NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post
Chamberlain University NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post-Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post 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 7 Discussion Post TANIC Self-Assessment and Reflection Post
Whether one passes or fails an academic assignment such as the Chamberlain University NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post 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 7 Discussion Post TANIC Self-Assessment and Reflection Post
The introduction for the Chamberlain University NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post 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 7 Discussion Post TANIC Self-Assessment and Reflection Post
After the introduction, move into the main part of the NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post 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 7 Discussion Post TANIC Self-Assessment and Reflection Post
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 7 Discussion Post TANIC Self-Assessment and Reflection Post
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 7 Discussion Post TANIC Self-Assessment and Reflection Post Included After Question
A Sample Answer For the Assignment: NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post
Title: NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post
After taking the pre-TANIC self-assessment during week 2, I felt I was fairly competent in many aspects of informatics. I did not feel I was proficient, and definitely no expert, although I knew that if there was something I did not know, I had the ability to research and figure it out or find a solution. Now, however, after taking the post-TANIC self-assessment this week, week 7, I feel I have become more proficient in many areas.
The rapid evolution of technology is being incorporated in the ever-evolving healthcare field. Studies have shown numerous positive effects that health information technology has had on healthcare systems (Farzandipour et al., 2020). These positive effects include the use of computer systems facilitating nursing care, and information technology aiding in decreasing time spent documenting and allowing for more time to deliver quality care. Phillips et al. (2019) adds that the Quality and Safety Education for Nurses (QSEN) established informatics competencies for nurses to use information and technology in areas such as communication and knowledge management, as well as to mitigate errors and support clinical decision making. In order to utilize information technology effectively, many competencies in informatics have been established for nurses and other healthcare providers. The Technology Informatics Guiding Education Reform (TIGER) initiative, for example, was established in 2004 in an effort to improve nursing practice, education, and delivery of patient care through the use of information technology (The TIGER Initiative, n.d.). It was through these efforts that the TIGER Informatics Competency Collaborative (TICC) was formed to develop competency recommendations that all nurses should possess in order to provide safe, quality, competent care. The TIGER competencies model consists of three parts: basic computer competencies; information literacy, which is the ability to recognize when information is needed and how to locate, evaluate, and use the information appropriately; and information management, which consists of collecting and processing data, and presenting and communicating that data as information or knowledge. The TIGER Initiative contains a complete list of specific competencies that are recommended. Based on these competencies, I am proficient in basic computer competencies, and I now feel more proficient in many areas of information literacy and management.
Information literacy and information management are two competencies that are vital in the healthcare field. Abdekhoda and Khezri (2021) describe information literacy as the basis for critical thinking and required to implement evidence-based care, in order to provide high quality care and improve outcomes. AHIMA defines health information management as “the practice of acquiring, analyzing, and protecting digital and traditional medical information vital to providing quality patient care”. According to the TIGER initiative, nurses manage information in many ways but mainly through information systems such as electronic health records (EHRs). I feel these two competencies are useful to an APN for the purpose of researching, identifying, and implementing the most up-to-date, evidence-based care, as well as thoroughly documenting, tracking, and appropriately sharing information that will aid in high quality care and possibly assist in future care provided.
Technology has heavily impacted healthcare over the years. According to HealthManagement.org, digital technology has become an integral part of healthcare, has greatly improved operational efficiency, and has significantly enhanced patient and provider experience. Some of the areas listed that were impacted include: improved access to medical information; improved lines of communication; electronic health records; telemedicine and telehealth; online education; big data; and health apps. This is just a portion of how technology has impacted healthcare to this point in time. With technology rapidly evolving, I feel it will continue to play a major role in healthcare and continue to have a positive impact on how care is delivered. It is important for healthcare professionals to remain diligent in healthcare and technological advances in order to ensure the best treatment options are being provided through high quality care.
References
Abdekhoda, M. & Khezri, H. (2021). Investigating the impact of health informatics literacy on the evidence-based practice of nursing. Online Journal of Nursing Informatics (OJNI), 25(2). https://www.himss.org/resources/online-journal-nursing-informaticsLinks to an external site.
Farzandipour, M. (2020). Self-assessment of nursing informatics competencies in hospitals. Online Journal of Nursing Informatics, 24(2). https://chamberlainuniversity.idm.oclc.org/login?qurl=https%3A%2F%2Fwww.proquest.com%2 scholarly-journals%2Fself-assessment-nursing-informatics-competencies%2Fdocview%2F2621664829%2Fse-2Links to an external site.
Health Management. (2020). The impact of digital technology on healthcare. Promoting Management and Leadership.https://healthmanagement.org/c/cardio/news/the-impact-of-digital-technology-on-healthcare#:~:text=Some%20of%20the%20areas%20where,retrieve%20patient%20data%20from%20anywhereLinks to an external site..
Phillips, J. M., Stalter, A. M. Goldschmidt, K. A., Ruggiero, J. S., Brodhead, J., Bonnett, P. L., Provencio, R. A., Mckay, M., Jowell, V., Merriam, D. H., Wiggs, C. M., & Scardaville, D. L. (2019). Using systems thinking to implement the QSEN informatics competency. The Journal of Continuing Education in Nursing, 50(9), 392-397. https://doi.org/10.3928/00220124-20190814-04Links to an external site.
The Tiger Initiative. (n.d.). Informatics competencies for every practicing nurse: Recommendations from the TIGER collaborative. Technology Informatics Guiding Education Reform. https://www.tigersummit.com/uploads/3.Tiger.Report_Competencies_final.pdfLinks to an external site.
A Sample Answer 2 For the Assignment: NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post
Title: NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post
In my future role as an Advanced Practice Nurse, I think competencies in data management and information technology will be extremely beneficial. Being able to effectively manage and analyze data will allow me to better understand patient populations and identify areas where improvements can be made in terms of care delivery (Kleib et al., 2021). Additionally, having a strong understanding of information technology will enable me to leverage technology in order to improve the quality and efficiency of patient care.
Part II
To become an APN nurse, students must first complete a registered nursing program and obtain a valid RN license. In addition, they must complete a master’s degree program in nursing informatics or a related field. During their studies, nurses can expect to gain competencies in EHR systems, health information exchange, patient safety and quality improvement, data analytics and more. By completing this type of coursework, students will be prepared to sit for the certification exam offered by the American Nurses Credentialing Center.
In order to develop the informatics competencies needed to become an APN nurse, I achieved the following competencies in this course: -The ability to collect, organize, and analyze data from a variety of sources in a timely manner (Egbert et al., 2019). -The ability to use technology to communicate nursing care and collaborate with other health professionals. -The ability to use technology to manage information and support decision-making. -The ability to use technology for research purposes, and the -knowledge of how health information is managed and used in the United States healthcare system.
It is projected that by 2025, almost 75 percent of the nursing workforce will be composed of Advanced Practice Nurses (APNs). In light of this projection, it is imperative that future APNs possess a firm grasp of nursing informatics. Nursing informatics is defined as “the scientific discipline that deals with the integration of data, information and knowledge in order to facilitate the improvements in patient care, nursing administration and?” (ANA, 2010). Put simply, nursing informatics allows for the efficient and effective sharing of patient-related data between nurses and other health care profession.
References
Egbert, N., Thye, J., Hackl, W. O., Müller-Staub, M., Ammenwerth, E., & Hübner, U. (2019). Competencies for nursing in a digital world. Methodology, results, and use of the DACH-recommendations for nursing informatics core competency areas in Austria, Germany, and Switzerland. Informatics for Health and Social Care, 44(4), 351-375. https://doi.org/10.1080/17538157.2018.1497635
Kleib, M., Chauvette, A., Furlong, K., Nagle, L., Slater, L., & McCloskey, R. (2021). Approaches for defining and assessing nursing informatics competencies: a scoping review. JBI Evidence Synthesis, 19(4), 794-841. https://journals.lww.com/jbisrir/Abstract/2021/04000/Approaches_for_defining_and_assessing_nursing.6.aspx
Purpose
The self-assessment is completed using the TIGER-based Assessment of Nursing Informatics Competencies (TANIC) tool. TIGER refers to the Technology Informatics Guiding Education Reform Initiative which identified a list of the minimum informatics competencies for all nurses and students graduating from pre- and post-licensure programs. The graded self-evaluation of your informatics competencies is required in order to increase one’s own understanding of competencies in nursing informatics which will enable the planning of strategies to enhance knowledge and skills.
Activity Learning Outcomes
Through this assignment, the student will demonstrate the ability to:
Apply knowledge of nursing informatics and non-nursing science (CO 1 and 2)
Assess nursing informatics competencies (CO2)
Evaluate progress in enhancing nursing informatics competencies (CO4)
Foster professional and personal development with planning strategies to enhance these competencies (CO4)
Examine ethical decision making in relation to these competencies (CO3)
Requirements:
In order to prepare for this assignment, read the lessons as well as the assigned readings BEFORE attempting the self-assessment.
Please use the following hyperlink to access and complete the survey: Week 7 Post-TANIC Self-Assessment Survey (Links to an external site.)
FAILURE TO COMPLETE THE SURVEY WILL RESULT IN A GRADE OF ZERO (0) FOR THE ASSIGNMENT.
After completing the survey, navigate to the Week 7 Module in Canvas and respond to EACH of the questions for your Reflection Post .
The Reflection Posts DOES NOT require cross-posting to a peer or faculty .
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.
ATTENTION: Students will not receive results following completion of this survey. For the reflection questions, please recall how you rated your proficiency/competency with the skills on the survey.
Reflection Questions:
Reflect and respond to?EACH?of the following questions.
Regarding the Post-TANIC Self-Assessment for this week, how does your competency level compare to the Week 2 Self-Assessment?
Which two competencies do you think may benefit you in your future role as an APN and why?
As discussed in the lesson this week, healthcare providers must be competent in informatics in order to make ethical decisions about informatics technologies and patients’ intimate healthcare data and information. To the extent that information technology is reshaping healthcare practices or promises to improve patient care, healthcare professionals must possess certain competencies which will assist with consistency and quality. Which two competencies did you achieve in this course? Explain.
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A Sample Answer 3 For the Assignment: NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post
Title: NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post
After completing the Post-TANIC Self Assessment I realized that I scored myself with a higher level of competency in many areas. I feel this is due to the knowledge gained in this course. This course helped me understand that I have more knowledge in certain areas than I gave myself credit for. Having a better understanding of concepts and terminology gave me a better foundation to answer the questions.
To understand advancements in technology as it continues to grow and change technical knowledge will be very important. Along with knowledge, possessing the technical skills to accurately use and apply to newer technology such as charting systems, health monitoring devices, prosthetics, and robotics can also add to higher and better patient outcomes (Knickman & Elbel, 2019). TIGER competencies will be beneficial in my future role to help ensure that I am prepared with the informatics competencies needed in my role.
Core competencies are important to improve the quality of care being provided. Technological advancements and changes in how healthcare is delivered is going to require collaborating through HIT and EHR with interdisciplinary teams to provide patient-centered care (NONPF, 2017). NONPF competencies will ensure that as a nurse practitioner I have the minimum skills needed to provide quality care. This will play a vital role in how care is delivered to my patients and the quality of that care.
Advancements in information technology are improving care delivery and quality of care. Care is being delivered faster with the use of point of care technology such as blood glucose testing, PT/INR test, rapid strep test, and covid-19 test. These tests allow for immediate intervention resulting in increased positive outcomes. Health information technology has also improved communication amongst the interdisciplinary team through the use of EHR and HIT. This course strengthened my information literacy and clinical information management competencies. The course assignments looking at the pros and cons of EHR and HIT allowed me to look deeper into these types of technology, understand their appropriate use and safeguards to patient information when using these technologies. The Medical Application Critical Appraisal in week 6 allowed me to evaluate a clinical information system. This assignment provided me the opportunity to use and evaluate a clinical decision making system. Participating in this assignment helped me to evaluate the appropriateness of this resource and critique the information provided by the tool to determine if it should be used to provide clinical interventions. A commitment to lifelong learning is necessary to keep up with the needed nursing informatics competencies as they will change just as rapidly as technology is changing.
References
Knickman, J., & Elbel, B. (2019). Jonas & kovner’s health care delivery in the united states (12thed.). Springer Publishing Company.
National Organization of Nurse Practitioner Faculties. (2017). Nurse practitioner care competencies content. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/2017_NPCoreComps_with_Curric.pdf
A Sample Answer 4 For the Assignment: NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post
Title: NR 599 Week 7 Discussion Post TANIC Self-Assessment and Reflection Post
Reflection Questions:
Regarding the Post-TANIC Self-Assessment for this week, how does your competency level compare to the Week 2 Self-Assessment?
After assessing my understanding for the second Post-TANIC Self-Assessment, I realized I knew more about informatics than in the previous assessment. As a nurse, learning and understanding skills sometimes can become so repetitious that you do things inadvertently and do not realize the thought and effort being exhibited. Technology has been an integral part of my nursing career and day-to-day life. The more we progress as a society, we will solely depend on technology, and simplicity will be a thing of the past. Engaging in this course helped me gain a better understanding of what informatics represents for me in my current practice as a nurse and in my future practice as a provider. This also helped me comprehend the complexities regarding the dynamics and utilization of informatics in healthcare regarding the delivery of care. Informatics not only shapes our clinical decisions in practice but also affects the way we provide holistic care to our patients. Knowing these key factors can help facilitate and dictate how we treat our patients, thus governing our connections, continuity of care, cultural responsiveness, and community ties.
- Which two competencies do you think may benefit you in your future role as an APN and why?
I still believe information literacy and computer literacy are two essential competencies to have a firm grasp of while practicing overall in healthcare—an integrated set of skills that combines critical thinking, research, computer skills, and communication. In addition, the ability to access and use information effectively is essential for success in school, to succeed in the workplace, and to function competently in society. Finally, information literacy skills enhance the ability of providers to conduct evidence-based care with improved provider-sensitive patient outcomes by getting the most out of current best-available research literature. In order to work with medical information systems, electronic health records, and telehealth solutions, providers need to have a basic knowledge of computers.
- As discussed in the lesson this week, healthcare providers must be competent in informatics in order to make ethical decisions about informatics technologies and patients’ intimate healthcare data and information. To the extent that information technology is reshaping healthcare practices or promises to improve patient care, healthcare professionals must possess certain competencies which will assist with consistency and quality. Which two competencies did you achieve in this course? Explain
Professionals in health informatics must possess specific skills to utilize cutting-edge and patient-centered technologies; therefore, computer literacy and clinical information management are two key competencies to be well-versed in. I have learned much more regarding the usage and understanding of computer literacy and clinical information management. In addition, these competencies include designing, developing, mining, analyzing, and utilizing electronic health records and wireless remote monitoring systems. Health informatics has evolved and with the rise in electronic medical devices and software apps requiring medical professionals to exhibit new skill sets that were not previously taught (Sapci & Sapci, 2020). For example, clinical information should be available promptly to support patient care decisions based on the most current evidence-based practices. Using online portals, text messages, and emails facilitate communication between providers and patients. Besides allowing greater access to information, it can also facilitate self-monitoring and patient convenience. As a future provider, using informatics and technology will help influence critical decisions that will ultimately improve goals of care and patient outcomes.
References:
Forman, T. M., Armor, D. A., & Miller, A. S. (2019). A review of clinical informatics competencies in nursing to inform best practices in education and nurse faculty development. Nursing Education Perspectives, 41(1), E3-E7. https://doi.org/10.1097/01.nep.0000000000000588Links to an external site.
Kirkova-Bogdanova, A. (2017). Computer literacy of healthcare students from medical university – Plovdiv. CBU International Conference Proceedings, 5, 650-655. https://doi.org/10.12955/cbup.v5.1001Links to an external site.
Sapci, A. H., & Sapci, H. A. (2020). Teaching hands-on informatics skills to future health Informaticians: A competency framework proposal and analysis of health care informatics curricula. JMIR Medical Informatics, 8(1), e15748. https://doi.org/10.2196/15748Links to an external site.
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.
Also Check Out: NR 599 Week 2 Midweek Comprehension Questions
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
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
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