Current Regis Time
Note: Scholarly resources are defined as evidence–based practice, peer–reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
| Criteria | Exemplary Exceeds Expectations |
Advanced Meets Expectations |
Intermediate Needs Improvement |
Novice Inadequate |
Total Points |
|---|---|---|---|---|---|
| Initial Post | Post includes 10–20 questions of subjective information that are appropriate for the patient vignette. Questions are targeted toward the content of the vignette. Questions are supported by appropriate references. Initial Post by Wednesday (Day 3) at 11:59 p.m. 30 points |
Post includes questions of subjective information that are appropriate for the patient vignette. Questions are general and NOT targeted toward the content of the vignette. Questions are supported by appropriate references. Initial Post by Wednesday (Day 3) at 11:59 p.m. 26 points |
Post includes less than 10–20 questions of subjective information and/or are not appropriate for the patient vignette. Questions are vague. Questions are supported by appropriate references. Initial Post is late. 23 points |
Post includes less than 10–20 questions of subjective information and/or are not appropriate for the patient vignette. Questions are vague or not appropriate for patients. Questions are NOT supported by appropriate references. Initial Post is late. 20 points |
30 |
| Initial Response Post | Student answers ALL peer’s questions appropriately, as the patient. Answers drive discussion and analysis forward. Initial Response Post by Friday (Day 5) 11:59 p.m. 30 points |
Student answers ALL peer’s questions appropriately, as the patient. Answers struggle to drive discussion and analysis forward. Initial Response Post by Friday (Day 5) 11:59 p.m. 26 points |
Student does not answer ALL questions appropriately or from patient perspective. Initial Response Post by Friday (Day 5) 11:59 p.m. 23 points |
Student does not answer ALL questions appropriately or from patient perspective. Questions are irrelevant or do not makes sense. Initial Response Post is late. 20 points |
30 |
| Reflective Response Post | Student replies to additional post with 4 appropriate differentials and rationale that are well supported by evidence. Appropriate and evidence–based plan of care is developed for one differential; supported by references. Reflective Response Post due by Sunday (Day 7) 11:59 p.m. 30 points |
1–2 minor omissions from differentials or plan of care. These do not constitute missing must not miss differentials or safety issues. Reflective Response Post due by Sunday (Day 7) 11:59 p.m. 26 points |
3+ minor omissions from differentials or plan of care. These do not constitute missing must not miss differentials or safety issues. Reflective Response Post due by Sunday (Day 7) 11:59 p.m. 23 points |
1–2 major omissions from differentials or plan of care. These constitute missing must not miss differentials or safety issues. Reflective Response Post due by Sunday (Day 7) 11:59 p.m. Responses after Day 7 will not receive any credit. 20 points |
30 |
| Organization | Well–organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas. 5 points |
Organized content with minimal issues in content flow. 4 points |
Poor organization, and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work. 3 points |
Illogical flow of ideas. Missing significant content. Prose rambles. Purpose statement is unclear or missing. Demonstrates incomplete understanding of content and/or inadequate preparation. 2 points |
5 |
| APA, Grammar, and Spelling | Correct APA formatting with no errors. There are no spelling, punctuation, or word–usage errors 5 points |
Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors. The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word–usage errors. 4 points |
Three to four unique APA formatting errors. The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points |
Five or more unique formatting errors or no attempt to format in APA. The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. 2 points |
5 |
| Total Points | 100 | ||||