{"id":31913,"date":"2023-03-11T07:41:46","date_gmt":"2023-03-11T07:41:46","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=31913"},"modified":"2024-03-18T12:02:45","modified_gmt":"2024-03-18T12:02:45","slug":"nur-590-nursing-roles-graphic-organizer-assignment","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nur-590-nursing-roles-graphic-organizer-assignment\/","title":{"rendered":"NUR 590 Nursing Roles Graphic Organizer Assignment"},"content":{"rendered":"

NUR 590 Nursing Roles Graphic Organizer Assignment<\/span><\/h2>\n

Sample Answer for NUR 590 Nursing Roles Graphic Organizer Assignment Included After Question<\/strong><\/h2>\n

NUR 590 Nursing Roles Graphic Organizer Assignment<\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 590 Nursing Roles Graphic Organizer Assignment<\/strong><\/a><\/span><\/p>\n

Nursing Roles Graphic Organizer<\/strong><\/h2>\n

Description:<\/h3>\n

Advanced registered nurses work in highly collaborative environments and must collaborate with interdisciplinary teams in order to provide excellent patient care. Besides knowing the role and scope of one’s own practice , it is essential to understand the role and scope of other nurse specialties to ensure effective collaboration among nurses, the organization, and other professionals with whom advanced registered nurses regularly interact .<\/p>\n

Use the “Nursing Roles Graphic Organizer Template” to differentiate how advanced registered nurse roles relate to and collaborate with different areas of nursing practice. Compare your future role with one of the following: nurse educator; nurse leader ; family nurse practitioner; acute care nurse practitioner ; graduate nurse with an emphasis \/specialty in public health, health care administration , business, or informatics; clinical nurse specialist; doctor of nursing practice<\/a>. Indicate in the appropriate columns on the template which roles you are comparing.<\/p>\n

Make sure to compare the following areas of practice in your graphic organizer:<\/p>\n

    \n
  1. Ethics
    \n2. Education
    \n3. Leadership
    \n4. Public Health
    \n5. Health Care Administration
    \n6. Informatics
    \n7. Business\/Finance
    \n8. Specialty (e.g., Family, Acute Care)<\/li>\n<\/ol>\n

    Include any regulatory bodies or ce1tification agencies that provide guidance or parameters on how these roles incorporate concepts into practice.<\/p>\n

    You are required to cite three to five sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.<\/p>\n

    While APA style is not required for the body of this assignment, so lid academic writing is expected, and documentation of sources should be presented using APA fo1matting guide lines, 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

    \"NUR
    NUR 590 Nursing Roles Graphic Organizer Assignment<\/figcaption><\/figure>\n

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

    Topic 2 DQ 1<\/h3>\n

    Description:<\/h4>\n

    Identify at least three regulato1y bodies or industry regulations that specify certification, Jicensure requirements, or scope of practice for your specialty. Discuss the way these bodies or regulations influence the educational requirements and experiences for your specialty. Advanced practice registered nurses must inco1porate the APRN consensus model in their response.<\/p>\n

    Topic 2 DQ 2<\/h3>\n

    Description:<\/h4>\n

    Compare two different advanced registered nurse roles with regard to ethical guidelines. Are there any differences in the ethical guidelines that govern these roles? What situations might require one role to respond differently , depending on the ethical guidelines?<\/p>\n

    Topic 2 Participation<\/p>\n

    Description:<\/p>\n

    NA<\/p>\n

    Topic 2: Scope of Practice
    \nDescription<\/p>\n

    Objectives:<\/h4>\n
      \n
    1. Identify regulatory bodies and industry regulations that specify certification and licensure requirements and scope of practice for advanced registered nurses.
      \n2. Relate ethical guidelines to the scope of practice of the advanced registered nurse.
      \nStudy Materials<\/li>\n<\/ol>\n

      Advanced Practice Nursing: Essential Knowledge for the Profession<\/p>\n

      Description:<\/p>\n

      Read Chapters 11, 26, and 27 in Advanced Practice Nursing: Essential Knowledge for the Profession.<\/p>\n

      Leadership in Nursing Practice: Changing the Landscape of Health Care<\/a><\/p>\n

      Description:<\/p>\n

      Review Chapter 2 in Leadership in Nursing Practice: Changing the Landscape of Health Care.<\/p>\n

      American Nurses Association – Advanced Practice Nurses<\/p>\n

      Description:<\/p>\n

      Explore the Advanced Practice Nurses page of the American Nurses Association (ANA) website.<\/p>\n

      American Association of Colleges of Nursing – Students<\/p>\n

      Description:<\/p>\n

      Explore the Students page of the American Association of Colleges of Nursing website.<\/p>\n

      American Nurses Association<\/p>\n

      Description:<\/p>\n

      Explore the American Nurses Association (ANA) website.<\/p>\n

      Nursing Overview<\/p>\n

      Description:<\/p>\n

      Explore the Nursing Ove1view links on the Explore Health Careers website.<\/p>\n

      Nursing Roles Graphic Organizer Template<\/p>\n

      Description:<\/p>\n

      Use the “Nursing Roles Graphic Organizer Template” to complete the Topic 2 assignment.<\/p>\n

      Initial Course Survey<\/p>\n

      Description:<\/p>\n

      In an effort for continuous improvement, Grand Canyon University would like you to take this opportunity to provide feedback about your experience with the university. Your participation is appreciated. Click on the link to begin the survey.<\/p>\n

      Please Note: Assignment will not be submitted to the faculty member until the “Submit” button under “Final Submission” is clicked.<\/p>\n

      New Attempt<\/p>\n

      Title Attached Documents Citation Report Similarity Index Final Submission<\/p>\n

      Click ‘New Attempt’ to start assignment or attach documents<\/p>\n

      sing Roles Graphic Organizer<\/p>\n

      100.0 %Nursing Roles Graphic Organizer Criteria<\/p>\n

      10.0 %Comparison of Roles in Relation to Ethics A comparison of roles in relation to ethics is not included. A comparison of roles in relation to ethics is present, but it lacks detail or is incomplete. A comparison of roles in relation to ethics is present. A comparison of roles in relation to ethics is clearly provided and well developed. A comprehensive comparison of roles in relation to ethics is thoroughly developed with supporting details.<\/p>\n

      10.0 %Comparison of Roles in Relation to Education A comparison of roles in relation to education is not included. A comparison of roles in relation to education is present, but it lacks detail or is incomplete. A comparison of roles in relation to education is present. A comparison of roles in relation to education is clearly provided and well developed. A comprehensive comparison of roles in relation to education is thoroughly developed with supporting details.<\/p>\n

      10.0 %Comparison of Roles in Relation to Leadership A comparison of roles in relation to leadership is not included. A comparison of roles in relation to leadership is present, but it lacks detail or is incomplete. A comparison of roles in relation to leadership is present. A comparison of roles in relation to leadership is clearly provided and well developed. A comprehensive comparison of roles in relation to leadership is thoroughly developed with supporting details.<\/p>\n

      10.0 %Comparison of Roles in Relation to Public Health A comparison of roles in relation to public health is not included. A comparison of roles in relation to public health is present, but it lacks detail or is incomplete. A comparison of roles in relation to public health is present. A comparison of roles in relation to public health is clearly provided and well developed. A comprehensive comparison of roles in relation to public health is thoroughly developed with supporting details.<\/p>\n

      10.0 %Comparison Roles in Relation to Health Care Administration A comparison of roles in relation to health care administration is not included. A comparison of roles in relation to health care administration is present, but it lacks detail or is incomplete. A comparison of roles in relation to health care administration is present. A comparison of roles in relation to health care administration is clearly provided and well developed. A comprehensive comparison of roles in relation to health care administration is thoroughly developed with supporting details.<\/p>\n

      10.0 %Comparison of Roles in Relation to Informatics A comparison of roles in relation to informatics is not included. A comparison of roles in relation to informatics is present, but it lacks detail or is incomplete. A comparison of roles in relation to informatics is present. A comparison of roles in relation to informatics is clearly provided and well developed. A comprehensive comparison of roles in relation to informatics is thoroughly developed with supporting details.<\/p>\n

      10.0 %Comparison of Roles in Relation to Business or Finance A comparison of roles in relation to business or finance is not included. A comparison of roles in relation to business or finance is present, but it lacks detail or is incomplete. A comparison of roles in relation to business or finance is present. A comparison of roles in relation to business or finance is clearly provided and well developed. A comprehensive comparison of roles in relation to business or finance is thoroughly developed with supporting details.<\/p>\n

      5.0 %Comparison of Roles in Relation to Specialty A comparison of roles in relation to specialty is not included. A comparison of roles in relation to specialty is present, but it lacks detail or is incomplete. A comparison of roles in relation to specialty is present. A comparison of roles in relation to specialty is clearly provided and well developed. A comprehensive comparison of roles in relation to specialty is thoroughly developed with supporting details.<\/p>\n

      5.0 %Required Sources Sources are not included. Number of required sources is only partially met. Number of required sources is met, but sources are outdated or inappropriate. Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content. Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.<\/p>\n

      5.0 %Visual Appeal There are few or no graphic elements. No variation in layout or typography is evident. Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited. Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout. Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently. Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.<\/p>\n

      5.0 %Presentation The piece is not neat or organized, and it does not include all required elements. The work is not neat and includes minor flaws or omissions of required elements. The overall appearance is general, and major elements are missing. The overall appearance is generally neat, with a few minor flaws or missing elements. The work is well presented and includes all required elements. The overall appearance is neat and professional.<\/p>\n

      5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and<\/p>\n

      varied sentence structure and audience-appropriate language are employed. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. The writer is clearly in command of standard, written, academic English.<\/p>\n

      5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 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

      100 %Total Weightage<\/p>\n

      Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 590 Nursing Roles Graphic Organizer Assignment<\/strong><\/a><\/span><\/p>\n

      <\/h2>\n

      A Sample Answer For the Assignment: <\/strong>NUR 590 Nursing Roles Graphic Organizer Assignment<\/h2>\n

      Title: <\/strong>NUR 590 Nursing Roles Graphic Organizer Assignment<\/h2>\n

      \u00a0<\/span><\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n
      \u00a0<\/span><\/td>\nClinical Nurse Specialist\u00a0<\/span><\/b>\u00a0<\/span><\/td>\nNurse Practitioner<\/span><\/b>\u00a0<\/span><\/td>\nObservations (Similarities\/Differences)<\/span><\/b>\u00a0<\/span><\/td>\n<\/tr>\n
      Ethics<\/span><\/b>\u00a0<\/span><\/td>\nClinical nurse specialist are required to observe ethical principles when dealing with patients. Indeed, they are required to act as advocates of patients and protect them even as they offer their services (DeNisco & Baker, 2016).<\/span>\u00a0<\/span><\/p>\n

      \u00a0<\/span><\/p>\n

      \u00a0<\/span><\/td>\n

      		The ethical perspective of nurse practitioners is one that can be described as unique due to the expanded practice of these professionals. They act in many ways that are indicative of tough decisions. Thus, their ethical decision-making balances the principles of legalities and morals in analysis and in most cases need moral courage. Thus, while making decisions, nurse practitioners strive to preserve moral courage and prevent moral distress normally correlated with controversial situations.\u00a0<\/span>\u00a0<\/span><\/td>\nThe ethical comparison of the two areas reveal certain similarities and differences. Both nurses are faced with untenable situations when presented with an ethical decision. However, whereas nurse practitioners strive to reduce moral distress, clinical nurse specialists are expected to protect the patient in those decisions.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
      Education<\/span><\/b>\u00a0<\/span><\/td>\nThe educational requirement for nurse specialists is a minimum of MSN.\u00a0<\/span>\u00a0<\/span><\/p>\n

      \u00a0<\/span><\/p>\n

      \u00a0<\/span><\/td>\n

      		Concerning nurse practitioners, the educational requirement entails a Master of Science in Nursing (MSN) as a minimum qualification. In future, a doctor of nursing practice (DNP) may become necessary<\/span>\u00a0<\/span><\/td>\nThus, the MSN degree requirement is common to the two areas. Nevertheless, nurse practitioners may be required to advance their education.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
      Leadership<\/span><\/b>\u00a0<\/span><\/td>\nThe Institute of Medicine report recommended that clinical nurse specialists should assume leadership roles and guide personnel and the entire health care system so as to improve patient outcomes (Porter-O’Grady, & Malloch, 2016). The reason for this is that they work in systems, influence them, collaborate with personnel and thus have the capacity to reach relatively more patients so as to introduce improvement approaches.\u00a0<\/span>\u00a0<\/span><\/td>\nNurse practitioners, by virtue of their educational background, play an important leadership role in the execution of evidence-based practice (DeNisco & Baker, 2016). They fundamentally lead the reform process of the health care system by influencing them to adopt recommendations from PhDs. Thus, their role extends to the creation of health care policy reforms and their subsequent implementation.\u00a0\u00a0<\/span>\u00a0<\/span><\/td>\nIt is safe to say that both nurse practitioners and clinical nurse specialists play important leadership roles in terms of improving the quality of patient care. However, whereas the former primarily do this at the policy level, the latter do this at the clinical setting level via directing staff to implement certain changes.<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
      Public Health<\/span><\/b>\u00a0<\/span><\/td>\nClinical nurse specialists use their experience, education, and perspectives to spearhead advocacy and then policy setting at among others community level. They adopt a leadership style that is based on empowerment and have a broad influence within such communities (Porter-O’Grady, & Malloch, 2016). The essentially specialize as public\/community health nurses.\u00a0<\/span>\u00a0<\/span><\/p>\n

      \u00a0<\/span><\/td>\n

      		Nurse practitioners also utilize their education to influence policy at the community level. According to Fooladi (2015), they address the public health needs of communities via home visits, wellness clinics, and establishing associations that can stop severe health situations before they unfold.\u00a0<\/span>\u00a0<\/span><\/td>\nIn all these roles, the common trend is the role of these nurses in improving the wellness of their communities. They both have influence over their communities and use this influence plus established relationships to prevent outbreak of diseases.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
      Health Care Administration<\/span><\/b>\u00a0<\/span><\/td>\nThe role of clinical nurse specialists in health care administration is limited. However, they work in collaboration with administrators in order to improve patient care especially when they are strategically positioned. The closest clinical nurse specialists have come to administrators is when they are assigned to supervise their fellow nurses (DeNisco & Baker, 2016).\u00a0<\/span>\u00a0<\/span><\/p>\n

      \u00a0<\/span><\/p>\n

      \u00a0<\/span><\/td>\n

      		Nurse practitioners also play limited role in health care administration. Owing to their education level, they can help in the formulation of hospital policy for purposes of improving patient care. However, they can also design policies related to human resources within an organization.\u00a0<\/span>\u00a0<\/span><\/td>\nHence, both clinical nurse specialists and nurse practitioners have limited roles in health care administration. The only way that they can participate in the management of hospitals is through collaboration with administrators to improve the quality of care and their own positioning to achieve that.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
      Informatics<\/span><\/b>\u00a0<\/span><\/td>\nClinical nurse specialists use informatics to improve the work environment and practice through application of informatics (Murphy,\u00a0 Goossen, & Weber, 2017). These nurses are significant as they influence nurses to adopt information technology in practice thus improving care.\u00a0<\/span>\u00a0<\/span><\/p>\n

      \u00a0<\/span><\/td>\n

      		When it comes to nurse practitioners, they use informatics to access best evidence-based information as well as informational tools (Murphy, Goossen, & Weber, 2017). Further, nursing informatics also helps nurse practitioners to easily relay information and also protect themselves and patients through the use of aspects such as telemedicine, e-prescribing, and internal messaging system among others.\u00a0\u00a0<\/span>\u00a0<\/span><\/td>\nAgain, the two nursing areas use informatics to improve patient care. Whereas clinical nurse specialists ensure that information technology aspects related to patient care are adopted by nurses to improve patient care, nurse practitioners actually use informatics to undertake their duties.\u00a0<\/span>\u00a0<\/span><\/p>\n

      \u00a0<\/span><\/td>\n<\/tr>\n

      Business\/Finance<\/span><\/b>\u00a0<\/span><\/td>\nClinical nurse specialists engage in the management of patients and not human resources. Thus, they do not need to have any business or financial competencies and their curriculum do not cater for this.\u00a0<\/span>\u00a0<\/span><\/td>\nOn the other hand, nurse practitioners may require to have business\/finance competencies. This allows them to be prepared to manage resources involving employees. By taking part in workforce planning, business\/finance acumen will enable them to plan properly so as to enhance employee satisfaction.\u00a0<\/span>\u00a0<\/span><\/td>\nWhile clinical nurse specialists do not require any finance\/business knowledge, these skills become indispensable to nurse practitioners due to the fact that they may use them in administrative roles. .\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
      Specialty (e.g., Family, Acute Care)<\/span><\/b>\u00a0<\/span><\/td>\n\u00a0<\/span><\/p>\n

      Clinical specialist nurses are specialized in the following areas of care: Community-public health, Pediatric critical care, Home health, Adult gerontology, Adult-gerontological health, and Adult-gerontological critical care,\u00a0<\/span>\u00a0<\/span><\/td>\n

      		On the other hand, nurse practitioner are specialized in the following areas: Women\u2019s health, Neonatal, Pediatric primary, Gerontology primary, Pediatric acute, Family primary, Adult-gerontology primary, Adult primary, Adult psychiatric-mental health, and Adult-gerontology acute.\u00a0<\/span>\u00a0<\/span><\/td>\nBoth nurses work specialize in adult gerontology care and pediatric critical care. However, clinical specialist nurses work with home health, and community public health cases whereas nurse practitioners do not.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n
      Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice<\/span><\/b>\u00a0<\/span><\/td>\nCertification in this area of nursing occurs via the American Nurses Credentialing Center depending on the specialty. Nevertheless, not all of the CNS specialties have their certification exam.\u00a0<\/span>\u00a0<\/span><\/td>\nFor NPs, certification occurs through either the American Academy of Nurse Practitioners or the American Nurses Credentialing Center (ANCC).\u00a0<\/span>\u00a0<\/span><\/td>\nThus, American Academy of Nurse Practitioners certifies both nurses. However, NPs can also be certified by American Academy of Nurse Practitioners, something that CNS do not enjoy.\u00a0<\/span>\u00a0<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

      \u00a0<\/span><\/p>\n

      \u00a0<\/span><\/p>\n

      References<\/span>\u00a0<\/span><\/p>\n

      \u00a0<\/span><\/p>\n

      DeNisco, S. M., & Baker, A. M. (2016).\u202f<\/span>Advanced practice nursing: Essential knowledge for the \u202f \u202f \u202fprofession\u202f<\/span><\/i>(3 ed.). Burlington, MA: Jones & Bartlett Learning.<\/span>\u00a0<\/span><\/p>\n

      Fooladi M. M. (2015). The Role of Nurses in Community Awareness and Preventive Health. <\/span>International journal of community based nursing and midwifery<\/span><\/i>, 3(4), 328-9.<\/span>\u00a0<\/span><\/p>\n

      Murphy, J., Goossen, W., & Weber, P. (2017). <\/span>Forecasting Informatics Competencies for Nurses in the Future of Connected Health: Proceedings of the Nursing Informatics Post Conference 2016<\/span><\/i>. Amsterdam: IOS Press, Incorporated<\/span>\u00a0<\/span><\/p>\n

      Porter-O’Grady, T. & Malloch, K. (2016). Becoming a professional nurse. ( 2nd ed.), Leadership in nursing practice: Changing the lanscape of healthcare Burlington, MA: Jones and Bartlett Learning.<\/span>\u00a0<\/span><\/p>\n

      NUR 590 Nursing Roles Graphic Organizer Assignment Grading Rubric<\/strong><\/h3>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
      Performance Category<\/strong><\/td>\n100% or highest level of performance<\/strong><\/p>\n

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

      		Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n
        \n
      • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
      • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
      • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
      • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
      		Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n
        \n
      • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
      • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
      • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
      • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
      		Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n
        \n
      • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
      • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
      • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
      • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
      		 <\/p>\n

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

        \n
      • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
      • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
      • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
      • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
      		 <\/p>\n

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

        \n
      • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
      • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
      • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
      • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
      		Presentation of information is unsatisfactory in three<\/strong> or more<\/strong> of the following elements<\/p>\n
        \n
      • Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
      • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
      • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
      • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
      <\/td>\n\u00a016 Points<\/strong><\/td>\n\u00a014 Points<\/strong><\/td>\n\u00a013 Points<\/strong><\/td>\n11 Points<\/strong><\/td>\n9 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n
      Application of Course Knowledge<\/strong><\/p>\n

      Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations<\/strong><\/td>\n

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

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

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

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

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

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

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

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

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

        AND<\/p>\n

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

          AND<\/p>\n

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

        AND\/OR<\/p>\n

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

          AND\/OR<\/p>\n

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

        AND\/OR<\/p>\n

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

          AND\/OR<\/p>\n

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

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

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

        AND\/OR<\/p>\n

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

          AND\/OR<\/p>\n

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

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

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

        AND\/OR<\/p>\n

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

          AND\/OR<\/p>\n

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

            AND\/OR<\/p>\n

              \n
            • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.<\/li>\n<\/ul>\n<\/td>\n
      		The following was present:<\/p>\n
        \n
      • 16 to greater errors in APA format.<\/li>\n<\/ul>\n

        AND\/OR<\/p>\n

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

          AND\/OR<\/p>\n

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

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

      		Demonstrated the following:<\/p>\n
        \n
      • Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n
      		<\/td>\n<\/td>\n<\/td>\n<\/td>\nFailed to demonstrate the following:<\/p>\n
        \n
      • Initial, peer, and faculty postings were made on 3 separate days<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
      \u00a0<\/strong><\/td>\n0 Points Lost<\/strong><\/td>\n<\/td>\n<\/td>\n<\/td>\n<\/td>\n5 Points Lost<\/strong><\/td>\n<\/tr>\n
      Due Date Requirements<\/strong><\/td>\nDemonstrated all <\/strong>of the following:<\/p>\n
        \n
      • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.<\/li>\n<\/ul>\n

        A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. <\/strong><\/td>\n

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