| Course | NUR 672 Design and Delivery of Mediated Instruction |
|---|---|
| Module | Module 3 |
| Paper type | Learning plan document (topical outline, discussion prompt and analytic rubric) |
| Length | About 776 words, 5 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | MS in Nursing |
| Updated | October 2026 |
Free sample paper for NUR 672 Module 3
Two Modules, One Patient and a Rubric: The Topical Outline, Summative Discussion and Analytic Rubric for an Online Course on Caring for Hospitalized Adults With Intellectual Disability
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
NUR 672: Design and Delivery of Mediated Instruction
Instructor Name
Month Day, Year
Two Modules, One Patient and a Rubric: The Topical Outline, Summative Discussion and Analytic Rubric for an Online Course on Caring for Hospitalized Adults With Intellectual Disability
Topical Outline
The course has a start-here page and two modules. Each module opens with an overview, its objectives and an estimated time.
Start Here (10 minutes): welcome video, course navigation, a pre-course confidence item and the continuing education requirements.
Module 1: Barriers and Adaptations (about 100 minutes)
Module 2: Partnership and Discharge (about 110 minutes)
Closing (10 minutes): course evaluation survey and certificate.
| Element | Content | Objective |
|---|---|---|
| Materials | Short reading that summarizes a systematic review of what hospital stays are like for people with intellectual disability (Iacono et al., 2014); narrated slides on communication and pain assessment adaptations; a five-minute video interview with a family caregiver (composite, scripted) | MLO 1.1, 1.2 |
| Activity | "What would you change?" interactive scenario: a composite admission with branching choices about noise, waiting and explanations | MLO 1.2 |
| Formative assessment | Five knowledge check questions with feedback after each; reflection prompt: one barrier you have seen on your unit | MLO 1.1 |
| Summative assessment | Case scenario quiz: three short cases, choose and justify a communication or pain assessment strategy (auto-scored choice plus a short justification reviewed by the facilitator) | MLO 1.2 |
| Element | Content | Objective |
| Materials | Article on discrimination and barriers reported by patients and carers (Ali et al., 2013); narrated slides on caregiver knowledge of baseline, decision support and accessible discharge information; sample easy-read medication sheet | MLO 2.1, 2.2 |
| Activity | Case analysis: mark the points in an admission timeline where the support worker's knowledge should have changed a nursing decision | MLO 2.1 |
| Formative assessment | Peer comparison of timeline markings in a short ungraded thread | MLO 2.1 |
| Summative assessment | Summative discussion (below), scored with the analytic rubric | MLO 2.1, 2.2; CLOs 1, 2 |
Summative Discussion Board: Instructions and Prompt
Purpose: Apply what you have learned to plan care with a person and his support worker, and learn from how colleagues approach the same case.
Case: Mr. D. is a composite 34-year-old man with Down syndrome and moderate intellectual disability, admitted for pneumonia. He lives in a group home, communicates in short phrases and gestures and is accompanied by a support worker who has known him for six years. On day two he refuses his nebulizer treatment and sits rocking on the edge of the bed.
Prompt: In your initial post (250 to 350 words), (1) identify two points in Mr. D.'s stay where his support worker's knowledge of his baseline should shape your nursing decisions and explain why; (2) describe how you would adapt communication and assessment, including pain, for him; and (3) outline a discharge plan made with Mr. D. and his support worker that covers medications, follow-up and warning signs in an accessible format. Cite at least one course resource.
Replies: Respond to two colleagues by Day 10. In each reply, identify one strength of their plan and one adjustment, explaining your reasoning.
Timeline: Initial post by Day 7 of the module; replies by Day 10.
Analytic Rubric
Because an analytic rubric judges each criterion on its own, it gives learners specific feedback on each part of the task (Brookhart, 2013). The discussion is worth 20 points.
| Criterion | Exemplary | Proficient | Developing | Beginning |
|---|---|---|---|---|
| Use of caregiver knowledge (5 points) | Identifies two specific points and explains how the support worker's knowledge changes each decision (5) | Identifies two points with a general explanation (4) | Identifies one point or explains vaguely (2-3) | Does not address caregiver knowledge (0-1) |
| Adapted communication and assessment (5 points) | Describes specific, appropriate adaptations including pain assessment, linked to the case (5) | Describes appropriate adaptations with limited link to the case (4) | Lists general strategies without adaptation (2-3) | Strategies are missing or inappropriate (0-1) |
| Accessible discharge plan (5 points) | Covers medications, follow-up and warning signs, made with the patient and support worker, in an accessible format (5) | Covers all three with limited partnership or accessibility (4) | Covers one or two elements (2-3) | Plan missing (0-1) |
| Replies and scholarly support (5 points) | Two replies each with a strength and a reasoned adjustment; at least one course resource cited correctly (5) | Two replies with a strength and an adjustment, citation minor errors (4) | One reply, or replies without reasoning (2-3) | No replies or no citation (0-1) |
Alignment Check
Every summative assessment traces to a module objective and, through it, to a course outcome. The case quiz measures MLO 1.2 at the apply level. The discussion measures MLO 2.1 (analysis of caregiver knowledge) and MLO 2.2 (designing a discharge plan), and its first three rubric criteria correspond to those objectives, so the rubric scores the same performance the objectives describe.
References
Ali, A., Scior, K., Ratti, V., Strydom, A., King, M., & Hassiotis, A. (2013). Discrimination and other barriers to accessing health care: Perspectives of patients with mild and moderate intellectual disability and their carers. PLoS ONE, 8(8), Article e70855. https://doi.org/10.1371/journal.pone.0070855
Brookhart, S. M. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision and Curriculum Development.
Iacono, T., Bigby, C., Unsworth, C., Douglas, J., & Fitzpatrick, P. (2014). A systematic review of hospital experiences of people with intellectual disability. BMC Health Services Research, 14, Article 505. https://doi.org/10.1186/s12913-014-0505-5
NUR 672 Module 3 instructions, in plain terms
Module 3, Learning Activities and Assessments, asks for a topical outline for an online course with at least two distinct modules, clear instructions and prompts for a summative discussion board assessment, an analytic rubric for that discussion and the learning materials, activities and formative and summative assessments that fill each module. Part 3 is worth 15 points and completes the Learning Plan document begun in Part 1. Build on the outcomes and objectives from Part 2, since the outline should show where each objective is taught and assessed. Write the discussion prompt as you would post it to learners, with purpose, task, length, reply expectations and timing, so a learner could complete it without asking questions.
Inside the NUR 672 Module 3 example
Two modules, a start-here page and a closing page make up the topical outline. Each module appears as a table listing materials, an activity, a formative and a summative assessment, with the objective each supports in its own column. The summative discussion section is written for learners: purpose, a composite case, a three-part prompt with a word range, reply instructions and a timeline. An analytic rubric follows with four criteria and four performance levels, each criterion worth five points. A short alignment check confirms that every assessment traces to an objective and that the rubric criteria mirror the objectives. Three sources support the materials and rubric design.
NUR 672 Module 3 rubric: what earns full marks
Part 3's 15 points should reflect a complete outline with at least two modules, activities and materials that suit online learners, formative and summative assessments for each module, a clear discussion prompt and an analytic rubric that scores the prompt's tasks. Alignment is central: each activity and assessment should trace to an objective from Part 2. Prompts earn more when they specify purpose, task, length, replies and timing, leaving no guesswork. A rubric scores well when its criteria match the prompt's tasks and its levels describe quality rather than repeating "good" and "poor." Realistic time estimates show awareness of the learners' constraints. Clear tables make the plan easy to review.
NUR 672 Module 3 help from the desk
The most common rubric problem is criteria that do not match the prompt, so learners are scored on things they were never asked to do. Build the rubric from the prompt's numbered tasks. Another is level descriptions that only change one adjective; describe what each level looks like. Outlines often list readings and quizzes without saying which objective each serves; add the column. Discussion prompts sometimes lack reply instructions or dates. If you send the desk your Part 2 objectives, a Part 3 outline and rubric can be drafted around them. Keep the module workload realistic, and estimate time for each activity so the course does not overrun the contact hours you promised.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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NUR 672 Module 3 questions, answered
Where can I find a free NUR 672 Module 3 sample paper?
This page has a complete NUR 672 Learning Plan Part 3 sample with a two-module outline, a summative discussion prompt and an analytic rubric.
What does NUR 672 Learning Plan Part 3 include?
A topical outline with at least two modules, learning materials and activities, formative and summative assessments, a discussion prompt and an analytic rubric.
What is an analytic rubric?
A rubric that scores each criterion separately at several performance levels, giving learners specific feedback on each part of a task.
What is the difference between formative and summative assessment in an online course?
Formative checks, such as knowledge checks with feedback, guide learning; summative assessments, such as a graded discussion, judge achievement.
How do I write a good discussion board prompt?
State the purpose, the task in numbered parts, the length, the reply expectations and the due dates, and link it to an objective.