{"id":19158,"date":"2023-02-21T09:35:01","date_gmt":"2023-02-21T09:35:01","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=19158"},"modified":"2024-02-27T14:21:15","modified_gmt":"2024-02-27T14:21:15","slug":"nr-510-week-3-apn-leader-interview-project-recent","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nr-510-week-3-apn-leader-interview-project-recent\/","title":{"rendered":"NR 510 Week 3 APN Leader Interview Project Recent"},"content":{"rendered":"

Sample Answer for NR 510 Week 3 APN Leader Interview Project Recent Included After Question<\/strong><\/h2>\n

NR 510 Week 3 APN Leader Interview Project Recent<\/span><\/a><\/em><\/h2>\n

NR 510 Week 3 APN Leader Interview Project Recent<\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 510 Week 3 APN Leader Interview Project Recent<\/strong><\/a><\/span><\/p>\n

APN Leader Interview Project
\nGuidelines with Scoring Rubric<\/h2>\n

Purpose<\/h3>\n

The purpose of this application is to provide the student an opportunity to interview an Advanced Practice Nurse<\/a> (APN) leader about competencies necessary for APN role development.<\/p>\n

Course Outcomes<\/h3>\n

Through this assignment, the student will demonstrate the ability to:<\/p>\n

CO 2: Integrate interprofessional collaboration and innovative communication to support and promote the teaching-coaching function of advanced practice nursing (PO 3).<\/p>\n

CO3: Assimilate primary care competencies into APN\/specialty nurse practitioner practice that exemplify professional values, scholarship, service, and culturally competent global awareness and support ongoing professional and personal development (PO 5).<\/p>\n

CO7: Critically analyze legislative and regulatory issues including independent practice and restraint of trade, and business and legal requirements for the four advanced practice nursing roles of CNS, CNP, CNM, and CRNA (PO 1, 9).<\/p>\n

CO8: Examine the contribution of various interprofessional collaboration resources including the role dimension of consultant for advanced practice nursing (PO 3).<\/p>\n

CO9: Evaluate strategies for contract negotiation, CV\/resume writing, credentialing, national board certification, hospital privileges, and reimbursement (PO 8).<\/p>\n

CO10: Develop visionary leadership skills that combine best evidence with nursing expertise to support quality improvement, safety, and change across healthcare organizations and systems (PO 1, 3, 8, 9).<\/p>\n

CO11: Differentiate leadership strategies that strengthen interprofessional collaboration and incorporate an ethic of care, values, and ethical principles into the role of the nurse leader across healthcare organizations and systems (PO 2, 4, 5, 6, 7).<\/p>\n

Due Date: Sunday 11:59 p.m. MT at the end of Week 3
\nTotal Points Possible:\u00a0 150<\/p>\n

A Sample Answer For the Assignment: NR 510 Week 3 APN Leader Interview Project Recent<\/strong><\/h2>\n

Title: NR 510 Week 3 APN Leader Interview Project Recent<\/strong><\/h2>\n

Requirements:<\/h3>\n

To complete this application, you will need to access to the following databases: CINAHL, MEDLINE, Cochrane Library, and the Joanna Briggs Institute. You may access these databases through the Chamberlain College of Nursing Online Library
\nThe APN Leader Interview project will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria\/rubric.
\nCreate your report using Microsoft Word 2007 (a part of Microsoft Office 2007), which is the required format for all Chamberlain College of Nursing documents. You can tell that the document is saved as a MS Word 2007 document because it will end in \u201c.docx\u201d
\nFollow the directions and grading criteria closely. Any questions about this project may be posted under the Q & A forum.
\nThe length of the project report is to be no less than 5 and no greater than 6 pages excluding title page and reference pages.
\nAPA (2010) format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
\nIntroduction
\nDescription of the 9 NONPF NP Core Competencies
\nDescription of the Interview with the APN.
\nAnalysis of the discussed APN competencies<\/p>\n

NR 510 Week 3 APN Leader Interview Project Recent Conclusion<\/h3>\n

Preparing the paper
\nThe following are best practices for preparing this project paper:
\nRead \u201cInterview Suggestions and Tips\u201d in Course Resources.
\nReview the 9 NONPF Nurse Practitioner Core Competencies.
\nIdentify an APN with whom to conduct an interview. The APN should practice in one of the following roles: CNS, CNP, CNM, or CRNA.
\nWhen conducting the interview, be sure to identify appropriate background information regarding the interviewee (who, what, where, when, and why).
\nDiscuss 4-5 APN core competencies with the interviewee. Be sure to identify appropriate details including relevant practice examples gleaned from the APN leader.
\nWhen analyzing the discussed APN competencies, be sure to fully address each APN competency discussed in terms of original source and leader\u2019s application to APN role (i.e., Nurse Practitioner Core Competencies [NONPF, 2011]).
\nConclude the paper with a summary of the main points covered in the paper and the benefits of meeting the competencies within the APN role.<\/p>\n

NR 510 Week 3 APN Leader Interview Project Recent Reference<\/h3>\n

National Organization of Nurse Practitioner Faculty [NONPF]. (2011). Nurse practitioner core competencies. Washington, DC: Author.<\/p>\n

Category Points % Description
\nIntroduction 10 6 Introduces the interview, purpose of the interview, and provides rationale for engaged interview process.
\nDescription of the NONPF Core Competencies 30 20 Provide a comprehensive summary of the 9 NONPF core competencies as they relate to APN practice.
\nDescription of the APN Leader Interviewed 30 20 Provide a brief description of the APN leader selected for this interview. Include relevant information regarding the rationale for choosing the APN leader, the APN\u2019s role and scope, practice details, practice location, and patient population.
\nAnalysis of the discussed APN competencies 40 26 Include 4-5 selected APN competencies discussed in terms of original source and leader\u2019s application to APN role. Include subheadings as needed. Use examples from the interview that support your assertions as well as relevant examples from the APN leader\u2019s advanced practice situation and perspective.
\nConclusion 20 13 An effective conclusion identifies the main ideas and major conclusions from the body of your report. Minor details should not be included. Summarize the benefits of meeting selected APN competencies within the APN role.
\nClarity of writing 15 10 Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers.
\nAPA format 5 5 All information taken from another source, even if summarized, must be appropriately cited in the report (including citation of interview) and listed in the references using APA (6th ed.) format:
\nDocument setup
\nTitle and reference pages
\nCitations in the text and references.
\nTotal\u00a0 150 100 A quality assignment will meet or exceed all of the above requirements.<\/p>\n

Grading Rubric
\nAssignment Criteria Exceptional
\nOutstanding or highest level of performance
\nExceeds
\nVery good or high level of performance
\nMeets Satisfactory level of performance Needs Improvement
\nPoor or failing level of performance
\nDeveloping
\nUnsatisfactory level of performance
\nContent
\nPossible Points =\u00a0 150<\/p>\n

 <\/p>\n

 <\/p>\n

Introduction 10 Points 9 Points 8 Points 4 Points 0 Points
\nExcellent introduction of interview process. Rationale is well presented and purpose fully developed. Thesis statement is well written. Good understanding and use of interview application. Thesis statement needs further development. Basic understanding and\/or limited use of interview application and\/or inappropriate emphasis on an area. Thesis statement needs development. Little or very general introduction of interview process. Little to no explanation; inappropriate emphasis on an area. Missing thesis statement. No introduction provided.
\nDescription of the NONPF core competencies<\/p>\n

30 Points 26 Points 24 Points 11 Points 0 Points
\nExcellent discussion of the 9 NONPF competencies. Includes subheadings supported with references. Good discussion of selected NONPF competencies. Includes subheadings supported with references. Basic discussion of selected NONPF competencies. Includes subheadings supported with references.<\/p>\n

Little or very general discussion of NONPF competencies. Little or no subheadings or references. No discussion of selected NONPF competencies.
\nDescription of the APN Leader Interviewed<\/p>\n

30 Points 26 Points 24 Points 11 Points 0 Points
\nProvides a brief description of the APN leader selected for this interview. Includes relevant information regarding the rationale for choosing the APN leader, the APN\u2019s role and scope, practice details, practice location, and patient population. Provides a brief description of the APN interviewed, but the relevant details regarding the leader\u2019s practice need further explanation. Provides a brief description of the APN interviewed, but is missing relevant details regarding the leader\u2019s practice. Provides some information regarding the APN interviewed. Missing all relevant details about the leader\u2019s practice. Does not include information about the APN leader interviewed.
\nAnalysis of the Discussed APN Competencies 40 Points 35 Points 32 Points 15 Points 0 Points
\nExcellent analysis of 4-5 selected APN competencies with application to APN role, and use of original source.<\/p>\n

Good analysis of selected APN competencies with application to APN role, and use of original source. Basic analysis of selected APN competencies and\/or analysis of APN competencies not supported with original source. Little or very general analysis of APN competencies, or missing one or more of the original source(s). Little or no application to interview and\/or APN role. No analysis of APN competencies provided.
\nConclusion 20 Points 18 Points 16 Points 8 Points 0 Points
\nExcellent understanding of APN competencies. Conclusions are well evidenced and fully developed. Good understanding and\/or limited use of APN competencies. Conclusions are well evidenced and fully developed. Basic understanding and\/or limited use of APN competencies and\/or inappropriate emphasis on an area. Little understanding of application of APN competencies to role. Little to no explanation; inappropriate emphasis on an area. No understanding of the application of APN competencies to the role provided.
\nContent Subtotal\u00a0 \u00a0 \u00a0_____of\u00a0 130 points
\nFormat
\nPossible Points =\u00a0 20 Points<\/p>\n

Clarity of Writing 15 Points 13 Points 12 Points 6 Points 0 Points
\nExcellent use of standard English showing original thought. No spelling or grammar errors. Well organized with proper flow of meaning.<\/p>\n

Good evidence of own expression and competent use of language. No more than two spelling or grammar errors. Well organized thoughts and concepts.<\/p>\n

Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts. Language needs development. Four-to-six spelling and\/or grammar errors. Poorly organized thoughts and concepts.<\/p>\n

More than six spelling and\/or grammar errors. Poorly organized thoughts and concepts.<\/p>\n

APA Format 5 Points 4 Points 3 Points 2 Points 0 Points
\nAPA format, grammar, spelling, and\/or punctuation are accurate, or with zero to one errors. Two to four errors in APA format, grammar, spelling, and syntax noted. Five to seven errors in APA format, grammar, spelling, and syntax noted. Eight to nine errors in APA format, grammar, spelling, and syntax noted.<\/p>\n

Post contains greater than ten errors in APA format, grammar, spelling, and\/or punctuation or repeatedly makes the same errors after faculty feedback.
\nFormat Subtotal\u00a0 \u00a0_____of\u00a0 20 points
\nTotal Points<\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 510 Week 3 APN Leader Interview Project Recent<\/strong><\/a><\/span><\/p>\n

\"NR
NR 510 Week 3 APN Leader Interview Project Recent<\/figcaption><\/figure>\n

NR 510 Week 3 APN Leader Interview Project Recent\u00a0 Grading Rubric<\/strong><\/h3>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n100% or highest level of performance<\/strong><\/p>\n

100%<\/strong><\/p>\n

16 points<\/strong><\/td>\n

Very good or high level of performance<\/strong><\/p>\n

88%<\/strong><\/p>\n

14 points<\/strong><\/td>\n

Acceptable level of performance<\/strong><\/p>\n

81%<\/strong><\/p>\n

13 points<\/strong><\/td>\n

Inadequate demonstration of expectations<\/strong><\/p>\n

68%<\/strong><\/p>\n

11 points<\/strong><\/td>\n

Deficient level of performance<\/strong><\/p>\n

56%<\/strong><\/p>\n

9 points<\/strong><\/p>\n

\u00a0<\/strong><\/td>\n

Failing level<\/strong><\/p>\n

of performance<\/strong><\/p>\n

55% or less<\/strong><\/p>\n

0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n

\u00a0Total Points Possible= 50 <\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 16 Points<\/strong><\/td>\n\u00a0\u00a0 14 Points<\/strong><\/td>\n13 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 11 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 9 Points<\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0\u00a0 0 Points<\/strong><\/td>\n<\/tr>\n
Scholarliness<\/strong><\/p>\n

Demonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n

Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • 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
  • 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
Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • 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
  • 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
Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • 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
  • 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
 <\/p>\n

Presentation of information is unsatisfactory in one<\/strong> of the following elements:<\/p>\n

    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • 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
  • 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
 <\/p>\n

Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n

    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • 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
  • 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
Presentation of information is unsatisfactory in three<\/strong> or more<\/strong> of the following elements<\/p>\n
    \n
  • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
  • 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
  • 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
<\/td>\n\u00a016 Points<\/strong><\/td>\n\u00a014 Points<\/strong><\/td>\n\u00a013 Points<\/strong><\/td>\n11 Points<\/strong><\/td>\n9 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge<\/strong><\/p>\n

Demonstrate 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

Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in the all<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in one <\/strong>of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n
    \n
  • Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> of the following elements<\/p>\n
    \n
  • Applies principles, knowledge and information and scholarly resources to the required topic.<\/li>\n
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.<\/li>\n
  • Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n\u00a010 Points<\/strong><\/td>\n9 Points <\/strong><\/td>\n<\/td>\n<\/td>\n\u00a06 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue <\/strong><\/p>\n

Initial post should be a minimum of 300 words (references do not count toward word count)<\/strong><\/p>\n

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)<\/strong><\/p>\n

Responses are substantive and relate to the topic.<\/strong><\/td>\n

Demonstrated all <\/strong>of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
Demonstrated 3 of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
<\/td>\n<\/td>\nDemonstrated 2 of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
Demonstrated 1 or less of the following:<\/p>\n
    \n
  • Initial post must be a minimum of 300 words.<\/li>\n
  • The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
  • Responses are substantive<\/li>\n
  • Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n8 Points<\/strong><\/td>\n7 Points<\/strong><\/td>\n\u00a06 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA <\/strong><\/p>\n

Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n

The source of information is the APA Manual 6th Edition<\/strong><\/p>\n

Error is defined to be a unique APA error. Same type of error is only counted as one error.<\/strong><\/td>\n

The following was present:<\/p>\n
    \n
  • 0-3 errors in APA format<\/li>\n<\/ul>\n

    AND<\/p>\n

      \n
    • Responses have 0-3 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND<\/p>\n

        \n
      • Writing style is generally clear, focused on topic,and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n
    \n
  • 4-6 errors in APA format.<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 4-5 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is somewhat focused on topic.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n
    \n
  • 7-9 errors in APA format.<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 6-7 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is slightly focused on topic making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

The following was present:<\/p>\n

    \n
  • 10- 12 errors in APA format<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 8-9 grammatical, spelling and punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
 <\/p>\n

The following was present:<\/p>\n

    \n
  • 13 – 15 errors in APA format<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have 8-10 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n

        AND\/OR<\/p>\n

          \n
        • 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
The following was present:<\/p>\n
    \n
  • 16 to greater errors in APA format.<\/li>\n<\/ul>\n

    AND\/OR<\/p>\n

      \n
    • Responses have more than 10 grammatical, spelling or punctuation errors.<\/li>\n<\/ul>\n

      AND\/OR<\/p>\n

        \n
      • Writing style does not facilitate communication<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n0 Points Deducted<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n5 Points Lost<\/strong><\/td>\n<\/tr>\n
Participation<\/strong><\/p>\n

Requirements <\/strong><\/td>\n

Demonstrated the following:<\/p>\n
    \n
  • Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n
<\/td>\n<\/td>\n<\/td>\n<\/td>\nFailed to demonstrate the following:<\/p>\n
    \n
  • Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n0 Points Lost<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n5 Points Lost<\/strong><\/td>\n<\/tr>\n
Due Date Requirements<\/strong><\/td>\nDemonstrated all <\/strong>of the following:<\/p>\n
    \n
  • 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>\n

    A 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>\n<\/td>\n<\/td>\n<\/td>\nDemonstrates one<\/strong> or less<\/strong> of the following.<\/p>\n