NR 351 Discussion: Time Management as an Online Student (Graded)

NR 351 Discussion: Time Management as an Online Student (Graded)

NR 351 Discussion: Time Management as an Online Student (Graded)

Purpose

The purpose of this discussion is for learners to examine their own time management to promote success as an online student.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

CO 4: Apply concepts of ethics and professionalism to nursing practice, nursing roles, and academic development. (POs 5, 6)

Due Date

During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week):

Posts in the discussion at least two times, and

Posts in the discussion on two different days

Total Points Possible: 50 points

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Preparing the Discussion

Discussions are designed to promote dialogue between faculty and students, and students and their peers. In discussions students:

Demonstrate understanding of concepts for the week

Integrate outside scholarly sources when required

Engage in meaningful dialogue with classmates and/or instructor

Express opinions clearly and logically, in a professional manner

Use the rubric on this page as you compose your answers.

Best Practices include:

Participation early in the week is encouraged to stimulate meaningful discussion among classmates and instructor.

Enter the discussion often during the week to read and learn from posts.

Select different classmates for your reply each week.

Discussion

Now that you’ve completed the time management tool in the Week 1 Lesson, address these items in your answer:

Describe how you spend most of your time. Is this what you expected? Why or why not?

How will you rearrange these items to dedicate enough time to your schoolwork?

What changes do you want to make? What professional resources are available to help with those changes?

Grading

To view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric. See Syllabus for Grading Rubric Definitions.

RNBSN_50_Point_Discussion_Rubric_1_21

RNBSN_50_Point_Discussion_Rubric_1_21
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeAnswer Post

•Answers the discussion question(s) in a detailed manner, and

•Demonstrates excellent knowledge and understanding of course concepts

16 pts

100% Excellent

Answers the discussion question(s) in a detailed manner and demonstrates excellent knowledge and understanding of course concepts.

14 pts

88% Good

Answers the discussion question(s) but detail is lacking, and demonstrates good knowledge and understanding of course concepts.

13 pts

80% Fair

Partially answers the discussion question(s) and partially demonstrates knowledge and understanding of course concepts.

6 pts

38% Poor

Minimally answers the discussion question(s) and minimally demonstrates knowledge and understanding of course concepts.

0 pts

0% Missing

Does not answer the discussion question(s).

16 pts
This criterion is linked to a Learning OutcomeScholarly Sources

•Integrates evidence from assigned reading OR lesson,

•Integrates evidence from at least one outside scholarly source,

•All sources are credited within the body of the post,

•Evidence supports the discussion, and

•APA format is not required but is encouraged.
12 pts

100% Excellent

Integrates evidence from assigned reading OR lesson AND from at least one outside scholarly source. All sources are credited within the body of the post. Evidence supports the discussion.

11 pts

88% Good

Integrates evidence from assigned reading OR lesson only. All sources are credited within the body of the post. Evidence supports the discussion.

10 pts

80% Fair

Integrates evidence from outside scholarly source only. All sources are credited within the body of the post. Evidence supports the discussion.

5 pts

38% Poor

Lists sources at conclusion of post but does not integrate/credit evidence into body of post OR integrates evidence but evidence does not support the discussion.

0 pts

0% Missing

Does not integrate any evidence.
12 pts

This criterion is linked to a Learning OutcomeReply Post

•Replies to a classmate’s and/or instructor’s post,

•Reply post provides additional information or clarification, and

•Reply post adds excellent depth to the discussion.
14 pts

100% Excellent

Replies to a classmate’s and/or instructor’s post by providing additional information or clarification. Reply post adds excellent depth to the discussion.

12 pts

88% Good

Replies to a classmate’s and/or instructor’s post by providing additional information or clarification. Reply post adds good depth to the discussion.

11 pts

80% Fair

Replies to a classmate’s and/or instructor’s post. Limited information or clarification provided. Brief reply post adds fair depth to the discussion.

5 pts

38% Poor

Replies to a classmate’s and/or instructor’s post. Reply does not provide additional information or clarification. Brief reply post does not add depth to the discussion.

0 pts

0% Missing

No reply post to classmates or instructor.

14 pts
This criterion is linked to a Learning OutcomeCommunicates Professionally

All posts:

•are clear and concise,

•are respectful, civil, and caring, and

•contain excellent English grammar, spelling, and punctuation.

8 pts

100% Excellent

All posts are clear, concise, respectful, civil, and caring. Posts contain excellent English grammar, spelling, and/or punctuation.

7 pts

88% Good

All posts are clear, concise, respectful, civil, and caring. Posts contain good English grammar, spelling, and/or punctuation.

6 pts

80% Fair

All posts are respectful, civil, and caring but are not clear or concise. Posts contain fair English grammar, spelling, and/or punctuation.

3 pts

38% Poor

All posts are not clear and concise, AND contain poor English grammar, spelling, and/or punctuation.

0 pts
0% Missing

All posts are not respectful, civil, and caring.
8 pts
This criterion is linked to a Learning OutcomeParticipation

During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week):

•Posts in the discussion at least two times, and

•Posts in the discussion on two different days
0 pts

No Points Deducted

During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week): •Posts in the discussion at least two times, and •Posts in the discussion on two different days

0 pts

Points Deducted (-5 Points)

During the assigned week (Sunday the start of the assigned week through Sunday the end of the assigned week): •Does NOT post in the discussion at least two times AND/OR •Does NOT post in the discussion on two different days
0 pts

Total Points: 50

A Sample Of This Assignment Written By One Of Our Top-rated Writers

NR 351 Time Management as an Online Student (Graded)

Describe how you spend most of your time. Is this what you expected? Why or why not?

            Success in online learning requires hard work and the ability to overcome many challenges. One of the most challenging things for online students is proper time management and staying focused. An online student needs to take control and balance free time and school. It is crucial to learn to learn proper time management (Heyck-Merlin, 2021).  Regarding how most of my time was spent, I would first complete my daily chores and spend at least 3 hours studying and doing homework. The rest of the time I would engage in leisure activities such as watching TV, playing football or exercising, partying, socializing with friends, sleeping, and using social networks such as TikTok and Facebook. The purpose of these leisure activities was to refresh my brain and provide an opportunity to engage in physical activity.

How will you rearrange these items to dedicate enough time to your schoolwork?

            I will rearrange these items to dedicate enough time to my schoolwork by employing various strategies. The first strategy is to plan to avoid last-minute rush. I will develop a timetable that suits me and my responsibilities and enables me to perform daily activities and spare enough time for schoolwork. I will ensure that I work on my schoolwork long before the deadline to avoid stress (Heyck-Merlin, 2021). Stress is dangerous because it is a likely cause of procrastination, which is dangerous where there is a huge academic load. The other strategies I will employ include eradicating distractions such as excessive leisure activities, avoiding multitasking, setting goals, and taking breaks.

What changes do you want to make? What professional resources are available to help with those changes?

               The changes include engaging in group discussions to help in developing a deeper understanding of the subject matter and enhance chances of remembering (Daou et al., 2022). I also intend to develop a consistent learning structure to help in focus on education and schoolwork. The structures are essential in understanding what to expect in learning to better manage my energy and emotions during learning (Shen et al., 2021). I will also consider mindfulness activities such as mental imaging, breathing exercises, yoga, stretching, and routine journaling. Mindfulness is essential in focusing the mind and helps students to become more present (Henriksen et al., 2022). The professional resources available to help with these changes include teachers who provide guidance, skills, and knowledge to succeed and the library that provides study materials.

References

Daou, D., Chakhtoura, M., El-Yazbi, A., Mukherji, D., Sbaity, E., Refaat, M. M., & Nabulsi, M. (2022). Teaching critical appraisal to large classes of undergraduate medical students using team-based learning versus group discussions: a randomized controlled trial. BMC Medical Education, 22(1), 1-8. https://doi.org/10.1186/s12909-022-03145-9

Henriksen, D., Gruber, N., & Woo, L. (2022). Looking to the future from the present: A call for well-being and mindfulness in education. Journal of Technology and Teacher Education, 30(2), 145-154. https://www.learntechlib.org/primary/p/221093/

Heyck-Merlin, M. (2021). The Together Teacher: Plan Ahead, Get Organized, and Save Time!. John Wiley & Sons.

Shen, S., Liu, Q., Chen, E., Huang, Z., Huang, W., Yin, Y., … & Wang, S. (2021). Learning process-consistent knowledge tracing. In Proceedings of the 27th ACM SIGKDD conference on knowledge discovery & data mining (pp. 1452-1460). https://doi.org/10.1145/3447548.3467237