Relationship between Academic Integrity and Writing Discussion
Relationship between Academic Integrity and Writing Discussion
Description
Academic Success and Professional Development Plan Part 2: Strategies to Promote Academic Integrity and Professional Ethics
Nurse-scholars have a significant obligation to their community as well. Their work must have academic and professional integrity. Their efforts are designed to add to the body of knowledge, advance the profession, and ultimately help in the care of patients. Work that lacks integrity is subject to erode quickly or worse.
Fortunately, there are strategies and tools that can help ensure integrity in academic and professional work. This Assignment asks you to consider these tools and how you might apply them to your own work.
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.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
To Prepare:
- Reflect on the strategies presented in the Resources for this Week in support of academic style, integrity, and scholarly ethics.
- Reflect on the connection between academic and professional integrity.
The Assignment:
Part 2, Section 1: Writing Sample: The Connection Between Academic and Professional Integrity
Using the Academic and Professional Success Development Template you began in Week 1, write a 2- to 3-paragraph analysis that includes the following:
- Explanation for the relationship between academic integrity and writing
- Explanation for the relationship between professional practices and scholarly ethics
- Cite at least two resources that support your arguments, being sure to use proper APA formatting.
- Use Grammarly and Turnitin to improve the product.
- Explain how Grammarly, Turnitin, and paraphrasing contributes to academic integrity.
Part 2, Section 2: Strategies for Maintaining Integrity of Work
Expand on your thoughts from Section 1 by identifying and describing strategies you intend to pursue to maintain integrity and ethics of your:
- academic work as a student of the MSN program and
- professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional.
ACADEMIC AND PROFESSIONAL DEVELOPMENT 1 Academic and Professional Network Shamira Lee-Nelson NETWORK MEMBER 1 Name: Dr. Mooring Title: Course Facilitator Institution: Walden University Professional or Academic: Academic Rationale: I am certain that I will be able to complete my MSN program with the support of my teacher, who has been teaching nursing students and providing nursing curriculum for quite some time. The main reason I chose her is that she has openly offered to assist any student with any kind of academic problem and to provide guidance whenever asked. NETWORK MEMBER 2 Name: Shelly Espinosa Title: Fellow Colleagues Institution: Walden University Professional or Academic: Academic and Professional Rationale: Notes: Everyone in the prevailing MSN class is going through the program together, which means they are likely all dealing with the same academic and professional difficulties at the same ACADEMIC AND PROFESSIONAL DEVELOPMENT 2 time. The reason I put up this group is that I know we can rely on each other for support as we tackle problems, both individually and collectively. My classmates will be able to shed light on any concepts I don’t fully grasp, and we’ll be able to share the successes and failures we’ve had at our various workplaces and in our final capstone project. NETWORK MEMBER 3 Name: Khatriena Johnson Title: RN, BSN, PMHN-BC Institution: St. Thomas Professional or Academic: Academic and Professional Rationale: Notes: My choice of Johnson is based on the fact that she is my direct supervisor at work and a nurse with years of experience who has been and continues to be an invaluable resource to me in my daily activities at work and in my academic pursuits. My manager is encouraging me to get my master’s degree in nursing and has even offered to arrange me flexible scheduling so that I may study and work. I know that I can rely on her expertise in nursing and healthcare to help me achieve my professional and academic goals, especially during my capstone project. NETWORK MEMBER 4 Name: Tracey Bailey ACADEMIC AND PROFESSIONAL DEVELOPMENT Title: RN, BSN Institution:Centurion Company Academic or Professional: Professional Rationale: Notes: Since the success of the team and each member’s personal development depends on the efforts of the whole, I decided to include my coworkers in my network. We’re able to grow as a unit by picking the brains of our more seasoned teammates and calling out each other’s areas of improvement. I have faith that their guidance, cooperation, and criticism will be invaluable in ensuring my professional development as a nurse. 3
| Excellent | Good | Fair | Poor | ||
| Main Postinga | 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. |
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. |
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. |
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 | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 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. |
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. |
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. |
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 | 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. |
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. |
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. |
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 | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||