{"id":27243,"date":"2023-03-07T09:21:34","date_gmt":"2023-03-07T09:21:34","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=27243"},"modified":"2024-03-18T15:10:28","modified_gmt":"2024-03-18T15:10:28","slug":"nrs-429v-week-1-assignment-vark-analysis-paper-2","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nrs-429v-week-1-assignment-vark-analysis-paper-2\/","title":{"rendered":"NRS 429V Week 1 Assignment VARK Analysis Paper"},"content":{"rendered":"

NRS 429V Week 1 Assignment VARK Analysis Paper<\/span><\/h2>\n

Sample Answer for NRS 429V Week 1 Assignment VARK Analysis Paper Included After Question<\/strong><\/em><\/h2>\n

Assessment Description<\/h2>\n

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a\u00a0 plan. Complete “The VARK<\/a> Questionnaire,” located on the VARK website, and then complete the following:<\/p>\n

    \n
  1. Click “OK” to receive your questionnaire scores.<\/li>\n
  2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.<\/li>\n
  3. Review the other learning styles: visual, aural, read\/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).<\/li>\n
  4. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.<\/li>\n
  5. Examine how awareness of learning styles has influenced your perceptions of teaching and learning.<\/li>\n<\/ol>\n

    In a paper (750-1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:<\/p>\n

      \n
    1. Provide a summary of your learning style according the VARK questionnaire.<\/li>\n
    2. Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style.<\/li>\n
    3. Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.<\/li>\n
    4. Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?<\/li>\n<\/ol>\n

      Cite to at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.<\/p>\n

      Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.<\/p>\n

      This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n

      You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance.<\/p>\n

      \"NRS
      NRS 429V Week 1 Assignment VARK Analysis Paper<\/figcaption><\/figure>\n

      Resources<\/strong><\/h2>\n

      Health Promotion: Health and Wellness Across the Continuum<\/p>\n

      Read Chapter 1 in Health Promotion: Health and Wellness Across the Continuum.<\/em><\/p>\n

      https:\/\/www.gcumedia.com\/digital-resources\/grand-canyon-university\/2018\/health-promotion_health-and-wellness-across-the-continuum_1e.php<\/a><\/p>\n

      The VARK Questionnaire<\/h2>\n

      Complete “The VARK Questionnaire,” located on the VARK website.<\/p>\n

      http:\/\/vark-learn.com\/the-vark-questionnaire\/<\/a><\/p>\n

      Teaching Strategies to Support Evidence-Based Practice<\/h2>\n

      Read “Teaching Strategies to Support Evidence-Based Practice,” by Winters and Echeverri, from Critical Care Nurse<\/em> (2012)<\/p>\n

      …<\/p>\n

      https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=ccm&AN=104453312&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost<\/a><\/p>\n

      Patient-Education Tips for New Nurses<\/h2>\n

      Read “Patient-Education Tips for New Nurses,” by Smith and Zsohar, from Nursing 2013<\/em> (2013).<\/p>\n

      https:\/\/journals.lww.com\/nursing\/Pages\/articleviewer.aspx?year=2013&issue=10000&article=00024&type=Fulltext<\/a><\/p>\n

      Patient Education in Home Care: Strategies for Success<\/h2>\n

      Read “Patient Education in Home Care: Strategies for Success,” by Ashton and Oermann, from Home Healthcare Now<\/em> (2014).<\/p>\n

      …<\/p>\n

      https:\/\/lopes.idm.oclc.org\/log<\/a><\/p>\n

      Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 429V Week 1 Assignment VARK Analysis Paper<\/strong><\/a><\/span><\/h3>\n

      A Sample Answer For the Assignment: NRS 429V Week 1 Assignment VARK Analysis Paper<\/strong><\/h2>\n

      Title: NRS 429V Week 1 Assignment VARK Analysis Paper <\/strong>\u00a0<\/strong><\/h2>\n

      A learning style is a technique or the preferred way in which learners absorb, process, comprehend, and retain knowledge. There are various learning styles which are categorized based on the sensible approaches, which are either visual, auditory, read or write, and kinesthetic. The learning styles are found within the VARK model<\/a> of students learning. VARK is an acronym for the four primary learning styles Visual, Auditory, Read and Write and Kinesthetic (VARK, 2019). The VARK model recognizes that learners have various approaches on how they process information, typically known as the preferred leaning mode. This essay will discuss learning styles for learners and will include a description of my learning style based on the VARK questionnaire. The paper will also explore the importance of educators identifying learners\u2019 learning styles and application of learning styles in health promotion.<\/p>\n

      Personal Learning Style According to the VARK Questionnaire<\/strong><\/h2>\n

      My learning style as per the VARK questionnaire is Very Strong Kinesthetic. The VARK questionnaire results were Visual-2, Aural-2, Read\/Write- 2, and Kinesthetic-12. The Kinesthetic learning style is defined as one where a learner understands effectively by using experiences and real things even though they are exhibited as images or on screens (VARK, 2019). In the Kinesthetic learning style, I prefer to encounter several experiences to promote understanding of concepts. Furthermore, ideas become valuable if they seem practical, real, and relevant to me, and I need to do something to understand it.<\/p>\n

      Preferred Learning Strategies<\/strong><\/h2>\n

      The Kinesthetic learning style preference uses experiences and real things when they are presented in images and on screens. The preferred learning strategies in the Kinesthetic learning style include the use of autobiographies and documentaries, applications before learning theories, and the use of demonstrations and applying what one has learned (VARK, 2019). Individuals with kinesthetic preference prefer discussing real things in their life, prefer having their own experiences, doing thing things with others and making things happen through actions (VARK, 2019). In addition, they prefer tackling practical problems and using problem-solving techniques, they complete tasks and prefer outcomes that can be measured (VARK, 2019). Besides, they prefer being part of the team, being appreciated for their experiences and prefer interacting with individuals who apply their ideas as well as individuals who are relevant, concrete, and down-to-earth.<\/p>\n

      My preferred learning strategies are similar to a majority of the preferred learning strategies for the Kinesthetic learning style. For instance, I prefer learning to solve problems using real-life case scenarios and practical experiences since I understand things better and also retain the learned information for a more extended period. I understand concepts better when I learn them practically, such as through projects and lab practical. I prefer having a trainer who explains concepts using real-life scenarios, uses demonstrations to explain a theory, and allows me to apply theory in a real-life setting. When studying, I use case studies whereby I attempt solving the case scenarios to gauge my understanding of a concept. By using case studies and theory application, I can relate the information learned and find the information valuable and relevant.<\/p>\n

      Complete \u201cThe VARK Questionnaire: How Do I Learn Best?\u201d<\/strong><\/p>\n

      http:\/\/www.stellarleadership.com\/docs\/Approach%20to%20Learning\/assessment\/VARK%20Questionnare.pdf<\/strong><\/a><\/p>\n

        \n
      1. Click \u201cOK\u201d to receive your questionnaire scores.<\/strong><\/li>\n
      2. Once you have determined your preferred learning style, review the corresponding link to view your learning preference.<\/strong><\/li>\n
      3. Review the other learning styles: visual, aural, read\/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page).<\/strong><\/li>\n
      4. Compare your preferred learning strategies to the identified strategies for your preferred learning style.<\/strong><\/li>\n
      5. Appraise how this awareness of learning attributes influences your perceptions of teaching and learning.<\/strong><\/li>\n<\/ol>\n

        In a paper (750-1,000 words), summarize your analysis of this exercise. Include the following:<\/p>\n

          \n
        1. Provide a summary of your learning style.<\/em><\/li>\n
        2. List your preferred learning strategies.<\/em><\/li>\n
        3. Compare your preferred learning strategies to the identified strategies for your preferred learning style.<\/em><\/li>\n
        4. Discuss how the awareness of individual learning styles, preferences and strategies influence teaching (those who are in a position to teach) and learning (those who are in a position to learn).<\/em><\/li>\n
        5. Cite a minimum of three references in the paper.<\/em><\/li>\n<\/ol>\n

          Although the topic of this assignment refers to your individual learning style, avoid the use of first person voice (words such as, \u201cI, we, our\u201d) in your essay.<\/p>\n

          Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.<\/p>\n

          This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n

          You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.<\/p>\n

           <\/p>\n

          NRS 429V Week 1 Discussion 1<\/strong><\/h2>\n

          Using the health belief model, how can nurses encourage patients to make immediate and permanent behavior changes; particularly as they relate to lifestyle choices?<\/p>\n

           <\/p>\n

          NRS 429V Week 1 Discussion 2<\/strong><\/h2>\n

          In the assigned reading, \u201cHow to Write Learning Objectives That Meet Demanding Behavioral Criteria,\u201d Kizlik explained that \u201cobjectives that are used in education, whether they are called learning objectives, behavioral objectives, instructional objectives, or performance objectives are terms that refer to descriptions of observable behavior or performance that are used to make judgments about learning.\u201d How do health providers design educational programs to clearly articulate objectives to engage both patients as well as families?<\/p>\n

           <\/p>\n

          Topic 1: Teaching and Learning Styles<\/h2>\n

          Description<\/h3>\n

          Objectives:<\/h4>\n
            \n
          1. Evaluate personal learning styles.
            \n2. Discuss the application of teaching strategies to support individualized nursing care plans.
            \n3. Examine health promotion models used for behavioral change.
            \nStudy Materials<\/li>\n<\/ol>\n

            Health Promotion: Health and Wellness Across the Continuum<\/p>\n

            Description:<\/h2>\n

            Read Chapter 1 in Health Promotion: Health and Wellness Across the Continuum.<\/p>\n

             <\/p>\n

            The VARK Questionnaire<\/p>\n

            Description:<\/h2>\n

            Complete “The VARK Questionnaire,” located on the VARK website.<\/p>\n

            Teaching Strategies to Support Evidence-Based Practice<\/p>\n

            Description:<\/p>\n

            Read “Teaching Strategies to Support Evidence-Based Practice,” by Winters and Echeverri, from Critical Care Nurse
            \n(2012).<\/p>\n

            Patient-Education Tips for New Nurses<\/p>\n

            Description:<\/h2>\n

            Read “Patient-Education Tips for New Nurses,” by Smith and Zsohar, from Nursing 2013 (2013).<\/p>\n

            Patient Education in Home Care: Strategies for Success<\/p>\n

            Description:<\/h2>\n

            Read “Patient Education in Home Care: Strategies for Success,” by Ashton and Oermann, from Home Healthcare Now
            \n(2014).<\/p>\n

            Personal Learning Styles According to VARK Questionnaire 20.0% Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire. Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.<\/p>\n

            Preferred Learning Strategies 20.0% Personal learning strategy content is missing. Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented. Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.<\/p>\n

            Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator) 20.0% Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is established. Some rationale or evidence is needed for support. Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.<\/p>\n

            Learning Styles and Health Promotion (learning styles and importance to achieving desired outcome for learners, learning styles and effect on behavioral change, accommodation of different learning styles in health promotion) 20.0% Understanding the learning styles of individuals participating in health promotion, the correlation to behavioral change and achieving desired outcomes, and the accommodation of different learning styles is not discussed. Understanding the learning styles of individuals participating in health promotion and the correlation to behavioral change and achieving desired outcomes is partially presented; a correlation has not been established. Accommodation of different learning styles is incomplete. There are inaccuracies. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is generally presented; a general correlation has been established. More rationale or evidence is needed to fully establish correlation. Accommodation of different learning styles is summarized. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed; a correlation has been established. Accommodation of different learning styles is discussed. Some detail or minor support is needed. Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcomes.<\/p>\n

            Organization and Effectiveness 15.0%<\/h2>\n

            Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.<\/p>\n

            Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.<\/p>\n

            Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.<\/p>\n

            Format 5.0%
            \nPaper Format (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.<\/p>\n

            Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.<\/p>\n

            Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 429V Week 1 Assignment VARK Analysis Paper<\/strong><\/a><\/span><\/h3>\n

            Grading Rubric<\/strong><\/h2>\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