Week 8 Benchmark – Capstone Project Change Proposal

Week 8 Benchmark – Capstone Project Change Proposal

 Week 8 Benchmark – Capstone Project Change Proposal
The significance of improving interprofessional communication in the constantly changing healthcare environment cannot be emphasized enough. It is a fundamental component that supports the provision of excellent patient care. In the field of pediatric healthcare, particularly when dealing with patients who are unable to speak, the ability to communicate effectively is both difficult and essential. The presence of these nonverbal young patients emphasizes the distinct and crucial significance of interprofessional communication in the healthcare field. This essay will outline a thorough change proposal that is based on evidence-based research and draws on the numerous healthcare components covered in this course. The objective is to tackle the urgent matter of interprofessional communication, specifically in the context of non-verbal pediatric patients, and thoroughly examine each component of the plan.

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Background
In healthcare settings, effective interprofessional communication is essential. It is a crucial element that directly affects patient outcomes and the standard of treatment given (Kwame & Petrucka, 2021). Strong communication between healthcare personnel is especially vital to the field of pediatrics, as patients may not be able to express their demands vocally. With an emphasis on the particular difficulties posed by non-verbal pediatric patients, this section provides an extensive examination of the history and context of interprofessional communication in healthcare, setting the stage for the proposal.
Pediatric patients who are nonverbal, including those recovering from trauma or with developmental problems such as autism spectrum disorder (ASD), make up a significant percentage of pediatric medical cases (Fuld, 2018). Due to the complexity of their medical needs, this population requires a very high level of care coordination across healthcare practitioners. However, these individuals’ lack of verbal communication skills can cause a number of problems, such as misunderstandings, misinterpretations, incorrect diagnoses, and suboptimal treatment (Osei Appiah et al., 2022). Due to these obstacles, enhancing interprofessional communication for this population requires a targeted strategy.
Clinical Problem Statement
The primary issue addressed in this proposal concerns the deficiencies in interprofessional communication when providing care for pediatric patients who are unable to communicate verbally. These patients are especially susceptible to communication failures among healthcare teams because they cannot properly articulate their demands. Hence, there exists a notable risk of misunderstandings and misapprehensions, which may result in compromised provision of medical attention, erroneous diagnoses, or even jeopardized safety (Osei Appiah et al., 2022). An illustrative scenario involves a pediatric child with autism spectrum disorder (ASD) who is unable to communicate verbally. The patient’s lack of communication may be misinterpreted by a healthcare professional as non-compliance, resulting in a distressing interaction. A different healthcare professional, who is more knowledgeable in communicating with non-verbal clients, may have a greater understanding of the patient’s requirements and thereby prevent unnecessary discomfort. The presence of disparities in knowledge and communication can have a substantial impact on the patient’s overall experience and, ultimately, their health outcomes.
The clinical repercussions of these obstacles are extremely extensive. Alder (2021) notes that a wrong diagnosis could lead to poor treatment or delayed intervention, both of which would be detrimental to the patient’s health. Furthermore, problems with communication can result in dissatisfaction on the part of patients and their families, which is devastating to the reputation of the healthcare organization. To get to the heart of the matter, there is an immediate need to address the problem of communication amongst different professions to provide non-verbal pediatric patients with the highest quality of care that is humanly possible.
Purpose of Change Proposal
The change proposal aims to address the above-mentioned clinical condition with a potent and practical solution. The proposal seeks to show how tackling the problem of interprofessional communication in pediatric patients who are nonverbal is in line with the evolving healthcare environment. The field of healthcare is constantly changing; patient-centered care and the value of encouraging candid and efficient communication among team members are becoming increasingly crucial. Therefore, this change is both essential and appropriate by aligning the proposal’s goals to these larger healthcare trends.
PICOT Question
To guide the change proposal, the following PICOT statement was used: In the environment of pediatric non-verbal (Population), how effective does the application of transformational nursing leadership with the support of EMR contribute to collaborative, solid participation of the setting providers (Intervention) compared to uncontrolled professional performance (Comparison) in the promotion of skillful interprofessional communication essential to benefit patient health care (Outcome) during one month (Time)?

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Literature Search Strategy Used
During the process of developing the change proposal, I conducted a thorough review of relevant literature to collect evidence-supported insights. This helped to clarify the main objective of the proposal and ensure that the tactics were consistent with the current body of knowledge. The literature search served as both a crucial stage and a personal exploration of the extensive realm of healthcare research. My main goal in my academic endeavor was to investigate various healthcare databases, including well-known sources like PubMed, CINAHL, and the Cochrane Library. The objective was to specifically focus on these databases in order to gain access to the most reliable and current scientific articles and research projects. Maintaining a clear focus guarantees that the cornerstone of our change proposal remains firmly rooted in the most up-to-date, pertinent, and research-based evidence.
The first step in the literature search procedure entailed identifying relevant search phrases. I carefully chose specific phrases such as “non-verbal pediatric patients,” “interprofessional communication,” “electronic medical records,” “improving communication in healthcare,” and “pediatric healthcare coordination.” These meticulously selected phrases were the guiding principles in navigating the vast expanse of accessible literature. To further refine my search, I specifically requested that the research material consist of peer-reviewed articles, systematic reviews, and meta-analyses that have been published in the recent decade. The strict criterion was not only a standard requirement but also a personal dedication to guaranteeing that the sources were both up-to-date and academically rigorous.
As I explored numerous scholarly sites, my attention turned to the vital task of curating information. This necessitated a subjective evaluation of the significance and caliber of the sources. I thoroughly scrutinized the selected articles, ensuring they fit the rigorous criteria. This careful selection procedure played a crucial role in choosing materials that may help the fundamental comprehension of our change proposal. I critically examined the vast repository of information, utilizing the subtle distinctions from each source to shape and improve the intervention strategies. Through careful examination of each source, I gained a more profound comprehension of the intricacies associated with enhancing interprofessional communication for non-verbal pediatric patients. The extensive knowledge of the chosen literature enabled me to make well-informed and evidence-driven decisions while developing the modification proposal.
Evaluation of the Literature
The evaluation of literature for the capstone change proposal was a thorough and precise undertaking. This work entailed a detailed examination of multiple scholarly sources, with a specific emphasis on four crucial publications from the literature review table. An essential publication examined in this regard was “Teamwork in Healthcare: Key Discoveries Enabling Safer, High-Quality Care” by Rosen et al. (2019). This article emphasizes the utmost essence of team training initiatives in healthcare settings. This text explores the crucial necessity of efficient collaboration in guaranteeing the provision of excellent healthcare and, as a result, the safety of patients. The data from this source highlight the imperative need to enhance interprofessional communication among healthcare teams, which closely fits with the main goal of our change proposal.
“The use of SBAR as a structured communication tool in the pediatric non-acute care setting: bridge or barrier for interprofessional collaboration?” by Coolen et al. (2020) was another noteworthy publication that contributed to the literature evaluation. The use of SBAR (Situation, Background, Assessment, Recommendation) as a structured communication technique in non-acute pediatric care settings is specifically examined in this study. The study investigates the potential and difficulties of using SBAR in various situations. This realization is especially relevant to our approach, which attempts to improve pediatric healthcare communication practices in non-acute settings as well.
Another significant article in the literature review is “Working with Children with Autism Undergoing Health-Care Assessments in a Day Hospital Setting: A Perspective from the Health-Care Professionals” by Davico et al. (2023). This study examines the dynamics of interactions that occur during medical examinations between children with autism spectrum disorder (ASD) and healthcare providers. The study provides important insights into efficient communication techniques in healthcare settings involving young patients despite its primary focus on children with ASD. These observations align well with our suggested objectives to enhance interprofessional communication among non-verbal pediatric patients.
Additionally, a notable source that adds to the literature evaluation is “Perspectives on team communication challenges in caring for children with medical complexity” by Adams et al. (2021). This article examines the complicated communication difficulties that medical personnel face when caring for children with complex medical needs. The research’s conclusions clarify the difficulties in interprofessional communication in pediatric healthcare and offer important background data for our suggested modification.
Through synthesizing the knowledge from various articles, a coherent image emerged. It became clear that effective pediatric healthcare treatments require a thorough strategy that carefully attends to the special needs of young patients who are nonverbal. This all-encompassing strategy includes a number of components, such as the application of structured communication tools, the integration of electronic medical records (EMR), the improvement of interprofessional collaboration, and the modification of strategies to address the unique difficulties presented by pediatric patients, particularly those with medical complexity or conditions like autism spectrum disorder.

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Nursing Theory Utilized
Within the capstone change proposal, the utilization of a nursing theory acts as a guiding structure for the suggested intervention. The Convergent Care Theory, as proposed by Wei (2021), has been chosen as the fundamental theoretical basis for this endeavor. It strongly adheres to the fundamental principles of patient-centered care, multidisciplinary teamwork, and holistic healthcare delivery. The Convergent Care Theory emphasizes prioritizing the patient’s needs, fostering their autonomy, and treating them with respect. This is in perfect harmony with the primary objective of the proposed amendment, which is to improve communication and delivery of care among healthcare professionals for pediatric patients who are unable to speak. The theory offers a systematic method to guarantee that the intervention prioritizes the patient’s needs, creating a healthcare setting that respects personal rights and encourages self-governance. The utilization of the theory provides a theoretical foundation for the change proposal, validating its approach and ensuring that it remains focused on the patient and in line with current nursing practices. Hence, this theory is crucial in influencing both the philosophical and operational components of the suggested intervention.
Implementation Plan and Outcome Measures
The suggested change initiative’s implementation plan employs a multimodal approach aimed at bringing about a holistic change in the care of pediatric patients who are nonverbal. Fundamentally, integrating Electronic Medical Records (EMR) is a critical tool that improves care coordination and interdisciplinary communication. The procedure starts with a thorough evaluation of the healthcare organization’s present communication strategies and obstacles. The purpose of the evaluation is to identify particular areas that need to be improved, laying the groundwork for a focused strategy. After that, a thorough training program will be created to teach medical professionals how to use EMR effectively while highlighting the value of patient-centered care and teamwork. This program promotes the values of interprofessional collaboration in addition to technical proficiency.
One of the main components of the plan is the improvement and integration of EMR within the healthcare environment. EMR functions as a centralized communication platform that gives medical staff easy access to patient data in real time and the capacity to update records (Ehrenstein et al., 2019). With this integration, the interchange of vital patient data will be streamlined, reducing the possibility of misunderstandings and greatly improving treatment continuity. The suggested plan aligns with the modernization of healthcare systems by using EMR, guaranteeing consistent accessibility and currency of patient data. The outcome measures, which will track patient and family complaints, monitor medication mistake rates, evaluate interprofessional communication scores, and assess timeliness in diagnosis and treatment, will provide quantitative insights into the efficacy of the intervention. The method will involve ongoing assessment and monitoring, enabling any necessary modifications and enhancements, all while maintaining a laser-like focus on advancing patient-centered care and interprofessional collaboration in the ever-changing healthcare environment.
Use of Evidence-Based Practice in Intervention Plan
The substantial proof derived from the scientific papers serves as the foundation for the intervention plan aimed at enhancing interprofessional communication among pediatric patients who are non-verbal. Together, these publications offer crucial perspectives and suggestions for improving communication in healthcare environments. The authors highlight the benefits of electronic health records (EHRs) for interprofessional collaboration in healthcare settings in one of the chosen publications, “The Effect of the Electronic Health Record on Interprofessional Practice” by Robertson et al. (2022). They stress that electronic health records (EHRs) can be a useful tool for promoting information sharing and communication among healthcare professionals. The goals of our intervention strategy, which uses electronic health records to improve interprofessional communication among pediatric patients who are non-verbal, are aligned with the article’s emphasis on the potential use of EHRs in boosting professional coordination and teamwork.
The usefulness of team training interventions in healthcare settings is explored in “Teamwork in Healthcare: Key Discoveries Enabling Safer, High-Quality Care” by Rosen et al. (2019), another essential resource. The need for structured training programs to enhance healthcare professionals’ teamwork and communication is emphasized in this article. It emphasizes how interprofessional training is essential for healthcare teams to improve their capacity for productive and cooperative teamwork. We will give interprofessional training programs top priority in our intervention strategy in order to give our healthcare teams the tools they need to work together more effectively and communicate with non-verbal pediatric patients. These findings will be taken into account.
Finally, “Leadership in Interprofessional Collaboration in Healthcare” by Folkman et al. (2019) looks at how important it is for frontline managers to help healthcare workers communicate effectively with one another. In the context of interprofessional collaboration, the essay highlights these managers’ experiences and emphasizes their impact on creating a culture of transparent and efficient communication. Our intervention strategy will take into account the ideas from this article and specifically focus on frontline managers’ leadership techniques and training, realizing their critical role in fostering and maintaining enhanced interprofessional communication inside our healthcare organization.
Plan for Evaluating Proposed Nursing Intervention
The evaluation procedure is characterized by its meticulousness. The data-gathering process will encompass the administration of surveys and questionnaires to evaluate communication, the utilization of incident reporting systems to monitor pharmaceutical errors, the maintenance of complaint logs to document patient grievances, and the analysis of electronic health records to gauge timeliness. Healthcare practitioners, nurses, and personnel will have the duty of gathering data on several aspects. The quality improvement team will consistently present their findings to the project team, nursing leadership, and stakeholders. The findings will be distributed to all healthcare workers to promote transparency and raise awareness.
Potential Barriers and Plan to Overcome Barriers
The potential obstacles to implementing this change proposal are varied and should be thoroughly addressed. Barriers such as resistance to change, insufficient staff, and limited funding may impede the successful execution of our goals. To address these issues, we will prioritize highlighting the empirically proven advantages of the plan and provide comprehensive training and assistance to healthcare professionals. We will procure essential resources and collaborate closely with stakeholders to ensure that budgetary needs are fulfilled.
Conclusion
In conclusion, this comprehensive change proposal addresses a major healthcare issue: improving interprofessional communication for non-verbal pediatric patients. The proposal outlines a multidimensional plan to improve care and patient outcomes in our healthcare organization based on evidence-based practice and a comprehensive literature analysis. The proposed solution uses electronic health records, interdisciplinary training, and leadership to improve communication. We aim to create a healthcare environment that values the needs of children and their families by adapting our approach to their needs. Despite potential implementation barriers, the proposal is committed to overcoming them through a thorough evaluation plan and a culture of continual development. In our ever-changing healthcare environment, we want to set new interprofessional communication standards and provide safer, higher-quality care. The improved results and experiences of our non-verbal pediatric patients will determine the success of our change proposal, a major step toward patient-centered care.

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References
Alder, S. (2021). Effects of poor communication in healthcare. The HIPAA Journal. https://www.hipaajournal.com/effects-of-poor-communication-in-healthcare/
Davico, C., Marcotulli, D., Succi, E., Canavese, C., Bodea, A. F., Pellegrino, M., Cuffari, E., Cudia, V. F., Svevi, B., Amianto, F., Ricci, F., & Vitiello, B. (2023). Working with Children with Autism Undergoing Health-Care Assessments in a Day Hospital Setting: A Perspective from the Health-Care Professionals. Children, 10(3), 476. https://doi.org/10.3390/children10030476
Ehrenstein, V., Kharrazi, H., Lehmann, H., & Taylor, C. O. (2019). Obtaining data from Electronic Health Records. In www.ncbi.nlm.nih.gov. Agency for Healthcare Research and Quality (US). https://www.ncbi.nlm.nih.gov/books/NBK551878/
Folkman, A. K., Tveit, B., & Sverdrup, S. (2019). Leadership in interprofessional collaboration in health care. Journal of Multidisciplinary Healthcare, 12(12), 97–107. https://doi.org/10.2147/jmdh.s189199
Fuld, S. (2018). Autism Spectrum Disorder: The Impact of Stressful and Traumatic Life Events and Implications for Clinical Practice. Clinical Social Work Journal, 46(3), 210–219. https://doi.org/10.1007/s10615-018-0649-6
Kwame, A., & Petrucka, P. M. (2021). A literature-based study of patient-centered care and communication in nurse-patient interactions: Barriers, facilitators, and the way forward. BMC Nursing, 20(158), 1–10. https://doi.org/10.1186/s12912-021-00684-2
Adams, S., Beatty, M., Moore, C., Desai, A., Bartlett, L., Culbert, E., Cohen, E., Stinson, J., & Orkin, J. (2021). Perspectives on team communication challenges in caring for children with medical complexity. BMC Health Services Research, 21(1). https://doi.org/10.1186/s12913-021-06304-8
Coolen, E., Engbers, R., Draaisma, J., Heinen, M., & Fluit, C. (2020). The use of SBAR as a structured communication tool in the pediatric non-acute care setting: bridge or barrier for interprofessional collaboration? Journal of Interprofessional Care, 1–10. https://doi.org/10.1080/13561820.2020.1816936
Osei Appiah, E., Appiah, S., Kontoh, S., Mensah, S., Awuah, D. B., Menlah, A., & Baidoo, M. (2022). Pediatric nurse-patient communication practices at Pentecost Hospital, Madina: A qualitative study. International Journal of Nursing Sciences, 9(4). https://doi.org/10.1016/j.ijnss.2022.09.009
Robertson, S. T., Rosbergen, I. C. M., Burton-Jones, A., Grimley, R. S., & Brauer, S. G. (2022). The Effect of the Electronic Health Record on Interprofessional Practice: A Systematic Review. Applied Clinical Informatics, 13(03), 541–559. https://doi.org/10.1055/s-0042-1748855
Rosen, M. A., DiazGranados, D., Dietz, A. S., Benishek, L. E., Thompson, D., Pronovost, P. J., & Weaver, S. J. (2019). Teamwork in healthcare: Key Discoveries Enabling safer, high-quality care. American Psychologist, 73(4), 433–450. NCBI. https://doi.org/10.1037/amp0000298
Wei H. (2021). The development of an evidence-informed Convergent Care Theory: Working together to achieve optimal health outcomes. International Journal of Nursing Sciences, 9(1), 11–25. https://doi.org/10.1016/j.ijnss.2021.12.009

 

Organizational Change and Ethical-Legal Influences in Advanced Practice Nursing Case Study
Discussion
Purpose
The purpose of this discussion is to discuss organizational changes and ethical-legal influences in a clinical scenario at an out-patient family practice. Students will explore potential effects on patient outcomes and ethical and legal implications for members of the heath care team as a result of illegal behaviors. Students will develop strategies that result in prevention of untoward outcomes that result in a positive practice culture.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
• Demonstrate effective leadership styles in the management of organizational change (CO3)
• Interpret various forms of ethical theories and application into practice (CO4)
• Discuss practice guidelines and malpractice prevention (CO2)
Due Date: Wednesday by 11:59 pm MST of Week 2
Initial responses to the discussion topic must be posted by Wednesday 11:59 pm MT. Two additional posts to peers and/or faculty are due by Sunday at 11:59 pm MT. Students are expected to submit assignments by the time they are due.
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday of week 2, regardless of the number of days late. NOTHING will be accepted after 11:59 pm MT on Sunday (i.e. student will receive an automatic 0).
Total Points Possible: 100
Preparing the Discussion
You are a family nurse practitioner employed in a busy primary care office. The providers in the group include one physician and three nurse practitioners. The back office staff includes eight medical assistants who assist with patient care as well as filing, answering calls from patients, processing laboratory results and taking prescription renewal requests from patients and pharmacies. Stephanie, a medical assistant, has worked in the practice for 10 years and is very proficient at her job. She knows almost every patient in the practice, and has an excellent rapport with all of the providers.
Mrs. Smith was seen today in the office for an annual physical. Her last appointment was a year ago for the same reason. During this visit, Mrs. Smith brought an empty bottle of amoxicillin with her and asked if she could have a refill. You noted the patient’s name on the label, and the date on the bottle was 1 week ago. You also noted your name printed on the label as the prescriber. The patient admitted that she called last week concerned about her cough and spoke to Stephanie. You do not recall having discussed this patient with Stephanie nor do the other providers in the practice.
Case Study Questions:
1. What are the potential ethical and legal implications for each of the following practice members?

o Medical assistant
o Nurse Practitioner
o Medical Director
o Practice
2. What strategies would you implement to prevent further episodes of potentially illegal behavior?
3. What leadership qualities would you apply to effect a positive change in the practice?  Be thinking about the culture of the practice.
4. A scholarly resource must be used for EACH discussion question each week.
Category Points % Description
DISCUSSION CONTENT
Potential ethical & legal implications for healthcare team members 30 30% Provides relevant evidence of scholarly inquiry of the potential ethical and legal implications for each of the practice members. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.
Strategies to prevent further conflict 30 30% Provides relevant evidence of scholarly inquiry of strategies to implement to prevent further episodes of potentially illegal behavior. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.
Leadership qualities to effect positive change 15 15% Provides relevant evidence of scholarly inquiry of leadership qualities to apply to effect a positive change in the practice. Uses valid, relevant, and reliable outside SOURCES to contribute to the threaded discussion.
75 75% Total CONTENT Points= 75 pts
DISCUSSION FORMAT
Interactive Dialogue 20 20% 4 Required Elements:
• Responds a minimum of two other posts to peers and/or faculty in the threaded discussion;
• Responses to peer/faculty are substantive (adds importance, depth, and meaningfulness to the discussion)
• Responds to all direct questions from faculty (if no question asked directly, student responded to questions posed to the entire class)
• Summarizes what was learned from the lesson, readings, and other student posts for the week. The summary could be included in one of the three minimum posts.
Grammar, Syntax, Spelling, Punctuation 5 5% Grammar, syntax, spelling, and punctuation are accurate.
25 25% Total FORMAT Points = 25 pts
100 100% DISCUSSION TOTAL = 100 pts

Rubric
NR506NP WK 2 Org Change Discussion_MAR20
NR506NP WK 2 Org Change Discussion_MAR20
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeAnalysis of Case Study
Analyze the case study for potential issues for members of the healthcare team from office conflict. Contrast the potential effects for each member of the healthcare team based upon the required readings from the week. Discuss the potential ethical and legal implications for each of the following practice members:
• Medical assistant
• Nurse Practitioner
• Medical Director
• Practice 30 pts
Excellent
Provides relevant evidence of scholarly inquiry of the potential ethical and legal implications for each of the practice members. Uses valid, relevant, and reliable outside scholarly sources to contribute to the threaded discussion. 27 pts
V, Good
Provides some relevant evidence of scholarly inquiry of the potential ethical and legal implications for each of the practice members. Uses some valid, relevant, reliable outside scholarly sources to contribute to the threaded discussion. 25 pts
Satisfactory
Discussions use sparse scholarly inquiry and does not state scholarly inquiry of the potential ethical and legal implications for each of the practice members. Little valid, relevant, or reliable outside scholarly sources are used to contribute to the threaded discussion. Demonstrates little understanding of the topic. 15 pts
Needs Improvement
Discussions do not use scholarly inquiry and does not state scholarly inquiry of the potential ethical and legal implications for each of the practice members. The posting uses information that is not valid, relevant, reliable, or scholarly. 0 pts
Unsatisfactory
Discussion did not include criteria.
30 pts
This criterion is linked to a Learning OutcomeAnalysis of Potential Issues
Following the analysis of the potential issues for members of the healthcare team, develop strategies to prevent further episodes of potentially illegal behavior. 30 pts
Excellent
Provides relevant evidence of scholarly inquiry of strategies to implement to prevent further episodes of potentially illegal behavior. Uses valid, relevant, and reliable outside scholarly sources to contribute to the threaded discussion. 27 pts
V, Good
Provides some relevant evidence of scholarly inquiry of strategies to implement to prevent further episodes of potentially illegal behavior. Uses some valid, relevant, reliable outside scholarly sources to contribute to the threaded discussion. 25 pts
Satisfactory
Discussions use sparse scholarly inquiry and does not state scholarly inquiry of strategies to implement to prevent further episodes of potentially illegal behavior. Little valid, relevant, or reliable outside scholarly sources are used to contribute to the threaded discussion. Demonstrates little understanding of the topic. 15 pts
Needs Improvement
Discussions does not use scholarly inquiry does not state scholarly inquiry of strategies to implement to prevent further episodes of potentially illegal behavior. The posting uses information that is not valid, relevant, reliable, scholarly. 0 pts
Unsatisfactory
Discussion did not include criteria.
30 pts
This criterion is linked to a Learning OutcomeEffective Leadership Qualities
From the required readings for the week, discuss leadership qualities that would be effective to not only result in positive patient outcomes in the scenario but also would prevent further episodes of office conflict. Focus on the culture of the practice. 15 pts
Excellent
Provides relevant evidence of scholarly inquiry of leadership qualities to apply to effect a positive change in the practice. Uses valid, relevant, and reliable outside scholarly sources to contribute to the threaded discussion. 14 pts
V, Good
Provides some relevant evidence of scholarly inquiry of leadership qualities to apply to effect a positive change in the practice. Uses some valid, relevant, reliable outside scholarly sources to contribute to the threaded discussion. 12 pts
Satisfactory
Discussions use sparse scholarly inquiry and does not state how scholarly inquiry of leadership qualities to apply to effect a positive change in the practice. Little valid, relevant, or reliable outside scholarly sources are used to contribute to the threaded discussion. Demonstrates little understanding of the topic. 8 pts
Needs Improvement
Discussions do not use scholarly inquiry and does not state scholarly inquiry of leadership qualities to apply to effect a positive change in the practice. The posting uses information that is not valid, relevant, reliable, or scholarly. 0 pts
Unsatisfactory
Discussion did not include criteria.
15 pts
This criterion is linked to a Learning OutcomeInteractive Dialogue
4 Required Elements:
• Responds a minimum of two other posts to peers and/or faculty in the threaded discussion;
• Responses to peer/faculty are substantive (adds importance, depth, and meaningfulness to the discussion)
• Responds to all direct questions from faculty (if no question asked directly, student responded to questions posed to the entire class)
• Summarizes what was learned from the lesson, readings, and other student posts for the week. The summary could be included in one of the three minimum posts. 20 pts
Excellent
Demonstrated all elements for the Criterion 18 pts
V, Good
Missing 1 element for the Criterion 17 pts
Satisfactory
Missing 2 elements for the Criterion 10 pts
Needs Improvement
Missing 3 elements for the Criterion 0 pts
Unsatisfactory
Missing 4 elements for the Criterion
20 pts
This criterion is linked to a Learning OutcomeGrammar, Syntax, Spelling, & Punctuation
APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included. 5 pts
Excellent
0-1 errors in grammar, spelling, syntax, or APA noted. 4 pts
V, Good
2-4 errors in grammar, spelling, syntax, and APA noted. 3 pts
Satisfactory
5-7 errors in grammar, spelling, and syntax noted. 2 pts
Needs Improvement
8-9 errors grammar, spelling, syntax, and APA noted. 0 pts
Unsatisfactory

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Post contains 10 or greater errors grammar, spelling, punctuation, and/or APA or repeatedly makes the same errors after faculty feedback.
5 pts
This criterion is linked to a Learning OutcomeParticipation 0 pts
Discussion late penalty deductions
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday by 11:59PM MST, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0) 0 pts
Total Participation Responses
A 10% penalty will be imposed for not entering the minimum number/type of interactive dialogue posts OR not posting on the minimum required number of days and/or faculty posts. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0)
0 pts
Total Points: 100