NR-500: Foundational Concepts and Applications Course Assignments & Discussions Study Guide

COs 1 and 3

Master’s- Prepared Nurse Competencies

National League for Nursing. (2012). Outcomes and competencies for graduates of practical/vocational, diploma, baccalaureate, master’s practice doctorate, and research doctorate rograms in nursing. New York, NY : National League for Nursing. Read pages: 1–31, 39–40, 60–69.

Articles/Websites:

American Associations of Colleges of Nursing. (2011). The essentials of master’s education in nursing. Retrieved from http://www.aacn.nche.edu/education-resources/MastersEssentials11.pdf Link

Chamberlain College of Nursing. (2016). Chamberlain college of nursing masters of science in nursing conceptual framework. Retrieved from https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf Link

Cotterill-Walker, S. M. (2012). Where is the evidence that master’s level nursing education makes a difference to patient care? A literature review. Nurse Education Today, 32(1), 57–64. doi:10.1016/j.nedt.2011.02.001 Link to article

Institute of Medicine. (2010, October). The future of nursing. Leading change, advancing health. Washington, DC: Author. Link

National League for Nursing. (2016). Competencies for graduates of nursing programs. Retrieved from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nln-competencies-for-graduates-of-nursing-programs Link

The value of a master’s- prepared nurse (graded)

New Student Orientation (NSO)

Student Success Strategies (SSS) Module

COs 1 and 2

Caring in Nursing

Chamberlain College of Nursing. (2016). Mission, philosophy, program outcomes. Retrieved from https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf Link

Drahošová, L., & Jarošová, D. (2016). Concept caring in nursing. Central European Journal of Nursing & Midwifery, 7(2), 453–461. doi:10.15452/CEJNM.2016.07.0014

Manley, K., Hills, V., & Marriot, S. (2011). Person-centered care: Principle of nursing practice D. Nursing Standard, 25(31), 35–7.

McCormack, B., Borg, M., Cardiff, S., Dewing, J., Jacobs, G., Janes, N., . . . Wilson, V. (2015). Person-centeredness – the ‘state’ of the art. International Practice Development Journal, 5. Retrieved from http://www.fons.org/Resources/Documents/Journal/Vol5Suppl/IPDJ_05(suppl)_01.pdf Link

Papathanasiou, I., Sklavou, M., & Kourkouta, L. (2013). Holistic nursing care: Theories and perspectives. American Journal of Nursing Science, 2(1), 1–5. doi:10.11648/j.ajns.20130201.11

Caring Concepts in Nursing

Graded Assignment (10%)

Artistic Expression of Caring Concept

COs 1 and 2

Self-Knowledge

Kools, S., Chimwaza, A., & Macha, S. (2015). Cultural humility and working with marginalized populations in developing countries. Global Health Promotion, 22(1), 52–59. doi:10.1177/1757975914528728

Rasheed, S. P. (2015). Self-awareness as a therapeutic tool for nurse/client relationship. International Journal of Caring Sciences, 8(1), 211.

Stone, J., & Moskowitz, G. B. (2011). Non-conscious bias in medical decision making: what can be done to reduce it? Medical Education, 45(8), 768–776. doi:10.1111/j.1365-2923.2011.04026.x

Optional Viewing:

Bassett, M. (2015). Why your doctor should care about social justice [TED Talks]. Retrieved from https://www.ted.com/talks/mary_bassett_why_your_doctor_should_care_about_social_justice Link

Modern family clip: “I’m from Denver”. Retrieved from https://vimeo.com/7324122 Link

Roberts, D. (2015). The problem with race-based medicine [TED Talks]. Retrieved from https://www.ted.com/talks/dorothy_roberts_the_problem_with_race_based_medicine Link

Knowing Self

Graded Assignment

(7.5%)

Addressing Bias

COs 1 and 3

Leadership: Establishing Relationships – Influencing Change

Kumar, S., Adhish, V., & Chauhan, A. (2014). Managing self for leadership. Indian Journal of Community Medicine, 39(3), 138– 142. doi: 10.4103/0970-0218.137148

Scully, N. J. (2015). Leadership in nursing: The importance of recognizing inherent values and attributes to secure a positive future for the profession. Collegian, 22. http://dx.doi.org/10.1016/j.colegn.2014.09.004

Weaver, B., Lindsay, B., & Gitelman, B. (2012). Communication technology and social media: Opportunities and implications for healthcare systems. Online Journal of Issues in Nursing, 17(3), 3.

Optional Viewing

Cuddy, A. (2012). Your body language shapes who you are (TED Talks). Retrieved from https://www.youtube.com/watch?v=Ks-_Mh1QhMc Link

Discussion Topic

Leadership: Establishing Relationships and Influencing Change

COs 1, 3, and 4

Scholarship and Evidence-Based Practice: A Process for Change

John Hopkins Medicine. (n.d.). John Hopkins Nursing Evidence-Based Practice Model. Retrieved from http://www.hopkinsmedicine.org/evidence-based-practice/jhn_ebp.html Link

Limoges, J., Acorn, S., & Osborne, M. (2015). The scholarship of application: Recognizing and promoting nurses’ contribution to knowledge development. The Journal of Continuing Education in Nursing, 46(2), 77– 82. doi:10.3928/00220124-20151217-02 Link

Melnyk, B. M., Fineout-Overholt, E., Gallagher-Ford, L., & Stillwell, S. B. (2011). Sustaining evidence-based practice through organizational policies and an innovative model. American Journal of Nursing, 111(9), 57–60. Link

Stevens, K. R. (2013). The impact of evidence-based practice in nursing and the next big ideas. Online Journal of Issues in Nursing, 18(2), 1. doi:10.3912/OJIN.Vol18No02Man04 Link

Discussion Topic

Evidence-Based Practice

Graded Assignment (15%)

Area of Interest PowerPoint Presentation

CO 3

Systems: Structure and Function

University of Victoria. (2012). Complexity Science in Brief. Retrieved from http://www.uvic.ca/research/groups/cphfri/assets/docs/Complexity_Science_in_Brief.pdf

Systems: Structure and Function

Graded Assignment (10%)

Complete Second Life Scavenger Hunt

COs 1, 2, and 3

Healthful Work Environments

Centers for Disease Control and Prevention (2013). Workplace violence prevention for nurses. Retrieved from http://wwwn.cdc.gov/wpvhc/Course.aspx/Slide/Unit1_5

Lachman, V. D. (2015). Ethical issues in the disruptive behaviors of incivility, bullying, and horizontal/lateral violence. Urologic Nursing, 35(1), 39–42.

McNamara, S. A. (2012). Incivility in nursing: Unsafe nurse, unsafe patients. AORN Journal, 95(4), 535–540. doi:10.1016/j.aorn.2012.01.020

Morris, K. (2012). Lateral violence in the workplace: Fact or fiction? Ohio Nurses Review, 87(1), 6–7.

Stanton, C. (2015). Action needed to stop lateral violence in the perioperative setting. AORN Journal, 101(5), 7–9. doi:10.1016/S0001-2092(15)00320-8

Enhancement Resources:

American Nurses Association (2016). Incivility, bullying, and workplace violence. Retrieved from http://www.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Nurse/bullyingworkplaceviolence

American Nurses Association (2016). Downloadable graphics: Preventing bullying and civility best practices. Retrieved from http://www.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Nurse/bullyingworkplaceviolence/Preventing-Bullying-and-Civility-Best-Practices.html

America Nurses Association (2016). Healthy nurse, healthy nation. Retrieved from http://nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Nurse

Centers for Disease Control and Prevention (2013). Workplace violence prevention for nurses. Retrieved from http://wwwn.cdc.gov/wpvhc/Course.aspx/Slide/Unit1_5

Healthful Environments

Graded Assignment (20%)

Cultivating Healthful Environments

CO s 1–4

Synthesis of Course Concepts

Synthesis of Course Concepts

(Weeks 1–7: 50 points each week; Week 8: 25 points)

(Due Week 2)

(Due Week 3)

(Due Week 5)

(Due Week 6)

(Due Week 7)

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

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

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

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

per discussion thread

per discussion thread

Demonstrates achievement of scholarly inquiry for professional and academic topics.

• 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.

• 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.

• 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.

• 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

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

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

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.

• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

• Initial post must be a minimum of 300 words.
• The peer and instructor responses must be a minimum of 150 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

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.

• 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.

• 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.

• 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.

• 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

Requirements

• Initial, peer, and faculty postings were made on 3 separate days

• Initial, peer, and faculty postings were made on 3 separate days

• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Grading Rubric Guidelines Week 8 ONLY

100%

88%

81%

68%

56%

55% or less

Demonstrates achievement of scholarly inquiry for professional and academic topics.

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

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

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

For Week 8 only:

Initial post should be a minimum of 200 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 100 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

• Initial post must be a minimum of 200 words.
• The peer or instructor responses must be a minimum of 100 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

• Initial post must be a minimum of 200 words.
• The peer or instructor responses must be a minimum of 100 words each.
• Responses are substantive

• Initial post must be a minimum of 200 words.
• The peer or instructor responses must be a minimum of 100 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

• Initial post must be a minimum of 200 words.
• The peer or instructor responses must be a minimum of 100 words each.
• Responses are substantive
• Responses are related to the topic of discussion.

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.  

• 0-4 errors in APA format

AND

• Responses have 0-4 grammatical, spelling or punctuation errors

AND

• Writing style is generally clear, focused on topic, and facilitates communication.

• 5-9 errors in APA format.

AND/OR

• Responses have 5-9 grammatical, spelling or punctuation errors

AND/OR

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

The following was present:

• 10- 13 errors in APA format

AND/OR

• Responses have 10-13 grammatical, spelling and punctuation errors.

AND/OR

• Writing style is not focused on topic, making discussion difficult to understand

The following was present:

• 14 to greater errors in APA format.

AND/OR

• Responses have more than 14 grammatical, spelling or punctuation errors.

AND/OR

• Writing style does not facilitate communication

Demonstrated the following:

• Initial, and peer or faculty postings were made on 2 separate days

• Initial, and peer or faculty postings were made on 2 separate days

Demonstrated all of the following:

• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT

Demonstrates one or less of the following.

• The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
• A minimum of one peer or one instructor response is to be posted within the course no later than Wednesday, 11:59 pm MT.