The healthcare industry has become dynamic and the nursing profession has consequently had to align with it. The shortage of nurses that has manifested in various healthcare areas as well as increasing costs makes it fundamental for the profession to advance. The leadership and management of healthcare facilities also require advanced knowledge and competencies, which makes it important for nurse managers and other healthcare professionals to acquire advanced competencies (Kelly, Watson, Watson, Needham, & Driscoll, 2017). Therefore, the complex nature of the contemporary nursing profession demands for nurses to advance their education by undertaking postgraduate degrees so as to gain the requisite competence and skills.
The value of a masters prepared nurse to the profession is unquestionable. Given their advanced knowledge and skills, such nurses enhance the quality of care offered to patients. Consequently, this leads to improved patient outcomes. Moreover, masters prepared nurses have superior decision-making and critical thinking skills. Postgraduate-prepared nurses similarly demonstrate leadership qualities that equips them with knowledge to challenge poor nursing practices (Wangensteen et al., 2018). The outcome of such an empowerment entails enhanced patient outcomes in healthcare settings. Similarly, advancing education to the master’s level empowers nurses with important clinical skills that makes them comfortable regarding advanced clinical undertakings.
Therefore, advancing the level of education of a nurse has innumerable benefits to one as an individual and healthcare settings. The clarity and effectiveness of communication gained from pursuing the postgraduate education ensures that such nurses possess superior clinical, leadership, and research skills (Massimi et al., 2017). These skills are necessary and important when it comes to providing safe healthcare to patients. The advanced clinical skills gained from the mastrs degree also ensures that nurses can comfortably handle complex issues in a health care setting. As such, it is advisable for nurses to increase their knowledge and competence by pursuing further studies.
References
Kelly, J., Watson, R., Watson, J., Needham, M., & Driscoll, L. O. (2017). Studying the old masters of nursing: A critical student experience for developing nursing identity. Nurse education in practice, 26, 121-125.
Massimi, A., Marzuillo, C., Muzio, M., Vaccio, M., D’Andrea, E., Villari, P., De Vito, C. (2017). Quality and relevance of master degree education for the professional development of nurses and midwives. Nurse Education Today, 53(2017), 54-60. doi:10.1016/j.nedt.2017.04.012
Wangensteen, S., Finnbakk, E., Adolfsson, A., Kristjansdottir, G., Roodbol, P., Ward, H., & Fagerström, L. (2018). Postgraduate nurses’ self-assessment of clinical competence and need for further training. A European cross-sectional survey. Nurse education today, 62, 101-106.
NR 500 Week 1 The Value of a Master’s-Prepared Nurse FINAL
Demonstrates achievement of scholarly inquiry for professional and academic topics.
Presentation of information was exceptional and included all of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in one of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in two of the following elements:
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in threeor more of the following elements
Provides evidence of scholarly inquiry relevant to required TD topic(s).
Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
16 Points
14 Points
13 Points
11 Points
9 Points
0 Points
Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations
Presentation of information was exceptional and included all of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information was good, but was superficial in places and included all of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in two of the following elements:
Applies principles, knowledge and information from scholarly resources to the required topic.
Applies facts, principles or concepts learned from scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in three of the following elements
Applies principles, knowledge and information and scholarly resources to the required topic.
Applies facts, principles or concepts learned scholarly resources to a professional experience.
Application of information is comprehensive and specific to the required topic.
10 Points
9 Points
6 Points
0 Points
Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count)
The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)
Responses are substantive and relate to the topic.
Demonstrated all of the following:
Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
Demonstrated 3 of the following:
Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
Demonstrated 2 of the following:
Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
Demonstrated 1 or less of the following:
Initial post must be a minimum of 300 words.
The peer and instructor responses must be a minimum of 150 words each.
Responses are substantive
Responses are related to the topic of discussion.
8 Points
7 Points
6 Points
5 Points
4 Points
0 Points
Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
Error is defined to be a unique APA error. Same type of error is only counted as one error.
The following was present:
0-3 errors in APA format
AND
Responses have 0-3 grammatical, spelling or punctuation errors
AND
Writing style is generally clear, focused on topic,and facilitates communication.
The following was present:
4-6 errors in APA format.
AND/OR
Responses have 4-5 grammatical, spelling or punctuation errors
AND/OR
Writing style is somewhat focused on topic.
The following was present:
7-9 errors in APA format.
AND/OR
Responses have 6-7 grammatical, spelling or punctuation errors
AND/OR
Writing style is slightly focused on topic making discussion difficult to understand.
The following was present:
10- 12 errors in APA format
AND/OR
Responses have 8-9 grammatical, spelling and punctuation errors
AND/OR
Writing style is not focused on topic, making discussion difficult to understand.
The following was present:
13 – 15 errors in APA format
AND/OR
Responses have 8-10 grammatical, spelling or punctuation errors
AND/OR
Writing style is not focused on topic, making discussion difficult to understand.
AND/OR
The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:
16 to greater errors in APA format.
AND/OR
Responses have more than 10 grammatical, spelling or punctuation errors.
AND/OR
Writing style does not facilitate communication
0 Points Deducted
5 Points Lost
Participation
Requirements
Demonstrated the following:
Initial, peer, and faculty postings were made on 3 separate days
Failed to demonstrate the following:
Initial, peer, and faculty postings were made on 3 separate days
0 Points Lost
5 Points Lost
Due Date Requirements
Demonstrated all of the following:
The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.
Demonstrates oneor less of the following.
The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.
