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NR 505 Week 5: Research Literature, Design, Sampling and Implementation<\/span><\/h2>\n

Sample Answer for NR 505 Week 5: Research Literature, Design, Sampling and Implementation Included After Question<\/strong><\/h2>\n

Your Research Literature, Design, Sampling and Implementation<\/a> assignment is due this week no
\nlater than Sunday 11:59PM MT. You can find the guidelines and rubric\u00a0(an explanation of how
\nyou will be graded) listed below as well in the Documents section of Course Resources. This is a
\nrequired Turnitin Assignment for this course.<\/p>\n

A Sample Answer For the Assignment: NR 505 Week 5: Research Literature, Design, Sampling and Implementation<\/strong><\/h2>\n

Title: NR 505 Week 5: Research Literature, Design, Sampling and Implementation<\/strong><\/h2>\n

Purpose:
\nThis assignment provides the opportunity for the student to continue development of a MSN
\nEBP scholarly project that started with the identification of a nursing concern and PICOT\/PICo
\nquestion from Week 2. The focus of this assignment is to discuss the research-based literature
\nsupport for the selected concern, identify an appropriate research design, explain the sampling
\nmethod, and discuss implementation through the use of a change model.
\nCourse Outcome:
\nThis assignment enables the student to meet the following course outcome:
\nCO 1. Integrate evidence-based practice and research to support advancement of holistic nursing
\ncare in diverse healthcare settings. (PO 1)
\nCO 2. Integrate knowledge related to evidence-based practice and person-centered care to
\nimprove healthcare. (PO 2, 5)
\nCO #4. Develop knowledge related to research and evidence-based practice as a basis for
\ndesigning and critiquing research studies. (PO 1, 2, 3, 5)
\nCO #5. Analyze research findings and evidence-based practice to advance holistic nursing care
\ninitiatives that promote positive healthcare outcomes. (PO 1, 2, 5)
\nDue Date\u00a0Sunday 11:59 PM MT at the end of Week Five
\nTotal Points Possible: 250 points
\nRequirements
\nDescription of the Assignment:\u00a0This continues the development of a MSN EBP scholarly
\nproject by requiring the student to identify the additional elements of the process. The required
\nelements are noted to be:
\n\uf0b7 Research Literature Support (NOTE: Fifteen research-based references related to PICOT\/PICo
\nquestion are required)
\n\uf0b7 Research Approach and Design
\n\uf0b7 Sampling
\n\uf0b7 Intervention
\nCriteria for Content<\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 505 Week 5: Research Literature, Design, Sampling and Implementation<\/strong><\/a><\/span><\/h3>\n

1. Research Literature Support:\u00a0In this section, comprehensive research literature support for
\nthe identified nursing concern and PCIOT\/PICo question is to be provided. A minimum
\nof\u00a0fifteen (15)research-based references are required. The use of a systematic research review
\narticle as a reference is\u00a0NOT\u00a0allowed. All research studies are to be consistent with the selected
\nconcern and PICOT\/PICo question. The PICOT\/PICOT question is restated before presenting
\nthe research literature support. For each research-based reference the following information is
\nto be discussed:
\n\uf0b7 -Purpose of the research study
\n\uf0b7 -Research approach that was used
\n\uf0b7 -Data collection methods used
\n\uf0b7 -Results of the research study
\n\uf0b7 -One strength of the research study
\n\uf0b7 -One limitation of the research study.
\n\uf0b7
\n\uf0b7
\n\uf0b7
\n\uf0b7 2. Research Approach and Design:\u00a0In this section, the student will identify the research
\napproach that he\/she plans on using for the EBP project as being either quantitative or
\nqualitative. In addition, if the selected approach is quantitative, the student needs to identify if
\nthe design is experimental, quasi-experimental, or descriptive. If the selected approach is
\nqualitative, the student needs to identify if the design is phenomenological, ethnography,
\ngrounded theory, or historical. A description of the selected design is to be provided as well as
\nrationale for its selection. In addition one advantage and one disadvantage to the selected design
\nis to be identified and discussed. Required content includes:
\n\uf0b7 -Identification of the research approach that the student plans on using as either quantitative or
\nqualitative
\n\uf0b7 -Identification of selected quantitative research design by indicating if the design is
\nexperimental, quasi-experimental, or\u00a0\u00a0 descriptive
\n\uf0b7 -Identification of the selected qualitative design by indicating if the design is
\nphenomenological, ethnography, grounded theory,\u00a0 or historical
\n\uf0b7 -Description of the selected design
\n\uf0b7 -Rationale for the selected design
\n\uf0b7 -Identification of one advantage of the selected design
\n\uf0b7 -Identification of one disadvantage of the selected design
\n\uf0b7 -Provide scholarly reference(s) to support information about the selected research
\napproach\/design<\/p>\n

\"NR
NR 505 Week 5 Research Literature, Design, Sampling and Implementation<\/figcaption><\/figure>\n

\uf0b7
\n\uf0b7
\n\uf0b7
\n\uf0b7 3. Sampling: In this section, the student will identify the sampling method to be used in order
\nto obtain the necessary participants for the proposed EBP project. Discussion of participants&#39;
\nrights as research subjects is also included. Required content includes:
\n\uf0b7 -Describe the target population
\n\uf0b7 -Identify the sampling method as being either probability or nonprobability<\/p>\n

\uf0b7 -Provide a complete description of the sampling procedure including:
\no Sample size
\no Inclusion criteria
\no Exclusion criteria
\n\uf0b7 -Identify one advantage to the selected sampling procedure
\n\uf0b7 -Identify one disadvantage to the selected sampling procedure
\n\uf0b7 -Explain how participants&#39; rights will be protected including confidentiality, anonymity,
\nprotection from harm, and informed consent
\n\uf0b7 -Provide scholarly reference(s) to support information about the selected sampling method
\n\uf0b7
\n\uf0b7
\n\uf0b7
\n\uf0b7 4. Proposed Implementation with a change model:\u00a0In this section, the student will apply the
\nPDSA Change Model as the method to implement the proposed EBP practice solution\/change.
\nThe required content includes:
\n\uf0b7 -Describe the PDSA Change Model
\n\uf0b7 -Explain why this change model is best suited for implementation of your evidence-based
\nnursing practice solution\/change
\n\uf0b7 -Apply each step of the PDSA Change Model to implementing the proposed practice
\nsolution\/change
\n\uf0b7 -Explain how to overcome one barrier to the use of the EBP results from this project
\n\uf0b7 -Explain how an environment that supports EBP can be fostered in your future practice setting
\n\uf0b7 -Include a scholarly reference(s) for the PDSA Change Model
\nPreparing the Assignment
\nCriteria for Format and Special Instructions
\n1. The additional sections to the proposal are not exceed 20\u00a0(twenty)\u00a0pages. Be sure to add all new
\nreferences used in these sections to the reference list. Points will be lost for not meeting these
\nlength requirements.
\n2. Title page, running head, body of paper, headings, and reference page(s) must follow APA
\nguidelines as found in the 6 th \u00a0edition of the manual.
\n3. Required textbook for this course, dictionary and Chamberlain College of Nursing lesson
\ninformation may\u00a0NOT\u00a0be used as scholarly references for this assignment. For additional
\nassistance regarding scholarly nursing references, please see &quot;What is a scholarly source&quot;
\nlocated in the Course Resources tab. Be aware that information from .com, .edu, and library
\nwebsites may be incorrect and should be avoided. Please contact your faculty member for<\/p>\n

guidance concerning the acceptability of a website as a scholarly source. References are current
\n– within a 5-year time frame unless a valid rationale is provided and the instructor has approved
\nthe use of the older reference.
\n4. This assignment is the required submission to Turn It In\u2122 (TII) for NR 505. To prepare for the
\nfinal submission, students are encouraged to use the TII draft box located in the course
\nmodules. A similarity score of 24% or less is required for the final submission. Any other level
\nof similarity index requires the student to revise the assignment before the due date and time.<\/p>\n

To allow sufficient time for revision, early submission of the assignment to TurnItIn\u2122 is highly
\nencouraged. The final submission will be graded by faculty. If the final TurnItIn\u2122 report
\nindicates that plagiarism has occurred, the Academic Integrity policy will be followed.
\nSimilarity scores of 25% or higher result in the implementation of the Academic Integrity
\nPolicy located in the Chamberlain College of Nursing Student Handbook.<\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 505 Week 5: Research Literature, Design, Sampling and Implementation<\/strong><\/a><\/span><\/p>\n

Grading Rubric<\/strong><\/p>\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