NR 393 Week 6 Assignment Course Project Phase 3: Reflection Paper

NR393 Week 6 Assignment Course Project Phase 3: Reflection Paper

Week 6 Assignment Course Project Phase 3: Reflection Paper

I thought that Barton was a great example. Working in the ER and the Covid unit of the ER during this pandemic almost seems like war like conditions. We have limited beds for the covid patients in the ER, we have to decide who needs seen first, who can sit and wait in the covid waiting area. It is hard to be a nurse in any areas of nursing right now, burnout is real. But the quote you choose for this time is right on point to be encouraging for this pandemic times. During this time of the pandemic hopefully we will learn better practices and modern treatments for these patients to decrease stress on the patients and the staff caring for patients.

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Out of all of these nurses, I have to pick Clara Barton given my current situation to reflect upon. I lost my apartment due to a fire. Thanks to Clara Barton creating the American Red Cross, I was able to use some of their services almost immediately.

The Red Cross is a huge organization. I had a fire which displaced my family. I was provided a two night hotel stay, a debit card for immediate use for food and clothing if needed, a mental health counselor who checked on each of my family members, a nurse who would help with replacing medications and medical equipment. They also had a case worker who sent links for housing opportunities. Due to this situation and how quickly they provided assistance, I would like to give my time to the Red Cross as well as a volunteer nurse.

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The founding of the Red Cross has helped my family in our time of disaster/need.

I also want to reflect on Mary Mahoney as she brought diversity to nursing. I cannot imagine anything other than diversity in health care. I have always enjoyed befriending and working with people who bring variety in experience and culture to the table. I thank her for her resilience back when she was told she was too dark skinned to help wounded soldiers alongside Florence and made it work anyway! Had she not been so bold, I wonder what nursing would look like today.

Nurse Richards also makes me thankful for including men and women alike in nursing – everyone is needed in nursing and discrimination is unhelpful and disgusting.

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Purpose:

The purpose of this course project is for learners to explore how living nurses are making nursing history, apply lessons from nursing history, and analyze the impact of this project on nursing history today.

Course Outcomes:

This course project enables the student to meet the following course outcomes:

CO2: Apply lessons from nursing history to today’s professional nursing practice. (PO4)

CO4: Analyze the impact of nursing history on professional nursing roles today and in the future. (PO7)

Directions:

After completing the Phase 2: Conversation with the Selected Nurse in Week 3, you may begin working on the Phase 3: Reflection Paper. The Phase 3: Reflection Paper will be due by Sunday end of Week 6 by 11:59PM Mountain Time.

Download the Phase 3: Reflection Paper template below.

View the Phase 3: Reflection Paper Tutorial (Links to an external site.)

The Phase 3: Reflection Paper be a typed paper in APA format including:

Double-spaced, font and type size consistent with APA manual

Title Page adheres to Chamberlain and APA standards.

Content and headings as below and on the rubric:

Introduction (include Introduction content, but no heading)

Reflection on Learning from Nurse’s Answers

Insight Gained from Conversation Regarding Leadership, Provision of Care, and/or Evidence-Based Practice

Analysis of the Impact of Nursing History on Professional Practice Today and in the Future

Conclusion

Length: Approximately 3 double-spaced pages excluding Title Page; 800-1000 words required in the body of the paper.

No outside sources will be used. No citations or references. No Reference page needed.

Excellent mechanics of scholarly writing including spelling, grammar, structure, paragraphing, and punctuation.

Submit Phase 3 assignment via Canvas by due date.

nr393 week 6 assignment course project phase 3: reflection paper — NR393 Week 6 Assignment Course Project Phase 3: Reflection Paper

Template:

Phase 3: Reflection Paper [Download Here (Links to an external site.)]

Best Practices:

Carefully review the directions, required template, tutorial, and rubric.

Please use your browser’s File setting to save or print this page.

Spell check for spelling and grammar errors prior to final submission.

Use the rubric as a final check prior to submission to ensure all content is clearly addressed.

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Evaluation Methods

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Graded Item	Points	Weighting
Discussion (50 points, Weeks 1–7; 25 points, Week 8)	375	37.5%
Shared Governance Model Paper (Week 3)	200	20%
Management of Power Paper (Week 5)	200	20%
Executive Summary (Week 7)	225	22.5%
Total	1,000	100%

No extra credit assignments are permitted for any reason.

All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

Letter Grade	Points	Percentage
A	940–1,000	94% to 100%
A-	920–939	92% to 93%
B+	890–919	89% to 91%
B	860–889	86% to 88%
B-	840–859	84% to 85%
C+	810–839	81% to 83%
C	760–809	76% to 80%
F	759 and below	75% and below

NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NR 393 Week 6 Assignment Course Project Phase 3: Reflection Paper

NR 393 Week 6 Assignment Course Project Phase 3: Reflection Paper

Week 6 Assignment Course Project Phase 3: Reflection Paper