LEARNING ONLINE NURS 8000

Completing courses online can present some challenges. Yet, it is possible—and advisable—to apply the skills you use to be successful at work in this unique learning environment. Consider, for instance, what you have learned throughout your career about the value of careful time management, planning, and effective use of technology. How might these skills help you to accomplish your academic goals while fulfilling responsibilities in other areas of your life?

This Discussion builds upon last week’s introduction to your chosen doctoral degree, and asks you to evaluate the skills that can help you to be a successful online learner.

To prepare:

Review the strategies and tips in the documents linked in this week’s Learning Resources, such as “Technical Tips for Learning at Walden,” “Citing a Discussion Posting in APA Style,” and those presented in “Becoming a Successful Online Learner”. Look for strategies related to time management, planning, studying, and using technology that you think would contribute to your success as an online learner in each of these areas.
Which of these strategies have you employed in the past (academically or professionally)? Of those you have not tried, which do you think would be most valuable? Why do you think so?

By Day 3

Post a cohesive response that addresses the following:

Describe one strategy that you have used in the past (academically or professionally) that has empowered you in terms of one or more of the following skill sets: planning, time management, studying, and effective technology use. Explain how this strategy has been advantageous.
Evaluate a strategy that you have yet to try but believe would be beneficial given your strengths and weaknesses.

Read a selection of your colleagues’ postings.

By Day 5

Respond to at least one of your colleagues, evaluating at least one strategy that is new to you and explaining how and/or why you think it will contribute to your success as an online doctoral student.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 2 Discussion 1 Rubric

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Post by Day 3 and Respond by Day 5

To participate in this Discussion:

Week 2 Discussion 1

LEARNING ONLINE NURS 8000

Holly DeKilder

RE: Discussion 1 – Week 2-Holly DeKilder

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Historical Success

In an online educational program, there are many strategies one must develop to be successful. Time management is one of the most important strategies for me. Distractions can derail ones focus and lead to failure. Time management is complex with all the competing factors in the busyness of life. In a traditional setting, class time is offered on campus at a specific time there is a clearly defined classroom and base to start the learning process. In the online classroom, the flexibility requires one to engage with increased frequency (Alvarez Sainz et al., 2019). While the flexibility can be helpful, it also requires dedication to manage successfully. One strategy I have used in the past is to write out my schedule and plan my class time in a way like my undergraduate studies where I have a schedule that required me to be in specific rooms on campus. Time blocking is what I currently use and have found helpful. To time block, one simply creates immovable blocks within their schedule. As work arrival times are fixed for many, the same dedication is needed for success in an advanced degree setting. Making a list of the items I need to accomplish and establishing a time to complete each component has been helpful.

Anticipated Success

A new strategy I look forward to trying is the effective use of technology. I have found I often get pulled away by my phone and how it allures me to look at it each time it makes a noise. To minimize the distraction of my phone I am planning on silencing my phone during my devoted time blocks to ensure I am less distracted. Using the “do not disturb” setting will help ensure my eyes are not pulled to my phone. Technology overload is common in our world today (Orhan et al., 2021). While I expect this to help, I know myself and will also need to put the phone in another room to ensure I do not carelessly pick it up and venture down a rabbit hole only to find I have wasted the hour I set aside to accomplish a task. Knowing weaknesses and strengths of oneself is imperative. Learning daily areas one can improve will allow for adjustments that will lead to great success.

Conclusion

Success in any educational endeavor is complex. Current world situations with lockdowns, limitations on group meetings and life fluctuations are requiring agile mindsets for many. The flexibility of online education is great for social distancing and ensures educational endeavors can continue without major interruption. With this flexibility comes responsibility and establishing a robust plan will improve the likelihood of successful completion. Time management allows for balance in life and a favorable outcome.

References

Alvarez Sainz, M., Ferrero, A. M., & Ugidos, A. (2019). Time Management: Skills to Learn and Put into Practice. Education & Training, 61(5), 635–648.

Orhan, M. A., Castellano, S., Khelladi, I., Marinelli, L., & Monge, F. (2021). Technology distraction at work. Impacts on self-regulation and work engagement. Journal of Business Research, 126, 341–349. https://doi.org/10.1016/j.jbusres.2020.12.048

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posted 1 year ago (last edited 10 months ago)

Margaret Harvey Walden Instructor Manager

RE: Discussion 1 – Week 2-Holly DeKilder

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Holly,

I love your “distraction” strategy and the “Do Not Disturb” sign! I believe that is a wonderful strategy. Thank you for sharing.

I always found that visualizing my was goals helpful, especially when I became discouraged. When I was doing my doctoral studies I would make a simple pie graph and fill it in as I completed my assignments and written work. It really helped me to see how much closer I was to finishing my studies and kept me on track.

I do not know how anyone can be successful in this program without being able to manage their time and having at least fundamental ability to create a Excel spreadsheet, etc.. I think one strategy that has empowered me is the ability to use and understand technology. During my doctoral studies, I learned how technology can improve and challenge one at the same time.

A strategy that I feel is one of the most important is that of effective communication, also. Reading writings a loud prior to posting, is something I utilized even when no one was listening to me. When I could snag someone to hearing me reading aloud, I would read some paragraphs aloud and then try to summarize what I had read aloud, as though I was teaching the content. I found this useful. Perhaps it would work for some of you, too.

Dr. Harvey

References

Laureate Education (Producer). (2012a). Effective online communication: Scholarly writing in online discussion [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (2012f). Tips for effective online composition and communication [Video file]. Retrieved from https://class.waldenu.edu

I am impressed by your discussion post concerning making your work as a family nurse practitioner a success. Indeed, due to various complexities involved, an individual must be prudent enough to come up with strategies that will help him/her go around or over the potential barriers (Copanitsanou et al., 2017). As you have stated, planning is one of the most powerful strategies. While some may actively and consciously plan for a day’s or a week’s activities, other people do planning but unconsciously without giving it much thought (Aasmul et al. 2018). However, the fact remains that everyone usually does some kind of planning. I believe that the process of planning should start as early as possible. For instance, as a Family Nurse Practitioner, the hospital facility requires that the nurse follows a routine in place. Such routines are to help the hospital as a whole to achieve the ultimate goal of ensuring that the patients get the best services for improved patient security and outcomes. Therefore, if a nurse fails to plan his/her day and weeks, then the result could be conflicts with the hospital management and even with the patients.

Thanks to technology and technological advancements, the daily work of a nurse can be made easier and, as you have noted, engage in faster, easier, and more efficient communication. Central to the use of technology should be the aim of improving patient outcomes (Bruce, 2018). One common misconception about using technology in the healthcare setting is that it can replace human resources. The truth is, technology should be used to complement the activities performed in ensuring that the patients get better services and improved patient outcomes (Daly Lynn et al., 2019). One thing I have always loved is to keep learning about the technological trends and how best they can be used in my areas of specialization to make my services better and better. Even though it’s a bit challenging, I believe that with a little more effort, we can afford to stay in front of the queue.

References

Aasmul, I., Husebo, B. S., Sampson, E. L., & Flo, E. (2018). Advance care planning in nursing homes–improving the communication among patient, family, and staff: results from a cluster randomized controlled trial (COSMOS). Frontiers in psychology, 9, 2284. https://doi.org/10.3389/fpsyg.2018.02284.

Bruce, J. C. (2018). Nursing in the 21st Century–Challenging its values and roles. Professional Nursing Today, 22(1), 44-48. https://hdl.handle.net/10520/EJC-da01d1a25

Copanitsanou, P., Fotos, N., & Brokalaki, H. (2017). Effects of work environment on patient and nurse outcomes. British Journal of Nursing, 26(3), 172-176. https://doi.org/10.12968/bjon.2017.26.3.172

Daly Lynn, J., Rondón-Sulbarán, J., Quinn, E., Ryan, A., McCormack, B., & Martin, S. (2019). A systematic review of electronic assistive technology within supporting living environments for people with dementia. Dementia, 18(7-8), 2371-2435. https://doi.org/10.1177/1471301217733649

Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness 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 three or 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 one or 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.