Health & Medical Question

Question#1

Elaborate a paper about the Theory of Pain. See the Rubric for further information.

Pain: A Balance Between Analgesia and Side Effects:

· Historical Background

· Definition of Theory Concepts

· Description of the Theory of Pain: A Balanced Between Analgesia and Side Effects

· Application of the Theory

· Use of the Theory in Practice

Scholarly Assignment: Description of the Theory of Pain

Ø Analysis of the underpinning for the theory of pain.

Ø Applications of the Theory of Pain

Ø Suggestion for additional research

Ø Use of the Pain Theories in Practice

Ø Conclusion

Ø APA format

Question#2

You are a case manager for a family with a young child diagnosed with cerebral palsy. Explain how the Theory of Chronic Sorrow can be used as a framework for planning care and identifying resources for this family.

Question#3

The use of spirituality in nursing practice is not new. However, it is more studied and utilized in a more structured format in nursing. Identify and discuss tools used to evaluate spirituality.

Please include 400 words in your initial post with two scholarly articles by Wednesday midnight and 200 words in two answers to your peers by Saturday midnight.

Question#4

Analyze the potential effectiveness resulting from professional or nurse-provided social support versus enhancement of social support provided by personal relationship and social networks for parents of children with chronic mental illness.

Please include 400 words in your initial post with two scholarly articles by Wednesday midnight and 200 words in two answers to your peers by Saturday midnight.

****From question 2 to 4 you need to answer 2 classmates in each assignment .All Assignments in APA format .I attached all the rubric per each question to follow the instructions.

School of Nursing FNP
MSN5270 Advanced Theoretical
Perspectives for Nursing
PURPOSE
This assignment aims to explore the underpinning for the theory of pain. In addition, students will
show the application of the theory of pain.
COURSE STUDENT LEARNING OUTCOMES
Critically analyze the philosophical underpinnings of nursing theories.
Examine the influence that nursing models and theories have upon research and practice.
Construct a nursing theory that represent current professional nursing practice
End of Program Student Learning Outcomes
Integrate nursing and related sciences into the delivery of care to clients across diverse healthcare
settings
DUE DATE: Submit to the Moodle by Saturday of the end Week 3 at 11:59 p.m. ET.
POINTS: This assignment is worth a total of 100 points.
REQUIREMENTS
à To complete this application, you will need to access the Miami Regional University virtual library
database: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth. Our Librarian is
available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm.
Remember we now also have a Ask a Librarian option 7 days a week available in Moodle.
à This assignment is worth 100 points and will be graded on the required components as summarized
in the directions and grading criteria/rubric. This assignment will be graded on quality of information,
MSN5270-week #3. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof.
Leanne Trigora. 05/22
1
School of Nursing FNP
MSN5270 Advanced Theoretical
Perspectives for Nursing
use of citations, use of Standard English grammar, sentence structure, and overall organization based
on the required components as summarized in the directions and grading criteria and rubric.
à APA format and effective writing is required for the paper.
à Create your manuscript using the version of Microsoft Word. You can tell that the document is saved
as a MS Word document because it will end in “.docx”.
à Follow the directions and grading criteria closely. Any questions about this paper may be posted
under the Q & A Forum.
à The length of the project report is to be no fewer than four and no greater than six pages, excluding
the title page and reference pages.
à This paper will be submitted through Turnitin, a Turnitin similarity score of 20% or less is expected.
à A minimum of 6 current scholarly references that are 5 years old or less.
à The textbook required for this course may be used as a reference for this assignment but does not
count towards the required minimum number of scholarly references.
DIRECTIONS AND GRADING CRITERIA
Category
Points
%
Description
Introduction
10
10
Discuss the historical background of theories of pain mechanism.
Analysis of the
underpinning for the
theory of pain.
25
25
Discuss the analysis of the underpinning for the theory of
pain. Theoretical or background work that has been done in
the field that will support formation /creation of theory
Applications of
Theory of Pain
the
25
25
Explain how the theory is used in practice.
Suggestion
additional research
for
25
25
Discuss the need for additional research
Conclusion
10
10
All resources correctly referenced
APA Format & Clarity of
writing
5
5
APA format corrects with no more than 1-2 minor errors: Use of
a minimum of six current scholarly references.
100 pts
100
%
A quality paper will meet or exceed all of the above requirements.
Total:
MSN5270-week #3. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof.
Leanne Trigora. 05/22
2
MSN5270 Advanced Theoretical Perspectives for Nursing
GRADING RUBRIC
Assignment Criteria
Exceed in Meeting the
Criteria
Introduction
Excellent introduction
that includes discussion
the historical
background of theories
of pain mechanism.
(10 points)
Analysis of the
underpinning for
the theory of pain.
(25 points)
Meet Criteria
Good introduction that
includes discussion the
historical background of
theories of pain
mechanism.
Partially Meet Criteria
Does Not Meet Criteria
Basic introduction that
includes discussion the
historical background of
theories of pain
mechanism.
Little or very general
introduction of the
assignment and purpose.
Introduction not well
developed.
10 points
7 points
4 points
0 points
Student provides an
excellent discussion on
the analysis of the
underpinning for the
theory of pain which is
the theoretical or
background work that
has been done in the
field that will support
formation /creation of
theory.
Student provides a good
discussion the analysis of
the underpinning for the
theory of pain which is the
theoretical or background
work that has been done in
the field that will support
formation /creation of
theory.
Basic discussion on the
analysis of the underpinning
for the theory of pain which
is the theoretical or
background work that has
been done in the field that
will support formation
/creation of theory.
Little or very general
discussion on the analysis of
the underpinning for the
theory of pain which is the
theoretical or background
work that has been done in
the field that will support
formation /creation of
theory.
17 points
11 points
< 10 points MSN5270-week #3. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 3 MSN5270 Advanced Theoretical Perspectives for Nursing 25 points Applications of the Theory of Pain 25 points Excellent description of how the theory is used in practice. Used approximately 4 examples. Good description of how the theory is used in practice. Used approximately 3 examples. Basic description of how the theory is used in practice. Used approximately 2 examples. 20 points 15 points Little to No description of how the theory is used in practice. Used approximately 1 or no examples. 25 points 10 or less points Suggestion additional research 25 points Conclusion (10 points) for Excellent description for suggestion for additional research. Good description for suggestion for additional research. Basic description for suggestion for additional research. 25 points 20 points 17 points Provide an excellent summary of the main point of the content of the paper. Provide a good summary of the main point of the content of the paper. Provide a basic summary of the content of the paper. 4 points 7 points MSN5270-week #3. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 Little to no description for suggestion for additional research. 10 points or less Provide little summary of the main point of the content of the paper. 0 points 4 MSN5270 Advanced Theoretical Perspectives for Nursing 10 points APA format & Use of a minimum of six current scholarly references. Clarity of writing APA format is correct with no more than 1–2 minor errors Use of a minimum of six current scholarly references. Three to five errors in APA format and/or 1–2 citations missing. Use of a minimum of three to five current scholarly references. Five to six errors in APA format and/or 3–4 citations missing. Use of a minimum of three to five current scholarly references. APA formatting contains multiple errors and/or several citations missing Use none to two scholarly references; or use of outdated scholarly references. 2 points (5 points) 5 points 4 points 3 points MSN5270-week #3. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 5 School of Nursing FNP MSN5270 Advanced Theoretical Perspectives for Nursing PURPOSE The purpose of this assignment is to explain how the Theory of Chronic Sorrow can be used as a framework for planning care and identifying resources in the following case: You are a case manager for a family with a young child diagnosed with cerebral palsy. Explain how the Theory of Chronic Sorrow can be used as a framework for planning care and identifying resources for this family. COURSE STUDENT LEARNING OUTCOMES Critically analyze the philosophical underpinnings of nursing theories. Critique nursing’s conceptual models, grand theories, and mid-range theories. Examine the influence that nursing models and theories have upon research and practice. Apply nursing theory or theories to nursing research End of Program Student Learning Outcomes I-Integrate nursing and related sciences into the delivery of care to clients across diverse healthcare settings II-Create effective interdisciplinary organizational and systems leadership in the care of clients in diverse healthcare settings. IV-Apply practice guidelines to improve practice and health outcomes VIII-Evaluate the effectiveness of clinical prevention interventions that affect individual and population-based health outcomes, perform risk assessments, and design plans or programs of care DUE DATE: Submit to the Moodle by Saturday of the end Week 6 at 11:59 p.m. ET. POINTS: This assignment is worth a total of 100 points. MSN5270-week #6. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 1 School of Nursing FNP MSN5270 Advanced Theoretical Perspectives for Nursing REQUIREMENTS Ã To complete this application, you will need to access the Miami Regional University virtual library database: CINAHL Complete Database, MEDLINE Complete Database, LIRN, and so forth. Our Librarian is available to help on campus from Monday to Friday 7:30 am to 9:00 pm & Saturday 8:00 am to 3:00 pm. Remember we now also have a Ask a Librarian option 7 days a week available in Moodle. Ã This assignment is worth 100 points and will be graded on the required components as summarized in the directions and grading criteria/rubric. This assignment will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria and rubric. Ã APA format and effective writing is required for the paper. Ã Create your manuscript using the version of Microsoft Word. You can tell that the document is saved as a MS Word document because it will end in “.docx”. Ã Follow the directions and grading criteria closely. Any questions about this paper may be posted under the Q & A Forum. Ã The length of the project report is to be no fewer than four and no greater than six pages, excluding the title page and reference pages. Ã This paper will be submitted through Turnitin, a Turnitin similarity score of 20% or less is expected. Ã A minimum of 6 current scholarly references that are 5 years old or less. Ã The textbook required for this course may be used as a reference for this assignment but does not count towards the required minimum number of scholarly references. MSN5270-week #6. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 2 School of Nursing FNP MSN5270 Advanced Theoretical Perspectives for Nursing DIRECTIONS AND GRADING CRITERIA Category Points % Description Introduction 10 10 Discuss the background of theories of chronic sorrow and cerebral palsy Analysis of the underpinning for the theory of chronic sorrow 25 25 Discuss the analysis of the underpinning for the theory of Chronic Sorrow. Theoretical or background work that has been done in the field that will support formation /creation of theory Applications of 25 25 Explain how the theory can be used in a case in which you are a case manager for a family with a young child diagnosed with cerebral palsy. Explain how the Theory of Chronic Sorrow can be used as a framework for planning care and identifying resources for this family. Theory Chronic Implication to Practice 25 25 Discuss the implication to the nursing practice Conclusion 10 10 Summary of your paper APA Format & Clarity of writing 5 5 APA format corrects with no more than 1-2 minor errors: Use of a minimum of six current scholarly references. 100 pts 100 % A quality paper will meet or exceed all of the above requirements. of the Sorrow. Total: MSN5270-week #6. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 3 MSN5270 Advanced Theoretical Perspectives for Nursing GRADING RUBRIC Assignment Criteria Exceed in Meeting the Criteria Meet Criteria Partially Meet Criteria Does Not Meet Criteria Introduction Excellent introduction that includes discussion on the background of theories of chronic sorrow and cerebral palsy Good introduction that includes discussion on the background of theories of chronic sorrow and cerebral palsy Basic introduction that includes discussion on the background of theories of chronic sorrow and cerebral palsy Little or very general introduction of the assignment and purpose. Introduction not well developed. (10 points) 0 points 10 points Analysis of the underpinning for the theory of chronic sorrow. (25 points) Student provides an excellent discussion on the analysis of the underpinning for the theory of chronic sorrow which is the theoretical or background work that has been done in the field that will support formation /creation of theory 7 points 4 points Student provides a good discussion the analysis of the underpinning for the theory of chronic sorrow which is the theoretical or background work that has been done in the field that will support formation /creation of theory Basic discussion on the analysis of the underpinning for the theory of chronic sorrow which is the theoretical or background work that has been done in the field that will support formation /creation of theory Little or very general discussion on the analysis of the underpinning for the theory of chronic sorrow which is the theoretical or background work that has been done in the field that will support formation /creation of theory 11 points < 10 points 17 points MSN5270-week #6. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 4 MSN5270 Advanced Theoretical Perspectives for Nursing 25 points Applications of the Theory of Chronic Sorrow. 25 points Excellent job explaining how the theory can be used in a case in which you are a case manager for a family with a young child diagnosed with cerebral palsy. Explain how the Theory of Chronic Sorrow can be used as a framework for planning care and identifying resources for this family. Good job explaining how the theory can be used in a case in which you are a case manager for a family with a young child diagnosed with cerebral palsy. Explain how the Theory of Chronic Sorrow can be used as a framework for planning care and identifying resources for this family. 25 points 20 points Basic description of explaining how the theory can be used in a case in which you are a case manager for a family with a young child diagnosed with cerebral palsy. Explain how the Theory of Chronic Sorrow can be used as a framework for planning care and identifying resources for this family. Little to No description of how the theory is used in practice. 10 or less points 15 points Implication Practice 25 points to Excellent discussion of how the theory of chronic sorrow impact nursing practice. This could be positive or negative impact. Good description of how the theory of chronic sorrow impact nursing practice. This could be positive or negative impact. Basic description of how the theory of chronic sorrow impact nursing practice. This could be positive or negative impact. 20 points 17 points Little to no description of the implication to practice 10 points or less 25 points MSN5270-week #6. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 5 MSN5270 Advanced Theoretical Perspectives for Nursing Conclusion (10 points) Provide an excellent summary of the main point of the content of the paper Provide a good summary of the main point of the content of the paper. Provide a basic summary of the content of the paper. 4 points Provide little summary of the main point of the content of the paper. 0 points Five to six errors in APA format and/or 3–4 citations missing. APA formatting contains multiple errors and/or several citations missing 7 points 10 points APA format & Use of a minimum of six current scholarly references. Clarity of writing APA format is correct with no more than 1–2 minor errors Use of a minimum of six current scholarly references. Three to five errors in APA format and/or 1–2 citations missing. Use of a minimum of three to five current scholarly references. Use of a minimum of three to five current scholarly references. Use none to two scholarly references; or use of outdated scholarly references. 2 points (5 points) 5 points 4 points 3 points MSN5270-week #6. Dr. Dionne, Dr. Perez, Dr. Gonzalez, Dr. Crespo, Dr. Trabanco, Prof. Leanne Trigora. 05/22 6 MSN-FNP Discussion Rubric Criteria Initial Post relevance to the topic of discussion, applicability, and insight. (20%) Does Not Meet (0%) Approaches (60%) Meets 80% Exceeds (100%) 0 12 16 20 The student does not provide coverage of discussion topic (s); the student does not address the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts or no example provided from the material explored during the weekly reading or from other relevant examples from the clinical practice. The student does not show applied The student provides partial coverage of discussion topic (s), does not provide clarity on the key concepts; the student does not address all of the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts or no example provided from the material explored during the weekly reading or from other relevant examples from the The student provides complete coverage of discussion topic (s), provide clarity on the key concepts, demonstrated in the information presented; the student addresses all of the requirements of the weekly discussion question with adequate attention to details with some redundancy. The posting applies course concepts without examples learned from the material provided during the The student provides in-depth coverage of discussion topic (s), outstanding clarity, and explanation of concepts demonstrated in the information presented; approaches the weekly discussion with depth and breadth, without redundancy, using clear and focused details. The posting directly addresses key issues, questions, or problems related to the topic of discussion. The posting applies course concepts with Total 1 MSN-FNP Discussion Rubric knowledge and understanding of the discussion topic. The student's initial thread response does not reflect critical thinking. clinical practice. The student shows some applied knowledge and understanding of the discussion topic. The student's initial thread response does not reflect critical thinking. The discussion topic is vaguely covered and does not adequately demonstrate an accurate understanding of concepts. weekly reading or other relevant examples from the clinical practice. The student is still showing applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates an understanding of the concepts and ideas pertaining to the discussion topic (no use of example). The student's initial thread response reflects critical thinking and contains thought, insight, and analysis. examples learned from the material provided during the weekly reading or other relevant examples from the clinical practice; the student is showing applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates a strong understanding of the concepts and ideas pertaining to the discussion topic (use of examples). The student's initial thread response is rich in critical thinking and full of thought, insight, and analysis; 2 MSN-FNP Discussion Rubric the argument is clear and concise. Quality of 0 Written The student uses a Communication style and voice inappropriate or does Appropriateness not address the given of audience and audience, purpose, words choice is etc. Word choice is specific, excessively purposeful, redundant, clichéd, dynamic, and and unspecific. varied. Inconsistent Grammar, grammar, spelling, spelling, punctuation, and punctuation. paragraphing (More (20%) than five grammatical errors). Surface errors are pervasive enough that they impede communication of meaning. 12 The student uses a style and voice that is somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd. Repetitive mechanical errors distract the reader (More than two grammatical errors). Inconsistencies in language, sentence structure, and/or word choice are present. 16 The student uses a style and voice that are appropriate to the given audience and purpose. Word choice is specific and purposeful and somewhat varied throughout. Minimal mechanical or typographical errors are present but are not overly distracting to the reader (Less than two grammatical errors). Correct sentence structure and audience-appropriate language are used. 20 The student uses a style and voice that are not only appropriate to the given audience and purpose, but that also shows originality and creativity. Word choice is specific, purposeful, dynamic, and varied. Free of mechanical and typographical errors. A variety of sentence structures are used. The student is clearly in command of standard, written, academic English. 3 MSN-FNP Discussion Rubric Inclusion of the student outcomes explored in the discussion as well as the rolespecific competencies as applicable. (10%) 0 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic. 6 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic. The student only provides a list of the applicable Student Learning Outcome. 8 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic. 10 The student provides an explanation of how the applicable Student Learning Outcomes were explored or related to the weekly discussion topic. Rigor, currency, and relevance of the scholarly references. (20%) 0 The student does not provide any supporting scholarly references that are current or relevant to the weekly discussion topic. 12 The student provides supporting scholarly references that are not current but relevant to the weekly discussion topic. The student provides only one scholarly reference. 16 The student provides supporting scholarly references that are not current or but relevant to the weekly discussion topic. The student provides at least two scholarly references. 20 The student provides robust support from credible, current (less than five years old), and relevant scholarly references (at least two). The supporting evidence meets or exceeds the minimum number of required scholarly references. 4 MSN-FNP Discussion Rubric Peer & Professor Responses. Number of responses, quality of response posts. (20%) 0 The student did not make an effort to participate in the learning discussion board. The student did not meet the answer post requirements, and the posts, if submitted, are reflecting a lack of engagement or providing a vague answer to the weekly topic. The student does not answer the professor's feedback/question. 12 The student does not provide substantive interaction relevant to the weekly topic or provide vague responses. The answer provided by the student does not build on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student does not motivate and encourage the group. The student does not respond to two peers. The student does not answer the professor's feedback/question. 16 The student provides substantive interaction relevant to the weekly topic. The answer provided by the student builds on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student provides frequent attempts to motivate and encourage the group. The student responds to at least two peers. The student does not answer the professor's feedback/question. 20 The student provides substantive interaction relevant to the weekly topic. The answer provided by the student builds on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student provides frequent attempts to motivate and encourage the group. The student responds to at least two peers and answers the professor's feedback/question. 5 MSN-FNP Discussion Rubric Timeliness of the initial post and the answers to the peers. (10%) 0 The student was late for the initial post and the answer to peers, or absence of submissions. 6 The student posted the initial tread on time by 11:59 PM on Wednesday, or the student submits the initial thread late and submits the answers to peers on time. 8 The student posted the initial tread on time by 11:59 PM on Wednesday and one answer to a peer by Saturday 11:59 PM. 10 The student posted the initial thread and both answers to peers on time (Initial post by Wednesday 1159 PM and two replies to peers by Saturday 11:59 PM). 6 MSN-FNP Discussion Rubric Criteria Initial Post relevance to the topic of discussion, applicability, and insight. (20%) Does Not Meet (0%) Approaches (60%) Meets 80% Exceeds (100%) 0 12 16 20 The student does not provide coverage of discussion topic (s); the student does not address the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts or no example provided from the material explored during the weekly reading or from other relevant examples from the clinical practice. The student does not show applied The student provides partial coverage of discussion topic (s), does not provide clarity on the key concepts; the student does not address all of the requirements of the weekly discussion. Provide redundant information. The posting does not apply to the course concepts or no example provided from the material explored during the weekly reading or from other relevant examples from the The student provides complete coverage of discussion topic (s), provide clarity on the key concepts, demonstrated in the information presented; the student addresses all of the requirements of the weekly discussion question with adequate attention to details with some redundancy. The posting applies course concepts without examples learned from the material provided during the The student provides in-depth coverage of discussion topic (s), outstanding clarity, and explanation of concepts demonstrated in the information presented; approaches the weekly discussion with depth and breadth, without redundancy, using clear and focused details. The posting directly addresses key issues, questions, or problems related to the topic of discussion. The posting applies course concepts with Total 1 MSN-FNP Discussion Rubric knowledge and understanding of the discussion topic. The student's initial thread response does not reflect critical thinking. clinical practice. The student shows some applied knowledge and understanding of the discussion topic. The student's initial thread response does not reflect critical thinking. The discussion topic is vaguely covered and does not adequately demonstrate an accurate understanding of concepts. weekly reading or other relevant examples from the clinical practice. The student is still showing applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates an understanding of the concepts and ideas pertaining to the discussion topic (no use of example). The student's initial thread response reflects critical thinking and contains thought, insight, and analysis. examples learned from the material provided during the weekly reading or other relevant examples from the clinical practice; the student is showing applied knowledge and understanding of the topic. Also, the posting offers original and thoughtful insight, synthesis, or observation that demonstrates a strong understanding of the concepts and ideas pertaining to the discussion topic (use of examples). The student's initial thread response is rich in critical thinking and full of thought, insight, and analysis; 2 MSN-FNP Discussion Rubric the argument is clear and concise. Quality of 0 Written The student uses a Communication style and voice inappropriate or does Appropriateness not address the given of audience and audience, purpose, words choice is etc. Word choice is specific, excessively purposeful, redundant, clichéd, dynamic, and and unspecific. varied. Inconsistent Grammar, grammar, spelling, spelling, punctuation, and punctuation. paragraphing (More (20%) than five grammatical errors). Surface errors are pervasive enough that they impede communication of meaning. 12 The student uses a style and voice that is somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd. Repetitive mechanical errors distract the reader (More than two grammatical errors). Inconsistencies in language, sentence structure, and/or word choice are present. 16 The student uses a style and voice that are appropriate to the given audience and purpose. Word choice is specific and purposeful and somewhat varied throughout. Minimal mechanical or typographical errors are present but are not overly distracting to the reader (Less than two grammatical errors). Correct sentence structure and audience-appropriate language are used. 20 The student uses a style and voice that are not only appropriate to the given audience and purpose, but that also shows originality and creativity. Word choice is specific, purposeful, dynamic, and varied. Free of mechanical and typographical errors. A variety of sentence structures are used. The student is clearly in command of standard, written, academic English. 3 MSN-FNP Discussion Rubric Inclusion of the student outcomes explored in the discussion as well as the rolespecific competencies as applicable. (10%) 0 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic. 6 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic. The student only provides a list of the applicable Student Learning Outcome. 8 The student does not explain how the Student Learning Outcomes were explored or related to the weekly discussion topic. 10 The student provides an explanation of how the applicable Student Learning Outcomes were explored or related to the weekly discussion topic. Rigor, currency, and relevance of the scholarly references. (20%) 0 The student does not provide any supporting scholarly references that are current or relevant to the weekly discussion topic. 12 The student provides supporting scholarly references that are not current but relevant to the weekly discussion topic. The student provides only one scholarly reference. 16 The student provides supporting scholarly references that are not current or but relevant to the weekly discussion topic. The student provides at least two scholarly references. 20 The student provides robust support from credible, current (less than five years old), and relevant scholarly references (at least two). The supporting evidence meets or exceeds the minimum number of required scholarly references. 4 MSN-FNP Discussion Rubric Peer & Professor Responses. Number of responses, quality of response posts. (20%) 0 The student did not make an effort to participate in the learning discussion board. The student did not meet the answer post requirements, and the posts, if submitted, are reflecting a lack of engagement or providing a vague answer to the weekly topic. The student does not answer the professor's feedback/question. 12 The student does not provide substantive interaction relevant to the weekly topic or provide vague responses. The answer provided by the student does not build on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student does not motivate and encourage the group. The student does not respond to two peers. The student does not answer the professor's feedback/question. 16 The student provides substantive interaction relevant to the weekly topic. The answer provided by the student builds on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student provides frequent attempts to motivate and encourage the group. The student responds to at least two peers. The student does not answer the professor's feedback/question. 20 The student provides substantive interaction relevant to the weekly topic. The answer provided by the student builds on the discussion question and ideas of others, utilizing course content with appropriate citation/references. The student provides frequent attempts to motivate and encourage the group. The student responds to at least two peers and answers the professor's feedback/question. 5 MSN-FNP Discussion Rubric Timeliness of the initial post and the answers to the peers. (10%) 0 The student was late for the initial post and the answer to peers, or absence of submissions. 6 The student posted the initial tread on time by 11:59 PM on Wednesday, or the student submits the initial thread late and submits the answers to peers on time. 8 The student posted the initial tread on time by 11:59 PM on Wednesday and one answer to a peer by Saturday 11:59 PM. 10 The student posted the initial thread and both answers to peers on time (Initial post by Wednesday 1159 PM and two replies to peers by Saturday 11:59 PM). 6