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NUR 513 Discuss Worldview and Nursing Process Personal Statement<\/span><\/h2>\n

Sample Answer for NUR 513 Discuss Worldview and Nursing Process Personal Statement Included After Question<\/strong><\/em><\/h2>\n

Being able to a1ticulate your personal worldview<\/a> can help you fo1mulate a personal philosophy of practice and enhance your influence on patients and the industry. In this assignment, you will have an opportunity to reflect on your current and future practice, and the ways worldview and nursing the01y influence that practice.<\/p>\n

Draft a 1,000-1 ,250 word paper in which you:<\/h3>\n

I. Describe your personal worldview, including the religious, spiritual , and cultural elements that you think most influence your personal philosophy of prac tice and attitud e towards patient care .
\n2. Choose a specific nursing theory that is most in line with your personal philosophy of practice and approa h to patient care and discuss the similarities. Explain ho w the nurs ing theo1y reinforces your approach to care.
\n3. Include in your explanation a specific example of a past or current pra ctice and how your worldview and the nursing theor y could assist you in resolving this issue .
\n4. Finally , explain how your worldview and the nursing theo1y will assist you in further developing your future prac tice.<\/p>\n

\"NUR<\/a>
NUR 513 Discuss Worldview and Nursing Process Personal Statement<\/figcaption><\/figure>\n

You are required to cite five to IO so urces to complete this assignment Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.<\/p>\n

Prepare this assignment according to the guidelines found in the APA Style Guide , located in the Student Success Center. An abstract is not required.<\/p>\n

This assignment uses a mbric. Pl ease revie w the mbric prior to beginning the assignment to become familiar with the expectations for succe ssful completion.<\/p>\n

You are required to submit this assignment to LopesWrite. Plea se refer to the directions in the Student Success Center.<\/p>\n

A Sample Answer For the Assignment: NUR 513 Discuss Worldview and Nursing Process Personal Statement<\/strong><\/h2>\n

Title: <\/strong> NUR 513 Discuss Worldview and Nursing Process Personal Statement<\/strong><\/h2>\n

Worldview refers to an individual\u2019s intellectual response to basic life questions. It is based on a set of beliefs about essential aspects of reality that establish and influence a person’s perception, thoughts, knowledge, and actions. Worldview is an essential concept in making health providers aware of their beliefs and assumptions that may influence the delivery of patient care (Spronk et al., 2021). The purpose of this paper is to describe my worldview, describe a nursing theory aligning with my philosophy of practice, and explain how the worldview and nursing theory will help me develop my future practice.<\/p>\n

Personal Worldview<\/strong><\/h2>\n

The worldview that drives my nursing practice is that life begins at conception and ends in the process of death. However, as individuals engage in the process of living, their position on the lifespan influences their capacity for independence. I believe that progress in the lifespan influences individuals\u2019 capacity for independence, but the progress is unidirectional (Fawcett, 2022). Furthermore, I believe that nursing interventions are usually needed when an individual cannot be independent in any activities of living, and the family or social grouping cannot ensure that the activities are performed. People\u2019s need for nursing interventions is relatively short; thus, my role as a nurse is to promote the resumption of normality.<\/p>\n

My worldview is influenced by Christianity scriptures that, as Christians, we should let our light shine before others so that they may see our good deeds and glorify God. My spirituality is based on being of service to other people who need my help. Thus, it influences my worldview since I believe that God will reward me by being of service to others, just as Christ was of service to the Church (Rieg et al., 2018). I believe that the best way to serve others is by providing quality patient care that will improve patients’ quality of life and enable them to resume their daily activities. Furthermore, the worldview is influenced by the cultural practices of helping individuals in need in society to get back on their feet. Thus, I seek to deliver interventions that will enable patients to acquire, maintain, or restore maximum independence in their activities of living.<\/p>\n

Nursing Theory<\/strong><\/h2>\n

The Roper-Logan-Tierney Activities of Living Model for Nursing is one of the nursing theories that most aligns with my philosophy of practice and approach to patient care. The model demonstrates that a person\u2019s health status and lifestyle are closely connected. It seeks to equip nurses with an approach to planning and delivering patient-centered care (Williams, 2018). The model has five components: The activities of living (ALs), Life Span, The dependence\/independence continuum, Factors influencing the activities of living, and Individualizing nursing. The model outlines 12 activities of living that can be used as a framework for assessment: \u00a0Maintaining a safe environment, Breathing, Mobilizing, Eating and drinking, Communicating, Personal cleansing and dressing, Eliminating, Controlling body temperature, Working and playing, Sleeping, Expressing sexuality, and Dying (Williams, 2018).<\/p>\n

The Activities of Living Model is similar to the philosophy of nursing practice since the two hypothesize that the goals of nursing are to help the patient acquire, maintain, and restore maximum independence in the activities of living. Both the model and philosophy of practice acknowledge that individuals cannot always carry out each of the activities of living independently. They recommend implementing medically prescribed treatment interventions to overcome an illness or its symptoms, leading to recovery and independence (Williams, 2018). The two support nursing interventions that enable individuals to perform preventive health activities independently to avoid injury and disease. Besides, the model and philosophy of practice emphasize providing patients comfort and implementing strategies to promote recovery and ultimate independence.<\/p>\n

The model’s component on lifespan asserts that the progression along the lifespan is characterized by recurrent change as a person moves through a sequence of developmental stages, each related to the expression of varying levels of physical, cognitive, and social function (Fawcett, 2022). This is similar to my philosophy that asserts that individuals\u2019 position on the lifespan influences their capacity for independence. \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 The Activities of Living Model influences my approach to care since I focus my nursing interventions on preventing and comforting activities. Under preventing activities, I identify care interventions that seek to prevent factors impairing a patient’s living, like disease and accidents, and thus provide preventive education (Williams, 2018). Besides, I direct nursing care with regard to comforting activities by implementing interventions to give patients physical, psychological, and social comfort.<\/p>\n

Application of the Worldview and the Nursing Theory in a Past or Current Practice <\/strong><\/h2>\n

I previously worked in a care home where I provided care to an 89-year-old female patient with moderate Alzheimer\u2019s disease (AD) progressing to the severe stage. The patient\u2019s basic ADLs were gradually getting impaired, including her ability to eat, dress, groom, bathe, and toilet independently. The client’s relatives were worried that their patient had lost her capacity to care for herself, which led to significant psychological distress in the patient. Consequently, the patient would insist on dressing and going to the bath herself because she believed that she was not as incapacitated as the providers perceived. In this case, I would have applied the Activities of Living Model to assess the patient to establish what the patient could and could not do in each of the activities of living considering the physical, physiological, sociocultural, environmental, and politico-economic factors influencing the patient.<\/p>\n

During the patient assessment, I would have documented the activities the patient could perform independently and those activities she could not perform without assistance. All the activities that could not be performed independently would have been treated as problems during the assessment. Besides, I would have identified nursing actions to address the identified problems by assessing how I would promote the patients\u2019 independence in the activities of living (Motamed-Jahromi & Kaveh, 2021). In addition, I would have applied the worldview by implementing comforting activities to prevent complications like infections and slow AD progression.<\/p>\n

How the Worldview and Nursing Theory Will Assist in Further Developing Future Practice<\/strong><\/h2>\n

The worldview and Activities of the Living Model will help to develop my nursing practice further by guiding me on actions to promote independence in the activities of living with patients. The model recommends a problem-solving process that nurses can use, which includes: Assessment of the patient; Identification of the patient’s problems and developing a statement of expected outcomes; Planning of care; Implementation of care; Evaluation of the outcomes of care (Williams, 2018). In my future practice, I can apply the model to identify patients’ health needs and establish their ability to perform ADLs. Based on the assessment results, I will identify patients who need total, partial, or no assistance in ADLs. Besides, I will identify the interventions to implement to help patients achieve independence, which will align with my worldview of promoting independence.<\/p>\n

Conclusion<\/strong><\/h2>\n

My worldview is based on independence, and I believe that progress in the lifespan influences individuals\u2019 capacity for independence, but progress is unidirectional. The Activities of Living Model focuses on the patient as a person engaged in living throughout his\/her lifespan and moving from dependence to independence based on age, living circumstances, and environment. The model and my philosophy of practice support nursing interventions that enable patients to carry out preventive health activities independently to avoid illness. I can apply the model in future practice to assess patients, identify problems in carrying out ADLs, and identify interventions to enable them to attain independence.<\/p>\n

References<\/strong><\/h2>\n

Fawcett, J. (2022). Thoughts About Teaching: A Nursing Discipline\u2013Specific Perspective of Lifespan Growth and Development.\u00a0Nursing Science Quarterly<\/em>,\u00a035<\/em>(4), 494\u2013497. https:\/\/doi.org\/10.1177\/08943184221115<\/a><\/p>\n

Motamed-Jahromi, M., & Kaveh, M. H. (2021). Effective Interventions on Improving Elderly’s Independence in Activity of Daily Living: A Systematic Review and Logic Model.\u00a0Frontiers in Public Health<\/em>,\u00a08<\/em>, 516151. https:\/\/doi.org\/10.3389\/fpubh.2020.516151<\/a><\/p>\n

Rieg, L. S., Newbanks, R. S., & Sprunger, R. (2018). Caring from a Christian Worldview: Exploring Nurses’ Source of Caring, Faith Practices, and View of Nursing.\u00a0Journal of Christian Nursing: A Quarterly Publication of Nurses Christian Fellowship<\/em>,\u00a035<\/em>(3), 168\u2013173. https:\/\/doi.org\/10.1097\/CNJ.0000000000000474<\/a><\/p>\n

Spronk, B., Widdershoven, G., & Alma, H. (2021). The Role of Worldview in Moral Case Deliberation: Visions and Experiences of Group Facilitators.\u00a0Journal of Religion and Health<\/em>,\u00a060<\/em>(5), 3143\u20133160. https:\/\/doi.org\/10.1007\/s10943-021-01246-1<\/a><\/p>\n

Williams, B. C. (2018). The Roper-Logan-Tierney model of nursing.\u00a0Nursing2020 Critical Care<\/em>,\u00a012<\/em>(1), 17\u201320. doi: 10.1097\/01.CCN.0000508630.55033.1c<\/p>\n

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NUR 513 Discuss Worldview and Nursing Process Personal Statement<\/em> <\/strong><\/a><\/span><\/p>\n

Description<\/h2>\n

Objectives:<\/h4>\n

1. Discuss relevant theories applicable to advanced nursing practice for individuals, families, communities, and special populations.
\n2. Relate nursing theories to your personal worldview.
\nStudy Materials<\/p>\n

Advanced Practice Nursing: Essential Knowledge for the Profession<\/h2>\n

Description:<\/h4>\n

Re view Chapters 19 and 23 in Adw.mc:ed Pruc:tic:e Nursing: Essential Knuwledge fur the Prufessiun.<\/p>\n

The Living Tree of Nursing Theories<\/h2>\n

Description:<\/h4>\n

Review ”The Living Tree of Nursing Theorie s,” by Tou1ville and Ingalls, from Nursing Forum (2003).<\/p>\n

Competencies Create Expert, Accountable Nurses Delivering Quality Care<\/h2>\n

Description:<\/h4>\n

Review “Competencies Create Expert, Accountable Nurses Delivering Quality Care,” by P irschel, from ONS Voice
\n(2017).<\/p>\n

A Multidimensional Analysis of the Epistemic Origins of Nursing Theories, Models, and Frameworks<\/h2>\n

Description:<\/h4>\n

Review “A Multidimensional Analysis of the Epistemic Origins of Nursing Theories, Models, and Frameworks,” by Beckstead and Beck stead , from International Journal of Nursing Studies(2006).<\/p>\n

<\/h2>\n

A Sample Answer 2 For the Assignment: NUR 513 Discuss Worldview and Nursing Process Personal Statement<\/strong><\/h2>\n

Title: NUR 513 Discuss Worldview and Nursing Process Personal Statement<\/strong><\/h2>\n

Personal worldview forms an important part of a person\u2019s life as it represents the beliefs and assumptions that they have relative to the world around them. These notions are mostly influenced by the religious, spiritual and cultural environments that one interacts with throughout their life. As an individual therefore, I believe that there is a Supreme Being called God who created me to fulfill a specific purpose on earth. This belief is accentuated by the fact that I have a personal daily relationship with my God. I believe in God the Father, Son and the Holy Spirit. After I surrendered my life to Him through salvation by being born again, His spirit (Holy Spirit) now lives inside of me. The Holy Spirit who lives within me directs me, instructs me and renews my heart daily, which enables me to provide a compassionate and holistic care for my patients. I participate daily in reading and meditating in the word of God, in prayers on a daily basis before and after each shift as well as validated by the miracles that I have seen happen in my life and those of my patients. Indeed, I believe that God is the standard bearer of doing good deeds in this world and this should be reflected in one\u2019s life as regards caring for others since we are all created in His image. Moreover, the spirituality of a person also plays a significant role in formulating their worldview. <\/span><\/p>\n

Given that my worldview is powered by the belief that nursing as a profession is a calling for me and that God had fearfully and wonderfully made me for the sole purpose of caring for the sick and needy. I know that the Spirit that stays inside of man is greater than the one on the outside. As such, this allows me to love the Lord with all my strength and my heart so as to gain his favor in achieving my purpose. As mentioned in theological teachings, spirituality forms an important <\/span>cog<\/span> in the worldview that a Christian will hold in their lives. Lastly, a worldview will not be complete without the presence of a cultural element. My Christian community and friends that I was raised with have had a profound impact on my personal worldview. Since childhood, I have known nothing but the need to aid the sickly, the helpless and the less deserving in the community irrespective of their age, race, ethnicity or gender.\u00a0 That such a mixed society stayed together in harmony also influenced my belief that we should love one another as Christ loved the church since each one of us is created in the image of God, something that is important when one pursues a career in the profession of nursing.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0As a nurse, the cultural and spiritual competence demonstrative from the above elements influence my personal philosophy of practice and attitude towards patient care. The philosophy that I uphold is typified by empathetic, holistic and culturally sensitive care to my patients as well as their relatives. I also believe that nurses need to exercise <\/span>leadership, <\/span>advocacy, and <\/span>teachership<\/span> on behalf of patients so as to ensure high quality care that will improve patient outcomes as <\/span>posited <\/span>by Porter-O’Grady and Malloch (2016). Personally, I subscribe to the ideal that nursing encompasses compassion and attempting to comprehend patients at scientific, physical, and emotional levels. The exercise of such compassion is rooted in human care as the central tenet of nursing (DeNisco & Baker, 2016). In order to improve on this, I also feel that continuous life-long learning via formal education and experiences that better oneself and their nursing knowledge is paramount. In all these aspects, the religious, spiritual and cultural competences from my worldview play an important role.\u00a0\u00a0<\/span>\u00a0<\/span><\/p>\n

My personal philosophy of practice and approach to patient care are closely associated with Jean Watson\u2019s Theory of Nursing Care. As mentioned above, my personal nursing philosophy defines nursing using four meta-paradigms inclusive of person, nursing, environment, and health. This implies that nursing is steeped in the concept of a holistic approach to improving the quality of health of a patient (DeNisco & Baker, 2016). Watson\u2019s theory of human caring supports the extension of caring from patient-centered practices to human-to-human interactions. In his transpersonal conceptualization of the theory, he argues that caring should transcend ego to a greater spiritual caring influenced by caring moments (Sitzman & Watson, 2014; Clark, 2016). These caring moments should be holistic in nature hence my application of the same in practice. Additionally, whereas the centrality of human beings to the concept of care cannot be questioned, it becomes necessary to extend nursing care beyond the person to the environment where they live since they are part of a greater community. As such, separating patients from the environment is an impossibility due to the existing interrelatedness. Watson in his ten <\/span>carative<\/span> factors asks nurses to minister to rudimentary spiritual, emotional, and physical human needs as well as co-establishing a healing environment for the self and spiritual that respects human dignity (In Baird, 2016). Other tenets of Watson\u2019s theory such as embracing altruistic values as well as exercising loving kindness to others, trusting others and self, and deepening scientific methodologies in problem solving concerning caring decision-making (Brewer & Watson, 2015) find relevance in my personal nursing philosophy. Therefore, the application of Watson\u2019s Philosophy of Nursing has fundamentally reinforced my approach to the profession and caring attitude towards patients.\u00a0<\/span>\u00a0<\/span><\/p>\n

The application of Watson\u2019s theory of human caring is particularly relevant to home care nursing, which is the present author\u2019s area of practice. I have applied it numerous times but the one moment that is outstanding is when I was helping a family manage a child who had a chronic illness. The situation was not tenable at the beginning until when I decided to offer the essential human care to the child. During the application of this element of the caring Caritas, I attempted to satisfy the child\u2019s demand that were characteristic of childhood. To achieve this, I ensured that I gratified her spiritual, psycho-affective, social and biological needs as stipulated by Horton-Deutsch, Anderson, and Sigma Theta Tau International (2018). Therefore, I intervened in the situation in a manner that was balanced and humane; attempted to be present and be; for and with the child. The process succeeded when I listened to the child\u2019s family members actively and proffered genuine care via permanently practicing sharing and love (Disher, 2017; Pajnkihar, McKenna, \u0160tiglic, & Vrbnjak, 2017). This way, I managed to constitute a stable association of confidence and help with the child\u2019s family. At the end of it, the child\u2019s quality of life improved remarkably and she continued to enjoy life for an elongated period.\u00a0<\/span>\u00a0<\/span><\/p>\n

My worldview and nursing approach to caring are fundamental in my future plans as a nurse educator. In my present role, I have realized that newly graduated nurses lack the compassionate and spiritual aspects of care. According to most of them, a majority of the teaching models that they utilize in colleges do not have integrated Caring Science. Therefore, when I become a nurse educator, I will ensure that my adopted teaching model for nurses integrates the <\/span>principles<\/span> of Watson\u2019s Science of Human Caring (Wiklund & Wagner, 2013). During this period, each nurse that will be under me will learn the currency of self-care via creation of specific practices so as to facilitate the espousal of the Caritas Process. Therefore, as I will be creating an enhanced caritas consciousness amongst nurses and nursing students, I will be guaranteeing a caring-healing environment for patients consistent with my personal worldview, philosophy of nursing and attitude towards patient caring.\u00a0<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

References<\/span>\u00a0<\/span><\/h2>\n

Brewer, B., & Watson, J. (2015). Evaluation of authentic human caring professional practices. <\/span>Journal of Nursing Adminstration<\/span><\/i>, <\/span>47<\/span><\/i>(12), 622-627.\u00a0<\/span>\u00a0<\/span><\/p>\n

Clark, C. S. (2016). Watson\u2019s human caring theory: Pertinent Transpersonal and humanities concepts for educators. <\/span>Humanities<\/span><\/i>, <\/span>5<\/span><\/i>(2), 21. doi:10.3390\/h5020021\u00a0<\/span>\u00a0<\/span><\/p>\n

DeNisco, S. M., & Baker, A. M. (2016).\u202f<\/span>Advanced practice nursing: Essential knowledge for the profession\u202f<\/span><\/i>(3 ed.). Burlington, MA: Jones & Bartlett Learning.<\/span>\u00a0<\/span><\/p>\n

Disher, T. (2017). Phenomenology of Illness. <\/span>Journal of Evaluation in Clinical Practice<\/span><\/i>, <\/span>23<\/span><\/i>(5), 1096\u20131098. https:\/\/doi.org\/10.1111\/jep.12812<\/span>\u00a0<\/span><\/p>\n

Horton-Deutsch, S., Anderson, J., & Sigma Theta Tau International. (2018). <\/span>Caritas coaching: A journey toward transpersonal caring for informed moral action in healthcare. <\/span><\/i>Indianapolis, IN : Sigma Theta Tau International.\u00a0<\/span>\u00a0<\/span><\/p>\n

In Baird, M. S. (2016). <\/span>Manual of critical care nursing: Nursing interventions and collaborative management<\/span><\/i>. St. Louis: Mosby.<\/span>\u00a0<\/span><\/p>\n

Pajnkihar, M., McKenna, H. P., \u0160tiglic, G., & Vrbnjak, D. (2017). Fit for Practice: Analysis and Evaluation of Watson\u2019s Theory of Human Caring. <\/span>Nursing Science Quarterly<\/span><\/i>, <\/span>30<\/span><\/i>(3), 243\u2013252. <\/span>https:\/\/doi.org\/10.1177\/0894318417708409<\/span><\/a>\u00a0<\/span><\/p>\n

Porter-O’Grady, T. & Malloch, K. (2016). Becoming a professional nurse. ( 2nd ed.), Leadership in nursing practice: Changing the lanscape of healthcare Burlington, MA: Jones and Bartlett Learning.<\/span>\u00a0<\/span><\/p>\n

Sitzman, K., & Watson, J. (2014). <\/span>Caring science, mindful practice: Implementing Watson’s human caring theory<\/span><\/i>. New York, NY : Springer Publishing Company.\u00a0<\/span>\u00a0<\/span><\/p>\n

Wiklund Gustin, L., & Wagner, L. (2013). The butterfly effect of caring – clinical nursing teachers\u2019 understanding of self-compassion as a source to compassionate care. <\/span>Scandinavian Journal of Caring Sciences<\/span><\/i>, <\/span>27<\/span><\/i>(1), 175\u2013183. https:\/\/doi.org\/10.1111\/j.1471-6712.2012.01033.x<\/span>\u00a0<\/span><\/p>\n

Grading Rubric Guidelines<\/strong><\/h2>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n
Scholarliness<\/strong><\/p>\n

Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n

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  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
  • Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
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    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
  • The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
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  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
  • Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge –<\/strong><\/p>\n

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<\/strong><\/td>\n

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  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
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  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
  • Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
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  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
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  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
  • Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
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  • 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<\/li>\n
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue<\/strong><\/p>\n

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.<\/strong><\/p>\n

(5 points possible per graded thread)<\/em><\/strong><\/td>\n

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  • Exceeds minimum post requirements<\/li>\n
  • 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.<\/li>\n
  • Replies to a post posed by faculty and to a peer<\/li>\n
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
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  • 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<\/li>\n
  • Replies to a question posed by a peer<\/li>\n<\/ul>\n

    Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n

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  • Meets expectations of 2 posts on 2 different days.<\/li>\n
  • The main post is not made by the Wednesday deadline<\/li>\n
  • Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
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  • Has only one post for the week<\/li>\n
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
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  • Does not post to the thread<\/li>\n
  • No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA<\/strong><\/p>\n

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.<\/strong><\/p>\n

Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n

The source of information is the APA Manual 6th Edition<\/strong><\/td>\n

\n
    \n
  • 2-3 errors in APA format.<\/li>\n
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
  • Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 4-5 errors in APA format.<\/li>\n
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 6-7 errors in APA format.<\/li>\n
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 8-10 errors in APA format.<\/li>\n
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Post contains greater than 10 errors in APA format.<\/li>\n
  • Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style does not facilitate communication.<\/li>\n
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
<\/td>\n0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n
Total Participation Requirements<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n
Early Participation Requirement<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

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.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

NUR 513 Discuss Worldview and Nursing Process Personal Statement Sample Answer for NUR 513 Discuss Worldview and Nursing Process Personal Statement Included After Question Being able to a1ticulate your personal worldview can help you fo1mulate a personal philosophy of practice and enhance your influence on patients and the industry. 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