{"id":8918,"date":"2021-10-18T06:14:08","date_gmt":"2021-10-18T06:14:08","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=8918"},"modified":"2024-02-09T07:18:14","modified_gmt":"2024-02-09T07:18:14","slug":"nur-514-discussion-professional-leadership","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nur-514-discussion-professional-leadership\/","title":{"rendered":"NUR 514 Discussion Professional Leadership"},"content":{"rendered":"

Sample Answer for NUR 514 Discussion Professional Leadership Included After Question<\/strong><\/h2>\n

NUR 514 Discussion Professional Leadership<\/em><\/p>\n

 <\/p>\n

Topic 2 DQ 1<\/h2>\n

Description:<\/h3>\n

Differentiate between “leading” and “managing.” Based on your experience in the health care industry<\/a>, explain how an advanced registered nurse can lead well and provide management. Share at least one strategy you have used to effectively lead and manage staff within health care organizations Consider interactions with patients, team members, daily tasks, and responsibilities as you formulate your response.<\/p>\n

Topic 2 DQ 2<\/h3>\n

Description:<\/h4>\n

Discuss potential causes of conflict occurring within health care organizations. What are some principles of negotiation and conflict resolution used by the nurse leader to address conflict? What model or leadership theory would be effective to use in addressing conflict?<\/p>\n

Topic 2 Participation<\/h3>\n

Description:<\/h4>\n

NA<\/p>\n

 <\/p>\n

Topic 2: Professional Leadership<\/h3>\n

Description<\/p>\n

\"NUR
NUR 514 Discussion Professional Leadership<\/figcaption><\/figure>\n

Objectives:<\/h4>\n

1. Differentiate between leadership and management.<\/p>\n

2. Analyze different leadership theories and styles.
\n3. Analyze characteristics of the professional nurse leader and nursing leadership.
\n4. Evaluate leadership and management strategies within health care organizations.
\n5. Discuss potential causes of conflict, principles of negotiation, and conflict resolution models and strategies.
\nStudy Materials<\/p>\n

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 514 Discussion Professional Leadership<\/strong><\/a><\/span><\/h3>\n

Description:<\/h4>\n

Read “From Trait to Transformation: The Evolution of Leadership Theories,” by Johns and Moser, from Education
\n(1989).<\/p>\n

Nursing Leadership From Bedside to Boardroom: Opinion Leaders’ Perceptions<\/h3>\n

Description:<\/h4>\n

Read “Nursing Leadership From Bedside to Boardroom: Opinion Leaders’ Perceptions,” by Blizzard, Khoury, and McMurray (2015), located on the Campaign for Action website.<\/p>\n

Leadership Styles: Choosing the Right Approach for the Situation<\/h3>\n

Description:<\/h4>\n

Read “Leadership Styles: Choosing the Right Approach for the Situation,” located on the Mind Tools website.<\/p>\n

Transformational Leadership: Becoming an Inspirational Leader<\/h3>\n

Description:<\/h4>\n

Read “Transformational Leadership: Becoming an Inspirational Leader,” located on the Mind Tools website.<\/p>\n

Servant Leadership: Putting Your Team First, and Yourself Second<\/h3>\n

Description:<\/h4>\n

Read “Servant Leadership: Putting Your Team First, and Yourself Second,” located on the Mind Tools website.<\/p>\n

What Is the Difference Between Management and Leadership?<\/h3>\n

Description:<\/h4>\n

Read “What Is the Difference Between Management and Leadership?” by Murray (2014), located onThe Wall Street Journal website.<\/p>\n

An Alternative Approach to Nurse Manager Leadership<\/h3>\n

Description:<\/h4>\n

Read “An Alternative Approach to Nurse Manager Leadership,” by Henriksen, from Nursing Management (2016).<\/p>\n

Nurse Manager Skills Inventory<\/h3>\n

Description:<\/h4>\n

Complete the “Nurse Manager Skills Inventory,” by the Nurse Manager Leadership Partnership (NMLP), located on the HWE Resources page of the American Association of Critical-Care Nurses (AACN) website. The resource is located under the “Authentic Leadership” heading.<\/p>\n

Leadership Style Reflective Essay Assignment Self-Assessment Resources<\/h3>\n

Description:<\/h4>\n

These resources will be used to complete the Leadership Style Reflective Essay assignment, due in this topic. Please refer to the assignment details for additional instructions.<\/p>\n

1. Emotional Intelligence Assessment: “Emotional Intelligence Test”: http:\/\/testyourself.psychtests.com\/testid\/3038<\/a>
\n2. Personality Tests: “Big Five Personality Test”: https:\/\/testyourself.psychtests.com\/category\/1<\/a>
\n3. Learning Styles Assessment: “The VARK Questionnaire: How Do I Learn Best?”: http:\/\/vark-learn.com\/the-vark-questionnaire\/<\/a>
\n4. Values Assessment: “Values Profile”: https:\/\/testyourself.psychtests.com\/testid\/3620<\/a>
\n5. Diversity Assessment: “Cultural Competence Self-Test”:
\nhttps:\/\/www.oregon.gov\/DHS\/SENIORS-DISABILITIES\/DD\/PROVIDERS-PARTNERS\/SCPAconference\/Cultural%20<\/a><\/p>\n

What Is Servant Leadership?<\/h3>\n

Description:<\/h4>\n

Explore the “What Is Servant Leadership?” page of the Greenleaf Center for Servant Leadership website.<\/p>\n

Grand Canyon University Initial Course Survey<\/h3>\n

Description:<\/h4>\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 “Grand Canyon University Initial Course Survey.”<\/p>\n

A Sample Answer For the Assignment: NUR 514 Discussion Professional Leadership<\/strong><\/h2>\n

Title: NUR 514 Discussion Professional Leadership<\/strong><\/h2>\n

Tasks<\/h3>\n

 <\/p>\n

Content\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 70.0%<\/p>\n

Summary of Self-Assessment Results\u00a0\u00a0\u00a0\u00a0\u00a0 10.0%\u00a0\u00a0 A summary of why each self-assessment was selected and the results obtained on each assessment is not included.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A summary of why each self-assessment was selected and the results obtained on each assessment is present, but it lacks detail or is incomplete.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A summary of why each self-assessment was selected and the results obtained on each assessment is present. A summary of why each self-assessment was selected and the results obtained on each assessment is clearly provided and well developed.\u00a0\u00a0\u00a0\u00a0\u00a0 A comprehensive summary of why each self-assessment was selected and the results obtained on each assessment is thoroughly developed with supporting details. Leadership Style Reflective Essay NUR 514<\/p>\n

Areas for Self-Improvement, Including Steps to Improve Leadership Capabilities\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 20.0%\u00a0\u00a0 A discussion of areas for self-improvement, including steps to improve leadership capabilities, is not included. A discussion of areas for self-improvement, including steps to improve leadership capabilities, is present, but it lacks detail or is incomplete.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A discussion of areas for self-improvement, including steps to improve leadership capabilities, is present.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A discussion of areas for self-improvement, including steps to improve leadership capabilities, is clearly provided and well developed.\u00a0\u00a0 A comprehensive discussion of areas for self-improvement, including steps to improve leadership capabilities, is thoroughly developed with supporting details. Leadership Style Reflective Essay NUR 514<\/strong><\/p>\n

A Specific Leadership Style That You Believe Aligns With Your Philosophy of Care, Including Appeal\u00a0\u00a0 20.0%\u00a0\u00a0 A discussion of a specific leadership style that you believe aligns with your philosophy of care, including appeal, is not included.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A discussion of a specific leadership style that you believe aligns with your philosophy of care, including appeal, is present, but it lacks detail or is incomplete.\u00a0 A discussion of a specific leadership style that you believe aligns with your philosophy of care, including appeal, is present. A discussion of a specific leadership style that you believe aligns with your philosophy of care, including appeal, is clearly provided and well developed.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A comprehensive discussion of a specific leadership style that you believe aligns with your philosophy of care, including appeal, is thoroughly developed with supporting detailDo you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory
\nrole, but as has been discussed previously, appointment does not guarantee leadership skills.
\nHow can you evaluate your own leadership skills and behaviors? You can start by analyzing your
\nperformance in specific areas of leadership. In this Discussion, you will complete Gallup\u2019s
\nStrengthsFinder assessment. This assessment will identify your personal strengths, which have been
\nshown to improve motivation, engagement, and academic self-conference. Through this assessment,
\nyou will discover your top five themes\u2014which you can reflect upon and use to leverage your talents for
\noptimal success and examine how the results relate to your leadership traits.<\/p>\n

Reflection on How to Incorporate Elements of the Leadership Style\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 15.0%\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A reflection on how to incorporate elements of the leadership style is not included.\u00a0\u00a0\u00a0\u00a0 A reflection on how to incorporate elements of the leadership style is present, but it lacks detail or is incomplete.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A reflection on how to incorporate elements of the leadership style is present. A reflection on how to incorporate elements of the leadership style is clearly provided and well developed.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A comprehensive reflection on how to incorporate elements of the leadership style is thoroughly developed with supporting details.<\/p>\n

Required Sources \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5.0%\u00a0\u00a0\u00a0\u00a0\u00a0 Sources are not included.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Number of required sources is only partially met.\u00a0\u00a0\u00a0 Number of required sources is met, but sources are outdated or inappropriate.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.<\/p>\n

Organization and Effectiveness\u00a0 20.0%<\/p>\n

Thesis Development and Purpose\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 7.0%\u00a0\u00a0\u00a0\u00a0\u00a0 Paper lacks any discernible overall purpose or organizing claim.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Thesis is insufficiently developed or vague. Purpose is not clear.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Thesis is apparent and appropriate to purpose.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.<\/p>\n

Argument Logic and Construction\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 8.0%\u00a0\u00a0\u00a0\u00a0\u00a0 Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.\u00a0\u00a0 Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.\u00a0\u00a0\u00a0\u00a0 Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. \u00a0 Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.<\/p>\n

Mechanics of Writing (includes spelling, punctuation, grammar, language use)\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5.0%\u00a0\u00a0\u00a0\u00a0\u00a0 Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.\u00a0\u00a0\u00a0\u00a0\u00a0 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.\u00a0\u00a0\u00a0\u00a0 Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 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.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Writer is clearly in command of standard, written, academic English.<\/p>\n

Format 10.0%<\/p>\n

Paper Format (Use of appropriate style for the major and assignment)\u00a0\u00a0\u00a0 5.0%\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Template is not used appropriately or documentation format is rarely followed correctly.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.\u00a0\u00a0\u00a0\u00a0 Template is used, and formatting is correct, although some minor errors may be present. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Template is fully used; There are virtually no errors in formatting style.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 All format elements are correct.<\/p>\n

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0%\u00a0\u00a0\u00a0\u00a0\u00a0 Sources are not documented.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sources are documented, as appropriate to assignment and style, and format is mostly correct. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Leadership Style Reflective Essay NUR 514<\/p>\n

NUR 514 Discussion Professional Leadership Grading Rubric Guidelines DQ<\/strong><\/h3>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n
Scholarliness<\/strong><\/p>\n

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

\n
    \n
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
  • Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
  • The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
  • Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge –<\/strong><\/p>\n

Demonstrate the ability to analyze, synthesize, and\/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations<\/strong><\/td>\n

\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
  • Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
  • Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored<\/li>\n
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue<\/strong><\/p>\n

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.<\/strong><\/p>\n

(5 points possible per graded thread)<\/em><\/strong><\/td>\n

\n
    \n
  • Exceeds minimum post requirements<\/li>\n
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.<\/li>\n
  • Replies to a post posed by faculty and to a peer<\/li>\n
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days<\/li>\n
  • Replies to a question posed by a peer<\/li>\n<\/ul>\n

    Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n

\n
    \n
  • Meets expectations of 2 posts on 2 different days.<\/li>\n
  • The main post is not made by the Wednesday deadline<\/li>\n
  • Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Has only one post for the week<\/li>\n
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Does not post to the thread<\/li>\n
  • No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA<\/strong><\/p>\n

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.<\/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><\/td>\n

\n
    \n
  • 2-3 errors in APA format.<\/li>\n
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
  • Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 4-5 errors in APA format.<\/li>\n
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 6-7 errors in APA format.<\/li>\n
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 8-10 errors in APA format.<\/li>\n
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Post contains greater than 10 errors in APA format.<\/li>\n
  • Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style does not facilitate communication.<\/li>\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<\/tr>\n
<\/td>\n0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n
Total Participation Requirements<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n
Early Participation Requirement<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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

Sample Answer for NUR 514 Discussion Professional Leadership Included After Question NUR 514 Discussion Professional Leadership   Topic 2 DQ 1 Description: Differentiate between “leading” and “managing.” Based on your experience in the health care industry, explain how an advanced registered nurse can lead well and provide management. 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