NURS – 6002N Transition to Graduate Study for Nursing essay assignments

NURS – 6002N Transition to Graduate Study for Nursing essay assignments

Academic and Professional Success Plan

 

 

Prepared by:

 

 

                                             xxxxx

 

Week 1 | Part 1: My Academic and Professional Network

 

I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.

 

NETWORK MEMBER 1

 

Name: xxx

 

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Title: PhD, RN, xxx

 

 

Organization: xxxxCollege

 

 

Academic or Professional: Academic

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

Professor xxxx was my Fundamentals in Nursing professor. She has always been supportive of me and the rest of her students, guiding us to success and to exceed expectations in our nursing career. She has kept her doors open to every student and does not tire to give both career and personal advice and guidance when needed. One day before starting my masters, I visited her office at xxx and agreed to be one of my support team for the next two years. I am very thankful.  NURS – 6002N Transition to Graduate Study for Nursing essay assignments

 

NETWORK MEMBER 2

 

Name: xxx

 

 

Title: BSN MSN

 

 

Organization: xxxx

 

 

Academic or Professional: Academic

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

xxxx is a nursing scholar and professional who is gracious enough to provide mentorship to upcoming nursing scholar-practitioners (Lisa, 2016). She has always been supportive and encouraging me to improve in my nursing education and scholarly work. As a matter of fact, she has on numerous occasions extended her kindness even outside the classroom hours to assist me. This is a characteristic that I would also want to emulate in the future. When I visited professor xxx, I dropped by her office as well, and she was more than happy to provide support on my Master’s Degree for the next two years.

 

NETWORK MEMBER 3

 

Name: xxx

 

 

Title: FNP

 

 

Organization: xxx

 

 

Academic or Professional: Professional

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

xxxx is an advanced practice registered nurse (APRN) of the certified nurse practitioner role, who work at xxx and she has always been an

inspiration to me and to my coworkers (Registered Nursing, 2019). We have all always been struck by how kind and helpful she is to her patients and their families. She is always patient in explaining the rationale behind what is to be done in any situation, or why a treatment matter. In this time of the Covid-19 pandemic when everything is rushed and overwhelming, I am thankful for having people like her in my professional life. These are people who do not forget that we are all lifelong students and always on a learning curve. I called her one day to ask about pointers on how to be a nurse practitioner and she mentioned to be on my support team for the next two years.

 

NETWORK MEMBER 4

 

Name: xxxxx

 

 

Title: Nurse Manager

 

 

Organization: xxxx

 

 

Academic or Professional: Professional

 

 

Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:

 

xxxxis my nurse manager at work and has been very supportive with regard to my FNP classes, she mentioned to be one of my support team for the next two years. For instance, she has been very kind to let me take a day from work when I had major examinations. She has also inspired me to never give up no matter what challenges I face at work or at school. Indeed, when life and career expectations go beyond what we can humanly handle, it is nice to have someone like Maria Teresa Finamore who will remind you to always never give up on your dreams (Bradley University, n.d.).

 

 

 

 

 

 

ADDITIONAL NETWORK MEMBERS

 

None.

 

Week 2 | Part 2: Academic Resources and Strategies

 

I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.

 

ACADEMIC RESOURCE/STRATEGY 1

The first academic resource that can be applied in the MSN program is the library services provided to students. The institution has a well-equipped, well-staffed and extensive library service that supports students in accessing different scholarly publications, such as books, journals, periodicals, magazines and so on. With access to the library service, it will be possible to locate the required course and class readings, find background materials on the topics covered in the course, conduct research activities, and speedily locate research material (Walden University, 2020). I expect to use the library service during the course of the MSN program with a focus on developing professional knowledge, experiences, skills and competencies to enable me better evaluate, diagnose and treat my patients using efficient nursing approaches that result in better care outcomes.

ACADEMIC RESOURCE/STRATEGY 2

The second academic resource is the academic skills center. The institution manages an academic skills center that helps students to better acclimatize to the change in pace. The learning environment is especially challenging and requires students to adopt to a steep learning curve in order to complete assignments at the level of education.

Unlike other environments, university level writing is much stricter. The academic skills center will be useful in improving writing with regards to punctuation, grammar and spelling, as well as strength of argument and flow of thoughts (Walden University, 2020).

ACADEMIC RESOURCE/STRATEGY 3

The third academic resource that will be useful in the MSN program is the faculty at the institution and nursing students. The faculty members and nursing students are a rich source of information on nursing knowledge. They can act as a sounding board for exploring existing and new ideas. In addition, they are a good network and information resources on professional and career development opportunities. As

 

 

nurses who are going through the same experiences (students) or who have gone through the same experiences (faculty members), networking with them offers greater insight into the current trends that are propelling the nursing profession forward.

Besides that, they are useful for building a professional and academic network that will be important for career development. They are knowledgeable about employment opportunities and needs and can help in providing links to these opportunities.

PROFESSIONAL RESOURCE/STRATEGY 1

The first professional resource is the National League for Nursing (NLN). The NLN is the oldest professional nurse organization in the USA. It was founded in 1893. Being a member of NLN would offer me opportunities for networking with other nurses and stakeholders. In addition, it would offer me opportunities for continuous education and professional development (National League for Nursing, 2020).

PROFESSIONAL RESOURCE/STRATEGY 2

The second professional resource is the American Nurses Association (ANA). The ANA is the largest nurse organization. It was founded in 1896 and is among the oldest and most prestigious nurse organizations in the USA. Its subsidiaries include the American Nurses Credentialing Center (ANCC), the American Nurses Foundation (ANF), and the American Academy of Nursing (AAN). Being a member of this organization offers nurses links to tools that are useful for professional development (American Nurses Association, 2020).

PROFESSIONAL RESOURCE/STRATEGY 3

The third professional resource is the National Student Nurses Association (NSNA). This is an organization targeted at collecting members from among students with the intention of supporting them in career development. The organization does this by providing access to career planning tools, networking through conference, and resource guides. In addition, membership in the organization provides students with networking opportunities and information about career pathways (National Student Nurses Association, 2020).

 

ADDITIONAL RESOURCES/STRATEGIES

Another useful resource is that conferences open to nursing students at discounted rates. These conferences are useful for building up a professional portfolio, developing networks, and improving awareness about the professional nursing trends (Andre & Heartfield, 2012). For instance, attending a conference on virtual health care networks could improve knowledge about telehealth and how they can be leveraged to improve health care access thereby directing interests on how to improve nursing care delivery.

 

Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics

 

I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.

 

 

Part 1: Writing Sample: The Connection Between Academic and Professional Integrity

 

Academic integrity refers to the commitment to demonstrate moral and honest behavior within the academic setting. It is of relevance to an academic environment, especially writing within this environment as it ensures that all sources of information and ideas are accurately credited (University of North Carolina, 2020). Within academic writing, academic integrity ensures that that all contributions from other persons are acknowledged with failure to do this being considered reckless and plagiarism. It is considered reckless since it involves intentionally stealing the contributions and ideas of others. It is considered plagiarism since the ideas, thoughts and words of others are represented as the author’s original words without proper citation thereby resulting in cheating (University of North Carolina, 2020).

Explanation for the relationship between professional practices and scholarly ethics

 

Although professional practice and scholarly ethics are not the same, the two are closely connected. In this case, scholarly ethics lays the foundation for ensuring that professional practice (in terms of health care provision and organization) remains fairly consistent so that there is are no conflicting obligations regards standards, professionalism and ethics to which professionals are held to account (Worthington, 2015). For that matter, that curricula and programs for scholarly ethics are designed, implemented and assessment to allow for greater clarity of professional practice expectations. With the right approach to scholarly ethics, professionals are better able to behave within the professional environment, with good understanding that their attitudes define behaviors that in turn influence how they interact and engage with others (Worthington, 2015).

Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity.

 

Grammarly and Safe Assign are online tools that help students to identifying possible cases of plagiarism. Grammarly goes a step further in identifying grammar concerns that are highlighted and suggestions made for the appropriate changes. Both Grammarly and Safe Assign have unique algorithms designed to point out similarities in phrase and word combinations with other publications already available. By highlighting possible incidences of plagiarism, writers are able to target the word combinations and apply paraphrasing in eliminating the plagiarism. As such, Grammarly, Safe Assign, and contribute to academic integrity by helping to identify and avoid plagiarism.

 

PART 2: Strategies for Maintaining Integrity of Work

 

Maintaining the integrity of academic work is all about avoiding plagiarism and academic dishonesty. This analysis identifies five strategies. Firstly, having an awareness of the syllabus and coursework to include class policies with regards to expectations for writings and assignments. Secondly, always assuming that plagiarism is not accepted unless expressly indicated otherwise for the course work. Thirdly, completing all academic work with ample time to prevent rushed work that presents opportunities for cheating. Fourthly, keeping track of all sources of information and ideas, and citing them properly (Luther College, 2020). Finally, making use of plagiarism checking software such as Grammarly, Safe Assign and Turnitin to check for suspected plagiarism that would then be addressed through paraphrasing to maintain academic integrity of work.

Maintaining integrity of professional work would be achieved through three strategies. Firstly, always doing the right thing with the patients being the focus of interest, and not being caught up in the power complex typical of professional environments. Although doing the right thing is not always easy, it is important to have integrity so that stakeholders expect consistent results (McEwen & Wills, 2018). Secondly, keeping an open line of communication so that the perspectives of the stakeholders are presented to ensure that professional practices are doe in the correct and fair way. Finally, learning to compliment others for their contributions ensures that the right persons are appreciated for their efforts thereby making others to feel inspired and pay attention to hard work (Bradshaw, Hultquist & Hagler, 2020).

 

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Week 4 | Part 4: Research Analysis

 

I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article.  The results of these efforts are shared below.

 

 

Step 1: Research Analysis

Complete the table below

Topic of Interest: Addressing hospital acquired infection
Research Article: Include full citation in APA format, as well as link or search details (such as DOI) Palmqvist, C., Samuelsson, A., Fröding, I., & Giske, C. (2019). Surface Contamination of CT and MRI Equipment—A Potential Source for Transmission of Hospital-Acquired Infections. Journal of Radiology Nursing, 38(4), 254-260. https://doi.org/10.1016/j.jradnu.2019.09.002
Professional Practice Use:

One or more professional practice uses of the theories/concepts presented in the article

The article identifies the most contaminated surfaces inside and outside the CT and MRI laboratories to include all hand-touched surfaces such as key boards, chairs and other furniture in public areas, headphones, and alarm buzzer/control. The implication is that these surfaces may be a potential source of pathogens that cause HAIs, and they should be regularly cleaned and disinfected to avoid cross contamination and HAIs occurrence. The hand-touched surfaces should be disinfected between patients as they are a potential source of pathogenic contaminants.
Research Analysis Matrix

Add more rows if necessary

Strengths of the Research Limitations of the Research Relevancy to Topic of Interest Notes
Relied on primary data collected by directly testing surfaces in ten radiology departments. This ensures that robust data is collected from many sources.
Data from ten departments thus offers a large data sample. This presents a generalized awareness of surface contamination for patients visiting CT and MRI facilities.
Data collected from six public and four private radiology departments, thus providing insight into public and private facilities. Collecting data from public and private facilities ensures that the results can be generalized for the two types of facilities.
Applied a defined data collection procedure that facilitated efforts to collect contaminants thus ensuring that pathogenic contaminants could be collected. The procedure ensures that there is uniformity in data collection for all the facilities so that the comparison is valid.
Makes use of quantitative analysis that presents numeric results. Quantitative analysis offers an understanding of trends, showing the hand-touched surfaces that present the most concern and require the greatest attention.
Samples collected from predetermined surfaces in all the facilities. Predetermining the surfaces to be tested ensured that there was uniformity of data collection in all facilities.
 

 

The test was conducted for a limited number of pathogenic contaminants with the possibility that some contaminants were overlooked in the cultures. There is a possibility that some pathogenic contaminants were overlooked since the cultures could identify the targeted contaminants. This shows that some important information may be missing.
Does not explore the link between contaminated surfaces and HAIs occurrence. It is unclear whether the contaminated surfaces are linked to HAI occurrence. The assumption is made that contaminated surfaces would increase the incidences of HAIs.

 

Justification for recommending the article to inform professional practice

Eight justifications have been identified for recommending Palmqvist et al. (2019) to inform professional practice. The first justification is that the article tells a good story as it is well written and easy to understand with logical arguments. There are no contradictions in the presented arguments so that readers can follow and understand the progression of ideas. The second justification is that the article includes a literature review and discussion that makes connections between the research interest and prior work in the same field. This helps to clarify the article’s arguments and contextualizing the new information being presented in terms of what it adds to the existing body of knowledge. The third justification is that the article applies rigorous methods with explanations of why and how the collected data supports the conclusions made. The rigorous methods show that the collected data can be trusted and they facilitate efforts to replicate the study to verify its results. The fourth justification is that the article makes use of appropriate methods to explore the issue. The method applied in the study (swabbing surfaces to collect contaminants) is appropriate for collecting the required data. The fifth justification is that the insight gained from the article stimulates new and important questions. The article raises questions about the link between surface contamination and HAI incidence. The sixth justification is that the insight gained from the article helps to advance an existing framework that calls for surfaces in medical facilities to be routinely disinfected to eliminate the contaminants that are continuously being introduced. The seventh justification is that the insight gained from the articles is useful for making decisions concerning control of HAIs. The final justification is that it offers insight into surface contamination in medical facilities, as an important issue with implications for HAIs (Wicker & Browning, 2020). It is for these eight reasons that the article would be recommended to inform professional practice.

Step 2: Summary of Analysis

 

The search for peer-reviewed research relied heavily on information from course readings and cursory online search that offers important insight into the topic of interest. It revealed that peer-reviewed research is mainly published in journals. The insight would then be used to develop keywords to guide searches for relevant articles in biomedical databases (Zaccagnini & White, 2017). In addition to keywords, the searches would be restricted to publication parameters such as the publication dates, type of research and level of evidence. Once an appropriate number of articles have been identified to saturate the themes derived from the initial insights, the selected articles be subjected to a critical analysis based on a scientific framework that evaluates the key sections of a scientific research publication.  In addition to simply identifying the research articles, attention was also paid to author credentials and their affiliations as this offers important understanding into the author qualifications to conduct such research (Bauer, 2017).

Two strategies were identified as effective for finding peer-reviewed research articles. The first strategy is conducting a search in a library database and limiting the search to peer-reviewed research articles. Most library databases have search functions that limit the search to specified parameters. The second strategy is conducting a search in a combined search tab, such as Google or Yahoo search tab that searches multiple databases at the same time.

One important resource that will be useful in the future for finding peer-reviewed research is the Google search tab. Firstly, it offers access to a large number of publications on different subjects. It is the most widely used search tool. Secondly, it has functions to limit the search parameters, such as publication language, dates and types. Thirdly, it is a free resource that does not require subscription. Finally, it can be accessed using any device with internet access thus making it convenient.

 

 

 

Week 5 | Part 5: Professional Development

I have developed a curriculum vitae to capture my academic and professional accomplishments to date.

The results of my efforts are below.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Curriculum Vitae (CV)

xxx

PHONE/EMAIL

EDUCATION BACKGROUND

Associate of Applied Science: Nursing (ADN)       – xxx

RN- BSN                                                                 – xxx

BSN- PMHNP                                                          – xxx

PROFESSIONAL NURSING EXPERIENCE

xxxx (Oct 20xx-  june May 20xx)

  • Subacute and Long-term care

-Coordinates with physicians and multidisciplinary teams to provide safe and effective patient care.

-Utilizes strong assessment skills and carries out intervention appropriate to age, status, environment.

-Carries out charge nurse duties with quick problem thinking skills and supervision of staff on the unit.

-Evaluate patient outcomes and provide teaching to patient and families on health promotion.

-Medication administration, IV therapy, PEG tube care and feeding, ostomy care, wound care, central line care, tracheostomy care, PCA and pain management, hospice care, and LVAD dressing change.

xxxx

  • Telemetry

– Performs a thorough and timely assessment of patient’s condition including physical, psychological, social and rehabilitative aspects.

-Intervenes appropriately to address identified problems and needs. Evaluates effectiveness of care and revises plan if necessary.

-Transcribes, verifies and carries out physician orders in an accurate and timely manner

-Manages time efficiently/sets priorities appropriately. Follows the 5 “rights” when administering medications

-Coordinates interdepartmental activities (i.e. lab, radiology, etc.) to ensure timely, efficient care.

xxxxxx

  • Ortho/Neuro/Tele/Med-Surge/Stroke

-Manage care for peri-operative patient through discharge.

-Treated patient with chronic and acute health problems such as MI, Arrhythmias, Stroke, Joints, Spine, and Seizure medication readjustment and monitoring.

-Assisted patient’s safety with bathing, dressing, feeding, lifting, and transferring.

JFK  xxx

  • Med-Surge/Tele, Observation, ER holding, Covid-19

– Collaborating with physicians and multidisciplinary team members; providing physical and psychological support to patients, friends, and families; supervising assigned team members. The Registered Nurse supports and implements the philosophy, goals, standards, and values of HMH-JFK, the Nursing Department and assigned unit.

LICENSURE AND CERTIFICATION

  • Registered Nurse: New Jersey and New York Boards of Nursing
  • BLS, ACLS certification; IV Certified, Ischemic Stroke NIH
  • EHR: EPIC, Cerner, GE Centricity
  • CEUFast, Inc: Infection Control and Barrier Precaution; Coursework and Training in Identification of and Reporting of Child Abuse and Maltreatment; Pressure Injury Staging Training

AVAILABLE UPON REQUEST : References, publications and training

References

American Nurses Association (2020). About ANA. https://www.nursingworld.org/ana/about-ana/

Andre, K. & Heartfield, M. (2012). Professional Portfolios: Evidence of Competency for Nurses and Midwives (2nd ed.). Elsevier.

Bauer, J. (2017). Statistical Analysis for Decision Makers in Healthcare: Understanding and Evaluating Critical Information in Changing Times (2nd ed.). CRC Press.

Bradley University (n.d.). Tips for maintaining a work-life balance while studying for an MSN-FNP. https://onlinedegrees.bradley.edu/nursing/msn-fnp/resources/tips-for-maintaining-a-work-life-balance-while-studying-for-an-msn/

Bradshaw, M., Hultquist, B., & Hagler, D. (2020). Innovative Teaching Strategies in Nursing and Related Health Professions (8th ed.). Jones & Bartlett Learning, LLC.

Lisa, L. (2016). Mentoring for success. Nursing Made Incredibly Easy! 14(5), 55. http://dx.doi.org/10.1097/01.NME.0000489910.67788.93

Luther College (2020). How to Avoid Academic Dishonesty. https://www.luther.edu/academic-integrity/academicdishonesty/

McEwen, M., & Wills, E. (2018). Theoretical Basis for Nursing (5th ed.). Wolters Kluwer.

National League for Nursing (2020). About: Overview. http://www.nln.org/about/overview

National Student Nurses Association (2020). NSNA Mission At A Glance. https://www.nsna.org/about-nsna.html

Palmqvist, C., Samuelsson, A., Fröding, I., & Giske, C. (2019). Surface Contamination of CT and MRI Equipment—A Potential Source for Transmission of Hospital-Acquired Infections. Journal of Radiology Nursing, 38(4), 254-260. https://doi.org/10.1016/j.jradnu.2019.09.002

Registered Nursing (2019). Advanced practice registered nurse (APRN). https://www.registerednursing.org/aprn/

University of North Carolina (2020). Academic Integrity. https://writingcenter.unc.edu/esl/resources/academic-integrity/

Walden University (2020). Graduate & Certificate Programs: Resources. Retrieved from https://academicguides.waldenu.edu/academicadvising/graduate/resources#s-lg- box- 2534709

Wicker, Z. & Browning, B. (2020). Visualizing Health Care Statistics: A Data Mining Approach (2nd ed.). Jones & Bartlett Learning.

Worthington, R. (2015). Ethics and professionalism in a changing world. Investigación en Educación Médica, 4(15), 175-178. https://doi.org/10.1016/j.riem.2015.05.002

Zaccagnini, M., & White, K. (Eds.) (2017). The Doctor of Nursing Practice Essentials: A New Model for Advanced Practice Nursing (3rd ed.). Jones & Bartlett Learning, LLC.

 

 

Week 6 | Part 6: Finalizing the Plan

 

I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) specialty and second-preferred specialty.  I have also developed a justification of my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I can become a member of this organization.

 

The results of my efforts are below.

 

Directions: Complete Step 1 by writing 2-3 paragraphs in the space below comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration –  to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

 

Complete Step 2 by writing a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

 

Complete Step 3 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

 

 

Step 1: Comparison of Nursing Specialties

Use the space below to write 2-3 paragraphs comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration –  to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.

 

 

Step 2: Justification of Nursing Specialty

Use the space below to write a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.

 

 

 

 

 

 

 

 

Step 3: Professional Organizations

Use the space below to identify and examine one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.

 

 

– END –

 

Learning Resources

Required Readings

American Nurses Association. (n.d.). Resources to succeed. Retrieved November 14, 2018, from https://www.nursingworld.org/resources/

 

Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1–13. Retrieved from https://journal.alt.ac.uk/index.php/rlt/article/view/1648/pdf_13

 

Online Colleges. (n.d.). 10 traits of a successful online learner. Retrieved November 14, 2018, from https://www.onlinecollege.org/2011/07/14/10-traits-of-a-successful-online-learner/

 

Walden University Writing Center. (n.d.). Scholarly voice: Active and passive voice. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/activepassive

 

Walden University Writing Center. (n.d.). Walden templates: Overview. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/templates

 

Note: Download and review the School of Nursing template by navigating to “Program-Specific Templates” and then “School of Nursing” and selecting “School of Nursing Writing Template With Instructions.”

 

Walden University Writing Center. (n.d.). Walden templates: School of Nursing Writing Template with Instructions. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632

 

Note: Download and review the School of Nursing template by selecting the “General Templates” link and then selecting “School of Nursing Writing Template With Instructions.”

 

Walden University Writing Center. (n.d.). Writing a paper: Revising. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/writingprocess/revising

 

10 Tips for Being a Successful Online Learner (PDF)

 

Academic Success and Professional Development Plan Template (Word document)

Required Media

Laureate Education (Producer). (2018). Tips for effective online composition and communication [Video file]. Baltimore, MD: Author. NURS – 6002N Transition to Graduate Study for Nursing essay assignments

 

 

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

Please save your Assignment using the naming convention “WK1Assgn+last name+first initial.(extension)” as the name.

Click the Week 1 Assignment Rubric to review the Grading Criteria for the Assignment.

Click the Week 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK1Assgn+last name+first initial.(extension)” and click Open.

If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.

Click on the Submit button to complete your submission.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6003_Module01_Week01_Assignment_Rubric
Grid View
List View
Excellent Good Fair Poor
Complete Part 1 of your Academic Success and Professional Development Plan Template. Be sure to address the following:

· Identify at least two academic and at least two professional individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse.
32 (32%) – 35 (35%)
The response clearly and accurately identifies at least two academic individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse.

The response clearly and accurately identifies at least two professional individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse.
28 (28%) – 31 (31%)
The response partially identifies at least two academic individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse.

The response partially identifies at least two professional individuals or teams to collaborate with to be successful in the MSN program and as practicing nurse.
25 (25%) – 27 (27%)
The response identifies only one academic individual or team to collaborate with to be successful in the MSN program and as a practicing nurse.

The response identifies only one professional individual or team to collaborate with to be successful in the MSN program and as a practicing nurse.
0 (0%) – 24 (24%)
The response identifying at least two academic individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse is vague and inaccurate, or is missing.

The response identifying at least two professional individuals or teams to collaborate with to be successful in the MSN program and as a practicing nurse is vague and inaccurate, or is missing.
· Explain why these individuals and/or teams were selected and how they will support success in the MSN program and as a practicing nurse.
45 (45%) – 50 (50%)
Response clearly and thoroughly explains in detail why the academic and professional individuals/teams were selected to support success in the MSN program and as a practicing nurse.

Response clearly and accurately explains how the academic and professional individuals/teams will support success in the MSN program and as a practicing nurse.
40 (40%) – 44 (44%)
Response explains why the academic and professional individuals/teams were selected to support success in the MSN program and as a practicing nurse.

Response explains how the academic and professional individuals/teams will support success in the MSN program and as a practicing nurse.
35 (35%) – 39 (39%)
Explanation of why the academic and professional individuals/teams were selected to support success in the MSN program and as a practicing nurse is vague or inaccurate.

Explanation of how the academic and professional individuals/teams will support success in the MSN program and as a practicing nurse is vague or inaccurate.
0 (0%) – 34 (34%)
Explanation of why the academic and professional individuals/teams were selected to support success in the MSN program and as a practicing nurse is vague and inaccurate, or is missing.

Explanation of how the academic and professional individuals/teams will support success in the MSN program and as a practicing nurse is vague and inaccurate, or is missing.
Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors. NURS – 6002N Transition to Graduate Study for Nursing essay assignments
0 (0%) – 3 (3%)
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.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Name: NURS_6003_Module01_Week01_Assignment_Rubric

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:

  • This Syllabus, including the Course Schedule that is linked on this page as a PDF
  • Course Calendar
  • Support, Guidelines, and Policies

Credit Hours

  • 3 credits 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. Part 2: Academic Resources and Strategies NURS 6003

Course Description

In this course students are introduced to Walden University and online learning. Students explore strategies for the successful participation in an online curriculum. Students also will receive a foundation for academic and professional success as scholar-practitioners and social change agents. Course assignments introduce students to resources that support success, development of graduate-level writing skills and use of APA Style, academic integrity, and the creation of a professional development plan based on each student’s chosen specialization.

Course Learning Outcomes

By the conclusion of this course, you should be able to:

Develop networks for academic and professional success.

Identify strategies for academic and professional success.

Apply strategies to promote academic integrity and professional ethics.

Analyze peer-reviewed research related to issues in nursing practice.

Create academic success and professional development plans.

Justify selection of MSN specializations using standards and scope of practice. Part 2: Academic Resources and Strategies NURS 6003

College of Nursing Alignment of Learner Outcomes

Click on the following link to access the College of Nursing Alignment of Learner Outcomes:

Document: NURS 6003 College of Nursing 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.

Course Text

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Note: If the print edition of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available.

Note: Please keep this text as it will be used in subsequent courses in your MSN program.

Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module.

Media

Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item.

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 6003 Course Readings List

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.

Primary and Secondary Sources

Review the following information prior to selecting resources for assignments.

Primary: A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals.Part 2: Academic Resources and Strategies NURS 6003

Scholarly, peer-reviewed journal: Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.

Note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.

Secondary: A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information. Part 2: Academic Resources and Strategies NURS 6003

Course Assignments

  1. Participation in weekly Discussions: The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week by posting a response to a prompt or question in the weekly 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 the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the Course Information area.Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.
  2. Assignments: The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area.Note: The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.
  3. Portfolio Assignment: Each course in the Master of Science in Nursing (MSN) program for the following specializations includes a Portfolio Assignment: Nursing Education, Nurse Executive, Nursing Informatics, and Public Health Nursing. The Portfolio Assignment is designed to measure specific professional knowledge and skills as outlined in the American Association of Colleges of Nursing (AACN) Master’s Essentials. Students submit the Portfolio Assignment in the online classroom and a criterion-based scoring rubric is used to grade the assignment. The rubric is aligned with American Association of Colleges of Nursing (AACN) Master’s Essentials and provides specific and informative feedback on your performance. The Portfolio Assignment is evaluated by the course Instructor.

Grading Criteria and Total Components of a Grade

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

Letter grades will be assigned as follows:

90%–100% = A
80%–89% = B
70%–79% = C
< 70% = F

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

* Each Discussion requires that you make one initial posting and at least two response postings to colleagues. See the Discussion Posting and Response Rubric for posting details.
**This is the Portfolio Assignment for this course.

Incomplete Grade Policy

Per University policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the course faculty. (Reproduced from Student Catalog)

Students who are eligible for an Incomplete must contact the Course Faculty to request the grade as soon as possible. Students who do not meet the criteria listed above will not be allowed to earn an Incomplete. If the Incomplete is approved, the Faculty Member will work with the student to outline the due date(s) for remaining work. Under no circumstances will the new due dates extend beyond 50 days from the last day of the term. Faculty will then have 10 days to assess the work and post the permanent grade before the University-allotted Incomplete time limit of 60 days expires. All Incomplete grades not resolved within the time allotted will convert to permanent grades of F.

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 My Grades area, the Discussion area, and/or the Announcements page.

Instructor feedback and explanation is 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.

For most assignments, you can expect your grades and/or feedback to be posted within five calendar days after the due date. Some assignments may require more than five days for your instructor to provide you with quality feedback.

Course Procedures

  • All class Discussions take place in the weekly Discussion areas.
  • You are encouraged to post course-related questions to the Contact the Instructor area as they may be of interest to all; however, if your question is urgent, it is often best to email the Instructor. If your emailed question is thought to be of benefit to all, it may be responded to by the Instructor via email to all or posted as an announcement.
  • Instructor feedback on content and writing issues that is thought to be of benefit to the entire class may be posted to the Contact the Instructor area; however, most personal critique will be done privately in the Grade Center. Be sure to check the Grade Center for comments every week even if you received full credit.
  • Please feel free to use the Class Café to initiate and participate in conversations not directly related to the course. This is an excellent opportunity to get to know other students better. The Instructor will browse the Class Café occasionally but generally will not respond to conversations posted there unless students have specific questions for him or her.
  • Check the email account you use for official Walden University business on a regular basis. The expectation is that you are checking this email account daily during the week. If you experience difficulty sending or receiving Walden email, please contact the Customer Care Team right away. Contact information for the Customer Care Team is located in the Student Support area.
  • Review all materials in the Course Information area, as well as the materials contained under each of the weekly buttons.

Note: There are Optional Readings located within the Learning Resources section of each week in the course. You are encouraged to explore these readings, as needed, in order to enhance your understanding of the course content.

Preferred Methods for Delivering Assignments

  1. 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’ response 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.
  2. Application Assignments are submitted to the SafeAssign link and named according to the week in which the Assignment is submitted. Directions for naming each Application Assignment are included in each week’s Assignment area. Please be sure that all written Application Assignments are saved and submitted as a “.doc” file.
  3. All e-mail correspondence must contain in the subject line “ABCD 1234-XX-NAME” (ABCD = course prefix, 1234 = course number, XX = section number) followed by a brief description of the subject. This subject line convention ensures that your e-mail will be easily identified and responded to in a timely manner. It is required that the e-mail contain a signature that matches the official name used in the course.

Late Assignment Policy

Students are expected to submit assignments by the due dates noted in the course. In extenuating circumstances, such as illness, the student must contact the Instructor as soon as possible to discuss the situation. In those circumstances, Faculty will determine the appropriate course of action for the student. Depending on the situation, these actions may include recommendations to drop the course (if within the university drop/withdrawal period), acceptance of some or all of the overdue assignments with or without penalties, or failure to accept assignments.

Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the assignment amounting up to 20%. After 5 days, the assignment will not be graded. Students should be aware that late assignments may not receive the same level of written feedback as do assignments submitted on time.

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.

Course Evaluation

At or near the end of the course, you will receive an email inviting you to submit an online evaluation of the course and instruction. All submitted course evaluations are confidential, and only aggregate data and comments will be shared with the Instructor and Program Director. Your feedback is vitally important to Walden University in its efforts to continuously improve programs.

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@mail.waldenu.edu or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or https://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.

Classroom Participation

In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. 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 are taking their first class with Walden and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university.

Students who have already taken and successfully completed at least one or more class(es) with Walden, and who do not participate within the first 7 days, will be dropped from that class.

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

Checklist

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

For full assignment details and directions, refer to each module of 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.

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:

  • This Syllabus, including the Course Schedule that is linked on this page as a PDF
  • Course Calendar
  • Support, Guidelines, and Policies

Credit Hours

  • 3 credits 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.

Course Description

In this course students are introduced to Walden University and online learning. Students explore strategies for the successful participation in an online curriculum. Students also will receive a foundation for academic and professional success as scholar-practitioners and social change agents. Course assignments introduce students to resources that support success, development of graduate-level writing skills and use of APA Style, academic integrity, and the creation of a professional development plan based on each student’s chosen specialization.

Course Learning Outcomes

By the conclusion of this course, you should be able to:

  • Develop networks for academic and professional success.
  • Identify strategies for academic and professional success.
  • Apply strategies to promote academic integrity and professional ethics.
  • Analyze peer-reviewed research related to issues in nursing practice.
  • Create academic success and professional development plans.
  • Justify selection of MSN specializations using standards and scope of practice.

College of Nursing Alignment of Learner Outcomes

Click on the following link to access the College of Nursing Alignment of Learner Outcomes:

Document: NURS 6003 College of Nursing 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.

Course Text

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Note: If the print edition of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available.

Note: Please keep this text as it will be used in subsequent courses in your MSN program.

Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module.

Media

Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item.

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 6003 Course Readings List

 

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.

 

Primary and Secondary Sources

Review the following information prior to selecting resources for assignments.

Primary: A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals.

Scholarly, peer-reviewed journal: Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.

Note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.

Secondary: A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information.

Course Assignments

  1. Participation in weekly Discussions: The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week by posting a response to a prompt or question in the weekly 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 the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the Course Information area.Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.

 

  1. Assignments: The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area.Note: The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.

 

  1. Portfolio Assignment: Each course in the Master of Science in Nursing (MSN) program for the following specializations includes a Portfolio Assignment: Nursing Education, Nurse Executive, Nursing Informatics, and Public Health Nursing. The Portfolio Assignment is designed to measure specific professional knowledge and skills as outlined in the American Association of Colleges of Nursing (AACN) Master’s Essentials. Students submit the Portfolio Assignment in the online classroom and a criterion-based scoring rubric is used to grade the assignment. The rubric is aligned with American Association of Colleges of Nursing (AACN) Master’s Essentials and provides specific and informative feedback on your performance. The Portfolio Assignment is evaluated by the course Instructor.

Grading Criteria and Total Components of a Grade

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

Letter grades will be assigned as follows:

90%–100% = A
80%–89% = B
70%–79% = C
< 70% = F

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

* Each Discussion requires that you make one initial posting and at least two response postings to colleagues. See the Discussion Posting and Response Rubric for posting details.
**This is the Portfolio Assignment for this course.

Incomplete Grade Policy

Per University policy, Incomplete grades can be granted only to students who have already met the minimum criteria for active weekly participation in a course (including weekly postings in online courses) and have completed at least 80% of other coursework. Incompletes can be awarded when, because of extenuating circumstances, a student has not met additional course requirements, including but not limited to written assignments, group projects, and research papers, as applicable. All Incomplete grades are awarded at the discretion of the course faculty. (Reproduced from Student Catalog)

Students who are eligible for an Incomplete must contact the Course Faculty to request the grade as soon as possible. Students who do not meet the criteria listed above will not be allowed to earn an Incomplete. If the Incomplete is approved, the Faculty Member will work with the student to outline the due date(s) for remaining work. Under no circumstances will the new due dates extend beyond 50 days from the last day of the term. Faculty will then have 10 days to assess the work and post the permanent grade before the University-allotted Incomplete time limit of 60 days expires. All Incomplete grades not resolved within the time allotted will convert to permanent grades of F.

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 My Grades area, the Discussion area, and/or the Announcements page.

Instructor feedback and explanation is 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.

For most assignments, you can expect your grades and/or feedback to be posted within five calendar days after the due date. Some assignments may require more than five days for your instructor to provide you with quality feedback.

Course Procedures

  • All class Discussions take place in the weekly Discussion areas.
  • You are encouraged to post course-related questions to the Contact the Instructor area as they may be of interest to all; however, if your question is urgent, it is often best to email the Instructor. If your emailed question is thought to be of benefit to all, it may be responded to by the Instructor via email to all or posted as an announcement.
  • Instructor feedback on content and writing issues that is thought to be of benefit to the entire class may be posted to the Contact the Instructor area; however, most personal critique will be done privately in the Grade Center. Be sure to check the Grade Center for comments every week even if you received full credit.
  • Please feel free to use the Class Café to initiate and participate in conversations not directly related to the course. This is an excellent opportunity to get to know other students better. The Instructor will browse the Class Café occasionally but generally will not respond to conversations posted there unless students have specific questions for him or her.
  • Check the email account you use for official Walden University business on a regular basis. The expectation is that you are checking this email account daily during the week. If you experience difficulty sending or receiving Walden email, please contact the Customer Care Team right away. Contact information for the Customer Care Team is located in the Student Support area.
  • Review all materials in the Course Information area, as well as the materials contained under each of the weekly buttons.

Note: There are Optional Readings located within the Learning Resources section of each week in the course. You are encouraged to explore these readings, as needed, in order to enhance your understanding of the course content.

Preferred Methods for Delivering Assignments

  1. 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’ response 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.
  2. Application Assignments are submitted to the SafeAssign link and named according to the week in which the Assignment is submitted. Directions for naming each Application Assignment are included in each week’s Assignment area. Please be sure that all written Application Assignments are saved and submitted as a “.doc” file.
  3. All e-mail correspondence must contain in the subject line “ABCD 1234-XX-NAME” (ABCD = course prefix, 1234 = course number, XX = section number) followed by a brief description of the subject. This subject line convention ensures that your e-mail will be easily identified and responded to in a timely manner. It is required that the e-mail contain a signature that matches the official name used in the course.

Late Assignment Policy

Students are expected to submit assignments by the due dates noted in the course. In extenuating circumstances, such as illness, the student must contact the Instructor as soon as possible to discuss the situation. In those circumstances, Faculty will determine the appropriate course of action for the student. Depending on the situation, these actions may include recommendations to drop the course (if within the university drop/withdrawal period), acceptance of some or all of the overdue assignments with or without penalties, or failure to accept assignments.

Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the assignment amounting up to 20%. After 5 days, the assignment will not be graded. Students should be aware that late assignments may not receive the same level of written feedback as do assignments submitted on time.

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.

Course Evaluation

At or near the end of the course, you will receive an email inviting you to submit an online evaluation of the course and instruction. All submitted course evaluations are confidential, and only aggregate data and comments will be shared with the Instructor and Program Director. Your feedback is vitally important to Walden University in its efforts to continuously improve programs.

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@mail.waldenu.edu or at 1-800-925-3368, ext. 312-1205 and +1-612-925-3368 or https://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.

Classroom Participation

In accordance with U.S. Department of Education guidance regarding class participation, Walden University requires that all students submit at least one of their required Week 1 assignments (which includes posting to the Discussion Board) within each course(s) during the first 7 calendar days of class. For courses with two-week units, posting to the Discussion Board by Day 7 meets this requirement. 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 are taking their first class with Walden and do not submit at least one of their required Week 1 assignments (or at least one Discussion post) by the end of the 7th day will be administratively withdrawn from the university.

Students who have already taken and successfully completed at least one or more class(es) with Walden, and who do not participate within the first 7 days, will be dropped from that class.

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

Checklist

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

For full assignment details and directions, refer to each module of 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.

Assignment: Academic Success and Professional Development Plan Part 6: Finalizing the Plan

At some point in every construction project, efforts turn from design and the focus moves to actual construction. With the vision in place and the tools secured, the blueprint can be finalized and approved. Then it is time to put on hardhats and begin work.

Throughout the course you have developed aspects of your Academic and Professional Development Plan. You have thought a great deal about your vision and goals, your academic and professional network of support, research strategies and other tools you will need, the integrity of your work, and the value of consulting the work of others. With your portfolio in place, it is now time to finalize your blueprint for success.

Much as builders remain cognizant of the building standards as they plan and begin construction, nurses must remain mindful of the formal standards of practice that govern their specialties. A good understanding of these standards can help ensure that your success plan includes any steps necessary to excel within your chosen specialty.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the final component–a review of your specialty standards of practice. You will also submit your final version of the document, including Parts 1–5.

To Prepare:

  • Review the scope and standards of practice or competencies related to your chosen specialty in the resources for this module.
  • Review the MSN specializations offered at Walden by viewing the module resource, Walden University. (n.d.). Master of Science in Nursing (MSN).
  • Examine professional organizations related to the specialization you have chosen and identify at least one to focus on for this Assignment.
  • Reflect on the thoughts you shared in the Discussion forum regarding your choice of a specialty, any challenges you have encountered in making this choice, and any feedback you have received from colleagues in the Discussion.

The Assignment:
Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan.

  • With the resources specific to the MSN specialization and the, Walden University. (n.d.). Master of Science in Nursing (MSN), shared in this module, write a paragraph or make a Nursing Specialty Comparison table, comparing at least two nursing specialties that include your selected specialization and second-preferred specialization.
  • Write a 2- to 3-paragraph justification statement identifying your reasons for choosing your MSN specialization. Incorporate feedback you received from colleagues in this Module’s Discussion forum. NURS – 6002N Transition to Graduate Study for Nursing essay assignments
  • Identify the professional organization related to your chosen specialization for this Assignment, and explain how you can become an active member of this organization.

 

 

 

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Rubric

  Excellent Good Fair Poor
Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan:

·   Write a paragraph or make a Nursing Specialty Comparison table comparing at least two nursing specialties, including your selected specialization and second-preferred specialization.

·   Write a 2-3 paragraph justification statement identifying your reasons for choosing your MSN specialization. Incorporate feedback you received from colleagues in this week’s Discussion Forum.

·   Identify the professional organization related to the specialization you have chosen to focus on for this Assignment and explain how you can become an active member of this organization.

Points Range: 77 (77%) – 85 (85%)

A fully completed and detailed paragraph or comparison matrix table is provided that accurately and fully describes the selected and second-preferred specialization.

A clear and accurately justified statement describes in detail the reasons for choosing the MSN specialization with sufficient evidence of incorporating feedback from colleagues in this week’s Discussion Forum.

The response clearly identifies and accurately describes in detail the professional organization related to the specialization selected. The response clearly and accurately describes in detail how to become an active member of this organization.

Points Range: 68 (68%) – 76 (76%)

A partially completed paragraph or comparison matrix table is provided that partially describes the selected and second-preferred specialization.

A partially justified statement describes the reasons for choosing the MSN specialization with some evidence of incorporating feedback from colleagues in this week’s Discussion Forum.

The response partially describes the professional organization related to the specialization selected. The response partially describes how to become an active member of this organization.

Points Range: 59 (59%) – 67 (67%)

A vague or inaccurately completed paragraph or comparison matrix table is provided describing the selected and second-preferred specialization.

A vague or inaccurately justified statement describes the reasons for choosing the MSN specialization with vague evidence of incorporating feedback from colleagues in this week’s Discussion Forum. NURS – 6002N Transition to Graduate Study for Nursing essay assignments

The response vaguely or inaccurately describes the professional organization related to the specialization selected. The response vaguely or inaccurately describes how to become an active member of this organization.

Points Range: 0 (0%) – 58 (58%)

A vague and inaccurately completed paragraph or comparison matrix table is provided describing the selected and second-preferred specialization or is missing.

A vague and inaccurately justified statement describes the reasons for choosing the MSN specialization with vague and inaccurate evidence of incorporating feedback from colleagues in this week’s Discussion Forum, or is missing.

The response vaguely and inaccurately describes the professional organization related to the specialization selected. The response vaguely and inaccurately describes how to become an active member of this organization, or is missing.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

Points Range: 5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

Points Range: 4 (4%) – 4 (4%)

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

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

Points Range: 3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

Points Range: 0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

Points Range: 4 (4%) – 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) grammar, spelling, and punctuation errors.

Points Range: 0 (0%) – 3 (3%)

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. Points Range: 5 (5%) – 5 (5%)

Uses correct APA format with no errors. NURS – 6002N Transition to Graduate Study for Nursing essay assignments

Points Range: 4 (4%) – 4 (4%)

Contains a few (1-2) APA format errors.

Points Range: 3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) APA format errors.

Points Range: 0 (0%) – 3 (3%)

Contains many (≥ 5) APA format errors.

Total Points: 100

 

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