NR393 Nursing History -Week 6 Assignment

Week 6 Assignment Course Project Phase 3: Reflection Paper

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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:

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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)

Due Date for Phase 3:

Submit by Sunday at 11:59 p.m.MT at the end of Week. 6.?

Late Assignment Policy:

A late deduction will be applied if the assignment is not submitted by the due date. See the rubric below.

Points Possible:

The entire project is worth 600 points. Course Project Phase 3: Reflection Paper is worth 225 points of this total.

Directions:

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

Download the Phase 3: Reflection Paper template below.
View Phase 3: Reflection Paper Tutorial (Links to an external site.)
Phase 3: Reflection Paper be a typed paper in APA format including:
Double-spaced, font and type size consistent with APA manual
The 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 the Title Page; 800-1000 words are required in the paper’s body.
No outside sources will be used. No citations or references. No Reference page is needed.
Excellent mechanics of scholarly writing, including spelling, grammar, structure, paragraphing, and punctuation.

Submit the Phase 3 assignment via Canvas by the due date.

Your Name
Chamberlain University College of Nursing
NR393 Nursing History
Name of Instructor
Assignment Due Date

Reflection Paper

Type your one-paragraph introduction here, and remove all yellow highlighted instructions from all pages of this template. Update your name, the instructor’s name, and the due date on the title page. The introduction should identify each of the three main content areas (Hint: you can find these as the headings below) that this paper will include.

See the rubric on the NR393 Course Project Phase 3: Reflection Paper assignment page for details in grading throughout the paper.

Reflection on Learning from Nurse’s Answers

In this section of the paper, provide depth by reflecting on your learning from the answers provided by the nurse in your Phase 2 Conversation. Remember that reflection is an activity that involves your deep thought about your Phase 2 Conversation experience and the nurse’s answers. Think about the experiences the nurse shared and your learning from those answers.

Information in this section should be two to four well-developed paragraphs for 800-1000 words in the entire paper (excluding the Title Page). Writing should be well-organized, logical, and clear. Spelling, grammar, and punctuation should be correct throughout the paper.

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

This section of the Reflection Paper focuses on the insight you gained from the Phase 2 Conversation. Depth is expected as you explain your insight and reasons why. You may select leadership, provision of care, and/or evidence-based practice as your focus in this section; identify which of the three choices you select.

You may select more than one of those topics, but no additional points will be earned for choosing more than one. Your choice should be guided by the answers provided by the nurse in your Phase 2 Conversation.

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

In this section, you will analyze nursing history’s impact on professional nursing practice today and in the future. Writing clearly and thoroughly delineates the impact today versus the impact you anticipate in the future; both today and the future must be covered well in this section of the paper.

Conclusion

Provide a Conclusion as the final portion of your paper. Write a summary of your paper’s three main sections (headings) that is complete yet concise. End the Conclusion with a concluding statement tying the parts of your paper together as a whole.

Information in this section should be one well-developed paragraph for 800-1000 words in the entire paper (excluding the Title Page). Writing should be well-organized, logical, and clear. Spelling, grammar, and punctuation should be correct throughout the paper. There are no References page or citations in this paper.

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 each day the assignment is late. Assignments will be accepted, with a penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In an emergency that prevents the timely submission of an assignment, students may petition their instructor to waive the late submission grade reduction. The instructor will review the student’s rationale for the request and decide 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 attending class, actively participating, and completing other assignments while the appeal is pending.

This Policy applies to assignments that contribute to calculating the course letter grade.

Evaluation Methods

The maximum score in this class is 1,000 points. The categories contributing 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. A 0.5% or higher percentage is 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 to detect 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.

TDs provide 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 on student and faculty interaction composition in the quest for a 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 thread must be on separate days. The student must answer each graded thread topic posted by the course instructor by Wednesday, 11:59 p.m. MT, each week.

If the student does not answer 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 a 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 each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are 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, and APA categories.

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 a source(s) to develop a coherent analysis or synthesis. Uses some useful, 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 directly reference 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 the 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 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 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 as an area for improvement. If the student does not make the needed corrections in the upcoming weeks, then points should be deducted. Points were deducted for improper grammar, syntax, and APA writing style. 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. The writing style is generally clear and focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling, and punctuation errors. The writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling, and punctuation errors. The writing style is slightly focused, making the discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling, and punctuation errors. The writing style is not focused, making the 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.

NR393 Nursing History -Week 6 Assignment