.<\/em>\u00a0Paper commissioned by the Committee on the RWJF Initiative on the Future of Nursing, at the IOM<\/p>\nI read through the objectives of each topic in the syllabus and found that I am not familiar with a lot of the topics that will be discussed in this course. I am looking forward to learning more and becoming more familiar with them.<\/p>\n
I have been a nurse for 26 years now and have taken on different roles but I think graduate school will be very challenging for me given that I have not been in school since 1996 and that the program is online. On top of that, I also need to juggle work, family, and school. Here is how I rated myself for each topic:<\/p>\n
Topic 1: Emerging Roles for Advanced Registered Nursing Specialties \u2013 Beginner (I am aware of the roles but not familiar with them)<\/p>\n
Topic 2: Scope of Practice \u2013 Competent (As a manager, I have to constantly be updated with any changes in the scope of practice since healthcare is heavily regulated)<\/p>\n
Topic 3: Diversity and Global Practice of Care \u2013 Competent (We have frequent training on diversity in the workplace)<\/p>\n
Topic 4: Theory-Based Nursing Practice I \u2013 Advanced Beginner (I know the basics, but I need to review them)<\/p>\n
Topic 5: Theory-Based Nursing Practice II \u2013 Advanced Beginner (I know the basics, but I need to review them)<\/p>\n
Topic 6: Role of Research and Research Process for Advanced Registered Nurses \u2013 Beginner (Research is a newer topic for me)<\/p>\n
Topic 7: Evidence-Based Practice Initiatives \u2013 Advanced Beginner (This is one of the more popular reference topics in the workplace)<\/p>\n
Topic 8: Role Development for Advanced Practice Nurses -Beginner (I only know the basic information but I am not familiar with the topic)<\/p>\n
After reviewing the syllabus, I would rate myself between competent and proficient in relation to the concepts that will be discussed.\u00a0In my 14 years as a nurse, I have been lucky to have many great experiences.<\/p>\n
I started out my career on a medical surgical telemetry inpatient unit.\u00a0I remember many telling me that this was the best way to start my career.\u00a0As a novice nurse, it would give me the opportunity to use all of the skills I had just learned in nursing school and it did.\u00a0I grew to an advanced beginner on that unit, and I then transitioned to a more specialized unit that included a step down area with otolaryngology and plastic surgery patients with fresh skin flaps.\u00a0During this time, I feel I grew to a proficient nurse in my five years there.<\/p>\n
The next step in my nursing career took me to an ambulatory area taking care of pediatric ear, nose and throat patients.\u00a0I feel I took a step back in the level of nursing care to advanced beginner.\u00a0I was familiar with ear, nose and throat patients from my experience in the step down area, but now I was taking care of pediatric patients with very different needs.\u00a0They did not need a skin flap due to laryngeal cancer.\u00a0They needed ear tubes or tonsillectomies.\u00a0I focused more on family care and educating pre and post op needs.\u00a0I again moved back up the level of nursing care with time and became proficient again.<\/p>\n
I then became an assistant nurse manager in the Head and Neck Institute ambulatory area. In this role I was also able to work with all of the subspecialties of otolaryngology including the areas of ear, sinus, cancer, voice, speech, plastic surgery, and pediatrics. It is in this role that I met a great mentor.\u00a0I feel this is where I started to learn about many of the topics we will be discussing in the syllabus.\u00a0For example, scope of practice was a focus for my manager and me.\u00a0We wanted the nursing team to work to the top of scope.\u00a0This would help the providers in clinic and also improve nursing engagement.\u00a0One example of increasing the top of scope for our nurses on the unit was to teach them how to pull drains post op.\u00a0In our area, this was a new skill.\u00a0We worked with the nursing education team to develop a competency check of list and training plan.\u00a0Once the nurses were competent, the patients were able to schedule a nurse visit to have the drain pulled.<\/p>\n
I learned more about diversity and global perspectives of care and promoting health and disease prevention in this role also.\u00a0I was on a team that worked on a care path for laryngeal cancer patients.<\/p>\n
I also started learning more about research in my new role and became certified in the Collaborative Institutional Training Initiative (CITI Program). \u00a0There is a specialized continuous improvement program where I work that I had the opportunity of participating in.\u00a0During this time I worked with my manager to develop a way to decrease equipment repair costs.\u00a0We worked with our innovation team and developed a prototype.\u00a0Equipment repair costs were decreased significantly.\u00a0We had the amazing opportunity to present our findings at the American Academy of Otolaryngology conference in Atlanta, Georgia.<\/p>\n
A topic in the syllabus that I am not as familiar with is Topic 8: Role Development for Advanced Practice Nurses.\u00a0I do not have experience with professional nursing organizations, but I am excited to learn about this topic as well as expand on the other topics we will be discussing in the class.<\/p>\n
<\/p>\n
Topic 1 DQ 1: Describe how the role of advanced registered nurse transformed over time Grading Rubric<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n| 100% or highest level of performance<\/strong><\/p>\n 100%<\/strong><\/p>\n16 points<\/strong><\/td>\n| Very good or high level of performance<\/strong><\/p>\n 88%<\/strong><\/p>\n14 points<\/strong><\/td>\n| Acceptable level of performance<\/strong><\/p>\n 81%<\/strong><\/p>\n13 points<\/strong><\/td>\n| Inadequate demonstration of expectations<\/strong><\/p>\n 68%<\/strong><\/p>\n11 points<\/strong><\/td>\n| Deficient level of performance<\/strong><\/p>\n 56%<\/strong><\/p>\n9 points<\/strong><\/p>\n\u00a0<\/strong><\/td>\n| Failing level<\/strong><\/p>\n of performance<\/strong><\/p>\n55% or less<\/strong><\/p>\n0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\n\u00a0Total Points Possible= 50 <\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 16 Points<\/strong><\/td>\n\u00a0\u00a0 14 Points<\/strong><\/td>\n13 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 11 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 9 Points<\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0\u00a0 0 Points<\/strong><\/td>\n<\/tr>\n\n| Scholarliness<\/strong><\/p>\n Demonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
| <\/p>\n Presentation of information is unsatisfactory in one<\/strong> of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
| <\/p>\n Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> or more<\/strong> of the following elements<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| <\/td>\n | \u00a016 Points<\/strong><\/td>\n\u00a014 Points<\/strong><\/td>\n\u00a013 Points<\/strong><\/td>\n11 Points<\/strong><\/td>\n9 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n\n| Application of Course Knowledge<\/strong><\/p>\n Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations<\/strong><\/td>\nPresentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all<\/strong> of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in the all<\/strong> of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in one <\/strong>of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from and scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> of the following elements<\/p>\n\n- Applies principles, knowledge and information and scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\n\u00a010 Points<\/strong><\/td>\n9 Points <\/strong><\/td>\n| <\/td>\n | <\/td>\n | \u00a06 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n\n| Interactive Dialogue <\/strong><\/p>\n Initial post should be a minimum of 300 words (references do not count toward word count)<\/strong><\/p>\nThe peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)<\/strong><\/p>\nResponses are substantive and relate to the topic.<\/strong><\/td>\nDemonstrated all <\/strong>of the following:<\/p>\n\n- Initial post must be a minimum of 300 words.<\/li>\n
- The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
- Responses are substantive<\/li>\n
- Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
Demonstrated 3 of the following:<\/p>\n\n- Initial post must be a minimum of 300 words.<\/li>\n
- The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
- Responses are substantive<\/li>\n
- Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
| <\/td>\n | <\/td>\n | Demonstrated 2 of the following:<\/p>\n\n- Initial post must be a minimum of 300 words.<\/li>\n
- The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
- Responses are substantive<\/li>\n
- Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n
Demonstrated 1 or less of the following:<\/p>\n\n- Initial post must be a minimum of 300 words.<\/li>\n
- The peer and instructor responses must be a minimum of 150 words each.<\/li>\n
- Responses are substantive<\/li>\n
- Responses are related to the topic of discussion.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\n8 Points<\/strong><\/td>\n7 Points<\/strong><\/td>\n\u00a06 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 5 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 4 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n\n| Grammar, Syntax, APA <\/strong><\/p>\n Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/p>\nError is defined to be a unique APA error. Same type of error is only counted as one error.<\/strong><\/td>\nThe following was present:<\/p>\n\n- 0-3 errors in APA format<\/li>\n<\/ul>\n
AND<\/p>\n \n- Responses have 0-3 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n
AND<\/p>\n \n- Writing style is generally clear, focused on topic,and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n\n- 4-6 errors in APA format.<\/li>\n<\/ul>\n
AND\/OR<\/p>\n \n- Responses have 4-5 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n
AND\/OR<\/p>\n \n- Writing style is somewhat focused on topic.<\/li>\n<\/ul>\n<\/td>\n
The following was present:<\/p>\n\n- 7-9 errors in APA format.<\/li>\n<\/ul>\n
AND\/OR<\/p>\n \n- Responses have 6-7 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n
AND\/OR<\/p>\n \n- Writing style is slightly focused on topic making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
| <\/p>\n The following was present:<\/p>\n \n- 10- 12 errors in APA format<\/li>\n<\/ul>\n
AND\/OR<\/p>\n \n- Responses have 8-9 grammatical, spelling and punctuation errors<\/li>\n<\/ul>\n
AND\/OR<\/p>\n \n- Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
| <\/p>\n The following was present:<\/p>\n \n- 13 – 15 errors in APA format<\/li>\n<\/ul>\n
AND\/OR<\/p>\n \n- Responses have 8-10 grammatical, spelling or punctuation errors<\/li>\n<\/ul>\n
AND\/OR<\/p>\n \n- Writing style is not focused on topic, making discussion difficult to understand.<\/li>\n<\/ul>\n
AND\/OR<\/p>\n | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
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