{"id":9135,"date":"2021-10-20T11:59:33","date_gmt":"2021-10-20T11:59:33","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=9135"},"modified":"2023-07-25T15:43:46","modified_gmt":"2023-07-25T15:43:46","slug":"nrnp-6635-assessment-and-diagnosis-of-the-psychiatric-patient","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nrnp-6635-assessment-and-diagnosis-of-the-psychiatric-patient\/","title":{"rendered":"NRNP 6635 Assessment and Diagnosis of the Psychiatric Patient"},"content":{"rendered":"<h2><span style=\"color: #ff6600;\"><em>NRNP 6635 Assessment and Diagnosis of the Psychiatric Patient<\/em><\/span><\/h2>\n<p><em>NRNP 6635 Assessment and Diagnosis of the Psychiatric Patient<\/em><\/p>\n<p>&nbsp;<\/p>\n<p>A sensitively crafted intake assessment can be a powerful therapeutic tool. It can establish rapport between patient and therapist, further the therapeutic alliance, alleviate anxiety, provide reassurance, and facilitate the \ufb02ow of information necessary for an accurate diagnosis and appropriate treatment plan.<\/p>\n<p>\u2014Pamela Bjorklund, clinical psychologist<\/p>\n<p>Whether you are treating patients for physical ailments or clients for <a href=\"https:\/\/nursingassignmentcrackers.com\/hhs-310-week-2-assignment-internet-mental-health-issues\/\">mental health issues<\/a>, the assessment process is an inextricable<\/p>\n<p>NRNP 6635 Assessment and Diagnosis of the Psychiatric Patient<\/p>\n<p>part of health care. To properly diagnose clients and develop treatment plans, you must have a strong foundation in assessment. This includes a working knowledge of assessments that are available to aid in diagnosis, how to use these assessments, and how to select the most appropriate assessment based on a client\u2019s presentation.<\/p>\n<p>This week, as you explore assessment and diagnosis of patients in mental health settings, you examine assessment tools, including their psychometric properties and appropriate uses. You also familiarize yourself with the\u00a0<em>DSM-5<\/em>\u00a0classification system.<\/p>\n<h3><strong><sub>NRNP 6635 Assessment and Diagnosis of the Psychiatric Patient Reference<\/sub><\/strong><sub>: <\/sub><\/h3>\n<p><sub>Bjorklund, P. (2013). Assessment and diagnosis. In K. Wheeler (Ed.),\u00a0<em>Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice<\/em>\u00a0(2nd ed.) (pp. 95\u2013168). Springer Publishing Company.<\/sub><\/p>\n<h3>Learning Objectives<\/h3>\n<h4><strong>Students will:<\/strong><\/h4>\n<ul>\n<li>\u00a0Evaluate elements of the psychiatric interview, history, and examination<\/li>\n<li>\u00a0Analyze psychometric properties of psychiatric rating scales<\/li>\n<li>Justify appropriate use of psychiatric rating scales in advanced practice nursing\n<p><figure id=\"attachment_107614\" aria-describedby=\"caption-attachment-107614\" style=\"width: 300px\" class=\"wp-caption alignright\"><img decoding=\"async\" class=\"size-medium wp-image-107614\" src=\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/10\/NRNP-6635-Assessment-and-Diagnosis-of-the-Psychiatric-Patient-300x131.png\" alt=\"NRNP 6635 Assessment and Diagnosis of the Psychiatric Patient\" width=\"300\" height=\"131\" srcset=\"https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/10\/NRNP-6635-Assessment-and-Diagnosis-of-the-Psychiatric-Patient-300x131.png 300w, https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/10\/NRNP-6635-Assessment-and-Diagnosis-of-the-Psychiatric-Patient-768x335.png 768w, https:\/\/nursingassignmentcrackers.com\/wp-content\/uploads\/2021\/10\/NRNP-6635-Assessment-and-Diagnosis-of-the-Psychiatric-Patient.png 966w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><figcaption id=\"caption-attachment-107614\" class=\"wp-caption-text\">NRNP 6635 Assessment and Diagnosis of the Psychiatric Patient<\/figcaption><\/figure><\/li>\n<\/ul>\n<h3>Learning Resources<\/h3>\n<p>&nbsp;<\/p>\n<p><strong><a href=\"https:\/\/class.content.laureate.net\/172ed41a9919b6ea454f86ae103ad049.html#section_container_1716881496-accordion-280\" target=\"_blank\" rel=\"noopener\">Required Readings\u00a0(click to expand\/reduce)<\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/dsm-psychiatryonline-org.ezp.waldenulibrary.org\/doi\/full\/10.5555\/appi.books.9780890425596.Section1\" target=\"_blank\" rel=\"noopener\">American\u00a0 Psychiatric Association. (2013). Section I: DSM-5 basics. In <em>Diagnostic and statistical manual of mental disorders<\/em> (5th ed., pp. 5\u201329). Author.<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>Carlat, D. J. (2017). <em>The psychiatric interview<\/em>\u00a0(4th ed.). Wolters Kluwer.<\/p>\n<ul>\n<li>Chapter 34, Writing Up the Results of the Interview<\/li>\n<\/ul>\n<p>Sadock, B. J., Sadock, V. A., &amp; Ruiz, P. (2015). <em>Kaplan &amp; Sadock\u2019s synopsis of psychiatry<\/em>\u00a0(11th ed.). Wolters Kluwer.<\/p>\n<ul>\n<li>Chapter 5, Examination and Diagnosis of the Psychiatric Patient<\/li>\n<li>Chapter 6, Classification in Psychiatry<\/li>\n<li>Chapter 31, Child Psychiatry (Sections 31.1 and 31.2 only)<\/li>\n<li>\n<h3 style=\"text-align: center;\"><span style=\"color: #ff0000;\"><em><a style=\"color: #ff0000;\" href=\"https:\/\/nursingassignmentcrackers.com\/place-order\/\"><strong>Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NRNP 6635 Assessment and Diagnosis of the Psychiatric Patient<\/strong><\/a><\/em><\/span><\/h3>\n<\/li>\n<\/ul>\n<p><a href=\"https:\/\/www.aacap.org\/App_Themes\/AACAP\/docs\/practice_parameters\/psychiatric_assessment_practice_parameter.pdf\" target=\"_blank\" rel=\"noopener\">American Academy of Child and Adolescent Psychiatry (1995). <em>Practice parameters for the assessment and treatment of children and adolescents<\/em>. https:\/\/www.aacap.org\/App_Themes\/AACAP\/docs\/practice_parameters\/psychiatric_assessment_practice_parameter.pdf<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/psychiatryonline.org\/doi\/pdf\/10.1176\/appi.books.9780890426760\" target=\"_blank\" rel=\"noopener\">American Psychiatric Association. (2016). <em>Practice guidelines for the psychiatric evaluation of adults<\/em>\u00a0(3rd ed.). https:\/\/psychiatryonline.org\/doi\/pdf\/10.1176\/appi.books.9780890426760<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/ebookcentral.proquest.com\/lib\/waldenu\/reader.action?docID=5340671&amp;ppg=20\" target=\"_blank\" rel=\"noopener\">Sadock, B. J., Sadock, V. A., &amp; Ruiz, P. (2017). Classification in psychiatry. In <em>Kaplan and Sadock\u2019s Concise Textbook of Clinical Psychiatry <\/em>(4th ed., pp. 1\u20138). Wolters Kluwer.<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/ebookcentral.proquest.com\/lib\/waldenu\/reader.action?docID=5340671&amp;ppg=39\" target=\"_blank\" rel=\"noopener\">Sadock, B. J., Sadock, V. A., &amp; Ruiz, P. (2017). Psychiatric interview, history, and mental status examination. In <em>Kaplan and Sadock\u2019s Concise Textbook of Clinical Psychiatry <\/em>(4th ed., pp. 9\u201315). Wolters Kluwer.<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/ebookcentral.proquest.com\/lib\/waldenu\/reader.action?docID=5340671&amp;ppg=53\" target=\"_blank\" rel=\"noopener\">Sadock, B. J., Sadock, V. A., &amp; Ruiz, P. (2017). Medical assessment and laboratory testing in psychiatry. In <em>Kaplan and Sadock\u2019s Concise Textbook of Clinical Psychiatry <\/em>(4th ed., pp. 16\u201321). Wolters Kluwer.<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><strong><a href=\"https:\/\/class.content.laureate.net\/172ed41a9919b6ea454f86ae103ad049.html#section_container_1716881496-accordion_copy-324\" target=\"_blank\" rel=\"noopener\">Required Media\u00a0(click to expand\/reduce)<\/a><\/strong><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/ezp.waldenulibrary.org\/login?qurl=https:\/\/video.alexanderstreet.com\/watch\/diagnostic-criteria\" target=\"_blank\" rel=\"noopener\">Classroom Productions. (Producer). (2015). <em>Diagnostic criteria<\/em> [Video]. Walden University.<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=U5KwDgWX8L8\" target=\"_blank\" rel=\"noopener\">MedEasy. (2017). <em>Psychiatric history taking and the mental status examination | USMLE &amp; COMLEX<\/em>\u00a0[Video]. YouTube. https:\/\/www.youtube.com\/watch?v=U5KwDgWX8L8<\/a><\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"https:\/\/www.youtube.com\/watch?v=IRiCntvec5U\" target=\"_blank\" rel=\"noopener\">Psychiatry Lectures. (2015). <em>Psychiatry lecture: How to do a psychiatric assessment<\/em><strong>\u00a0<\/strong>[Video]. YouTube. https:\/\/www.youtube.com\/watch?v=IRiCntvec5U<\/a><\/p>\n<p>&nbsp;<\/p>\n<h3>Getting Started With the DSM-5<\/h3>\n<p>If you were to give a box of 100 different photographs to 10 people and ask them to sort them into groups, it is very unlikely that all 10 people would sort them into the exact same groups. However, if you were to give them a series of questions or a classification system to use, the chances that all 10 people sort them exactly the same increases depending on the specificity of the system and the knowledge of those sorting the photographs.<\/p>\n<p><em>Photo Credit: [Peter Polak]\/[iStock \/ Getty Images Plus]\/Getty Images<\/em><\/p>\n<p>This is not unlike what has occurred in the process of classifying mental disorders. A system that provides enough specificity to appropriately classify a large variety of mental disorders while also attempting to include all of the possible symptoms, many of which can change over time, is a daunting task when used by a variety of specialists, doctors, and other professionals with varied experience, cultures, expertise, and beliefs. The\u00a0<em>DSM<\/em>\u00a0has undergone many transformations since it was first published in 1952. Many of these changes occurred because the uses for the\u00a0<em>DSM<\/em>\u00a0changed. However, the greatest changes began with the use of extensive empirical research to guide the creation of the classification system and its continued revisions.<\/p>\n<p>In order to assess and diagnose patients, you must learn to use the fifth edition of the\u00a0<em>Diagnostic and Statistical Manual of Mental Disorders<\/em>, usually abbreviated as the\u00a0<em>DSM-5<\/em>, to render a diagnosis. In this second week of the course, you will examine how\u00a0<em>DSM-5<\/em>\u00a0is organized and how clinicians use it to render diagnoses.<\/p>\n<p>Review the Learning Resources this week, with special emphasis on viewing the\u00a0<em>Diagnostic Criteria\u00a0<\/em>video. This video explains the purpose and organization of the\u00a0<em>DSM-5<\/em> classification system, the purpose of the ICD-10 coding system, their relationship to one another, and the importance to the PMHNP role.<\/p>\n<h3><strong>Lopes Write Policy<\/strong><\/h3>\n<p>For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a \u201cfinal submit\u201d to me.<\/p>\n<p>Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.<\/p>\n<p>Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else\u2019s thoughts more than your own?<\/p>\n<p>Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.<\/p>\n<h3><strong>Late Policy<\/strong><\/h3>\n<p>The university\u2019s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.<\/p>\n<p>Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.<\/p>\n<p>If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.<\/p>\n<p>I do not accept assignments that are two or more weeks late unless we have worked out an extension.<\/p>\n<p>As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.<\/p>\n<h3><strong>Communication<\/strong><\/h3>\n<p>Communication is so very important. There are multiple ways to communicate with me:<\/p>\n<p>Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.<\/p>\n<p>Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.<\/p>\n<h3><strong>Important information for writing discussion questions and participation<\/strong><\/h3>\n<h4><strong>Welcome to class<\/strong><\/h4>\n<p>Hello class and welcome to the class and I will be your instructor for this course. This is a -week course and requires a lot of time commitment, organization, and a high level of dedication. Please use the class syllabus to guide you through all the assignments required for the course. I have also attached the classroom policies to this announcement to know your expectations for this course. Please review this document carefully and ask me any questions if you do. You could email me at any time or send me a message via the \u201cmessage\u201d icon in halo if you need to contact me. I check my email regularly, so you should get a response within 24 hours. If you have not heard from me within 24 hours and need to contact me urgently, please send a follow up text to<\/p>\n<p>I strongly encourage that you do not wait until the very last minute to complete your assignments. Your assignments in weeks 4 and 5 require early planning as you would need to present a teaching plan and interview a community health provider. I advise you look at the requirements for these assignments at the beginning of the course and plan accordingly. I have posted the YouTube link that explains all the class assignments in detail. It is required that you watch this 32-minute video as the assignments from week 3 through 5 require that you follow the instructions to the letter to succeed. Failure to complete these assignments according to instructions might lead to a zero. After watching the video, please schedule a one-on-one with me to discuss your topic for your project by the second week of class. Use this link to schedule a 15-minute session. Please, call me at the time of your appointment on my number. Please note that I will NOT call you.<\/p>\n<p>Please, be advised I do NOT accept any assignments by email. If you are having technical issues with uploading an assignment, contact the technical department and inform me of the issue. If you have any issues that would prevent you from getting your assignments to me by the deadline, please inform me to request a possible extension. Note that working fulltime or overtime is no excuse for late assignments. There is a 5%-point deduction for every day your assignment is late. This only applies to approved extensions. Late assignments will not be accepted.<\/p>\n<p>If you think you would be needing accommodations due to any reasons, please contact the appropriate department to request accommodations.<\/p>\n<p>Plagiarism is highly prohibited. Please ensure you are citing your sources correctly using APA 7th edition. All assignments including discussion posts should be formatted in APA with the appropriate spacing, font, margin, and indents. Any papers not well formatted would be returned back to you, hence, I advise you review APA formatting style. I have attached a sample paper in APA format and will also post sample discussion responses in subsequent announcements.<\/p>\n<p>Your initial discussion post should be a minimum of 200 words and response posts should be a minimum of 150 words. Be advised that I grade based on quality and not necessarily the number of words you post. A minimum of TWO references should be used for your initial post. For your response post, you do not need references as personal experiences would count as response posts. If you however cite anything from the literature for your response post, it is required that you cite your reference. You should include a minimum of THREE references for papers in this course. Please note that references should be no more than 5 years old except recommended as a resource for the class. Furthermore, for each discussion board question, you need ONE initial substantive response and TWO substantive responses to either your classmates or your instructor for a total of THREE responses. There are TWO discussion questions each week, hence, you need a total minimum of SIX discussion posts for each week. I usually post a discussion question each week. You could also respond to these as it would count towards your required SIX discussion posts for the week.<\/p>\n<p>I understand this is a lot of information to cover in 5 weeks, however, the Bible says in Philippians 4:13 that we can do all things through Christ that strengthens us. Even in times like this, we are encouraged by God\u2019s word that we have that ability in us to succeed with His strength. I pray that each and every one of you receives strength for this course and life generally as we navigate through this pandemic that is shaking our world today. Relax and enjoy the course!<\/p>\n<p>Hi Class,<\/p>\n<p>Please read through the following information on writing a Discussion question response and participation posts.<\/p>\n<p>Contact me if you have any questions.<\/p>\n<h3><strong>Important information on Writing a Discussion Question<\/strong><\/h3>\n<ul>\n<li>Your response needs to be\u00a0a minimum\u00a0of 150 words (not including your list of references)<\/li>\n<li>There needs to be at least TWO references with ONE being a peer reviewed professional journal article.<\/li>\n<li>Include in-text citations in your response<\/li>\n<li>Do not include quotes\u2014instead summarize and paraphrase the information<\/li>\n<li>Follow APA-7th edition<\/li>\n<li>Points will be deducted if the above is not followed<\/li>\n<\/ul>\n<h3><strong>Participation \u2013replies to your classmates or instructor<\/strong><\/h3>\n<ul>\n<li>A minimum of 6 responses per week, on at least 3 days of the week.<\/li>\n<li>Each response needs at least ONE reference with citations\u2014best if it is a peer reviewed journal article<\/li>\n<li>Each response needs to be at least 75 words in length (does not include your list of references)<\/li>\n<li>Responses need to be substantive by bringing information to the discussion or further enhance the discussion. Responses of \u201cI agree\u201d or \u201cgreat post\u201d does not count for the word count.<\/li>\n<li>Follow APA 7th edition<\/li>\n<li>Points will be deducted if the above is not followed<\/li>\n<li>Remember to use and follow APA-7th\u00a0edition for all weekly assignments, discussion questions, and participation points.<\/li>\n<li>Here are some helpful links<\/li>\n<li><a href=\"https:\/\/apastyle.apa.org\/style-grammar-guidelines\/paper-format\/student-annotated.pdf\" target=\"_blank\" rel=\"noopener\">Student paper example<\/a><\/li>\n<li><a href=\"https:\/\/libguides.gcu.edu\/CitingSources\" target=\"_blank\" rel=\"noopener\">Citing Sources<\/a><\/li>\n<li>The\u00a0<a href=\"https:\/\/www.gcumedia.com\/lms-resources\/student-success-center\/v3.1\/\" target=\"_blank\" rel=\"noopener\">Writing Center\u00a0<\/a>is a great resource<\/li>\n<\/ul>\n<p>As we begin this session, I would like to take this opportunity to clarify my expectations for this course:<\/p>\n<p>Please note that GCU Online weeks run from Thursday (Day 1) through Wednesday (Day 7).<\/p>\n<p>&nbsp;<\/p>\n<p><strong>Course Room Etiquette<\/strong>:<\/p>\n<ul>\n<li>It is my expectation that all learners will respect the thoughts and ideas presented in the discussions.<\/li>\n<li>All postings should be presented in a respectful, professional manner.\u00a0<em>Remember \u2013 different points of view add richness and depth to the course!<\/em><\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><em>Office Hours:<\/em><\/p>\n<ul>\n<li>My office hours vary so feel free to shoot me an email at\u00a0<u><\/u>Dellorusso1@my.gcu.edu or my office phone is 602.639.6517\u00a0and I will get back to you within one business day or as soon as possible.<\/li>\n<li>Phone appointments can be scheduled as well. Send me an email and the best time to call you, along with your phone number to make an appointment.<\/li>\n<li>I welcome all inquiries and questions as we spend this term together. My preference is that everyone utilizes the\u00a0<em>Questions to Instructor forum<\/em>. In the event your question is of a personal nature, please feel free to post in the\u00a0<em>Individual Questions for Instructor forum<\/em>I will respond to all posts or emails within 24 or sooner.<\/li>\n<\/ul>\n<p>&nbsp;<\/p>\n<p><em>Late Policy and Grading Policy<\/em><\/p>\n<p>Discussion questions:<\/p>\n<ul>\n<li>I do not mark off for late DQ\u2019s.<\/li>\n<li>I would rather you take the time to read the materials and respond to the DQ\u2019s in a scholarly way, demonstrating your understanding of the materials.<\/li>\n<li>I will not accept any DQ submissions after day 7, 11:59 PM (AZ Time) of the week.<\/li>\n<li>Individual written assignments &#8211; due by 11:59 PM AZ Time Zone on the due dates indicated for each class deliverable.<\/li>\n<\/ul>\n<p><em>Assignments:<\/em><\/p>\n<ul>\n<li><strong>Assignments turned in after their specified due dates are subject to a late penalty of -10%, each day late, of the available credit.\u00a0Please refer to the student academic handbook and GCU policy.<\/strong><\/li>\n<li>Any activity or assignment submitted after the due date will be subject to GCU\u2019s late policy<\/li>\n<li>Extenuating circumstances may justify exceptions, which are at my sole discretion. If an extenuating circumstance should arise, please contact me privately as soon as possible.<\/li>\n<li>No assignments can be accepted for grading after midnight on the final day of class.<\/li>\n<li>All assignments will be graded in accordance with the Assignment Grading Rubrics<\/li>\n<\/ul>\n<p><em>Participation<\/em><\/p>\n<ul>\n<li>Participation in each week\u2019s Discussion Board forum accounts for a large percentage of your final grade in this course.<\/li>\n<li>Please review the Course Syllabus for a comprehensive overview of course deliverables and the value associated with each.<\/li>\n<li>It is my expectation that each of you will substantially contribute to the course discussion forums and respond to the posts of at least three other learners.<\/li>\n<li>A\u00a0<strong>substantive post should be at least 200 words<\/strong>. Responses such as \u201cgreat posts\u201d or \u201cI agree\u201d\u00a0<u>do not<\/u>meet the active engagement expectation.<\/li>\n<li>Please feel free to draw on personal examples as you develop your responses to the Discussion Questions but you do need to demonstrate your understanding of the materials.<\/li>\n<li>I do expect outside sources as well as class materials to formulate your post.<\/li>\n<li>APA format is not necessary for DQ responses, but I do expect a proper citation for references.<\/li>\n<li>Please use peer-related journals found through the GCU library and\/or class materials to formulate your answers. Do not try to &#8220;Google&#8221; DQ&#8217;s as I am looking for class materials and examples from the weekly materials.<\/li>\n<li><strong>I\u00a0<\/strong>will not accept responses that are from Wikipedia, Business\u00a0<a href=\"http:\/\/dictionary.com\/\" target=\"_blank\" rel=\"noopener\">com<\/a>, or other popular business websites. You will not receive credit for generic web searches \u2013 this does not demonstrate graduate-level research.<\/li>\n<li><u>Stay away from the use of personal pronouns when writing.<\/u>As a graduate student, you are expected to write based on research and gathering of facts. Demonstrating your understanding of the materials is what you will be graded on. You will be marked down for lack of evidence to support your ideas.<\/li>\n<\/ul>\n<p><em>Plagiarism<\/em><\/p>\n<ul>\n<li>Plagiarism is the act of claiming credit for another&#8217;s work, accomplishments, or ideas without appropriate acknowledgment of the source of the information by including in-text citations and references.<\/li>\n<li><strong>This course requires the utilization of APA format for all course deliverables as noted in the course syllabus.<\/strong><\/li>\n<li>Whether this happens deliberately or inadvertently, whenever plagiarism has occurred, you have committed a Code of Conduct violation.<\/li>\n<li>Please review your LopesWrite report prior to final submission.<\/li>\n<li><em>Every act of plagiarism, no matter the severity, must be reported to the GCU administration (this includes your DQ\u2019s, posts to your peers, and your papers).<\/em><\/li>\n<\/ul>\n<p><em>Plagiarism includes<\/em>:<\/p>\n<ul>\n<li>Representing the ideas, expressions, or materials of another without due credit.<\/li>\n<li>Paraphrasing or condensing ideas from another person\u2019s work without proper citation and referencing.<\/li>\n<li>Failing to document direct quotations without proper citation and referencing.<\/li>\n<li>Depending upon the amount, severity, and frequency of the plagiarism that is committed, students may receive in-class penalties that range from coaching (for a minor omission), -20% grade penalties for resubmission, or zero credit for a specific assignment. University-level penalties may also occur, including suspension or even expulsion from the University.<\/li>\n<li>If you are at all uncertain about what constitutes plagiarism, you should review the resources available in the Student Success Center. Also, please review the University\u2019s policies about plagiarism which are covered in more detail in the GCU Catalog and the Student Handbook.<\/li>\n<li>We will be utilizing the GCU APA Style Guide 7th edition located in the Student Success Center &gt; The Writing Center for all course deliverables.<\/li>\n<\/ul>\n<p><em>LopesWrite<\/em><\/p>\n<ul>\n<li>All course assignments must be uploaded to the specific Module Assignment Drop Box, and also submitted to LopesWrite\u00a0every week.<\/li>\n<li>Please ensure that your assignment is uploaded to both locations under the Assignments DropBox. Detailed instructions for using LopesWrite\u00a0are located in the Student Success Center.<\/li>\n<\/ul>\n<p><em>Assignment Submissions<\/em><\/p>\n<ul>\n<li>Please note that Microsoft Office is the software requirement at GCU.<\/li>\n<li>I can open Word files or any file that is saved with a .rtf (Rich Text Format) extension. I am unable to open .wps files.<\/li>\n<li>If you are using a \u201c.wps\u201d word processor, please save your files using the .rtf extension that is available from the drop-down box before uploading your files to the Assignment Drop Box.<\/li>\n<\/ul>\n<p><em>Grade of Incomplete<\/em><\/p>\n<ul>\n<li>The final grade of Incomplete is granted at the discretion of the instructor; however, students must meet certain specific criteria before this grade accommodation is even possible to consider.<\/li>\n<li>The grade of Incomplete is reserved for times when students experience a serious extenuating circumstance or a crisis during the last week of class which prevents the completion of course requirements before the close of the grading period. Students also must pass the course at the time the request is made.<\/li>\n<li>Please contact me personally if you are having difficulties in meeting course requirements or class deadlines during our time together. In addition, if you are experiencing personal challenges or difficulties, it is best to contact the Academic Counselor so that you can discuss the options that might be available to you, as well as each option\u2019s academic and financial repercussions.<\/li>\n<\/ul>\n<p><em>Grade Disputes<\/em><\/p>\n<ul>\n<li>If you have any questions about a grade you have earned on an individual assignment or activity, please get in touch with me<u>personally for further clarification<\/u>.<\/li>\n<li>While I have made every attempt to grade you fairly, on occasion a misunderstanding may occur, so please allow me the opportunity to learn your perspective if you believe this has occurred. 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