\"noopener\">dictionary.com<\/a>, or other popular business websites. You will not receive credit for generic web searches \u2013 this does not demonstrate graduate-level research.<\/li>\n<li>Stay away from the use of personal pronouns when writing.<\/u>\u00a0As 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.<\/li>\n<\/ul>\nPlagiarism<\/em><\/p>\n<ul>\n<li>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.<\/li>\n<li>This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.<\/strong><\/li>\n<li>Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.<\/li>\n<li>Please review your LopesWrite report prior to final submission.<\/li>\n<li>Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ\u2019s, posts to your peers, and your papers).<\/em><\/li>\n<\/ul>\nPlagiarism includes<\/em>:<\/p>\n<ul>\n<li>Representing the ideas, expressions, or materials of another without due credit.<\/li>\n<li>Paraphrasing or condensing ideas from another person\u2019s work without proper citation and referencing.<\/li>\n<li>Failing to document direct quotations without proper citation and referencing.<\/li>\n<li>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.<\/li>\n<li>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\u2019s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.<\/li>\n<li>We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center > The Writing Center for all course deliverables.<\/li>\n<\/ul>\nLopesWrite<\/em><\/p>\n<ul>\n<li>All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite\u00a0every week.<\/li>\n<li>Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite\u00a0are located in the Student Success Center.<\/li>\n<\/ul>\nAssignment Submissions<\/em><\/p>\n<ul>\n<li>Please note that Microsoft Office is the software requirement at GCU.<\/li>\n<li>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.<\/li>\n<li>If you are using a \u201c.wps\u201d 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.<\/li>\n<\/ul>\nGrade of Incomplete<\/em><\/p>\n<ul>\n<li>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.<\/li>\n<li>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.<\/li>\n<li>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\u2019s academic and financial repercussions.<\/li>\n<\/ul>\nGrade Disputes<\/em><\/p>\n<ul>\n<li>If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me\u00a0personally for further clarification<\/u>.<\/li>\n<li>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.<\/li>\n<li>However, after we have discussed individual assignments\u2019 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\u00a0formal Grade Grievance procedure<\/u>\u00a0which is outlined in the GCU Catalog and Student Handbook.<\/li>\n<\/ul>\nGrading Rubric Guidelines<\/strong><\/p>\n<table>\n<thead>\n<tr>\n<td>Performance Category<\/strong><\/td>\n<td>10<\/strong><\/td>\n<td>9<\/strong><\/td>\n<td>8<\/strong><\/td>\n<td>4<\/strong><\/td>\n<td>0<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>Scholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n<td>\n<ul>\n<li>Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n<li>Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n<li>Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n<li>Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n<li>Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n<li>Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n<li>Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n<li>Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n<li>Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n<li>The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n<li>Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>Performance Category<\/strong><\/td>\n<td>\u00a010<\/strong><\/td>\n<td>9 <\/strong><\/td>\n<td>8 <\/strong><\/td>\n<td>4<\/strong><\/td>\n<td>0<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Application of Course Knowledge –<\/strong><\/p>\nDemonstrate the ability to analyze, synthesize, and\/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations<\/strong><\/td>\n<td>\n<ul>\n<li>Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n<li>Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n<li>Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<li>Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n<li>Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<li>Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n<li>Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n<li>Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored<\/li>\n<li>No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>Performance Category <\/strong><\/td>\n<td>\u00a05<\/strong><\/td>\n<td>4 <\/strong><\/td>\n<td>3 <\/strong><\/td>\n<td>2<\/strong><\/td>\n<td>0<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Interactive Dialogue<\/strong><\/p>\nReplies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n<td>\n<ul>\n<li>Exceeds minimum post requirements<\/li>\n<li>Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.<\/li>\n<li>Replies to a post posed by faculty and to a peer<\/li>\n<li>Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days<\/li>\n<li>Replies to a question posed by a peer<\/li>\n<\/ul>\nSummarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n<td>\n<ul>\n<li>Meets expectations of 2 posts on 2 different days.<\/li>\n<li>The main post is not made by the Wednesday deadline<\/li>\n<li>Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Has only one post for the week<\/li>\n<li>Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Does not post to the thread<\/li>\n<li>No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\u00a0<\/strong><\/td>\n<td>Minus 1 Point<\/strong><\/td>\n<td>Minus 2 Point<\/strong><\/td>\n<td>Minus 3 Point<\/strong><\/td>\n<td>Minus 4 Point<\/strong><\/td>\n<td>Minus 5 Point<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Grammar, Syntax, APA<\/strong><\/p>\nNote: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n<td>\n<ul>\n<li>2-3 errors in APA format.<\/li>\n<li>Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n<li>Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>4-5 errors in APA format.<\/li>\n<li>Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n<li>Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>6-7 errors in APA format.<\/li>\n<li>Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n<li>Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>8-10 errors in APA format.<\/li>\n<li>Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n<li>Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n<td>\n<ul>\n<li>Post contains greater than 10 errors in APA format.<\/li>\n<li>Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n<li>Writing style does not facilitate communication.<\/li>\n<li>The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>0 points lost<\/strong><\/td>\n<td>\u00a0<\/strong><\/td>\n<td>\u00a0<\/strong><\/td>\n<td>\u00a0<\/strong><\/td>\n<td>-5 points lost<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Total Participation Requirements<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\n<td>The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n<tr>\n<td>Early Participation Requirement<\/strong><\/p>\nper discussion thread<\/em><\/strong><\/td>\n<td>The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.<\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"HCA 205 Week 2 Discussion 2 A Day in the Life\u00a0 HCA 205 Week 2 Discussion 2 A Day in the Life Delivery of health care is provided in a variety of settings by a diverse group of health care professionals. 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