NR 599 Week 5 Discussion Clinical Decision Support Systems

Chamberlain University NR 599 Week 5 Discussion Clinical Decision Support Systems-Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University NR 599 Week 5 Discussion Clinical Decision Support Systems assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NR 599 Week 5 Discussion Clinical Decision Support Systems                     

Whether one passes or fails an academic assignment such as the Chamberlain University NR 599 Week 5 Discussion Clinical Decision Support Systems depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NR 599 Week 5 Discussion Clinical Decision Support Systems                     

The introduction for the Chamberlain University NR 599 Week 5 Discussion Clinical Decision Support Systems is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

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How to Write the Body for NR 599 Week 5 Discussion Clinical Decision Support Systems                     

After the introduction, move into the main part of the NR 599 Week 5 Discussion Clinical Decision Support Systems assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NR 599 Week 5 Discussion Clinical Decision Support Systems                     

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NR 599 Week 5 Discussion Clinical Decision Support Systems                     

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NR 599 Week 5 Discussion Clinical Decision Support Systems Included After Question

PROS AND CONS OF CDSS
Pros of CDSS          Cons of CDSS
1 The use of CDSS increases patient safety: CDSS is a computer-based that sifts through tons of Data in real time to provide the health care provider with the most accurate and practical options for treatment. This system uses Data to prevent polypharmacy and possible drug-to-drug interaction, side effects, or practical, safe drug combinations. 1: CDSS can compromise clinician judgment: CDSS is based on data and evidence based on the data imputed in the system. For a provider to effectively provide care, there must be a relationship between Evidenced bas and clinician judgment. The CDSS system sometimes makes it tasking for providers to bypass the alarms arising from a provider not agreeing with the CDSS options. It can sometimes be frustrating for providers to bypass alarms or notifications to provide person-centered care.
2CDSS fosters evidence-based practices: The CDSS is programmed to provide clinical information to the provider that relates to evidence-based patient care. This kind of care is effective and ensures compliance by the patient since it is founded on clinical research and evidence. The technology-literate patient will be more compliant with treatment that is an evidence-based clinical decision. 2.     Prescription generation cost: The CDSS can sift through data, make a decision based on evidence from the data and send a prescription to the pharmacy. The prescription can be rejected by either the patient or the insurance due to high cost. This leads to further delay of care and possible non-compliance by the patient
3 CDSS reduces workload and clinician burnout: The use of CDSS is a time and effort saver because the system can discern data in real-time and present interventions or possible treatment suggestions quickly. This helps the provider do more quickly, with less effort, more efficiently, and with less tasking practice. 3; CDSS can cause alarm fatigue in healthcare providers: The system generates an alarm to alert the Provider of any perceived misjudgment or decision that does not tally with the suggestions of the CDSS system. The Provider has the right to use clinical judgment when providing care to the patient. The CDSS system lacks that ability which can cause the generation of alarms.

The primary goal of a CDSS is to leverage data and the scientific evidence to help guide appropriate decision making. CDSSs directly assist the clinician in making decisions about specific patients. For this discussion thread post, you are to assume your future role as an APN and create a clinical patient and scenario to illustrate an exemplary depiction of how a CDSS might influence your decision. This post is an opportunity for you to be innovative, so have fun!

This morning Mrs. Johnson came into the clinic complaining of pain levels of 8 out of 10 in her legs and arms. The APN performed the physical assessment and ordered some scans to be done on her. During the assessment, Mrs. Johnson did not seem in as much pain as she was verbalizing, and no systemic issues were noted; the APN decided to do a chart check using the CDSS before prescribing pain medications and discovered that Mrs. Johnson has a history for seeking pain meds and suggested other pains relieve measures to assist her. Armed with this information. The APN was able to refer Mrs. Johnson to counseling, a pain management clinic for more specialized care.

Laka, M., Milazzo, A., Carter, D., & Merlin, T. (2021). OP196 Clinical Decision Support Systems (CDSS) For Antibiotic         Management: Factors Limiting Sustainable Digital Transformation. International Journal of Technology Assessment in Health Care37(S1), 5–5. https://doi.org/10.1017/S0266462321000763Links to an external site.

Shi, X., He, J., Lin, M., Liu, C., Yan, B., Song, H., Wang, C., Xiao, F., Huang, P., Wang, L., Li, Z., Huang, Y., Zhang, M., Chen, C.-S., Obst, K., Shi, L., Li, W., Yang, S., Yao, G., & Li, X. (2023). Comparative Effectiveness of Team-Based Care With and Without a Clinical Decision Support System for Diabetes Management : A Cluster Randomized Trial. Annals of Internal Medicine176(1), 49–58. https://doi.org/10.7326/M22-1950Links to an external site.

A Sample Answer 2 For the Assignment: NR 599 Week 5 Discussion Clinical Decision Support Systems

Title: NR 599 Week 5 Discussion Clinical Decision Support Systems

The clinical decision support systems (CDSS) are computer-based programs that analyze data within EHRs and give prompts and reminders to help health care providers in implementing evidence-based clinical guidelines at the point of care. They are primarily utilized at the point-of-care, for providers to combine their knowledge with information or suggestions provided by the system (Sutton et al., 2020). It is aimed at improving healthcare delivery by facilitating medical decisions with targeted clinical knowledge, patient information, and other health information. The purpose of this assignment is to explore the pros and cons of the CDSS.

PROS CONS
Promotes patient safety.The CDSS has alerts that inform the clinician of potential adverse drug events that may transpire with a particular drug prescribed to a patient.Medication-related CDS tools also help to lower medication errors thus promoting patient safety. The CDSS is seen as a threat to clinicians’ clinical autonomy.Clinicians feel threatened by the clinical reminders, which elicit fear that one is losing autonomy and freedom of choice in the presence of the CDSS (Khairat et al., 2018).In addition, clinicians may develop the perception that the CDSS is meant to replace or degrade their clinical roles.
Lowers the rate of misdiagnosis.The CDSS includes computerized clinical guidelines and diagnostic support that help clinicians in making clinical diagnoses. Thus reduces the chances of misdiagnosing patients. CDSS is expensive to adopt, maintain, and support.The expenses associated with purchasing and maintaining the CDSS locks out some facilities from adopting it.
Improves efficiency of patient care delivery.The CDSS analyzes data within the EHR. As a result, it provides prompts and reminders that assist health care providers in implementing evidence-based clinical guidelines at the point of care, thus improving efficiency in delivering care (Khairat et al., 2018).The CDSS also offer accurate diagnosis and dosage, which saves time. The CDSS is associated with alert fatigue.Not every alert made by CDSS is usually correct.This means that clinicians might struggle with alert-related fatigue. Besides, there are always some possibilities of low-value prompts and alerts (Khairat et al., 2018).
Increased quality of care and enhanced health outcomes.The CDSS provides information on treatment protocols, prompts questions on medication adherence, and provides tailored recommendations for health behavior changes (Khairat et al., 2018).This improves the quality of care provided to patients, especially, those with chronic illnesses and enhances their health outcomes. Failure to detect medication errors.If the CDSS is not implemented correctly, it may fail to identify medication errors, which can puts patients at risk (Sutton et al., 2020).

Clinical Patient and Scenario

A male adult patient comes to the psychiatric clinic with a severely elevated mood and symptoms suggesting mania. The patient’s relative mentions that he usually gets episodes of severely elevated mood whereby he is overactive. However, these periods last for one to two weeks, and the patient gets into a depressed mood. The CDSS, in this case, will be used to ensure that the PMHNP has made the correct psychiatric diagnosis of Bipolar disorder through the computerized DSM V in the system, which will lower the possibility of a misdiagnosis. In addition, the CDSS automated clinical guidelines will be used to identify the recommended medications to prescribe to a patient based on his age and severity of psychiatric symptoms. The CDSS will influence the drug prescribed based on the potential adverse drug events that the system will alert the PMHNP for each drug option. The drug with the least side effects and greatest benefit will be selected for this patient.

 References

Khairat, S., Marc, D., Crosby, W., & Al Sanousi, A. (2018). Reasons For Physicians Not Adopting Clinical Decision Support Systems: Critical Analysis. JMIR medical informatics6(2), e24. https://doi.org/10.2196/medinform.8912

Sutton, R. T., Pincock, D., Baumgart, D. C., Sadowski, D. C., Fedorak, R. N., & Kroeker, K. I. (2020). An overview of clinical decision support systems: benefits, risks, and strategies for success. NPJ digital medicine3(1), 1-10. https://doi.org/10.1038/s41746-020-0221-y

A Sample Answer 3 For the Assignment: NR 599 Week 5 Discussion Clinical Decision Support Systems

Title: NR 599 Week 5 Discussion Clinical Decision Support Systems

This is an insightful discussion on the pros and cons of CDSS. I agree that the CDSS promotes patient safety. Indeed, the main reason that the CDSS is useful and one of its primary reasons is to keep patients safe and assist providers in making the right decisions for care. I have learned that the CDSS has multiple functions such as order set, templates, diagnosis support, and medication correctness which foster patient safety.  In addition, the CDSS helps clinicians to be more efficient and finish tasks fast. It provides providers with suggestions that assist them in complex decision-making processes (Mebrahtu et al., 2021).  However, incorporating large volumes of data into existing systems creates a significant strain on application and infrastructure maintenance. This is because the CDSS must integrate with the clinical workflow of a healthcare organization, which is usually complex.

The CDSS contributes to improved prescribing behavior. It has computerized clinical guidelines that guide clinicians in making treatment decisions. This promotes appropriate prescribing and reduces prescription errors resulting in improved patient safety (Mebrahtu et al., 2021). Besides, the CDSS notifies the clinician of duplication of tests and medical procedures. This decreases the number of ordered tests and medical imaging, thus saving costs. However, this is associated with alert fatigue for clinicians (Muhiyaddin et al., 2020). I agree that the CDSS has a drawback of alarm fatigue since multiple patients on a workload can cause alarm fatigue to the end user. From my experience, the CDSS triggers alerts, which can overwhelm clinicians who also receive prompts from other technology systems. Some of the alerts created are usually low-value prompts and alerts. 

References

Mebrahtu, T. F., Skyrme, S., Randell, R., Keenan, A. M., Bloor, K., Yang, H., Andre, D., Ledward, A., King, H., & Thompson, C. (2021). Effects of computerised clinical decision support systems (CDSS) on nursing and allied health professional performance and patient outcomes: a systematic review of experimental and observational studies. BMJ open11(12), e053886. https://doi.org/10.1136/bmjopen-2021-053886

Muhiyaddin, R., Abd-Alrazaq, A. A., Househ, M., Alam, T., & Shah, Z. (2020). The Impact of Clinical Decision Support Systems (CDSS) on Physicians: A Scoping Review. Studies in health technology and informatics272, 470–473. https://doi.org/10.3233/SHTI200597

Purpose

The ideas and beliefs underpinning the discussions 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 ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

Contribute level-appropriate knowledge and experience to the topic in a discussion environment that models professional and social interaction (CO4)

Actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty (CO5)

Requirements:

Post a written response in the discussion forum to EACH threaded discussion topic:

This week we learned about the potential benefits and drawbacks to clinical decision support systems (CDSSs). Create a “Pros” versus “Cons” table with a column for “Pro” and a separate column for “Con”. Include at least 3 items for each column. Next to each item, provide a brief rationale as to why you included it on the respective list.

The primary goal of a CDSS is to leverage data and the scientific evidence to help guide appropriate decision making. CDSSs directly assist the clinician in making decisions about specific patients. For this discussion thread post, you are to assume your future role as an APN and create a clinical patient and scenario to illustrate an exemplary depiction of how a CDSS might influence your decision. This post is an opportunity for you to be innovative, so have fun!

Adhere to the following guidelines regarding quality for the threaded discussions in Canvas:

Application of Course Knowledge: Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings.

Scholarliness and Scholarly Sources: Demonstrates achievement of scholarly inquiry for professional and academic decisions using valid, relevant, and reliable outside scholarly source to contribute to the discussion thread.

Writing Mechanics: Grammar, spelling, syntax, and punctuation are accurate. In-text and reference citations should be formatted using correct APA guidelines.

Direct Quotes: Good writing calls for the limited use of direct quotes. Direct quotes in 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.

For each threaded discussion per week, the student will select no less than TWO scholarly sources to support the initial discussion post.

A Sample Answer 4 For the Assignment: NR 599 Week 5 Discussion Clinical Decision Support Systems

Title: NR 599 Week 5 Discussion Clinical Decision Support Systems

PROS to CDSS CONS to CDSS
Patient safety – The most important reason CDS is useful and the underlying reason it is available is to keep patients safe and assist providers in making the right decisions for care. There is a multitude of functions in place by CDS such as order set, templates, diagnosis support, medication correctness etc. which allow for patient safety. Alarm fatigue – multiple patients on a workload can cause alarm fatigue to the end user. Often times CDS flags can be overlooked to save time or not seen by the user which can cause messages to not be useful.
Critical care “hard stop” for processes – This system is helpful in high pressure/critical care moments where quick action is needed for medication administration, for example. If the end user is completing the process using CDS systems and following protocol it is able to stop the process and alert the provider of a critical missing step, wrong medication, or other options available for care to be completed before the system will return from alert mode Human inaction errors – This assumes that humans will make the right choices when a notification alarm is seen. The use of CDS in the workplace is only as useful as the end users ability to competently or ethically follow the prompts that the CDS message is stating needs to be completed.
Predictive texts/templates – Are useful when creating a common language needed for documentation and may cut down on the amount of time providers spend documenting visits, assessments or other documentation needs in the EHR system No grey areas in the system – The CDS is black and white and can only have set parameters set, such as BP readings, which may or may not be helpful for a patient with chronic HTN who baseline BP reading is higher than the standard “normal” This can lead to alarm fatigue and errors for treatment if there is a reading that is outside of the parameters and flags continuously even though it may not be a reading that is truly hypertensive.

Utilizing CDSS to monitor, collect and review data and interventions in wound care could be pivotal in the monitoring, reduction and appropriate care for persons with wound care needs. Utilizing the CDSS would provide a snapshot on the measurements of the wound and progression of healing or non-healing. The system can also provide a list of possible interventions to be used for the type of wound, location and based off of clinical standards of treatment. Research conducted by Chunmei, Hualing and Haihua (2018) showed that implementing CDS with wound care in a hospital setting reduced the incidence of pressure ulcers by almost 5% in one year. This research utilized CDS for reminders for repositioning of patients and not direct care of wounds. We as providers should recognize the importance of wound care prevention as part of the wound care protocols CDSS can assist with. Often times the decisions needed to make regarding treatment of chronic wounds are complex and we as providers rely on our own experiences, instead of clinical evidence-based tools, for treatment recommendations (Schaarup et al., 2018). Having increased access to CDSS for wound care alleviates the pressure placed on the provider for wound care options and allows access to EBP and protocols for treatment options (Schaarup et al., 2018). Mebrahtu et al. (2021) suggest that widening the base of available CDS technologies that incorporate more in- depth protocols, clinical decision options and broadening the medical knowledge that the system includes will only strengthen the CDS abilities to assist providers with useful and more efficient tools of care.

In a perfect world situation, a patient, Mrs. Smith, a 67 year old female with 20 year history of diabetes comes into the clinic with a stage 3 ulcer on her right foot. The provider would take measurements, input past wound care that has not helped and possibly take photos of the unhealing ulcer. The CDSS would them take entered data and populate an evidence-based protocol and wound care options for her. The care options would also provide nutritional intake suggestions for increased wound healing and also blood sugar level guidelines. The provider would then be able to select the appropriate level of intervention and wound care. The provider would also have a list of possible in-home wound care providers to assist Mrs. Smith with wound care at home and make sure she has the support needed in the community to promote healing.  The system would also generate suggested healing times based on care received and nutritional intake so Mrs. Smith can understand the diligence and time healing can take. Lastly a list of pain management would be populated to help manage the pain possibly being generated by the wound and what she can safely take before wound care treatments.

References

Chunmei, R., Hualing, H., & Haihua, Z. (2018). Design and Application of Nursing CDSS Based on Structured EMR. Studies in Health Technology and Informatics250, 238–239. https://doi.org/10.3233/978-1-61499-872-3-238Links to an external site.

Mebrahtu, Bloor, K. K., Ledward, A. A., Keenan, A.-M. A.-M., Andre, D. D., Randell, R. R., Skyrme, S. S., Yang, H. H., King, H. H., & Thompson, C. A. C. A. (2021). Effects of computerised clinical decision support systems (CDSS) on nursing and allied health professional performance and patient outcomes. Cochrane Database of Systematic Reviews2021(3). https://doi.org/10.1002/14651858.CD014699Links to an external site.

Schaarup, C., Pape-Haugaard, L., & Hejlesen, O. (2018). Models Used in Clinical Decision Support Systems Supporting Healthcare Professionals Treating Chronic Wounds: Systematic Literature Review. JMIR Diabetes3(2), e11–e11. https://doi.org/10.2196/diabetes.8316

A Sample Answer 5 For the Assignment: NR 599 Week 5 Discussion Clinical Decision Support Systems

Title: NR 599 Week 5 Discussion Clinical Decision Support Systems

Scholarly Sources: Only scholarly sources are acceptable for citation and reference in this course. These include peer-reviewed publications, government reports, or sources written by a professional or scholar in the field. The textbooks and lessons are NOT considered to be outside scholarly sources. For the threaded discussions and reflection posts, 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 databases for a peer-reviewed journal article.  The following sources should not be used: Wikipedia, Wikis, or blogs.  These websites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality.  For example, the 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 if you are unsure. Points will be deducted from the rubric if the site does not demonstrate scholarship or quality. Current outside scholarly sources must be published with the last 5 years.  Instructor permission must be obtained BEFORE the assignment is due if using a source that is older than 5 years.

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.

Also Check Out: NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

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Evaluation Methods

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 (50 points, Weeks 1–7; 25 points, Week 8) 375 37.5%
Shared Governance Model Paper (Week 3) 200 20%
Management of Power Paper (Week 5) 200 20%
Executive Summary (Week 7) 225 22.5%
Total 1,000 100%

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.

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

Performance Category 10 9 8 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0

Application of Course Knowledge –

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

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • 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
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0

Interactive Dialogue

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.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • 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.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • 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
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

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

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.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
  0 points lost       -5 points lost

Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day.       The student does not meet the minimum requirement of two postings on two different days

Early Participation Requirement

per discussion thread

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.       The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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