NUR 502 Grand Canyon Week 8 Benchmark Assignment Write a paper (1,750 to 2,000 words) that describes how borrowed theory can be applied to the identified problem
Write a paper (1,750 to 2,000 words) that describes how borrowed theory can be applied to the identified problem
Applying Theory to a Practice Problem: Part 3
Details:
It is important to understand how borrowed theory can help you in your everyday environment as a nurse. In the previous assignment, you identified a practical problem that emerged from the evidence in the extant literature or professional practice, and you explored how middle-range theory could be applied to solve the problem. In this assignment, you will explore and apply borrowed theory to solve the specific problem that you identified previously, and you will synthesize the applications of the middle-range theory and the borrowed theory into the most appropriate solution to the problem.
DIRECTIONS:
Consider the problem that you described in the previous assignments and the instructor feedback about those assignments.
Write a paper (1,750 to 2,000 words) that describes how borrowed theory can be applied to the identified problem. The paper should include the following:
1. A brief summary of the problem including the potential middle-range theory that could be applied.
2. A description of a borrowed theory that could be applied to the problem. Is this borrowed theory appropriate to your identified problem?
3. A brief history of the borrowed theory’s origins.
4. A discussion of how the borrowed theory has been previously applied.
5. A discussion of the application of the borrowed theory to the identified problem. How would your practice change by incorporating this theory?
6. A discussion of how application of both the borrowed theory and the middle-range theory can be integrated to create the most appropriate solution to the identified problem.
Prepare this how borrowed theory can be applied to the identified problem assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
You are required to submit this how borrowed theory can be applied to the identified problem assignment to Turnitin.
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.
Top nursing paper writers on hand to assist you with assignment : Write a paper (1,750 to 2,000 words) that describes how borrowed theory can be applied to the identified problem
Get help with nursing paper
NUR 502 Grand Canyon Week 8 Benchmark Assignment Write a paper (1,750 to 2,000 words) that describes how borrowed theory can be applied to the identified problem 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. |