{"id":27152,"date":"2023-03-06T14:28:58","date_gmt":"2023-03-06T14:28:58","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=27152"},"modified":"2024-02-13T15:18:26","modified_gmt":"2024-02-13T15:18:26","slug":"nrs-434-shadow-health-focused-exam-cough-results","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nrs-434-shadow-health-focused-exam-cough-results\/","title":{"rendered":"NRS 434 Shadow Health Focused Exam Cough Results"},"content":{"rendered":"

Sample Answer for NRS 434 Shadow Health Focused Exam Cough Results Included After Question<\/strong><\/h2>\n

NRS 434 Shadow Health Focused Exam Cough Results<\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 434 Shadow Health Focused Exam Cough Results<\/strong><\/a><\/span><\/p>\n

Shadow Health: Focused Exam: Cough Results<\/strong><\/p>\n

REVIEW ASSIGNMENT<\/p>\n

Assessment Description<\/p>\n

Within the Shadow Health platform<\/a>, complete\u00a0the Focused Exam: Cough Results.\u00a0The estimated average time to complete this assignment each time is 1 hour and 15 minutes. Please note, this is an average time. Some students may need longer.<\/p>\n

This clinical experience is a focused exam. Students must score at the level of \u201cProficiency\u201d in the Shadow Health Digital Clinical Experience. Students have three opportunities to complete this assignment and score at the Proficiency level.\u00a0Upon completion, submit the lab pass through the assignment dropbox.<\/p>\n

Students successfully scoring within the Proficiency level in the Digital Clinical Experience on the first attempt will earn a grade of 100 points; students successfully scoring at the Proficiency level on the second attempt will earn a grade of 90 points; and students successfully scoring at the Proficiency level on the third attempt will earn a grade of 80 points. Students who do not pass the performance-based assessment by scoring within the Proficiency level in three attempts will receive a failing grade (68 points).<\/p>\n

If Proficiency is not achieved on the first attempt, it is recommended that you review your answers with the correct answers on the Experience Overview page. Review the report by clicking on each tab to the left titled Transcript, Subjective Data Collection, Objective Data Collection, Documentation, and SBAR to compare your work. Reviewing this overview and the course resources may help you improve your score.<\/p>\n

Please review the assignment in the Health Assessment Student Handbook in Shadow Health prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n

You are not required to submit this assignment to LopesWrite.<\/p>\n

Attachments<\/p>\n

NRS-434VN-R-Childrens-functional-healt<\/a><\/p>\n

\"NRS
NRS 434 Shadow Health Focused Exam Cough Results<\/figcaption><\/figure>\n

NRS-434VN-R-Childrens-functional-health-pattern-assessment-Student.docx<\/h2>\n

Download<\/a><\/p>\n

\u00a9 2016. Grand Canyon University. All Rights Reserved.<\/p>\n

 <\/p>\n

Children\u2019s Functional Health Pattern Assessment<\/strong><\/p>\n

Functional Health Pattern Assessment (FHP)<\/strong><\/p>\n

Toddler<\/strong><\/p>\n

Erickson\u2019s Developmental Stage:<\/p>\n

Preschool-Aged<\/strong><\/p>\n

Erickson\u2019s Developmental Stage:<\/p>\n

School-Aged<\/strong><\/p>\n

Erickson\u2019s Developmental Stage:<\/p>\n

Pattern of Health Perception and Health Management:<\/p>\n

List two normal assessment findings that would be characteristic for each age group.<\/p>\n

List two potential problems that a nurse may discover in an assessment of each age group.<\/p>\n

Nutritional-Metabolic Pattern:<\/p>\n

List two normal assessment findings that would be characteristic for each age group.<\/p>\n

List two potential problems that a nurse may discover in an assessment of each age group.<\/p>\n

Pattern of Elimination:<\/p>\n

List two normal assessment findings that would be characteristic for each age group.<\/p>\n

List two potential problems that a nurse may discover in an assessment of each age group.<\/p>\n

Pattern of Activity and Exercise:<\/p>\n

List two normal assessment findings that would be characteristic for each age group.<\/p>\n

\u00a9 2016. Grand Canyon University. All Rights Reserved.<\/p>\n

 <\/p>\n

List two potential problems that a nurse may discover in an assessment of each age group.<\/p>\n

Cognitive\/Perceptual Pattern:<\/p>\n

List two normal assessment findings that would be characteristic for each age group.<\/p>\n

List two potential problems that a nurse may discover in an assessment of each age group.<\/p>\n

Pattern of Sleep and Rest:<\/p>\n

List two normal assessment findings that would be characteristic for each age group.<\/p>\n

List two potential problems that a nurse may discover in an assessment of each age group.<\/p>\n

Pattern of Self-Perception and Self-Concept:<\/p>\n

List two normal assessment findings that would be characteristic for each age group.<\/p>\n

List two potential problems that a nurse may discover in an assessment of each age group.<\/p>\n

Role-Relationship Pattern:<\/p>\n

List two normal assessment findings that would be characteristic for each age group.<\/p>\n

List 2 potential problems that a nurse may discover in an assessment of each age group.<\/p>\n

\u00a9 2016. Grand Canyon University. All Rights Reserved.<\/p>\n

 <\/p>\n

Short Answer Questions<\/strong><\/p>\n

Address the following based on the above assessment findings. Expected answers will be 1-2 paragraphs in length. Cite and reference outside sources used.<\/p>\n

1)Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups.<\/p>\n

Sexuality \u2013 Reproductive Pattern:<\/p>\n

List two normal assessment findings that would be characteristic for each age group.<\/p>\n

List two potential problems that a nurse may discover in an assessment of each age group.<\/p>\n

Pattern of Coping and Stress Tolerance:<\/p>\n

List two normal assessment findings that would be characteristic for each age group.<\/p>\n

List wo potential problems that a nurse may discover in an assessment of each age group.<\/p>\n

Pattern of Value and Beliefs:<\/p>\n

List two normal assessment findings that would be characteristic for each age group.<\/p>\n

List two potential problems that a nurse may discover in an assessment of each age group.<\/p>\n

\u00a9 2016. Grand Canyon University. All Rights Reserved.<\/p>\n

 <\/p>\n

2)Summarize how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults. Consider spirituality and cultural differences in your answer.<\/p>\n

Care Plan\u00a0: 9.5 of 10 (95.0%)<\/h3>\n

\u00a0Nursing Diagnosis<\/a><\/u><\/strong><\/p>\n

3.5 out of 3.5<\/a><\/u><\/strong><\/p>\n

<\/h2>\n

A Sample Answer For the Assignment: NRS 434 Shadow Health Focused Exam Cough Results<\/strong><\/h2>\n

Title: NRS 434 Shadow Health Focused Exam Cough Results<\/strong><\/h2>\n

Nursing Diagnoses: Definitions & Classifications 2018-2020 \u00a9 NANDA-International, 2017 used by arrangement with Thieme Medical Publishers, Inc., a division of the Thieme Group. All rights reserved. Authorized translation from the English language edition published by Thieme Medican Publishers Inc. No part of this material may be reproduced in any form without the written permission of the agent of the copyright holder, NANDA-International. Direct inquires to nanda-i@thieme.com. Link for more information: http:\/\/www.nanda.org\/.<\/p>\n

Status<\/strong><\/h3>\n\n\n\n\n
Student Response<\/strong><\/td>\nModel Answer<\/strong><\/td>\nExplanation<\/strong><\/td>\nPoints Earned<\/strong><\/td>\n<\/tr>\n
is at risk for<\/td>\nis at risk for<\/td>\nThe correct status for the nursing diagnosis is “is at risk for,” because Danny’s most pressing vulnerability is to an infection that he has not yet, but could, develop.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Diagnosis<\/strong><\/h3>\n\n\n\n\n
Student Response<\/strong><\/td>\nModel Answer<\/strong><\/td>\nExplanation<\/strong><\/td>\nPoints Earned<\/strong><\/td>\n<\/tr>\n
infection<\/td>\ninfection<\/td>\nWhile a cough can be unpleasant, the most alarming thing it indicates about Danny’s health is that he is at risk for an infection.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Etiologies<\/strong><\/h3>\n\n\n\n\n\n\n\n
Student Response<\/strong><\/td>\nModel Answer<\/strong><\/td>\nExplanation<\/strong><\/td>\nPoints Earned<\/strong><\/td>\n<\/tr>\n
played w\/ sick peer<\/td>\nplayed w\/ sick peer<\/td>\nDanny Rivera is at risk for infection as evidenced by: his playing with a sick peer; how he touches his face often, especially his eyes\/nose\/mouth; how rarely he washes his hands; and his exposure to secondhand smoke.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n
touches face often<\/td>\ntouches face often<\/td>\nDanny Rivera is at risk for infection as evidenced by: his playing with a sick peer; how he touches his face often, especially his eyes\/nose\/mouth; how rarely he washes his hands; and his exposure to secondhand smoke.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n
rare hand washing<\/td>\nrare hand washing<\/td>\nDanny Rivera is at risk for infection as evidenced by: his playing with a sick peer; how he touches his face often, especially his eyes\/nose\/mouth; how rarely he washes his hands; and his exposure to secondhand smoke.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n
secondhand smoke<\/td>\nsecondhand smoke<\/td>\nDanny Rivera is at risk for infection as evidenced by: his playing with a sick peer; how he touches his face often, especially his eyes\/nose\/mouth; how rarely he washes his hands; and his exposure to secondhand smoke.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Signs & Symptoms<\/strong><\/h3>\n\n\n\n\n
Student Response<\/strong><\/td>\nModel Answer<\/strong><\/td>\nExplanation<\/strong><\/td>\nPoints Earned<\/strong><\/td>\n<\/tr>\n
N\/A<\/td>\nN\/A<\/td>\nBecause the infection that Danny may develop hasn’t happened yet, he is not currently presenting with any signs or symptoms, so the correct answer here is “N\/A.”<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

\u00a0Self Assessment<\/a><\/u><\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Your answer is not automatically evaluated by the simulation, but may be reviewed by your instructor.<\/p>\n\n\n\n\n
Prompt<\/strong><\/td>\nStudent Response<\/strong><\/td>\nModel Answer<\/strong><\/td>\nExplanation<\/strong><\/td>\n<\/tr>\n
Why would a nursing diagnosis of a cough be incorrect, compared to a risk for infection? Consider the difference between nursing and medical diagnoses.<\/td>\nWhereas the cough can be unpleasant and a bother, it is a symptom of something more severe in the sense that it shows that the immune system could be at risk of getting an infection. The most effective nursing care you should prioritize is to educate the patient on avoiding the more serious outcome.<\/td>\nWhile a cough can be unpleasant and frequent, it is actually a symptom of something more alarming: the immune system being at risk for an infection. The most effective nursing care you should prioritize is to educate your patient on avoiding this more serious outcome.<\/td>\nYour nursing diagnosis should always take into account what condition is most serious, receiving the greatest benefit from your help. This diagnosis may not be the most obvious physical symptom to you or your patient, so always consider what is jeopardizing a patient’s health the most.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

\u00a0Planning<\/a><\/u><\/strong><\/p>\n

3.5 out of 4<\/a><\/u><\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Short-Term Goal<\/strong><\/h3>\n\n\n\n\n
Student Response<\/strong><\/td>\nModel Answer<\/strong><\/td>\nExplanation<\/strong><\/td>\nPoints Earned<\/strong><\/td>\n<\/tr>\n
To have patient report decreased discomfort and coughing by end of clinic visit.<\/td>\nTo have the patient and his guardian verbalize and agree to their instructions on how to avoid infection & practice respiratory hygiene, by end of the healthcare visit.<\/td>\nA risk-based diagnosis does not require medical interventions as the problem is hypothetical; the goal that does suit the diagnosis involves teaching the patient and his guardian about risk-reduction methods.<\/td>\n0 out of 0.5<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Interventions<\/strong><\/h3>\n\n\n\n\n\n\n\n\n\n
Student Response<\/strong><\/td>\nModel Answer<\/strong><\/td>\nExplanation<\/strong><\/td>\nPoints Earned<\/strong><\/td>\n<\/tr>\n
Instruct family and patient on washing hands or using hand sanitizer before eating and after using the restroom<\/td>\nInstruct family and patient on washing hands or using hand sanitizer before eating and after using the restroom<\/td>\nMany of these instructions work toward shrinking the patient’s likelihood of contact with harmful pathogens, which can lead to infection. Some instructions here also help prevent illness being spread to Danny’s environment and family members, which promotes community health and reduces the patient’s risk of becoming sick again.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n
Instruct family and patient that patient should increase fluid intake<\/td>\nInstruct family and patient that patient should increase fluid intake<\/td>\nMany of these instructions work toward shrinking the patient’s likelihood of contact with harmful pathogens, which can lead to infection. Some instructions here also help prevent illness being spread to Danny’s environment and family members, which promotes community health and reduces the patient’s risk of becoming sick again.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n
Instruct family to keep their house smoke-free (reducing exposure to environmental pathogens)<\/td>\nInstruct family to keep their house smoke-free (reducing exposure to environmental pathogens)<\/td>\nMany of these instructions work toward shrinking the patient’s likelihood of contact with harmful pathogens, which can lead to infection. Some instructions here also help prevent illness being spread to Danny’s environment and family members, which promotes community health and reduces the patient’s risk of becoming sick again.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n
Instruct patient on washing hands or using hand sanitizer after coughing or being near someone sick<\/td>\nInstruct patient on washing hands or using hand sanitizer after coughing or being near someone sick<\/td>\nMany of these instructions work toward shrinking the patient’s likelihood of contact with harmful pathogens, which can lead to infection. Some instructions here also help prevent illness being spread to Danny’s environment and family members, which promotes community health and reduces the patient’s risk of becoming sick again.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n
Instruct patient to avoid touching fingers to eyes, nose, or mouth<\/td>\nInstruct patient to avoid touching fingers to eyes, nose, or mouth<\/td>\nMany of these instructions work toward shrinking the patient’s likelihood of contact with harmful pathogens, which can lead to infection. Some instructions here also help prevent illness being spread to Danny’s environment and family members, which promotes community health and reduces the patient’s risk of becoming sick again.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n
Instruct patient to cough into tissue, or sleeve if tissue is unavailable<\/td>\nInstruct patient to cough into tissue, or sleeve if tissue is unavailable<\/td>\nMany of these instructions work toward shrinking the patient’s likelihood of contact with harmful pathogens, which can lead to infection. Some instructions here also help prevent illness being spread to Danny’s environment and family members, which promotes community health and reduces the patient’s risk of becoming sick again.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Intervention Rationale<\/strong><\/h3>\n

Your answer is not automatically evaluated by the simulation, but may be reviewed by your instructor.<\/p>\n\n\n\n\n
Prompt<\/strong><\/td>\nStudent Response<\/strong><\/td>\nModel Answer<\/strong><\/td>\nExplanation<\/strong><\/td>\n<\/tr>\n
In 1 or 2 sentences, explain how your selected interventions work to accomplish your goal.<\/td>\nAsk patients and family memebers to verbalize and agree to their instructions on infection prevention and respiratory hygiene.<\/td>\nThese interventions will teach Danny and his guardian how to keep their hands and lungs clean in a variety of ways, so that Danny’s risk for infection is reduced as pathogens are eliminated.<\/td>\nInfection can be caused by multiple culprits, so it’s important that your patient teaching covers a thorough and specific array of anti-infection habits.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

Data Collections<\/strong><\/h3>\n\n\n\n\n
Student Response<\/strong><\/td>\nModel Answer<\/strong><\/td>\nExplanation<\/strong><\/td>\nPoints Earned<\/strong><\/td>\n<\/tr>\n
Ask patient and family members to verbalize and agree to their instructions on infection prevention & respiratory hygiene<\/td>\nAsk patient and family members to verbalize and agree to their instructions on infection prevention & respiratory hygiene<\/td>\nIt is important that your patient and his guardian agree to their instructions, as changing lifestyle habits can be intimidating but necessary for the patient’s health. Having Danny and his father verbalize back their instructions also assures they remember and understand the details.<\/td>\n0.5 out of 0.5<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

\u00a0Discussion Of Care<\/a><\/u><\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Your answer is not automatically evaluated by the simulation, but may be reviewed by your instructor.<\/p>\n\n\n\n\n\n\n\n
Prompt<\/strong><\/td>\nStudent Response<\/strong><\/td>\nModel Answer<\/strong><\/td>\nExplanation<\/strong><\/td>\n<\/tr>\n
Explain the rationale behind your nursing diagnosis.<\/td>\nHello Danny, since you have been feeling unwell for the last three days, it is my responsibility to ensure that you get in the habit of practicing hand hygiene. Because you are at risk for developing an upper respiratory infection. My goal to you is to you and your family to avoid unnecessary infections by following these instructions. Some of the things that make you sicker are being near sick friend, being exposed to second hand smoke, washing your hands more, and touching your face with hands. I know it sounds like a lot of things but working together, we can reduce the infections in an effective manner.<\/td>\nDanny, given that you aren’t feeling well, we want to make sure you don’t develop an infection, which for you just means getting even sicker. We’re going to talk about the ways we can work to prevent that, especially focusing on your risk factors, which are just things that give you a bigger chance of being sick. Some of your risk factors are that you were near a sick friend, have been exposed to cigar smoke, could stand to wash your hands more, and have touched your face with your fingers. I know that sounds like a lot, but if we work together, reducing your risk factors for infection can be easy and effective.<\/td>\nA patient should understand their nursing diagnosis and the rationale behind it to increase their sense of involvement and to identify areas for future improvement.<\/td>\n<\/tr>\n
Explain your goal for Danny and the interventions and data collections through which you will achieve it.<\/td>\nAll right. In order to talk to you about how you are not going to get sicker, I will have a conversation with you and your father. Him, you and myself are going to work together to discuss and then have to agree to your goals. And then I am going to have you and your father repeat what you have learned so we can make sure that you have got it down pat.<\/td>\nLet’s talk about how we’re going to help you not get sicker! So, I’m going to have a conversation with you and your father about things to do to ensure your health. You, he, and I will work together to discuss, and then have you agree to your goals. Then I’m going to have you and your father repeat what you’ve learned, so we can make extra sure you’ve got it down pat!<\/td>\nYou should communicate the Care Plan to the patient, allowing them to exercise involvement and agency in their own healthcare.<\/td>\n<\/tr>\n
Explicitly ask for Danny’s consent to the Care Plan.<\/td>\nDoes this sound like a plan?<\/td>\nDoes this plan I just talked about sound good to you?<\/td>\nA patient must consent to all interventions in their Care Plan. Disagreements are opportunities to provide further patient education and to consider alternative options.<\/td>\n<\/tr>\n
Inform Danny you will now begin educating him and will then call to educate his guardian.<\/td>\nNow, Danny, if you lack other questions, we can start now!<\/td>\nDanny, if you don’t have any other questions, we can start our discussion now!<\/td>\nIt’s time to begin your education interventions, so let your patient know!<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

\u00a0Intervention & Evaluation<\/a><\/u><\/strong><\/p>\n

2.5 out of 2.5<\/a><\/u><\/strong><\/p>\n

\u00a0<\/strong><\/p>\n\n\n\n\n
Student Response<\/strong><\/td>\nModel Answer<\/strong><\/td>\nExplanation<\/strong><\/td>\nPoints Earned<\/strong><\/td>\n<\/tr>\n
Partially<\/td>\nPartially<\/td>\nWhile Danny correctly verbalizes and agrees to his instructions for reducing infection risks, his father only agrees to some of his instructions, expressing apprehension toward not smoking inside the house. Your goal has been partially achieved.<\/td>\n2.5 out of 2.5<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

\u00a0Intervention & Evaluation Rationale<\/a><\/u><\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Your answer is not automatically evaluated by the simulation, but may be reviewed by your instructor.<\/p>\n\n\n\n\n
Prompt<\/strong><\/td>\nStudent Response<\/strong><\/td>\nModel Answer<\/strong><\/td>\nExplanation<\/strong><\/td>\n<\/tr>\n
Did you achieve your goal for your patient and his guardian by the end of the visit, getting each of them to agree to and verbalize your instructions for avoiding infection and practicing respiratory hygiene?<\/td>\nWhereas Danny agrees to his instructions and has verbalized a complete and correct understanding of what to do, his father expresses reluctance about reducing his smoking inside of his house. One of his instructions was to keep the house smoke free so as to reduce Danny’s risk of infection so this aspect of the goal has not been achieved. However, the paties verbally agree to most of the other interventions, which implies that the overall goal has been achieved partially.<\/td>\nWhile Danny agrees to his instructions and has verbalized a complete and correct understanding of what to do, his father expresses reluctance about reducing his smoking inside of the house. One of his instructions was to keep the house smoke-free in order to reduce Danny’s risk of infection, so this aspect of your goal has not been achieved. However, both parties verbally agree to most of their other instructions, so your overall goal has been partially achieved.<\/td>\nEven with progress being made in almost all aspects of your patient teaching, you must adhere to your goal and consider your work incomplete if certain agreements have not been reached.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 434 Shadow Health Focused Exam Cough Results<\/strong><\/a><\/span><\/p>\n

\"NRS
NRS 434 Shadow Health Focused Exam Cough Results<\/figcaption><\/figure>\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