Analysis of DNP Discussion

Analysis of DNP Discussion

Order ID	53003233773
Type	Essay
Writer Level	Masters
Style	APA
Sources/References	4
Perfect Number of Pages to Order	5-10 Pages

Description/Paper Instructions

Analysis of DNP Discussion

Purpose

The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are 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. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.

Due Date

The initial posting to the graded collaborative discussions is due by Wednesday, 11:59 p.m. MT. Peer and faculty responses are due by Sunday, 11:59 p.m. MT. All posts for Week 8 are due by the close of class on Saturday, 11:59 p.m. MT. Please note that the late assignment policy does not apply to the collaborative discussions.

Discussion Criteria

1. Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
2. Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
3. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.

• A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
• The peer response must occur on a separate day from the initial posting.
• The peer response must occur before Sunday, 11:59 p.m. MT.
• The peer response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.

1. Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.

• A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
• The faculty response must occur on a separate day from the initial posting.
• Responses to the faculty member must occur by Sunday, 11:59 p.m. MT.
• This response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply.

III. Integration of Evidence:

The student post provides support from a minimum of at least three (3) sources which may include assigned readings, or weekly module content, or outside scholarly sources. The scholarly source when used is: 1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years, and 4) an in-text citation.

The student initial response to the graded discussion must include at least 1 source. Responses to peer and/or faculty, citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards then apply.

1. It is important that student utilizes support from the literature that is grounded in the literature providing sources relevant to the discussion posting. One source may come from the online weekly content.
2. Scholarly Sources

• Two (2) scholarly sources should be used in the discussion board assignments across the week.
• These include peer-reviewed publications.
• Textbooks are not considered scholarly sources. However, in some assignments, support from textbooks may be used on a limited basis when accompanied with additional scholarly sources if specified in the assignment guidelines or with instructor approval.
• Scholarly sources may be present in the weekly readings and students may choose to utilize these.
• Wikipedia, Wikis, .com website or blogs should not be used.
• Sources should be no more than five years old unless they are historical or seminal references or approved by your instructor.

3. Literature Sources:

• Grey literature is scholarly but not peer-reviewed. These resources can be used but do not meet requirements for peer-reviewed sources.
• Refer to the assignment guidelines to determine which grey literature sources (e.g., professional organization website, white papers) are appropriate to be used for discussions or assignments and would constitute receiving full credit for using this resource in the paper or discussion.
• Government reports are actually part of the grey literature – they are not peer reviewed and the government’s main purpose is not the publication of literature.
• Internet resources on dissertations, a form of grey literature, provide additional views on the scholarly level of this literature
• Papers written for Chamberlain College of Nursing should be the student’s original work and contain no more than one short quotation for every three pages or as designated in the assignment guidelines. Quotations should be avoided if possible.

(Chamberlain Guidelines for Writing Professional Papers, 2018)

1. Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
2. Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
3. Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to

a student peer, and one to a faculty question) on two different days during the week.

Discussion Criteria	Highest Level of Performance A	Very Good or High Level of Performance B	Acceptable Level of Performance C	Failing Level of Performance F
	10 points	9 points	8 points	0 points
Application of Course Knowledge: Answers the initial discussion question(s)/topic(s), demonstrating knowledge and understanding of the concepts for the week.	Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding.	Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding.	Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding.	Does not address the initial question(s).
	10 points	9 points	8 points	0 points
Engagement in Meaningful Dialogue With Peers and Faculty: The student responds to a student peer and course faculty to further dialogue.	Responds to a student peer AND course faculty furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.	Responds to a student peer AND course faculty furthering the dialogue by adding some depth to the discussion.	Responds to a student peer and/or course faculty, adding minimal depth to the discussion.	No response post to another student or course faculty.
	10 points	9 points	8 points	0 points
Integration of Evidence: Includes assigned readings, or weekly module content, or outside scholarly sources. Includes three sources to support concepts for the week. A scholarly source is defined on page 2 of these guidelines. These sources may be evident across the 3 postings.	Sources are credited.* At least 3 sources to support posts.	Sources are credited.* At least 2 sources to support posts.	Sources are credited.* At least 1 source to support posts.	No scholarly source provided to support posts.
	10 points	9 points	8 points	0 points
Professionalism in Communication	Presents information using clear and concise language in an organized manner (0–1 error patterns in English grammar, spelling, syntax, and punctuation).	Presents information using clear and concise language in an organized manner (2–3 error patterns in English grammar, spelling, syntax, and punctuation).	Presents information using understandable language; information is not organized 4-5 error patterns in English grammar, spelling, syntax, and punctuation).	Presents information that is not clear, logical, professional, or organized to the point that the reader has difficulty understanding the post 6 or more error patterns in English grammar, spelling, syntax, and/or punctuation).
	5 points	0 points
Participation Wednesday Response: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. MT.	Posts a substantive response to the initial discussion question(s) by Wednesday, 11:59 p.m. MT.	Does not post a substantive response to the initial discussion question(s) by Wednesday, 11:59 p.m. MT.
	5 points	0 points
Total Participation Responses: Participates in the discussion thread at least three times on at least 2 different days.	Posts in the discussion at least three times AND on two different days during the discussion week.	Posts fewer than three times OR does not participate on at least two different days during the discussion week.

 

Analysis of DNP Discussion

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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