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{"id":13893,"date":"2023-02-17T12:31:11","date_gmt":"2023-02-17T12:31:11","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=13893"},"modified":"2023-07-08T14:54:35","modified_gmt":"2023-07-08T14:54:35","slug":"hca-240-week-3-checkpoint-cardiovascular-disease-interview-2-sets","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/hca-240-week-3-checkpoint-cardiovascular-disease-interview-2-sets\/","title":{"rendered":"HCA 240 Week 3 Check Point Cardiovascular Disease Interview (2 Sets)\u00a0"},"content":{"rendered":"

HCA 240 Week 3 Check Point Cardiovascular Disease Interview (2 Sets)\u00a0<\/span><\/h2>\n
HCA 240 Week 3 Check Point Cardiovascular Disease Interview (2 Sets)<\/h3>\n
Check Point: Cardiovascular Disease Interview
\n\u2022 Resources: Appendix D, and the What is Congestive Heart Failure? and Can
\nCardiovascular Disease<\/a> be Prevented? videos
\n\u2022 Due Date: Day 5 [Individual] forum
\n\u2022 Watch the What is Congestive Heart Failure<\/a>? and Can Cardiovascular Disease be
\nPrevented? videos listed on this week\u2019s Electronic Reserve Reading page by clicking the
\norange WATCH VIDEO button.
\n\u2022 Complete Appendix D.
\n\u2022 Post Appendix D as an attachment<\/strong><\/p>\n
Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:HCA 240 Week 3 Check Point Cardiovascular Disease Interview (2 Sets)<\/strong><\/a><\/span><\/p>\n
HCA 240 Week 3 Check Point Cardiovascular Disease Interview (2 Sets)\u00a0<\/a><\/p><\/blockquote>\n
<\/iframe><\/p>\n <\/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<\/ul>\nHowever, 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.<\/p>\nGrading Rubric<\/strong><\/p>\n<table>\n<thead>\n<tr>\n<td>Performance Category<\/strong><\/td>\n<td>100% or highest level of performance<\/strong><\/p>\n100%<\/strong><\/p>\n16 points<\/strong><\/td>\n<td>Very good or high level of performance<\/strong><\/p>\n88%<\/strong><\/p>\n14 points<\/strong><\/td>\n<td>Acceptable level of performance<\/strong><\/p>\n81%<\/strong><\/p>\n13 points<\/strong><\/td>\n<td>Inadequate demonstration of expectations<\/strong><\/p>\n68%<\/strong><\/p>\n11 points<\/strong><\/td>\n<td>Deficient level of performance<\/strong><\/p>\n56%<\/strong><\/p>\n9 points<\/strong><\/p>\n\u00a0<\/strong><\/td>\n<td>Failing level<\/strong><\/p>\nof performance<\/strong><\/p>\n55% or less<\/strong><\/p>\n0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n<tbody>\n<tr>\n<td>\u00a0Total Points Possible= 50 <\/strong><\/td>\n<td>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 16 Points<\/strong><\/td>\n<td>\u00a0\u00a0 14 Points<\/strong><\/td>\n<td>13 Points<\/strong><\/td>\n<td>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 11 Points<\/strong><\/td>\n<td>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 9 Points<\/strong><\/td>\n<td>\u00a0 \u00a0 \u00a0 \u00a0\u00a0 0 Points<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Scholarliness<\/strong><\/p>\nDemonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n<td>Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>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.<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>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.<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>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.<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td> <\/p>\nPresentation of information is unsatisfactory in one<\/strong> of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>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.<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td> <\/p>\nPresentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>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.<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information is unsatisfactory in three<\/strong> or more<\/strong> of the following elements<\/p>\n<ul>\n<li>Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n<li>Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n<li>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.<\/li>\n<li>Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td><\/td>\n<td>\u00a016 Points<\/strong><\/td>\n<td>\u00a014 Points<\/strong><\/td>\n<td>\u00a013 Points<\/strong><\/td>\n<td>11 Points<\/strong><\/td>\n<td>9 Points<\/strong><\/td>\n<td>\u00a00 Points<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Application of Course Knowledge<\/strong><\/p>\nDemonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations<\/strong><\/td>\n<td>Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information was good, but was superficial in places and included all<\/strong> of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information was minimally demonstrated in the all<\/strong> of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information is unsatisfactory in one <\/strong>of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from and scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n<ul>\n<li>Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<td>Presentation of information is unsatisfactory in three<\/strong> of the following elements<\/p>\n<ul>\n<li>Applies principles, knowledge and information and scholarly resources to the required topic.<\/li>\n<li>Applies facts, principles or concepts learned scholarly resources to a professional experience.<\/li>\n<li>Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\u00a0<\/strong><\/td>\n<td>\u00a010 Points<\/strong><\/td>\n<td>9 Points <\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<td>\u00a06 Points<\/strong><\/td>\n<td>\u00a00 Points<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Interactive Dialogue <\/strong><\/p>\nInitial post should be a minimum of 300 words (references do not count toward word count)<\/strong><\/p>\nThe peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)<\/strong><\/p>\nResponses are substantive and relate to the topic.<\/strong><\/td>\n<td>Demonstrated all <\/strong>of the following:<\/p>\n<ul>\n<li>Initial post must be a minimum of 300 words.<\/li>\n<li>The peer and instructor responses must be a minimum of 150 words each.<\/li>\n<li>Responses are substantive<\/li>\n<li>Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<td>Demonstrated 3 of the following:<\/p>\n<ul>\n<li>Initial post must be a minimum of 300 words.<\/li>\n<li>The peer and instructor responses must be a minimum of 150 words each.<\/li>\n<li>Responses are substantive<\/li>\n<li>Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<td><\/td>\n<td><\/td>\n<td>Demonstrated 2 of the following:<\/p>\n<ul>\n<li>Initial post must be a minimum of 300 words.<\/li>\n<li>The peer and instructor responses must be a minimum of 150 words each.<\/li>\n<li>Responses are substantive<\/li>\n<li>Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<td>Demonstrated 1 or less of the following:<\/p>\n<ul>\n<li>Initial post must be a minimum of 300 words.<\/li>\n<li>The peer and instructor responses must be a minimum of 150 words each.<\/li>\n<li>Responses are substantive<\/li>\n<li>Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\u00a0<\/strong><\/td>\n<td>8 Points<\/strong><\/td>\n<td>7 Points<\/strong><\/td>\n<td>\u00a06 Points<\/strong><\/td>\n<td>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5 Points<\/strong><\/td>\n<td>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4 Points<\/strong><\/td>\n<td>\u00a00 Points<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Grammar, Syntax, APA <\/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><\/p>\nError is defined to be a unique APA error. Same type of error is only counted as one error.<\/strong><\/td>\n<td>The following was present:<\/p>\n<ul>\n<li>0-3 errors in APA format<\/li>\n<\/ul>\nAND<\/p>\n<ul>\n<li>Responses have 0-3 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\nAND<\/p>\n<ul>\n<li>Writing style is generally clear, focused on topic,and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n<td>The following was present:<\/p>\n<ul>\n<li>4-6 errors in APA format.<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Responses have 4-5 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Writing style is somewhat focused on topic.<\/li>\n<\/ul>\n<\/td>\n<td>The following was present:<\/p>\n<ul>\n<li>7-9 errors in APA format.<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Responses have 6-7 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Writing style is slightly focused on topic making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n<td> <\/p>\nThe following was present:<\/p>\n<ul>\n<li>10- 12 errors in APA format<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Responses have 8-9 grammatical, spelling and punctuation errors<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n<td> <\/p>\nThe following was present:<\/p>\n<ul>\n<li>13 – 15 errors in APA format<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Responses have 8-10 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\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<td>The following was present:<\/p>\n<ul>\n<li>16 to greater errors in APA format.<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Responses have more than 10 grammatical, spelling or punctuation errors.<\/li>\n<\/ul>\nAND\/OR<\/p>\n<ul>\n<li>Writing style does not facilitate communication<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\u00a0<\/strong><\/td>\n<td>0 Points Deducted<\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>5 Points Lost<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Participation<\/strong><\/p>\nRequirements <\/strong><\/td>\n<td>Demonstrated the following:<\/p>\n<ul>\n<li>Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>Failed to demonstrate the following:<\/p>\n<ul>\n<li>Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<tr>\n<td>\u00a0<\/strong><\/td>\n<td>0 Points Lost<\/strong><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td><\/td>\n<td>5 Points Lost<\/strong><\/td>\n<\/tr>\n<tr>\n<td>Due Date Requirements<\/strong><\/td>\n<td>Demonstrated all <\/strong>of the following:<\/p>\n<ul>\n<li>The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\nA minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. <\/strong><\/td>\n<td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"HCA 240 Week 3 Check Point Cardiovascular Disease Interview (2 Sets)\u00a0 HCA 240 Week 3 Check Point Cardiovascular Disease Interview (2 Sets) Check Point: Cardiovascular Disease Interview \u2022 Resources: Appendix D, and the What is Congestive Heart Failure? and Can Cardiovascular Disease be Prevented? videos \u2022 Due Date: Day 5 [Individual] forum \u2022 Watch the […]<\/p>\n","protected":false},"author":9,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-13893","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\n<title>HCA 240 Week 3 Check Point Cardiovascular Disease Interview (2 Sets)\u00a0 - 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