NURS 6003 Part 2: Academic Resources and Strategies

NURS 6003 Part 2: Academic Resources and Strategies

NURS 6003 Part 2: Academic Resources and Strategies

Academic and professional resources are important in understanding and recognizing essential skills that Master of Science in Nursing (MSN) students need as they undertake their program. These strategies and resources facilitate enhanced ability to understand critical concepts and helps a learner to develop the understanding of the knowledge acquired. The implication is that academic strategies are a critical aspect of better knowledge comprehension and ability of learners to assess key concepts before them in their curriculum. Professional resources or strategies like organizations and journals aid MSN students by offering additional avenues to get information and improve their knowledge. Writing research papers is a common aspect of the MSN degree and as they compose these papers, nursing research databases become useful resources to locate pertinent studies (Bradshaw, 2017). The professional strategies and resources allow MSN program students to establish and nurture a dependable and credible network that enables them to attain personal and professional development. The week 2 of the academic and professional success activity one to identify and discuss professional and academic resources and strategies that they will use in the MSN program as highlighted and discussed.

Academic Resource/Strategy 1: Academic Mentorship

The first academic resource or strategy that I will deploy in the MSN program is academic mentorship. Mentorship connotes the process of nurturing that entails learning from more experienced professionals or institutions to attain or impart the requisite knowledge and skills. The Walden University provides mentorship programs through the office of enrollment advisor. Under the component, the university arranges for professional networking and engagement through which students can derive knowledge, skills, expertise and attain a clear understanding of the needs of their advanced education (Gilmore et al., 2016). Through the mentorship initiatives, the advanced students become effective nurse practitioners who know different aspects of their practice environment. Again, the presence of academic mentors provided by the university would be essential in facilitating the learning process and acquisition of additional skills (Bradshaw, 2017). The academic mentors share their experience and give a real world perspective about the advantages and challenges of pursuing advanced nursing education through the MSN program and how one can select the most appropriate specialty.

Academic Resource/Strategy 2: The University Library

The second critical resource that I intend to use is the university’s library, both physical and online. Walden University has a central library that offers learners access to a host of databases that have numerous academic resources and information. These resources range from online journals, articles and books. The online academic and scholarly journals contain research and peer-reviewed articles that allow one to have access to evidence-based practice findings that they can apply in their nursing practice, especially as advanced nurse practitioners (Gilmore et al., 2016). The library’s central database can be accessed from different parts of the institution and contains a host of databases relevant to advanced nursing education (Bradshaw, 2017). Again, students taking online courses can access the library and get an avenue to carry out better and comprehensive research while attaining more knowledge for better practice outcomes. The library has resourceful individuals like the librarians who can provide guidance to students on the most effective way to conduct better research and access important information for their MSN program.

Online Nursing Essays

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Academic Resource/Strategy 3: The Fellowship Center for Graduate Students

The third academic resource or strategy that will be useful to my MSN program at Walden University is the fellowship center for graduate students. The graduate center offers necessary financial support to continuing and new student to advance their studies and enhance their overall professional and personal development. The center offers support based on one’s academic performance and the needs-basis (Walden University, 2020). As such, the center ensures that those who cannot to advance their education get critical assistance to attain better chance of completing their MSN at Walden University. The center encourages graduate students to explore the possible ways to close the gap in their financial matter and enhance their overall success and chances of completing their MSN programs as scheduled as opposed to deferments. I will utilize the fellowship center to get the necessary financial support to cater for my different study needs, especially the expenses associated with the program and the need for more resources to succeed (MacLean et al., 2017). Through the center, I will check for available student grants from different areas to ensure that I get the critical support which I need to successfully complete this program within the set timelines. The resource will be an integral part of my ability to complete the program and I will strive to perform and meet their threshold set to get any grant. Fellowship centers allow students to interact with different players and organizations that provide immense opportunities to learners to advance their programs and even conduct research studies for better professional development and use of evidence-based practice interventions in their clinical settings.

Professional Resource/Strategy 1: Professional Organizations

The first professional strategy or resource that I will deploy to attain success in the MSN program and advanced nursing practice is the use of professional organizations and bodies or associations.  MSN program need to develop essential knowledge and networking opportunities to succeed in their future careers and professional undertakings. Student taking the MSN program need to know activities and events that influence their practice. These students should also get connected and interact with other advanced practitioners in their respective states and across the country (Gilmore et al., 2016). They can only attain these aspects through being members of professional organizations like the American Nurses Association. Therefore, I will use these professional associations and bodies as a critical professional strategy during the MSN program and subsequent advanced practice. These bodies and associations provide nurses with opportunities to participate in their professional development and activities that offer more knowledge on navigating the demanding nursing career and care interventions. Professional bodies like ANA organize seminars, conferences and workshops to enhance their members’ competence and capacity which improves respective and effective application of learned knowledge (ANA, n.d). There are many professional associations in nursing based on different specialty areas that they tackle or have membership. These professional organizations are essential in effective development of nursing practice at advanced level. Involvement in these organizations using different avenues is essential in development of new insights and understanding trends in research.

Professional Resource/Strategy 2

The second professional resource or strategy that I will utilize for the MSN program involve my instructors. The program instructors and supervisors are essential parts of the delivery of content as the quantity and quality of material offered to students will largely rely on their interventions and participation (MacLean et al., 2017). The instructors and supervisors will offer MSN students guidance and directions while offering support where necessary in knowledge and skill development in attaining better understanding of their roles as advanced practitioners in their settings (Splitgerber et al., 2021). The implication is that instructors and supervisors will be at each step of the academic progress of their students and will seek to ensure that students under them succeed. I will seek the assistance of the instructors and professors on matter associated with the concepts learned in the course. I will seek their support and input in developing research topics and getting guidelines on how to conduct such activities. I will seek academic counsel on the practicum objectives and development of research thesis. The implication is that I will consider the instructors as mentors and will depend on them on matters associated with my professional and personal development.

Professional Resource/Strategy 3: Development Programs

The third professional resource that I intend to use is development programs which denote to the necessary intervention initiatives that the institution has developed to guide knowledge and essential skills’ acquisition among learners, especially advanced nursing students. For instance, the strategies in the program focus on sharpening interactive and communication skills among learners as the foundation of enhancing their interpersonal skills. Advanced nurse practitioners require a host of soft skills which are valuable in a future workplace environment where many of the MSN graduates will work (Splitgerber et al., 2021). The implication is that the MSN graduates in these settings will be required to interact with patient to get relevant information to make informed and appropriate care decisions and take necessary interventions I will use these programs to acquire better soft skills to enhance my cultural competence and understanding of patients from different socioeconomic background.

ADDITIONAL RESOURCES/STRATEGIES

The additional strategies and resources that I will use to attain success in the program include time management, active participation in team or group work, and enhancement of leadership skills. I will ascertain that I use the available time effectively to meet the program’s demands and personal needs. I will prioritize my tasks to ascertain that the most important tasks are completed in the most effective way. Secondly, I will actively participate in team discussions and be actively involved in collaboration with all members of my team. I will ensure that I take a leading role in projects as a means of enhancing my skills in leadership. I will ensure that I attain productivity in my team by using soft skills like effective communication and transparency as well as encouraging responsibility-taking and accountability practices. Further, being self-disciplined will be essential in attaining all these aspects. Having self-discipline will allow me to understand my roles and responsibilities as a student undertaking the MSN program or course.

Conclusion

The use of these resources and strategies illustrate the need for MSN program students to proactively participate and be focused on their success while at the institution. They should use these strategies and resources for their development and attainment of stated goals and objectives of pursuing the MSN program to become advanced nurse practitioners. These resources; academic and professional, will be essential in enabling them get better education and be effective in their care delivery in their clinical settings. I believe that having these resources would be critical to overall success in the program as well as appreciating the essence of the MSN qualification in practice areas upon completion of the course.

NURS 6003 Part 2: Academic Resources and Strategies References

American Nurses Association (ANA). (n.d). Professional Development Resources.

https://www.nursingworld.org/membership/member-benefits/professional-development-resources/

Bradshaw, M. J. (2017). Innovative teaching strategies in nursing and related health

professions. Burlington, MA: Jones & Bartlett Learning.

Gilmore, J., Wofford, A. M., & Maher, M. A. (2016). The flip side of the attrition coin:

Faculty perceptions of factors supporting graduate student success. International Journal of Doctoral Studies, 11, 419-439. DOI: 10.28945/3618

MacLean, S., Kelly, M., Geddes, F., & Della, P. (2017). Use of simulated patients to

develop communication skills in nursing education: An integrative review. Nurse education today, 48, 90-98.

Splitgerber, H., Davies, S. and Laker, S., (2021). Improving Clinical Experiences for

Nursing Students in Nursing Homes: An Integrative Literature Review. Nurse Education in Practice, p.103008.

Walden University. (2020). Discover Online Nursing Degrees.

https://www.waldenu.edu/programs/nursing

New construction projects begin with a design phase, where architects blueprint the vision complete with design details. They work in collaboration with builders who use the designs to prepare the appropriate strategies, tools, and materials to bring the vision to reality. You are both architect and builder of your success. You have started to blueprint your vision in your Academic Success and Professional Development Plan. You have identified others with whom you will collaborate. Now you can begin to prepare the appropriate strategies, tools, and materials

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How will you approach your studies? What types of resources are available to you, and how will you access and utilize them? Taking the opportunity to prepare these strategies, tools, and materials will help ensure you can “break ground” without incident and successfully move to the phase where you begin building your vision.

To Prepare:

  • Consider your goals for academic accomplishments while a student of the MSN program.
  • Reflect on the strategies presented in the Resources for this module.

The Assignment:

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 to develop the second component—academic resources and strategies. To accomplish this:

  • Identify and describe at least three academic resources or strategies that can be applied to the MSN program
  • Identify and describe at least three professional resources that can be applied to success in the nursing practice in general or your specialty in particular
  • Explain how you intend to use these resources, and how they might benefit you academically and professionally. NURS 6003 Part 2: Academic Resources and Strategies

By Day 7 of Week 3

Submit your completed Assignment.

Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK3Assgn+last name+first initial.(extension)” as the name.

Click the Week 3 Assignment Rubric to review the Grading Criteria for the Assignment.

Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn+last name+first initial.(extension)” and click Open.

If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.

Click on the Submit button to complete your submission. NURS 6003 Part 2: Academic Resources and Strategies

NURS 6003 Part 2: Academic Resources and Strategies Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6003_Module02_Week03_Assignment_Rubric
Grid View
List View

Excellent Good Fair Poor

Continue developing your Academic Success and Professional Development Plan by appending the original document you began in Week 1 to develop the second component: academic resources and strategies. To do this:

· Identify and describe at least three academic resources or strategies that can be applied to the MSN program.

23 (23%) – 25 (25%)

The response clearly identifies and accurately describes in detail at least three academic resources or strategies that can be applied to the MSN program.

20 (20%) – 22 (22%)

The response partially identifies and partially describes at least three academic resources or strategies that can be applied to the MSN program.

18 (18%) – 19 (19%)

The response vaguely identifies and vaguely describes at least two academic resources or strategies that can be applied to the MSN program.

0 (0%) – 17 (17%)

The response only vaguely and inaccurately identifies one academic resource or strategy or the three academic resources or strategies that can be applied to the MSN program are vague and inaccurate, or is missing.
· Identify and describe at least three professional resources that can be applied to success in the nursing practice in general or your specialty in particular.

23 (23%) – 25 (25%)

The response clearly identifies and accurately describes in detail at least three professional resources that can be applied to success in nursing practice in general or in a specialty.

20 (20%) – 22 (22%)

The response partially identifies and partially describes at least three professional resources that can be applied to success in nursing practice in general or in a specialty.

18 (18%) – 19 (19%)

The response vaguely identifies and vaguely describes at least two professional resources that can be applied to success in nursing practice in general or in a specialty.

0 (0%) – 17 (17%)

The response only vaguely and inaccurately identifies and vaguely describes one professional resource or the three professional resources that can be applied to success in nursing practice in general or in a specialty are vague and inaccurate, or is missing.
· Explain how you intend to use these resources, and how they might benefit you academically and professionally.

32 (32%) – 35 (35%)

Response clearly and thoroughly explains in detail the intended use of these resources, including a detailed explanation of how they might be beneficial academically and professionally.

28 (28%) – 31 (31%)

Response explains the intended use of these resources, including an explanation of how they might be beneficial academically and professionally.

25 (25%) – 27 (27%)

Explanation of the intended use of these resources, including an explanation of how they might be beneficial academically and professionally is vague or inaccurate.

0 (0%) – 24 (24%)

Explanation of the intended use of these resources, including an explanation of how they might be beneficial academically and professionally is vague and inaccurate, or is missing.
Written Expression and Formatting – Paragraph and Sentence Structure:

Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. NURS 6003 Part 2: Academic Resources and Strategies

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1-2) grammar, spelling, and punctuation errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3-4) grammar, spelling, and punctuation errors.

0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Total Points: 100
Name: NURS_6003_Module02_Week03_Assignment_Rubric

Learning Resources

Required Readings

American Nurses Association. (n.d.). Resources to succeed. Retrieved November 14, 2018, from https://www.nursingworld.org/resources/
Kauffman, H. (2015). A review of predictive factors of student success in and satisfaction with online learning. Research in Learning Technology, 23, 1–13. Retrieved from https://journal.alt.ac.uk/index.php/rlt/article/view/1648/pdf_13
Online Colleges. (n.d.). 10 traits of a successful online learner. Retrieved November 14, 2018, from https://www.onlinecollege.org/2011/07/14/10-traits-of-a-successful-online-learner/
Walden University Writing Center. (n.d.). Scholarly voice: Active and passive voice. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarlyvoice/activepassive
Walden University Writing Center. (n.d.). Walden templates: Overview. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/templates

Note: Download and review the School of Nursing template by navigating to “Program-Specific Templates” and then “School of Nursing” and selecting “School of Nursing Writing Template With Instructions.”
Walden University Writing Center. (n.d.). Walden templates: School of Nursing Writing Template with Instructions. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632

Note: Download and review the School of Nursing template by selecting the “General Templates” link and then selecting “School of Nursing Writing Template With Instructions.”
Walden University Writing Center. (n.d.). Writing a paper: Revising. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/writingprocess/revising
10 Tips for Being a Successful Online Learner (PDF)
Academic Success and Professional Development Plan Template (Word document)
Required Media
Laureate Education (Producer). (2018). Tips for effective online composition and communication [Video file]. Baltimore, MD: Author.

Accessible player –Downloads–
Download Video w/CC
Download Audio
Download Transcript

Student Support and Calendar Information

So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:

  • This Syllabus, including the Course Schedule that is linked on this page as a PDF
  • Course Calendar
  • Support, Guidelines, and Policies

Credit Hours

  • 3 credits in 11 weeks

Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content.

Course Description

In this course students are introduced to Walden University and online learning. Students explore strategies for the successful participation in an online curriculum. Students also will receive a foundation for academic and professional success as scholar-practitioners and social change agents. Course assignments introduce students to resources that support success, development of graduate-level writing skills and use of APA Style, academic integrity, and the creation of a professional development plan based on each student’s chosen specialization.

Course Learning Outcomes

By the conclusion of this course, you should be able to:

  • Develop networks for academic and professional success.
  • Identify strategies for academic and professional success.
  • Apply strategies to promote academic integrity and professional ethics.
  • Analyze peer-reviewed research related to issues in nursing practice.
  • Create academic success and professional development plans.
  • Justify selection of MSN specializations using standards and scope of practice.

College of Nursing Alignment of Learner Outcomes

Click on the following link to access the College of Nursing Alignment of Learner Outcomes:

Document: NURS 6003 College of Nursing Alignment of Learner Outcomes (PDF)

Course Materials

Please visit the University bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.

Course Text

American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

Note: If the print edition of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available.

Note: Please keep this text as it will be used in subsequent courses in your MSN program.

Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module.

Media

Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item.

Course Readings List

The Course Readings List contains all of the required Walden Library resources for this course. Please click on the following link to access the list:

NURS 6003 Course Readings List

Dedicated Support for Course Media

You may use the following e-mail address and toll-free number for any questions or concerns you have about media in the course.

Primary and Secondary Sources

Review the following information prior to selecting resources for assignments.

Primary: A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals.

Scholarly, peer-reviewed journal: Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.

Note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.

Secondary: A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information.

Course Assignments

  1. Participation in weekly Discussions: The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week by posting a response to a prompt or question in the weekly Discussion area. In addition, you are expected to respond to your fellow students’ postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week’s readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the Course Information area.Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.
  2. Assignments: The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area.Note: The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.
  3. Portfolio Assignment: Each course in the Master of Science in Nursing (MSN) program for the following specializations includes a Portfolio Assignment: Nursing Education, Nurse Executive, Nursing Informatics, and Public Health Nursing. The Portfolio Assignment is designed to measure specific professional knowledge and skills as outlined in the American Association of Colleges of Nursing (AACN) Master’s Essentials. Students submit the Portfolio Assignment in the online classroom and a criterion-based scoring rubric is used to grade the assignment. The rubric is aligned with American Association of Colleges of Nursing (AACN) Master’s Essentials and provides specific and informative feedback on your performance. The Portfolio Assignment is evaluated by the course Instructor.

Walden University MSN Core Nursing courses – Generic information for success:

  1. Being graduate level adult learners – It is very unlikely that you will experience the quantity of or detailed guidance as in the announcements received in this course. Being so: Read the course announcements thoroughly and completely. Read the course announcements at least daily for any updates. Going forward the Instructors may post items at any time throughout the day or night. I have unfortunately received emails throughout this course with questions for which the information was previously addressed within the announcements. Again, reading the course announcements is imperative for your success.
  2. The utilization requirement of APA within assignments will increase as you progress to courses that are considered “writing intense”. The APA requirement within discussions will remain as you experienced within this course. This course is not considered writing intense. Familiarize yourself with the correct usage of APA 7th edition. It is within every graded item, within every Nursing course going forward. Familiarize yourself and utilize the Walden resources for APA assistance. I have diligently posted links to those resources several times during this course.
  3. Use ONLY your Walden student email for communication with any Walden University representative. When communicating with your Instructor ALWAYS include your course number and section. Within this course I posted in the announcements numerous times your specific course number and section, as well asked that you include that information when emailing me. Sadly, I received emails that did not include this information, this delayed my assisting you as I had to request your course number and section. This alerts me that course announcements were not being thoroughly and completely reviewed. Going forward it is highly unlikely Instructors will respond to any email other than your Walden student email as email not in Walden origin routinely gets flagged as spam then deleted. Also be fully aware that Instructors required to respond to any email other than your designated Walden Student email.
  4. Be mindful if you do not participate in any Walden course during the 1st week (Day 1 through Day 7) – you will be removed from the course by Walden University regardless of your excuse. Your Instructor has no control over this – it is university policy!
  5. The grading of any assignment cannot proceed by your Instructor unless you submit your assignments via SafeAssign, then in BlackBoard. Traditionally a -0- score will be awarded, with no resubmission availability. At the Graduate level, you are responsible for your work being submitted per instructions AND grading rubric parameters and due date/time. Again, I strongly encourage you to submit your assignments before Day 7 to ensure yourself sufficient time to seek assistance and correct the issue. Remember SafeAssign Drafts and SafeAssign are different!
  6. For Discussions – There is a six (6) day period (Monday, Day 1 through Saturday, Day 6) allowed for the Discussion participation. No allowances for participation will be made outside of the six (6) Discussion active period. Any submitted post outside of the 6-day active discussion period will not be graded and you will receive a -0- score.
  7. Faculty cannot accept or grade any assignment or discussion through email.
  8. Do not wait until Day 7 to begin or submit your assignment. Assignments are due Day 7. At the Graduate level, you are responsible for your work being submitted per instructions, grading rubric parameters and due date and time. Being so = I strongly encourage you to submit your assignments well before Day 7 to ensure yourself sufficient time to seek assistance and correct any issue encountered. I have purposely made myself available to you each day including weekends and responded to you within 12 to 24 hours. Be mindful, Instructors are not required to respond to you on a daily basis. Going forward your Instructors will respond to your Contact the Instructor communications and emails within the required 48 hours’ time period.
  9. As a graduate level student, Instructors will not reach out to you to ensure your assignments/discussions are completed and submitted correctly. As a graduate level adult learner, it is your responsibility to ensure that your discussions and assignments are completed and submitted timely and correctly. As an adult learner, you need to take the initiative and reach out to your Instructor immediately when you encounter an issue. You were offered an online orientation by Walden University – Did you participate in that orientation? If not, I strongly suggest you contact your advisor and make arrangements.
  10. If you experience technical issues, please utilize your resources and contact the Walden Customer Care Team or Walden IT for assistance. Going forward you will encounter several PowerPoint presentations, Walden Templates within your future courses at Walden University, as well be required to submit multiple items with a single submission.
  11. Understand the Time Zones at Walden University and the applicable conversion. Your course calendar is in Eastern Time as is the time/date stamp of submission/participation for your discussions and assignments. Going forward all of your future Nursing courses require that your Discussions, any Quiz or Assignment will continue to be due submitted in Mountain Time.
  12. Have a computer and Internet backup plan. What will you do if your computer crashes or your Internet is not working?  Computer/Internet/work issues are your responsibility. Allowances will not be made due to these issues causing a lack of participation or missed deadline, rather a -0- score will be awarded. Save your work on a flash or hard drive. Know where you can go to access the Academic Skills Center as it is an excellent resource to assist in your success.
  13. For Assignments – Only prior communication with AND Instructor approval will late assignments be considered for grading. Assignments submitted late will be deducted 4% daily until Day 5 OR may deduct the entire 20% regardless of time/day of late submission. This is at the discretion of each Instructor and will vary course-by-course. After Day 5, in any course, the assignment will be scored a -0-.
  14. Be familiar with how to access and utilize the Walden resources. I posted the most useful and frequently utilized resources numerous times within the course announcements.
  15. Ensure your discussions have a substance, depth and breadth, critical analysis, and reflection element within the grading rubric. In short – if your discussion Main Post does not closely compare to the discussion exemplar located within the course resources and announcements posted within this course your grade will be drastically reduced.
  16. Know who and where to submit any documentation if necessary, for allowances for any late or missed assignments. Remember Instructors are not permitted to accept any medical documentation.
  17. Know who your advisor is and how to contact them.
  18. Know where and how to locate your student feedback. This course is 6 weeks in duration – In Week 5 I received emails inquiring as to “I see my grade but don’t know why points were deducted” – It was sadly apparent the feedback being provided was not being reviewed by those students. Your numeric score and student feedback are in different locations – this was addressed in the course announcements. If you cannot locate or have not located your student feedback for discussions and assignments – I strongly encourage you to contact the Customer Care Team as you have missed a tremendous amount of information.

Student Resources: Here is a partial listing of Walden University resources that have been shared with you during this course. You will frequent these as you progress throughout your future courses. Again, I strongly recommend that you bookmark each of these for your future courses.

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