Table of Contents
NR-534: Healthcare Systems Management Course Assignments & Discussions Study Guide
NR-534: Healthcare Systems Management Course Description
Contact Hours: Lecture – 48, Lab – 0, Clinical – 0
Semester Hours: Theory 3
The purpose of this course is to discuss utilizing a systems-theory approach in providing patient-centered and value-added care. Functioning within a system, the individual healthcare practitioner learns to utilize critical thinking and decision making to coordinate and deliver quality and cost-effective patient care. The content serves to develop an understanding of different modes of organizing nursing care within the unit environment, managing care within a multidisciplinary-team framework and promoting effective team work that enhances patient outcomes, improves staff vitality and reduces costs. Emphasis is placed on concepts related to systems theory, problem solving and decision making, nursing-care delivery models, delegation and team strategies.
Prerequisites Effective January 2024:
NR-581 or NR-581NP, NR-582 or NR-582NP, NR-583 or NR-583NP, NR-584 or NR-584NP, NR-585 or NR-585NP, NR-586 or NR-586NP, NR-531, NR-532, NR-533
Prerequisites: NR-500, NR-501, NR-504, NR-505, NR-506 or NR-544, NR-512, NR-531, NR-532, NR-533
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NR-534: Healthcare Systems Management Course Syllabus
NR534 Week 1: Creating a Philosophy of Leadership
NR534 Week 2: Advanced Communication in Systems Leadership
NR534 Week 2: Leadership Styles and Personality Types: Impact on Communication
NR534 Week 3: Open and Closed Systems: Impact of Decision Making Within
NR534 Week 4: Organizational Structure: Power and Lines of Authority
NR534 Week 5: Organizational Culture and Climate: Assessment and Analysis
NR534 Week 5: Organizational Culture and Climate on Group Process and Team Building
NR534 Week 6: Planned Change: Leadership of Reduction in Workforce
NR534 Week 6: Evidence-based Decision-making and Models for Planned Change
NR534 Week 7: Attributes of a Transformational Healthcare System
NR534 Week 8: Touchpoint Reflection
You can also read another study guide on nursing assignments for students from another post on NR-536: Advanced Health Assessment Pathophysiology and Pharmacology for Advanced Nursing Practice Course Assignments & Discussions.
Syllabus Overview
| Course Number: | NR534 |
| Course Title: | Healthcare Systems Management |
| Course Credits: | 3 credits |
| Prerequisite: | NR531, NR532, NR534 |
Course Description
The purpose of this course is to discuss utilizing a systems-theory approach in providing patient-centered and value-added care. Functioning within a system, the individual healthcare practitioner learns to utilize critical thinking and decision making to coordinate and deliver quality and cost-effective patient care. The content serves to develop an understanding of different modes of organizing nursing care within the unit environment, managing care within a multidisciplinary-team framework, and promoting effective team work that enhances patient outcomes, improves staff vitality, and reduces costs. Emphasis is placed on concepts related to systems theory, problem solving and decision making, nursing-care delivery models, delegation, and team strategies.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application. (8th ed.).Philadelphia, PA: Lippincott, Williams & Wilkins.
Roussel (2013). Management and Leadership for Nurse Administrators. (6th ed.).Jones & Bartlett.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
eBook Details
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Textbooks and Resources
Required Textbooks
The following books are required for this course:
Author, A. A., & Author, B. B. (year of publication). Title of textbook in italics (X ed.). City, ST: Publisher.
Information regarding supplementary material, software, etc.
The following book is required across all FNP courses:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
The following book is recommended across all FNP courses:
Goroll, A. H., & Mulley, A. G. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). China: Wolters Kluwer.
Physical Books and Supplies
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
eBook Details
First Time Using VitalSource?
Step 1: View the VitalSource Video
Step 2: Register with VitalSource Bookshelf Online
- Click the cover or title of your eBook. A new window will open.
- Enter email address and password. Bookshelf Online will open.
Step 3: Access the Desktop and Mobile Versions
You must complete Step 2 prior to using the desktop or mobile versions.
Already Registered? 3 Ways to Access Your eBooks
Online
Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.
Desktop
Download your eBooks and use them whether you’re connected to the Internet or not.
Mobile
Download the app and get your eBooks on your iPhone, iPad, or Android device.
Program Outcomes
Program Outcomes of Chamberlain nursing programs can be found in the Program Descriptions section of your College Catalog. You can access your College Catalog at http://www.chamberlain.edu/msncatalog.
The MSN program outcomes are aligned with the American Association of Colleges of Nursing publication, The Essentials of Master’s Education in Nursing (2011). Upon completion of the MSN degree program, the graduate will be able to:
- Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines.
- Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.
- Use contemporary communication modalities effectively in advanced nursing roles.
- Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs.
- Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.
- Apply legal, ethical and human-caring principles to situations in advanced nursing practice.
- Design patient-centered care models and delivery systems using the best available scientific evidence.
- Manage human, fiscal and physical resources to achieve and support individual and organizational goals.
- Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.
- Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.
- Apply principles of informatics to manage data and information in order to support effective decision making.
Course Outcomes
Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.
Upon completion of this course, the student will be able to do the following.
- Investigate how a systems-approach is utilized in providing patient-centered and value-added care. (PO 4, 6, 7)
- Differentiate between decision-making, problem solving, and critical thinking, and describe how these approaches are utilized by the registered nurse in coordinating patient care. (PO 2, 6)
- Identify different modes of organizing nursing care and describe the importance of implementing a nursing delivery model that meets the goals of the patient, unit, and organization. (PO 2, 7)
- Identify the importance of delegation and describe ways in which the registered nurse can utilize delegation skills to optimize team functioning and patient care. (PO 3, 6)
- Describe the concept of multidisciplinary-team collaboration, exchange of information, and coordination of patient care. (PO 3, 7)
- Describe a patient-centered model that uses clinical pathways, nursing care plans, and multidisciplinary action plans to assist in planning quality-driven and cost-effective care. (PO 8, 9)
- Identify various team strategies for problem solving that enhance patient-centeredness and value-added care. (PO 8, 9)
Course Schedule
| Week, COs, and Topics | Readings | Assignments |
| Week 1
COs 1, 5, 7 Foundations of Healthcare Systems Management |
Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Collins, J. C., & Porras, J. I. (1996). Building your company’s vision. Harvard Business Review, 74(5), 65–77. (Seminal article related to importance of vision) Curtin, L. (2013). Quantum leadership: Upside down. American Nurse Today, 8(3). Johnson, J. K., Miller, S. H., & Horowitz, S. D. (n.d.). Systems-based practice: Improving the safety and quality of patient care by recognizing and improving the systems in which we work. Neubauer, B. (2012, Jan. 29). Systems theory in context of modern healthcare organizations. |
Graded Discussions |
| Week 2
COs 1, 5, 7 Leading Within the Organizational Structure |
Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application. (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Battilana, J. & Gasciaro, T. (2013, Jul-Aug). The network secrets of great change agents. Harvard Business Review. Jayanthi, A. (2013). Using an input-throughput-output model to minimize cost, increase value. Becker’s Control & Clinical Quality. Johnson, V., Wessel, T., & Johnson, K. (2013). Building collaboration between CNOs and direct-care nurses. American Nurse Today, 8(1). Krueger, D. L. (2013). Informal leaders and cultural change. American Nurse Today, 8(8). Lee, T. (2010). Turning doctors into leaders . Harvard Business Review. |
Systems Theory Paper
Graded Discussions |
| Week 3
COs 3, 4, 7 Planning Projects and Change in Organization |
Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Ajmal, S., Farooq, M. Z., Sajid, N., & Awan, S. (2013). Role of leadership in change management process. Abasyn Journal of Social Sciences, 5(2), 111–124. Small, A., Gist, D., Souza, D., Dalton, J., Magny-Normilus, C., & David, D. (2016). Using Kotter’s Change Model for Implementing Bedside Handoff. Journal Of Nursing Care Quality, 31(4), 304. link to article Who moved my cheese? The movie. (2013). |
Graded Discussions |
| Week 4
COs 3, 4, 7 Group Process and Power in Nursing |
Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Hogg, M. A., Van Knippenberg, D., & Rast, D. E. (2012). Intergroup leadership in organizations: Leading across group and organizational boundaries. Academy of Management Review, 37(2), 232–255. Johnson, S. L. (2011). An ecological model of workplace bullying: A guide to intervention and research. Nursing Forum, 46(2), 55–63. Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13(2), 102–106. McMurry, T. B. (2011). The image of male nurses and nursing leadership mobility. Nursing Forum, 46(1), 22–28. Mind Tools. (2012). Forming, storming, norming and performing: Helping new teams perform effectively, quickly. 7 secrets to success of Steve Jobs. (2011). |
Planned Change Paper
Graded Discussions |
| Week 5
COs 2, 6 High-stakes Communication Behavior |
Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Anderson, L. (2013). Why communication in the nursing profession is important. Nursing Together.com. Chaney, P. (2013). 4-step process essential to effective communication. Bizzuka. Julian Treasure: 5 ways to listen better. (2011). TEDGlobal. Pujari, S. (2014). 9 important measures to overcome the barriers of communication. YourArticleLibrary.com. Sherry Turkle: Connected, but alone? (2012). TED. Williams, M. (2011). 7 ways to overcome barriers to communication. Mtd-Management Training Specialists. Williams, M. (2011). 7 ways to overcome barriers to communication. Mtd-Management Training Specialists. Wright, R. (2012). Effective communication skills for the ‘caring’ nurse. The Great Teachers Tertiary Place. |
Graded Discussions |
| Week 6
CO 4 Leading and Managing/ Leadership Styles |
Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Azaare, J., & Gross, J. (2011). The nature of leadership style in nursing management. British Journal of Nursing, 20(11), 672–676, 678–680. Economy, P. (2013). 7 traits of highly effective leaders. INC. Center for Creative Leadership (CCL). (2011). Addressing the leadership gap in healthcare. Leadership styles impact staff retention, morale. (2011). Clinical Trials Administrator, 9(8), 89–90. Lunenburg, F. C. (2011). Leadership versus management: A key distinction—at least in theory. International Journal of Management, Business, and Administration, 14(1), 1–4. Prive, T. (2012). 10 qualities that make a great leader. Forbes. racy, B. (2013). 7 essential qualities of all great leaders. |
Graded Discussions |
| Week 7
COs 2, 5, 6, 7 Leadership Guiding Principles and Conflict Resolution |
Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
CPP. (n.d.). TKI—Sample Report. Iglesias, M. E. L., & de Bengoa-Vallejo, R. B. (2012). Conflict resolution styles in the nursing profession. Contemporary Nurse, 43(1), 73–80. Mannix, J., Wilkes, L., & Daly, J. (2013). Attributes of clinical leadership in contemporary nursing: An integrative review. Contemporary Nurse: A Journal For The Australian Nursing Profession, 45(1), 10-21. doi:10.5172/conu.2013.45.1.10 Rodney, P. (2013). Seeing ourselves as moral agents in relation to our organizational and sociopolitical contexts. Journal of Bioethical Inquiry, 10(3), 313–315. doi: 10.1007/s11673-013-9461-8 Schneider, A. K., & Brown, J. G. (2013). Negotiation barometry: A dynamic measure of conflict management style. Ohio State Journal of Dispute Resolution, 28(3), 557–582. Varcoe, C., Pauly, B., Storch, J., Newton, L., & Makaroff, K. (2012). Nurses’ perceptions of and responses to morally distressing situations. Nursing Ethics, 19(4), 488–500. doi: 10.1177/0969733011436025 |
Graded Discussions |
| Week 8
COs 1, 6, 7 Quality Control and Cost-Effective Care |
Marquis, B. L. & Huston, C. J. (2014). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.
Dearmon, V., Roussel, L., Buckner, E. B., Mulekar, M., Pomrenke, B., Salas, S., Mosley, A., Brown, S., & Brown, A. (2013). Transforming care at the bedside (TCAB): Enhancing direct care and value-added care. Journal of Nursing Management, 21(4), 668–78. Nursing, nurses and accountable care organizations. (2011). Minnesota Nursing Accent, 83(7), 3, 17. Porter, M. E. (2010). What is value in health care? The New England Journal of Medicine, 363, 2477–2481. doi: 10.1056/NEJMp1011024 (seminal article on healthcare value) Upenieks, V. V., Akhavan, J., & Kotlerman, J. (2008). Value-added care: A paradigm shift in patient care delivery. Nursing Economics, 26(5), 294–301. |
Graded Discussions |
Quizzes, tests, and exams are scheduled throughout this course – see the Assignments pages in the weeks they are given for the time and date they will be available.
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Evaluation Methods
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 |
| Discussions (50 points, Weeks 1–7; 25 points, Week 8) | 375 | 37.5% |
| Systems Theory Paper (due Week 2) | 200 | 20% |
| Planned Change Paper (due Week 4) | 200 | 20% |
| Concept Analysis Paper (due Week 6) | 225 | 22.5% |
| Total | 1,000 | 100% |
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
| Letter Grade | Points | Percentage |
| A | 940–1,000 | 94% to 100% |
| A- | 920–939 | 92% to 93% |
| B+ | 890–919 | 89% to 91% |
| B | 860–889 | 86% to 88% |
| B- | 840–859 | 84% to 85% |
| C+ | 810–839 | 81% to 83% |
| C | 760–809 | 76% to 80% |
| F | 759 and below | 75% and below |
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
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| Performance Category | 10 | 9 | 8 | 4 | 0 |
| Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations |
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| Performance Category | 5 | 4 | 3 | 2 | 0 |
| Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread) |
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Summarizes what was learned from the lesson, readings, and other student posts for the week. |
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| Minus 1 Point | Minus 2 Point | Minus 3 Point | Minus 4 Point | Minus 5 Point | |
| Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition |
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| 0 points lost | -5 points lost | ||||
| Total Participation Requirements
per discussion thread |
The student answers the threaded discussion question or topic on one day and posts a second response on another day. | The student does not meet the minimum requirement of two postings on two different days | |||
| Early Participation Requirement
per discussion thread |
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. | The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Participation for MSN
There is Threaded Discussion Rubric document located in Course Resources.
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. Posting twice on two different days meets the minimum requirement however for full credit, the student must post at least three substantive posts on three different 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.
| Point Values | Exeptional
(100%) Outstanding or highest level of performance |
Exceeds
(88%) Very good or high level |
Meets
(80%) Competent or satisfactory level of performance |
Needs Improvement
(38%) Poor or failing level of performance |
Developing
(0) Unsatisfactory level of performance |
| Performance | 10 | 9 | 8 | 4 | 0 |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
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| Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
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| Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)
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| Minus 1 Point | Minus 2 Points | Minus 3 Points | Minus 4 Points | Minus 5 Points | |
| Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition |
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| 0 Points Lost | -5 Points Lost | ||||
| Total Participation Requirements
per discussion thread |
The student answers the threaded discussion question or topic on one day and posts a second response on another day. | The student does not meet the minimum requirement of two postings on two different days | |||
| Early Participation Requirement
per discussion thread |
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. | The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |
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.
*Scholarly source: Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and threaded discussions. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Your textbook and lesson are not considered to be an outside scholarly source. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer reviewed nursing journal. You are encouraged to use the Chamberlain library and search one of the available data bases for a peer reviewed journal article. The following sources should not be used: Wikipedia, Wikis, or blogs. These web sites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality. For example American Heart Association is a .com site with scholarship and quality. It is the responsibility of the student to determine the scholarship and quality of any .com site. Ask your instructor before using any site that you are unsure of. If the instructor determines that the site does not demonstrate scholarship or quality, points will be deducted for not using scholarly sources. Current outside scholarly sources are required for the initial posting. This is defined to be 5 years or less. Instructor permission must be obtained if using a source that is older than 5 years.
Webliography Disclaimer
The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.
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