Discussion: Strategies for Addressing Questions NURS 6003
Discussion: Strategies for Addressing Questions NURS 6003
Discussion: Strategies for Addressing Questions NURS 6003
NURS6003 TRANSITION TO GRADUATE STUDY FOR NURSING
Week 2 Discussion
Strategies
for Addressing Questions
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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.
o 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.
Rubric Grading:
Excellent Good Fair Poor
Main Posting
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. NURS 6003 Discussion: Strategies for Addressing Questions
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. NURS 6003 Discussion: Strategies for Addressing Questions
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.
Discussion: Strategies for Addressing Questions NURS 6003
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.
Discussion: Strategies for Addressing Questions NURS 6003
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
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.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6003_Module02_Week02_Discussion_Rubric
| 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
Grading Rubric
|
You make wonderful conclusions regarding the topic. Indeed, the growing complexity of practice settings calls for increased progression of future nurse leaders. Preparing to work within a network of individuals is key to progressing valuable skill-sets within this MSN course that will help in the attainment of future leadership positions. It is true that the accumulation of work experience combined with pursuing higher education will help students in the development of more chances for improving core professional values (Barnes, 2015). These aspects will provide the chances for enhancing competence in communicating clearly while self-reflecting on behaviors together with actions that guarantee personal and professional growth.
The formation of effective team-based networks helps foster an effective teaching-learning process that enables students to confidently ask questions for active clinical learning. Identification of issues within the learning settings while starting this program is significant for improving the quality of inspiration combined with planning for the course. Some issues of concern that should be taken into consideration are poor or lack of functional communicational skills, lack of theoretical knowledge coupled with practical skills, and presence of stress and inferiority complexes within students when tackling the clinical settings (Jamshidi et al., 2016). Effective collaboration within a team-based network would help in focusing on student communication as well as psychological needs.
Pursuing this course is aimed at developing nursing skills that ensure the provision of compassionate care to patients. Previous collaborative teams within Module 1 helped in the preparation for the enhancement of the elevation of patient-centered care. More confidence was gained in the process for achieving goals since the experience increased empowerment of skills together with credentials for turning aspirations into outcomes (Dyess et al., 2016). There is a greater chance for turning this MSN course ambition into an open door for a better career prospect, enhanced autonomy, together with improved personal rewards.
References
Barnes, H. (2015). Exploring the Factors that Influence Nurse Practitioner Role Transition. Journal of Nurse Practitioners, 11(2), 178–183. https://doi.org/10.1016/j.nurpra.2014.11.004
Dyess, S. M., Sherman, R. O., Pratt, B. A., & Chiang-Hanisko, L. (2016). Growing Nurse Leaders: Their Perspectives on Nursing Leadership and Today’s Practice Environment. The Online Journal of Issues in Nursing, 21(1). https://doi.org/ 10.3912/OJIN.Vol21No01PPT04
Jamshidi, N., Molazem, Z., Sharif, F., Torabizadeh, C., & Kalyani, M. N. (2016). The Challenges of Nursing Students in the Clinical Learning Environment: A Qualitative Study. The Scientific World Journal. https://doi.org/https://doi.org/10.1155/2016/1846178
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