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Existential-Humanistic Therapy Essay Assignment Papers

Week 8: Existential-Humanistic Therapy

“It is the client who knows what hurts, what directions to go, what problems are crucial, what experiences have been deeply buried.”

–Carl Rogers, from 
On Becoming a Person

This client-centered perspective is the cornerstone of existential-humanistic therapy, which requires therapists to “attempt to receive clients with curiosity and openness, endeavor to grasp their subjective world, and believe that clients are the experts on their own experience” (Wheeler, 2014, p. 373). As the psychiatric mental health nurse practitioner, it is important to understand that the effectiveness of this approach is dependent on your relationship with clients, as well as your beliefs on holism and human nature. Existential-Humanistic Therapy Essay Assignment Papers.

This week, as you explore existential-humanistic therapy, you assess clients and consider the appropriateness of various therapeutic approaches. You also develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients. Existential-Humanistic Therapy Essay Assignment Papers.

Learning Resources

ORDER A PLAGIARISM-FREE PAPER HERE

Required Readings

Wheeler, K. (Ed.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(2nd ed.). New York, NY: Springer Publishing Company.

Chapter 10, “Humanistic-Existential and Solution-Focused Approaches to Psychotherapy” (Review pp. 369–406)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.

 

Note:
You will access this text from the Walden Library databases.

Nagy, T. F. (2011). Ethics in psychotherapy. In
Essential ethics for psychologists: A primer for understanding and mastering core issues
(pp. 185–198). Washington, DC: American Psychological Association. doi:10.1037/12345-010

 

Note:
You will access this text from the Walden Library databases.

Required Media

Sommers-Flanagan, J., & Sommers-Flanagan, R. (2013).
Counseling and psychotherapy theories in context and practice
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
For this week, view Existential Therapy, Person-Centered Therapy, and Gestalt Therapy only. You will access this media from the Walden Library databases

Laureate Education (Producer). (2012b).
Clinical supervision follow-up
[Video file]. Baltimore, MD: Author. Existential-Humanistic Therapy Essay Assignment Papers.

Note:
This is a follow-up to the Thompson family media piece in Week 5. The approximate length of this media piece is 9 minutes.

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Laureate Education (Producer). (2015d).
On a hamster wheel
[Video file]. Baltimore, MD: Author.

 

Note:
The approximate length of this media piece is 2 minutes.

 

Accessible player
 
–Downloads–
Download Video w/CC
Download Audio
Download Transcript

Bugental, J. (n.d.).
Existential-humanistic psychotherapy
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 108 minutes. Existential-Humanistic Therapy Essay Assignment Papers.

Optional Resources

May, R. (n.d.).
Rollo May on existential psychotherapy
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 61 minutes.

Steinert , T. (2016, October 3). Ethics of coercive treatment and misuse of psychiatry.
Psychiatric Services
. doi:10.1176/appi.ps.201600066. Retrieved from http://ps.psychiatryonline.org/doi/10.1176/appi.ps.201600066

Discussion: Clinical Supervision

Clinical Supervision is an essential component of your development as a psychiatric mental health nurse practitioner. It provides an opportunity for professional collaboration as you share experiences with and gain insights from colleagues. For this Clinical Supervision, consider a client whom you do not think is adequately progressing according to expected clinical outcomes. Existential-Humanistic Therapy Essay Assignment Papers.

Learning Objectives

Students will:

Assess clients presenting for psychotherapy

Evaluate effectiveness of therapeutic approaches for clients receiving psychotherapy

Apply existential-humanistic therapy to clients with psychiatric disorders

To prepare:

Review this week’s media and consider the insights provided.

Reflect on the clients you are currently counseling at your practicum site.

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 Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit! Existential-Humanistic Therapy Essay Assignment Papers.

By Day 3

Post
 a 3- to 5-minute Kaltura video that addresses the following:

Describe a client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes.

Note:
 Do not use the client’s actual name.

Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.

Identify any additional information about this client that may potentially impact expected outcomes.

Note:
 Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner. Existential-Humanistic Therapy Essay Assignment Papers.

View
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by providing feedback based on an existential-humanistic therapeutic perspective. Support your feedback with evidence-based literature and/or your own experiences with clients.

Note about uploading media:
 Refer to the 
Kaltura Media Uploader
 instructions document, which provides guidance on how to upload media for the Clinical Supervision Discussions.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 8 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 8 Discussion

Assignment 1: Practicum – Week 8 Journal Entry

This week, you complete a two-part journal entry.

Learning Objectives

Students will:

Develop diagnoses for clients receiving psychotherapy*

Evaluate efficacy of existential-humanistic therapy for clients*

Analyze legal and ethical implications of counseling clients with psychiatric disorders*

Analyze clinical supervision experiences*

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 10. Existential-Humanistic Therapy Essay Assignment Papers.

For 
Part 1
, select a client whom you observed or counseled this week (other than the client used for this week’s Discussion). Then, address the following in your Practicum Journal:

Describe the client and identify any pertinent history or medical information, including prescribed medications.

Using the DSM-5, explain and justify your diagnosis for this client.

Explain whether existential-humanistic therapy would be beneficial with this client. Include expected outcomes based on this therapeutic approach.

Explain any legal and/or ethical implications related to counseling this client.

Support your approach with evidence-based literature.

Existential-Humanistic Therapy Essay Assignment Papers

For 
Part 2
, reflect on your clinical supervision experiences. Then, address the following in your Practicum Journal:

How often are you receiving clinical supervision from your preceptor?

What are the sessions like?

What is the preceptor bringing to your attention?

How are you translating these sessions to your clinical practice?

By Day 7 of Week 10

Submit
 your Assignment.

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Existential-Humanistic Therapy Essay Assignment Papers.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete
 the Board Vitals questions.

Week in Review

Now that you have:

Assessed clients presenting for psychotherapy

Evaluated the effectiveness of therapeutic approaches for clients receiving psychotherapy

Applied existential-humanistic therapy to clients with psychiatric disorders

Developed diagnoses for clients receiving psychotherapy

Evaluated the efficacy of existential-humanistic therapy for clients

Analyzed legal and ethical implications of counseling clients with psychiatric disorders

Analyzed clinical supervision experiences. Existential-Humanistic Therapy Essay Assignment Papers.

Next week, you will:

Assess clients presenting with disruptive behavior

Analyze therapeutic approaches for treating clients presenting with disruptive behavior

Evaluate outcomes for clients presenting with disruptive behavior

Develop diagnoses for clients receiving psychotherapy

Analyze legal and ethical implications of counseling clients with psychiatric disorders. Existential-Humanistic Therapy Essay Assignment Papers.

Psychotherapy With Children and Adolescents Discussion Essay Assignment papers

Week 9: Psychotherapy With Children and Adolescents

Approximately 1 in 5 children and adolescents have a mental health disorder, which may lead to issues at home, school, and other areas of their lives (Prout & Fedewa, 2015). When working with this population, it is important to recognize that children and adolescents are not “mini adults” and should not be treated as such. Psychotherapy with these clients is often more complex than psychotherapy with the general adult population, particularly in terms of communication. As a result, strong therapeutic relationships are essential to success.

ORDER A PLAGIARISM-FREE PAPER HERE

This week, as you explore psychotherapy with children and adolescents, you assess clients presenting with disruptive behaviors. You also examine therapies for treating these clients and consider potential outcomes. Finally, you develop diagnoses for clients receiving psychotherapy and consider legal and ethical implications of counseling these clients. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(2nd ed.). New York, NY: Springer Publishing Company.

Chapter 17, “Psychotherapy With Children” (pp. 597–624)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

Note:
You will access this text from the Walden Library databases.

Bass, C., van Nevel, J., & Swart, J. (2014). A comparison between dialectical behavior therapy, mode deactivation therapy, cognitive behavioral therapy, and acceptance and commitment therapy in the treatment of adolescents.
International Journal of Behavioral Consultation and Therapy, 9
(2), 4–8. doi:10.1037/h0100991

 

Note:
You will access this article from the Walden Library databases.

Koocher, G. P. (2003). Ethical issues in psychotherapy with adolescents.
Journal of Clinical Psychology, 59
(11), 1247–1256. PMID:14566959

 

Note:
You will access this article from the Walden Library databases.

McLeod, B. D., Jensen-Doss, A., Tully, C. B., Southam-Gerow, M. A., Weisz, J. R., & Kendall, P. C. (2016). The role of setting versus treatment type in alliance within youth therapy.
Journal of Consulting and Clinical Psychology, 84
(5), 453–464. doi:10.1037/ccp0000081. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

 

Note:
You will access this article from the Walden Library databases.

Zilberstein, K. (2014). The use and limitations of attachment theory in child psychotherapy.
Psychotherapy, 51
(1), 93–103. doi:10.1037/a0030930

 

Note:
You will access this article from the Walden Library databases.

Required Media

Laureate Education (Producer). (2013a).
Disruptive behaviors – Part 1
[Multimedia file]. Baltimore, MD: Author.

Laureate Education (Producer). (2013a).
Disruptive behaviors – Part 2
[Multimedia file]. Baltimore, MD: Author.

Walker, R. (n.d.).
Making child therapy work
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 95 minutes.

Optional Resources

Bruce, T., & Jongsma, A. (2010a).
Evidence-based treatment planning for disruptive child and adolescent behavior
[Video file]. Mill Valley, CA: Psychotherapy.net.

 

Note:
You will access this media from the Walden Library databases. The approximate length of this media piece is 63 minutes. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

Discussion: Counseling Adolescents

The adolescent population is often referred to as “young adults,” but in some ways, this is a misrepresentation. Adolescents are not children, but they are not yet adults either. This transition from childhood to adulthood often poses many unique challenges to working with adolescent clients, particularly in terms of disruptive behavior. In your role, you must overcome these behaviors to effectively counsel clients. For this Discussion, as you examine the 
Disruptive Behaviors
 media in this week’s Learning Resources, consider how you might assess and treat adolescent clients presenting with disruptive behavior. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

Learning Objectives

Students will:

Assess clients presenting with disruptive behavior

Analyze therapeutic approaches for treating clients presenting with disruptive behavior

Evaluate outcomes for clients presenting with disruptive behavior

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide.

View the media, 
Disruptive Behaviors
. Select one of the four case studies and assess the client.

For guidance on assessing the client, refer to pages 137-142 of the Wheeler text in this week’s Learning Resources. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

Note:
 To complete this Discussion, you must assess the client, but you are not required to submit a formal Comprehensive Client Assessment.

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 Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking 
Submit!

By Day 3

Post
 an explanation of your observations of the client in the case study you selected, including behaviors that align to the criteria in DSM-5. Then, explain therapeutic approaches you might use with this client, including psychotropic medications if appropriate. Finally, explain expected outcomes for the client based on these therapeutic approaches. Support your approach with evidence-based literature.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence-based literature and/or your own experiences with clients. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 9 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 9 Discussion

Assignment 1: Practicum – Week 9 Journal Entry

Learning Objectives

Students will:

Develop diagnoses for clients receiving psychotherapy*

Analyze legal and ethical implications of counseling clients with psychiatric disorders*

* The Assignment related to this Learning Objective is introduced this week and submitted in Week 10.

Select a child or adolescent client whom you observed or counseled this week. Then, address the following in your Practicum Journal:

Describe the client (without violating HIPAA regulations) and identify any pertinent history or medical information, including prescribed medications.

Using the DSM-5, explain and justify your diagnosis for this client.

Explain any legal and/or ethical implications related to counseling this client.

Support your position with evidence-based literature. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

By Day 7 of Week 10

Submit
 your Assignment.

Assignment 2: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete
 the Board Vitals questions.

Week in Review

Now that you have:

Assessed clients presenting with disruptive behavior

Analyzed therapeutic approaches for treating clients presenting with disruptive behavior

Evaluated outcomes for clients presenting with disruptive behavior

Developed diagnoses for clients receiving psychotherapy

Analyzed legal and ethical implications of counseling clients with psychiatric disorders

Next week, you will:

Assess clients presenting for psychotherapy

Evaluate the effectiveness of therapeutic approaches for clients receiving psychotherapy

Develop client termination summaries

Analyze how nursing and counseling theories guided personal practice in psychotherapy

Evaluate goals and objectives for personal practicum experiences

Analyze the impact of psychotherapy on social change

Psychotherapy With Children and Adolescents Discussion Essay Assignment papers

Looking Ahead: Week 10 Clinical Supervision Discussion

Week 10 Discussion:
 In 3- to 5-minute Kaltura video, you will discuss an older adult client you have observed and/or counseled during your practicum experience. Be sure to make arrangements with your preceptor so you can fulfill the requirements of the Discussion. Refer to the Week 10 Discussion for additional guidance. Psychotherapy With Children and Adolescents Discussion Essay Assignment papers.

Psychotherapy With Older Adults

Week 10: Psychotherapy With Older Adults

According to the Institute of Medicine, more than 20% of the growing older adult population has a mental health disorder (IOM, 2012). In the past, many older adults avoided psychotherapy because of the associated social stigma, but with the growing acceptance of therapy and awareness of mental health issues, more of this population is seeking the help they need. In your role, as the psychiatric mental health nurse practitioner, you have the opportunity to help these older adult clients overcome challenges that may have plagued them for a lifetime. Psychotherapy With Older Adults.

ORDER A PLAGIARISM-FREE PAPER HERE

This week, as you explore psychotherapy with older adults, you assess clients and consider the appropriateness of various therapeutic approaches. You also examine the theories, goals, and objectives that guided your practicum experience throughout this course. Psychotherapy With Older Adults.

Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(2nd ed.). New York, NY: Springer Publishing Company.

Chapter 18, “Psychotherapy With Older Adults” (pp. 625–660)

Chapter 20, “Termination and Outcome Evaluation” (pp. 693–712)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.

Note:
You will access this text from the Walden Library databases.

McGuire, J. (2009). Ethical considerations when working with older adults in psychology.
Ethics & Behavior, 19
(2), 112–128. doi:10.1080/10508420902772702. Psychotherapy With Older Adults

Note:
You will access this article from the Walden Library databases.

Swift, J. K., & Greenberg, R. P. (2015). What is premature termination, and why does it occur? In
Premature termination in psychotherapy: Strategies for engaging clients and improving outcomes
(pp. 11–31). Washington, DC: American Psychological Association. doi:10.1037/14469-002

Note:
You will access this resource from the Walden Library databases.

Discussion: Clinical Supervision

Personal reflection and discussion with colleagues is essential to your development as a psychiatric mental health nurse practitioner. In Week 8, you collaborated with colleagues as you participated in your first Clinical Supervision. This week, you have the opportunity to continue your collaboration as you reflect on and discuss your experiences with counseling older adults. Keep in mind that although there may be challenges to counseling this population, these clients offer unique learning opportunities. For this Clinical Supervision, consider an older client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes. Psychotherapy With Older Adults.

Learning Objectives

Students will:

Assess clients presenting for psychotherapy

Evaluate effectiveness of therapeutic approaches for clients receiving psychotherapy

To prepare:

Review this week’s media and consider the insights provided.

Reflect on the clients you are currently counseling at your practicum site.

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 Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit! Psychotherapy With Older Adults

By Day 3

Post
 a 3- to 5-minute Kaltura video that addresses the following:

Describe an older client you are counseling whom you do not think is adequately progressing according to expected clinical outcomes.

Note:
 Do not use the client’s actual name.

Explain your therapeutic approach with the client, including the perceived effectiveness of your approach.

Identify any additional information about this client that may potentially impact expected outcomes.

Note:
 Nurse practitioners must have strong oral communication skills. This Discussion is designed to help you hone these skills. When filming your Kaltura video, be sure to dress and speak in a professional manner. Psychotherapy With Older Adults.

View
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by sharing additional insights or alternative perspectives. Support your feedback with evidence-based literature and/or your own experiences with clients.

Note about uploading media:
 Refer to the 
Kaltura Media Uploader
 instructions document, which provides guidance on how to upload media for the Clinical Supervision Discussions.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 10 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 10 Discussion

Psychotherapy With Older Adults

Assignment 1: Practicum – Client Termination Summary

Learning Objectives

Students will:

Develop client termination summaries

To prepare:

For guidance on writing a Client Termination Summary, review pages 693–712 of the Wheeler text in this week’s Learning Resources.

Identify a client who may be ready to complete therapy.

The Assignment

With the client you selected in mind, address the following in a client termination summary (without violating HIPAA regulations):

Identifying information of client (i.e., hypothetical name, age, etc.)

Date initially contacted therapist, date therapy began, duration of therapy, and date therapy will end

Total number of sessions, including number of missed sessions

Termination planned or unplanned

Presenting problem

Major psychosocial issues

Types of services rendered (i.e., individual, couple/family therapy, group therapy, etc.)

Overview of treatment process

Goal status (goals met, partially met, unmet)

Treatment limitations (if any)

Remaining difficulties and/or concerns

Recommendations

Follow-up plan (if indicated)

Instructions for future contact

Signatures

By Day 7

Submit
 your Assignment.

Submission

To submit your completed Assignment for review and grading, do the following:

Please save your 
Assignment
 using the following naming convention: “
WK10Assgn1+lastname+first initial
”.

Click the 
Week 10 Assignment 1
 link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “
WK10Assgn1+last name+first initial.(extension)
” and click 
Open
. If you are submitting multiple files, repeat until all files are attached.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 10 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 10 Assignment

Assignment 2: Practicum – Week 8 Journal Entry

Learning Objectives

Students will:

Develop diagnoses for clients receiving psychotherapy

Evaluate the efficacy of existential-humanistic therapy for clients

Analyze legal and ethical implications of counseling clients with psychiatric disorders

Analyze clinical supervision experiences

Analyze how nursing and counseling theories guided personal practice in psychotherapy

Analyze goals and objectives for personal practicum experiences

Analyze the impact of psychotherapy on social change

The Learning Objectives are related to the Practicum Journal Assignments presented in 
Weeks 8, 9, and 10
.

Week 10 Journal Entry

Reflect on your overall practicum experience in this course. Then, address the following in your Practicum Journal:

Explain whether your therapeutic theory has changed as a result of your practicum experiences. 
Recall the theories you selected in Week 1.

Explain how you integrated the therapeutic approaches from this course in your clinical practice. Include how this helped you achieve the goals and objectives you developed in Week 1.

Explain how you might impact social change through your work with clients who have mental health issues.

Support your approach with evidence-based literature. Psychotherapy With Older Adults.

Note:
 Be sure to use the Practicum Journal Template, located in the Learning Resources.

By Day 7

Submit
 your Practicum Journal entries for 
Weeks 8, 9, and 10
. Refer to the weekly instructions for additional guidance.

Submission

To submit your completed Assignment for review and grading, do the following:

Please save your 
Assignments
 using the following naming convention: “
WK10Journal1+lastname+first initial,
” “
WK10Journal2+lastname+first initial,
” and “
WK10Journal3+lastname+first initial.
”

Click the 
Week 10 Assignment 2
 link.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “
WK10Journal1+last name+first initial.(extension)
” and click 
Open
. Repeat for each of the Practicum Journal submissions.

Click on the 
Submit
 button to complete your submission.

Grading Criteria

To access your rubric:

Week 10 Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 10 Assignment draft and review the originality report. Psychotherapy With Older Adults

Submit Your Assignment by Day 7

To submit your Assignment:

Week 10 Assignment 2

Assignment 3: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Psychotherapy With Older Adults.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete
 the Board Vitals questions.

Practicum Reminder

Time Logs

You are required to keep a log of the time you spend related to your practicum experience 
and enter every patient you see each day
. You can access your time log from the Welcome Page in your Meditrek account. You will track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term. Psychotherapy With Older Adults.

Week in Review

Now that you have:

Assessed clients presenting for psychotherapy

Evaluated the effectiveness of therapeutic approaches for clients receiving psychotherapy

Developed client termination summaries

Analyzed how nursing and counseling theories guided personal practice in psychotherapy

Evaluated goals and objectives for personal practicum experiences

Analyzed the impact of psychotherapy on social change

Next week, you will:

Analyze therapeutic approaches to treating clients with personality disorders

Assess knowledge of concepts, principles, and theories. Psychotherapy With Older Adults.

Psychotherapy With Personality Disorders

Week 11: Psychotherapy With Personality Disorders

Since personality represents who someone is at the deepest level, it is understandable that many people with personality disorders resist the idea that they have a fundamental dysfunction with their personality. Even when clients acknowledge that their personality problems are at the heart of their interpersonal problems, they often find it difficult to change. As the mental health professional, how do you overcome this challenge and effectively counsel these clients?

ORDER A PLAGIARISM-FREE PAPER HERE

This week, as you explore psychotherapy with personality disorders, you examine therapeutic approaches to treating clients with personality and interpersonal problems. You also develop a client termination summary for a client who may be ready to complete therapy. Psychotherapy With Personality Disorders

Psychotherapy With Personality Disorders Learning Resources

Required Readings

Wheeler, K. (Ed.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
(2nd ed.). New York, NY: Springer Publishing Company.

Chapter 20, “Termination and Outcome Evaluation” (Review pp. 693–712)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author.

Note:
You will access this text from the Walden Library databases.

Dixon-Gordon, K. L., Turner, B. J., & Chapman, A. L. (2011).
Psychotherapy for personality disorders. International Review of Psychiatry, 23
(3), 282–302. doi:10.3109/09540261.2011.586992

Note:
You will access this text from the Walden Library databases. Psychotherapy With Personality Disorders

Lorentzen, S., Ruud, T., Fjeldstad, A., & Høglend, P. A. (2015). Personality disorder moderates outcome in short- and long-term group analytic psychotherapy: A randomized clinical trial.
British Journal of Clinical Psychology, 54
(2), 129–146. doi:10.1111/bjc.12065

 

Note:
You will access this text from the Walden Library databases.

Paris, J. (2004). Personality disorders over time: Implications for psychotherapy.
American Journal of Psychotherapy, 58
(4), 420–429. PMID: 15807086

 

Note:
You will access this text from the Walden Library databases.

Swift, J. K., & Greenberg, R. P. (2015). What is premature termination, and why does it occur? In
Premature termination in psychotherapy: Strategies for engaging clients and improving outcomes
(pp. 11–31). Washington, DC: American Psychological Association. doi:10.1037/14469-002

 

Note:
You will access this text from the Walden Library databases.

Optional Resources

Dorr, D. (1999). Approaching psychotherapy of the personality disorders from the Millon perspective.
Journal of Personality Assessment
, 72(3), 407–425. PMID: 10491846

Bach, B., Lee, C., Mortensen, E. L., & Simonsen, E. (2016). How do DSM-5 personality traits align with schema therapy constructs?
Journal of Personality Disorders, 30
(4), 502–529. doi:10.1521/pedi_2015_29_212

Walden University. (2016).
ASC success strategies: Studying for and taking a test
. Retrieved from http://academicguides.waldenu.edu/ASCsuccess/ASCtesting. Psychotherapy With Personality Disorders

Discussion: Therapy for Clients With Personality Disorders

Clients with personality disorders often find it difficult to overcome their problems and function in daily life. Even when these clients are aware that they have a dysfunction with their personality and are open to counseling, treatment can be challenging for both the client and the therapist. For this Discussion, as you examine personality disorders, consider therapeutic approaches you might use with clients. Psychotherapy With Personality Disorders.

Learning Objectives

Students will:

Analyze therapeutic approaches to treating clients with personality disorders

To prepare:

Review this week’s Learning Resources and reflect on the insights they provide.

Select one of the personality disorders from the DSM-5.

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 Submit, you cannot delete or edit your own posts, and cannot post anonymously. Please check your post carefully before clicking Submit! Psychotherapy With Personality Disorders

By Day 3

Post
 a description of the personality disorder you selected. Explain a therapeutic approach (including psychotropic medications if appropriate) you might use to treat a client presenting with this disorder, including how you would share your diagnosis of this disorder to the client in order to avoid damaging the therapeutic relationship. Support your approach with evidence-based literature. Psychotherapy With Personality Disorders.

Read
 a selection of your colleagues’ responses.

By Day 6

Respond
 to at least 
two
 of your colleagues by providing one alternative therapeutic approach. Explain why you suggest this alternative and support your suggestion with evidence-based literature and/or your own experiences with clients. Psychotherapy With Personality Disorders.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 11 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 11 Discussion

Assignment: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Psychotherapy With Personality Disorders.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete
 the Board Vitals questions.

Exam: Final Exam

Learning Objectives

Students will:

Assess knowledge of concepts, principles, and theories related to the psychotherapy of individuals

This exam is a test of your knowledge in preparation for your certification exam. 
No outside resources
 including books, notes, websites, or any other type of resource are to be used to complete this exam. You are expected to
comply with Walden University’s Code of Conduct.

This exam will cover the following topics from the Wheeler textbook, which relate to psychotherapy of individuals:

Supportive and Psychodynamic Psychotherapy

Interpersonal Psychotherapy

Humanistic-Existential and Solution-Focused Approaches to Psychotherapy

Psychotherapy With Children

Psychotherapy With Older Adults

Termination and Outcome Evaluation

Psychotherapy With Personality Disorders

By Day 7

Complete
 the Final Exam. Prior to starting the exam, you should review all of your materials. There is a 2-hour time limit to complete this 76-question exam. You may only attempt this exam once. Psychotherapy With Personality Disorders

NURS 6640 – Psychotherapy with Individuals – Syllabus

Student Support and Calendar Information

So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

Syllabus, including the Course Schedule, located below as a linked PDF

Term Calendar

Student Support

Photo Credit: Steve Hix/Fuse/Getty Images

Credit Hours

5 quarter hours in 11 weeks

Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style and by student familiarity with the delivery method and course content. NURS 6640 – Psychotherapy with Individuals – Syllabus.

Course Description

Psychotherapy involves giving more than “good advice.” In order for the psychiatric mental health nurse practitioner (PMHNP) to be effective, deliberate approaches to therapy must be consistent with evidence-based practices. Learners in this course examine a variety of therapeutic techniques that can be used during psychotherapy sessions with individuals across the lifespan. Emphasis is placed on evidence-based applications of various therapeutic approaches for a wide range of psychiatric issues. Practicum experiences focus on psychotherapeutic approaches with individuals. NURS 6640 – Psychotherapy with Individuals – Syllabus.

Note:
 This course requires a minimum 144 practicum hours

Course Prerequisites

NURS 6630 
Psychopharmacological Approaches for Treatment of Psychopathology

Course Outcomes

By the end of this course, students will:

Evaluate evidence-based psychotherapeutic counseling theories

Apply psychotherapeutic counseling techniques and tools

Assess clients presenting for psychotherapy

Develop psychiatric diagnoses for clients across the lifespan

Evaluate the use of psychopharmacological agents with clients across the lifespan

Evaluate ethical and legal implications of counseling clients presenting for psychotherapy

Analyze strategies to become a social change agent for psychiatric mental health

Click on the following link to view the Outcomes/Alignment map for NURS 6640:

Document:
NURS 6640 SON Alignment of Learner Outcomes (PDF)

Course Materials

Please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included. NURS 6640 – Psychotherapy with Individuals – Syllabus.

Course Text

Wheeler, K. (Ed.). (2014).
Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice
. New York, NY: Springer Publishing Company.

Note:
 The course text will be used in additional courses in the program; therefore keep it for addition reference.

Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each week. NURS 6640 – Psychotherapy with Individuals – Syllabus.

Course Readings List

The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:

NURS 6640 Course Readings List

Media

Assigned course media elements are found within the weekly Learning Resources pages and are available via a streaming media player or a hyperlink to the individual item.

Dedicated Support for Course Media

You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course. NURS 6640 – Psychotherapy with Individuals – Syllabus

Course Assignments

Online Discussion and Clinical Supervision

The exchange of ideas between colleagues engaged in scholarly inquiry is a key aspect of graduate-level learning and is a requisite activity in this course.

Requirements
: You are expected to participate 
at least two
 separate days a week in the weekly Discussion area. Discussion topics/questions are provided in the Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in other class members’ postings. Where appropriate, you should use references to support your position. Most weeks have at least one Discussion question. The Discussion questions require a response to one other student’s posting; it should be no more than two paragraphs long. NURS 6640 – Psychotherapy with Individuals – Syllabus

All Discussion postings need to be made in each week’s 
Discussion
 area of the course, unless otherwise stated. Please do not e-mail postings to the Instructor or other students. Refer to the 
Discussion
 area for specific instructions.

Discussions will be graded according to the Discussion Rubric found in the 
Course Information
 area.

Assignments and Projects

An Assignment or Project often is a writing assignment submitted to the Instructor for evaluation. Complete Assignment or Project directions are in the 
Assignments
 or 
Projects
la areas, including how and where to submit the Assignment or Project and the due date. Please note that you should keep copies of your Assignments and Projects on your computer in case of any technical difficulties. NURS 6640 – Psychotherapy with Individuals – Syllabus

Information on scholarly writing may be found in the APA manual and at the Walden Writing Center website.

Please refer to the APA Guide or visit the Walden University Online Writing Center at

http://writingcenter.waldenu.edu/

Walden University expects you to act with integrity and honesty in your academic courses. Refer to the 
Guidelines and Policies
 and 
Academic Integrity
 areas for more details.

Check the 
Course Information
 area for any rubrics relating to the Assignments and Projects.

All assignments must be completed to pass the course.

Practicum Activities

The practicum experience in this course will assist your transition from the role of learner to that of scholar-practitioner. To achieve this transition, you will engage in a relationship with a clinical instructor and preceptor, focusing on roles and role functions and the achievement of individualized learning objectives. The primary objective of your practicum is to provide you with the basic skills necessary to serve as a mid-level provider of primary care to selected populations and prepare you to take the appropriate national certification exam. NURS 6640 – Psychotherapy with Individuals – Syllabus

The practicum component of the course will be graded as Satisfactory or Unsatisfactory. In order to pass the course, you must earn a grade of Satisfactory on all required practicum activities including journal entries and time logs.

At the end of the course, you must also ensure that your practicum preceptor submits an online evaluation of your performance. You will also complete an online evaluation of your practicum experience at the end of the course. These evaluations will not only provide information about the progress of individual students, but also help program leadership to continuously work on the course review and improvements. You will receive an Incomplete (I) as a grade if any of the above evaluations are not received by the posted deadlines. NURS 6640 – Psychotherapy with Individuals – Syllabus

All assignments must be completed to pass the course.

Time Logs:
 Students are required to keep a log of the time spent related to their practicum experience 
and enter every patient they see each day
. Students can access their time log from the Welcome Page in their Meditrek account. Students will track time individually for each patient they work with. Students are required to continuously input their hours throughout the term. Logs are reviewed by instructors in weeks 4, 7 and 10. Please print and keep your completed Meditrek Log at the end of your clinical experiences for future use as a component of your portfolio.

Grading Criteria and Total Components of a Grade

Course grades will be based on participation (postings) and completion of assignments listed below.

Note:
 All assignments must be completed to pass the course.

Grading Scale

Letter grades will be assigned as follows:

90%–100% = A

80%–89% = B

70%–79% = C

70% or below = F

Please see below for the policy on Incomplete (I) grades.

Important Note:
 This course contains weighted grading. Assignments are weighted differently depending on their type. The total points achieved for each assignment will be weighted based on the percentage values noted in the 
Weighted Total (%)
column of the table that follows.

Assignment

Total Points

Percentage

Discussions

Participation in Discussions*

5 @ 100 points each

500

20%

Assignments

Weeks 3, 4, 6, 7

4 @ 100 points each

400

26%

Exams

Week 6 Midterm Exam (75 points)

Week 11 Final Exam (75 points)

150

44%

Board Vitals

10 @ 20 points each

200

10%

Clinical Supervision

Participation in Clinical Supervisions*

Submitted in Weeks 8 and 10

S/U

Practicum Time Logs

Submitted in Weeks 4, 7, 10

S/U

Practicum Journal Entries

Submitted in Weeks 4, 7, 10

S/U

Practicum Assignments

Submitted in Weeks 3, 7, 10

S/U

Total

1,250

100%

*Note:
 Each Discussion requires that you make one initial posting and 
at least two
 response postings to colleagues. See the Formative Evaluative Criteria for Discussion Board Assignments for posting details.

Note: 
All assignments must be completed in order to receive a grade for the course. NURS 6640 – Psychotherapy with Individuals – Syllabus

Feedback Schedule

The Instructor will log into the course at least 3–4 times during the week to monitor the weekly 
Discussion
 area. Feedback will be provided via the 
Discussion
 area and/or the 
Announcements
 page. Requests for more specific feedback may be made in the 
Discussion
 area or in the 
Contact the Instructor
 thread.

The Instructor will respond to at least one main post each week but will usually not respond to all posts.

Timely Review and Return of Student Work
. As a guideline, faculty members are expected to review and return graded student work for all coursework within 10 calendar days.

Each Instructor has a unique way of providing feedback. If you think that you are not getting enough feedback, you are strongly encouraged to contact your Instructor and ask for more. Contact information for your Instructor can be found under the 
Contact the Instructor
 area. For more information on Instructor feedback, go to the Faculty Accessibility section of Faculty and Student Guidelines for Online Courses, located in the 
Guidelines and Policies
area.

Preferred Methods for Delivering Assignments

Submitting Course Postings to the Weekly Discussion Areas

Be sure that you post to the correct 
Discussion
 area each week. Do not e-mail postings to the Instructor. For all initial Discussion postings, make sure that the first sentence of your posting reads 
Main Question Post
. For your responses to others’ postings, make sure that the first sentence of your response reads 
Response
. These actions will ensure easily identifiable subject lines for your postings and responses.

Submitting Assignments and Projects

Assignments and Projects are submitted according to the instructions in the 
Assignments
 or 
Projects
 areas and are named according to the week in which the Assignment or Project is submitted. Directions for naming each Assignment or Project are included in each week’s 
Assignment
 or 
Project
 area. NURS 6640 – Psychotherapy with Individuals – Syllabus.

E-mailing Your Instructor

When e-mailing the Instructor, please use the following heading for your e-mail subject line: 
last name + your first initial + course number
 (e.g., RideSNURS6640) so that your Instructor will recognize and read your e-mail.

Policies on Late Assignments

Discussion and Assignment Postings

No credit will be given for Discussion and Assignment postings made after the week in which they are due unless prior arrangements are made with the Instructor. Exceptions will be made only for those rare situations that legitimately prevent a student from posting on time. Points will be deducted from late postings. NURS 6640 – Psychotherapy with Individuals – Syllabus.

Assignments

Assignments are due by 
Day 7
 of the week in which they are assigned unless otherwise noted. Failure to meet the deadline without prior approval will result in at least a 3-point deduction per day. Any Assignment submitted after 
Day 4
of the week following that in which it is assigned will receive zero points.

Keeping Your Coursework

You will have access to the course and your coursework from the course start date until 60 days after the course ends. After this time, you will no longer be able to access the course or related materials. 
For this reason, we strongly recommend that you retain copies of your completed assignments and any documents you wish to keep
. The University is not responsible for lost or missing coursework.

Instructor Feedback Schedule

The Instructor will log in to the course during the week to monitor the weekly Discussion area. Feedback will be provided via the comments in the My Grades area, the Discussion area, and/or the Announcements page.

You can expect your weekly assignment grades to be posted within 10 calendar days of a due date. Instructor feedback and explanation are provided whenever full credit is not achieved. Depending on the nature of the feedback, Instructor responses may be posted to the Discussion area or included in the My Grades area. The goal of your Instructor is to act as a discussion and learning facilitator rather than a lecturer. The Instructor will not respond to every posting by every individual, so please feel free to ask your Instructor if you would like some personal feedback on a particular assignment posting or any time you have any questions regarding your assignments or your grade. NURS 6640 – Psychotherapy with Individuals – Syllabus.

Students With Disabilities

Students in this course who have a disability that might prevent them from fully demonstrating their abilities should contact the director of disability services at 
disability@waldenu.edu
 or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or 
http://www.waldenu.edu/contact
 for international toll-free numbers as soon as possible to initiate disability verification and discuss accommodations that may be necessary to ensure full participation in the successful completion of course requirements. NURS 6640 – Psychotherapy with Individuals – Syllabus.

Classroom Participation

In accordance with US Department of Education guidance regarding class participation, Walden University requires that all students submit their required Week 1 assignments within each course(s) during the first 7 calendar days of class. The first calendar day of class is the official start date of the course as posted on your myWalden academic page.

Assignments submitted prior to the official start date will not count toward your participation.

Financial Aid cannot be released without class participation as defined above.

Students who have already taken, and successfully completed, at least 
one or more
 class(es) with Walden will be dropped 
ONLY
 from any class(es) in which they are 
not participating
 if they do not complete their assignments by the end of the 7
th
 day. NURS 6640 – Psychotherapy with Individuals – Syllabus.

Students who 
are taking their first class with Walden,
 and do not complete their assignments by the end of the 7
th
day, will be administratively withdrawn from the university.

If you have any questions about your assignments, or you are unable to complete your assignments, please contact your faculty member.

Checklist

The weekly course checklist below outlines the assignments due for the course.

All assignments are due by 
11:59 p.m. Mountain Time (MT)
 on the day assigned (which is 1:59 a.m. Eastern Time (ET) the next day). The time stamp in the classroom will reflect Eastern Time (ET), regardless of your time zone. As long as your submission time stamp is no later than 1:59 a.m. Eastern Time (ET), you have submitted on time. NURS 6640 – Psychotherapy with Individuals – Syllabus.

To View the Calendar

To view the Course Calendar:

Course Calendar

To View a Printable Course Schedule

For full assignment details and directions, refer to each week of the course.

Click on the 
NURS 6640 Course Schedule (PDF)
 link to access the Course Schedule.

Document:
NURS 6640: Course Schedule (PDF)

Checklist

Week

Assignment

Title

Week 1

Foundations of Psychotherapy

Learning Resources

Required Readings

Required Media

Discussion

Does Psychotherapy Have a Biological Basis?

Practicum

Week 1 Journal Entry

Looking Ahead

– Practicum Assignments

– Didactic Assignments

Week 2

Assessment and Diagnosis in Psychotherapy

Learning Resources

Required Readings

Required Media

Discussion

Assessment Tools

Practicum

Week 2 Journal Entry

Board Vitals

Board Vitals

Week 3

Psychodynamic Psychotherapy

Learning Resources

Required Readings

Required Media

Optional Readings

Assignment

Applying Current Literature to Clinical Practice

Practicum

Assessing Clients

Practicum Reminder

Board Vitals

Board Vitals

Week 4

Cognitive Behavioral Therapy

Learning Resources

Required Readings

Required Media

Optional Readings

Assignment

NURS 6640 – Psychotherapy with Individuals – Syllabus

Cognitive Behavioral Theory versus Rational Emotive Behavioral Theory

Practicum

Week 1 Journal Entry

Week 2 Journal Entry

Week 4 Journal Entry

Board Vitals

Board Vitals

Week 5

Psychotherapy with Trauma

Learning Resources

Required Readings

Required Media

Optional Readings

Discussion

Posttraumatic Stress Disorder

Practicum

Week 5 Journal Entry

Board Vitals

Board Vitals

Week 6

Psychotherapy for Addictive Disorders

Learning Resources

Required Readings

Required Media

Optional Readings

Assignment

Assessing Clients with Addictive Disorders

Exam

Midterm Exam

Practicum

Week 6 Journal Entry

Board Vitals

Board Vitals

Week 7

Supportive and Interpersonal Psychotherapy

Learning Resources

Required Readings

Required Media

Assignment

Supportive Psychotherapy versus Interpersonal Psychotherapy

Practicum

– Assessing Client Progress

– Week 5 Journal Entry

– Week 6 Journal Entry

– Practicum Reminder

Board Vitals

Board Vitals

Looking Ahead

Week 8 Clinical Supervision Discussion

Week 8

Existential–Humanistic Therapy

Learning Resources

Required Readings

Required Media

Optional Readings

Discussion

Clinical Supervision

Practicum

Week 8 Journal Entry

Board Vitals

Board Vitals

Week 9

Existential–Humanistic Therapy

Learning Resources. NURS 6640 – Psychotherapy with Individuals – Syllabus

Required Readings

Required Media

Optional Readings

Discussion

Counseling Adolescents

Practicum

Week 9 Journal Entry

Board Vitals

Board Vitals

Looking Ahead

Week 10 Clinical Supervision Discussion

Week 10

Psychotherapy with Older Adults

Learning Resources

Required Readings

Discussion

Clinical Supervision

Practicum

– Client Termination Summary

– Week 8 Journal Entry

– Week 9 Journal Entry

– Week 10 Journal Entry

Board Vitals

Board Vitals

Week 11

Psychotherapy with Personality Disorders

Learning Resources

Required Readings

Required Media

Optional Readings

Discussion

Therapy for Clients with Personality Disorders

Board Vitals

Board Vitals

Exam

Final Exam

Course Evaluation

Bibliography

The bibliography contains the references for all learning materials in the course. For your convenience, a link has been provided to download and save the bibliography. NURS 6640 – Psychotherapy with Individuals – Syllabus.

NURS_6640_Week1_Discussion_Rubric

Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

Main Posting:

Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

44 
(44%)
 – 44 
(44%)

Thoroughly responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

supported by at least 3 current, credible sources

40 
(40%)
 – 43 
(43%)

Responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

75% of post has exceptional depth and breadth

supported by at least 3 credible references

35 
(35%)
 – 39 
(39%)

Responds to most of the discussion question(s)

is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of post has exceptional depth and breadth

supported by at least 3 credible references

31 
(31%)
 – 34 
(34%)

Responds to some of the discussion question(s)

one to 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 fewer than 2 credible references

0 
(0%)
 – 30 
(30%)

Does not respond to the discussion question(s)

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 1 or no credible references

Main Posting:

Writing

6 
(6%)
 – 6 
(6%)

Written clearly and concisely

Contains no grammatical or spelling errors

Fully adheres to current APA manual writing rules and style

5.5 
(5.5%)
 – 5.5 
(5.5%)

Written clearly and concisely

May contain one or no grammatical or spelling error

Adheres to current APA manual writing rules and style

5 
(5%)
 – 5 
(5%)

Written concisely

May contain one to two grammatical or spelling error

Adheres to current APA manual writing rules and style

4.5 
(4.5%)
 – 4.5 
(4.5%)

Written somewhat concisely

May contain more than two spelling or grammatical errors

Contains some APA formatting errors

0 
(0%)
 – 4 
(4%)

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 Posting:

Timely and full participation

10 
(10%)
 – 10 
(10%)

Meets requirements for timely and full participation

posts main discussion by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings

responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth

First Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully 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

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response 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

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited. NURS_6640 Week1_Discussion Rubric

First Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

Second Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings * responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth

Second Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully 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

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response 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

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

Second Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

Posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

NURS_6640_Week1_Discussion_Rubric

NURS_6640_Week5_Discussion_Rubric

Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

Main Posting:

Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

44 
(44%)
 – 44 
(44%)

Thoroughly responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

supported by at least 3 current, credible sources

40 
(40%)
 – 43 
(43%)

Responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

75% of post has exceptional depth and breadth

supported by at least 3 credible references

35 
(35%)
 – 39 
(39%)

Responds to most of the discussion question(s)

is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of post has exceptional depth and breadth

supported by at least 3 credible references

31 
(31%)
 – 34 
(34%)

Responds to some of the discussion question(s)

one to 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 fewer than 2 credible references

0 
(0%)
 – 30 
(30%)

Does not respond to the discussion question(s)

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 1 or no credible references

Main Posting:

Writing

6 
(6%)
 – 6 
(6%)

Written clearly and concisely

Contains no grammatical or spelling errors

Fully adheres to current APA manual writing rules and style

5.5 
(5.5%)
 – 5.5 
(5.5%)

Written clearly and concisely

May contain one or no grammatical or spelling error

Adheres to current APA manual writing rules and style

5 
(5%)
 – 5 
(5%)

Written concisely

May contain one to two grammatical or spelling error

Adheres to current APA manual writing rules and style

4.5 
(4.5%)
 – 4.5 
(4.5%)

Written somewhat concisely

May contain more than two spelling or grammatical errors

Contains some APA formatting errors

0 
(0%)
 – 4 
(4%)

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 Posting:

Timely and full participation

10 
(10%)
 – 10 
(10%)

Meets requirements for timely and full participation

posts main discussion by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings

responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth. NURS 6640_Week5 Discussion Rubric

First Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully 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

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response 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

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

First Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

Second Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings * responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth

Second Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully 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

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response 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

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

Second Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

Posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

NURS_6640_Week5_Discussion_Rubric

NURS_6640_Week2_Discussion_Rubric

Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

Main Posting:

Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

44 
(44%)
 – 44 
(44%)

Thoroughly responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

supported by at least 3 current, credible sources

40 
(40%)
 – 43 
(43%)

Responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

75% of post has exceptional depth and breadth

supported by at least 3 credible references

35 
(35%)
 – 39 
(39%)

Responds to most of the discussion question(s)

is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of post has exceptional depth and breadth

supported by at least 3 credible references

31 
(31%)
 – 34 
(34%)

Responds to some of the discussion question(s)

one to 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 fewer than 2 credible references

0 
(0%)
 – 30 
(30%)

Does not respond to the discussion question(s)

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 1 or no credible references

Main Posting:

Writing

6 
(6%)
 – 6 
(6%)

Written clearly and concisely

Contains no grammatical or spelling errors

Fully adheres to current APA manual writing rules and style

5.5 
(5.5%)
 – 5.5 
(5.5%)

Written clearly and concisely

May contain one or no grammatical or spelling error

Adheres to current APA manual writing rules and style

5 
(5%)
 – 5 
(5%)

Written concisely

May contain one to two grammatical or spelling error

Adheres to current APA manual writing rules and style

4.5 
(4.5%)
 – 4.5 
(4.5%)

Written somewhat concisely

May contain more than two spelling or grammatical errors

Contains some APA formatting errors

0 
(0%)
 – 4 
(4%)

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 Posting:

Timely and full participation

10 
(10%)
 – 10 
(10%)

Meets requirements for timely and full participation

posts main discussion by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings

responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth. NURS 6640 Week2 Discussion Rubric

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth

First Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully 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

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response 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

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

First Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

Second Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings * responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth

Second Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully 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

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response 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

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

Second Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

Posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

NURS_6640_Week2_Discussion_Rubric

NURS_6640_Week8_Discussion_Rubric

Satisfactory

Unsatisfactory

Quality of Work Submitted: The extend of which work meets the assignned criteria and work reflects graduate level critical and analytic thinking.

26 
(26%)
 – 30 
(30%)

Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics.

0 
(0%)
 – 25 
(25%)

Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed.

Quality of Work Submitted: The purpose of the paper is clear.

4 
(4%)
 – 5 
(5%)

Purpose of the assignment is stated, yet is brief and not descriptive.

0 
(0%)
 – 3 
(3%)

No purpose statement was provided.

Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:

Understand and interpret the assignment’s key concepts.

8 
(8%)
 – 10 
(10%)

Demonstrates a clear understanding of key concepts.

0 
(0%)
 – 7 
(7%)

Shows a lack of understanding of key concepts, deviates from topics.

Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:

Apply and integrate material in course rsources (i.e. video, required readings, and textook) and credible outside resources.

16 
(16%)
 – 20 
(20%)

Integrates specific information from 1 credible outside resource and 2-3 course resources to support major points and point of view.

0 
(0%)
 – 15 
(15%)

Includes and integrates specific information from 0 to 1 resource to support major points and point of view. NURS 6640 Week8 Discussion_Rubric

Assimilation and Synthesis of Ideas: The extend to which the work reflects the student’s ability to:

Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, textbook) and outside, credible resources by comparing different points of view and highlighting similarities, differences, and connections.

16 
(16%)
 – 20 
(20%)

Summarizes information gleaned from sources to support major points, but does not synthesize.

0 
(0%)
 – 15 
(15%)

Rarely or does not interpret, apply, and synthesize concepts, and/or strategies.

Written Expression and Formatting

Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance.

4 
(4%)
 – 5 
(5%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity 80% of the time.

0 
(0%)
 – 3 
(3%)

Paragraphs and sentences follow writing standards for structure, flow, continuity and clarity < 60% of the time. “Written Expression and Formatting English writing standards: Correct grammar, mechanics, and proper punctuation” 3  (3%)  – 5  (5%) Contains a few (1-2) grammar, spelling, and punctuation errors. 0  (0%)  – 2  (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. “Written Expression and Formatting The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.” 3  (3%)  – 5  (5%) Contains a few (1-2) APA format errors. 0  (0%)  – 2  (2%) Contains many (≥ 5) APA format errors. NURS_6640_Week8 Discussion_Rubric

NURS_6640_Week9_Discussion_Rubric

Outstanding Performance

Excellent Performance

Competent Performance

Proficient Performance

Room for Improvement

Main Posting:

Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

44 
(44%)
 – 44 
(44%)

Thoroughly responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

supported by at least 3 current, credible sources

40 
(40%)
 – 43 
(43%)

Responds to the discussion question(s)

is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

75% of post has exceptional depth and breadth

supported by at least 3 credible references

35 
(35%)
 – 39 
(39%)

Responds to most of the discussion question(s)

is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of post has exceptional depth and breadth

supported by at least 3 credible references

31 
(31%)
 – 34 
(34%)

Responds to some of the discussion question(s)

one to 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 fewer than 2 credible references

0 
(0%)
 – 30 
(30%)

Does not respond to the discussion question(s)

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 1 or no credible references

Main Posting:

Writing

6 
(6%)
 – 6 
(6%)

Written clearly and concisely

Contains no grammatical or spelling errors

Fully adheres to current APA manual writing rules and style

5.5 
(5.5%)
 – 5.5 
(5.5%)

Written clearly and concisely

May contain one or no grammatical or spelling error

Adheres to current APA manual writing rules and style

5 
(5%)
 – 5 
(5%)

Written concisely

May contain one to two grammatical or spelling error

Adheres to current APA manual writing rules and style

4.5 
(4.5%)
 – 4.5 
(4.5%)

Written somewhat concisely

May contain more than two spelling or grammatical errors

Contains some APA formatting errors

0 
(0%)
 – 4 
(4%)

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 Posting:

Timely and full participation

10 
(10%)
 – 10 
(10%)

Meets requirements for timely and full participation

posts main discussion by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings

responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth. NURS 6640 Week9 Discussion_Rubric

First Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully 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

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response 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

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

First Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

Second Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 
(9%)
 – 9 
(9%)

Response exhibits critical thinking and application to practice settings * responds to questions posed by faculty

the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives

8.5 
(8.5%)
 – 8.5 
(8.5%)

Response exhibits critical thinking and application to practice settings

7.5 
(7.5%)
 – 8 
(8%)

Response has some depth and may exhibit critical thinking or application to practice setting

6.5 
(6.5%)
 – 7 
(7%)

Response is on topic, may have some depth

0 
(0%)
 – 6 
(6%)

Response may not be on topic, lacks depth

Second Response:

Writing

6 
(6%)
 – 6 
(6%)

Communication is professional and respectful to colleagues

Response to faculty questions are fully 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

5.5 
(5.5%)
 – 5.5 
(5.5%)

Communication is professional and respectful to colleagues

Response 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

5 
(5%)
 – 5 
(5%)

Communication is mostly professional and respectful to colleagues

Response to faculty questions are mostly answered if posed

Provides opinions and ideas that are supported by few credible sources

Response is written in Standard Edited English

4.5 
(4.5%)
 – 4.5 
(4.5%)

Responses posted in the discussion may lack effective professional communication

Response to faculty questions are somewhat answered if posed

Few or no credible sources are cited

0 
(0%)
 – 4 
(4%)

Responses posted in the discussion lack effective

Response to faculty questions are missing

No credible sources are cited

Second Response:

Timely and full participation

5 
(5%)
 – 5 
(5%)

Meets requirements for timely and full participation

Posts by due date

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

NA

0 
(0%)
 – 0 
(0%)

Does not meet requirement for full participation

NURS_6640_Week9_Discussion_Rubric