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Assignment questions
NursingDiscussion postSubstance use screening

NU675 Unit 7 DQ 1: AUDIT vs AUDIT-C screening tools

Discuss the differences between the AUDIT and AUDIT-C alcohol screening instruments, then set out briefly the pros and cons of using AUDIT-C rather than the full AUDIT.

Editorial process

Last reviewed · August 14, 2026

01

Three questions instead of ten, and what the seven carried

State the structural relationship first, because everything else follows from it. The AUDIT is a ten-item instrument developed by the World Health Organization covering three domains: consumption in items one to three, dependence symptoms in items four to six, and alcohol-related harm in items seven to ten. The AUDIT-C is not a different instrument but the first three items of the same one — the consumption domain alone — scored out of twelve, with the commonly cited cut points of four or more for men and three or more for women, against the AUDIT's forty and a usual threshold of eight. Getting those numbers right is the easiest way to make the post credible, and getting the relationship right is what lets you argue the trade-off rather than list two tools side by side and leave the reader to work out which one to reach for.

The pros and cons then write themselves from the seven questions that were dropped. AUDIT-C is fast enough to be embedded in routine intake, its brevity means it actually gets administered, it can be self-completed or read aloud, and it performs well at detecting heavy drinking and risky consumption. What it loses is precisely the dependence and harm domains: it can tell you someone drinks at a hazardous level but not that they have failed to stop, blacked out, been injured, or had someone express concern — and those items are what separate risky use from a probable use disorder and inform what you do next. So the honest answer is that AUDIT-C is a screen and the full AUDIT is closer to an assessment, which makes them sequential rather than alternatives: screen everyone with AUDIT-C, follow a positive with the full instrument or a diagnostic interview. Note the population caveats too, since both perform differently in older adults and in adolescents.

Likely learning objectives

Inferred from the brief — check these against your own rubric.

  • 01
    Describe the domain structure and scoring of the AUDIT.
  • 02
    Explain the relationship between AUDIT-C and the full instrument.
  • 03
    Weigh brevity against diagnostic reach in screening instrument selection.
  • 04
    Place both instruments in a sequential screening and assessment pathway.
Assignment instructionsQuoted verbatim

Read the full question

Review every instruction before using the planning guidance that follows.

NU675-7D-LA Unit 7 DQ 1 Discussion Prompt The attached files are resources to help you prepare for your clinical practice associated with substance use disorders. You will need to be familiar with them. You should print or save the AUDIT instruments for reference as well. AUDIT (Links to an external site.) AUDIT-C (Links to an external site.) Discuss differences in the AUDIT tool and the AUDIT-C tool. Briefly, what are pros and cons of using AUDIT-C vs. full AUDIT instrument? Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position. Please be sure to validate your opinions and ideas with in-text citations and corresponding references in APA format. Please review the rubric to ensure that your response meets the criteria. Estimated time to complete: 2 hours Discussion Peer/Participation Prompt Please respond to at least 2 of your peer’s posts with substantive comments using the following steps: Substantive comments add to the discussion and provide your fellow students with information that will enhance the learning environment. References and citations should conform to APA standards. NU675-7D-LA Unit 7 DQ 1 Remember: Please respect the opinions of others, even if their views differ. In other words, disagree professionally and respectfully. Plagiarism is never acceptable – give credit when credit is due – cite your sources. Responses need to address all components of the question, demonstrate critical thinking and analysis and include peer-reviewed journal evidence to support the student’s position. Please be sure to validate your opinions and ideas with in-text citations and corresponding references in APA format.
Course-wide instructions that accompany this question

ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

02

Turn the brief into deliverables

  1. 01
    The differences between the AUDIT and the AUDIT-C.
  2. 02
    The domains each instrument covers.
  3. 03
    The scoring range and cut points for each.
  4. 04
    The pros of using AUDIT-C.
  5. 05
    The cons of using AUDIT-C rather than the full AUDIT.
  6. 06
    Peer-reviewed evidence cited in APA format.
03

Structure, scoring, then the trade-off

01

The AUDIT and what it measures

Introduce the ten items and their three domains.

02

AUDIT-C as a subset

Establish that AUDIT-C is the consumption items of the same instrument.

03

Scoring and thresholds

Give both scoring ranges and their usual cut points, including by sex.

04

The case for AUDIT-C

Argue brevity, feasibility and detection of risky consumption.

05

What is lost

Show that the dependence and harm domains are what the seven items carried.

06

Using them together

Set out screen-then-assess and the population caveats.

04

Validation evidence for both instruments

Recommended databases

  • NIAAA Core Resource on Alcohol
  • StatPearls via NCBI Bookshelf
  • PubMed
  • CINAHL
  • The WHO AUDIT manual

Search sequence

  1. 1.
    Retrieve the AUDIT manual and note the domain structure and scoring.
  2. 2.
    Confirm the AUDIT-C cut points and that they differ by sex.
  3. 3.
    Find validation studies reporting sensitivity and specificity for both.
  4. 4.
    Read what a positive screen should trigger in practice.
  5. 5.
    Note any population where the cut points are adjusted.
05

Reference shortlist

These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.

Nothing here is cleared for citation until you have read it.

  1. 01

    Alcohol Use Disorder: Screening, Evaluation, and Management

    StatPearls, NCBI Bookshelf · 2023

    Screening instruments, cut points and what a positive screen should lead to.

  2. 02

    Core Resource on Alcohol

    National Institute on Alcohol Abuse and Alcoholism · 2024

    Federal clinical guidance on screening and the step that follows a positive result.

  3. 03

    Alcohol Withdrawal Syndrome

    StatPearls, NCBI Bookshelf · 2023

    Why the dependence items matter clinically — the risk a consumption-only screen cannot see.

  4. 04

    Nursing Professional Development Evidence-Based Practice

    StatPearls, NCBI Bookshelf · 2024

    Frames instrument selection as an evidence decision about feasibility and yield.

06

Review before submission

Common mistakes

  • Presenting the two as unrelated instruments rather than as a subset relationship.
  • Getting the cut points wrong, or omitting that they differ by sex.
  • Listing pros and cons without connecting them to the dropped domains.
  • Claiming AUDIT-C diagnoses alcohol use disorder, which no screen does.
  • Ignoring what happens after a positive screen.
  • Omitting population caveats for older adults, pregnancy and adolescents.

Submission checklist

  • The AUDIT's three domains are named.
  • AUDIT-C is identified as the first three AUDIT items.
  • Scoring ranges and cut points are stated correctly.
  • Pros and cons are both traced to the domains covered or dropped.
  • The sequential relationship between screen and assessment is stated.
  • Peer-reviewed sources are cited in APA format.

Use this guide to plan and review your own work. Follow your institution's rules and read our academic-integrity policy.

Written by

Aaron Bishop

MA, Education

assignment interpretation and research-methods coaching across disciplines

Aaron leads the EssayCrackers editorial desk. He works on how assignment briefs are read — what a rubric is actually asking for, and where students most often answer a different question than the one set.

Reviewed by

Dr. Nathan Cole

PhD, Rhetoric & Composition

Argumentation and thesis development

Nathan teaches first-year composition and directs a university writing center. He reviews EssayCrackers guides for argumentative soundness and citation accuracy.

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