Purpose  The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.  Activity Learning Outcomes  Through this discussion, the student will demonstrate the ability to:  · Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5) Weeks 2, 3, 5, 6,   ·  Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2) Weeks 1, 2, 3, 4  ·  Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice. (PO 1) Weeks 4, 5, 6  Due Date: Sunday, 11:59pm MT   A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, 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). Week 8 discussion closes on Saturday at 11:59pm MT.  Total Points Possible:  50  Requirements:  Discussion Criteria   1.  Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.  2.  Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue. · Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.   · A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.  · The peer response must occur on a separate day from the initial posting.    · The peer response must occur before Sunday, 11:59 p.m. MT.    · Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.     · · A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a su ...

1. Purpose
The purpose of the graded collaborative discussions is to engage
faculty and students in an interactive dialogue to assist the
student in organizing, integrating, applying, and critically
appraising knowledge regarding advanced nursing practice.
Scholarly information obtained from credible sources as well as
professional communication are required. Application of
information to professional experiences promotes the analysis
and use of principles, knowledge, and information learned and
related to real-life professional situations. Meaningful dialogue
among faculty and students fosters the development of a
learning community as ideas, perspectives, and knowledge are
shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability
to:
· Demonstrate logical and creative thinking in the analysis and
application of a theory to nursing practice. (PO 2 and 5) Weeks
2, 3, 5, 6,
· Examine broad theoretical concepts as foundational to
advanced nursing practice roles. (PO 1 and 2) Weeks 1, 2, 3, 4
· Analyze theories from nursing and relevant fields with
respect to the components, relationship among the components,
and application to advanced nursing practice. (PO 1) Weeks 4,
5, 6
Due Date: Sunday, 11:59pm MT
A 10% late penalty will be imposed for discussions posted after
the deadline on Wednesday, 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). Week 8 discussion
closes on Saturday at 11:59pm MT.
Total Points Possible: 50
Requirements:
Discussion Criteria

2. 1. Application of Course Knowledge: The
student post contributes unique perspectives or insights gleaned
from personal experience or examples from the healthcare field.
The student must accurately and fully discuss the topic for the
week in addition to providing personal or
professional examples. The student must completely answer the
entire initial question.
2. Engagement in Meaningful Dialogue: The student responds
to a student peer and course faculty to further dialogue.
· Peer Response: The student responds substantively to at
least one topic-related post by a student peer.
A substantive post adds
content or insights or asks a question that will add to
the learning experience and/or generate discussion.
· A post of “I agree” with a repeat of the other
student’s post does not count as a substantive post. A
collection of shallow posts does not equal a substantive post.
· The peer response must occur on a separate day from the
initial posting.
· The peer response must occur before Sunday, 11:59 p.m.
MT.
· Faculty Response: The student responds substantively to at
least one question by course faculty. The faculty question may
be directed to the student, to another student, or to the entire
class.
·
· A post of “I agree” with a repeat of the
faculty’s post does not count as a substantive post. A
collection of shallow posts does not equal a substantive post.
· The faculty response must occur on a separate day from the
initial posting.
3. Integration of Evidence: The student post provides
support from a minimum of one scholarly in-text citation with a
matching reference AND assigned readings OR online lessons,
per discussion topic per week.
· What is a scholarly resource? A scholarly resource is one that

3. comes from a professional, peer-
reviewed publication (e.g., journals and government reports suc
h as those from the FDA or CDC).
· Contains references for sources cited
· Written by a professional or scholar in the field and indicates
credentials of the author(s)
· Is no more than 5 years old for clinical or research articles
· What is not considered a scholarly resource?
· Newspaper articles and layperson literature (e.g., Readers
Digest, Healthy Life Magazine, Food, and Fitness)
· Information from Wikipedia or any wiki
· Textbooks
· Website homepages
· The weekly lesson
· Articles in healthcare and nursing-oriented trade
magazines, such as Nursing
Made Incredibly Easy and RNMagazine (Source: What is
a scholarly article.docx; Created 06/09 CK/CL Revised:
02/17/11, 09/02/11 nlh/clm)
· Can the lesson for the week be used as a scholarly source?
· Information from the weekly lesson can be cited in a posting;
however, it is not to be the sole source used in the post.
· Are resources provided from CU acceptable sources (e.g., the
readings for the week)?
· Not as a sole source within the post. The
textbook and/or assigned (required) articles for the week
can be used, but another outside source must be cited for
full credit. Textbooks are not considered scholarly sources for
the purpose of discussions.
· Are websites acceptable as scholarly
resources for discussions?
· Yes, if they are documents or data cited from credible
websites. Credible websites usually end in .gov
or .edu; however, some .org sites
that belong to professional associations (e.g., American
Heart Association, National League for Nursing, American

4. Diabetes Association) are also considered credible websites.
Websites ending with .com are not to be used
as scholarly resources.
4. Professionalism in Communication: The post presents
information in logical, meaningful, and understandable
sequence, and is clearly relevant to the discussion topic.
Grammar, spelling, and/or punctuation are accurate.
5. Wednesday Participation Requirement: The student
provides a substantive response to the
graded discussion question(s) or topic(s), posted
by the course faculty (not a response to a
peer), by Wednesday, 11:59 p.m. MT of each week.
6. Total Participation Requirement: The student provides at
least three substantive posts (one to the initial question or topic,
one to a student peer, and one to a faculty question) on two
different days during the week.
DISCUSSION CONTENT
Category
Points
%
Description
Application of Course Knowledge:
15
30
Answers the initial discussion question(s)/topic(s),
demonstrating knowledge and understanding of the concepts for
the week.
Engagement in Meaningful Dialogue With Peers and Faculty
10
20
Responds to a student peer AND course faculty furthering the
dialogue by providing more information and clarification,

5. adding depth to the conversation
Integration of Evidence
15
30
Assigned readings OR online lesson AND at least one outside
scholarly source are included. The scholarly source is:
1) evidence-
based, 2) scholarly in nature, 3) published within the last 5 year
s
40
80%
Total CONTENT Points= 40 pts
DISCUSSION FORMAT
Category
Points
%
Description
Grammar and Communication
5
10
Presents information using clear and concise language in an
organized manner
Reference Citation
5
10
References have complete information as required by APA
In-text citations included for all references AND references
included for all in-text citation
10
20%
Total FORMAT Points= 10 pts

6. DISCUSSION TOTAL= 50 points
Part #1
Preparing the Assignment
Locate a scholarly journal article that uses either a health
behavior theory or the Praxis Theory of Suffering as the basis
for evidence-based research. Choose an article DIFFERENT
than those provided in the weekly readings.
Part #1
In 1.5 pages. Answer the following questions and provide at
least 2 in text apa citations.
Summarize the research presented. How was the theory used?
How do the research findings either support or refute the use of
the theory in practice? How could you use the research in your
own practice as an NP?
Part # 2
In 1-2 paragraph Explain no references needed
As you contemplate your future NP practice, how do you view
your role in using theory in practice?
Which of the theories "spoke" to you? What are some barriers
you see to implementing theory in practice?
**To see view the grading criteria/rubric, please click on the 3
dots in the box at the end of the solid gray bar above the
discussion board title and then Show Rubric.
References to use for assignment
Glanz, K., Burke, L. E., & Rimer, B. K. (2018). Health behavior
theories. In J. B. Butts & K. L. Rich, Philosophies and theories
for advanced nursing practice, 3rd ed. (pp. 241-267).

7. Burlington, MA: Jones & Bartlett.
Kaakinen, J. R. (2010). Family health care nursing : Theory,
practice and research (4th ed). Philadelphia: F.A. Davis
Company.
Morse, J. M. (2018). The Praxis Theory of Suffering. In J. B.
Butts & K. L. Rich, Philosophies and theories for advanced
nursing practice, 3rd ed. (pp. 603-629). Burlington, MA: Jones
& Bartlett