Category: Nursing

Introduction

Family nurse practitioners (FNP) provide primary care and acute care services while focusing on health promotion and disease prevention. FNPs work in the community setting, nursing homes, clinics, and hospitals to diagnose, make appropriate prescriptions, perform examinations, and provide patient education (Gadbois et al., 2015). In Texas, nurse practitioners attend a high number of patients. Healthcare professionals are assigned with DEA numbers that allow one to prescribe drugs, and this includes legal prescription of controlled substances. This paper will discuss the appropriate prescriptive authority for Lori, a new FNP in Texas. additionally, the process of obtaining the DEA number will be described as well as the safe prescribing practices for Lori as a nurse practitioner.

Appropriate Prescriptive Authority

Lori will require a written agreement with the supervising physician outlining the medications and devices she may prescribe. In Texas, physicians can delegate prescribing and ordering of prescription medications, nonprescription medications, and medical devices and equipment to an APRN. In addition, the supervising can also delegate the prescribing and ordering of Schedules III-V Controlled Substances and Schedule II Controlled Substances to Lori as an APRN, with the specific requirements (Peterson, 2017).

DEA Registration Process

Lori will apply for the DEA number online. She will go to
www.deadiversion.usdoj.gov
website and then follow all the guiding steps during the application. During application, Lori will need to fill all the six sections that include personal information; practicing state; practice information; background; prescription schedules; and charges. Lori will also need to fill the drug schedules she intends to prescribe (Tierney et al, 2015). After applying, Lori will wait for three business days and the application will be availed for editing or approved. To confirm the approval of the DEA number or make any inquiries, Lori can call 800.882.9539. Lori is required to have an active license from the state she intends to practice when applying for the DEA number.

DEA will allow Lori to prescribe mediations classified as ‘controlled substances’ (Tierney et al, 2015). It is therefore clear that DEA regulates and controls prescription of controlled substances by ensuring that APRNs only prescribe the drugs they have authority to prescribe and also prevent APRNs from making illegal prescriptions.

Lori will have various responsibilities after obtaining her DEA number. Once Lori obtains the DEA number, it will be her responsibility to ensure that she accurately and appropriately prescribes the controlled substances. Texas allows APRNs to prescribe some schedule medications, and as per the agreement with the supervising physician. Therefore, Lori should ensure that she prescribes only the authorized schedule drugs (Dineen & DuBois, 2016).

It is also the responsibility of Lori to make sure that she does not do any illegal prescription and that she prescribes controlled substances on cases that are medically allowed and appropriate. Moreover, Lori will need to enquire if the prescription monitoring program (PMP) allows her to obtain any information regarding the prescription of the controlled substances (Marco et al, 2016). If she is allowed, she had the duty of obtaining the information to determine if there have been illegal prescriptions that have been dispensed utilizing her DEA number. In case she notes illegal prescriptions under her DEA numbers, she should report and forward the information to DEA for further investigations (Tierney et al, 2015).

 

Safe Prescribing Practices

Safe prescribing practices include Lori ensuring that she only prescribes the medications she is authorized to and as per her scope of practice. If Lori intends to prescribe the controlled substances, she should ensure that she registers with DEA (Green & Stacey, 2015).

Before prescribing opioids, barbiturates or benzodiazepines, Lori should ensure that she checks the history of the patient in the prescription monitoring program (PMP) because there is a PMP in Texas. the PMP collects information from pharmacists and other healthcare providers to facilitate safe patient care during prescription and use of controlled substances. Additionally, the PMP monitors the prescribing of controlled substances to establish if there is any misuse or abuse. Lori will be needed to confirm with the PMP for all prescriptions of the controlled substances to prevent any duplication of their prescriptions (Elder et al, 2018).

Conclusion

A written agreement with the supervising physician indicating the medications and devices Lori can prescribe will be necessary according to the Texas laws. Lori can obtain her DEA number online to allow her to prescribe medications, including controlled substances. Finally, Lori will need to prescribe according to her scope of practice and follow the required prescriptive laws.

 

 

References

Dineen K & DuBois J. (2016). Between a Rock and a Hard Place: Can Physicians Prescribe Opioids to Treat Pain Adequately While Avoiding Legal Sanction?
Am J Law Med
. 42(1), 7–52.

Elder J, Garett D & Pines. (2018). Optimal Implementation of Prescription Drug Monitoring Programs in the Emergency Department.
West J Emerg Med
. 19(2), 387–391.

Gadbois, E. A., Miller, E. A., Tyler, D., & Intrator, O. (2015). Trends in state regulation of nurse practitioners and physician assistants, 2001 to 2010.
Medical care research and review: MCRR
,
72
(2), 200–219.
https://doi.org/10.1177/1077558714563763
.

Green S & Stacey P. (2015). Optimizing the Use of State Prescription Drug Monitoring Programs for Public Safety.
Journal of Nursing Regulation
. 6(3), 4–10.

Marco C, Venkat A &Baker EF, et al. (2016). Prescription drug monitoring programs: ethical issues in the emergency department.
Ann Emerg Med
. 68(5), 589–98.

Peterson M. E. (2017). Barriers to Practice and the Impact on Health Care: A Nurse Practitioner Focus.
Journal of the advanced practitioner in oncology
,
8
(1), 74–81.

Tierney M, Finnell D, Naegle M, LaBelle C & Gordon A. (2015). Advanced Practice Nurses: Increasing Access to Opioid Treatment by Expanding the Pool of Qualified Buprenorphine Prescribers.
Substance Abuse
. 36(4).

Case Study on Death and Dying

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on ”Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic study materials you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?

How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?

As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person? Case Study on Death and Dying

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What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?

Based on the values and considerations above, what options would be morally justified in the Christian worldview for George and why?

Based on your worldview, what decision would you make if you were in George’s situation?

Remember to support your responses with the topic study materials.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Case Study on Death and Dying

presidential healthcare agendas

Initial Post

The population health concern that I have selected in the opioid crisis.  The opioid crisis affects all people regardless of socio-economic class.  Addiction to opioids, especially illegal, can occur with as little as one dose.  According to Berman (2018), factors that contribute to the opioid crisis include “short-term effectiveness, lack of education and the unavailability of prescription medications”.

Administration Agenda

President Bush’s agenda was largely focused on stopping drug use before it started, healing America’s drug dealers and disrupting the illegal drug market (“The President’s National Drug Control Strategy” (n.d.).  President Bush was also an advocate for securing the countries borders to discourage illegal drugs from entering the country presidential healthcare agendas.

President Obama’s agenda focus was through the Affordable Care Act (ACA), commonly called “ObamaCare” which label substance abuse .  One of the main goals of the ACA was to improve access to health care.  Other key Agenda items were monitoring of prescription drugs, enabling safe disposal of needles, increasing access to naloxone and accelerating research on pain management.  President Obama was able to get the Comprehensive Addiction and Recovery Act passed.  The Bill was aimed at improving prevention and education, expanding naloxone availability, launching evidence-based opioid and heroin education and treatment programs (“Comprehensive Addiction and Recovery Act” (CARA) (n.d)).

President Trump has a three part plan to address the opioid epidemic.  Part one of the plan is aimed at reducing the demand for opioids and targeting over prescriptive practices.  Part two of the plan is aimed at reducing the amount of drugs that enter the country illegally as well as addressing illegal drugs domestically.  Part three of the plan focuses on evidenced-based treatment for addiction (“Ending America’s Opioid Crisis, The White House”, 2020) presidential healthcare agendas.

The opioid crisis is a complex problem.  I believe that all of the approaches previous presidents have had can be effective.  Unfortunately, as with most problems there is a political divide that limits the effectiveness of the programs established.  I think one measure that could be effective is improving low income communities and creating jobs that allow for improved self-esteem.  I feel that uplifting communities as well as individuals could be an effective tactic for reducing illegal opioid use.  Prescriptive practices still need to be monitored.  In Michigan we have the Michigan Automated Prescription Service (MAPS), which monitors the amount of drug that is being prescribed and filled for the patient.  One of the causes listed by Berman (2020) was short-term effectiveness of the medication.  With that in mind, it may be a good idea to research non-opioid medications that have longer half-lives

References

Berman, D.,(2020). https://www.pharmacentra.com/three-factors-led-opioid-epidemic-america/. [Blog].

“Comprehensive Addiction and Recovery Act” (CARA).  (n.d.).  Retrieved June 2, 2020, from https://cadca.org/comprehensive-addiction-and-recovery-act-cara

“Ending America’s Opioid Crisis, The White House”, (2020). The White House. Retrieved June 1, 2020, from https://www.whitehouse.gov/opioids/

Response

Based on your discussion post it sounds like Bush, Obama, and Trump have all addressed the seriousness of the opioid epidemic during their presidential term(s).  As the new presidential election approaches, I think it is important for health care providers to review and understand what our current president has implemented in response to this ongoing issue.  As you mentioned in your post, the Trump Administration’s Strategy to fight the opioid epidemic consists of three elements: prevention, treatment and recovery, and reducing the availability of drugs presidential healthcare agendas.

Two ways health care providers can help prevent the opioid epidemic from growing are by utilizing safe prescribing practices and expanding the use of prescription drug monitoring programs (Office of Nation Drug Control Policy, 2019, pp. 5-6).  Following clinical guidelines and best practices when prescribing opioids is one way to ensure safe prescribing practices are being utilized by providers (Office of National Drug Control Policy, 2019, pp. 5).  Developing a universal drug monitoring program for the United States would be another beneficial way of preventing over-prescribing of opioids.  Some of the issues with the current Prescription Drug Monitoring Programs (PDMP) are that not all states require this tool to be used, certain electronic health records (EHR) are not able to be integrated into the PDMPs, and some providers feel their patient’s confidentiality will be compromised if they use PDMPs (Office of National Drug Control Policy, 2019, pp. 6) presidential healthcare agendas.

I think it is important for all advanced care providers with prescribing rights to be educated and up to date on the national and state recommendations for opioid prescribing.  “The Minnesota Prescription Monitoring Program (PMP) was established to promote public health and safety by detecting diversion and misuse of prescriptions for controlled substances” (Minnesota Department of Health, n.d.).  In 2017, enrollment into the PMP was made mandatory for all prescribing providers (Minnesota Department of Health, n.d.).

Resources

Minnesota Department of Health. (n.d.). Prescribing practices: Prescription monitoring program. Retrieved June 4, 2020, from 
https://www.health.state.mn.us/communities/opioids/mn

response/pmp.html

Office of National Drug Control Policy. (2019, January). National Drug Control Policy. Retrieved June 4, 2020, from 
https://www.whitehouse.gov/wp-content/uploads/2019/01/

NDCS-Final.pdf

Discussion: Presidential Agendas

Regardless of political affiliation, every citizen has a stake in healthcare policy decisions. Hence, it is little wonder why healthcare items become such high-profile components of presidential agendas. It is also little wonder why they become such hotly debated agenda items presidential healthcare agendas.

Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?

To Prepare:

Review the Resources and reflect on the importance of agenda setting.

Consider how federal agendas promote healthcare issues and how these healthcare issues become agenda priorities.

By Day 3 of Week 1

Post
 your response to the discussion question: Consider a topic that rises to the presidential level. How did each of the presidents (Trump, Obama, and Bush) handle the problem? What would you do differently?

By Day 6 of Week 1

Respond
 to at least 
two
 of your colleagues
* on two different days
 by expanding on their response and providing an example that supports their explanation or respectfully challenging their explanation and providing an example.

  ORDER A PLAGIARISM FREE PAPER NOW

Teenage Pregnancy

The United States has one of the most pregnancy rates of all industrialized countries (Solomon-Fears, 2015). Nonetheless, there have been improvements in the way this public issue is being handled to lead to a significant reduced rate. Scholars have been divided on the approach to tackle this health issue with no compromise on either side. One group prefers the abstinence-only education program, while the other favors the comprehensive approach to sex education.

The Bush Administration leaned toward the abstinence-only method, which led to increased federal money allocated for this approach to reduce and or prevent teenage pregnancy. This administration favored education to stop teenage sex as opposed to teaching safe sex which aides in encouraging teenagers and or giving them a sense of false security. An eight-point federal definition of abstinence education was established as the Welfare Reform Act of 1996 by this administration (Ballaro and Ginsburg, 2019) presidential healthcare agendas.

The Obama Administration favored evidence-based approaches to broaden the interventions to reduce teenage pregnancy. This administration used rigorous evaluation strategies to choose from numerous interventions available. The Department of Health and Human Services was given the responsibilities to come up with as many as possible educational remedies to the plague of teenage pregnancy irrespective of opinions of the two groups earlier discussed. The culmination of using this approach led to the isolation of teenage pregnancy as a separate issue from adult women which led to the creation of Teen Pregnancy Prevention Initiative (TPPI) by this administration.

The Trump Administration favored the abstinence-only education method to reduce teenage pregnancy. This led to the significant cut of funding for the Teen Pregnancy Prevention Initiative of the Obama Administration. An amendment was approved in 2015 that allowed insurers to opt out of covering preventive services for women such as birth control in favor of abstinence. The funding cut was a $216 million savings for the government. On the other hand, it has been estimated that in 2010, expense from the government towards teen pregnancy and childbirth cost U.S. tax payers $9.4 billion (Teen Pregnancy Prevention, 2017). This however by no means is meant to undermine the stand of this administration, but to analyze the cost and effects of different approaches on this health concern presidential healthcare agendas.References

Ballaro, B., & Ginsburg, J. (2019). Abstinence education. 
Salem Press Encyclopedia
.

Pam Belluck. (2018). 
Trump Administration Pushes Abstinence in Teen Pregnancy Programs
.

Solomon-Fears, C. (2015). Federal Strategies to Reduce Teen Pregnancy. 
Congressional Research Service: Report
, 7–20.

Teen Pregnancy Prevention. (2017). 
Congressional Digest
, 
96
(7), 30.

 

NURS_6050_Module01_Week01_Discussion_Rubric

Grid View

List View

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.

40 
(40%)
 – 44 
(44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 
(35%)
 – 39 
(39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 
(0%)
 – 34 
(34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

10 
(10%)
 – 10 
(10%)

Posts main post by day 3.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not post by day 3.

First Response

17 
(17%)
 – 18 
(18%)

Response exhibits synthesis, critical thinking, and application to practice settingspresidential healthcare agendas.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Response is effectively written in standard, edited English.

15 
(15%)
 – 16 
(16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

13 
(13%)
 – 14 
(14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 12 
(12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response

16 
(16%)
 – 17 
(17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Response is effectively written in standard, edited English.

14 
(14%)
 – 15 
(15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

12 
(12%)
 – 13 
(13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 11 
(11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation

5 
(5%)
 – 5 
(5%)

Meets requirements for participation by posting on three different days.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100 presidential healthcare agendas

NURS 6003 week 2 Discussion: Strategies for Addressing Questions

NURS 6003 week 2 Discussion: Strategies for Addressing Questions sample 1

Introduction

I have spent about three quarters of my nursing career in the state of Arkansas. Once I finally started feeling comfortable with my surroundings, my unit, and my decision making as a seasoned nurse, my family moved to Washington state. I have constantly asked myself questions about my current and future nursing practice since our move. I have noticed that Washington is very selective about nursing education, continuing education, and even who they allow to practice within the state. Washington is not a compact state. Nursing licensure is highly regulated. While the Arkansas State Board of Nursing was very thorough, the Washington State Nursing Commission goes above and beyond to ensure their licensed professionals are held to higher standards (NCSBN, 2020).

Are APRNs addressed in nursing compact state agreements?

What different fields can I choose to work in as a Family Nurse Practitioner NURS 6003 week 2 Discussion: Strategies for Addressing Questions?

If I choose to open an independent practice, where do I start?

Formulating Questions for MSN Studies

It took almost ten years for me to finally decide to return to school to obtain a master’s degree. In that time, I would ask questions like “When will I find the time to complete coursework?” and “How does anyone with a family and a full-time job finish an advanced degree?” Looking back, it was justification for putting off the inevitable. Now that I have taken the step and enrolled in Walden University, I am able to look ahead and ask questions that are more closely aimed at reaching my goals. In the State of Washington, nurses with advanced degrees have full practice authority. Washington State Legislature states “The ARNP is prepared and qualified to assume primary responsibility and accountability for the care of patients (WAC 246-840-300, 1997/2016).” This brought up many questions related to MSN studies.

Will I be adequately prepared to diagnose patients?

Should I take the Advanced Pharmacology course alone so that I am able to really soak in the information?

Will I gain the experience necessary to confidently interpret diagnostic tests?

When should I start seeking out clinical placement?

Conclusion

            
Regardless of all the questions that pop up, I am excited about my choice to begin graduate studies. It will open new doors for myself and my family. Having an advanced degree will show my children that hard work helps to achieve a desired outcome. I am certain that bigger questions will present themselves as I explore all that Walden University’s MSN program has to offer. Knowing that I have a network of professionals, doctoral-level instructors, and colleagues behind me will make a sizable difference (Walden University, 2020). I understand that all I must do is ask NURS 6003 week 2 Discussion: Strategies for Addressing Questions.

References

National Council of State Boards of Nursing (2020) Nurse Licensure Compact (NLC). Retrieved from 
https://www.ncsbn.org/nurse-licensure-compact.htm

 

WAC 246-840-300 (1997 & rev. April 4, 2016) 
https://apps.leg.wa.gov/wac/default.aspx?cite=246-840-300

 

Walden University (2020) College of Nursing. Retrieved from 
https://www.waldenu.edu/about/colleges-schools/college-of-nursing

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 NURS 6003 week 2 Discussion: Strategies for Addressing Questions.

By Day 6 of Week 2

Respond
 to at least 
two
 of your colleagues’ posts by offering a possible resolution to their questions/concerns with supporting documentation, if possible, or expanding on their thinking and providing an example as support.

 

NURS 6003 week 2 Discussion: Strategies for Addressing Questions sample 2

As I began my journey at Walden University I had a lot of questions because I wanted to make sure I was getting the

most out of this program. I wanted to know about the resources available to me, how available the teachers were, the layout of the class, etc. Here are some other questions and concerns that I currently have:

1. One concern and question I have is when and how do I prepare for clinical at the end of this program?

2. How should I study for the state boards and what resources do I use to prepare for them?

3. Which classes has exams and which do not?

4. Will I be able to manage two classes the entire program?

5. Are their tutors available for this program if needed?

6. Which malpractice insurance should I use to cover me while I am completing my clinicals?

As I go along this journey in this MSN program, I am sure I will have more questions. I am grateful for my enrollment advisor because he answered so many of my questions and helped me choose Walden University over the other schools I was considering at the time. My resources that I mentioned in my template will be a great help in getting through this program. All of those I chose to network with, all have a different level of experience in the healthcare field and can help me see patient care through a different view. Along with using these resources, time management is a skill I know I have to incorporate. Having an educational system in place helps the student gain organization and prioritization of activities (Sainz, A. M, 2019). An article discusses how peer to peer teaching can help in academic achievement and can enhance critical thinking skills (Stigmar,M, 2019). What are your thoughts of peer to peer teaching NURS 6003 week 2 Discussion: Strategies for Addressing Questions?

Malpractice insurance is important because it covers your license as a nurse practitioner in a legal situation. A nurse practitioner can receive malpractice insurance from their employer however, it is imperative to have another malpractice insurance outside of your employer (Position Statement, 2015). Which malpractice insurance will you use for clinical and in your career?

References

Position Statement on Malpractice Insurance for Nurse Practitioners. (2015). Journal of Pediatric Healthcare, 29(4), A11–A12. https://doi-org.ezp.waldenulibrary.org/10.1016/j.pedhc.2015.04.015

Sainz, A. M., Ferrero, M. A., & Ugidos, A. (2019). Time management: skills to learn and put into practice. Education + Training, 61(5), 635–648. https://doi-org.ezp.waldenulibrary.org/10.1108/ET-01-2018-0027

Stigmar, M. (2016). Peer-to-Peer Teaching in Higher Education: A Critical Literature Review. Mentoring & Tutoring: Partnership in Learning, 24(2), 124–136.

NURS_6003_Module02_Week02_Discussion_Rubric

Grid View

List View

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.

40 
(40%)
 – 44 
(44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 
(35%)
 – 39 
(39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 
(0%)
 – 34 
(34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

10 
(10%)
 – 10 
(10%)

Posts main post by day 3.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not post by day 3.

First Response

17 
(17%)
 – 18 
(18%)

Response exhibits synthesis, critical thinking, and application to practice settingsNURS 6003 week 2 Discussion: Strategies for Addressing Questions.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

15 
(15%)
 – 16 
(16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

13 
(13%)
 – 14 
(14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 12 
(12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response

16 
(16%)
 – 17 
(17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

14 
(14%)
 – 15 
(15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

12 
(12%)
 – 13 
(13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 11 
(11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation

5 
(5%)
 – 5 
(5%)

Meets requirements for participation by posting on three different days.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100

 

 

NURS 6003 week 2 Discussion: Strategies for Addressing Questions sample 3

Beginning a new journey causes many different feelings, I am almost certain that my colleagues have felt some angst. As I have embarked on my journey thus far, I have found myself posing several questions NURS 6003 week 2 Discussion: Strategies for Addressing Questions.

How will I prioritize my work/school life in order to yield the best outcome?

Will I even master ApA format completely with no screw ups?

What grades will I receive and am I in over my head?

Can I really be a Family Nurse Practitioner?

Many of them I do not have the answers to, many answers will come in time. The biggest question I have asked myself is, Will I be prepared for the journey that lies ahead of me after the completion of the program? Many of my anxieties have been put to rest through conversations with my colleagues, and help from instructor emails. I have also received a great deal of support and aid from my enrollment specialist.  Everyone has been so helpful that it is unreal.   The biggest thing that I have utilized is, contacting someone when I need help (Laureate Education Inc, 2018a).

According to Kauffman, (2015) Students treat or see online courses different than classes done on campus or in a classroom setting. This was something that I have been guilty of doing. I have found that it is best for me personally to set up a space in my home as if it is a classroom. Every morning I have been getting of work and telling everyone I am going to class and setting aside 2 hours to focus on strictly coursework. I have been turning off my phone as if there is an instructor present, and taking a 15 min to 30 min break in between. This has aided me in being a better student overall.

Networking is something that I have always been uneasy about. I have dealt with a lot of things in the past that shape my views on this. I will not go into deep discussion on those issues, but I will say that the world has not always been so friendly. When I got out of nursing school all I ever heard was “Nurses eat their young” this was something that I carried with me. After being in the field for a while I learned that sometimes that can be true. So, I made it my mission to make all of the new nurses that I ran across feel comfortable with seeking guidance that I could provide, as I became more approachable I learned that others could be just as approachable. I have learned that the positivity and or negativity that you receive from others begin with you NURS 6003 week 2 Discussion: Strategies for Addressing Questions.

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Lastly a question that has been burning my mind is will the utilization of preceptor sites be really beneficial? How will I succeed if there is no educator present? There is importance in clinical site evaluation and communication as far as preceptors go, studies have proven that this is greatly beneficial to the student (Johnson, O’Brien, et. Al, 2016). I also found it comforting that the outline of the way our classes are presented falls in line with some studies suggested plans to implement online learning for greatest success, like having the resources with links available for the student (Pethtel, 2005)

 

References

Heather Kauffman. (2015). A review of predictive factors of student success in and satisfaction with online learning. 
Research in Learning Technology
, 
23
(0), 1–13. https://doi-org.ezp.waldenulibrary.org/10.3402/rlt.v23.26507

Johnson, R., O’Brien, T., Emerson, S., & Reed, L. (n.d.). Perceptions of Family Nurse Practitioner Clinical Preceptors About Usefulness of Onsite Clinical Site Visits. 
NURSE EDUCATOR
, 
42
(1), 51–54. 
https://doi-org.ezp.waldenulibrary.org/10.1097/NNE.0000000000000289

Laureate Education Inc. (2018a). 10 Tips for being a successful online learner. 
Walden University.
 https://class.waldenu.edu/bbcswebdav/institution/USW1/202070_27/MS_NURS/NURS_6003/artifacts/USW1_NURS_6003_10tipsSuccessfulOnline

 

Pethtel, P. (2005). Online Learning Communities Can Provide Support for Nurses Preparing for Certification Examinations NURS 6003 week 2 Discussion: Strategies for Addressing Questions. 
Journal of Continuing Education in Nursing
, 
36
(2), 55–56.

NURS 6003 week 2 Discussion: Strategies for Addressing Questions sample 3 Response

I really appreciate your honesty with your questions. I certainly can relate to each of your questions, and honestly could have made a list of 20 questions. I really appreciate your statement “many answers will come in time.” That’s so true. We are just getting our feet wet, experiencing a new school, new website to navigate, etc. It’s a lot to take on, with an already full life. We will gain confidence in time, as we get a few more classes under our belt.

What an excellent strategy to set up a dedicated study space/classroom in your home, and mark out a two-hour slot without distractions. That’s so wise! I’ve done the same regarding a study space. I made mine in my laundry room, bought a comfortable chair, new desk, hung up a white board, and cleared any and all clutter from the room. I put it in the laundry room because if I have a window and can see out, I’m immediately distracted! That has helped me. I need to not take my smart phone with me though. That is a huge temptation!

I found a great article about time management as that seems to be the one thing that stresses a lot of people, including me, out. It’s like we feel there isn’t enough hours in the day to get everything done. I’ve started getting up earlier than I ever have before so that I can exercise for an hour, and then start my day. The author referenced the book “The 7 Habits of Highly Effective People” (Stoessel, 2012). I’ve heard of this book numerous times, and have never read it, but I think I’m going to order it for myself and check it out. I’ll report back to you J. It sounds like the basis of this book is diving our day into four areas “important/urgent; important/not urgent; not important/urgent; or not important/not urgent” (Stoessek, 2012, para 10). The single most helpful thing I’ve incorporated with grad school is a clipboard and a piece of paper where I write out what has to be done and the due dates for each week, and that way I can cross it off. Having everything in one place for me at a glance has helped NURS 6003 week 2 Discussion: Strategies for Addressing Questions.

I also can relate to what the author stated about smart phones being so distracting. I feel like the author hit the nail on the head with stating smart phones “forces people into a reactionary mode” (Stoessel, 2012, para 12). SO TRUE!!!! I’ve never thought of it in this light, but oh, such an accurate statement! It’s like when it rings or dings, we react thinking we must answer the call or text. I find myself getting lost on social media for an hour, and then get so mad at myself for wasting that precious time I could have been working on an assignment.

I can also really relate to your APA question. Oh my, it seems mine boggling at times! I did purchase a book “APA: The Easy Way, second edition by Peggy M. Houghton, Ph.D and Timothy J. Houghton, Ph.D, and that has really helped me. I will say I purchased this book to help me with my BSN, and now that there is a new edition of the APA manual (7
th
 ed), I have not checked into the changes that exist with the 7
th
 ed. One of the things that is so confusing to me with the APA citations is when you get an article from the Walden library and push the cite button in APA format, and sometimes it doesn’t look right at all to me. Have you had any trouble with that?

An APA cite I found highly suggest that we write in “clear, concise, and consistent” (Williams, 2015, para 12) manner. This web site gave easy to understand examples and brought interesting points to light. You should check it out. I learned that APA has been around since the 1920s (Williams, 2015).

If being a FNP is planted deep in your heart, and you’ve already decided to go for your dream/goal, I have no doubt that you’ll be an awesome FNP. And honestly, your grades will be fine, as I’m sure we’ll all learn from some grading comments from our professors, and some assignments will be easier for us than others. I wish you nothing but the BEST! J

References:

Williams, B.C. (2015). Learning the basics of APA style. 
Nursing, 
45(10), 19-20. Retrieved from 
https://doi-org.ezp.waldenulibrary.org/10.1097/01.NURSE.0000471425.39452

Stoessel, A.A. (2012). Time management: Prioritizing to-do list can help limit stress. 
Crain’s Cleveland Business, 
33(11), 0015 NURS 6003 week 2 Discussion: Strategies for Addressing Questions

Discussion: Strategies for Addressing Questions

Discussion – Week 2

Some of my personal questions and/or concerns that I have as I embark on this MSN journey are:

Will I be able to handle the class load assignments & obtain good grades?

Do I have enough nursing experience to embark on this journey?

Since I have never worked in a dedicated psych area, will this be a disadvantage to me?

I’m a bit terrified of the psych pharmacology class, is anyone else?

Will I do okay with a 100% online class format?

I certainly had a lot more questions than the five I listed before I started this program. I’m thankful for my advisor, Brad at Walden University, as he patiently answered lots of my questions. I was never made to feel that any of my questions were stupid or insignificant, so that made asking them much easier Discussion: Strategies for Addressing Questions.

For me personally, networking has always existed in my adult life. Whether it’s for our landscaping business, rental business, or my nursing career, it has existed. It’s been relatively easy for me to do, and I believe that’s in part because being a good communicator has always been my priority. That doesn’t mean I’ve always been a good communicator, but I continually work towards that as my priority in refining my skills in this area.

The professionals and academic names that I listed on my template have helps me tremendously before and after I’ve enrolled in the PMHNP program. I asked my professional people on my template a lot of questions before I enrolled, and also reached out to them to ask if I could job shadow them. I was allowed to do so, and that experience really helped shape my decision to go forth with this program. I did a lot of research and self examination before I reached out to both of them. I jotted down my questions, and took a notebook with me on the days that I was allowed to job shadow them. This helped me to articulate strong questions that I felt I needed to get answered, and who better to answer them than professionals who were actually in the business of mental health. I did send them both thank you cards for their time, and all of their assistance with answering my questions. I have been in contact with the PMHNP that I job shadowed several times since I spent the day with her, and she has been very encouraging Discussion: Strategies for Addressing Questions.

The original five “W’s” that we all learned in our younger years will always help in constructing good quality questions to ask (Lazareck, 2007). Keeping in mind the who, what, when, where, and why are great places to start if you feel stuck (Lazareck, 2007). Practically speaking, it could be used as in who would be someone good to network with, when would be a good time in my career to do so or when should I contact them, where should I look for someone to network with, and perhaps why would that person be a good connection. I feel that this breaks it down into bite size pieces and gives us a place to start if networking is a new concept.

Networking should always be about the business of building long-lasting relationships with the goal being that these relationships are mutually beneficial (Lazareck, 2007). I thought that was a key point to keep in mind! We need to pour into the networking, rather than just take the goodness away from it for our own good. As the author put it, “networking is more about mutually beneficial relationships – giving more to people than you expect to get back – as opposed to collecting business cards” (Lazareck, 2007, para 1). I feel that my questions I listed can be easily addressed by my identified academic people. Most of my questions I had prior to enrolling in the PMHNP program were addressed by my professional people that I listed.

For me personally, the networking relationships I have secured along the way in my nursing career have helped me to secure promotions, more responsibility, and have helped to grow me into the nurse I am today. The knowledge sharing piece of networking is probably my favorite part, and I see it as the biggest benefit. There’s nothing like learning from professionals who know more than you do about a particular subject, or vice versa Discussion: Strategies for Addressing Questions.

This article suggests five tips for successful networking including making an excellent impression, always following up, expand your learning regarding new cultures, make yourself more visible, and always have an action plan (Lazareck, 2007).

My academic networking involves a current student that is in the same tract as I am, a student that is farther along in the same program. I picked these people because I believe they will be valuable resources for me now and in the future, and I hope to be to them as well. I hope to have lasting relationships with them, and be able to collaborate for many years to come. It is my belief that since they are students, they can help answer questions along the way if I don’t understand an assignment, or need additional clarification. I know this approach helped me tremendously in nursing school, and I’m thankful that I’ve been able to retain those relationships. I enjoy being able to help people whenever I can, so I’m excited about future collaborations as a NP Discussion: Strategies for Addressing Questions.

Resource:

Lazareck, L. (2007). Gold – networking: The five questions. 
IEEE in Medicine and Biology Magazine, 
vol 26(3), 88-89. Retrieved from 
https://doi-org.ezp.waldenulibrary.org/10.1109/MEMB.2007.364940

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.

By Day 6 of Week 2

Respond
 to at least 
two
of your colleagues’ posts by offering a possible resolution to their questions/concerns with supporting documentation, if possible, or expanding on their thinking and providing an example as support Discussion: Strategies for Addressing Questions.

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NURS_6003_Module02_Week02_Discussion_Rubric

Grid View

List View

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.

40 
(40%)
 – 44 
(44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 
(35%)
 – 39 
(39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 
(0%)
 – 34 
(34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

10 
(10%)
 – 10 
(10%)

Posts main post by day 3.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not post by day 3.

First Response

17 
(17%)
 – 18 
(18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

15 
(15%)
 – 16 
(16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

13 
(13%)
 – 14 
(14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 12 
(12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response

16 
(16%)
 – 17 
(17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleaguesDiscussion: Strategies for Addressing Questions.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

14 
(14%)
 – 15 
(15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

12 
(12%)
 – 13 
(13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 11 
(11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation

5 
(5%)
 – 5 
(5%)

Meets requirements for participation by posting on three different days.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100

Response

These are great questions that I think all of us have asked ourselves. Starting with question one, and question five; you will be able to handle an online class and maintain good grades if you have proper time management skills (Laureate Education, 2018b).  Time management is essential in any online setting; you must be able to balance work, school, and personal life (Laureate Education, 2018c). Another way to be successful in online courses is to print/read your syllabus so that you can organize your time (Laureate Education, 2018 ).  For example, if an assignment is due around the same time as a personal event, you can plan ahead and turn in the assignment early. Another way to succeed in an online class is to turn in your work on time (Laureate Education Inc, 2018a).  In most cases, a student can lose points if the assignment is late or not turned in at all. When a student has good time management skills this issue can be avoided (Laureate Education Inc, 2018b).

Questions two and four are excellent questions as well. The beauty of the nursing profession is that you are always learning something new every day. Even if you have 50 years of nursing experience, there will still be something that you do not know. When it comes to knowing specific nursing topics and pharmacology, you can always perform research on unknown topics or ask the members of your support system from module one (Walden University, 2019). Another great resource to use are your peers (Laureate Education, 2018c). When you start the pharmacology class, form, or join a study group with your classmates (Laureate Education, 2018c). Study groups can help you succeed in memorizing the psychology medications that you need to know. Lastly, for question three, are any of the people in your support system psychiatric NPs? Would you be willing to change your current area of nursing to psych? Or would you volunteer in a psychiatric setting?

In conclusion, Shelli, I think you have excellent questions that we have all asked ourselves before beginning this program and while in the program. I think if we take the program day by day, refer to our syllabus frequently, and use our resources, we will be successful (Laureate Education Inc, 2018a) Discussion: Strategies for Addressing Questions.

 References

Laureate Education Inc. (2018a). 10 Tips for being a successful online learner. 
Walden University.

https://class.waldenu.edu/bbcswebdav/institution/USW1/202070_27/MS_NURS/NURS_6003/artifacts/USW1_NURS_6003_10tipsSuccessfulOnlin     eLearner.pdf

 

Laureate Education Inc (Producer). (2018a). 
The Walden Journey to a Masters in Nursing: Strategies and Resources for Success
 [Video file].      Baltimore, MD: Author.

Laureate Education Inc (Producer). (2018b). 
Your Toolbox for Success
 [Video file]. Baltimore, MD: Author.

 

Walden University. (2019). 
5 Benefits of Mentorship in Nursing | Walden University
. Waldenu.Edu; Walden University. https://www.waldenu.edu/online-masters-programs/master-of-science-in-nursing/resource/five-benefits-of-mentorship-in-nursing Discussion: Strategies for Addressing Questions

Discussion – Week 1

COLLAPSE

I started my career in the healthcare field as an EMT over 20 years ago. I always wanted to be in the health care field, but I didn’t really know what I wanted to be. After not getting into school for sports medicine I was given the advice from a friend’s mother to take an EMT course while I was at the end of high school. After a couple years of that I debated either going to nursing school or paramedic school, which I ultimately decided on paramedic school with the intention I would do that for a couple years then nursing school, well that took 12 with life getting in the way of that. I’ve been a paramedic for the last 17 years and finally decided to go to nursing school 5 years ago with my end goal of being a Family Nurse Practitioner which is what led me here to Walden University.

I was looking at many programs and actually on the advice of a fellow paramedic who is currently enrolled in an FNP program at another college told me to check it out. Though he decided to go to another school with Walden being his second choice he told me he should have gone here, so why not check it out. Not every school or program are a right fit for everyone.  I believe Walden’s core values and mission is right in line with my goals. (Walden University, 2020) I want to know that the University I pick had my best interest in mind. This program is very intense, and you need to be given the help and resources to succeed. “To produce graduates who are scholarly, reflective practitioners” (Walden University, 2020)

In picking a program you have to have the confidence that your instructors have the knowledge and background to teach you what you need to know. (Walden University, 2020) You must also be willing to put in the time and effort it takes to make the best practitioner you can. I want to make a difference, no matter how big or small, in the lives of every patients I take care of and this aligns well with Walden’s MSN learning outcomes. “Integratively assess, diagnose, plan, implement, and evaluate cost-effective healthcare strategies that reduce health disparities by patient/population advocacy for access to specialist nursing care.” (Walden University, 2020)

Networking is a huge part of healthcare. We actually network more then we think we do. “You have to know someone to get that job” is something I hear all the time. I definitely have had the opportunity to gain employment from knowing someone or having them speak to someone about me. “Developing professional relationships, attending professional conferences and utilizing professional networking websites all serve to facilitate the exchange of ideas and information that are vital to keeping a nurse’s knowledge fresh and relevant.” (Schmidt)

I plan to utilize many academic and professional resources throughout my journey in this program. Academic and professional resources can go hand and hand since those professional resources you have can be great teachers as well. Academic resources will coincide with every class I take from the instructor to whatever resources we are given to study from as well as fellow students. I work alongside some really great mid-level providers that I ask questions of constantly. Though these are professional resources they also guide me to great educational resources since they went through this same process and know what worked for them. To me there is nothing like real world experience and the clinical time I will have during this program is invaluable.

 

References

Schmidt, K. (n.d.). 
5 Reasons Nurses Should Engage in Professional Networking.
Retrieved June 2020, from BluePipes: https://blog.bluepipes.com/5-reasons-nurses-should-take-professional-networking-seriously/

Walden University. (2020). 
Master of Science in Nursing.
 Retrieved June 2020, from Walden University: https://catalog.waldenu.edu/preview_program.php?catoid=172&poid=67151&returnto=62482

Walden University. (2020). 
Vision, Mission, and Goals.
 Retrieved June 2020, from Walden University: https://catalog.waldenu.edu/content.php?catoid=172&navoid=59420

 

Week 1

COLLAPSE

        Hello my name is xx. I have been a nurse for almost two years in February. I have accomplished numerous awards and accolades in such little time in my career. I am the chair of shared governance and currently working on my RN3. I love what I do serving and advocating for my patients. I currently work on a orthopedic, med surg, trauma, and surgical floor, where we see a lot of gun shot wounds, falls, etc. Previously, I worked at an OBGYN office as a Medical Assistant. After completing nursing school, I decided I would change specialties to gain experience in a different area of nursing.

As I have been a student my entire life, literally I have been in school since I graduated high school in 2008; I had the desire to be a labor and delivery (L&D) nurse, however, as I stated before after nursing school I decided I would start with med surg and later return to L&D. I have learned through this journey of nursing that you have to have a strong support system. What I love about my company is that they support, train, and equip us to grow in our career. With that being said I was undecided at first which career path I wanted to take. During the time I was a medical assistant, I was leaning toward Nurse Practitioner in Women’s Health. After I became a nurse I thought maybe leadership would be my clinical ladder pathway. After long thought and research, I finally decided that Family Nurse Practitioner (FNP) was the way I wanted to go. I chose Family Nurse Practitioner because I want to help prevent patients from going to the hospital and them manage their health as much as possible.

I am looking forward to becoming an FNP and I chose Walden University because I felt like I would have the support and push I needed to complete this program, pass the boards, and be confident and equipped enough to go out and serve my patients as a Nurse Practitioner. Walden’s mission to produce scholarly graduates that will be agents of social change and providing a diverse and innovative learning environment relates to my academic and professional goals. (2019-2020 Walden University, 2020b). Walden’s MSN program outcomes relates to my academic and professional goals by exemplifying integrity, diversity, professionalism and encouraging me to be creative and enforcing what I learn into my career field. (2019- 2020 Walden University, 2020a).

I understand having a good support system helps you be more successful, not only in life but also in your career. Having a mentor or a team that supports you, keeps you focused and accountable of reaching your goals. A study also shows that having that extra support and accountability, boosts a student’s competency and confidence (Rush et al., 2019). My academic  team will consist of my student advisor and my instructors for each class. I plan on utilizing my student advisor as a resource here at Walden. I plan on utilizing my instructor to help challenge me in each course so that I can reach my full potential as a student. My professional team will consist of my current Director and a Physician Assistant from my previous job. I have built a rapport with them and I feel that they will also push and challenge me to reach my goals. The Physician Assistant can help me based on her clinical experience and may be my preceptor.

References

2019-2020 Walden University Catalog (2020a). Master of Science in Nursing (MSN). https://catalog.waldenu.edu/preview_program.php?catoid=172&poid=67151&returnto=62482

2019–2020 Walden University Catalog (2020b). Vision, Mission, and Goals.https://catalog.waldenu.edu/content.php?catoid=172

Rush, K. L., Janke, R., Duchscher, J. E., Phillips, R., & Kaur, S. (2019). Best practices of formal new graduate transition programs: An integrative review. International Journal of Nursing Studies, 94, 139–158. https://doi-org.ezp.waldenulibrary.org/10.1016/j.ijnurstu.2019.02.010

 

 

Discussion – Week 1

COLLAPSE

The vast majority of my nursing experience is within the specialty of critical care. I’ve spent the first five years of my career working full-time within a MICU and SICU at a large community hospital. The population we serve is largely composed of minorities such as Hispanic, African-American, and Portuguese. Many are members of the lower to middle working class with approximately 21% of the population living below the poverty line (United States Census Bureau, 2019). The common denominator among these patients is that they are vulnerable populations and as a result have a higher prevalence of chronic illness, medical noncompliance, and drug addiction. Any of these challenges significantly increase the complexity of nursing care a patient’s chance of finding themselves in an acute care setting.

Of note I did spend some time working within a Level 1 trauma ED at Rhode Island Hospital in Providence, a city that faces the same challenges as mine but on a much larger metropolitan level.

When reflecting upon the mission of Walden University I found that it directly applied to my own mission as an advanced practice provider as I endeavor to impact positive social change on a local level within my community
(
Vision, Mission, and Goals
, 2020). I would love to collaborate with local officials and public health professionals in an effort to improve outcomes for vulnerable populations. This principle overlaps the MSN Learning Concepts as we prepare to take the next step in caring for diverse populations within the ever-evolving field of nursing science (
Master of science in nursing, 2020
).

 

U.S. Census Bureau (2019).
QuickFacts, New Bedford city, Massachusetts.
Retrieved from https://www.census.gov/quickfacts/newbedfordcitymassachusetts

Walden University. (n.d.-a).
Vision, mission, and goals
. Retrieved May 31, 2020, from https://catalog.waldenu.edu/content.php?catoid=172&navoid=59420

Walden University. (n.d.-b).
MSN learning outcomes
. Retrieved May 31, 2020, from https://catalog.waldenu.edu/preview_program.php?catoid=172&poid=67151&returnto=59823

Mission, Vision, and Personal Goals

From an early age, I knew I wanted to be in the medical field. I sought out classes, clubs, and activities that aligned with my goals. I really wanted to be a doctor; however, I realized that becoming a doctor required a lot more sacrifice and time than I was willing to give. Thus, I became a nurse because I have always been a people person who enjoys taking care of others. I have been a nurse for 15 years now, and I have truly found my calling. I ventured out of bedside nursing for a while and found that I really missed it. During my nursing career, I found that I was limited in my scope of practice and I could not impact health care as much I wanted to. Being witness to numerous gaps in the health care continuum led me to want a more active role in primary and preventive care. Hence, I decided to further my education and become a family nurse practitioner (FNP).

I started my journey to become an FNP about 10 years ago. I started the program at another university, but I did not get the support I needed to complete the program. I dropped out of the program and had second thoughts about becoming an FNP. I decided to go into diabetes education at another school and quickly figured out that I was missing out on my calling. This particular school did not offer an FNP program, so I had to drop out again. I was becoming disheartened because most schools would only take a small portion of my transfer credits. However, Walden University was my saving grace. I only had to repeat a couple of classes, and then I would be on my way to finishing my degree. I finished my first didactic class and practicum in 2014 and had to take a long hiatus due to various circumstances. Nevertheless, during my time at Walden, I found that their vision, mission, and goals closely aligned to my own beliefs and goals. Walden’s vision, mission, and goals center around a commitment to producing knowledgeable scholar-practitioners that promote positive social change, and that is exactly what I am striving to be and do (Walden University, n.d.-a).

Social Change

I have a passion for people and am working diligently to become an impactful, contributing member of society that assists people to become the best versions of themselves. Because of my desire to influence positive social change, I have started a nonprofit organization that focuses on women, children, and health prevention and promotion. I eventually want to pair my career as an FNP with my nonprofit in order to broaden my reach and become a change-maker that aids in decreasing morbidity and mortality, especially related to preventable diseases and illnesses. This correlates to Walden’s ideology about social change because Walden University (n.d.-a) aims to improve our society by providing education and resources to individuals to assist them in being agents of positive change in our society and their communities. Walden’s emphasis on social change is in-line with other educational institutions that have recognized the importance of social change in nursing and the positive impact the field can have in transforming health care by supporting efforts to promote equality, social justice, and other social issues that improve our society (Read et al., 2016).

MSN Program Outcomes and Perspectives

Walden University’s (n.d.-b) MSN program has seven learning outcomes. Two of the outcomes resonated with me and what I hope to accomplish as an FNP. One outcome focuses on advocating for individuals with the goal of closing the health care gap that is experienced by certain individuals and populations. The other outcome focuses on effective communication via various communication methods (Walden University, n.d.-b). I advocate for my patients now and plan to do so when I become an FNP. Also, I am working on being a better communicator. As a leader of a nonprofit and a future FNP, effective communication with others is key. Communication helps relationships to grow and be built and provides a platform to learn others’ points of view. Without effective communication, it would be difficult for an individual or organization to be successful (Kavithanjali, 2020).

This time around I am excited to finally finish my degree. I am in a different place in life and ready to take on what lies ahead with pursuing my education and furthering my career. Walden University’s vision, mission, goals, and learning outcomes align with my goals to become an FNP. Additionally, their perspective on social change also resonates with me. Through the resources available to me at Walden, I hope to grow my knowledge base, expand my network, and ultimately become a scholar-practitioner.

References

Kavithanjali, J. (2020). Art of Effective Communication for Professional Growth and Achievement. Language in India, 20(3), 99.

Read, C. Y., Pino Betancourt, D. M., & Morrison, C. (2016). Social change: A framework for inclusive leadership development in nursing education. Journal of Nursing Education, 55(3), 164-167. doi:http://dx.doi.org.ezp.waldenulibrary.org/10.3928/01484834-20160216-08

Walden University. (n.d.-a). Vision, mission, and goals. Retrieved May 31, 2020, from https://catalog.waldenu.edu/content.php?catoid=172&navoid=59420

Walden University. (n.d.-b). MSN learning outcomes. Retrieved May 31, 2020, from https://catalog.waldenu.edu/preview_program.php?catoid=172&poid=67151&returnto=59823

Discussion: Networking Opportunities

In this module, you begin laying the foundation for your academic and professional success. Your efforts begin with a vision that includes your own definition of success. Your vision may vary from those of your colleagues, but this does not mean you have to take these first steps alone.

Walden University and the College of Nursing also have a vision and mission, which include helping you to make your own vision a reality. Members of your new academic community, such as faculty, support teams, and fellow students, can also be helpful. Current practitioners and other member of the professional community can also help you to clarify your vision.

This Module’s Discussion asks you to consider how the Walden mission and vision as well as the College of Nursing’s mission and vision apply to your professional and academic goals. You will also begin to identify individuals and teams who can help you along the way as you begin designing the “blueprint”—your Academic Success and Professional Development Plan—that will guide you toward your own vision for academic and professional success.

To Prepare:

Review the Walden and College of Nursing mission and vision statements, Walden’s goals and University Outcomes, and the MSN Program Learning Outcomes presented in this Module’s Learning Resources.

Reflect on your professional and academic goals as they relate to your program/specialization.

Consider how the information in these resources fit with your own goals and to your becoming a scholar-practitioner.

Also consider academic and professional individuals and teams with whom you may collaborate in support of your efforts as a student at the university and as a professional within your organization and career.

By Day 3 of Week 1

Post
 a brief introduction of yourself to your colleagues. Include an explanation as to how Walden’s vision, mission, goals, and social change initiatives relate to your professional and academic goals and to your becoming a scholar-practitioner. Also include an explanation for how the Walden MSN Program Outcomes and perspectives relate to your professional and academic goals and to your becoming a scholar-practitioner.

By Day 6 of Week 1

Respond
 to at least 
two
 of your colleagues’ posts by suggesting additional individuals and/or teams with whom you wish to collaborate or by offering additional networking strategies.

 

Discussion – Week 1

COLLAPSE

Networking Opportunities

A Registered Nurse was not on my list of things I wanted to be when I grew up. I became a Medical Assistant first because I needed a stable job that was not in a factory. I’m from a small town in Georgia and most people there work in carpet mills. I wanted something different. This change in profession sparked a fire in me. This was when I discovered my love for the medical field. College was a scary idea for me because I was a high school dropout and could not believe that I could do it. I was lucky to have family that believed in me more than I believed in myself. In 2011 I graduated with my Associates in nursing. This is when my adventure in nursing began.

My nursing career first started on a renal floor and from there I took notice that nursing had a broad field of needs. When I moved to Detroit, I had the desire to broaden my skills and that is when I stepped into the ER. This is where I found my home. The ER opened a true understanding of serving the community for me. Then with time, experience, and a growing need to be the best nurse I could be has led me to pursuing my masters.

When deciding on which school to pick I felt a bit overwhelmed. Undergraduate scared me and here I am jumping into the deep end of graduate school. Then I ran across Walden University. Walden’s vision hit home when I read “the degree that it can be applied by its graduates to the immediate solutions of critical societal challenges, thereby advancing the greater global good”,  (
Vision, Mission, and Goals
, 2020, Vision section). This statement encouraged me to delve deeper in what Walden had to offer.

Walden University offered things that aligned with my goals and the flexibility I needed to be successful in my pursuit to becoming a better nurse. I kept debating on what program to pursue because I had several friends who were looking to be Family Nurse Practitioners. This just didn’t feel like a good fit for me. While looking at the list of programs one stuck out to me. The Adult Gerontology Acute Care Nurse Practitioner Program that had a RN track. This track along with outcomes that are practical and that can be applied within my professional development is what I was looking for. The MSN learning outcomes such as, “exhibit ongoing commitment to professional development and value of nursing theories/ethical principles (altruism, autonomy, human dignity, integrity, social justice) in accordance with ethically responsible, legally accountable, specialist nursing practice”, (
Master of Science in Nursing
, 2020, Outcomes section) is what helped me choose Walden University. It aligned everything I was looking for in a program.

The path that I am pursuing has brought me to connect with people who can help me achieve my goals. Unknowingly I had been networking my entire career. I am an inquisitive person that loves to meet people in different aspects of the health care field. This has led me to making connection that I can call on to help while in the program. The article 5 Reasons Nurses Should Engage in Professional Networking states, “every professional connection should be based on interactions that involve knowledge sharing and mutual professional development”, (
5 Reasons Nurses Should Engage in Professional Networking
, n.d., para. 5) and here I thought I was just making friends.

The advancement of my career is important to me and choosing the right college was imperative. The goals and outcomes are in coordination with my desires of becoming a better nurse that can inspire and affect change in my community. Walden University has developed an all-inclusive environment to help me succeed in my academic endeavors such as, writing center, library, online resources, and professional development resources.

In conclusion having a strong desire to better myself through education so that I can promote change in my community will become reality. I must stick to my path and utilize the resources at disposal and continue to professionally network to  have the support I need.

References

5 Reasons Nurses Should Engage in Professional Networking
. (n.d.). Retrieved June 3, 2020, from 

5 Reasons Nurses Should Engage in Professional Networking

Master of Science in Nursing. (2020). Walden University. Retrieved June 3, 2020, from 
https://catalog.waldenu.edu/preview_program.php?catoid=172

Vision, Mission, and Goals. (2020). Walden University. Retrieved June 2, 2020, from 
https://catalog.waldenu.edu/content.php?catoid=172

NURS_6003_Module01_Week01_Discussion_Rubric

Grid View

List View

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.

40 
(40%)
 – 44 
(44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. 

At least 75% of post has exceptional depth and breadth. 

Supported by at least three credible sources. 

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 
(35%)
 – 39 
(39%)

Responds to some of the discussion question(s). 

One or two criteria are not addressed or are superficially addressed. 

Is somewhat lacking reflection and critical analysis and synthesis. 

Somewhat represents knowledge gained from the course readings for the module. 

Post is cited with two credible sources. 

Written somewhat concisely; may contain more than two spelling or grammatical errors. 

Contains some APA formatting errors.

0 
(0%)
 – 34 
(34%)

Does not respond to the discussion question(s) adequately. 

Lacks depth or superficially addresses criteria. 

Lacks reflection and critical analysis and synthesis. 

Does not represent knowledge gained from the course readings for the module. 

Contains only one or no credible sources. 

Not written clearly or concisely. 

Contains more than two spelling or grammatical errors. 

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

10 
(10%)
 – 10 
(10%)

Posts main post by day 3.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not post by day 3.

First Response

17 
(17%)
 – 18 
(18%)

Response exhibits synthesis, critical thinking, and application to practice settings. 

Responds fully to questions posed by faculty. 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. 

Demonstrates synthesis and understanding of learning objectives. 

Communication is professional and respectful to colleagues. 

Responses to faculty questions are fully answered, if posed. 

Response is effectively written in standard, edited English.

15 
(15%)
 – 16 
(16%)

Response exhibits critical thinking and application to practice settings. 

Communication is professional and respectful to colleagues. 

Responses to faculty questions are answered, if posed. 

Provides clear, concise opinions and ideas that are supported by two or more credible sources. 

Response is effectively written in standard, edited English.

13 
(13%)
 – 14 
(14%)

Response is on topic and may have some depth. 

Responses posted in the discussion may lack effective professional communication. 

Responses to faculty questions are somewhat answered, if posed. 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 12 
(12%)

Response may not be on topic and lacks depth. 

Responses posted in the discussion lack effective professional communication. 

Responses to faculty questions are missing. 

No credible sources are cited.

Second Response

16 
(16%)
 – 17 
(17%)

Response exhibits synthesis, critical thinking, and application to practice settings. 

Responds fully to questions posed by faculty. 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. 

Demonstrates synthesis and understanding of learning objectives. 

Communication is professional and respectful to colleagues. 

Responses to faculty questions are fully answered, if posed. 

Response is effectively written in standard, edited English.

14 
(14%)
 – 15 
(15%)

Response exhibits critical thinking and application to practice settings. 

Communication is professional and respectful to colleagues. 

Responses to faculty questions are answered, if posed. 

Provides clear, concise opinions and ideas that are supported by two or more credible sources. 

Response is effectively written in standard, edited English.

12 
(12%)
 – 13 
(13%)

Response is on topic and may have some depth. 

Responses posted in the discussion may lack effective professional communication. 

Responses to faculty questions are somewhat answered, if posed. 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 11 
(11%)

Response may not be on topic and lacks depth. 

Responses posted in the discussion lack effective professional communication. 

Responses to faculty questions are missing. 

No credible sources are cited.

Participation

5 
(5%)
 – 5 
(5%)

Meets requirements for participation by posting on three different days.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100

Self-introduction, My goals and Walden University vision, mission and social change

My interest and enthusiasm for nursing first took root and flourished from a research topic I presented in high school. The topic explored the importance of nurses and how the world can be a better place with more nurses. Researching the topic exposed me to the need for nurses, and it was then that I began to realize a desire to engage in the nursing profession as a way of caring for and serving others. I followed up on this interest and obtained my registered nurse practice qualifications six years ago. I currently work as a Clinical Care Leader, a position that has had me use my MSN qualifications. However, I have developed an interest in psychiatric nursing and would wish to develop my professional and academic career towards this direction. I believe that as a psychiatric nurse, I could empathize with the self-loathing, frustration and embarrassment that typically accompanies mental illness. I consider it a privilege to take care of these patients who are emotionally, mentally and spiritually broken, and feel as though they have nowhere to go. Besides that, I feel that the work involved will rarely boring as the patients include complex and difficult personalities who most people cannot deal with.  I shall integrate a social positive change to colleagues and community at large with the training taped from Walden University (Walden University, 2019). Although taking care of these patients will be heartbreaking, frustrating and exhausting, all at once, but also rewarding. In addition, I am looking forward to having a positive impact on my community and helping them get their lives back on track.

My dreams of practicing as a psychiatric nurse can only be achieved with the right education background. Towards this end, I intend to enroll for the MSN degree program offered at Walden’s University with a psychiatric-mental health nurse practitioner specialization. The institution’s mission and vision statements as well as goals indicate an intention to present graduates with the capacity to solve critical societal challenges and positively affect social change. These statements align with my intention to pursue a psychiatric nursing career (Walden University, 2020b). The MSN degree program is designed to allow to continue practicing as a nurse while attending school. Through joining the program, I expect to learn how to conducted assessment, diagnosis, provision of therapy, and medication prescription for persons with substance abuse problems, medical organic brain disorders, and psychiatric disorder. Also, I will acquire advanced skills and practicum training for treating families, groups, adults and children (Walden University, 2020a). In this respect, enrolling for the MSN degree program offered at Walden’s University offers me the opportunity to pursue my career objective of being a psychiatric nurse.

 

References

Walden University (2020a). 
Master of Science in Nursing (MSN) – Psychiatric-Mental Health Nurse Practitioner
. Retrieved from https://www.waldenu.edu/online-masters-programs/msn-psychiatric-mental-health-nurse-practitioner

Walden University (2020b). 
Vision, Mission, and Goals
. Retrieved from 
https://catalog.waldenu.edu/content.php?catoid=147&navoid=47257

Walden University (2019). College of Health sciences. Retrieved from https://catalog.waldenu.edu/preview_program.php?catoid=149&poid=57398&returnto=48220

Discussion – Week 1

COLLAPSE

 I’ve been in the medical field for 40 years, however, have only been a nurse for the past 12 of those years. I started my nursing journey when my children were older and in high school, and the timing was right for our family. Because of the later start into my dream field, I dove into it with both feet and swam at lightening speeds to try to become the best nurse I could be, and what I found in myself was that I enjoy and excel at promoting change. I don’t know if that has to do with my age and associated life experiences, or if that was an innate ability in me all along that I was unaware of. I began my nursing career on a medical surgical floor, then transitioned to a hospice unit until it’s closure, and then to ICU. During the past 40 years I have been a CNA, med aide, and clinic manager of a busy urology practice, in addition to the past 12 years as a RN. I always knew I wanted to become a nurse practitioner.

I began researching schools and programs that were entirely online. I have several friends who have gone to Walden University in the recent past, and spoke very highly of it, so I put this university on my list. As I was searching, some of the most important facets for me are the reputation and ranking of the school, cost, educational level of the professors, and the vision and mission statements. It was easy to cross off several universities for me due to the absence of the important factors I mentioned. Walden University stayed on the top of my list for quite some time. I can honestly say this university meant all of my criteria. Walden’s mission and vision statements spoke to me for several reasons. What I appreciate most about Walden’s mission statement is that it highlights diversity (Walden University, 2020). The topic of diversity is exceedingly important to me for multiple reasons, and so much that I wanted to be sure I was a part of a graduate program that emphasizes and promotes this topic.

In meeting my personal goals, and reading on Walden’s website in the College of Nursing vision and mission statements, I knew I had found the perfect college for me when I discovered that Walden’s view is not just to feed us knowledge, though that is exceedingly important as a practitioner, but this distinct university desires to move us to become change agents (Walden University, 2020). That is when I knew it was a perfect fit for me and would challenge me as a person and nurse. I want to be challenged to think outside my box, and the knowledge base that I have thus far. This proved evident in the scholar-practitioner portion of the vision and mission statements by stating “have a deep curiosity, drive, and commitment to solve pressing problems in their field” (Walden University, 2020, Vision, Mission, and Goals, para. 3). This is when Walden became my school of choice. It is my belief that as nurses, we are a trusted, revered profession that has a platform to produce change in not only the medical field, but in the world. This is what I desire to be a part of in my life, especially as a practitioner in the future.

The word networking can be thought of in a negative connotation, thus associated with being a smoothie type person or schmoozing people just to get a desired outcome (Schmidt, n.d.). I was glad this was brought up in this article because I believe nurses are as far removed from exhibiting salesmen or insurance agent schmoozing behavior as anyone could be (Schmidt, n.d.). Professional networking for nurses is a valuable and useful tool that we should be taking advantage of in order to make professional relationships that may lead to career advancements, increased knowledge base, and develop a more powerful voice to effect change (Schmidt, n.d.).

According to P. Wofford, Founder of Your Nurse Connection, over 70 percent of nursing jobs are secured via professional networking opportunities (Wofford, 2018). We are all aware that social media can be used positively or negatively, and in the case of professional networking, social media is an effective tool (Wofford, 2018).

I personally belong to several Facebook medical groups, and have enjoyed the networking and exchange of knowledge. Other interesting ways to network as a nurse are becoming an influencer on Instagram or become a blogger, volunteer, attend conferences, have a signature look about you, seek out connections, and have business/networking cards available to exchange with connections made (Wofford, 2018). This article suggests not joining more than 10 social media type groups, and always send a follow-up email after making a connection (Wofford, 2018). Conferences are my personal favorite, and one that I’ve utilized frequently in my nursing career. I have always gained knowledge, and used it to empower my peers or those I supervise. It is the conferences I’ve attended on my own that have afforded be to become a change agent in my nursing career.

I have chosen the psychiatric mental health nurse practitioner program, not only because I enjoy this field, but because it needs and deserves change. It was my belief that the school I chose would have a great deal to do with the effectiveness of the changes I will be able to execute for the greater good of my profession. Becoming a scholar practitioner will enable and equip me to be able to effect the changes I hope to be a part of in my community regarding mental health advocacy. I have networked with a psychologist in the past who has given me great insight into the challenges surrounding the stigmas associated with the mental health industry, and I believe that has helped me by forming me into a passionate, and non-judgmental nurse to advocate for those struggling with mental health issues.

References

Schmidt, K. (n.d.). 5 reasons nurses should engage in professional networking [Blog post]. Retrieved November 14, 2018, from 

5 Reasons Nurses Should Engage in Professional Networking

Walden University, 2020, Vision, mission, and goals. In 2019-2020 Walden University catalog. 
https://catalog.waldenu.edu/content.php?etc

Walden University. (2020). 
Scholar practitioner. 
Retrieved from waldenu.edu/about/who-we-are/scholar-practitioner

Wofford, P. (2018). 
10 tips for nurses who hate networking. 
Retrieved from 
https://nurse.org/articles/tips-for-nurse-networking/

 

 

Discussion: Networking Opportunities

In this module, you begin laying the foundation for your academic and professional success. Your efforts begin with a vision that includes your own definition of success. Your vision may vary from those of your colleagues, but this does not mean you have to take these first steps alone.

Walden University and the College of Nursing also have a vision and mission, which include helping you to make your own vision a reality. Members of your new academic community, such as faculty, support teams, and fellow students, can also be helpful. Current practitioners and other member of the professional community can also help you to clarify your vision.

This Module’s Discussion asks you to consider how the Walden mission and vision as well as the College of Nursing’s mission and vision apply to your professional and academic goals. You will also begin to identify individuals and teams who can help you along the way as you begin designing the “blueprint”—your Academic Success and Professional Development Plan—that will guide you toward your own vision for academic and professional success.

To Prepare:

Review the Walden and College of Nursing mission and vision statements, Walden’s goals and University Outcomes, and the MSN Program Learning Outcomes presented in this Module’s Learning Resources.

Reflect on your professional and academic goals as they relate to your program/specialization.

Consider how the information in these resources fit with your own goals and to your becoming a scholar-practitioner.

Also consider academic and professional individuals and teams with whom you may collaborate in support of your efforts as a student at the university and as a professional within your organization and career.

By Day 3 of Week 1

Post
 a brief introduction of yourself to your colleagues. Include an explanation as to how Walden’s vision, mission, goals, and social change initiatives relate to your professional and academic goals and to your becoming a scholar-practitioner. Also include an explanation for how the Walden MSN Program Outcomes and perspectives relate to your professional and academic goals and to your becoming a scholar-practitioner.

By Day 6 of Week 1

Respond
 to at least 
two
 of your colleagues’ posts by suggesting additional individuals and/or teams with whom you wish to collaborate or by offering additional networking strategies.

 

NURS_6003_Module01_Week01_Discussion_Rubric

Grid View

List View

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.

40 
(40%)
 – 44 
(44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 
(35%)
 – 39 
(39%)

Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.

0 
(0%)
 – 34 
(34%)

Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness

10 
(10%)
 – 10 
(10%)

Posts main post by day 3.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not post by day 3.

First Response

17 
(17%)
 – 18 
(18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

15 
(15%)
 – 16 
(16%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

13 
(13%)
 – 14 
(14%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 12 
(12%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Second Response

16 
(16%)
 – 17 
(17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.

14 
(14%)
 – 15 
(15%)

Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.

12 
(12%)
 – 13 
(13%)

Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 
(0%)
 – 11 
(11%)

Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.

Participation

5 
(5%)
 – 5 
(5%)

Meets requirements for participation by posting on three different days.

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

0 
(0%)
 – 0 
(0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100

 

response

Discussion – Week 1

COLLAPSE

Hello

I admire the fact that you have been in this field  so long, I truly think it takes a special person to put the care of others in the forefront. I am curious to know more about your time on the hospice unit as this is something I have wanted to do, but I felt that I may not be able to function with the thought that my patient would eventually pass on. While I do have an understanding that Hospice care is not only comfort care, and it does factor in holistic care. I don’t think I fully understand every thing that Hospice encompasses. I would think that it would aid in improving the quality of life that is left? maybe you could expound on that for me.

I will not say that I did much research in schools but I did trust my nursing  counterparts when it came to the school that put them first.

I also read your post and noted your article on professional networking. There was once a time when I just went to work and did my job limiting my conversation to patients, families, doctors and fellow nurses. I didn’t realize prior to becoming a nurse exactly how important it would be to my overall career to have effective communication and networking. I can agree that by networking it opens the door to many other opportunities and aids in securing jobs. Though I did not realize how much planning and preparation went into effective networking. And according to your presented article when networking one should have their career goals in mind (Schmidt, n.d.).

I also belong to a few Facebook groups that pertain to medical topics, I love how colleagues can come together without putting each other down and spread love and knowledge also, I believe that I have missed many networking opportunities by being ill prepared and not being exactly conscious of my overall goals in the past. I did not began my journey as goal oriented as I have been as of lately. I believe my energy was somewhat misplaced, that is why I am always happy to see someone who has all of their plans lined out such as you. Reading your post I became even more inspired to get my ducks in a row.

I also commend you on your entrance into the Mental Health practitioner program, you are correct, I do not feel enough focus is placed on mental health as a lot of the issues go undiagnosed, and in some ethnicities there is a stigma assigned to seeking help when it comes to mental health it has been viewed at times as being weak. While I considered the ACAGNP program I feel as though I would like to extend my care across and entire lifespan and not be limited by a specified degree, my whole career has been spent with the elderly, I feel its high time for me to spread some love to the rest of the population.

References

Schmidt, K. (n.d.). 5 reasons nurses should engage in professional networking [Blog post]. Retrieved November 14, 2018, from 

5 Reasons Nurses Should Engage in Professional Networking

Walden University, 2020, Vision, mission, and goals. In 2019-2020 Walden University catalog. 
https://catalog.waldenu.edu/content.php?etc

Assignment 1: Lab Assignment: Differential Diagnosis for Skin Conditions

Photo Credit: Getty Images/iStockphoto

Properly identifying the cause and type of a patient’s skin condition involves a process of elimination known as differential diagnosis. Using this process, a health professional can take a given set of physical abnormalities, vital signs, health assessment findings, and patient descriptions of symptoms, and incrementally narrow them down until one diagnosis is determined as the most likely cause.

In this Lab Assignment, you will examine several visual representations of various skin conditions, describe your observations, and use the techniques of differential diagnosis to determine the most likely condition.

To Prepare

Review the Skin Conditions document provided in this week’s Learning Resources, and select one condition to closely examine for this Lab Assignment.

Consider the abnormal physical characteristics you observe in the graphic you selected. How would you describe the characteristics using clinical terminologies?

Explore different conditions that could be the cause of the skin abnormalities in the graphics you selected.

Consider which of the conditions is most likely to be the correct diagnosis, and why.

Search the Walden library for one evidence-based practice, peer-reviewed article based on the skin condition you chose for this Lab Assignment.

Review the Comprehensive SOAP Exemplar found in this week’s Learning Resources to guide you as you prepare your SOAP note.

Download the SOAP Template found in this week’s Learning Resources, and use this template to complete this Lab Assignment.

The Lab Assignment

Choose one skin condition graphic (identify by number in your Chief Complaint) to document your assignment in the SOAP (Subjective, Objective, Assessment, and Plan) note format rather than the traditional narrative style. Refer to Chapter 2 of the Sullivan text and the Comprehensive SOAP Template in this week’s Learning Resources for guidance. Remember that not all comprehensive SOAP data are included in every patient case.

Use clinical terminologies to explain the physical characteristics featured in the graphic. Formulate a differential diagnosis of 
three to five 
possible conditions for the skin graphic that you chose. Determine which is most likely to be the correct diagnosis and explain your reasoning using at least three different references, one reference from current evidence-based literature from your search and two different references from this week’s Learning Resources.

By Day 7 of Week 4

Submit
 your Lab Assignment.

Submission and Grading Information

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

Please save your Assignment using the naming convention “WK4Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 4 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 4 Assignment 1
 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 “WK4Assgn1+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_6512_Week_4_Assignment_1_Rubric

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List View

Excellent

Good

Fair

Poor

Using the SOAP (Subjective, Objective, Assessment, and Plan) note format:

·  Create documentation, following SOAP format, of your assignment to choose one skin condition graphic (identify by number in your Chief Complaint). ·   Use clinical terminologies to explain the physical characteristics featured in the graphic.

30 
(30%)
 – 35 
(35%)

The response clearly, accurately, and thoroughly follows the SOAP format to document one skin condition graphic and accurately identifies the graphic by number in the Chief Complaint. The response clearly and thoroughly explains all physical characteristics featured in the graphic using accurate terminologies.

24 
(24%)
 – 29 
(29%)

The response accurately follows the SOAP format to document one skin condition graphic and accurately identifies the graphic by number in the Chief Complaint. The response explains most physical characteristics featured in the graphic using accurate terminologies.

18 
(18%)
 – 23 
(23%)

The response follows the SOAP format, with vagueness and some inaccuracy in documenting one skin condition graphic, and accurately identifies the graphic by number in the Chief Complaint. The response explains some physical characteristics featured in the graphic using mostly accurate terminologies.

0 
(0%)
 – 17 
(17%)

The response inaccurately follows the SOAP format or is missing documentation for one skin condition graphic and is missing or inaccurately identifies the graphic by number in the Chief Complaint. The response explains some or few physical characteristics featured in the graphic using terminologies with multiple inaccuracies.

·   Formulate a different diagnosis of three to five possible considerations for the skin graphic.    ·   Determine which is most likely to be the correct diagnosis, and explain your reasoning using at least three different references from current evidence-based literature.

45 
(45%)
 – 50 
(50%)

The response clearly, thoroughly, and accurately formulates a different diagnosis of five possible considerations for the skin graphic. The response determines the most likely correct diagnosis with reasoning that is explained clearly, accurately, and thoroughly using three or more different references from current evidence-based literature.

39 
(39%)
 – 44 
(44%)

The response accurately formulates a different diagnosis of three to five possible considerations for the skin graphic. The response determines the most likely correct diagnosis with reasoning that is explained accurately using at least three different references from current evidence-based literature.

33 
(33%)
 – 38 
(38%)

The response vaguely or with some inaccuracy formulates a different diagnosis of three possible considerations for the skin graphic. The response determines the most likely correct diagnosis with reasoning that is explained vaguely and with some inaccuracy using three different references from current evidence-based literature.

0 
(0%)
 – 32 
(32%)

The response formulates inaccurately, incompletely, or is missing a different diagnosis of possible considerations for the skin graphic, with two or fewer possible considerations provided. The response vaguely, inaccurately, or incompletely determines the most likely correct diagnosis with reasoning that is missing or explained using two or fewer different references from current evidence-based literature.

Written Expression and Formatting – Paragraph Development and Organization:

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 are provided that delineate all required criteria.

5 
(5%)
 – 5 
(5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate 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 are stated, yet are brief and not descriptive.

3 
(3%)
 – 3 
(3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.

0 
(0%)
 – 2 
(2%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5  (5%)  – 5  (5%) Uses correct grammar, spelling, and punctuation with no errors. 4  (4%)  – 4  (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. 3  (3%)  – 3  (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors. 0  (0%)  – 2  (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. 5  (5%)  – 5  (5%) Uses correct APA format with no errors. 4  (4%)  – 4  (4%) Contains a few (1 or 2) APA format errors. 3  (3%)  – 3  (3%) Contains several (3 or 4) APA format errors. 0  (0%)  – 2  (2%) Contains many (≥ 5) APA format errors. Total Points: 100

Assignment 2: Digital Clinical Experience (DCE): Health History Assessment

A comprehensive health history is essential to providing quality care for patients across the lifespan, as it helps to properly identify health risks, diagnose patients, and develop individualized treatment plans. To effectively collect these heath histories, you must not only have strong communication skills, but also the ability to quickly establish trust and confidence with your patients. For this DCE Assignment, you begin building your communication and assessment skills as you collect a health history from a volunteer “patient.”

Photo Credit: Getty Images/Caiaimage

To Prepare

Review this week’s Learning Resources as well as the 
Taking a Health History
 media program, and consider how you might incorporate these strategies. Download and review the Student Checklist: Health History Guide and the History Subjective Data Checklist, provided in this week’s Learning Resources, to guide you through the necessary components of the assessment.

Access and login to Shadow Health using the link in the left-hand navigation of the Blackboard classroom.

Review the 
Shadow Health Student Orientation
 media program and the 
Useful Tips and Tricks
 document provided in the week’s Learning Resources to guide you through Shadow Health.

Review the Week 4 DCE Health History Assessment Rubric, provided in the Assignment submission area, for details on completing the Assignment.

DCE Health History Assessment:

Complete the following in Shadow Health:

Orientation

DCE Orientation (15 minutes)

Conversation Concept Lab (50 minutes)

Health History

Health History of Tina Jones (180 minutes)

Note
: Each Shadow Health Assessment may be attempted and reopened as many times as necessary prior to the due date to achieve 80% or better, but you must take all attempts by the Week 4 Day 7 deadline.

Submission and Grading Information

No Assignment submission due this week but will be due Day 7, Week 4.

 

NURS_6512_Week_4_DCE_Assignment_2_Rubric

Description: Note: To complete the Shadow Health assignments it is helpful to use the text and follow along with each chapter correlating to the area of assessment to assist in covering all the subjective questions. Review the Advanced Health Assessment Nursing Documentation Tutorial located in the Week 4 Resources, the model documentation in Shadow Health, as well as sample documentation in the text to assist with narrative documentation of the assessments. Do not copy any sample documentation as this is plagiarism. Shadow Health exams may be added to or repeated as many times as necessary prior to the due date to assist in achieving the desired score. You must pass this assignment with a total cumulative score of 79.5% or greater in order to pass this course.

Grid View

List View

Excellent

Good

Fair

Poor

Student DCE score

(DCE percentages will be calculated automatically by Shadow Health after the assignment is completed.)

Note: DCE Score – Do not round up on the DCE score.

56 
(56%)
 – 60 
(60%)

DCE score>93

51 
(51%)
 – 55 
(55%)

DCE Score 86-92

46 
(46%)
 – 50 
(50%)

DCE Score 80-85

0 
(0%)
 – 45 
(45%)

DCE Score <79 No DCE completed. Subjective Documentation in Provider Notes Subjective narrative documentation in Provider Notes is detailed and organized and includes: Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS) ROS: covers all body systems that may help you formulate a list of differential diagnoses. You should list each system as follows: General: Head: EENT: etc. You should list these in bullet format and document the systems in order from head to toe. 36  (36%)  – 40  (40%) Documentation is detailed and organized with all pertinent information noted in professional language. Documentation includes all pertinent documentation to include Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). 31  (31%)  – 35  (35%) Documentation with sufficient details, some organization and some pertinent information noted in professional language. Documentation provides some of the Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). 26  (26%)  – 30  (30%) Documentation with inadequate details and/or organization; and inadequate pertinent information noted in professional language. Limited or/minimum documentation provided to analyze students critical thinking abilities for the Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). 0  (0%)  – 25  (25%) Documentation lacks any details and/or organization; and does not provide pertinent information noted in professional language. No information is provided for the Chief Complaint (CC), HPI, Current Medications, Allergies, Past Medical History, Family History, Social History and Review of Systems (ROS). or No documentation provided. Total Points: 100 Name: NURS_6512_Week_4_DCE_Assignment_2_Rubric Description: Note: To complete the Shadow Health assignments it is helpful to use the text and follow along with each chapter correlating to the area of assessment to assist in covering all the subjective questions. Review the Advanced Health Assessment Nursing Documentation Tutorial located in the Week 4 Resources, the model documentation in Shadow Health, as well as sample documentation in the text to assist with narrative documentation of the assessments. Do not copy any sample documentation as this is plagiarism. Shadow Health exams may be added to or repeated as many times as necessary prior to the due date to assist in achieving the desired score. You must pass this assignment with a total cumulative score of 79.5% or greater in order to pass this course.