NURS 6512 Assessing Musculoskeletal Pain

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NURS 6512 Assessing Musculoskeletal Pain

Chief Concern (CC): I’ve been having dull pain in both of my knees, and I have also noticed that my knee and sometimes both of them click.”
History of Physical Illness (HPI): 15-year-old male patient presents today with a history of dull pain in both knees. The patient is concerned that one or both knees intermittently click, and he feels something catch below the patella (Walden University, n.d.).
Additional History Needed to Determine Cause of Knee Pain:
As a future APRN, it would be important to know if the patient’s pain is acute or chronic. I would use a mnemonic, such as OLDCARTS, to guide me as I interview the patient (Ball et al., 2019). Questions that I would want to know from the patient would include: Does the clicking sound occur with knee movement? How often does the clicking sound occur? Has the patient sustained any recent injuries? I would be interested to know what makes the pain worse and better. Additionally, I want to know the treatments the patient has used for his knee pain (e.g., rest, ice [or heat], elevate, immobilize, non-steroid inflammatory drugs, or acetaminophen). I would conduct the interview with the parent or caregiver out of the room, and then with the patient’s permission, ask the parent for more information.
Categories to Differentiate Knee Pain:
There are different categories to differentiate knee pain: bones, cartilage, ligaments, muscles, and tendons (National Institute of Arthritis and Musculoskeletal and Skin Diseases [NIAMS], n.d.). Each of these categories has conditions with clinical presentations, such as arthritis (bones and cartilage), chondromalacia and meniscus injury (cartilage), anterior and posterior cruciate ligaments injuries (ligament), tendinitis (tendon), and more (NIAMS).
Medications:
• Name, dosage, frequency, indication for taking medication, and last dosage should be noted.
• Medications should include prescribed, over the counter, vitamins, minerals, supplements, and complementary alternative medications (Ball et al., 2019).
Past Medical History (PMH):
• Recent trauma
• Cancer
• Connective tissue disorders (e.g., Marfan’s syndrome)
• Juvenile Rheumatoid Arthritis
• Hemophilia
• Osteoporosis
• Renal
• Neuromuscular disorders
• Neurological disorders
Past Surgical History (PSH):
• Orthopedic surgeries or procedures, such as arthroplasty
Family History [FH]: (Ball et al., 2019)
• Arthritis
• Abnormalities of the hips, knees, or feet
• Osteogenesis imperfecta
• Hypophosphatemia
• Hypercalciuria
• Marfan’s Syndrome
Social History (SH)
Information needs to be collected regarding the patient’s usage of tobacco products, alcohol, or illicit drugs. It is essential to get a baseline assessment of the patient’s usual activity of daily living. Is the patient involved in organized sports (e.g., soccer, football, baseball, basketball, martial arts)? I would also gather information about the patient’s average diet, including a balanced diet with protein and nutrients to help heal his condition.
Allergies:
• Allergies to prescribed medications, over-the-counter medications, vitamins, minerals, and supplements should be noted with the type of reaction and severity.
Immunizations:
• Review of current immunizations that should include last T-dap, Influenza, and COVID-19 boosters, and vaccines.
Review of Systems (ROS)
General
• Recent fatigue, malaise, fever, chills, night sweats, unusual bruising, unusual bleeding, and unintentional weight loss will need to be asked of the patient.
Cardiovascular:
• Inspection, percussion, palpation, and auscultation of the heart are part of all focused episodic exam.
Pulmonary:
• Inspection, percussion, palpation, and auscultation of the lungs are also part of a focused episodic exams.
Musculoskeletal:
• Inspection, percussion, palpation, and auscultation of both knees will be performed.
Physical Examination Performed (Ball et al., 2019)
• Inspect knees for symmetry, concavity, and contour in the flexed and extended positions.
• Observe the patient’s lower legs for alignment, specifically the femur and tibial angle should be at or less than 15 degrees to rule out either genu valgum or genu varum.
• Palpate popliteal and joint space in the flexed and extended positions.
• Test the patient’s range of motion (e.g., flexion-130 degrees, extension-0 to 15 degrees).
• Test the patient’s strength during flexion and extension while providing oppositional force against movement.
Anatomic Structures Being Assessed (Ball et al., 2019)
• Patella
• Meniscus
• Anterior and Posterior Cruciate Ligaments
• Lateral and Medial Ligaments
Special Maneuvers Performed (Lee et al., 2017; Ball et al., 2019)
• Hughston’s Plica Test
• Strutter Test
• Ballottement test
• Bulge test
• McMurray Test
• Apley Test
• Thessaly Test
• Anterior and Posterior Drawer Test
• Lachman Test
• Varus and Valgus Stress Tests
Objective
Vital Signs: (VS) height, weight, body/mass index (BMI), or vital signs
General: patient’s race, patient’s preference for gender identity will be ascertained.
Cardiovascular: The patient’s heart sounds (e.g., nl S1, nl S2, S3, S4), murmurs (e.g., type and location), adventitious sounds, clubbed fingers, capillary refill, jugular vein distension, carotid bruits or thrills, pedal edema would be noted in this section.
Pulmonary: Breath sounds in all areas of the anterior and posterior lungs (e.g., bronchial, bronchovesicular, vesicular, dull, resonant, and hyper-resonant) would be noted.
Musculoskeletal- symmetry, skin condition (e.g., bruising), swelling, pain with range of motion, and effusion around knee should be noted.
Diagnostic Tests:
• Radiograph of knees would be indicated this patient if it was determined his condition was secondary to an acute knee injury with the following findings: tenderness at fibula head, patella tenderness that is isolated, and the inability of the patient to flex his knee at a 90-degree angle (Ball et al., 2019). The patient has bilateral knee pain, which decreases the probability of malignancy; however, I would consult with my preceptor regarding ordering X-rays of his knees to rule out bony pathology.
• An MRI may be indicated if the patient has an injury to the medial or lateral meniscus and to the anterior or posterior cruciate ligaments (Rastegar et al., 2016). I would consult with my preceptor if the patient had a positive McMurray test before ordering an MRI. Additionally, if the patient’s symptoms did not improve with therapy, I would again consult with my preceptor about ordering an MRI for this patient.
• CBC with differential-if indicated depending on the patient’s H&P (Thatayatikom, 2021).
• Sedimentation rate-if indicated depending on the patient’s H&P (Thatayatikom, 2021).
• Anti-nuclear antibody test- if indicated depending on the patient’s H&P (Thatayatikom, 2021).
• Rheumatoid factor- if indicated depending on the patient H&P’s (Thatayatikom, 2021).
Assessment
Differential Diagnosis according to Song et al. (2018); Lee et al. (2017):
1. Synovial Infrapatellar Plica Syndrome of the knee is associated with anterior knee pain and clicking or popping sounds (Casadei & Kiel, 2021). The authors report that plica, a thick fibrotic band of tissue extending from a synovial joint, most commonly the knee[s] becomes inflamed due to overuse. Bilateral anterior knee pain is common. This patient has clicking sounds with pain around the knees. This diagnosis needs to be supported by more evidence from the history and physical of the patient.
2. Medial or Lateral Meniscal Tears are associated with knee sounds such as clicking, catching, and locking around the knee (Bhan, 2020). The author reports meniscal tears are common, and MRIs are inevitably required to confirm a diagnosis. This patient has bilateral clicking noise and a sensation of catching to the back of his knees.
3. Patellar Tendinopathy, commonly referred to as ‘Jumpers Knee’ is caused by small tears to the patella tendon that can be painful (Santana et al., 2021). The authors note this condition is seen with sporting activities that require jumping. The patient is complaining of dull pain in both knees. It is essential to gather more subjective and objective data from this patient and possibly his parents for an accurate working diagnosis.
4. Patellofemoral pain syndrome is characterized by anterior knee pain reproduced with running, climbing, and squatting (Bump & Lewis, 2021). The authors report patients generally describe an achy pain located around the knee. This diagnosis is part of the differential because the patient is experiencing pain around the knee. However, more information is required to give a presumptive diagnosis.
5. Anterior Cruciate Ligament Sprain or Tear is considered the most common injury to a knee ligament associated with sporting activities such as football, soccer, and basketball (Evans & Nielson, 2021). The authors state that the injury sustained to the ACL is most commonly a non-contact injury seen with skiers, soccer players, and basketball players from rotational movements. Patients generally complain of a popping sound and the knee giving out (Evans & Nielson). The patient is not complaining of a popping sound but rather a clicking sound with a catching sensation under the patella. This diagnosis is less likely because of the patient’s clinical presentation.
6. Juvenile Rheumatoid Arthritis (JRA) is diagnosed in patients younger than 16 years of age with joint and soft tissue pain (Thatayatikom, & Modica, 2021). An inflammatory, autoimmune process must be considered, especially if there is a family history of autoimmune disorders.
7. Osteochondrosis is also known as Osgood Schlatter disease, is a frequent cause of adolescent knee pain (Smith & Varacallo, 2020). The authors state it is caused by repetitive athletic movements seen more often in boys 12 to 14 years of age. They report that patients complain of anterior knee pain caused by microvascular tears and swelling when a piece of the tendon pulls away from the patella (NIAMS, n.d.). This diagnosis is less likely because the patient is complaining of dull bilateral pain to the knees, and he is not complaining of a bony bump to his kneecap, which is common with this disorder.
Primary Diagnosis/Presumptive Diagnosis
• Synovial Infrapatellar Plica Syndrome.
Plan
This section is not required for the assignment in this course (NURS 6512) but will be required for future courses.
References
Ball, J.W., Dains, J.E., Flynn, J.A., Solomon, B.S., & Stewart, R.W. (2019). Seidel’s guide to
physical examination: An interprofessional approach, (9th ed.). Elsevier.
Bhan, K. (2020). Meniscal tears: Current understanding, diagnosis, and management. Cureus,
12(6), e8590. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7359983/
Bump, J.M., & Lewis, L. (2021, May 8). Patellofemoral syndrome. In: StatPearls. StatPearls
Publishing. http://www.ncbi.nlm.nih.gov/books/NBK557657/
Casadei, K., & Kiel, J. (2021, April 19). Plica syndrome. In: StatPearls. StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK535362/
Evans, J., & Nielson, J.L. (2021, February 19). Anterior cruciate ligament knee injuries. In:
StatPearls. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK499848/
Lee, P., Nixon, A., Chandratreya, A., & Murray, J.M. (2017). Synovial plica syndrome of the
knee: A commonly overlooked cause of anterior knee pain. Surgery Journal, 3(1), e9-e16. https://doi.org/10.1055/s-0037-1598047
National Institute of Arthritis and Musculoskeletal and Skin Diseases. (n.d.). Knee problems.
https://www.niams.nih.gov/health-topics/knee-problems#tab-symptoms
Rastegar, S., Motififard, M., Nemati, A., Hosseini, N.S., Tahririan, M.A., Rozati, S.A., Sepiani,
M., & Moezi, M. (2016). Where does magnetic resonance imaging stand in the diagnosis of knee injuries? Journal of Research in Medical Sciences: The Official Journal of Isfahan University of Medical Sciences, 21,(52).

NURS 6512 Assessing Musculoskeletal Pain

NURS 6512 Assessing Musculoskeletal Pain

https://doi.org/10.4103/1735-1995.187256
Santana, J.A., Mabrouk, A., & Sherman, A.L. (2021, March 17). Jumpers Knee. In: StatPearls.
StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK532969/
Smith, J.M., & Varacallo, M. (2020, July 29). Osgood Schlatter disease. In: StatPearls,
StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK441995/
Song, S.J., Park., C.H., Liang, H., & Kim, S.J. (2018). Noise around the knee. Clinics in
Orthopedic Surgery, 10(1), 1-8. https://doi.org/10.4055/cios.2018.10.1.1
Thatayatikom, A., & Modica, R., & de Leucio, A. (2021, January). Juvenile idiopathic arthritis.
In: StatPearls, StatPearls Publishing. http://www.ncbi.nlm.nih.gov/books/NBK554605/
Walden University. (n.d.). Case 3: Knee pain: Advanced health assessment. www.waldenu.edu.

Case 3: Knee Pain

Photo Credit: University of Virginia. (n.d.). Normal Knee Anatomy [Photograph]. Retrieved from http://www.med-ed.virginia.edu/courses/rad/ext/7knee/01anatomy.html. Used with permission of University of Virginia.
A 15-year-old male reports dull pain in both knees. Sometimes one or both knees click, and the patient describes a catching sensation under the patella. In determining the causes of the knee pain, what additional history do you need? What categories can you use to differentiate knee pain? What are your specific differential diagnoses for knee pain? What physical examination will you perform? What anatomic structures are you assessing as part of the physical examination? What special maneuvers will you perform?

Discussion: Assessing Musculoskeletal Pain

Photo Credit: Getty Images/Fotosearch RF
The body is constantly sending signals about its health. One of the most easily recognized signals is pain. Musculoskeletal conditions comprise one of the leading causes of severe long-term pain in patients. The musculoskeletal system is an elaborate system of interconnected levers that provides the body with support and mobility. Because of the interconnectedness of the musculoskeletal system, identifying the causes of pain can be challenging. Accurately interpreting the cause of musculoskeletal pain requires an assessment process informed by patient history and physical exams.
In this Discussion, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.
To prepare:
• By Day 1 of this week, you will be assigned to one of the following specific case studies for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
• Your Discussion post should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.
• Review the following case studies:
Case 1: Back Pain

Photo Credit: University of Virginia. (n.d.). Lumbar Spine Anatomy [Photograph]. Retrieved from http://www.med-ed.virginia.edu/courses/rad/ext/5lumbar/01anatomy.html. Used with permission of University of Virginia.
A 42-year-old male reports pain in his lower back for the past month. The pain sometimes radiates to his left leg. In determining the cause of the back pain, based on your knowledge of anatomy, what nerve roots might be involved? How would you test for each of them? What other symptoms need to be explored? What are your differential diagnoses for acute low back pain? Consider the possible origins using the Agency for Healthcare Research and Quality (AHRQ) guidelines as a framework. What physical examination will you perform? What special maneuvers will you perform?
Case 2: Ankle Pain

Photo Credit: University of Virginia. (n.d.). Lateral view of ankle showing Boehler’s angle [Photograph]. Retrieved from http://www.med-ed.virginia.edu/courses/rad/ext/8ankle/01anatomy.html. Used with permission of University of Virginia.
A 46-year-old female reports pain in both of her ankles, but she is more concerned about her right ankle. She was playing soccer over the weekend and heard a “pop.” She is able to bear weight, but it is uncomfortable. In determining the cause of the ankle pain, based on your knowledge of anatomy, what foot structures are likely involved? What other symptoms need to be explored? What are your differential diagnoses for ankle pain? What physical examination will you perform? What special maneuvers will you perform? Should you apply the Ottawa ankle rules to determine if you need additional testing?
With regard to the case study you were assigned:
• Review this week’s Learning Resources, and consider the insights they provide about the case study.
• Consider what history would be necessary to collect from the patient in the case study you were assigned.
• Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
• Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
Note: Before you submit your initial post, replace the subject line (“Discussion – Week 8”) with “Review of Case Study ___.” Fill in the blank with the number of the case study you were assigned.
By Day 3 of Week 8
Post an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in the Week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
Read a selection of your colleagues’ responses.
By Day 6 of Week 8
Respond to at least two of your colleagues on 2 different days who were assigned different case studies than you. Analyze the possible conditions from your colleagues’ differential diagnoses. Determine which of the conditions you would reject and why. Identify the most likely condition, and justify your reasoning.
Submission and Grading Information
Grading Criteria

To access your rubric:
Week 8 Discussion Rubric

Post by Day 3 of Week 8 and Respond by Day 6 of Week 8

To Participate in this Discussion:
Week 8 Discussion

Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6512_Week_8_Discussion_Rubric
• Grid View
• List View
Excellent Good Fair Poor
Main Posting Points Range: 45 (45%) – 50 (50%)
“Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Points Range: 40 (40%) – 44 (44%)
“Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Points Range: 35 (35%) – 39 (39%)
“Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. Points Range: 0 (0%) – 34 (34%)
“Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness Points Range: 10 (10%) – 10 (10%)
Posts main post by Day 3. Points Range: 0 (0%) – 0 (0%)
N/A Points Range: 0 (0%) – 0 (0%)
N/A Points Range: 0 (0%) – 0 (0%)
Does not post main post by Day 3.
First Response Points Range: 17 (17%) – 18 (18%)
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. Points Range: 15 (15%) – 16 (16%)
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. Points Range: 13 (13%) – 14 (14%)
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Points Range: 0 (0%) – 12 (12%)
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response Points Range: 16 (16%) – 17 (17%)
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. Points Range: 14 (14%) – 15 (15%)
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. Points Range: 12 (12%) – 13 (13%)
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. Points Range: 0 (0%) – 11 (11%)
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. Points Range: 0 (0%) – 0 (0%)
N/A Points Range: 0 (0%) – 0 (0%)
N/A Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on three different days.
Total Points: 100
Name: NURS_6512_Week_8_Discussion_Rubric

Name: NURS_6512_Week_8_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)
“Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 40 (40%) – 44 (44%)
“Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 35 (35%) – 39 (39%)
“Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.
Points Range: 0 (0%) – 34 (34%)
“Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by Day 3.
Points Range: 0 (0%) – 0 (0%)
N/A
Points Range: 0 (0%) – 0 (0%)
N/A
Points Range: 0 (0%) – 0 (0%)
Does not post main post by Day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.
Points Range: 15 (15%) – 16 (16%)
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.
Points Range: 13 (13%) – 14 (14%)
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 12 (12%)
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)
“Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.
Points Range: 14 (14%) – 15 (15%)
“Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.
Points Range: 12 (12%) – 13 (13%)
“Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 11 (11%)
“Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
N/A
Points Range: 0 (0%) – 0 (0%)
N/A
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on three different days.
Total Points: 100
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