{"id":31995,"date":"2023-03-11T08:19:05","date_gmt":"2023-03-11T08:19:05","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=31995"},"modified":"2024-03-28T12:29:35","modified_gmt":"2024-03-28T12:29:35","slug":"nur-514-implementing-change-with-an-interprofessional-approach-presentation-sample","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nur-514-implementing-change-with-an-interprofessional-approach-presentation-sample\/","title":{"rendered":"NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE"},"content":{"rendered":"

NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE<\/h2>\n

Sample Answer for NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE Included After Question<\/strong><\/span><\/h2>\n

NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE<\/p>\n

As an advanced registered nurse<\/a>, you will serve as a leader within your organization. Part of this role will entail being a change agent, and spurring positive change on behalf of patients, colleagues, and the industry.<\/span>\u00a0<\/span><\/p>\n

Consider a situation you experienced previously where change did not go as planned in your health care organization. Create a 10-15-slide PowerPoint presentation in which you will assess the situation and the steps that should have been taken to successfully implement change.<\/span>\u00a0<\/span><\/p>\n

    \n
  1. Describe the background of the situation, including the rationale for and goal(s) of the change.<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
      \n
    1. Identify the key interprofessional stakeholders (both internal and external) that should be involved in change efforts.<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
        \n
      1. Discuss an appropriate change theory or model that could be used to achieve results.<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
          \n
        1. Outline how you would initiate the change.<\/span>\u00a0<\/span><\/li>\n<\/ol>\n
            \n
          1. Describe the impact to the organization if the change initiative is unsuccessful again, and potential steps the interprofessional team could take if the change is unsuccessful.<\/span>\u00a0<\/span><\/li>\n<\/ol>\n

            Make sure to include slide notes of 100-250 words for each slide.<\/span>\u00a0<\/span><\/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.<\/span>\u00a0<\/span><\/p>\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.<\/span>\u00a0<\/span><\/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.<\/span><\/p>\n

            \"NUR
            NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE<\/figcaption><\/figure>\n

            A Sample Answer For the Assignment: NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE<\/strong><\/h2>\n

            Title: NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE<\/strong><\/h2>\n

            NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE<\/p>\n

            Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE<\/strong><\/a><\/span><\/p>\n

            Change is an important element in an organization. Change enables health organizations<\/a> to adopt interventions that contribute to their success and competitiveness in their markets. Change also enables the health organizations to respond and adapt effectively to the emerging needs in their markets. The successful implementation of change requires that health organizations embrace the use of a change model to guide the process. Change models provide the benchmarks for evaluating the success of the change process and improvement interventions that need to be embraced. The evaluation is the last step in the implementation of change where health organizations determine whether the change was successful in facilitating the desired success or not.<\/p>\n

            One of the impacts of unsuccessful change in the organization is wastage of resources. unsuccessful change would result in wastage of financial, material and human resources in the organization. The wastage of resources will lead to a delay in the implementation of other projects in the organization. The delays will be attributed to the lack of resources that are needed to drive the desired performance outcomes in the organization. Unsuccessful change also affects the organization by leading to poor realization of organizational goals, mission and vision. The failures may lead to re-development of new goals to ensure sustained performance and improvement in the organization. The unsuccessful change may also lead to demotivation of the stakeholders that were involved in the change initiative. The demotivation may result from their fear of engaging in future change projects in the organization (Sveningsson & S\u00f6rg\u00e4rde, 2019).<\/p>\n

            One of the impacts of unsuccessful change in the organization is wastage of resources. unsuccessful change would result in wastage of financial, material and human resources in the organization. The wastage of resources will lead to a delay in the implementation of other projects in the organization. The delays will be attributed to the lack of resources that are needed to drive the desired performance outcomes in the organization. Unsuccessful change also affects the organization by leading to poor realization of organizational goals, mission and vision. The failures may lead to re-development of new goals to ensure sustained performance and improvement in the organization. The unsuccessful change may also lead to demotivation of the stakeholders that were involved in the<\/p>\n

            change initiative. The demotivation may result from their fear of engaging in future change projects in the organization (Sveningsson & S\u00f6rg\u00e4rde, 2019).<\/p>\n

             <\/p>\n

            On of the steps that the inter-professional team will take due to project failure is re-strategizing. The team will examine the alignment of the strategies that were developed with the objectives of the change initiative. Re-strategizing will enable the identification of weaknesses in the strategies and implementation of new approaches that will contribute to the desired success. The second step by the inter-professional team is re-examining the project goals. The team will re-examine the goals to determine their alignment with the aims of the project and the vision of the organization. The goals should align with the organizational mission and vision. The other step is extending the project timelines as new strategies are implemented. The extension will enable the determination of the effectiveness of the new strategies alongside the utilization of new metrics of evaluating the project (Sveningsson & S\u00f6rg\u00e4rde, 2019).<\/p>\n

            Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE<\/strong><\/a><\/span><\/p>\n

            DQ1<\/h3>\n

            Effective change in healthcare incorporates the models of change management to anchor the change process for the successful implementation of quality improvement programs. One of the change models suitable for the dynamic health environment is Kotter\u2019s change model, which has 8 stages. The eight stages of the change model are creating urgency, putting a team together, developing a vision and strategies, communicating the vision for change, removing obstacles, setting short-term goals, keeping momentum, and making the change stick (Harrison et al., 2021). The change emphasizes creating an environment that is conducive to change. Creating a climate for change requires engaging everyone in the organization to understand the need for change and engage in the change process\u00a0(Chowthi-Williams & Davis, 2021). This is achieved through open communication, including communicating a clearly defined vision. Furthermore, the model emphasizes forming coalitions with staff and other stakeholders and promoting collaboration. According to Kotter\u2019s model, organizational change is managed through an effective leadership approach that inspires change by influencing commitment to change and teamwork, based on a common goal\u00a0(Mahmood, 2018). Additionally, change is managed by focusing on short-term wins to motivate the team.<\/p>\n

            Stakeholders are the cornerstone of any change project as they have the potential to impact the outcome of the project. The key stakeholders in healthcare are patients, the staff, the health institution, the community, suppliers\/sponsors, and regulators. The key role of stakeholders is to participate in change and help the organization meet its strategic goals. Each stakeholder group brings on board its unique perspective, expertise, and skills to accomplish the project objectives (Mahmood, 2018). Stakeholders such as sponsors and the health facility provide crucial resources to complete the change project activities. Furthermore, the staff are also a resource on their own who execute the project activities. Finally, stakeholders work as a team to steer change that leads to improvement in quality and patient safety.<\/p>\n

            Topic 6 DQ 1: Informatics<\/h3>\n

            Technology is an indispensable part of today\u2019s health practice, with many procedures giving way to machines and programmed software. Amid this, the evolutionary impacts of informatics are far-reaching, with the overall health practice outcomes improving immensely. Informatics reduces wastage, increases patient participation in health care delivery, and enhances coordination, among other significant outcomes. It is an evolution that will be critical in health care delivery for a long time as health care providers continue to seek ways of improving patient outcomes.<\/p>\n

            Concerning informatics\u2019 role in overcoming barriers to care and increasing access to safe, quality health care, medication errors have been greatly reduced through informatics. With the consequences of misdiagnosing a patient or the wrong drug prescription being regretful, informatics prevents harmful treatment and prescription errors. Doing so prevents incomplete treatment of diseases and other medical-related harms such as improper use of medical equipment and incorrectly reading patient data (Stanhope & Matthews, 2019). In medication error reduction, clinical provider order entry (CPOE) systems are usually integrated with clinical decision support systems (CDSS) to enhance patient safety. Here, errors related to medical ordering and dispensing are avoided to improve safety. A typical CDSS identifies the values of drug doses and administration routes, among other sophisticated features (Patient Safety Network, 2019). However, the process also experiences some challenges. For instance, higher rates of adverse drug events are experienced in some hospitals despite using computerized order entry systems. In other cases, usability testing reveals that CPOE systems and CDSS still allow the entry and processing of some unsafe orders.<\/p>\n

            Generally, informatics is vital in enhancing safety and quality of care by reducing medication errors. Skochelak (2020) described informatics as a way to patients\u2019 knowledge since it improves understanding of patients\u2019 problems through knowledge sharing. It also helps to personalize care and increase coordination. Such outcomes are instrumental in the provision of safe and quality care.<\/p>\n

             <\/p>\n

            References NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE<\/strong><\/h3>\n

            Patient Safety Network. (2019, Sep 7) Computerized provider order entry<\/em>. https:\/\/psnet.ahrq.gov\/primer\/computerized-provider-order-entry<\/a><\/p>\n

            Skochelak, S. E. (Ed.). (2020).\u00a0Health systems science e-book<\/em>. Elsevier Health Sciences.<\/p>\n

            Stanhope, V., & Matthews, E. B. (2019). Delivering person-centered care with an electronic health record.\u00a0BMC Medical Informatics and Decision Making<\/em>,\u00a019<\/em>(1), 1-9. https:\/\/bmcmedinformdecismak.biomedcentral.com\/articles\/10.1186\/s12911-019-0897-6<\/p>\n

            \"NUR
            NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE<\/figcaption><\/figure>\n

            NUR 514 Implementing Change With an Interprofessional Approach Presentation SAMPLE 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