NURS 6003 Assignment Transition to Graduate Study
NURS 6003 Assignment Transition to Graduate Study.
NURS 6003 Week 4 Assignment
Abstract
In this module, we will discuss NURS 6003 Assignment Transition to Graduate Study. The retention of new nurses remains a challenge for most healthcare organizations. Approximately 75% of newly licensed registered nurses (NLRNs) resign their positions within the first year of employment due to transition shock from the academic resources setting to the practicum setting. Other reasons for resignation include lack of confidence, poor critical thinking skills, and feeling overwhelmed to provide quality patient care.
This loss of retention among NLRNs poses a significant threat to the delivery of quality and safe patient care. Nurses who assume the role of mentor to newly licensed nurses face many barriers to fulfilling their role effectively, including a lack of proper training or skills to perform this role, lack of time, and competing demands of being a mentor and providing patient care.
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Therefore, the purpose of this doctoral project on the transition to graduate study for nursing was a development of an evidence-based staff education curriculum on mentoring for professional staff nurses in an acute care hospital in a southeastern state. The goal of the staff education project was to prepare nurses as mentors to assist the NLRN’s transition into practice. Patricia Benner’s theoretical model “from novice to expert” was the framework used in this project.
Sources of evidence included the collection of data obtained from peer-reviewed articles in the Cumulative Index to Nursing Allied Health Literature database, American Association of Colleges of Nursing, and Patricia Benner’s novice to expert framework. This project promotes social change by offering a quality, evidence-based mentorship program to benefit all stakeholders of the organization through its implications for practice.
https://scholarworks.waldenu.edu/dissertations/8268
Read Also: NURS 6003 Discussion: Examining Nursing Specialties
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NURS 6003 Assignment Transition to Graduate Study
Assignment: Academic Success and Professional Development Plan Part 1: Developing an Academic and Professional Network
Laureate Education (Producer). (2018). The Foundation of Success [Video file]. Baltimore, MD: Author.
Laureate Education (Producer). (2018). The Walden Journey to a Masters in Nursing Practice: The Journey Begins [Video file]. Baltimore, MD: Author.
NURS 6003 Assignment Transition to Graduate Study Learning Objectives
Students will:
Analyze relationships among Walden’s vision, mission, goals, and social change initiatives to professional and academic goals
Analyze the relationship between MSN program outcomes and perspectives to their goals
Identify the collaborators for success
Identify concepts for Walden readiness
Identify individuals or teams to collaborate with for success in the MSN program and as a practicing nurse
Note: Use APA style formatting.
Due By Assignment
Week 1, Days 1–2
Read the Learning Resources.
Compose your initial Discussion post.
Begin to compose Part 1 of your Assignment.
Week 1, Day 3
Post your initial Discussion post.
Begin to check your knowledge with the Quiz.
Continue to work on of Part 1 of your Assignment.
Week 1, Day 4
Continue to check your knowledge with the Quiz.
Continue to work on Part 1 of your Assignment
Week 1, Day 5
Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to check your knowledge with the Quiz.
Continue to compose your final draft of Part 1 of your Assignment.
Week 1, Day 6
Post two peer Discussion responses.
Continue to check your knowledge with the Quiz.
Continue to compose your final draft of Part 1 of your Assignment.
Week 1, Day 7
Wrap up Discussion.
Final day to complete Quiz.
Deadline to submit your final draft of Part 1 of your Assignment.
Click the Week 1 Assignment Rubric to review the Grading Criteria for the Assignment.
Photo Credit: David Baumber/Vetta/Getty Images
Image by Cedric Fauntleroy
Learning Resources
Required Readings
Nurse.org. (n.d.). List of nursing organizations. Retrieved November 14, 2018, from https://nurse.org/orgs.shtml
Schmidt, K. (n.d.). 5 reasons nurses should engage in professional networking [Blog post]. Retrieved November 14, 2018, from https://blog.bluepipes.com/5-reasons-nurses-should-take-professional-networking-seriously/
Walden University. (n.d.). Connect to Walden. Retrieved November 14, 2018, from https://www.waldenu.edu/connect
Walden University. (n.d.). Walden University catalog. Retrieved October 4, 2019, from https://catalog.waldenu.edu from the Library.
Select College of Health Sciences, then Master of Science in Nursing (MSN). Review the MSN Learning Outcomes on this page.
Walden University. (n.d.). Walden University catalog. Retrieved October 4, 2019, from https://catalog.waldenu.edu
Select Introduction, then review the vision, mission, and goals.
Walden University. (n.d.). Writing center. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter
Wofford, P. (2018). 10 networking tips for nurses who hate networking. Retrieved from https://nurse.org/articles/tips-for-nurse-networking/
Academic Success and Professional Development Plan Template (Word document) NURS 6003 Assignment Transition to Graduate Study.
Discussion Posting Exemplars (PDF)
Read Also:
NURS 6003 Week 1 Discussion: Networking Opportunities
NURS 6003 Discussion: Using the Walden Library
NURS 6003 Assignments: Transition to Graduate Study Quiz: Walden’s Student Readiness Orientation
Image by Emily Ranquist
You probably have a lot of questions (and perhaps some hesitation) about the journey you are undertaking. How do I navigate the online classroom? How can I have access to a library in this environment? The Student Readiness Orientation (SRO) minicourse available on your MyWalden page provides answers to such addressing questions and helps ensure you understand how to navigate the online classroom and utilize the many resources available to you as a student at Walden.
The Readiness Check will help you determine your preparedness for navigating the online classroom.
The questions presented on the Quiz are derived from the readiness check presented in the SRO.
Click on the NURS 6003 Week 1 Quiz link after you have read the directions carefully.
The readiness check includes 15 questions in various formats including true/false and multiple choice. If you score 12 or below, please retake the exam. You may retake the exam as many times as you would like in order to achieve your desired score. Your highest score will be recorded. To retake the Quiz, click on “Take Test Again” (this does not appear as a hyperlink but works as a hyperlink when you click on the area).
To view the questions you answered correctly and incorrectly, click on your score in the “My Grades” area.
To Prepare:
Review Walden’s SRO found on your MyWalden page.
By Day 7
Complete the quiz.
Submission and Grading Information
Submit Your Quiz by Day 7 of Week 1
To submit your Quiz:
Continue to NURS 6003 Week 2 Quiz
Related:
NURS 6003 Discussion: Strategies for Academic Portfolios
NURS 6003 Week 2 Assignment: Academic Success and Professional Development Plan Part 2: Strategies to Promote Academic Integrity and Professional Ethics
Week 2 Discussion
NURS 6003 Module 1 (Week 1): Networking for Academic and Professional Success
Walden University, LLC. (Producer). (2018). The Foundation of Success [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Walden University, LLC. (Producer). (2018). The Walden Journey to a Masters in Nursing: The Journey Begins [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Walden University, LLC. (Producer). (2018). The Walden Journey to a Masters in Nursing: Networking and Collaboration [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Learning Objectives
Students will:
- Analyze relationships among Walden’s vision, mission, goals, and social change initiatives to professional and academic goals
- Analyze the relationship between MSN program outcomes and perspectives to professional and academic goals
- Analyze the importance of networking
- Identify concepts for Walden student readiness
- Identify academic and professional collaborators for academic and professional success
- Identify individuals or teams to collaborate with for success in the MSN program and as a practicing nurse
| Due By | Assignment |
| Week 1, Days 1–2 | Read the Learning Resources. Compose your initial Discussion post. Begin to compose Part 1 of your Assignment. |
| Week 1, Day 3 | Deadline to post your initial Discussion post. Begin to check your knowledge with the Quiz. Continue to work on of Part 1 of your Assignment. |
| Week 1, Days 4–5 | Compose your peer Discussion responses. (Make sure to participate in the Discussion on three different days.) Continue to check your knowledge with the Quiz. Continue to work on Part 1 of your Assignment |
| Week 1, Day 6 | Last day to post Discussion responses. Continue to check your knowledge with the Quiz. Continue to compose your final draft of Part 1 of your Assignment. |
| Week 1, Day 7 | Final day to complete Quiz. Deadline to submit your final draft of Part 1 of your Assignment. |
Photo Credit: David Baumber/Vetta/Getty Images
Learning Resources
Required Readings
Nurse.org. (n.d.). List of nursing organizations. Retrieved November 14, 2018, from https://nurse.org/orgs.shtml
Schmidt, K. (n.d.). 5 reasons nurses should engage in professional networking [Blog post]. Retrieved November 14, 2018, from https://blog.bluepipes.com/5-reasons-nurses-should-take-professional-networking-seriously/
Walden University. (n.d.). Connect to Walden. Retrieved November 14, 2018, from https://www.waldenu.edu/connect
Walden University. (n.d.). College of Nursing. Retrieved October 5, 2020, from https://academicguides.waldenu.edu/fieldexperience/son#s-lg-box-3837398
Review the College of Nursing’s vision and mission.
Walden University. (n.d.). Walden University catalog. Retrieved October 4, 2019, from https://catalog.waldenu.edu
Select College of Nursing, then Master of Science in Nursing (MSN). Review the MSN Learning Outcomes on this page.
Walden University. (n.d.). Walden University catalog. Retrieved October 4, 2019, from https://catalog.waldenu.edu
Select Introduction, then the link “Vision, Mission, and Goals” under the Introduction header. Review Walden’s vision, mission, and goals.
Walden University. (n.d.). Writing center. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter
Wofford, P. (2018). 10 networking tips for nurses who hate networking. Retrieved from https://nurse.org/articles/tips-for-nurse-networking/
Document: Academic Success and Professional Development Plan Template (Word document)
Document: Discussion Posting Exemplars (PDF)
Discussion: Networking Opportunities
In this module, you begin laying the foundation for your academic and professional success. Your efforts begin with a vision that includes your own definition of success. Your vision may vary from those of your colleagues, but this does not mean you have to take these first steps alone.
Walden University and the College of Nursing also have a vision and mission, which include helping you to make your own vision a reality. Members of your new academic community, such as faculty, support teams, and fellow students, can also be helpful. Current practitioners and other member of the professional community can also help you to clarify your vision.
This Module’s Discussion asks you to consider how the Walden mission and vision as well as the College of Nursing’s mission and vision apply to your professional and academic goals. You will also begin to identify individuals and teams who can help you along the way as you begin designing the “blueprint”—your Academic Success and Professional Development Plan—that will guide you toward your own vision for academic and professional success. Finally, you will explain the importance of networking and how it can help you achieve your professional and academic goals.
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.
To Prepare:
- Review the Walden and College of Nursing mission and vision statements, Walden’s goals and University Outcomes, and the MSN Program Learning Outcomes presented in this Module’s Learning Resources.
- Reflect on your professional and academic goals as they relate to your program/specialization.
- Consider how the information in these resources fit with your own goals and to your becoming a scholar-practitioner.
- Also consider academic and professional individuals and teams with whom you may collaborate in support of your efforts as a student at the university and as a professional within your organization and career.
- Consider the importance of networking and how it may help you achieve your professional and academic goals.
By Day 3 of Week 1
Post a brief introduction of yourself to your colleagues. Include an explanation as to how Walden’s vision, mission, goals, and social change initiatives relate to your professional and academic goals and to your becoming a scholar-practitioner. Also include an explanation for how the Walden MSN Program Outcomes and perspectives relate to your professional and academic goals and to your becoming a scholar-practitioner. Finally, explain why networking is important and how it may help you achieve your professional and academic goals.
By Day 6 of Week 1
Respond to at least two of your colleagues’ posts by suggesting additional individuals and/or teams with whom you wish to collaborate or by offering additional networking strategies.
Sample Discussion
Yaa Wiafe
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6003_Module01_Week01_Discussion_Rubric
- Grid View
- List View
| Excellent | Good | Fair | Poor | |||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
||
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
||
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
||
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
||
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
||
| Total Points: 100 | ||||||
Name: NURS_6003_Module01_Week01_Discussion_Rubric
Quiz: Walden Orientation and Welcome
You probably have a lot of questions (and perhaps some hesitation) about the journey you are undertaking. How do I navigate the online classroom? How can I have access to a library in this environment? The Walden Orientation and Welcome (WOW) mini-course available on your MyWalden page provide answers to such questions and helped ensure you understand how to navigate the online classroom and utilize the many resources available to you as a student at Walden.
The Pulse Check will help you identify areas about which you would like to learn more.
Click on the Week 1 Quiz link after you have read the directions carefully.
This quiz includes 10 questions in various format: true/false and multiple choice. If you score 8 or below, please retake the exam. You may retake the exam as many times as you would like to achieve the desired score. Your highest score will be recorded. To retake the quiz, click on “take test again” (this does not appear as a hyperlink but works as a hyperlink when you click on the area).
To view the questions you answered correctly and incorrectly, click on your score in the My Grades area.
To Prepare:
- Review the Walden Orientation and Welcome found on your MyWalden page.
By Day 7 of Week 1
Complete the quiz.
Submission and Grading Information
Assignment: Academic Success and Professional Development Plan Part 1: Developing an Academic and Professional Network
When was the last time you read Meditation XVII of John Donne’s Devotions Upon Emergent Occasions?
Unless you are a student of seventeenth-century poetry, you may not be all that familiar with this piece. However, you may be much more familiar with one of its well-known phrases: “No man is an island…”.
As you begin your journey toward achieving your academic and professional goals, you have a great opportunity to network with academics and professionals who can help ensure you do not travel alone. This network can help to clarify your own vision for success and can help guide you now and in the future. To paraphrase Donne, no one is an island.
Begin creating an academic and professional network by identifying which academic and professional connections and resources with which you need to collaborate to succeed in your MSN program and as a practicing nurse.
To Prepare:
- Consider individuals, departments, teams, and/or resources within Walden University and within your profession that you believe can support your academic and professional success.
- Identify at least two academic and at least two professional individuals, colleagues, or teams that might help you succeed in your MSN program and as a practicing nurse.
- Download the Academic Success and Professional Development Plan Template.
The Assignment:
Academic and Professional Network
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 your MSN program and as a practicing nurse.
- Explain why you selected these individuals and/or teams and how they will support your success in the MSN program and as a practicing nurse.
By Day 7 of Week 1
Submit Part 1 of your Academic Success and Professional Development Plan Template.
Submission and Grading Information
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.
Grading Criteria
To access your rubric:
Week 1 Assignment Rubric
NURS 6003 Module 2 (Weeks 2–3): Academic and Professional Integrity
Walden University, LLC. (Producer). (2018). Academic and Professional Integrity [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Walden University, LLC. (Producer). (2018). The Walden Journey to a Masters in Nursing: Academic and Professional Integrity [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Learning Objectives
Students will:
- Identify APA formatting rules
- Analyze the relationship between academic integrity and writing
- Analyze the relationship between professional practices and scholarly ethics
- Analyze strategies for maintaining integrity and ethics in academic work
- Analyze strategies for maintaining integrity and ethics in professional work
| Due By | Assignment |
| Week 2, Days 1–4 | Read the Learning Resources. Begin to check your knowledge with the Quiz. Begin to compose Part 2 of your Assignment. |
| Week 2, Days 5–6 | Continue to check your knowledge with the Quiz. Continue to compose Part 2 of your Assignment. |
| Week 2, Day 7 | Final day to complete Quiz. |
| Week 3, Days 1–6 | Continue to compose Part 2 of your Assignment. |
| Week 3, Day 7 | Deadline to submit Part 2 of your Assignment. |
Photo Credit: Caiafilm / Caiafilm / Getty Images
Learning Resources
Required Readings
American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. Retrieved from https://www.nursingworld.org/coe-view-only
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
- Chapter 1, “Scholarly Writing and Publishing Principles”
- Section 1.17, “Implications of Plagiarism and Self-Plagiarism” (p. 21)
- Chapter 4, “Writing Style and Grammar”
- Chapter 8, “Works Credited in the Text”
- Section 8.2, “Plagiarism” (p. 254)
- Section 8.3, “Self-Plagiarism” (p. 256)
- Chapter 10, “Reference Examples”
Alba, B. (2018). Factors that impact on emergency nurses’ ethical decision-making ability. Nursing Ethics, 25(7), 855–866. https://doi.org/10.1177/0969733016674769
Glasper, A. (2016). Does cheating by students undermine the integrity of the nursing profession? British Journal of Nursing, 25(16), 932–933.
NLN Ethical Principles for Nursing Education. (2012). Nursing Education Perspective, 33(1), 65.
Walden University Academic Skills Center. (n.d.). ASC success strategies: Plagiarism. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/ASCsuccess/ASCplagiarism
Walden Office of Student Affairs. (n.d.). SafeAssign tutorials. Retrieved from https://academicguides.waldenu.edu/studentaffairs/academicintegrity/safe-assign-turn-it-in
Walden University Writing Center. (n.d.). APA style: Overview. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/apa
Walden University Writing Center. (n.d.). APA style: APA basics checklist. Retrieved May 3, 2021, https://academicguides.waldenu.edu/writingcenter/apa/checklist
Walden University Writing Center. (n.d.) Grammarly: Overview. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/grammarly
Document: Academic Success and Professional Development Plan Template (Word document)
Document: Citing a Discussion Posting in APA Style (PDF)
Document: Common APA Style and Formatting Challenges (PDF)
Document: Introduction to Scholarly Writing: Plagiarism and Academic Integrity (PDF)
Required Media
Walden University (Producer). (2020). APA tutorial [Interactive media]. Retrieved from https://cdn-media.waldenu.edu/2dett4d/Walden/APA/Tutorial01/index.html#/
Quiz: APA Style and Format
As a nurse embarking on an advanced degree, you are developing the characteristics of a scholar-practitioner, which include strong communication skills. Writing in a scholarly manner involves supporting your thoughts with evidence from the literature and appropriately using APA formatting.
One of the challenges of scholarly writing is paraphrasing the thoughts of others in your work. Paraphrasing, and correctly citing the original author for his or her ideas, allows you to take the ideas of others, summarize them, and incorporate them into your own writing. When summarizing the ideas of others, it is important to avoid plagiarizing (i.e., copying the words and ideas of others as though they were your own). In addition to expanding your knowledge of APA Style, this modules’ Learning Resources help you distinguish between paraphrasing and plagiarizing.
This Quiz will help you determine how your understanding of these concepts and preparedness to reflect them in your work. The questions presented on the Quiz are derived from the Resources related to APA writing standards, plagiarism, and academic integrity.
To Prepare:
- Review the Resources related to APA Style and format this Module presents.
Click on the “Week 2 Quiz” link to begin.
By Day 7 of Week 2
Complete the Quiz.
Note: To view the questions you answered correctly and incorrectly, click on your score in the “My Grades” area.
Submission and Grading Information
Assignment: Academic Success and Professional Development Plan Part 2: Strategies to Promote Academic Integrity and Professional Ethics
Nurse-scholars have a significant obligation to their community as well. Their work must have academic and professional integrity. Their efforts are designed to add to the body of knowledge, advance the profession, and ultimately help in the care of patients. Work that lacks integrity is subject to erode quickly or worse.
Fortunately, there are strategies and tools that can help ensure integrity in academic and professional work. This Assignment asks you to consider these tools and how you might apply them to your own work.
In this Assignment you will continue developing your Academic Success and Professional Development Plan by appending the original document you began in the previous assignment.
To Prepare:
- Reflect on the strategies presented in the Resources for this Module in support of academic style, integrity, and scholarly ethics.
- Reflect on the connection between academic and professional integrity.
The Assignment:
Part 2, Section 1: Writing Sample: The Connection Between Academic and Professional Integrity
Using the Academic and Professional Success Development Template you began in Module 1, write a 2- to 3-paragraph analysis that includes the following:
- Explanation for the relationship between academic integrity and writing
- Explanation for the relationship between professional practices and scholarly ethics
- Cite at least two resources that support your arguments, being sure to use proper APA formatting.
- Use Grammarly and SafeAssign to improve the product.
- Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity.
Part 2, Section 2: Strategies for Maintaining Integrity of Work
Expand on your thoughts from Section 1 by identifying and describing strategies you intend to pursue to maintain integrity and ethics of your:
- academic work as a student of the MSN program and
- professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.
Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template.
By Day 7 of Week 3
Submit both Section 1 and Section 2 of Part 2.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.
- Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.
- Click the Week 3 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 “WK3Assgn+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.
Grading Criteria
To access your rubric:
Week 3 Assignment Rubric
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6003_Module02_Week03_Assignment_Rubric
- Grid View
- List View
| Excellent | Good | Fair | Poor | |||
| Part 2, Section 1: Using the Academic and Professional Success Development Template write a 2-3 paragraph analysis that includes the following:
· Explanation for the relationship between academic integrity and writing. |
32 (32%) – 35 (35%)
The response clearly and accurately explains the relationship between academic integrity and writing. The response clearly and accurately explains the relationship between professional practices and scholarly ethics. The response clearly and accurately describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including sufficient evidence that Grammarly and SafeAssign were used to improve the responses provided. |
28 (28%) – 31 (31%)
The response accurately explains the relationship between academic integrity and writing. The response accurately explains the relationship between professional practices and scholarly ethics. The response accurately describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity, including evidence that Grammarly and SafeAssign were used to improve the responses provided. |
25 (25%) – 27 (27%)
The response vaguely explains the relationship between academic integrity and writing. The response vaguely explains the relationship between professional practices and scholarly ethics. The response vaguely describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity. The response includes insufficient evidence that Grammarly and SafeAssign were used to improve the responses provided. |
0 (0%) – 24 (24%)
The response vaguely and inaccurately explains the relationship between academic integrity and writing or is missing. The response vaguely and inaccurately explains the relationship between professional practices and scholarly ethics or is missing. The response vaguely and inaccurately describes how Grammarly, SafeAssign, and paraphrasing contributes to academic integrity. The response includes insufficient or no evidence that Grammarly and SafeAssign were used to improve the responses provided or the response is missing. |
||
| Part 2, Section 2: Strategies for Maintaining Integrity of Work
Identify and describe strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional. |
50 (50%) – 55 (55%)
The response clearly identifies and accurately describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse. The response clearly reviews and accurately proposes resources and approaches to use as a student and professional. |
44 (44%) – 49 (49%)
The response identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse. The response reviews and proposes resources and approaches to use as a student and professional. |
39 (39%) – 43 (43%)
The response vaguely identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN program and in professional work as a nurse. The response inaccurately reviews and/or vaguely proposes resources and approaches to use as a student and professional. |
0 (0%) – 38 (38%)
The response about integrity and ethics strategies is vague and inaccurate or is missing. The response about resources and approaches 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. | 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. |
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time. |
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. |
||
| 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 (one or two) grammar, spelling, and punctuation errors. |
3 (3%) – 3 (3%)
Contains several (three or four) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%)
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
||
| Total Points: 100 | ||||||
Name: NURS_6003_Module02_Week03_Assignment_Rubric
Practicum Reminder
Practicum Reminder – Important
During your program, you will be required to submit your practicum application. You are responsible for applying on time and for the information that is outlined in the practicum manual. Applications are due the first day of the term before you intend to start practicum. For exact dates and for an overview of the requirements, please review our website.
It is important that you find a suitable preceptor. There is information in the Practicum manual and on our website about the requirements for preceptors. Each course has specific requirements and you are responsible for ensuring your preceptor meet the requirements. If you have questions about preceptor requirements, you may schedule a phone appointment by contacting Field Experience.
CONTACT US: https://academicguides.waldenu.edu/fieldexperience/son/contactus
NURS 6003 Module 3 (Weeks 4–5): Scholarship and Nursing Practice
Walden University, LLC. (Producer). (2018). Your Toolbox for Success [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Walden University, LLC. (Producer). (2018). Scholarship [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Walden University, LLC. (Producer). (2018). The Walden Journey to a Masters in Nursing: Scholarship [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Learning Objectives
Students will:
- Analyze research databases for identifying peer-reviewed articles
- Analyze peer-reviewed research
- Justify the use of peer-reviewed research in professional practice
- Analyze strategies for finding peer-reviewed research
| Due By | Assignment |
| Week 4, Days 1–4 | Read the Learning Resources. Begin to compose Part 3 of your Assignment. |
| Week 4, Days 1–2 | Read the Learning Resources. Compose your initial Discussion post. |
| Week 4, Day 3 | Deadline to post your initial Discussion post. Begin to compose Part 3 of your Assignment. |
| Week 4, Days 4–5 | Review peer Discussion posts. Compose your peer Discussion responses. (Make sure to participate in the Discussion on three different days.) Continue to compose Part 3 of your Assignment. |
| Week 4, Day 6 | Last day to post Discussion responses. |
| Week 5, Days 1–6 | Continue to compose Part 3 of your Assignment. |
| Week 5, Day 7 | Deadline to submit Part 3 of your Assignment. |
Learning Resources
Required Readings
Al-Jundi, A., & Sakka, S. (2017). Critical appraisal of clinical research. Journal of Clinical and Diagnostic Research: JCDR, 11(5), JE01–JE05. https://doi.org/10.7860/JCDR/2017/26047.9942
Shellenbarger, T. (2016). Simplifying synthesis. Nurse Author & Editor, 26(3). Retrieved from http://naepub.com/reporting-research/2016-26-3-3/
Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/az.php?s=19981
Walden University Library. (n.d.). Evaluating resources: Journals. Retrieved October 4, 2019, from https://academicguides.waldenu.edu/library/evaluating/resource-types/journals
Walden University Library. (n.d.). Instructional media: Fundamentals of library research. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals
Walden University Writing Center. (n.d.). Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/home
Walden University Writing Center. (n.d.). Common assignments: Synthesizing your sources. https://academicguides.waldenu.edu/writingcenter/assignments/literaturereview/synthesizing
Walden University Writing Center. (n.d.). Scholarly writing: Overview. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarly
Walden University Writing Center. (n.d.). Webinars: Technical information. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/webinars/technical
Document: Academic Success and Professional Development Plan Template (Word document)
Document: Introduction to Scholarly Writing: Tips for success (PDF)
Required Media
Walden University, LLC. (Producer). (2018). Introduction to Scholarly Writing: Purpose, Audience, and Evidence [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Walden University, LLC. (Producer). (2018). Introduction to Scholarly Writing: Tips for Success [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Discussion: Using the Walden Library
Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.
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.
To Prepare:
- Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and evaluating online resources.
- Begin searching for a peer-reviewed article that pertains to your practice area and interests you.
By Day 3 of Week 4
Post the following:
Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not.
By Day 6 of Week 4
Respond to at least two of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for using alternative resources.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 4 Discussion Rubric
Sample Week 4 Discussion BY AB
RE: Discussion – Week 4
COLLAPSE
Top of Form
I decided to research covid survivors’ long-term symptoms. In doing this, I did a google search of Peer review Post Covid 19 long-term symptoms. There were multiple articles that were presented for this area. I selected an article from the National Library of Medicine (NIH). This website is well known for factual information. I choose this specific area since I am a family nurse practitioner that rounds in the hospital and 2 nursing homes. I see a lot of post-covid symptoms in the covid survivors. I am going to be using the “Long-Term Sequelae of COVID-19: A Systematic Review and Meta-Analysis of One-Year Follow-Up Studies on Post-COVID Symptoms” article for my peer-reviewed article during this assignment.
NIH’s database is a good place for any medical student to use in research. In reading about the NIH Peer Review process, applicants have to go through and pass two review boards to be granted money to start the applied research. The review board strives in promoting a fair and unbiased process. This is to ensure the highest quality of research in biomedical science. I believe this is a good site for articles due to the core values used in each selection of the researchers. The core values are “(1) expert assessment, (2) transparency, (3) impartiality, (4) fairness, (5) confidentiality, (6) security, (7) integrity, and (8) efficiency.” (NIH Peer Review: Grants and Cooperative Agreements 2019)
Reference
Han Q, Zheng B, Daines L, Sheikh A. Long-Term Sequelae of COVID-19: ASystematic Review and Meta-Analysis of One-Year Follow-Up Studies on Post-COVID Symptoms. Pathogens. 2022 Feb 19;11(2):269. doi: 10.3390/pathogens11020269. PMID: 35215212; PMCID: PMC8875269.
National Library of Medicine. (2019). NIH Peer Review: Grants and Cooperative Agreements. NIH Peer Review – National Institutes of Health. Retrieved September 12, 2022, from https://grants.nih.gov/grants/PeerReview22713webv2.pdf
Sample Week 4 Discussion By Lauren West
RE: Discussion – Week 4
The article that I chose was a review of a digital style of cognitive behavioral therapy (CBT) in adolescents with depression. The article highlights the advantages and disadvantages of using digital CBT in adolescent therapy and its effect on depression treatment. (Ivlev et al., 2022). I chose this article because it is something that I plan on investigating closer during my studies to achieve my PMHNP. My interest in treatment is in the adolescent age group and the effects of mental health on their life as well as treatments that benefit them. The database I used to find this article was APA PsycInfo and EBSCOhost via the Walden University library resource.
When using APA PsycInfo and EBSCOhost I did not encounter any specific difficulties during my search. I think the only difficulties others may have is the amount of information on the topics searched. For instance, while I have used these types of resources before, it can sometimes be overwhelming to research topics because there are so many options to choose from. It may be difficult to comb through the amount of information given at one time. In an article by GreenBook, the writer explains that “professionals are now often overwhelmed with organizing the vast amounts of data they get” (GreenBook, 2022).
I believe that these databases would be extremely helpful to my colleagues. I recommend the use of the databases to anyone doing or involved with scholarly research. These scholarly search engines are filled with a plethora of information pertaining to anything. It can keep scholars up to date with the latest in research. As advanced practitioners, they can increase our knowledge of the latest treatments for patients and any developments in current treatments. By doing this, it can increase the quality of care given to the patient as well as maintain a higher level of knowledge to advance one’s practice. As a student, it is very beneficial to our success by providing quality information and credible sources (H, 2021).
References
Ivlev, I., T.L., Haynes, J.S., & Patnode, C. D. (2022). Rapid evidenct review of digital cognitive-behavioral therapy for adolescents with depression. Journal of Adolescent Health, 71(1), 14-29. https://doi.org/10.1016/j.jadhohealth.2022.01.220
Manage the overwhelming chaos of qualitative research data. GreenBook. (2022, August 1). Retrieved September 19, 2022, from https://www.greenbook.org/mr/insights/manage-the-overwhelming-chaos-of-qualitative-research-data/
Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved September 19, 2022, from https://academicguides.waldenu.edu/library/evaluating /resource-types/journals
Why use databases? – H-B woodlawn. H. (2021, October 5). Retrieved September 19, 2022, from https://hbwoodlawn.apsva.us/library-home/research/why-use-databases/
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6003_Module03_Week04_Discussion_Rubric
- Grid View
- List View
| Excellent | Good | Fair | Poor | |||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
||
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
||
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
||
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
||
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
||
| Total Points: 100 | ||||||
Name: NURS_6003_Module03_Week04_Discussion_Rubric
NURS 6003 Assignment: Academic Success and Professional Development Plan Part 3: Research Analysis
Architect Daniel Libeskind is credited with saying “To provide meaningful architecture is not to parody history, but to articulate it.” The suggestion is that his work does not copy the efforts of others but relies on it.
Understanding the work of others is critically important to new work. Contributions to the nursing body of knowledge can happen when you are able to analyze and articulate the efforts of previous research. Research analysis skills are therefore critical tools for your toolbox.
In this Assignment, you will locate relevant existing research. You also will analyze this research using a tool helpful for analysis.
To Prepare:
- Reflect on the strategies presented in the Resources this Module’s Learning Resources in support of locating and analyzing research.
- Use the Walden Library to identify and read one peer-reviewed research article focused on a topic in your specialty field that interests you.
- Review the article you selected and reflect on the professional practice use of theories/concepts described by the article.
The Assignment:
Using the “Module 3 | Part 3” section of your Academic Success and Professional Development Plan Template presented in the Resources, conduct an analysis of the elements of the research article you identified. Be sure to include the following:
- Your topic of interest.
- A correctly formatted APA citation of the article you selected, along with link or search details.
- Identify a professional practice use of the theories/concepts presented in the article.
- Analysis of the article using the “Research Analysis Matrix” section of the template
- Write a 1-paragraph justification stating whether you would recommend this article to inform professional practice.
- Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
- Describe your approach to identifying and analyzing peer-reviewed research.
- Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research.
- Identify at least one resource you intend to use in the future to find peer-reviewed research.
Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template.
By Day 7 of Week 5
Submit your analysis, including your completed section of the Academic Success and Professional Development Plan Template sections and your matrix and summary.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “WK5Assgn+last name+first initial.(extension)” as the name.
- Click the Week 5 Assignment Rubric to review the Grading Criteria for the Assignment.
- Click the Week 5 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 “Wk5Assgn+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.
Grading Criteria
To access your rubric:
Week 5 Assignment Rubric
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6003_Module03_Week05_Assignment_Rubric
- Grid View
- List View
| Excellent | Good | Fair | Poor | |||
| Using the Week 3 Part 3, section of your Academic Success and Professional Development Plan Template complete Step 1. Conduct an analysis of the elements of the research article you identified. Be sure to include the following:
· The topic of interest you have selected. |
23 (23%) – 25 (25%)
The response clearly identifies the topic of interest selected. The response accurately and completely provides a citation of the article selected, including an accurate and complete link or thorough search details. The response clearly identifies and describes in detail a professional practice use of the theories/concepts presented in the article. |
20 (20%) – 22 (22%)
The response partially identifies the topic of interest selected. The response provides a partial citation of the article selected, including a partial link or search details. The response partially identifies and describes a professional practice use of the theories/concepts presented in the article. |
18 (18%) – 19 (19%)
The response vaguely identifies the topic of interest selected. The response vaguely or inaccurately provides a citation of the article selected, including vague or inaccurate search details. The response vaguely or inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article. |
0 (0%) – 17 (17%)
The response vaguely and inaccurately identifies the topic of interest selected or is missing. The response vaguely and inaccurately provides a citation of the article selected, including vague and inaccurate search details, or is missing. The response vaguely and inaccurately identifies and describes a professional practice use of the theories/concepts presented in the article or is missing. |
||
| Analysis of the article using the Research Analysis Matrix section of the template for:
Strengths of the Research · Write a one-paragraph justification explaining whether or not you would recommend the use of this article to inform professional practice. |
18 (18%) – 20 (20%)
The response clearly and accurately provides a detailed analysis of the article using the Research Analysis Matrix section of the template. The response clearly and accurately explains in detail the justification of whether to recommend the use of the article to inform professional practice. |
16 (16%) – 17 (17%)
The response provides a partial analysis of the article using the Research Analysis Matrix section of the template. The response partially explains the justification of whether or not to recommend the use of the article to inform professional practice. |
14 (14%) – 15 (15%)
The response provides a vague or inaccurate analysis of the article using the Research Analysis Matrix section of the template. The response vaguely or inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice. |
0 (0%) – 13 (13%)
The response provides a vague and inaccurate analysis of the article using the Research Analysis Matrix section of the template or is missing. The response vaguely and inaccurately explains the justification of whether or not to recommend the use of the article to inform professional practice or is missing. |
||
| Part 3, Step 2: Write a 2-3 paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following:
· Describe your approach to identifying and analyzing peer-reviewed research |
41 (41%) – 45 (45%)
The response clearly and accurately describes in detail the approach to identifying and analyzing peer-reviewed research. The response clearly identifies and accurately describes in detail at least two strategies used to be effective in finding peer-reviewed research. The response clearly identifies and accurately describes in detail at least one resource you intend to use in the future to find peer-reviewed research. |
36 (36%) – 40 (40%)
The response partially describes the approach to identifying and analyzing peer-reviewed research. The response partially identifies and describes at least two strategies used to be effective in finding peer-reviewed research. The response partially identifies and describes in detail at least one resource you intend to use in the future to find peer-reviewed research. |
32 (32%) – 35 (35%)
The response vaguely or inaccurately describes the approach to identifying and analyzing peer-reviewed research. The response vaguely or inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research. The response vaguely or inaccurately identifies describes in detail at least one resource you intend to use in the future to find peer-reviewed research. |
0 (0%) – 31 (31%)
The response vaguely and inaccurately describes the approach to identifying and analyzing peer-reviewed research or is missing. The response vaguely and inaccurately identifies and describes at least two strategies used to be effective in finding peer-reviewed research or is missing. The response vaguely or inaccurately identifies describes in detail or is missing at least one resource you intend to use in the future to find peer-reviewed research. |
||
| 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. which delineates all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. |
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time. |
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. |
||
| 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 (3%) – 3 (3%)
Contains several (3-4) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
||
| Total Points: 100 | ||||||
Name: NURS_6003_Module03_Week05_Assignment_Rubric
Module 4 (Weeks 6–7): Master of Science in Nursing Practicum
Walden University, LLC. (Producer). (2018). The Walden Journey to a Masters in Nursing: Strategies and Resources for Success [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Learning Objectives
Students will:
- Analyze practicum requirements
- Evaluate preceptors
- Evaluate practicum sites
- Identify MSN Practicum concepts and requirements
| Due By | Assignment |
| Week 6, Days 1–2 | Read the Learning Resources. |
| Week 6, Days 3–7 | Begin to complete your Assignment by ensuring you can login to Meditrek |
| Week 7, Days 1–6 | Continue to compose your Assignment in Meditrek. |
| Week 7, Day 7 | Deadline to submit your Assignment. |
Photo Credit: ContentWorks / Creatas Video / Getty Images
Learning Resources
Required Readings
Walden University. (n.d.). Field experience: College of Nursing: Student resources – Graduate courses. Retrieved from https://academicguides.waldenu.edu/fieldexperience/son/applicationprocess?preview=628dc4af1964e1228ef523827b9733ab#s-lg-box-3870501
Document: Academic Success and Professional Development Plan Template (Word document)
Required Media
Practicum Introduction
Time Estimate: 21 minutes
Transcript – Practicum Introduction [PDF]
Document: Nursing Education Practicum (Narrated PowerPoint)
Nursing Informatics Practicum
Time Estimate: 9 minutes
Transcript – Nursing Informatics Practicum [PDF]
Practicum for the Nurse Executive
Time Estimate: 9 minutes
Transcript – Practicum for the Nurse Executive [PDF]
Document: Public Health Nursing Practicum (Narrated PowerPoint)
Primary Care Welcome Session
Time Estimate: 29 minutes
Transcript – Primary Care Welcome Session [PDF]
Psychiatric and Mental Health Nurse Practitioner (PMHNP) Practicum Overview
Time Estimate: 41 minutes
Transcript – Psychiatric and Mental Health Nurse Practitioner (PMHNP) Practicum Overview [PDF]
Acute Care Practicum
Time Estimate: 13 minutes
Transcript – Acute Care Practicum [PDF]
Document: How to Network and Find Preceptors (Narrated PowerPoint)
Practicum Assignment: Meditrek and the Practicum Plan
One of the requirements you must successfully complete for the Master of Science in Nursing is the Practicum(s). Everything you need to know about the Practicum requirements can be found in the Practicum Manual. It is important for you to be familiar with the Practicum Manual and the Practicum Requirements.
In preparation for the Practicum, you must identify your Preceptor(s), qualified nurses within a practicum site who are responsible for guiding students’ practicum experiences. There are specific qualifications for Preceptors. Once you find a person who is interested in serving as your Preceptor, you must also find out whether this individual meets the qualifications to serve as your preceptor. It is never too early to begin looking for a Preceptor.
For this Assignment, you will first login to Meditrek, the application the College of Nursing uses to track all Practicum information and documentation. You also will identify potential Preceptors and Practicum Sites and indicate when you plan to take the Practicum course(s) by completing the Practicum Plan in Meditrek.
Note: Make sure to start on this assignment early just in case you have problems logging into Meditrek.
To Prepare – Locate your Meditrek Credentials (Username and Password):
- Your credentials have been emailed to your Walden student email address. Search your Walden student issued email to locate the email from support@meditrek.info. (NOTE: Do not email Meditrek directly, please use the following methods if you are unable to locate your Meditrek credentials.)
- If you are unable to find your email, you may request your credentials emailed to you online by requesting a password reset online: https://edu.meditrek.com/public/ForgotPassword.aspx
- If you are unable to obtain your username and password for Meditrek, complete the Meditrek Credential Request form.
- If you are unable to reset your password online, call the Customer Care Team Support at 800-925-3368 or live chat via your student portal.
- Within Meditrek, click the “Search Affiliation Agreements” link to review the database of affiliation agreements that Walden has with potential field sites in your specialty and area.
The Assignment:
Part 1:
- Login to Meditrek.
- Once you are logged into Mediatrek, utilize the following tutorial to create a PDF of the home screen.
- How to save a webpage as a PDF
Note: Tutorials for this assignment can be found on the following webpage. Look for the header labeled “Planning for Practicum” on the webpage: https://academicguides.waldenu.edu/fieldexperience/son/applicationprocess#s-lib-ctab-27424489-0
Part 2:
- Using the affiliation agreement database search within Meditrek, identify potential Practicum Sites that are in your area.
- Complete the Practicum Plan form found in Meditrek.
- Once you have submitted the Practicum Plan, you will receive a confirmation email. Use the following tutorials to create a PDF of your confirmation email.
- Windows – Save an email as a PDF file
- Mac – Save an email as a PDF file
By Day 7 of Week 7
Submit the PDF of the Meditrek Home Screen and the email confirmation you received after submitting your Practicum Plan form in Meditrek
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.
- Click the Week 7 Assignment Rubric to review the Grading Criteria for the Assignment.
- Click the Week 7 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 “WK7Assgn+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.
Grading Criteria
To access your rubric:
Week 7 Assignment Rubric
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6003_Module04_Week07_Assignment_Rubric
- Grid View
- List View
| Satisfactory | Unsatisfactory | |
| Part 1: Submit a PDF of the Meditrek home screen. | PDF of the Meditrek home screen was submitted. | PDF of the Meditrek home screen was NOT submitted. |
| Part 2: Submit a PDF of the Practicum Plan confirmation email you received. | PDF of the Practicum Plan confirmation email was submitted. | PDF of the Practicum Plan confirmation email was NOT submitted. |
Name: NURS_6003_Module04_Week07_Assignment_Rubric
NURS 6003 Module 5 (Weeks 8–9): Professional Development Plan
Walden University, LLC. (Producer). (2018). The Blueprint to Success [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Walden University, LLC. (Producer). (2018). The Walden Journey to a Masters in Nursing: Your Professional Development Plan [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Learning Objectives
Students will:
- Analyze strategies for including academic activities and accomplishments into professional portfolios
- Develop professional development goals
- Align professional development goals to Walden’s social change initiatives
- Identify concepts and requirements for the MSN Practicum
| Due By | Assignment |
| Week 8, Days 1–2 | Read the Learning Resources. Compose your initial Discussion post. |
| Week 8, Day 3 | Deadline to post your initial Discussion post. |
| Week 8, Days 4–5 | Compose your peer Discussion responses. (Make sure to participate in the Discussion on three different days.) |
| Week 8, Day 6 | Last day to post Discussion responses. |
| Week 8, Day 7 | Begin to check your knowledge with the Quiz. |
| Week 9, Days 1–6 | Continue to check your knowledge with the Quiz. |
| Week 9, Day 7 | Final day to complete the Quiz. |
Learning Resources
Required Readings
Burns, M. K. (2018). Creating a nursing portfolio. Ohio Nurses Review, 93(3), 16-17.
Casey, D. & Egan, D. (2013). The use of professional portfolios for career enhancement. British Journal of Nursing, 15(11), 547–552.
East, R. (2015). Developing a nurse practitioner portfolio. ACORN: The Journal of Perioperative Nursing in Australia, 28(4), 35.
Hannans, J. & Olivo, Y. (2017). Craft a positive nursing digital identity with an ePortfolio. American Nurse Today, 12(11), 48–49. Retrieved November 14, 2018, from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Digital-Identity-1017a-1.pdf
Leahy, R., & Filiatrault, A. (2017). Employers’ perceptions of the benefits of employment electronic portfolios. International Journal of ePortfolio, 7(2), 217-223.
McMillan, L. R., Parker, F., & Sport, A. (2014). Decisions, decisions! E-portfolio as an effective hiring assessment tool. Nursing Management, 45(4), 52-54.
Walden University. (n.d.). Walden University catalog. Retrieved October 4, 2019, from https://catalog.waldenu.edu
Select College of Nursing, then Master of Science in Nursing (MSN). Review the MSN Learning Outcomes on this page.
Walden University. (n.d.). Field experience: College of Nursing: Student resources – Graduate courses. Retrieved from https://academicguides.waldenu.edu/fieldexperience/son/applicationprocess?preview=628dc4af1964e1228ef523827b9733ab#s-lg-box-3870501
Walden University Writing Center. (n.d.). Walden templates: Overview. Retrieved from https://academicguides.waldenu.edu/writingcenter/templates
Note: Download and review the College of Nursing Template by navigating to “Program-Specific Templates” and then “College of Nursing,” and selecting “College of Nursing Writing Template With Instructions.”
Document: APA Basics Checklist: Citations, Reference List, and Style (PDF)
Required Media
Walden University, LLC. (Producer). (2018). Scholars of Change: Reis Woolen [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Walden University, LLC. (Producer). (2018). Scholars of Change: Jackie Kundert [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Walden University, LLC. (Producer). (2018). Scholars of Change: Joan Kempagno [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Discussion: Strategies for Academic Portfolios
In the realm of marketing, a successful branding strategy is one of the most important contributors to organizational success. A solid branding strategy can help add visibility and credibility to a company’s products.
Similarly, nurse-scholars can build a personal brand to add visibility and credibility to their work. You can begin building your brand by developing and maintaining an academic portfolio. Such an activity can help share the results of your efforts and contribute to your success. This Module’s Discussion asks you to consider and share strategies for building your portfolio.
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.
To Prepare:
- Reflect on strategies that you can pursue in developing portfolios or portfolio elements that focus on academic achievements.
- Review one or more samples from your own research of resources focused on portfolio development.
By Day 3 of Week 8
Post an explanation of at least two strategies for including academic activities and accomplishments into your professional development goals. Then, explain how those goals may align with the University’s emphasis on social change. Be specific and provide examples.
By Day 6 of Week 8
Respond to at least two of your colleagues’ posts by offering additional ideas regarding academic achievements to include or offering alternative ways of presenting the current achievements.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 8 Discussion Rubric
Sample Week 8 Discussion by YN
RE: Discussion – Week 8
Strategies for Academic Portfolios
Professional development through training and training has immense value. In particular, Havea & Mohanty (2019) agrees that training and education the capabilities of individuals and improve the level of productivity. In part, education and training provide the respective profession with the required capabilities, which is further reflected in the quality of work and the overall quality of the rendered services (Havea & Mohanty, 2019). Thus, some of the strategies put in place to advance and develop the academic portfolio are through engaging in training and education. In this approach, attaining the required skills and competence was enhanced through completion of the curriculum and within a given time duration also has a positive impact on the quality of services rendered to the patient and the health care users. Thus, the entire academic activities required to achieve certification will be included in the professional development goals. In this case, in adherence to the academic domain, the goal of engaging in professional development would be to increase technical skills and competence through continuous education. The second strategy that is incongruent with continuous education is to engage in Advance Practice Registered Nurses (APRN) competence and gain the ability and new knowledge from others and also be part of the greater efforts to disseminate knowledge and information. Continuous education and engagement in professional practice have been cited as having positive impacts on professional development.
The after-mentioned goals focus on the need to engage in education and training as part of the professional development goals. The goals are also incongruent with the University’s social change. In particular, social change is defined as the deliberate process of creating and applying ideas, actions, and strategies to promote worth and dignity. In this regard, professional development contributes to the process of creating ideas and applying the ideas to actual practice to promote worth and dignity (Raymond, 2020). For instance, through CE, a professional has the ability to stay up to date with current information and develop new skills which can be implemented in the practice setting to provide quality care. Secondly, engaging in nursing competence is also part of the greater efforts, which also allowed for the application of ideas to improve the dignity and worth of the patient, families, and other health care stakeholders. Thus, the professional goals support the university’s social change through the advancement of practice.
References
Havea, P. H., & Mohanty, M. (2019). Professional development and sustainable development goals. Encyclopedia of the UN Sustainable Development Goals, 1–12. https://doi.org/10.1007/978-3-319-69902-8_53-1
Raymond, L. (2020). Academic guides: Center for social change: Walden and social change. Academicguides.waldenu.edu. https://academicguides.waldenu.edu/social-change/mission
Sample 2 Week 8 Discussion By MO
RE: Discussion – Week 8
Choosing a career is a daunting and challenging endeavor because the results of the decisions are likely to affect life for decades. My selected nursing specialization is psychiatry and the specific field that I wish to pursue is the psychiatric mental health nurse practitioner (PMHNP). Nurses within this specialization assist individuals with mental illnesses and treat them to enhance their quality of life (Kells & Mathis, 2022). Because each profession has its own set of requirements that must be completed to succeed in that field, it is very challenging to choose this specialty among the many available. I have considered focusing on this specialization because of several reasons. Numerous individuals commit suicide in the United States and other countries due to being bullied, experiencing anxiety and depression, or suffering from post-traumatic stress disorder (Bennett, 2021). Also, several people, particularly adolescents, abuse substances due to emotional dysregulation, and the therapist can aid them in controlling their symptoms by addressing these specific issues. Teenagers constitute the great majority of substance abusers. By becoming a therapist, I can help all these people. In addition, a PMHNP is responsible for appropriately diagnosing patients and supervising their treatment programs to enhance their quality of life. Being a therapist, I can contribute to the mental and spiritual well-being of patients, and can also influence their physical health. This is because a person’s mental health directly impacts their physical health.
There is another approach to benefit humanity which is assisting individuals in recovering from traumatic experiences and leading fruitful lives. This appears to be a severe issue that is also pretty intriguing. While working as a PMHNP, I can provide specialized care to individuals with challenging irrational beliefs. This specialization is likely to bring several challenges for me. My family has some concerns about me getting into this specialization. Numerous people believe that individuals with mental disorders are treacherous and will attack anyone at any time (Parola & Marcionetti, 2021). This is one reason my family does not want me to pursue my interest in this topic. Few hospitals are willing to position their employees in clinical settings in order for them to qualify as PMHNPs, presenting a second obstacle. Another challenge is peer pressure. My friends are going into other specializations, and they want me to consider those options, despite not being interested. This leaves an imprint to think about the choice again. While working as a PMNHP, I will provide my service as a nurse practitioner and in this way, I can take a part to save the lives of the people that die every day due to psychological reasons (Nelson et al., 2021; Raynor et al., 2021).
American Psychological Association (APA, 2022) is one of the organizations working for individuals with mental health disorders and how these impact their social and personal functioning. The organization also publishes comprehensive treatment guidelines for different mental health disorders that help therapists deal with patients and bring them back to life. I have never been a member of this organization. I intend to become a member of this organization after completing a doctoral degree in psychology or a related field from a prestigious institute and working as a therapist or as a PMHNP.
References
American Psychological Association. (2022). Become a Full Member of APA. https://www.apa.org/members/your-membership/member#:~:text=To%20be%20a%20full%20member%20of%20APA%20you
Bennett, C. (2021). Improving mental health education in nursing school. Nursing2021, 51(9), 48-53. https://doi.org/10.1097/01.NURSE.0000769868.09336.15
Kells, M., & Jennings Mathis, K. (2022). Influence of COVID‐19 on the next generation of nurses in the United States. Journal of Clinical Nursing, 1(1), 1-9. https://doi.org/10.1111/jocn.16202
Nelson, S. C., Jeffrey, J. K., Lustbader, A., Rak, J., Gandhi, M., Krishna, R., Merriman, M., Keels-Lowe, V., & Hoisington-Stabile, A. (2021). Effective partnership care models with advanced practice psychiatric nurses. Child and Adolescent Psychiatric Clinics of North America, 30(4), 827-838. https://doi.org/10.1016/j.chc.2021.07.005
Parola, A., & Marcionetti, J. (2021). Career decision-making difficulties and life satisfaction: the role of career-related parental behaviors and career adaptability. Journal of Career Development, 49(4), 557-229. https://doi.org/10.1177/0894845321995571
Raynor, P., Eisbach, S., Murillo, C., Polyakova-Norwood, V., & Baliko, B. (2021). Building psychiatric advanced practice student nurse competency to conduct comprehensive diagnostic interviews using two types of online simulation methods. Journal of Professional Nursing, 37(5), 866-874. https://doi.org/10.1016/j.profnurs.2021.06.009
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6003_Module05_Week08_Discussion_Rubric
- Grid View
- List View
| Excellent | Good | Fair | Poor | |||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
||
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
||
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
||
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
||
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
||
| Total Points: 100 | ||||||
Name: NURS_6003_Module05_Week08_Discussion_Rubric
NURS 6003 Module 6 (Weeks 10–11): Standards of Practice
Walden University, LLC. (Producer). (2018). Standards of Practice [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Walden University, LLC. (Producer). (2018). The Walden Journey to a Masters in Nursing: Standards of Practice [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Walden University, LLC. (Producer). (2018). The Walden Journey to a Masters in Nursing: Final Thoughts [Video file]. Baltimore, MD: Author.
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Learning Objectives
Students will:
- Analyze difficulties in determining nursing specializations
- Compare nursing specialties
- Justify selection of MSN specialization
- Analyze nursing specialization professional organization engagement strategies
- Create Academic Success and Professional Development Plans
| Due By | Assignment |
| Week 10, Days 1–2 | Read the Learning Resources. Compose your initial Discussion post. |
| Week 10, Day 3 | Deadline to post your initial Discussion post. Begin to compose Part 4 of your Assignment. |
| Week 10, Days 4–5 | Compose your peer Discussion responses. Continue to compose Part 4 of your Assignment. |
| Week 10, Day 6 | Last day to post Discussion responses. |
| Week 10, Day 7 | Continue to compose Part 4 of your Assignment. |
| Week 11, Days 1–4 | Continue to compose Part 4 of your Assignment. |
| Week 11, Day 5 | Deadline to submit Part 4 of your Assignment. |
Learning Resources
Required Readings
Bickford, C. J., Marion, L., & Gazaway, S. (2015). Nursing: Scope and standards of practice, third edition – 2015. Retrieved from http://ebooks.iospress.nl/publication/12524
Cherry, B., Caramanica, L, Everett, L. Q., Fennimore, L., & Elaine, S. (2019). Leveraging the power of board leadership in professional nursing organizations. JONA: The Journal of Nursing Administration, 49(11), 517-519.
Echevarria, I. M. (2018). Make connections by joining a professional nursing organization. Nursing, 48(12), 35–38.
Truant, R., & Chan, R. J. (2017). Future ready: Strengthening oncology nursing leadership in the context of professional oncology nursing organizations. Canadian Oncology Nursing Journal, 27(1), 2-4.
Walden University. (n.d.). Master of Science in Nursing (MSN). Retrieved November 14, 2018, from https://www.waldenu.edu/masters/master-of-science-in-nursing
Document: Academic Success and Professional Development Plan Template (Word document)
Choose among the following to review your specialization’s Scope and Standards of Practice or Competencies:
Nursing Informatics
Ebook: Nursing Informatics: Scope and Standards of Practice
American Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.
- “The Scope of Nursing Informatics Practice: Functional Areas of Nursing Informatics” (pp. 18–39)
Nursing Education
Website: Core Competencies for Academic Nurse Eeducators
National League for Nursing. (2022). Nurse educator core competency. Retrieved from https://www.nln.org/education/nursing-education-competencies/core-competencies-for-academic-nurse-educators
Note: The competencies for the Academic Nurse Educator do not encompass the competencies or scope and standards of practice for the Nursing Professional Developer. The set of competencies associated with that specific role within the Nurse Education specialization will be examined in future competencies throughout your specialization program of study.
Nurse Executive
Website: Nurse Executive Competencies
American Organization for Nursing Leadership. (2015). AONL Nurse Executive competencies. Retrieved from https://www.aonl.org/resources/nurse-leader-competencies
Public Health Nursing
Website: Public Health Nursing Competencies
Quad Council Coalition. (2018). Community/Public Health Nursing [C/PHN] competencies. Retrieved from https://www.cphno.org/wp-content/uploads/2020/08/QCC-C-PHN-COMPETENCIES-Approved_2018.05.04_Final-002.pdf
American Nurses Association. (2013). Public health nursing: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.
APRN
Website: APRN Consensus Model
APRN Consensus Work Group & the National Council of State Boards of Nursing APRN Advisory Committee. (2008). Consensus model for APRN regulation: Licensure, accreditation, certification & education. Retrieved from https://www.nursingworld.org/~4aa7d9/globalassets/certification/aprn_consensus_model_report_7-7-08.pdf
Adult-Gerontology Acute Care and Primary Care NP Competencies
Website: AGAC and ACPC NP Competencies
Adult-Gerontology NP Competencies Work Group. (2016). Adult-gerontology acute care and primary care NP competencies. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/NP_Adult_Geri_competencies_4.pdf
Nurse Practitioner Core Competencies
Website: Nurse Practitioner Core Competencies
The National Organization of Nurse Practitioner Faculties. (2012). Nurse Practitioner core competencies. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/competencies/npcorecompetenciesfinal2012.pdf
Nurse Practitioner Programs
Website: Nurse Practitioner Programs
National Task Force on Quality Nurse Practitioner Education. (2016). Criteria for evaluation of Nurse Practitioner programs (5th ed.). https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/Docs/EvalCriteria2016Final.pdf
Population-Focused NP Competencies
Website: Population-Focused Nurse Practitioner Competencies
Population-Focused Competencies Task Force. (2013). Population-focused Nurse Practitioner competencies. https://cdn.ymaws.com/www.nonpf.org/resource/resmgr/Competencies/CompilationPopFocusComps2013.pdf
Discussion: Examining Nursing Specialties
You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.
Decisions are often not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.
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.
To Prepare:
Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization.
By Day 3 of Week 10
Post an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member.
By Day 6 of Week 10
Respond to at least two of your colleagues’ posts by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.
Week 10 Discussion Rubric
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6003_Module06_Week10_Discussion_Rubric
- Grid View
- List View
| Excellent | Good | Fair | Poor | |||
| Main Posting | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
||
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
||
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
||
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
||
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
||
| Total Points: 100 | ||||||
Name: NURS_6003_Module06_Week10_Discussion_Rubric
Assignment: Academic Success and Professional Development Plan Part 4: 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 1–4.
Note: For students in Nursing Education, Executive Nursing, Nursing Informatics, or Public Health Nursing, this Assignment is the first Portfolio Assignment in your program. You will have one Portfolio Assignment in each of your courses. You will need to save these Assignments for inclusion in your portfolio that you will submit in your Capstone course.
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.
- Identify the professional organization related to your chosen specialization for this Assignment, and explain how you can become an active member of this organization.
Note: Your final version of the Academic Success and Professional Development Plan should include all components as presented the Academic Success and Professional Development Plan template.
By Day 5 of Week 11
Submit your final draft of Parts 1-4 of your Academic Success and Professional Development Plan.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
- Please save your Assignment using the naming convention “WK11Assgn+last name+first initial.(extension)” as the name.
- Click the Week 11 Assignment Rubric to review the Grading Criteria for the Assignment.
- Click the Week 11 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 “WK11Assgn+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.
Grading Criteria
To access your rubric:
Week 11 Assignment Rubric
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6003_Module06_Week11_Assignment_Rubric
- Grid View
- List View
| Excellent | Good | Fair | Poor | |||
| Complete the following items for part 4 of your Academic Success and Professional Development Plan:
Compare at least two nursing specialties, including your selected specialization and second-preferred specialization. |
27 (27%) – 30 (30%)
A detailed comparison is provided that accurately and fully describes the selected and second-preferred specialization. |
24 (24%) – 26 (26%)
A partial comparison is provided that partially describes the selected and second-preferred specialization. |
21 (21%) – 23 (23%)
A vague or inaccurate comparison is provided that describes the selected and second-preferred specialization. |
0 (0%) – 20 (20%)
A comparison is missing. |
||
| 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. | 27 (27%) – 30 (30%)
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. |
24 (24%) – 26 (26%)
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. |
21 (21%) – 23 (23%)
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. |
0 (0%) – 20 (20%)
A justified statement is missing. |
||
| 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. | 23 (23%) – 25 (25%)
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. |
20 (20%) – 22 (22%)
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. |
18 (18%) – 19 (19%)
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. |
0 (0%) – 17 (17%)
Missing professional organization Missing how to become a member |
||
| Final version of template includes parts 1-4 (entire template) compiled into one cohesive document | 5 (5%) – 5 (5%)
Final version of template includes parts 1-4 (entire template) compiled into one cohesive document |
0 (0%) – 0 (0%)
NA |
0 (0%) – 0 (0%)
NA |
0 (0%) – 0 (0%)
Final version of template not compiled into one cohesive document |
||
| 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. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. |
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time. |
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. |
||
| 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 (one or two) grammar, spelling, and punctuation errors. |
3 (3%) – 3 (3%)
Contains several (three or four) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%)
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
||
| Total Points: 100 | ||||||
Name: NURS_6003_Module06_Week11_Assignment_Rubric
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