NR 390 Week 3 Course Project Milestone 2 Recent
NR 390 Week 3 Course Project Milestone 2 Recent
NR 390 Week 3 Course Project Milestone 2 Recent
Course Project Milestone 2 Guidelines
I have chosen the concept of Health Education. Health education has come a long way since Catherine McAuley’s time in the early nineteenth century. I imagine that getting health information out to communities and families was not an easy task, without telephones and media. Information mainly had to be distributed by notes, by horseback, or by word of mouth. Also, nursing at this time was being done by family members, community members, and friends, so professional nurses were not established yet to disseminate health education, and a lot of health education was still yet to be discovered. People in the early nineteenth century were mainly providing comfort to the sick and dying, along with using home remedies that were passed down to each other, which was their form of health information. Acquiring an illness in the early nineteenth century could be detrimental, with not knowing what the illness is, and with no preventative measures or treatments known about to assist in care and health education.
Today, things have drastically changed in health education. Health education can be found all over the place with media, computers, nurses, doctors, other professionals, and by telephone. We also have the ability, to drive to, or to find transportation to health education in our communities at churches, hospitals, meeting rooms, etc. I, and many others have attended nursing school, received health education, and are licensed to teach and carry out health education information. I exhibit leadership abilities by providing health care education to my patients with what I have learned from my teachings, and continued learning. I perform teaching skills daily, right in the patient’s room. In reflecting about my teachings, it is hard to imagine that in the early nineteenth century, most of the sick and dying probably did not even know what their ailments were. Some of these ailments may have been easy to remedy. Today, I am teaching patients about preventative measures, and how to help keep an illness from getting worse. I am teaching about diet, diabetes, COPD, etc., the list is long.
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I am glad that today, with more health education known, I can help the sick more with knowing what their diagnosis is. Health education is invaluable and can prolong your life.
Purpose
Course Outcomes
Requirements and Guidelines
APA Writing Checklist
Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.
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☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.
☐ The title page is present. APA format is applied correctly. There are no errors.
☐ The introduction is present. APA format is applied correctly. There are no errors.
☐ Topic is well defined.
☐ Strong thesis statement is included in the introduction of the paper.
☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.
☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.
☐ All sources are cited. APA style and format are correctly applied and are free from error.
☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.
Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.
Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.
Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.
Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.
Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.
☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.
Read Also: DQ: Practices from the Past
Purpose
To apply lessons in nursing history to living nurses contributing to nursing history through an interview and recording of historical information
Course Outcomes
The Course Project enables the student to meet the following Course Outcomes:
CO 1. Incorporate appropriate historical perspectives into current professional nursing practice. (PO #2)
CO 4. Compare current professional nursing practice roles with historical roles of the nurse. (PO #7)
Points
The entire project is worth 600 points. Milestone 1 is worth 100 points of this total.
Due Date
Submit your completed NR390 Milestone 1 to its Dropbox by Sunday at 11:59 p.m. MT at the end of Week 1.
Requirements and Guidelines
- Nursing history is being made today by exemplary nurses throughout the world. Select one registered nurse who is creating nursing history to be the subject of this project. This RN must have at least 15 years of RN licensure. The nurse could be a family member, friend, colleague, acquaintance, manager, former instructor, or other nurse who is creating, delivering, or influencing the practice of nursing in your area. Do not select a former or current patient. Remember that a nurse does not have to create a nursing theory, write textbooks, or be the head of a nursing organization to make nursing history. The chief nurse executive who manages to deliver quality care in a small rural hospital with a tiny budget has a story worth telling. The nurse who served in the military has a story that is important to document as nursing history. The staff nurse who consistently provides high-quality care is making history. History is not merely the major accomplishments or events, but includes the activities nurses everywhere do in their nursing lives. Milestone 1 is due at the end of Week 1.
- Clearly explain to the selected nurse that statements made in the interview will be recorded (audio, video, and/or written) and submitted to instructor. The interview is not intended for public access.
- Obtain permission from the selected nurse to participate in an interview about his or her
- memories of nursing and nursing education;
- contributions to nursing; and
- persons or events that have influenced his or her nursing practice.
- Carefully review the Milestone 1 Grading Criteria and Grading Rubric. Complete only Milestone 1 requirements at this time.
- Download the Milestone 1 Template. Save it to your computer in Microsoft Word 2010 (or later) as a .docx file with the file name Your Last Name Milestone 1.docx. Type directly on your saved Milestone 1 Template. Submit your completed Milestone 1 as instructed by Sunday of Week 1.
- NOTE: Do not complete the interview at this time.
Grading Criteria
| Category | Points | % | Description |
| Name of Selected Nurse | 15 | 15% | Provides first and last name of selected nurse with credentials. |
| Years Selected Nurse Has Been an RN | 15 | 15% | States the number of years the selected nurse has been an RN. Nurse must have held an RN license for at least 15 years. |
| Your Relationship With Selected Nurse | 25 | 25% | Describes details of your relationship with the selected nurse. |
| Why You Selected This Nurse | 45 | 45% | Explains details of why the selected nurse is making nursing history and was chosen as the subject of this Course Project. |
| Total | 100 points | 100% |
Grading Rubric
| Assignment Criteria | A (100%)Exceptional
Outstanding or highest level of performance |
B (88%)Exceeds
Very good or high level of performance |
C (80%)Meets
Competent or satisfactory level of performance |
NI (38%)Needs Improvement
Poor or failing level of performance |
F (0%)Developing
Unsatisfactory level of performance |
| Name of Selected Nurse15 points | States first and last name of the selected nurse and credentials (example, BSN, RN, FNP, etc.). Explains the meaning for each credential (example, RN is registered nurse).15 points ☐ | States first and last name of the selected nurse and credentials but with no explanation for the credentials.13 points ☐ | States first AND last name of the selected nurse.12 points ☐ | State first OR last name of the selected nurse.6 points ☐ | Does not state names or credentials of the selected nurse.0 points ☐ |
| Years Selected Nurse Has Been an RN15 points | Selects a nurse who has been an RN for at least 15. States specific number of years the selected nurse has been an RN.15 points ☐ | Selects a nurse who has been employed for at least 15 years, but not necessarily as an RN. States specific number of years selected nurse has been employed.13 points ☐ | States incorrectly the number of years selected nurse has been an RN. 12 points ☐ | Selects a nurse who has less than 15 years of experience as an RN.6 points ☐ | Does not state years the selected nurse has been an RN.0 points ☐ |
| Your Relationship With Selected Nurse25 points | Clearly identifies the relationship of student to the selected nurse with details of length of relationship and circumstances.25 points ☐ | Mostly identifies the relationship of student to the selected nurse but generally describes the length of the relationship and/or the circumstances.22 points ☐ | Somewhat identifies relationship of student to the selected nurse but provides few details of the length of the relationship or the circumstances.20 points ☐ | Minimally identifies the relationship of student to the selected nurse and provides minimal details about the relationship.10 points ☐ | Does not clearly identify relationship of student to selected nurse and/or length of the relationship.0 points ☐ |
| Why You Selected This Nurse45 points | Clearly explains details about why this nurse was selected.45 points ☐ | Mostly explains details about why this nurse was selected.40 points ☐ | Somewhat explains details about why this nurse was selected.36 points ☐ | Minimally explains details about why this nurse was selected.17 points ☐ | No information provided as to why this nurse was selected.0 points ☐ |
| Total Points Possible = 100 points | |||||