Review the Grading Practice Threaded Discussion Sample Student Posts (Jane, John, Sarah, and Rita) according to the Grading Practice Threaded Discussion Rubric and record the grade and feedback on the Grading Practice Threaded Discussion Feedback Table Template. 

Chamberlain

College of Nursing

–

Practice T

hreaded Discussion Grading

Virtual Activity

Practice Threaded Discussion Grading

–

Sample

Posts

Print out thi

s

sheet of sample student posts to use to complete the T

hreaded Discussion Grading

Assignment.

Please assume that all

student posts were submitted by Wednesday

1

1:59 pm MT and all peer posts were submitted on a separate day before Sunday 11:59

pm MT.

TD

Topic #1:

Does your leadership style incorporate any of the theories mentioned in the lesson? If so, describe your sty

le and the

theory that is incorporated into it. If not, select a theory that you would like to incorporate and describe how you would ad

apt.

Student #

1

–

Jane

TD Posts

Day 1 Post:

In any environment there has to be someone who takes on the position

of a leader. This leader can be autocratic in

that they tell their subordinates what to do, democratic in which the leader includes subordinates in decision making,

or laissez

–

faire in which the leader allows their subordinates independence in achieving t

he goals

(Theofanidis &

Dikatpan

idou, 20

1

6). The type of leadership style determines the effectiveness of achieving goals set for the

company. In nursing, leadership has to focus on the framework of the company in achieving goals, in the staff that it

empl

oys, and in the patients they care for. In my opinion, it is a difficult task but one that can be accomplished.

Two types of leadership styles that I feel are effective are democratic and laissez

–

faire. According to Theofanidis and

Dikatpan

idou (201

6) a de

mocratic leader shapes their decision making by allowing subordinates to voice their

opinions and ideas in achieving goals. This type of leadership style promotes team building and shows employees that

their ideas and opinions matter. I have worked for ind

ividuals who exhibited the democratic leadership style and my

experience was very positive. I felt a part of the organization and the direction the organization was going. I also felt

comfortable in voicing my opinions and concerns to promote positive chan

ge. Another type of leadership style that I

also feel is effective is laissez

–

faire. Laissez

–

faire leaders do not use power, but give subordinates independence in

their operations (Theofanidis and Dikatpanidou, p. 2). In my career I had one opportunity to

work under an individual

who exhibited the laissez

–

faire leadership style. The independence that she gave us allowed us to be more productive

in our work.

 

We didn’t feel controlled. We felt a part of something and knew that she wanted to foster our succes

s along with the company. As a result of this leadership style I went above and beyond so that the company would be successful.
The theory that I feel encompasses both democratic and laissez-faire leadership style is quantum leadership theory. According to Porter-O’Grady and Malloch (2017) quantum leadership theory integrates all members of the organization and that the work that is done is not based on one leader but from the effects of all individuals within the organization seeking to achieve the goals. This theory along with democratic and laissez-faire leadership styles promotes change, growth, team building, and positive performance from subordinates.
References:
Porter-O’Grady, T. & Malloch, K. (2017). Quantum Leadership (2nd.  ed.). Sudbury, Massachusetts: Jones & Bartlett.
Theofanidis, D. & Dikatpanidou, S. (2016). Leadership in nursing. Retrieved from http://www.nursing.gr.

Day 2 Post

I enjoyed reading your post Sally. After some research on the different leadership styles, I would have to say that the theory that I identify with the most is the Chaos Theory. My job as an ED nurse may seem chaotic at times however, there is an underlying direction. Therefore, it is not what it may seem. “We are heading roughly West” as stated by Anderson (2018), best describes the Chaos Theory. I believe that you and I have similar insights on leadership styles and theory, Rebecca.
Since I function in chaos and am always trying to keep my vision forward and avoid or deal with road blocks, this theory best describes my style of leadership. My only leadership is that of ED charge nurse, so I don’t have any big decision to make regarding the department, just decisions of the day or moment. As with the chaos theory we all share a set of goals for our patients and this theory helps reach those goals by whatever changing needs there may be.
According to the chaos theory, the leader’s goal should be to gather and share information from different sources to give a reason for a particular policy or event (Anderson, 2018). Medicine and the World is in a constant state of flux therefore, it is my opinion that a leader should be able to deal well with change.
Chaos can reveal complex patterns and at the same time defy prediction (Burns, 2020). This sounds like a paradox but, the universe and people are so complex that nothing is consistent and change is inevitable. Therefore, it is my understanding that the chaos theory is about unpredictability with a determined pattern. In the ED events, policies and life is in constant change so, for me, this theory works the best.
References:
Anderson, S. (2018). chaos: a leaders friend or foe. Policy, Politics & Nursing Practice. 4(4). Sage Publications Database.
Burns, J. (2020). chaos theory and leadership studies: exploring uncharted waters, Journal of Leadership and Organizational Studies, vol 9. Sage Publications database.

Day 3 Post

Dr. Smith, As I read through multiple documents web sites in regard to Chaos I found that Chaos is found in some way, shape or form in many different types of systems whether it is generated chaos from the after effect of weather patterns or due to ecosystems, or chaos within an organizations. Although, we may believe that due to being named or designated ‘chaos’ that it is unpredictable and therefore something to be avoided. When in reality “the behavior may appear random at first but it is truly not without order or finite boundaries” (Advameg Inc., 2016). Chaos, conflict and complexity are use together in many of the readings that I came across. Porter-O’Grady & Malloch (2015), indicate within our reading that “conflict is central to all human interaction”. 
As we have come to realize nursing is in constant flux or chaos with the ever changing demands of technology as attempt to accommodate the changes within nursing practice as well as nursing leadership needs. It is understood that chaos brings change, dislodging systems “from a stable state going through a period of oscillation, swinging back and forth between order and chaos. (Advameg Inc., 2016).  Organizations have certain expectations that are ‘patterned’ or ‘focused structures or design’.
This is true within nursing as with any organization. Whereas the military has a strict rank structure which is to be followed and adhered to without question. Nursing in the civilian world has its own structure which although is organized to be followed within the system or organization for which one works has some leniency in structure.  These known patterns within an organization lead to certain types of acceptable behaviors within an organization. When one throws in “chaos or change it depends on the degree of acceptance, autonomy and the leaderships behaviors toward the change as to how well the changes will be integrated or met within the organization itself”(Advameg Inc., 2016).
So I think that there are times when chaos within leadership can develop potential positive outcomes for an organization willing to meet the challenges.
Respectfully,
Penny C.
Reference
Advameg Inc. (2016). Encyclopedia of Management: Reference for Business. Chaos Theory. Retrieved from http://www.referenceforbusiness.com/management/Bun-Comp/Chaos-Theory.html
Porter-O’Grady, T., & Malloch, K. (2015). Qusntum Leadership: Building Better Partnerships For Sustainable Helath. (4th). (J. &. Learning, Ed.) Burlington, MA. Retrieved from VitalSource Bookshelf

Student #2 – John

TD Posts

Day 1 Post Leadership is the ability to influence followers, to inspire confidence and to generate support among followers for the leader’s direction and visions  (Mcewen & Wills, p. 354).  On some rare weekends I am the charge nurse and I tend to focus on a democratic style of leadership where I value the opinions and expertise of the staff.  However, 90% of the time, I believe I am a laiisez faire leader where staff is mostly self directed, do what needs to be done correctly and efficiently without supervision or direction ( Kurzen, p.197).  Depending on who I am working with that particular weekend I go beteen the two styles of leadership.  I have not bought my text as yet so I will have to say that Kolcaba’s theory of comfort is what I chose for my theory.  Kolcaba defined comfort within nursing practice as the satisfaction of the basic human needs for relief, ease or transcendence arising from health care situations that are stressful..  A clients’ need arise form a stimulus situation and can cause negative tension (Mcewen & Wills).  By providing comfort to patients and their family members, this will create a positive atmosphere, which leads to less complaints to management and enhance comfort.

Jane, I think we are on the same page about this issue.
Kurzen, C. R. (2016). Contemporary Nursing p. 354.  4th edition.  Lippincott. Philadelphia: New York
Mcewen, M. & Wills, E. (2017) Theoretical basis for nursing. 2nd edition.  Lippincott, Williams & Wilkins.  Philadelphia: Pennsylvania

Day 2 Post

The transformation leadership theory describes my leadership style. In this theory the leaders or management and the staff work together to create common goals by empowering everyone. “With this type of leadership both leaders and followers act on one another to raise their motivation and performance to higher levels” (Carroll, p.9, 2016). This type of leadership helps leaders and followers alike by allowing innovation and the changes that may need to occur within the organization. As a manager and leader over a department I have to look at what is good as a whole for the department. I have to encourage and motivate staff to do the best job that they are capable of doing. I walk their walk, and feel it is my responsibility to work as they work and do as they do. I need to know every aspect of each employee’s job and responsibilities to be a good manager to them. The department members including myself as their leader must be motivated to continually strive to do their best as a team in the day to day operations and the workings of the department to maintain the overall vision that is needed to be accomplished. I have to set the standards that are expected of all members first and make sure that everyone is on board to be the best that they can be to accomplish the tasks at hand to complete the end goal effectively. As the leader I encourage others to help make decisions to make the department the best that it can be. I like to recognize my staff when they do a great job. I want them to achieve self satisfaction which I believe in turn makes the department run more smoothly because they feel that they are putting their best foot forward and doing the best job that they can do and they are proud of their accomplishments. “The transformational theory offers positive implications for nursing administration and professional nursing practice” (McDaniel, 1992). I often send a personal thank you note to the staff’s member’s home to tell them how important they are to the department and how much I appreciate them and their loyalty and dedication to the job that they do each and every day and how important they are. I think that by empowering everyone great things can be accomplished!
References
Carroll, P. (2016). Nursing leadership and management: A practical guide. New   York: Thomson Delmar Learning

McDaniel, T. (1992). Transformational Leadership in Nursing Service. JONA, 22(2).

Student #3 – Sarah

TD Posts

Day 1 Post

I try my best to hear what everyone is communicating and try not to bring my own preconceived ideas to the table.  I would suggest to the nurse if they have an idea that they are presenting to do a literature search on this information.   I always remind myself that there are always new ways to care for patients that are better for them. We focus on new ways of practicing but we also look at the research and the evidence to support it.  Now whether or not is so new that we need to create our own research and evidence would be another story.  
Jerry, I agree with you about how to present ideas in a participative way. I also suggest presenting their new ideas to the unit practice council with what information and evidence they have collected and then moving on to the system wide practice council if necessary.  The staff nurses that I work with now have created new ways to provide excellence care for their patients and are now sharing their new practice with the rest of the country. It is absolutely amazing what people can do when empowered to think and share!

Day 2 Post

I agree with your post and wish that everyone would adapt to it.  For one, it would make the task of patient care so much easier and rewarding.  Sometimes I feel that some of our coworkers believe that they are doing us a favor when the bottom line is we are all there for the patients.  It doesn’t matter if we like each other, the job still needs to get done.  With this type of leadership style everyone would greatly benefit.

Day 3 Post

Thank you for your response.  I have heard that saying before.  Although I have not tried the come with a solution phrase exactly.  When people come to me with issues, I ask them what they want me to do about it, so I do kind of ask that question.  I will say I didn’t think of like you are stating. Depending on the “issue”, I have been known to make them go back out and deal with the “issue” themselves.  We talk about what the best approach is and what different scenarios there might be, so they are prepared.  But, I think learning to deal with issues yourself only makes you stronger, plus I was taught along time ago to always be training my replacement.  So I am always trying to encourage my staff to better themselves in any and every way possible.

Student #4 – Rita

Student did not post.

Thread Grading Assignment

– Sample

Student Posts 4/

20/2020

1

Chamberlain College of Nursing

–

Practice Threaded Discussion Grading Virtual Activity

Thread Grading Assignment
–

Sample
Student Posts 4/
20/2020

1

Practice Threaded Discussion Grading
–

Sample Posts

Print out this sheet of sample student posts to use to complete the T
hreaded Discussion Grading
Assignment.
Please assume that all

student posts were submitted by Wednesday 11:59 pm MT and all peer posts were submitted on a separate day before Sunday 11:59

pm MT.

TD Topic #1:
Does your leadership style incorporate any of the theories mentioned in the lesson? If so, describe your sty
le and the
theory that is incorporated into it. If not, select a theory that you would like to incorporate and describe how you would ad
apt.

Student #1
–

Jane

TD

Posts

Day 1 Post:

In any environment there has to be someone who takes on the position

of a leader. This leader can be autocratic in
that they tell their subordinates what to do, democratic in which the leader includes subordinates in decision making,
or laissez
–
faire in which the leader allows their subordinates independence in achieving t
he goals
(Theofanidis &
Dikatpanidou, 20
1
6). The type of leadership style determines the effectiveness of achieving goals set for the
company. In nursing, leadership has to focus on the framework of the company in achieving goals, in the staff that it
empl
oys, and in the patients they care for. In my opinion, it is a difficult task but one that can be accomplished.

Two types of leadership styles that I feel are effective are democratic and laissez
–
faire. According to Theofanidis and
Dikatpan
idou (201
6) a de
mocratic leader shapes their decision making by allowing subordinates to voice their
opinions and ideas in achieving goals. This type of leadership style promotes team building and shows employees that
their ideas and opinions matter. I have worked for ind
ividuals who exhibited the democratic leadership style and my
experience was very positive. I felt a part of the organization and the direction the organization was going. I also felt
comfortable in voicing my opinions and concerns to promote positive chan
ge. Another type of leadership style that I
also feel is effective is laissez
–
faire. Laissez
–
faire leaders do not use power, but give subordinates independence in
their operations (Theofanidis and Dikatpanidou, p. 2). In my career I had one opportunity to
work under an individual
who exhibited the laissez
–
faire leadership style. The independence that she gave us allowed us to be more productive
in our work.

We didn’t feel controlled. We felt a part of something and knew that she wanted to foster our succes
s

Chamberlain College of Nursing – Practice Threaded Discussion Grading Virtual Activity

Thread Grading Assignment – Sample Student Posts 4/20/2020

1

Practice Threaded Discussion Grading – Sample Posts

Print out this sheet of sample student posts to use to complete the Threaded Discussion Grading Assignment. Please assume that all

student posts were submitted by Wednesday 11:59 pm MT and all peer posts were submitted on a separate day before Sunday 11:59

pm MT.

TD Topic #1: Does your leadership style incorporate any of the theories mentioned in the lesson? If so, describe your style and the

theory that is incorporated into it. If not, select a theory that you would like to incorporate and describe how you would adapt.

Student #1 – Jane

TD Posts

Day 1 Post:

In any environment there has to be someone who takes on the position of a leader. This leader can be autocratic in

that they tell their subordinates what to do, democratic in which the leader includes subordinates in decision making,

or laissez-faire in which the leader allows their subordinates independence in achieving the goals (Theofanidis &

Dikatpanidou, 2016). The type of leadership style determines the effectiveness of achieving goals set for the

company. In nursing, leadership has to focus on the framework of the company in achieving goals, in the staff that it

employs, and in the patients they care for. In my opinion, it is a difficult task but one that can be accomplished.

Two types of leadership styles that I feel are effective are democratic and laissez-faire. According to Theofanidis and

Dikatpanidou (2016) a democratic leader shapes their decision making by allowing subordinates to voice their

opinions and ideas in achieving goals. This type of leadership style promotes team building and shows employees that

their ideas and opinions matter. I have worked for individuals who exhibited the democratic leadership style and my

experience was very positive. I felt a part of the organization and the direction the organization was going. I also felt

comfortable in voicing my opinions and concerns to promote positive change. Another type of leadership style that I

also feel is effective is laissez-faire. Laissez-faire leaders do not use power, but give subordinates independence in

their operations (Theofanidis and Dikatpanidou, p. 2). In my career I had one opportunity to work under an individual

who exhibited the laissez-faire leadership style. The independence that she gave us allowed us to be more productive

in our work. We didn’t feel controlled. We felt a part of something and knew that she wanted to foster our success

Threaded Discussion Rubric for Practice Grading Virtual Education Practicum Activity

Threaded Discussion:

Assignment Guidelines with Scoring Rubric:

Purpose:

The purpose of required threaded discussions is an interactive dialogue among instructors and students to assist the student in organizing, integrating, applying and critically appraising one’s knowledge regarding the nursing profession and selected area of practice. Scholarly information obtained from current sources as well as professional communication is required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Interactive dialogue among instructors and peers foster the development of a learning community as ideas, perspectives, and knowledge is shared.

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.

Total Points Possible: 50 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 the word count.

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-post 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 (instructor-post response). 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.

Posting Requirements:

1. The initial posting must be provided before Wednesday, 11:59 pm MT.

2. 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.

3. Initial posting must be a minimum of 300 words; peer responses and instructor responses a minimum 150 words.

4. The peer responses and instructor-post responses must be provided before Sunday, 11:59 pm MT.

5. All postings are substantive and relate to the graded threaded discussion topic.

6. Only one small quote (15 words or less) within the entire initial posting is accepted.

7. Postings must occur on 3 separate days.

Criteria for Content

· Scholarliness: In this category, the student will conduct a search of the current bibliographic 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. Information is applied to a real-life professional situation to provide an example of using the information.

· 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-post response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor-post 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-post 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.

Criteria for Format and Special Instructions

1. Instructor reserves the right to submit any threaded discussion posting to Turnitin in order to verify the originality.

1. 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.

1. 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.

1. 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.

Category

Points

%

Description

Scholarliness

16

32

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Application of Course Knowledge

16

32

Demonstrate the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings and relate them to real-life professional situations.

Interactive Dialogue

10

20

Initial post should be a minimum of 300 words
The peer and instructor-post responses should be a minimum of 150 words each.
Responses are substantive and relate to the graded threaded discussion topic.

Grammar, Syntax, and APA

8

16

Students are expected to demonstrate proper grammar, syntax, and APA style of writing. Correct APA format is expected within the text of the assignment as well as the reference page(s).

Participation Requirements

5 points deducted if not demonstrated

Postings were made on 3 separate days.

Participation Deadline

5 points deducted if not demonstrated

The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
The peer and instructor-post responses are to be posted within the course no later than Sunday, 11:59 pm MT

TOTAL

50 points

100

Threaded Discussion Rubric for Practice Grading Virtual Education Practicum Activity

1

Grading Rubric Guidelines

Performance Category

100% or highest level of performance

100%

Very good or high level of performance

88%

Acceptable level of performance

81%

Inadequate demonstration of expectations

68%

Deficient level of performance

56%

Failing level

of performance

55% or less

16 Points

14 Points

13 Points

11 Points

9 Points

0 Points

Scholarliness
Demonstrates 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 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.

16 Points

14 Points

13 Points

11 Points

9 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 elements
· Applies 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 Dialogue

Initial 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-post responses must be a minimum of 150 words each.
· Responses are
substantive.
· Responses 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-post responses must be a minimum of 150 words each.
· Responses are substantive.
· Responses 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-post responses must be a minimum of 150 words each.
· Responses are
substantive.
· Responses 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-post responses must be a minimum of 150 words each.
· Responses are
substantive.
· Responses are related to the topic of discussion.

8 Points

7 Points

6 Points

5 Points

4 Points

0 Points

Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
· Error 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 format
AND

· Responses have
0-3 grammatical,
spelling or
punctuation
errors.
AND
· Writing style is generally clear, focused on topic,
and facilitates communication.

The following was present:
· 4-6 errors in APA format.
AND/OR
· Responses have
4-5 grammatical,
spelling or
punctuation
errors.
AND/OR

· Writing style is somewhat
focused on topic.

The following was present:
· 7-9 errors in APA format.
AND/OR

· Responses have
6-7 grammatical, spelling or
punctuation
errors.
AND/OR

· Writing style is
slightly focused
on topic making discussion difficult to understand.

The following was
present:
· 10- 12 errors in APA format
AND/OR

· Responses have 8-9 grammatical, spelling and punctuation
errors.
AND/OR
· Writing style is not focused on topic, making discussion difficult to understand.

The following was
present:
· 13 – 15 errors in
APA format
AND/OR
· Responses have
8-10 grammatical,
spelling or
punctuation
errors.
AND/OR
· Writing style is not focused on topic, making discussion difficult to understand.
AND/OR
· The 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/OR
· Responses have more than 10 grammatical, spelling or punctuation errors.
AND/OR
· Writing style does not facilitate communication

0 Points Lost

5 Points Lost

Participation Requirements

Demonstrated the following:
· Postings were made on 3 separate days

Failed to demonstrate the following:
· 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 –post 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-post responses are to be posted within the course no later than Sunday, 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.

*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 lessons 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. A current source is defined to be 5 years or less. Instructor permission must be obtained if using a source that is older than 5 years.

4/20/20

9

Threaded Discussion Rubric
for Practice Grading Virtual Education Practicum
Activity

1

Threaded Discussion:

Assignmen
t
Guidelines with Scoring Rubric:

Purpose:

The purpose of required threaded discussions is

an interactive dialogue among instructors and students

to
assist the student in organizing, integrating, applying and critically appraising one’s knowledge regarding the
nursing professio
n and selected area of practice.
Scholarly information obtained from current sources as
well as professional communication

is required. Application of information to professional experiences
promotes the analysis and use of principles, knowledge
,

and information learned and related to real
–
life
professional situations.
I
n
teractive dialogue among instructors

and peers foster

the development of a
learning community as ideas, perspectives
,

and knowledge is shared.

Due Date:
First initial posting to

the

required threaded dis
cussion topic is due by
Wednesday, 11:59 pm MT
.
Peer and instructor responses are due by Sunday 11:59

pm MT.

Total Points Possible:
50 points

R
EQUIREMENTS
:

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 b
y 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 scho
larly source must be an outside

source.
The student may use the required
course textbook (s), assigned readings and lesson

information in the initial pos
t; 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
the
word count.

2.

Peer responses:

As part of
the threaded discussion r
equirements, the student must

provide a
substantive response to a peer.

Substantive responses pose new ideas, ask questions, and
/or

generally ad
d 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
–
post

response (see below). This peer
response

must occur before Sunday
,

11:5
9

pm MT.

This response does not require a scholarly
reference unless information is paraphrased
and/or direct quote
s are used
;
then
,

APA guidelines

apply
.

Peer responses must be
a minimum of
150 words. References do not apply to
ward

word
count.

3.

Instructor

response:

The student must respond to a
n

instructor’s

follow
–
up questions

(instructor
–
post response)
.

The
i
nstructor’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

to
ward

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.

Threaded Discussion Rubric for Practice Grading Virtual Education Practicum Activity

1

Threaded Discussion:
Assignment Guidelines with Scoring Rubric:
Purpose:
The purpose of required threaded discussions is an interactive dialogue among instructors and students to
assist the student in organizing, integrating, applying and critically appraising one’s knowledge regarding the
nursing profession and selected area of practice. Scholarly information obtained from current sources as
well as professional communication is required. Application of information to professional experiences
promotes the analysis and use of principles, knowledge, and information learned and related to real-life
professional situations. Interactive dialogue among instructors and peers foster the development of a
learning community as ideas, perspectives, and knowledge is shared.

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.

Total Points Possible: 50 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 the
word count.
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-post 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 (instructor-
post response). 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.

NR501: Theoretical Basis for Advanced Nursing Practice

Threaded Discussion Feedback Table

Assignment Criteria

Points

Points Earned

Feedback

Scholarliness

16

Application of Course Knowledge

16

Interactive Dialogue

10

Grammar, Syntax, APA

8

Participation Requirements
5 points deducted if postings did not occur on 3 separate days

Due Date Requirements
5 points deducted if initial posting did not occur before Wednesday, 11:59 pm MT
OR
5 points deducted if a minimum of one peer and one instructor responses did not occur before Sunday, 11:59 pm MT

TOTAL

50

 

Core Courses Threaded Discussion Faculty Feedback Table Revised 09/19/2016 JAR

1

Core Courses Threaded Discussion Faculty Feedback Table

Revised 09/19/2016 JAR

1

T
HREADED
D
ISCUSSION
F
EEDBACK
T
ABLE

Assignment Criteria

Points

Points
Earned

Feedback

Scholarliness

16

Application of Course
Knowledge

16

Interactive Dialogue

10

Grammar, Syntax, APA

8

Participation
Requirements

5 points deducted if
postings did not occur on 3
separate days

Due Date
Requirements

5 points deducted if initial
posting did not occur before
W
ednesday, 11:59 pm MT

OR

5 points deducted if
a
minimum of one peer and
one instructor responses

did
not occur before Sunday,
11:59 pm MT

TOTAL

50

Core Courses Threaded Discussion Faculty Feedback Table Revised 09/19/2016 JAR
1

THREADED DISCUSSION FEEDBACK TABLE

Assignment Criteria Points Points
Earned
Feedback
Scholarliness 16
Application of Course
Knowledge
16
Interactive Dialogue 10
Grammar, Syntax, APA 8
Participation
Requirements
5 points deducted if
postings did not occur on 3
separate days

Due Date
Requirements
5 points deducted if initial
posting did not occur before
Wednesday, 11:59 pm MT
OR
5 points deducted if a
minimum of one peer and
one instructor responses did
not occur before Sunday,
11:59 pm MT

TOTAL
50