This article covers NURS 6512 Week 8: Assessment of the Musculoskeletal System.
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NURS 6512 Week 8: Assessment of the Musculoskeletal System
Week 8: Assessment of the Musculoskeletal System
Patient Information:
JD, 15, M, Caucasian
S.
CC: JD complains of dull pain in both knees
HPI: JD is a 15-year-old Caucasian male presents with dull pain in both knees bilaterally and occasional catching/clicking with ambulation. JD reports the pain started 3 weeks ago after he collided with a runner at home plate during a baseball game. JD reports the pain as dull and intermittent on a scale of 5/10. He has not taken anything for the pain at this point. Walking and physical activity make the pain worse and ice/elevation and resting the legs make the pain better. JD reports he has not been able to participate in his baseball games since the injury occurred.
Current Medications: no current medications
Allergies: NKDA, no environmental allergies, no food allergies
PMHx: No previous medical history or surgeries
Soc Hx: Denies the use of cigarettes, denies etoh use, denies use of marijuana and illicit drugs. Freshman in high school, drum major in the band and plays basketball and baseball.
Fam Hx: Mother is 38 y/o with hypertension, Father is 35 with diabetes, Maternal grandmother is living with hypertension and hyperlipidemia, Maternal grandfather is living with hypertension and BPH, Paternal grandmother is living with diabetes and hypertension, Paternal grandfather is living with hyperlipidemia, Sister is 7 years old with no medical issues.
ROS:
Example of Complete ROS:
GENERAL: Denies weight loss, fever, chills, weakness or fatigue.
HEENT: Eyes: Denies visual loss, blurred vision, double vision, or yellow sclerae. Ears, Nose, Throat . Denies hearing loss, sneezing, congestion, runny nose or sore throat.
SKIN: Denies rash or itching.
CARDIOVASCULAR: Denies chest pain, chest pressure, or chest discomfort. No palpitations or edema.
RESPIRATORY: Denies shortness of breath, cough, or sputum.
GASTROINTESTINAL: Denies anorexia, nausea, vomiting, or diarrhea. No abdominal pain or blood.
GENITOURINARY: No burning on urination and denies urgency.
NEUROLOGICAL: Denies headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control.
MUSCULOSKELETAL: Reports clicking/catching sensation under bilateral knee caps during ambulation
HEMATOLOGIC: Denies anemia, bleeding or bruising.
LYMPHATICS: Denies enlarged nodes. No history of splenectomy.
PSYCHIATRIC: Denies history of depression or anxiety.
ENDOCRINOLOGIC: Denies reports of sweating, cold or heat intolerance. No polyuria or polydipsia.
ALLERGIES: Denies history of asthma, hives, eczema or rhinitis.
O.
General: JD presents alert and oriented, appropriate hygiene, and without gait disturbances
Cardio: S1/S2, no murmurs or adventitious heart sounds heard
Resp: Lung sounds clear throughout lobes bases bilaterally, respirations even and unlabored
Musculoskeletal: Popping sounds heard with flexion of knees bilaterally, ballottement positive bilaterally.
Diagnostic results: Xray of bilateral knees, MRI of knees bilaterally
A.
Differential Diagnoses:
Bursitis: Bursitis is common in individuals who are often in the kneeling or squatting position. The prolonged kneeling causes inflammation of the bursa sac. This patient is a catcher on his baseball team and is squatting for extended periods of time (LeManac et al., 2012). Bursitis presents as pain and swelling in the knee joints exacerbated by the kneeling position.
ACL tear: Due to this patient being active in sports he could have torn his ACL. An ACL tear can present with symptoms such as popping, pain, swelling, and discomfort while walking. ACL tears can happen with a sudden change in directions, quickly slowing down, jumping, and landing wrong (Orthoinfo, 2014).
Patellar Tendonitis: This is reported as pain at the tendon where the patella connects to the tibia. This is common in individuals who participate in jumping activities such as basketball and volleyball players. Also known as “jumper’s knee”. This is caused by tiny tears to the patella tendon from increased stress over time causing weakness and pain to the affected area (Mayo Clinic, 2019). This patient plays basketball in high school and is very active and has high probability of this injury
Patellar fracture: This injury can take place due to blunt force to the affected area. The patient could have fallen on the basketball court or been hit by another player during a baseball game causing trauma to the knee. This presents with the inability to walk or straighten the leg. Severe pain or swelling and oftentimes bruising to the area (Boston Medical Center, n.d.).
Meniscus tear: The meniscus is cartilage that absorbs the impact of fast movements and the shock of body movements. The cartilage can tear with sudden movements or changing of directions. This patient participates in sports that could cause injuries such as this especially basketball. Meniscus injuries present with pain, swelling, locking/catching at the knee joint (John Hopkins Medicine, n.d.).
References
Anterior cruciate Ligament (acl) injuries – OrthoInfo – AAOS. OrthoInfo. (2014). https://orthoinfo.aaos.org/en/diseases–conditions/anterior-cruciate-ligament-acl-injuries/.
Le Manac, h, A. P., Ha, C., Descatha, A., Imbernon, E., & Roquelaure, Y. (2012). Prevalence of knee bursitis in the workforce. Occupational Medicine, 62(8), 658–660. https://doi-org.ezp.waldenulibrary.org/10.1093/occmed/kqs113
Mayo Foundation for Medical Education and Research. (2019, October 16). Patellar tendinitis. Mayo Clinic. https://www.mayoclinic.org/diseases-conditions/patellar-tendinitis/symptoms-causes/syc-20376113.
Patellar (Kneecap) Fracture. Boston Medical Center. (n.d.). https://www.bmc.org/patient-care/conditions-we-treat/db/patellar-kneecap-fracture.
Torn meniscus. Johns Hopkins Medicine. (n.d.). https://www.hopkinsmedicine.org/health/conditions-and-diseases/torn-meniscus.
Week 8: Assessment of the Musculoskeletal System
A 46-year-old man walks into a doctor’s office complaining of tripping over doorways more frequently. He does not know why. What could be the causes of this condition?
Without the ability to use the complex structure and range of movement afforded by the musculoskeletal system, many of the physical activities individuals enjoy would be curtailed. Maintaining the health of the musculoskeletal system will ensure that patients live a life of full mobility. One of the most basic steps that can be taken to preserve the health of the musculoskeletal system is to perform an assessment.
This week, you will explore how to assess the musculoskeletal system.
Learning Objectives
Students will:
- Evaluate abnormal musculoskeletal findings
- Apply concepts, theories, and principles relating to health assessment techniques and diagnoses for the musculoskeletal system
Photo Credit: SCIEPRO/Science Photo Library/Getty Images
Learning Resources-Week 8: Assessment of the Musculoskeletal System
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination (8th ed.). St. Louis, MO: Elsevier Mosby.
- Review of Chapter 4, “Vital Signs and Pain Assessment” (pp. 50-63)
- Chapter 21, “Musculoskeletal System” (pp. 501-543)This chapter describes the process of assessing the musculoskeletal system. In addition, the authors explore the anatomy and physiology of the musculoskeletal system.
Dains, J. E., Baumann, L. C., & Scheibel, P. (2016). Advanced health assessment and clinical diagnosis in primary care (5th ed.). St. Louis, MO: Elsevier Mosby.
- Chapter 22, “Limb Pain” (pp. 356-374)This chapter outlines how to take a focused history and perform a physical exam to determine the cause of limb pain. It includes a discussion of the most common tests used to assess musculoskeletal disorders.
- Chapter 24, “Low Back Pain (Acute)” (pp. 288-300)The focus of this chapter is the identification of the causes of lower back pain. It includes suggested physical exams and potential diagnoses.
Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.
- Chapter 2, “The Comprehensive History and Physical Exam” (“Muscle Strength Grading”; p. 29)
- Chapter 4, “Pediatric Preventative Care Visits” (“Documentation of Important Components of Age Specific Physical Exams and Sports Pediatric Sports Participation Physical Exam”; pp. 106-107)
Note: Download this Adult Examination Checklist and Physical Exam Summary: Abdomen to use during your practice musculoskeletal examination.
Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Adult examination checklist: Guide for musculoskeletal assessment. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. This Adult Examination Checklist: Guide for Musculoskeletal Assessment was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
Seidel, H. M., Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2011). Physical exam summary: Musculoskeletal system. In Mosby’s guide to physical examination (7th ed.). St. Louis, MO: Elsevier Mosby. This Musculoskeletal System Physical Exam Summary was published as a companion to Seidel’s guide to physical examination (8th ed.), by Ball, J. W., Dains, J. E., & Flynn, J. A. Copyright Elsevier (2015). From https://evolve.elsevier.com/
Katz, J. N., Lyons, N., Wolff, L. S., Silverman, J., Emrani, P., Holt, H. L., & …Losina, E. (2011). Medical decision-making among Hispanics and non-Hispanic Whites with chronic back and knee
NURS 6512 Week 8 Assessment of the Musculoskeletal System
pain: A qualitative study. BMC Musculoskeletal Disorders, 12(1), 78–85. Retrieved from the Walden Library databases. This study examines the medical decision making among Hispanics and non-Hispanic whites. The authors also analyze the preferred information sources used for making decisions in these populations.
University of Virginia. (n.d.). Introduction to radiology: An online interactive tutorial. Retrieved from http://www.med-ed.virginia.edu/courses/rad/index.html. This website provides an introduction to radiology and imaging. For this week, focus on skeletal trauma in musculoskeletal radiology.
Smuck, M., Kao, M., Brar, N., Martinez-Ith, A., Choi, J., & Tomkins-Lane, C. C. (2014). Does physical activity influence the relationship between low back pain and obesity? The Spine Journal, 14(2), 209–216. doi:10.1016/j.spinee.2013.11.010 Retrieved from the Walden Library Databases.
Shiri, R., Solovieva, S., Husgafvel-Pursiainen, K., Telama, R., Yang, X., Viikari, J., Raitakari, O. T., & Viikari-Juntura, E. (2013). The role of obesity and physical activity in non-specific and radiating low back pain: The Young Finns study. Seminars in Arthritis & Rheumatism, 42(6), 640–650. doi:10.1016/j.semarthrit.2012.09.002. Retrieved from the Walden Library Databases.
Required Media – Week 8: Assessment of the Musculoskeletal System
Online media for Seidel’s Guide to Physical Examination
In addition to this week’s resources, it is highly recommended that you access and view the resources included with the course text, Seidel’s Guide to Physical Examination. Focus on the videos and animations in Chapter 21 that relate to the assessment of the musculoskeletal system. Refer to the Week 4 Learning Resources area for access instructions on https://evolve.elsevier.com/.
Optional Resources FOR Week 8: Assessment of the Musculoskeletal System
LeBlond, R. F., Brown, D. D., & DeGowin, R. L. (2014). DeGowin’s diagnostic examination (10th ed.). New York, NY: McGraw Hill Medical.
- Chapter 13, “The Spine, Pelvis, and Extremities” (pp. 585–682)In this chapter, the authors explain the physiology of the spine, pelvis, and extremities. The chapter also describes how to examine the spine, pelvis, and extremities.
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NURS 6512 Week 8 Discussion: Assessing Muscoskeletal Pain
The body is constantly sending signals about its health. One of the most easily recognized signals is pain. Musculoskeletal conditions comprise one of the leading causes of severe long-term pain in patients. The musculoskeletal system is an elaborate system of interconnected levers that provide the body with support and mobility. Because of the interconnectedness of the musculoskeletal system, identifying the causes of pain can be challenging. Accurately interpreting the cause of musculoskeletal pain requires an assessment process informed by patient history and physical exams.
In this Discussion, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.
Note: By Day 1 of this week, your Instructor will have assigned you to one of the following specific case studies for this Discussion. Also, your Discussion post should be in the Episodic/Focused SOAP Note format, rather than the traditional narrative style Discussion posting format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.
Case 1: Back Pain
A 42-year-old male reports pain in his lower back for the past month. The pain sometimes radiates to his left leg. In determining the cause of the back pain, based on your knowledge of anatomy, what nerve roots might be involved? How would you test for each of them? What other symptoms need to be explored? What are your differential diagnoses for acute low back pain? Consider the possible origins using the Agency for Healthcare Research and Quality (AHRQ) guidelines as a framework. What physical examination will you perform? What special maneuvers will you perform?
Case 2: Ankle Pain
A 46-year-old female reports pain in both of her ankles, but she is more concerned about her right ankle. She was playing soccer over the weekend and heard a “pop.” She is able to bear weight, but it is uncomfortable. In determining the cause of the ankle pain, based on your knowledge of anatomy, what foot structures are likely involved? What other symptoms need to be explored? What are your differential diagnoses for ankle pain? What physical examination will you perform? What special maneuvers will you perform? Should you apply the Ottowa ankle rules to determine if you need additional testing?
Case 3: Knee Pain
A 15-year-old male reports dull pain in both knees. Sometimes one or both knees click, and the patient describes a catching sensation under the patella. In determining the causes of the knee pain, what additional history do you need? What categories can you use to differentiate knee pain? What are your specific differential diagnoses for knee pain? What physical examination will you perform? What anatomic structures are you assessing as part of the physical examination? What special maneuvers will you perform?
To prepare:
With regard to the case study you were assigned:
- Review this week’s Learning Resources, and consider the insights they provide about the case study.
- Consider what history would be necessary to collect from the patient in the case study you were assigned.
- Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?
- Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.
Note: Before you submit your initial post, replace the subject line (“Discussion – Week 8”) with “Review of Case Study ___.” Fill in the blank with the number of the case study you were assigned.
By Day 3
Post an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template provided in week 5 resources. Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. List five different possible conditions for the patient’s differential diagnosis and justify why you selected each.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!
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Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on 2 different days who were assigned different case studies than you. Analyze the possible conditions from your colleagues’ differential diagnoses. Determine which of the conditions you would reject and why. Identify the most likely condition, and justify your reasoning.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 8 Discussion Rubric
Post by Day 3 and Respond by Day 6
To participate in this Discussion:
Week 8 Discussion
Assignment: Assessing the Skin, Hair, Nails, and HEENT
In preparation for the Head-to-Toe Physical Assessment Video due in Week 10, you will videotape yourself conducting an assessment of the skin, hair, nails, and HEENT this week.
To prepare:
- Arrange an appropriate time and setting with your volunteer “patient” to perform a skin, hair, nails, and HEENT examination.
- Submit your volunteer’s Video Release form prior to the exam.
- Download and review the Skin, Hair, and Nails and HEENT rubric provided in this week’s Learning Resources.
- Ensure that you have the appropriate lighting and equipment to perform the examination.
To complete:
- Record yourself performing the skin, hair, and nails, and HEENT physical examination. Be sure to cover all of the areas listed in the rubric and to use any equipment appropriately. This Assignment is due by Day 7 of Week 8. Submit your video using the Kaltura Mashup tool accessible through the Assignment submission link provided.
To submit your completed Video Assignment(s), do the following:
If you have not already done so, click on the Week 8 Assignment link. Once you have clicked on the link, click on the Write Submission button to turn on the Content Editor toolbar. Next, fill in the Submission field with any pertinent information. Attach your Assignment file by clicking on the Mashup button on the text editor menu bar and select Kaltura Media. Then find the media file you saved as “WK8Assgn+first initial+last name” and click on Open. Add any appropriate comments pertaining to your Assignment(s) in the Comments field. Be sure to attach all your video assignments. Finally, click on the Submit button to turn in your Assignment(s) for review.
For additional details on using the Kaltura Media mashup tool, please refer to the Kaltura Media Uploader page located in the course navigation menu.
By Day 7
This assignment is due.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 8 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 8 Assignment draft and review the originality report.
Submit Your Assignment by Day 7
To submit your Assignment:
Week 8 Assignment
Assignment 2 (Optional): Practice Assessment: Musculoskeletal Examination
A description of symptoms alone is not enough to form an accurate diagnosis of musculoskeletal conditions. Before forming a diagnosis, advanced practice nurses need to perform a physical examination. Although the musculoskeletal examination is relatively simple, it still needs to be performed multiple times before it can be mastered.
In preparation for the Head-to-Toe Physical Assessment Video due in Week 10, it is recommended that you practice performing a musculoskeletal examination this week.
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Note: This is an optional practice physical assessment. You do not have to capture a video of this assessment, as no submission is required.
To prepare:
- Arrange an appropriate time and setting with your volunteer “patient” to perform a musculoskeletal examination.
- Download and review the Musculoskeletal Checklist provided in this week’s Learning Resources.
To complete:
- Perform the musculoskeletal examination. Be sure to cover all of the areas listed in the checklist.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6512_Week_8_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. | Points Range: 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 | Points Range: 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 breadthsupported by at least 3 credible references | Points Range: 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 breadthsupported by at least 3 credible references | Points Range: 31 (31%) – 34 (34%)Responds to some of the discussion question(s)one to two criteria are not addressed or are superficially addressedis somewhat lacking reflection and critical analysis and synthesissomewhat represents knowledge gained from the course readings for the module.post is cited with fewer than 2 credible references | Points Range: 0 (0%) – 30 (30%)Does not respond to the discussion question(s)lacks depth or superficially addresses criterialacks reflection and critical analysis and synthesisdoes not represent knowledge gained from the course readings for the module.contains only 1 or no credible references |
| Main Posting: Writing | Points Range: 6 (6%) – 6 (6%)Written clearly and conciselyContains no grammatical or spelling errorsFully adheres to current APA manual writing rules and style | Points Range: 5.5 (5.5%) – 5.5 (5.5%)Written clearly and conciselyMay contain one or no grammatical or spelling errorAdheres to current APA manual writing rules and style | Points Range: 5 (5%) – 5 (5%)Written conciselyMay contain one to two grammatical or spelling errorAdheres to current APA manual writing rules and style | Points Range: 4.5 (4.5%) – 4.5 (4.5%)Written somewhat conciselyMay contain more than two spelling or grammatical errorsContains some APA formatting errors | Points Range: 0 (0%) – 4 (4%)Not written clearly or conciselyContains more than two spelling or grammatical errorsDoes not adhere to current APA manual writing rules and style |
| Main Posting: Timely and full participation | Points Range: 10 (10%) – 10 (10%)Meets requirements for timely and full participationposts main discussion by due date | Points Range: 0 (0%) – 0 (0%)NA | Points Range: 0 (0%) – 0 (0%)NA | Points Range: 0 (0%) – 0 (0%)NA | Points Range: 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. | Points Range: 9 (9%) – 9 (9%)Response exhibits critical thinking and application to practice settingsresponds to questions posed by facultythe use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives | Points Range: 8.5 (8.5%) – 8.5 (8.5%)Response exhibits critical thinking and application to practice settings | Points Range: 7.5 (7.5%) – 8 (8%)Response has some depth and may exhibit critical thinking or application to practice setting | Points Range: 6.5 (6.5%) – 7 (7%)Response is on topic, may have some depth | Points Range: 0 (0%) – 6 (6%)Response may not be on topic, lacks depth |
| First Response: Writing | Points Range: 6 (6%) – 6 (6%)Communication is professional and respectful to colleaguesResponse to faculty questions are fully answered if posedProvides clear, concise opinions and ideas that are supported by two or more credible sourcesResponse is effectively written in Standard Edited English | Points Range: 5.5 (5.5%) – 5.5 (5.5%)Communication is professional and respectful to colleaguesResponse to faculty questions are answered if posedProvides clear, concise opinions and ideas that are supported by two or more credible sourcesResponse is effectively written in Standard Edited English | Points Range: 5 (5%) – 5 (5%)Communication is mostly professional and respectful to colleaguesResponse to faculty questions are mostly answered if posedProvides opinions and ideas that are supported by few credible sourcesResponse is written in Standard Edited English | Points Range: 4.5 (4.5%) – 4.5 (4.5%)Responses posted in the discussion may lack effective professional communicationResponse to faculty questions are somewhat answered if posedFew or no credible sources are cited | Points Range: 0 (0%) – 4 (4%)Responses posted in the discussion lack effectiveResponse to faculty questions are missingNo credible sources are cited |
| First Response: Timely and full participation | Points Range: 5 (5%) – 5 (5%)Meets requirements for timely and full participationposts by due date | Points Range: 0 (0%) – 0 (0%)NA | Points Range: 0 (0%) – 0 (0%)NA | Points Range: 0 (0%) – 0 (0%)NA | Points Range: 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. | Points Range: 9 (9%) – 9 (9%)Response exhibits critical thinking and application to practice settings * responds to questions posed by facultythe use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives | Points Range: 8.5 (8.5%) – 8.5 (8.5%)Response exhibits critical thinking and application to practice settings | Points Range: 7.5 (7.5%) – 8 (8%)Response has some depth and may exhibit critical thinking or application to practice setting | Points Range: 6.5 (6.5%) – 7 (7%)Response is on topic, may have some depth | Points Range: 0 (0%) – 6 (6%)Response may not be on topic, lacks depth |
| Second Response: Writing | Points Range: 6 (6%) – 6 (6%)Communication is professional and respectful to colleaguesResponse to faculty questions are fully answered if posedProvides clear, concise opinions and ideas that are supported by two or more credible sourcesResponse is effectively written in Standard Edited English | Points Range: 5.5 (5.5%) – 5.5 (5.5%)Communication is professional and respectful to colleaguesResponse to faculty questions are answered if posedProvides clear, concise opinions and ideas that are supported by two or more credible sourcesResponse is effectively written in Standard Edited English | Points Range: 5 (5%) – 5 (5%)Communication is mostly professional and respectful to colleaguesResponse to faculty questions are mostly answered if posedProvides opinions and ideas that are supported by few credible sourcesResponse is written in Standard Edited English | Points Range: 4.5 (4.5%) – 4.5 (4.5%)Responses posted in the discussion may lack effective professional communicationResponse to faculty questions are somewhat answered if posedFew or no credible sources are cited | Points Range: 0 (0%) – 4 (4%)Responses posted in the discussion lack effectiveResponse to faculty questions are missingNo credible sources are cited |
| Second Response: Timely and full participation | Points Range: 5 (5%) – 5 (5%)Meets requirements for timely and full participationPosts by due date | Points Range: 0 (0%) – 0 (0%)NA | Points Range: 0 (0%) – 0 (0%)NA | Points Range: 0 (0%) – 0 (0%)NA | Points Range: 0 (0%) – 0 (0%)Does not meet requirement for full participation |
