{"id":2795,"date":"2021-08-17T08:34:37","date_gmt":"2021-08-17T08:34:37","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=2795"},"modified":"2024-03-25T08:08:23","modified_gmt":"2024-03-25T08:08:23","slug":"nur-550-assignment-ebp-project-evaluation-of-literature-table","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nur-550-assignment-ebp-project-evaluation-of-literature-table\/","title":{"rendered":"NUR 550 Assignment: EBP Project Evaluation of Literature Table"},"content":{"rendered":"

NUR 550 Assignment: EBP Project Evaluation of Literature Table<\/span><\/h2>\n

Sample Answer for NUR 550 Assignment: EBP Project Evaluation of Literature Table Included After Question<\/strong><\/h2>\n

NUR 550 Assignment: EBP Project Evaluation of Literature Table<\/em><\/p>\n

 <\/p>\n

Description:<\/h2>\n

The purpose of this assignment is to provide research evidence in support of the PICOT you developed for your selected topic.<\/p>\n

Conduct a search for 10 peer-reviewed, translational research articles<\/a> published within the last 5 years that demonstrate support for your PICOT. You may include previous research articles from assignments completed in this course. Use the “Literature Evaluation Table” provided to evaluate the articles and explain how the research supports your PICOT.<\/em><\/strong><\/p>\n

Once your instructor returns this assignment, review the feedback and make any revisions necessary. If you are directed by your instructor to select different articles in order to meet the assignment criteria or to better support your PICOT, make these changes accordingly. You will use the literature evaluated in this assignment for all subsequent assignments you develop as part of your evidence-based practice project proposal in this course and in NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.<\/p>\n

Refer to the “Evidence-Based Practice Project Proposal \u2013 Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.<\/p>\n

\"NUR<\/a>
NUR 550 Assignment EBP Project Evaluation of Literature Table<\/figcaption><\/figure>\n

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be 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 not required to submit this assignment to LopesWrite.<\/p>\n

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 550 Assignment: EBP Project Evaluation of Literature Table<\/em> <\/strong><\/a><\/span><\/p>\n

Description<\/h3>\n

Objectives:<\/h4>\n

1. Explain how translational research can be used for safety and quality improvement initiatives related to improving population health.
\n2. Discuss common barriers for translating research into practice.<\/p>\n

Evidence-Based Practice in Nursing and Healthcare<\/h3>\n

Description:<\/h4>\n

Read Chapters 4 and 9 in Evidence-Based Practice in Nursing and Healthcare.<\/p>\n

Translating Evidence into Practice: How Advanced Practice RNs Can Guide Nurses in Challenging Established Practice to Arrive at Best Practice<\/h3>\n

Description:<\/h4>\n

Read “Translating Evidence into Practice: How Advanced Practice RNs Can Guide Nurses in Challenging Established Practice to Arrive at Best Practice,” by Fenci and Matthews, from AORN Journal(2017).<\/p>\n

Eliminating Cardiovascular Health Disparities: There has Been Progress, but There is More to
\nDo!<\/h3>\n

Description:<\/h4>\n

Read “Eliminating Cardiovascular Health Disparities: There has Been Progress, but There is More to Do!” by Coke, from The Journal of Cardiovascular Nursing (2018).<\/p>\n

Quality Improvement in Athletic Health Care<\/h3>\n

Description:<\/h4>\n

Read “Quality Improvement in Athletic Health Care,” by Sauers, Sauers, and Valier, from Journal of Athletic Training
\n(2017).<\/p>\n

Lost in Translation: The Promise and Problems of the Globalization of Research<\/h3>\n

Description:<\/h4>\n

Read “Lost in Translation: The Promise and Problems of the Globalization of Research,” by Baumann, from Nursing Science Quarterly (2019).<\/p>\n

Decreasing Barriers to Research Utilization Among Labor and Delivery Nurses<\/h3>\n

Description:<\/h4>\n

Read “Decreasing Barriers to Research Utilization Among Labor and Delivery Nurses,” by Heelan-Fancher, Edmonds, and Jones, from Nursing Research (2019).<\/p>\n

Differentiating Between Research and Quality Improvement<\/h3>\n

Description:<\/h4>\n

Read “Differentiating Between Research and Quality Improvement,” by Gregory, from Journal of Perinatal and Neonatal Nursing (2015).<\/p>\n

In this class we will be exploring translational research and Evidence Based Practice\u00a0as well as forming a PICOT question. This will be a very busy week as translational research may be a new topic for you\u00a0and you will need to decide on a population and intervention\u00a0to begin your PICOT question. Our goals for this week are:<\/p>\n

Identify the different levels of translational research.
\nDifferentiate translational research from evidence-based practice.
\nDiscuss the application of translational research to population health management.
\nEvaluate sources of translational research.
\nSelect a valid nursing practice problem for an evidence-based practice project proposal.<\/p>\n

Please proceed to the Class Wall and tell us a little about yourself. When you complete your introduction be sure to read the policies, syllabus and weekly expectations.<\/p>\n

You will be expected to submit answers to two DQs and to respond to at least three peers.\u00a0Two posts will be your DQs and you need a minimum of 3 responses in addition to your 2 DQs. Each DQ must be at least 150 words or 12 sentences and must have two references and citations. Quotes are not allowed. Responses must be at least 75 words or 5 sentences and have one reference and a citation.<\/p>\n

Be sure to review all the Study Materials as well as find the website for your state or county health department as your PICOT question\u00a0must be based on a mortality\/morbidity indicator related to a clinical problem\u00a0pertaining to a population. When forming your question DO NOT use any content related to nurse staffing, staffing ratios, staffing levels (shortages) or any major system-level changes.\u00a0 A template is provided in your materials for the beginning of your PICOT question.\u00a0 You must use this template.<\/p>\n

Please be sure to use the link to the GCU library provided and then click on Translational Research\u00a0on the left as you will need this site to search for the literature you will need and to answer your DQs.<\/p>\n

Refer to the calendar for the due date of the assignments. Be sure to submit your papers to LopesWrite to evaluate for plagiarism. However, please note that your first paper due this week does not need to be submitted to LopesWrite.<\/p>\n

Please use the Questions to Instructor forum for your questions\u00a0or your Private Forum for private communication. You may also reach me at between the hours of 8AM-8PM EST. All questions are welcome.<\/p>\n

PICOT 5.0% The PICOT is omitted. NA NA NA The PICOT is clearly and accurately presented.<\/strong><\/h3>\n

Articles 10.0% Required number of sources are not included. Article citations and permalinks are omitted. Number of required sources is only partially met. Article citations and permalinks are presented. One or more links do not lead to the intended article. Number of required sources is met, but some sources are outdated or inappropriate. Article citations and permalinks are presented. Article citations are presented, but there are errors. Sources are current and generally appropriate for the assignment criteria and nursing content. Article citations and permalinks are presented. Article citations are presented, but there are minor errors. Sources are current and highly appropriate for the assignment criteria and nursing content. Article citations and permalinks are presented. Article citations are accurate.<\/p>\n

Research Question, Hypothesis, Purpose or Aim of Study 10.0% Research question, hypothesis, purpose or aim of study for one or more articles is omitted. Research question, hypothesis, purpose or aim of study for each article is presented, but key information is consistently omitted. There are inaccuracies throughout. Research question, hypothesis, purpose or aim of study for each article is presented. Key aspects are missing for one or two articles. There are minor inaccuracies. Research question, hypothesis, purpose or aim of study for each article is adequately presented. Minor detail is needed for accuracy or clarity. A discussion on the research question, hypothesis, purpose or aim of study is thoroughly and accurately presented for each article. Research Question, Hypothesis, Purpose or Aim of Study<\/p>\n

Study Design 10.0% The study design for one or more article is omitted. The study design for each article is presented, but key information is consistently omitted. There are inaccuracies throughout. The study design is indicated for each article. Key aspects are missing for one or two articles. There are minor inaccuracies. The study design is adequately presented for each article. Minor detail is needed for accuracy or clarity. A thorough and accurate discussion on the study design for each article is presented.<\/p>\n

Setting and Sample 10.0% The setting and sample are omitted for one or more of the articles. The setting and sample are indicated for each article, but key information is consistently omitted. There are inaccuracies throughout. The setting and sample are indicated for each article. Key aspects are missing for one or two articles. There are minor inaccuracies. The setting and sample are adequately presented for each article. Minor detail is needed for accuracy or clarity. The setting and sample in which the researcher conducted the study are detailed and accurate for each article.<\/p>\n

Methods 10.0% Method of study for one or more articles is omitted. Overall, the methods of study are incomplete. The method of study is presented for each article, but key information is consistently omitted. There are inaccuracies throughout. The method of study for each article is presented. Key aspects are missing for one or two articles. There are minor inaccuracies An adequate discussion on the method of study for each article is presented. Minor detail is needed for accuracy or clarity. A thorough and accurate discussion on the method of study for each article is presented.<\/p>\n

Analysis and Data Collection 10.0% Analysis and data collection for one or more articles is omitted. Overall, the analysis and data collection are incomplete. Analysis and data collection are presented for each article, but key information is consistently omitted. There are inaccuracies throughout. Analysis and data collection for each article are presented. Key aspects are missing for one or two articles. There are minor inaccuracies. An adequate discussion on the method of study for each article is presented. Minor detail is needed for accuracy or clarity. A thorough and accurate discussion on the analysis and data collection for each article is presented.<\/p>\n

Outcomes and Key Findings 10.0% Outcomes and key findings for one or more articles are omitted. Overall, the outcomes and key findings are incomplete. Outcomes and key findings are presented for each article, but key information is consistently omitted. There are inaccuracies throughout. Outcomes and key findings for each article are presented. Key aspects are missing for one or two articles. There are minor inaccuracies. An adequate discussion on outcomes and key findings for each article are presented. Minor detail is needed for accuracy or clarity. A thorough and accurate discussion on the outcomes and key findings collection for each article are presented.<\/p>\n

Recommendations 10.0% Researcher recommendations are omitted for one or more of the articles. The recommendations described for three or more articles are inaccurate or incomplete. Researcher recommendations are indicated for each article. The researcher recommendations described for two of the articles are inaccurate or incomplete. Researcher recommendations for each article are presented. Researcher recommendations described for one article are inaccurate or incomplete. Researcher recommendations for each article are accurately presented. Minor detail is needed for accuracy or clarity. Researcher recommendations are accurately and thoroughly described for each article.<\/p>\n

Explanation of How Articles Support Proposed Evidence-Based Practice Project Proposal 10.0% An explanation of how the article supports the proposed evidence-based practice project proposal is omitted for one or more of the articles. The explanation for three or more articles is inaccurate or incomplete. An explanation for how each article supports the proposed evidence-based practice project proposal is presented. The explanation for two of the articles is inaccurate or incomplete. A general explanation for how each article supports the proposed evidence-based practice project proposal is presented. The explanation for one article is inaccurate or incomplete. Support for the evidence-based project proposal is generally evident. An explanation for how each article supports the proposed evidence-based practice project proposal is presented. Minor detail is needed for accuracy or clarity. Adequate support for the evidence-based project proposal is demonstrated. A detailed explanation for how each article supports the proposed evidence-based practice project proposal is presented. Support for the evidence-based project proposal is clearly evident.<\/p>\n

A Sample Answer For the Assignment: NUR 550 Assignment: EBP Project Evaluation of Literature Table<\/strong><\/h2>\n

Title: NUR 550 Assignment: EBP Project Evaluation of Literature Table<\/strong><\/h2>\n

Topic 5 DQ 1<\/strong><\/h3>\n

NUR 550 Assignment: EBP Project Evaluation of Literature Table <\/em>Literature Evaluation Table <\/strong>Learner Name: <\/strong>PICOT:<\/strong><\/h3>\n

 <\/p>\n

 <\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n

\n<\/strong>Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article<\/strong>\u00a0<\/strong><\/td>\n		Article Title and Year Published<\/strong><\/p>\n

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

Research Questions\/ Hypothesis, and Purpose\/Aim of Study<\/strong><\/p>\n

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

Design (Quantitative, Qualitative, or other)<\/strong><\/p>\n

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

Setting\/Sample<\/strong><\/p>\n

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

Methods: Intervention\/ Instruments<\/strong><\/p>\n

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

Analysis\/Data Collection<\/strong><\/p>\n

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

Outcomes\/Key Findings<\/strong><\/p>\n

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

Recommendations<\/strong><\/p>\n

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

Explanation of How the Article Supports Your Proposed EBP Practice Project Proposal<\/strong><\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n <\/p>\n

 <\/td>\n

<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\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
    \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<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n","protected":false},"excerpt":{"rendered":"

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