NR640 MSN Course Home Syllabus (NOV16)

Overview

Course Number:	NR640
Course Title:	Informatics Nurse Specialist Practicum I
Course Credits:	3 credits
Prerequisite:	NR541, NR542, NR543

Course Description

This course emphasizes the application of the concepts, principles, and practices of formal informatics project management. The role of the informatics nurse is implemented, applied, and analyzed in a related organizational setting, in collaboration with a mentor.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

Textbooks and Resources

Required Textbooks

The following books are required for this course:

Access E-Book

Sipes, C. (2016). Project management for the advanced practice nurse. Retrieved from https://online.vitalsource.com

The following book is required across all courses:

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

The following book is recommended across all courses:

American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.

Physical Books and Supplies

To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.

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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.

Synthesize knowledge and concepts from nursing-informatics and project management to develop project plans. (PO 1)

Demonstrate effective leadership skills that promote successful planning and management. (PO 2)

Integrate verbal, written, and technological communication in writing effective project plans. (PO 3)

Exemplify professional values and scholarship to support professional and personal development. (PO 5)

Plan for management of human and physical resources in a fiscally responsible manner to support effective decision making. (PO 11)

Contribute to the body of nursing informatics knowledge through participation in systematic utilization of evidence-based knowledge. (PO 7)

Course Schedule

Week, COs, and Topics	Readings	Assignments
Week 1 CO 1 Introduction to Project Management	Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, PublishersSection I: Project Management for Advance Practice Nurse Chapter 1: Basic Project Management for Advanced Pract Nurse and Health Care Professionals Chapter 2: Advance Practice Nurse Role Descriptions and Application of Project Management Concepts Chapter 3: Design/Initiation : Project Management - Phase 1 pp. 1-54 Section II: Phases of Project Management *Suggested Readings:* American Nurses Association (2015). Nursing informatics: Scope and standards of practice* (2nd ed.). Silver Spring, MD: Author.* pp. 1-21; Project Coordination; p. 25 McGonigle, D., Hunter, K., Sipes, C., Hebda, T. (2014). Why nurses need to understand nursing informatics. AORN Journal, 100(3), 324-327. Link to article Institute of Medicine (US). Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing. (2011). The future of nursing: Leading change, advancing health. National Academies Press. Link to article Riva, J., Malik, K., Burnie, S., Endicott, A., Busse, J. (2012). What is your research question? An introduction to the PICOT format for clinicians. The Journal of the Canadian Chiropractic Association, 56(3), 167-171. Link to article	Mandatory Conference call with Mentor/Instructor Practicum Logs Learning Agreement Learning Agreement Tips Graded Discussion
Week 2 CO 4 Initiate: Informatics Nurse Specialist’s Role in Project Management	Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers Chapter 2: Job Roles and Essential Skills pp. 22-33 *Suggested Reading:* American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author. pp. 18-41; p. 46 Informatics competencies for all Registered Nurses Synnott, L. (2014). Setting the Record Straight: Why You Need to Learn Project Management. Physician Executive, 40(2), 102-103. Link to article	Practicum Log (graded) Revise Learning Agreement Graded discussions
Week 3 CO 3 Plan: Communication for Effective Project Management	Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers Section II: Phases of Project Management Chapter 3: Design/Initiation: Project Management - Phase I pp. 37-54 Suggested Reading: American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author. pp. 109-203	Updated Learning Agreement Practicum Logs (graded) Graded discussions
Week 4 CO 5 Resource Management for Effective Decision Making	Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers Section II: Section II: Phases of Project Management Chapter 4: Planning Processes, Tools, Skills Needed for the Project pp. 58 - 69	Project Plan Phase I (graded) Update Learning Agreement Practicum Log (graded) Graded discussions
Week 5 CO 2 Effective Leadership to Promote Successful Planning and Management	Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers Section II: Phases of Project Management Chapter 4: Planning Processes, Tools, Skills Needed for the Project pp. 64-67. Suggested Reading: American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author. Standard 3:Outcomes identification Standard 4: Planning undefined71-72	Project Plan Phase 2 (graded) Practicum Log (graded) Graded discussion
Week 6 COs 1, 3, 4 Control Risk: Evaluating and Dealing With the Stumbling Blocks of Project Management	Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers Section II: Phases of Project Management Chapter 4: Planning Processes, Tools, Skills Needed for the Project pp. 57-92.	Project Plan Phase 3 (graded) Update Learning Agreement Practicum Logs (graded) Graded discussion
Week 7 CO 6 Close: Effective Consulting Skills to Facilitate Decision Making	Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers Section II: Phases of Project Management Chapter 4: Planning Processes, Tools, Skills Needed for the Project Kick-off planning pp. 57-92 *Suggested Reading:* American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author pp. 24-43. Standard 5C: Consultation; p. 77	Project Plan Phase 4 (graded) Practicum Logs (graded) Update/Submit Learning Agreement (required, but not graded) Graded discussion
Week 8 CO 4 Informatics Nurse Specialist in Practice: Course Synthesis	Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers Section II: Section II: Phases of Project Management Chapter 4: Planning Processes, Tools, Skills Needed for the Project Kick-off planning pp. 87-92	Kickoff PowerPoint Presentation (graded) Graded discussion

Week, COs, and Topics

Readings

Assignments

Week 1

CO 1

Introduction to Project Management

Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, PublishersSection I: Project Management for Advance Practice Nurse

Chapter 1: Basic Project Management for Advanced Pract Nurse and Health Care Professionals
Chapter 2: Advance Practice Nurse Role Descriptions and Application of Project Management Concepts
Chapter 3: Design/Initiation : Project Management - Phase 1
pp. 1-54

Section II: Phases of Project Management

Suggested Readings:

American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.

pp. 1-21; Project Coordination; p. 25

McGonigle, D., Hunter, K., Sipes, C., Hebda, T. (2014). Why nurses need to understand nursing informatics. AORN Journal, 100(3), 324-327. Link to article

Institute of Medicine (US). Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing. (2011). The future of nursing: Leading change, advancing health. National Academies Press. Link to article

Riva, J., Malik, K., Burnie, S., Endicott, A., Busse, J. (2012). What is your research question? An introduction to the PICOT format for clinicians. The Journal of the Canadian Chiropractic Association, 56(3), 167-171. Link to article

Mandatory Conference call with Mentor/Instructor

Practicum Logs

Learning Agreement

Learning Agreement Tips

Graded Discussion

Week 2

CO 4

Initiate: Informatics Nurse Specialist’s Role in Project Management

Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers

Chapter 2: Job Roles and Essential Skills
pp. 22-33

Suggested Reading:

American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.

pp. 18-41; p. 46 Informatics competencies for all Registered Nurses

Synnott, L. (2014). Setting the Record Straight: Why You Need to Learn Project Management. Physician Executive, 40(2), 102-103. Link to article

Practicum Log (graded)

Revise Learning Agreement

Graded discussions

Week 3

CO 3

Plan: Communication for Effective Project Management

Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers

Section II: Phases of Project Management
Chapter 3: Design/Initiation: Project Management - Phase I
pp. 37-54

Suggested Reading:

American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.

pp. 109-203

Updated Learning Agreement

Practicum Logs (graded)

Graded discussions

Week 4

CO 5

Resource Management for Effective Decision Making

Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers

Section II: Section II: Phases of Project Management
Chapter 4: Planning Processes, Tools, Skills Needed for the Project
pp. 58 - 69

Project Plan Phase I (graded)

Update Learning Agreement

Practicum Log (graded)

Graded discussions

Week 5

CO 2

Effective Leadership to Promote Successful Planning and Management

Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers

Section II: Phases of Project Management
Chapter 4: Planning Processes, Tools, Skills Needed for the Project
pp. 64-67.

Suggested Reading:

American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.

Standard 3:Outcomes identification
Standard 4: Planning
undefined71-72

Project Plan Phase 2 (graded)

Practicum Log (graded)

Graded discussion

Week 6

COs 1, 3, 4

Control Risk: Evaluating and Dealing With the Stumbling Blocks of Project Management

Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers

Section II: Phases of Project Management
Chapter 4: Planning Processes, Tools, Skills Needed for the Project

pp. 57-92.

Project Plan Phase 3 (graded)

Update Learning Agreement

Practicum Logs (graded)

Graded discussion

Week 7

CO 6

Close: Effective Consulting Skills to Facilitate Decision Making

Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers

Section II: Phases of Project Management
Chapter 4: Planning Processes, Tools, Skills Needed for the Project
Kick-off planning
pp. 57-92

Suggested Reading:

American Nurses Association (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author

pp. 24-43.
Standard 5C: Consultation; p. 77

Project Plan Phase 4 (graded)

Practicum Logs (graded)

Update/Submit Learning Agreement (required, but not graded)

Graded discussion

Week 8

CO 4

Informatics Nurse Specialist in Practice: Course Synthesis

Sipes, C. (2016) Project Management for the Advance Practice Nurse, Springer, Publishers

Section II: Section II: Phases of Project Management
Chapter 4: Planning Processes, Tools, Skills Needed for the Project
Kick-off planning
pp. 87-92

Kickoff PowerPoint Presentation (graded)

Graded discussion

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
Discussion (25 points, Weeks 1–8)	200	20%
Practicum Log(20 points, Weeks 1–7)	140	14%
Practicum Project Initiation and Learning Agreement Part 1: Meeting with Professor and Mentor (due Week 1)	50	5%
Practicum Project Initiation and Learning Agreement Part 2: Submission for Authorization (due Week 2)	50	5%
Practicum Project Initiation Part 3: Completed Project Charter (due Week 3)	100	10%
Project Plan Phase 1 (due Week 4)	100	10%
Project Plan Phase 2 (due Week 5)	100	10%
Project Plan Phase 3 (due Week 6)	100	10%
Project Plan Phase 4 (due Week 7)	100	10%
Kickoff PowerPoint (due Week 8)	60	6%
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.	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
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	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
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)	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
	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	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
	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

The Threaded Discussion Grading Grid and Rubric document can be found in Course Resources.

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.

Program Outcomes:

Through this assignment, the student will demonstrate the ability to:

Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery. (PO # 2)

Use contemporary communication modalities effectively in advanced nursing roles. (PO #3)

Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement. (PO #5)

Apply principles of informatics to manage data and information in order to support effective decision making. (PO #11)

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. All posts for week 8 are due by the close of class on Wednesday 11:59 pm MT. Please note that the late assignment policy does not apply to the threaded discussions.

Total Points Possible: Varies with course, please see specific course syllabus. These guidelines are for a required threaded discussion worth 25 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. 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 outsideundefinedThe 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.

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 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. 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.

4. For week 8 only: Students are expected to post a peer response and an instructor post The peer and instructor response must be on a different day than the initial post and all posts must occur before Wednesday, 11:50 pm MT due to the shorter week.

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 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.

8. For week 8 only: the required postings are amended due to the shorter week. The peer and instructor response must be on a different day than the initial post. All posts must be made by Wednesday, 11:59 pm MT.

Criteria for Content

Scholarliness: In this category, the student will conduct a search of the current 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. This information is then applied to a real-life professional situation as an example.
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 response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor 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 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.
For week 8 only: the required postings are amended due to the shorter week. The initial post must be on a separate day than the peer response and instructor response. The student must post on two separate days. All posts must be made by Wednesday, 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.

2. 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.

3. 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.

4. 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.

Grading Rubric

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
Total Points Possible= 25	8 Points	7 Points	6 Points	5 Points	4 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
	8 Points	7 Points	6 Points	5 Points	4 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.
	5 Points	4 Points			2 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 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 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 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 responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	4 Points		3 Points	2 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: 0-4 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.		The following was present: 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
	0 Points Lost					5 Points Lost
Participation Requirements	Initial, peer, and faculty postings were made on 3 separate days For week 8 only: Initial posts and peer/instructor response posts are on two separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days For week 8 only: Initial posts and peer/instructor response posts are on two separate day.
	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 responses are to be posted within the course no later than Sunday, 11:59 pm MT. For week 8 only: all posts are required by 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 and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. For week 8 only: all posts are required by Wednesday, 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. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 pm MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 pm 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.