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NURS 6003 Discussion Strategies for Addressing Questions SAMPLE

NURS 6003 Discussion Strategies for Addressing Questions SAMPLE

As I begin this journey toward my master’s degree, I have a few concerns. As is the case with the majority of you in this class, my primary concern is time. As a full-time mother, wife, and nurse on a COVID ICU unit, I questioned whether now was the best time to begin school. It’s something I’ve been putting off since I earned my bachelor’s degree in 2017. Who knew a National Pandemic would be declared shortly after I committed to school? I’m not new to online education, but what concerns me is the curriculum of a graduate student. How am I to balance my time between my children and my studies and succeed in both? What are some of your guys’ organizational strategies? How do you decide how much time to devote each week to studies? I begin by examining my weekly assignments, my work schedule, and any personal commitments I have, and attempting to estimate the amount of time required to complete my coursework on time.

I am an auditory and visual learner. I’ve previously had success with both online and in-person courses. According to Kauffman’s research, critical student characteristics for predicting online success include self-regulation abilities, time management, multitasking, and self-motivation/discipline (Kauffman, 2015). I’m currently determining how much time I should devote to each aspect of my life. I’m afraid that one area will have to suffer in order for me to succeed in this program.

NURS 6003 Discussion Strategies for Addressing Questions SAMPLE

Another concern I’ve always had is my lack of experience writing in the APA style. I’m using the required APA manual to assist me with that, and I’m hoping that as I use it throughout this program, I’ll gain more comfort with it. Academic writing generates its own set of complications. (2002) (Dean). Although I have not yet used the Academic Writing Center at Walden, I am grateful to have them as a resource to assist me in developing and honing my writing skills. NURS 6003 Discussion Techniques for Resolving Issues

My biggest concern about school is finding preceptors. I am currently in the Education program, but strongly considering switching to Psych-MHNP.  I have heard horror studies of people having to drive hours (sometimes to other states) for preceptors, this concerns me because I have work and children to think about.  I’ve seen websites where you can pay for preceptors, but don’t know anyone personally who has benefited from this.  Success within the preceptor-preceptee relationship can potentially contribute to nursing retention and improved quality nursing care (Quek & Shorey, 2018).  What are some strategies you have for securing preceptors?  I have a couple of contacts that I spoke with before I started the program who are willing to precept me and am hoping that COVID will not interfere with my practicum when the time comes.

References

Dean, W. (2002). The academic writing experiences of a group of student nurses: a phenomenological study. Journal of Advanced Nursing38(5), 498–506.

Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology23. https://doi-org.ezp.waldenulibrary.org/10.3402/rlt.v23.26507

Quek, G. J. H., & Shorey, S. (2018). Perceptions, Experiences, and Needs of Nursing Preceptors and Their Preceptees on Preceptorship: An Integrative Review. Journal of Professional Nursing34(5), 417–428. https://doi-org.ezp.waldenulibrary.org/10.1016/j.profnurs.2018.05.003

NURS 6003 Discussion Strategies for Addressing Questions PEER RESPONSES

Hello K…, I read with great interest your post. Like you, I also worry about balancing school work with my two jobs, and my responsibilities as a mother and a wife. I knew that I could not take face-to-face classes; I prefer the flexibility of the online programs. Regardless of the modality, research has shown that the outcome is based on the student’s characteristics such as emotional intelligence, resilience, and personality (Berenson et al., 2008, as cited in Kauffman, 2015). In this particular study, emotional intelligence was defined as the “awareness and self-regulation of feelings and needs.” And this is precisely what we must strive for, self-regulation, and proper goal setting. NURS 6003 Discussion Strategies for Addressing Questions

The strategy to familiarize ourselves with the weekly assignments as earlier as possible is a great way to allocate the necessary time to each project. You are leading the discussion this week, which speaks of the adherence to your priorities. I am taking two courses simultaneously, and for this week, I know that I have to invest more time on NURS 6201 than NURS 6001. As a matter of fact, I completed my discussion for this course yesterday; I am only waiting for the writing center’s feedback. We both agree that understanding the assignments’ instructions and evaluating the amount of time we should invest in each project is a fantastic way to avoid lateness in our submissions, not to mention that it reflects excellent self-management skills. Prioritization is vital if we want to succeed.

Also, you spoke about your concern about the APA format. Again, you are not alone. I struggle with the updates of the seventh edition. I am specifically concerned about the different types of unintentional plagiarism. But I know that Walden University (WU) has many resources and, I plan to use them as much as possible. Here, I want to suggest that you use the writing center. The instructors are committed to working with the students to provide feedback in real-time and help us to progress (Walden University, 2020). The advantages are endless. I have received feedback from two documents, and I have learned essential tips about run-on sentences, independent clauses, conclusion paragraphs, etc. As an international student, I also struggle with the English language. At WU, the writing center is one of the strategies I plan to continue using to improve my writing skills.

Regarding the last concern you discussed, the need for preceptors; I advise to look into professional organizations that align with your program of study or your future role. There are nursing associations that offer mentoring networking. An example of this is the American Association of Nurse Assessment Coordination (AANAC). The AANAC has in place a mentorship community that allows mentees to connect with experienced professionals (The American Association of Nurse Assessment Coordination, 2020).

As learners, we need to look for strategies that work for us. Being exposed to others’ experiences and learn from them is priceless. I highly value peer interaction; I think it helps us to advance academically. I wish you all the best, Kori. I look forward to keeping the communication with you, and I am confident that we will be successful at WU.

References

American Association of Nurse Assessment Coordination. (2020a). Get Involved.

https://www.aanac.org/Get-Involved/Mentor-Program

Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology23(0), 1–13. https://doi-org.ezp.waldenulibrary.org/10.3402/rlt.v23.26507

Walden University. (2020). What resources does the Writing Center provide for students?

https://academicanswers.waldenu.edu/faq/72839

NURS 6003 Discussion Strategies for Addressing Questions

Hello K..,

We share similar concerns in completing our graduate program. Most if not all of us work full time and combining it with online studies makes our schedule really filled and hectic. I have shared in my post that my greatest concern was time management. I want to share some strategies that I used to be able to cope with this challenging and busy schedule. There are a lot of resources available in Walden University’s website. I have utilized the online library, writing center, and more importantly I reached out to my academic advisers. One of the academic advisers in our video segment mentioned that they are advocates for our successful learning (Laureate Education, 2018). Ryan Naab is my adviser and he has been very helpful along the process. I would advise you to reach out to one of the academic advisers because they are there to provide the much needed guidance that we all need.

Our resources also provided a list of traits to be successful with online learning. The list of traits have been very useful in helping me evaluate myself and set realistic expectations for my studies.  “You get out of it what you put into it” (Online Colleges, 2018). This

NURS 6003 Discussion Strategies for Addressing Questions SAMPLE

NURS 6003 Discussion Strategies for Addressing Questions SAMPLE

motivated me to put extra effort into my online studies because I know that my efforts will be rewarded soon. Keeping a positive outlook has helped ease my anxieties and I am sure that this will be beneficial for you as well.  Kauffman (2015) said that having a negative perception about online courses can lead to decreased persistence and motivation. I have to be honest I have been too hard on myself because I was so preoccupied on thinking that I will not be able to finish my assignments on time. I started to condition my mind to maintain a positive attitude about my studies, and this significantly provided me with a lot of intrinsic motivation to move along smoothly with my online studies. I encourage you to do a quick self assessment, you may have the same train of thought as I had. I know people work differently, but I hope some of the strategies I utilized will help alleviate your concerns.

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Reference

Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1–13. Retrieved from https://journal.alt.ac.uk/index.php/rlt/article/view/1648/pdf_13

Laureate Education (Producer). (2018). The Walden Journey to a Masters in Nursing: Strategies and Resources for Success [Video file]. Baltimore, MD: Author. NURS 6003 Discussion Strategies for Addressing Questions

Online Colleges. (n.d.). 10 traits of a successful online learner. Retrieved November 14, 2018, from https://www.onlinecollege.org/2011/07/14/10-traits-of-a-successful-online-learner/

Discussion: Strategies for Addressing Questions

In Module 1, you began building a foundation for your success by considering a network-individuals and teams who can help you to clarify and execute on the vision. A network is most helpful when you are comfortable asking questions. Chances are other members of your network have experienced similar questions and may have helped guide others toward resolutions that can now be helpful.

In this Discussion, focus on the questions you are ready to ask as your journey begins. Keep in mind that sharing questions is often a great way to help others who have similar questions even if they do not realize it!

To prepare:

  • Reflect on questions or concerns you might have as you begin the MSN program.
  • Consider the individuals, teams, and departments you previously considered in Module 1 as well as how they may provide support with addressing these questions and concerns.

By Day 3 of Week 2

Post any questions or concerns that you are willing to share with the group. The Discussion board represents an opportunity to network with your course colleagues, and others may have the same questions or concerns.

By Day 6 of Week 2

Respond to at least two of your colleagues’ posts by offering a possible resolution to their questions/concerns with supporting documentation, if possible, or expanding on their thinking and providing an example as support.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 2 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 2

To participate in this Discussion:

Week 2 Discussion


Assignment: Academic Success and Professional Development Plan Part 2: Academic Resources and Strategies

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

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 module.

The Assignment:

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 develop the second component—academic resources and strategies. To accomplish this:

  • Identify and describe at least three academic resources or strategies that can be applied to the MSN program
  • Identify and describe at least three professional resources that can be applied to success in the nursing practice in general or your specialty in particular
  • Explain how you intend to use these resources, and how they might benefit you academically and professionally.

Module 2 (Weeks 2-3): Academic and Professional Strategies and Resources

Laureate Education (Producer). (2018). Your Toolbox for Success [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). The Walden Journey to a Masters in Nursing: Strategies and Resources for Success [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:
  • Recommend solutions for academic questions or concerns
  • Analyze resources and strategies for academic success
  • Analyze resources and strategies for professional success
  • Formulate strategies for effective online learning related to planning, time management, communication, and technology use
  • Construct elements of an Academic Success and Professional Development Plan

 

Due By Assignment
Week 2, Days 1–2

 

Read the Learning Resources.
Compose your initial Discussion post.
Week 2, Day 3

 

Post your initial Discussion post.
Begin to compose Part 2 of your Assignment.
Week 2, Days 4-5

 

Review peer Discussion posts.
Compose your peer Discussion responses.
Continue to compose Part 2 of your Assignment.
Week 2, Day 6
Post two peer Discussion responses.
Week 2, Day 7
Wrap up discussion.
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: ContentWorks / Creatas Video / Getty Images

Learning Resources

Required Readings

Document: Academic Success and Professional Development Plan Template (Word document)

Required Media

Laureate Education (Producer). (2018). Tips for effective online composition and communication [Video file]. Baltimore, MD: Author.

By Day 7 of Week 3

Submit your completed Assignment.

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.

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

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 3 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 3

To submit your Assignment:

Week 3 Assignment

Next Module

Rubric Detail

Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6003_Module02_Week02_Discussion_Rubric

Grid View
List View

Excellent Good Fair Poor
Main Posting
Points Range: 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.

Points Range: 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.

Points Range: 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.

Points Range: 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
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 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.

Points Range: 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.

Points Range: 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.

Points Range: 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
Points Range: 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.

Points Range: 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.

Points Range: 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.

Points Range: 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
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6003_Module02_Week02_Discussion_Rubric

Name:  Discussion Rubric

  Excellent

90–100

Good

80–89

Fair

70–79

Poor

0–69

Main Posting:

Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

40 (40%) – 44 (44%)

Thoroughly responds to the Discussion question(s).

Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.

No less than 75% of post has exceptional depth and breadth.

Supported by at least three current credible sources.

35 (35%) – 39 (39%)

Responds to most of the Discussion question(s).

Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.

50% of the post has exceptional depth and breadth.

Supported by at least three credible references.

31 (31%) – 34 (34%)

Responds to some of the Discussion question(s).

One to 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.

Cited with fewer than two credible references.

0 (0%) – 30 (30%)

Does not respond to the Discussion question(s).

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 references.

Main Posting:

Writing

6 (6%) – 6 (6%)

Written clearly and concisely.

Contains no grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

5 (5%) – 5 (5%)

Written concisely.

May contain one to two grammatical or spelling errors.

Adheres to current APA manual writing rules and style.

4 (4%) – 4 (4%)

Written somewhat concisely.

May contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 (0%) – 3 (3%)

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 Posting:

Timely and full participation

9 (9%) – 10 (10%)

Meets requirements for timely, full, and active participation.

Posts main Discussion by due date.

8 (8%) – 8 (8%)

Meets requirements for full participation.

Posts main Discussion by due date.

7 (7%) – 7 (7%)

Posts main Discussion by due date.

0 (0%) – 6 (6%)

Does not meet requirements for full participation.

Does not post main Discussion by due date.

First Response:

Post to colleague’s main post that is reflective and justified with credible sources.

9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

First Response:

Writing

6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully 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.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

First Response:

Timely and full participation

5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
9 (9%) – 9 (9%)

Response exhibits critical thinking and application to practice settings.

Responds to questions posed by faculty.

The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.

8 (8%) – 8 (8%)

Response has some depth and may exhibit critical thinking or application to practice setting.

7 (7%) – 7 (7%)

Response is on topic and may have some depth.

0 (0%) – 6 (6%)

Response may not be on topic and lacks depth.

Second Response:
Writing
6 (6%) – 6 (6%)

Communication is professional and respectful to colleagues.

Response to faculty questions are fully 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.

5 (5%) – 5 (5%)

Communication is mostly professional and respectful to colleagues.

Response to faculty questions are mostly answered, if posed.

Provides opinions and ideas that are supported by few credible sources.

Response is written in standard, edited English.

4 (4%) – 4 (4%)

Response posed in the Discussion may lack effective professional communication.

Response to faculty questions are somewhat answered, if posed.

Few or no credible sources are cited.

0 (0%) – 3 (3%)

Responses posted in the Discussion lack effective communication.

Response to faculty questions are missing.

No credible sources are cited.

Second Response:
Timely and full participation
5 (5%) – 5 (5%)

Meets requirements for timely, full, and active participation.

Posts by due date.

4 (4%) – 4 (4%)

Meets requirements for full participation.

Posts by due date.

3 (3%) – 3 (3%)

Posts by due date.

0 (0%) – 2 (2%)

Does not meet requirements for full participation.

Does not post by due date.

Total Points: 100

Name:  Discussion Rubric

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