This post provides a guide on how to respond to discussion posts, and how to structure a discussion with discussion post examples and Response to classmates post examples.
General Guidelines for Discussion Questions:
How to structure a discussion post with examples?
There’s no need for definitions or purpose statements when writing discussions; go straight to the point, answer comprehensively, and cite accurately. Remember to always have two sources on responses. They have to be journals, research articles, and book sources, and not more than 5 years old. The attached references guideline should be followed religiously
Responses to discussion questions should adhere to the following criteria:
- Responses should be thorough and address all components of the discussion question, typically 150-250 words in length.
- Learners are expected to support responses with appropriate evidence. Learners may incorporate anecdotal evidence as well as research. In those cases where research is used, learners should include parenthetical citations and references using APA formatting guidelines, which can be found in the APA Style Guide.
- The instructor will provide further details about expectations for discussion responses in the course announcements.
An example discussion question and sample learner response are provided below.
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Discussion post examples
Example Discussion Question:
Discuss evidence-based tools you could implement to evaluate your future practice. Why is evaluating your practice important?
Discussion Post example (how to respond to discussion posts)
Changes in current practices and skills should be evaluated frequently with the use of evaluation tools. One tool that can assist in evaluating those advancing from a novice level is the Fresno test (McCluskey & Bishop, 2009). It is a comprehensive test that has been verified as a reliable and valid assessment tool (Dragan, 2009). The tool has a wide range of applications because it is also effective with lower levels of proficiency. Different tools may be more applicable at different times and at different levels of proficiency with evidence-based practice. Evaluation of competency in practice incorporates evaluation of the main elements of practice—the knowledge level; competency in practice; performance and tasks relating to directing medical care; and evaluation of actions, their effectiveness, and their situational appropriateness (Dragan, 2009). Tools that help evaluate evidence-based practice can help discover how adept the provider is with different aspects of practice. Without evaluation of practice, problems that could possibly have been brought to light may remain undiscovered and act as impediments to improvement in practice. The practitioner’s problem-solving and critical-thinking skills, as well as the ability to demonstrate sound clinical reasoning in practice, are other aspects that benefit from the evaluation of progress (Dragan, 2009). Communication and the ability to work as a team can also be evaluated. Tools can guide evaluation in a more structured way and promote self-evaluation regarding the effectiveness of practitioners’ thinking processes.
Dragan, I. (2009). Assessing competency in evidence-based practice: Strengths and limitations of current tools in practice. BMC Medical Education, 9(53). doi:10.1186/1472-6920-9-53. how to respond to discussion posts
McCluskey, A., & Bishop, B. (2009). The Adapted Fresno Test of competence in evidence-based practice. Journal of Continuing Education in the Health Professions, 29, 119-226. doi:10.1002/chp.20021
How to respond to discussion posts? (How to write a peer response in a discussion)
When doing replies to peers, don’t criticize, rather offer additional information on the topic that supports or provides an alternative perspective on the topic, provide personal reflection and support with accurate citations.
Build a rapport by using sentences like ‘I find your discussion informative and engaging.” ‘Excellent information!” ” Excellent post, I would like to touch a little further on…” ‘thank you for a very informative discussion’ ‘I enjoy reading your post; it is very informative. I agree with you…’ ‘Great breakdown of…”
Response to classmates post example:
Your discussion is comprehensive and engaging, and it uses relatable examples. Indeed nurse leaders should advocate for the patients, nurses, and the profession. Advocacy requires identifying problems, who they affect, and seeking solutions to address them. Advocacy is speaking up for people whose voices cannot be heard or cannot influence meaningful changes to solve issues affecting them (O’Connor, 2018). Nurse leaders are problem solvers, conflict managers, and motivators. I agree that nurse leader advocacy can help create positive change within the workforce and improve patient safety. Advocacy can solve workplace hostility, nurse shortages, lack of coordination, inadequate teamwork and collaboration, and staffing issues and improve patient care quality and safety.
O’Connor, M. (2018). Advocacy. Nursing administration quarterly, 42(2), 136-142.
How to start a discussion post examples (how to respond to a discussion post on blackboard)
The responses to collegues should be structured in the following way. You can respond to your colleagues’ postings in one or more of the following ways:
What makes a good discussion response?
- Ask a probing question.
- Share an insight from having read your colleague’s posting.
- Offer and support an opinion.
- Validate an idea with your own experience.
- Make a suggestion.
- Expand on your colleague’s posting.
Discussion Post example (how to respond to discussion posts)
Events in Video
Karen is upset because someone took her clutch. Karen’s emotional state causes her to call her employees overpaid seat warmers. Steve accuses Jim of eating Karen’s clutch because of his prejudiced behavior of overweight people, and Karl applauds Jose for stealing the clutch (Laureate,2011) Jose’s stereotypical behavior towards women causes him to state she is baby because she is married (Laureate,2011). (how to respond to discussion posts)
How the media reinforced stereotype content
Thus, the individual may react differently toward out-group numbers depending on the current state of emotions (Smith & Mackie, n.d.). For example, Karen her reaction to Jim was different the day before; because her emotional state was much different (Laureate,2011). Although her stereotypical attitude toward the employees was calling them “seat warmers.” Karen out- bust was more individual based rather than group-based (Kuppens, Kuppens, Yzerbyt, Dandache, & van der Schalk, (n.d.). Steve, Jose, and Karl are part of an ingroup where being bias is the norm. It is not uncommon to take on the emotions of with other ingroup members that a person may interact with (Kuppens, Kuppens, Yzerbyt, Dandache, & van der Schalk, (n.d.). (how to respond to discussion posts)
Maintenance of group attitudes over time and situation.
According to (Smith & Mackie, n.d.) emotional are principal determine fact to social groups. Emotional behavior is indicative of both of both in groups and out-group emotions (Smith & Mackie, n.d.). Research emphases that emotions change over time, in contact, stereotypes, and attitudes do not. Smith and Mackie (2006) posts that attitude and stereotypes remain consistent. A statement that I found interesting my reading to explain the maintenance of group attitude the traditional approach to understanding prejudice and discrimination relies on cognitive representations (stereotyped beliefs and prejudiced attitudes) as causal factors. In contrast, we emphasize the role of emotions as a key part of people’s reactions to social groups, both in groups and outgroups, and a central driver of behavior toward such groups” (p.
Laureate Education, Inc. (Executive Producer). (2011). Prejudice. Baltimore, MD: Author.
Smith, E. R., & Mackie, D. M. (n.d). Dynamics of Group-Based Emotions: Insights from Intergroup Emotions Theory. Emotion Review, 7(4), 349-354.
Kuppens, T., , , Kuppens, T., Yzerbyt, V. Y., Dandache, S., & … van der Schalk, J. (n.d). Social identity salience shapes group-based emotions through group-based appraisals. Cognition & Emotion, 27(8), 1359-1377.
Post 2 (Write 50-100 words response)
HIV/AIDS Prevention Programs (two cultural practices regarding HIV/AIDS)
The two cultures I selected are Korean and the United States. Korean culture is more collectivistic with high value on family pride while the United States is individualistic, valuing unique expression and self-actualization. Both are patriarchal societies where men have traditionally held some degree of power over women.
According to Sohn and Park, in Korea the knowledge adolescents have of HIV/AIDS is low and misinformation abounds; for example, about half of Korean students report that HIV can be transmitted through kissing or sharing a toilet (2012). Additionally, the stigma surrounding HIV along with discriminatory attitudes are barriers to testing, treatment, and prevention (Sohn and Park, 2012). In Korea, adolescent boys are more likely to be sexually active and to have sexual experience than girls but the overall rate of adolescent sexual activity is low relative to other countries; as a result, Korean adolescents are less likely to be exposed to HIV (Sohn and Park, 2012). (how to respond to discussion posts)
In the United States, women of color disproportionately carry the burden of HIV/AIDS and are the fastest growing infected ethnic group (Scott, Gilliam, and Braxton, 2005). This burden is intensified by several factors, including the fact that minority women are often living in poverty and due to systemic inequalities, may not have access to quality healthcare (Scott, et al., 2005). Additionally, women of color are often subjected to culturally based gender roles where their role in interpersonal relationships is submissive, making sexual safety difficult to negotiate (Scott, et al., 2005). To provide quality care, providers must familiarize themselves with cultural attitudes and beliefs and find ways to empower women.
In both Korea and the United States, the social stigma associated with HIV may impede the success of HIV/AIDS prevention programs because these negative attitudes are strongly associated with deterrence from testing and disclosure.
Scott, K. D., Gilliam, A., & Braxton, K. (2005). Culturally Competent HIV Prevention Strategies for Women of Color in the United States. Health Care For Women International, 26(1), 17-45. doi:10.1080/07399330590885795
Sohn, A., & Park, S. (2012). Original Article: HIV/AIDS Knowledge, Stigmatizing Attitudes, and Related Behaviors and Factors that Affect Stigmatizing Attitudes against HIV/AIDS among Korean Adolescents. Osong Public Health And Research Perspectives, 324-30. doi:10.1016/j.phrp.2012.01.004 (how to respond to discussion posts)