NURS 6003 Assignment: Academic Resources and Strategies

Sample Answer for NURS 6003 Assignment: Academic Resources and Strategies Included After Question

New construction projects begin with a design phase, where architects blueprint the vision complete with design details. They work in collaboration with builders who use the designs to prepare the appropriate strategies, tools, and materials to bring the vision to reality. You are both architect and builder of your success. You have started to blueprint your vision in your Academic Success and Professional Development Plan. You have identified others with whom you will collaborate. Now you can begin to prepare the appropriate strategies, tools, and materials

NURS 6003 Assignment Academic Resources and Strategies
NURS 6003 Assignment Academic Resources and Strategies

How will you approach your studies? What types of resources are available to you, and how will you access and utilize them? Taking the opportunity to prepare these strategies, tools, and materials will help ensure you can “break ground” without incident and successfully move to the phase where you begin building your vision.

To Prepare:

  • Consider your goals for academic accomplishments while a student of the MSN program.
  • Reflect on the strategies presented in the Resources for this week.

The Assignment:

  • Clearly identify and accurately describe in detail at least three academic resources or strategies that can be applied to the MSN program.
  • Clearly identify and accurately describe in detail at least three professional resources that can be applied to success in the nursing practice in general or in a specialty.
  • Clearly and thoroughly explain in detail how you intend to use these resources, and how they might benefit you academically and professionally.

Note: Add your work for this Assignment to the original document you began in the Week 1 Assignment, which was built off the Academic Success and Professional Development Plan Template.

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Remember to include an introduction paragraph which contains a clear and comprehensive purpose statement which delineates all required criteria, and end the assignment Part with a conclusion paragraph.

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A Sample Answer For the Assignment: NURS 6003 Assignment: Academic Resources and Strategies

Title: NURS 6003 Assignment: Academic Resources and Strategies

Academic and professional resources are essential in processing and understanding skills acquired in the MSN program. Importantly, the strategies used in academics are important as they facilitate the degree of understanding of the learner and development of an environment for better knowledge acquisition (Bradshaw, 2017). On their part, professional resources or strategies enable learners in MSN programs to establish and nurture a credible and reliable network that allows them to develop personally and professionally after complete their program. As such, the following academic and professional development resources or strategies will be important in this MSN program.

Academic Resource/Strategy 1: Academic Mentorship

Academic mentorship is the first resource that I will use while undertaking the MSN program. Mentorship denotes the process of nurturing that entails learning from more experienced professionals and organizations to attain the necessary knowledge. The MSN program at Walden is conducted through mentorship programs by the enrolment advisor’s office. Based on the program, the university arranges for professional networking that I will use to derive both knowledge and skills from more experienced nursing practitioners. The academic coaches will enable me to acquire and learn skills while at the institution.

Academic Resource/Strategy 2: Library

The library is the second resource that I will use for academic learning at this institution. Walden University’s central library provides learners access to relevant books, articles and journals. The library’s central database is accessible from any part of the institution and has different databases relevant to advanced nursing education. Furthermore, students can remotely access the library and get an avenue to conduct detailed research and acquire more knowledge (Bradshaw, 2017). The library has resource individuals like the librarian who can guide students on how to research and access critical information for the MSN program.

Academic Resource/Strategy 3: Peer Study Groups

Peer study groups will offer a third academic strategy as the university provide effective learning opportunities through these online discussion boards. The online program offers one the opportunity to interact with fellow MSN students from different parts of the country and even world for effective discussions on their experiences and responding to questions (Bradshaw, 2017). Through the discussion groups, I will learn and understand new concepts and their application in nursing practice.

 Academic Resource/Strategy 4:  The Writing Center

The fourth resource that I will deploy is the writing center. The resource offers graduate students with additional opportunities to enhance their skills and knowledge on various styles of writing and how to report their research findings. The center also offers guidance to students on different ways to write their reports in a better and effective manner. I will utilize the writing center to get assistance on issues like proofreading and enhancing my research skills to ensure that they meet the required standards. I hope to get research-related information on issues like writing guidelines that I will use to improve my overall approach to research in this program. The implication is that as a resource, the center will offer increased opportunities to access evidence-based approaches to research and interactions with other students that will share their perspectives on different issues in the course for effective delivery and meeting expected performance.

Professional Resource/Strategy 1: Professional Mentorship

Professional mentorship is a professional strategy that I will use while understanding the MSN program. Walden University allows its MSN program students to develop professional through various attachment to nursing institutions. The internship program allows MSN program students to acquire primary skills through practical engagement while being guided by more experienced health professionals (Gilmore et al., 2017). The aim of this arrangement is to facilitate the learning process by establishing a link between practice and theoretical components of study. Professional mentorship allows students to get hand-on skills in advanced practice nursing, especially in specialty areas.

Professional Resource/Strategy 2: Nursing Bodies and Organizations

The second professional strategy that I will utilize to succeed in the MSN course and nursing practice are professional nursing bodies and organizations. The development of knowledge and networking opportunities are essential components in the MSN program. Students in the program should be informed on activities and events that impact their practice and get connected to other advanced practice nurses in the state and around the country. Professional nursing entities like the American Nurses Association (ANA) offer nurses the opportunity to participate in professional activities and research events like conferences, seminars, and workshops to enhance their practice and apply their educational knowledge (ANA, n.d). The bodies also set and review standards and ethical principles that guide nursing practice. Participation in these organizations through different avenues is critical in developing new insights and understanding research trends.

Professional Resource/Strategy 3: Development Programs

The third resource or strategy that I will deploy are development programs that denote to necessary interventions that the institution has to guide the acquisition of important skills for learners. For instance, the approaches under the program focus on sharpening both communication and interactive skills among learners as the foundation of improving interpersonal skills (Gilmore et al., 2017). Imperatively, MSN program learners require soft skills as they are valuable in future workplace as nurses will interact with patients to get relevant information in nursing practice.

PROFESSIONAL RESOURCE/STRATEGY 4: The Librarian

The fourth resource from a professional perspective is the librarian. Studies show that librarians possess extensive knowledge and skills on acquiring various sources of evidence-based research information and statistics. As professionals, they possess adept experience in deployment of various research tools that can be utilized in developing researches, dissertations and proposals by graduate students. MSN students can use these tools to advance their research through an effective librarian support. The librarian can help one advance their understanding on different concepts associated with the acquisition, review and analysis of literature and how to present data. The librarian will help me in getting resources from the library, especially literature aligned with my project and how it helps one get their goals effectively in research. I will guidelines on complex citations and adherence to institutional expectations, particularly on quality and integrity of the research work.

ADDITIONAL RESOURCES/STRATEGIES: Time Management

An additional strategy that I will employ to attain my success in the program is time management. I will ascertain that I utilize the available time in the most appropriate way to meet the program’s demands and requirements like submission of assignments and homework as well as discussions and respective responses. I will prioritize the tasks that are most important and complete them on time. I will strive to create a balance between the different roles and duties that I have, right from professional duties to personal obligations. The other strategy is to be active in group discussions and ensure that I collaborate effectively with all members and the faculty. I will ensure that I take a leading role in projects and attain optimum productivity by using better communication aspects like enhanced interactions and feedback from colleagues. The last strategy is self-discipline to help me meet all the goals and success requirements. I will ensure that I meet the rules and regulations of the university on issues like academic integrity and performance.

Conclusion

These resources and strategies demonstrate the need for MSN program students to be proactive and focused on succeeding in their studies as well as translating their knowledge into practice. Academic and professional resources or strategies will be critical in getting better education and knowledge for effective care delivery as I advance in nursing education under the MSN program. These resources and strategies are critical in helping me meet my goals and attain advanced qualifications through attainment of the MSN degree.

References

American Nurses Association (ANA). (n.d). Professional Development Resources.

 https://www.nursingworld.org/membership/member-benefits/professional-development-resources/

Bradshaw, M. J. (2017). Innovative teaching strategies in nursing and related health

            professions. Burlington, MA: Jones & Bartlett Learning.

Gilmore, J., Wofford, A. M., & Maher, M. A. (2017). The flip side of the attrition coin:

Faculty perceptions of factors supporting graduate student success. International Journal of Doctoral Studies, 11, 419-439. DOI: 10.28945/3618

Walden University. (2019). Discover Online Nursing Degrees.

https://www.waldenu.edu/programs/nursing

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.