NURS 6003 Discussion: Strategies for Addressing Questions

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NURS 6003 Discussion: Strategies for Addressing Questions

NURS 6003 Discussion: Strategies for Addressing Questions

RE: Discussion – Week 2

When I first thought about going back to school, I was terrified. I have so many questions about how I was going to do this journey and whether this was the right time to embark on it. I thought about starting my master’s years ago but I was focused on helping my husband complete his degree, having a baby and working as much as I could as a staff nurse. I kept telling myself when my husband finished his degree, I would go back to school so I could advance my own education and career. That day came in July and I was faced with a big decision in the middle of a pandemic.

As the questions and doubt began to fill my head, I became overwhelmed and I had not even signed up for the first class. I reached out to an Enrollment Specialist and she was able to answer most of the questions I had and then more questions started to appear. I was fearful of how I would find time to get everything done while still being a mother and wife? How was I going to succeed in an online environment? I have never taken classes online, what was I supposed to expect? Do I have to take more then one class at a time? The questions began to overwhelm and flood me. I started to do my research to see if online learning was going to fit my life and style of learning. While reading through the assigned readings for this module I had a sense of ease come over me when I knew that I would have deadlines, but the class was adaptable to my personal, professional, and academic life. The integrated model of learning fits me and would help me to achieve success. Ke and Xie (2009) concluded that the integrated course design model appears to promote the highest level of satisfaction while close-ended discussion tasks promote the opposite. I was going to be able to balance life and school, which took away some of my anxiety.

NURS 6003 Discussion: Strategies for Addressing Questions

I have traditionally done face-to-face classes when I got my BSN many years ago. I was going to embark on a new journey, and I needed some facts. Bray, Harris and Major (2007) conducted a survey that showed students opting for online classes may be older, have children and/or be fully employed. That was me from the start. Further, the survey showed that “ online classes can resolve conflicts between work and schooling since online class material can be studied at night, on the weekends, and other times during non-work hours” (Bray, Harris & Major, 2007). This started to ease my fears. Another fear I had was how I typically want to engage in face-to-face conversation and now I was going to be online and at home where I can be easily distracted and not engage with others in a traditional discussion. In a study done by Kemp and Grieve (2014) the results showed that students expressed a strong preference for class discussions to be conducted face-to face, reporting that they felt more engaged, and received more immediate feedback, than in online discussions. This concerned me because I am an engaging person and I have never used an online platform before so I did not know what to expect.

I also had the ultimate fear of APA formatting. I am not typically a strong writer and having to use APA has always been a challenge for me. Scholarly writing was “regarded by many as the most difficult of all the academic-related skills to come to terms with, and the most challenging part of the learning and studying process” (Whitehead, 2002). This made me feel a little better that I would not be facing this challenge alone.

I am fortunate to recognize some of the challenges I will face throughout my journey and I am lucky that Walden has so much to offer to help me overcome these challenges. The Academic Writing Center offers help with APA formatting, grammar, revisions and so much more. The library also offers so many resources from journal articles, newspapers, books, and research studies that I will be able to streamline research easier so that I can focus on improving my writing to be more clear and concise. My two professional individuals I chose to help me through this journey have walked in my footsteps and understand the struggles of balancing work life, academic life and personal life. I am fortunate to have them as a resource. One of those individuals has been completing her MSN in Leadership and she writes papers daily, so she has a grasp on APA formatting to help me out, as well as, helping me to learn good time management and balancing a healthy life while going to school. I know that I can always rely on my peers, professors, family and advisers for support throughout this process, as we will all face different challenges in this journey.

References

Bray, N.J., Harris, M.S., & Major, C. (2007). New verse or the same old chorus: Looking holistically at distance education research. Research in Higher Education, 48, 889-908. https://files.eric.ed.gov/fulltext/EJ1134653.pdf

Ke, F. & Xie, K. (2009). ‘Toward deep learning for adult students in online courses’,

Internet and Higher Educations, 12(3/4), 136-145. https://journal.alt.ac.uk/index.php/rlt/article/view/1648/pdf_13

Kemp, N. & Grieve, R. (2014). Face-to-face or face-to-screen? Undergraduates’ opinions and test performance in classroom vs. online learning. Psychol, https://www.frontiersin.org/articles/10.3389/fpsyg.2014.01278/fullStack, S. (2015). Learning Outcomes in an Online vs Traditional Course. International Journal for the Scholarship of Teaching and Learning, 9(5), 20. https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/detail/detail?vid=1&sid=c4def7d2-600a-413c-ae85-82ba20155dd5%40pdc-v-sessmgr01&bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=eric&AN=EJ1134653

Whitehead, D. (2002). The academic writing experiences of a group of student nurses: a phenomenological study. Journal of Advanced Nursing, 38(5), 498-506. https://onlinelibrary-wiley-com.ezp.waldenulibrary.org/doi/full/10.1046/j.1365-2648.2002.02211.x

In Week 1 you began building a foundation for your success by considering a network; individuals and teams that 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 be helpful now.

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 Week 1 and how they may provide support to address these questions and concerns. Then, identify potential individuals, teams, or departments within Walden or your network that you can turn to for assistance in answering these questions and/or concerns.

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By Day 3

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.

Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.

By Day 6

Respond to at least two of your colleagues on two different days, by offering a possible resolution to their question/concern with supporting documentation, if possible, or expanding on their thinking and providing an example as support.

Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 2 Discussion Rubric

Post by Day 3 and Respond by Day 6

To participate in this Discussion:

Week 2 Discussion

Rubric Detail

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

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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