NR 500 Foundational Concepts and Applications Syllabus
Sample Answer for NR 500 Foundational Concepts and Applications Syllabus Included After Question
| Course Number: | NR500 |
|---|---|
| Course Title: | Foundational Concepts and Applications |
| Course Credits: | 3 credits |
| Prerequisite: |
Course Description
This nursing course introduces the graduate student to the conceptual foundations and skills essential for the master’s-prepared nurse. A framework for professional nursing practice, the scholarly communication of ideas, the use of critical inquiry and information dissemination, and the professional development of the master’s-prepared nurse will be explored.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Optional Textbooks
The following books are required for this course:
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National League for Nursing. (2012). Outcomes and competencies for graduates of practical/vocational, diploma, baccalaureate, master’s practice doctorate, and research doctorate programs in nursing. New York, NY: National League for Nursing.
Physical Books and Supplies
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
Author, A. A., & Author, B. B. (year of publication). Title of textbook in italics (X ed.). City, ST: Publisher.
Information regarding supplementary material, software, etc.
The following book is required across all FNP courses:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
The following book is recommended across all FNP courses:
Goroll, A. H., & Mulley, A. G. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). China: Wolters Kluwer.
Physical Books and Supplies
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
Program Outcomes
Program Outcomes of Chamberlain nursing programs can be found in the Program Descriptions section of your College Catalog. You can access your College Catalog at http://www.chamberlain.edu/msncatalog.
The MSN program outcomes are aligned with the American Association of Colleges of Nursing publication, The Essentials of Master’s Education in Nursing (2011). Upon completion of the MSN degree program, the graduate will be able to:
1
Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines.
2
Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.
3
Use contemporary communication modalities effectively in advanced nursing roles.
4
Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs.
5
Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.
6
Apply legal, ethical and human-caring principles to situations in advanced nursing practice.
7
Design patient-centered care models and delivery systems using the best available scientific evidence.
8
Manage human, fiscal and physical resources to achieve and support individual and organizational goals.
9
Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.
10
Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.
11
Apply principles of informatics to manage data and information in order to support effective decision making.
Course Outcomes
Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.
Upon completion of this course, the student will be able to do the following.
1
Examine roles and competencies of master’s-prepared nurses essential to performing as leaders and advocates of holistic, safe, and quality care. (POs 1, 2, 3, and 10)
2
Apply concepts of person-centered care to nursing practice situations. (POs 1, 6, and 7)
3
Analyze essential skills needed to lead within the context of complex systems. (POs 1, 2, 3, 8, and 11)
4
Explore the process of scholarship engagement to improve health and healthcare outcomes in various settings. (POs 4, 5, and 9)
Course Schedule
| Week, COs, and Topics | Readings | Assignments |
|---|---|---|
| Week 1COs 1 and 3Master’s- Prepared Nurse Competencies | Textbook:National League for Nursing. (2012). Outcomes and competencies for graduates of practical/vocational, diploma, baccalaureate, master’s practice doctorate, and research doctorate rograms in nursing. New York, NY : National League for Nursing. Read pages: 1–31, 39–40, 60–69.Articles/Websites:American Associations of Colleges of Nursing. (2011). The essentials of master’s education in nursing. Retrieved from http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf Link Chamberlain College of Nursing. (2016). Chamberlain college of nursing masters of science in nursing conceptual framework. Retrieved from https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf Link Cotterill-Walker, S. M. (2012). Where is the evidence that master’s level nursing education makes a difference to patient care? A literature review. Nurse Education Today, 32(1), 57–64. doi:10.1016/j.nedt.2011.02.001 Link to articleInstitute of Medicine. (2010, October). The future of nursing. Leading change, advancing health. Washington, DC: Author. Link National League for Nursing. (2016). Competencies for graduates of nursing programs. Retrieved from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nln-competencies-for-graduates-of-nursing-programs Link | Discussion TopicThe value of a master’s- prepared nurse (graded)New Student Orientation (NSO)Student Success Strategies (SSS) Module |
| Week 2COs 1 and 2 Caring in Nursing | Adams, L. Y. (2016). The conundrum of caring in nursing. International Journal of Caring Sciences, 9(1), 1–8.Chamberlain College of Nursing. (2016). Mission, philosophy, program outcomes. Retrieved from https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf Link DrahoÅ¡ová, L., & JaroÅ¡ová, D. (2016). Concept caring in nursing. Central European Journal of Nursing & Midwifery, 7(2), 453–461. doi:10.15452/CEJNM.2016.07.0014Manley, K., Hills, V., & Marriot, S. (2011). Person-centered care: Principle of nursing practice D. Nursing Standard, 25(31), 35–7.McCormack, B., Borg, M., Cardiff, S., Dewing, J., Jacobs, G., Janes, N., . . . Wilson, V. (2015). Person-centeredness – the ‘state’ of the art. International Practice Development Journal, 5. Retrieved from http://www.fons.org/Resources/Documents/Journal/Vol5Suppl/IPDJ_05(suppl)_01.pdf Link Papathanasiou, I., Sklavou, M., & Kourkouta, L. (2013). Holistic nursing care: Theories and perspectives. American Journal of Nursing Science, 2(1), 1–5. doi:10.11648/j.ajns.20130201.11 | Discussion TopicCaring Concepts in NursingGraded Assignment (10%)Artistic Expression of Caring Concept |
| Week 3 COs 1 and 2Self-Knowledge | American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. Retrieved from http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf Kools, S., Chimwaza, A., & Macha, S. (2015). Cultural humility and working with marginalized populations in developing countries. Global Health Promotion, 22(1), 52–59. doi:10.1177/1757975914528728Rasheed, S. P. (2015). Self-awareness as a therapeutic tool for nurse/client relationship. International Journal of Caring Sciences, 8(1), 211.Stone, J., & Moskowitz, G. B. (2011). Non-conscious bias in medical decision making: what can be done to reduce it? Medical Education, 45(8), 768–776. doi:10.1111/j.1365-2923.2011.04026.xOptional Viewing:Bassett, M. (2015). Why your doctor should care about social justice [TED Talks]. Retrieved from https://www.ted.com/talks/mary_bassett_why_your_doctor_should_care_about_social_justice Link Modern family clip: “I’m from Denver”. Retrieved from https://vimeo.com/7324122 Link Roberts, D. (2015). The problem with race-based medicine [TED Talks]. Retrieved from https://www.ted.com/talks/dorothy_roberts_the_problem_with_race_based_medicine Link | Discussion TopicKnowing SelfGraded Assignment(7.5%)Addressing Bias |
| Week 4COs 1 and 3Leadership: Establishing Relationships – Influencing Change | Canadian College of Health Leaders (2010). Key points to leadership growth. A checklist for leaders. Retrieved from http://leadscanada.net/uploaded/web/Resources/key_points/KEYPOINTS_2016_EN.pdfKumar, S., Adhish, V., & Chauhan, A. (2014). Managing self for leadership. Indian Journal of Community Medicine, 39(3), 138– 142. doi: 10.4103/0970-0218.137148Scully, N. J. (2015). Leadership in nursing: The importance of recognizing inherent values and attributes to secure a positive future for the profession. Collegian, 22. http://dx.doi.org/10.1016/j.colegn.2014.09.004Weaver, B., Lindsay, B., & Gitelman, B. (2012). Communication technology and social media: Opportunities and implications for healthcare systems. Online Journal of Issues in Nursing, 17(3), 3.Optional ViewingCuddy, A. (2012). Your body language shapes who you are (TED Talks). Retrieved from https://www.youtube.com/watch?v=Ks-_Mh1QhMc Link | Discussion TopicLeadership: Establishing Relationships and Influencing Change |
| Week 5COs 1, 3, and 4Scholarship and Evidence-Based Practice: A Process for Change | Conard, P. L., & Pape, T. (2014). Roles and responsibilities of the nursing scholar. Pediatric Nursing, 40(2), 87–90. LinkJohn Hopkins Medicine. (n.d.). John Hopkins Nursing Evidence-Based Practice Model. Retrieved from http://www.hopkinsmedicine.org/evidence-based-practice/jhn_ebp.html LinkLimoges, J., Acorn, S., & Osborne, M. (2015). The scholarship of application: Recognizing and promoting nurses’ contribution to knowledge development. The Journal of Continuing Education in Nursing, 46(2), 77– 82. doi:10.3928/00220124-20151217-02 LinkMelnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57–60. LinkStevens, K. R. (2013). The impact of evidence-based practice in nursing and the next big ideas. Online Journal of Issues in Nursing, 18(2), 1. doi:10.3912/OJIN.Vol18No02Man04 Link | Discussion TopicEvidence-Based PracticeGraded Assignment (15%)Area of Interest PowerPoint Presentation |
| Week 6CO 3 Systems: Structure and Function | Lis, G. A., Hanson, P., Burgermeister, D., & Banfield, B. (2014). Transforming graduate nursing education in the context of complex adaptive systems: Implications for master’s and DNP curricula. Journal of Professional Nursing, 30(6), 456 – 462. doi: 10.1016/j.profnurs.2014.05.003University of Victoria. (2012). Complexity Science in Brief. Retrieved from http://www.uvic.ca/research/groups/cphfri/assets/docs/Complexity_Science_in_Brief.pdf | Discussion TopicSystems: Structure and FunctionGraded Assignment (10%)Complete Second Life Scavenger Hunt |
| Week 7COs 1, 2, and 3Healthful Work Environments | American Nurses Association (2015). Incivility, bullying, and workplace violence [Position Statement]. Retrieved from file:///C:/Users/User/Downloads/PosStat-Endorsed-ANA-Incivility-Bullying-Violence.pdfCenters for Disease Control and Prevention (2013). Workplace violence prevention for nurses. Retrieved from http://wwwn.cdc.gov/wpvhc/Course.aspx/Slide/Unit1_5Lachman, V. D. (2015). Ethical issues in the disruptive behaviors of incivility, bullying, and horizontal/lateral violence. Urologic Nursing, 35(1), 39–42.McNamara, S. A. (2012). Incivility in nursing: Unsafe nurse, unsafe patients. AORN Journal, 95(4), 535–540. doi:10.1016/j.aorn.2012.01.020Morris, K. (2012). Lateral violence in the workplace: Fact or fiction? Ohio Nurses Review, 87(1), 6–7.Stanton, C. (2015). Action needed to stop lateral violence in the perioperative setting. AORN Journal, 101(5), 7–9. doi:10.1016/S0001-2092(15)00320-8Enhancement Resources:American Nurses Association (2016). Incivility, bullying, and workplace violence. Retrieved from http://www.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Nurse/bullyingworkplaceviolenceAmerican Nurses Association (2016). Downloadable graphics: Preventing bullying and civility best practices. Retrieved from http://www.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Nurse/bullyingworkplaceviolence/Preventing-Bullying-and-Civility-Best-Practices.htmlAmerica Nurses Association (2016). Healthy nurse, healthy nation. Retrieved from http://nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-NurseCenters for Disease Control and Prevention (2013). Workplace violence prevention for nurses. Retrieved from http://wwwn.cdc.gov/wpvhc/Course.aspx/Slide/Unit1_5 | Discussion TopicHealthful EnvironmentsGraded Assignment (20%)Cultivating Healthful Environments |
| Week 8CO s 1–4Synthesis of Course Concepts | No reading | Discussion TopicSynthesis of Course Concepts |
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Evaluation Methods
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
| Letter Grade | Points | Percentage |
|---|---|---|
| A | 940–1,000 | 94% to 100% |
| A- | 920–939 | 92% to 93% |
| B+ | 890–919 | 89% to 91% |
| B | 860–889 | 86% to 88% |
| B- | 840–859 | 84% to 85% |
| C+ | 810–839 | 81% to 83% |
| C | 760–809 | 76% to 80% |
| F | 759 and below | 75% and below |
NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
| Graded Item | Points | Weighting |
|---|---|---|
| Discussion(Weeks 1–7: 50 points each week; Week 8: 25 points) | 375 | 37.5% |
| Assessment: Artistic Expression of Caring Concept(Due Week 2) | 100 | 10% |
| Assessment: Addressing Bias(Due Week 3) | 75 | 7.5% |
| Assessment: Area of Interest PowerPoint Presentation(Due Week 5) | 150 | 15% |
| Assessment: Complete Second Life Scavenger Hunt(Due Week 6) | 100 | 10% |
| Assessment: Cultivating Healthful Environments(Due Week 7) | 200 | 20% |
| Total | 1,000 | 100% |
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Participation for MSN
The Threaded Discussion Grading Grid and Rubric document can be found in Course Resources.
Participation Guidelines
Due Date: First initial posting to the required threaded discussion topic is due by Wednesday, 11:59 pm MT. Peer and instructor responses are due by Sunday 11:59 pm MT. All posts for week 8 are due by the close of class on Wednesday 11:59 pm MT. Please note that the late assignment policy does not apply to the threaded discussions.
Total Points Possible: Varies with course, please see specific course syllabus. These guidelines are for a required threaded discussion worth 50 points. Please note that week 8 will be worth only 25 points.
Requirements:
Description of the Assignment
1. Initial posting: This is defined to be the initial post in which the student responds to the required threaded discussion topic. The first posting by a student within the required discussion area is considered to be the initial posting and will be evaluated using the rubric criteria. Scholarship in communication is expected. Required scholarly source(s) provide specific information that thoroughly address the required topic. For the initial posting, one scholarly source must be presented. The scholarly source must be an outside source. The student may use the required course textbook (s), assigned readings and lesson information in the initial post; however, these are not considered outside scholarly sources.
The initial posting must occur before Wednesday, 11:59 pm MT. Initial postings must be at a minimum of 300 words. References do not apply toward word count. ONLY in Week 8, the initial posting must be a minimum of 200 words with a scholarly reference. It remains due by Wednesday, 11:59 pm MT
2. Peer responses: As part of the threaded discussion requirements, the student must provide a substantive response to a peer. Substantive responses pose new ideas, ask questions, and/or generally add to the discussion topic in a meaningful and constructive way.
The peer response must occur on a separate day from the initial posting and instructor response (see below). This peer response must occur before Sunday, 11:59 pm MT. This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, then APA guidelines apply. Peer responses must be a minimum of 150 words. References do not apply toward word count.
3. Instructor response: The student must respond to an instructor’s follow-up questions. The instructor’s question may be directed to the student or may be a question directed to another student in the section. The response must be comprehensive and scholarly in nature. Instructor responses must be a minimum of 150 words. References do not apply toward word count.
The response to the instructor must occur on a day different from the initial post and a day different from the peer response. Responses to the instructor must occur before Sunday, 11:59 pm MT.
4. For week 8 only: Students are expected to post a peer response or an instructor post but are not required to do both. These posts must be a minimum of 100 words. References do not apply toward word count. The peer or instructor response must be on a different day than the initial post and must occur before Wednesday, 11:59 pm MT due to the shorter week.
Posting Requirements:
- The initial posting must be provided before Wednesday, 11:59 pm MT.
- The initial posting must have at least one scholarly outside source that is cited within the posting and referenced. Required course textbooks, assigned readings and lesson information are not considered to be outside scholarly sources.
- Initial posting must be a minimum of 300 words; peer responses and instructor responses a minimum 150 words.
- The peer responses and instructor responses must be provided before Sunday, 11:59 pm MT.
- All postings are substantive and relate to the graded threaded discussion topic.
- Only one small quote (15 words or less) within the entire initial posting is accepted.
- Postings must occur on 3 separate days.
- For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT
Criteria for Content
- Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic. Each reference must be scholarly.
- Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.
- Interactive Dialogue: In this category, the minimum requirements are to provide an initial posting to the graded threaded discussion topic by Wednesday, 11:59 pm MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
- Grammar, Syntax, APA: Proper grammar, APA, and syntax is required for all posts. Students should follow the APA Manual 6th Edition. Additional APA information is available in Course Resources.
- Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.
- Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.
- For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT.
Criteria for Format and Special Instructions
- Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
- When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.
- Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site. If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted. Students are cautioned to use care regarding .com sites. Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking. It is recommended that you check with your instructor before using a .com website as a reference.
- Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source. The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.
Grading Rubric
| Performance Category | 100% or highest level of performance100%16 points | Very good or high level of performance88%14 points | Acceptable level of performance81%13 points | Inadequate demonstration of expectations68%11 points | Deficient level of performance56%9 points | Failing levelof performance55% or less0 points |
|---|---|---|---|---|---|---|
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| ScholarlinessDemonstrates achievement of scholarly inquiry for professional and academic topics. | Presentation of information was exceptional and included all of the following elements:Provides evidence of scholarly inquiry relevant to required TD topic(s).Presents specific information from scholarly sources to develop a comprehensive presentation of facts.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.*Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. | Presentation of information was good, but was superficial in places and included all of the following elements:Provides evidence of scholarly inquiry relevant to required TD topic(s).Presents specific information from scholarly sources to develop a comprehensive presentation of facts.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.*Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. | Presentation of information was minimally demonstrated in all of the following elements:Provides evidence of scholarly inquiry relevant to required TD topic(s).Presents specific information from scholarly sources to develop a comprehensive presentation of facts.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.*Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. | Presentation of information is unsatisfactory in one of the following elements:Provides evidence of scholarly inquiry relevant to required TD topic(s).Presents specific information from scholarly sources to develop a comprehensive presentation of facts.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.*Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. | Presentation of information is unsatisfactory in two of the following elements:Provides evidence of scholarly inquiry relevant to required TD topic(s).Presents specific information from scholarly sources to develop a comprehensive presentation of facts.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.*Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. | Presentation of information is unsatisfactory in three or more of the following elementsProvides evidence of scholarly inquiry relevant to required TD topic(s).Presents specific information from scholarly sources to develop a comprehensive presentation of facts.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.*Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information |
| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course KnowledgeDemonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations | Presentation of information was exceptional and included all of the following elements:Applies principles, knowledge and information from scholarly resources to the required topic.Applies facts, principles or concepts learned from scholarly resources to a professional experience.Application of information is comprehensive and specific to the required topic. | Presentation of information was good, but was superficial in places and included all of the following elements:Applies principles, knowledge and information from scholarly resources to the required topic.Applies facts, principles or concepts learned from scholarly resources to a professional experience.Application of information is comprehensive and specific to the required topic. | Presentation of information was minimally demonstrated in the all of the following elements:Applies principles, knowledge and information from scholarly resources to the required topic.Applies facts, principles or concepts learned from scholarly resources to a professional experience.Application of information is comprehensive and specific to the required topic. | Presentation of information is unsatisfactory in one of the following elements:Applies principles, knowledge and information from scholarly resources to the required topic.Applies facts, principles or concepts learned from and scholarly resources to a professional experience.Application of information is comprehensive and specific to the required topic. | Presentation of information is unsatisfactory in two of the following elements:Applies principles, knowledge and information from scholarly resources to the required topic.Applies facts, principles or concepts learned from scholarly resources to a professional experience.Application of information is comprehensive and specific to the required topic. | Presentation of information is unsatisfactory in three of the following elementsApplies principles, knowledge and information and scholarly resources to the required topic.Applies facts, principles or concepts learned scholarly resources to a professional experience.Application of information is comprehensive and specific to the required topic. |
| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive DialogueInitial post should be a minimum of 300 words (references do not count toward word count)The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)Responses are substantive and relate to the topic. | Demonstrated all of the following:Initial post must be a minimum of 300 words.The peer and instructor responses must be a minimum of 150 words each.Responses are substantiveResponses are related to the topic of discussion. | Demonstrated 3 of the following:Initial post must be a minimum of 300 words.The peer and instructor responses must be a minimum of 150 words each.Responses are substantiveResponses are related to the topic of discussion. | Demonstrated 2 of the following:Initial post must be a minimum of 300 words.The peer and instructor responses must be a minimum of 150 words each.Responses are substantiveResponses are related to the topic of discussion. | Demonstrated 1 or less of the following:Initial post must be a minimum of 300 words.The peer and instructor responses must be a minimum of 150 words each.Responses are substantiveResponses are related to the topic of discussion. | ||
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APAPoints deducted for improper grammar, syntax and APA style of writing.The source of information is the APA Manual 6th EditionError is defined to be a unique APA error. Same type of error is only counted as one error. | The following was present:0-3 errors in APA formatANDResponses have 0-3 grammatical, spelling or punctuation errorsANDWriting style is generally clear, focused on topic,and facilitates communication. | The following was present:4-6 errors in APA format.AND/ORResponses have 4-5 grammatical, spelling or punctuation errorsAND/ORWriting style is somewhat focused on topic. | The following was present:7-9 errors in APA format.AND/ORResponses have 6-7 grammatical, spelling or punctuation errorsAND/ORWriting style is slightly focused on topic making discussion difficult to understand. | The following was present:10- 12 errors in APA formatAND/ORResponses have 8-9 grammatical, spelling and punctuation errorsAND/ORWriting style is not focused on topic, making discussion difficult to understand. | The following was present:13 – 15 errors in APA formatAND/ORResponses have 8-10 grammatical, spelling or punctuation errorsAND/ORWriting style is not focused on topic, making discussion difficult to understand.AND/ORThe student continues to make repeated mistakes in any of the above areas after written correction by the instructor. | The following was present:16 to greater errors in APA format.AND/ORResponses have more than 10 grammatical, spelling or punctuation errors.AND/ORWriting style does not facilitate communication |
| 0 Points Deducted | 5 Points Lost | |||||
| ParticipationRequirements | Demonstrated the following:Initial, peer, and faculty postings were made on 3 separate days | Failed to demonstrate the following:Initial, peer, and faculty postings were made on 3 separate days | ||||
| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. | Demonstrates one or less of the following.The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. | ||||
| Grading Rubric Guidelines Week 8 ONLY | ||||||
| Performance Category  | 100% or highest level of performance100% | Very good or high level of performance88% | Acceptable level of performance81% | Inadequate demonstration of expectations68% | Deficient level of performance56% | Failing level of performance55% or less |
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| ScholarlinessDemonstrates achievement of scholarly inquiry for professional and academic topics. | Presentation of information was exceptional and included all of the following elements:Provides evidence of scholarly inquiry relevant to required TD topic(s).Presents specific information from scholarly sources to develop a comprehensive presentation of facts.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.*Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. | Presentation of information was good, but was superficial in places and included all of the following elements:Provides evidence of scholarly inquiry relevant to required TD topic(s).Presents specific information from scholarly sources to develop a comprehensive presentation of facts.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.*Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. | Presentation of information was minimally demonstrated in all of the following elements:Provides evidence of scholarly inquiry relevant to required TD topic(s).Presents specific information from scholarly sources to develop a comprehensive presentation of facts.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.*Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. | Presentation of information is unsatisfactory in one of the following elements:Provides evidence of scholarly inquiry relevant to required TD topic(s).Presents specific information from scholarly sources to develop a comprehensive presentation of facts.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.*Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. | Presentation of information is unsatisfactory in two of the following elements:Provides evidence of scholarly inquiry relevant to required TD topic(s).Presents specific information from scholarly sources to develop a comprehensive presentation of facts.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.*Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. | Presentation of information is unsatisfactory in three or more of the following elementsProvides evidence of scholarly inquiry relevant to required TD topic(s).Presents specific information from scholarly sources to develop a comprehensive presentation of facts.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.*Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information. |
| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Application of Course Knowledge -Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations | Presentation of information was exceptional and included all of the following elements:Applies principles, knowledge and information from scholarly resources to the required topic.Applies facts, principles or concepts learned from scholarly resources to a professional experience.Application of information is comprehensive and specific to the required topic. | Presentation of information was good, but was superficial in places and included all of the following elements:Applies principles, knowledge and information from scholarly resources to the required topic.Applies facts, principles or concepts learned from scholarly resources to a professional experience.Application of information is comprehensive and specific to the required topic. | Presentation of information was minimally demonstrated in the all of the following elements:Applies principles, knowledge and information from scholarly resources to the required topic.Applies facts, principles or concepts learned from scholarly resources to a professional experience.Application of information is comprehensive and specific to the required topic. | Presentation of information is unsatisfactory in one of the following elements:Applies principles, knowledge and information from scholarly resources to the required topic.Applies facts, principles or concepts learned from and scholarly resources to a professional experience.Application of information is comprehensive and specific to the required topic. | Presentation of information is unsatisfactory in two of the following elements:Applies principles, knowledge and information from scholarly resources to the required topic.Applies facts, principles or concepts learned from scholarly resources to a professional experience.Application of information is comprehensive and specific to the required topic. | Presentation of information is unsatisfactory in three of the following elementsApplies principles, knowledge and information and scholarly resources to the required topic.Applies facts, principles or concepts learned scholarly resources to a professional experience.Application of information is comprehensive and specific to the required topic. |
| Interactive DialogueFor Week 8 only:Initial post should be a minimum of 200 words (references do not count toward word count)The peer and instructor responses must be a minimum of 100 words each (references do not count toward word count)Responses are substantive and relate to the topic. | Demonstrated all of the following:Initial post must be a minimum of 200 words.The peer or instructor responses must be a minimum of 100 words each.Responses are substantiveResponses are related to the topic of discussion. | Demonstrated 3 of the following:Initial post must be a minimum of 200 words.The peer or instructor responses must be a minimum of 100 words each.Responses are substantive | Demonstrated 2 of the following:Initial post must be a minimum of 200 words.The peer or instructor responses must be a minimum of 100 words each.Responses are substantiveResponses are related to the topic of discussion. | Demonstrated 1 or less of the following:Initial post must be a minimum of 200 words.The peer or instructor responses must be a minimum of 100 words each.Responses are substantiveResponses are related to the topic of discussion. | ||
| 4 Points | 3 Points | 2 Points | 0 Points | |||
| Grammar, Syntax, APAPoints deducted for improper grammar, syntax and APA style of writing.The source of information is the APA Manual 6th EditionError is defined to be a unique APA error. Same type of error is only counted as one error. | The following was present:0-4 errors in APA formatANDResponses have 0-4 grammatical, spelling or punctuation errorsANDWriting style is generally clear, focused on topic, and facilitates communication. | The following was present:5-9 errors in APA format.AND/ORResponses have 5-9 grammatical, spelling or punctuation errors AND/ORWriting style is slightly focused on topic making discussion difficult to understand | The following was present:10- 13 errors in APA formatAND/ORResponses have 10-13 grammatical, spelling and punctuation errors.AND/ORWriting style is not focused on topic, making discussion difficult to understand | The following was present:14 to greater errors in APA format.AND/ORResponses have more than 14 grammatical, spelling or punctuation errors.AND/ORWriting style does not facilitate communication | ||
| 0 Points | 5 Points Lost | |||||
| Participation Requirements | For Week 8 ONLY:Demonstrated the following:Initial, and peer or faculty postings were made on 2 separate days | Failed to demonstrate the following:Initial, and peer or faculty postings were made on 2 separate days | ||||
| 0 Points Lost | 5 Points Lost | |||||
| Requirements | For Week 8 ONLY:Demonstrated all of the following:The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT | Demonstrates one or less of the following.The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT. | ||||
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 pm MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 pm MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 pm MT Wednesday of the eighth week.
*Scholarly source: Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and threaded discussions. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Your textbook and lesson are not considered to be an outside scholarly source. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer reviewed nursing journal. You are encouraged to use the Chamberlain library and search one of the available data bases for a peer reviewed journal article. The following sources should not be used: Wikipedia, Wikis, or blogs. These web sites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality. For example American Heart Association is a .com site with scholarship and quality. It is the responsibility of the student to determine the scholarship and quality of any .com site. Ask your instructor before using any site that you are unsure of. If the instructor determines that the site does not demonstrate scholarship or quality, points will be deducted for not using scholarly sources. Current outside scholarly sources are required for the initial posting. This is defined to be 5 years or less. Instructor permission must be obtained if using a source that is older than 5 years.
Webliography Disclaimer
The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.
A Sample Answer for the Assignment: NR 500 Foundational Concepts and Applications Syllabus
Title: NR 500 Foundational Concepts and Applications Syllabus
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