NURS 6003 Discussion: Strategies for Addressing Questions
NURS 6003 Discussion: Strategies for Addressing Questions
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! NURS 6003 Discussion: Strategies for Addressing Questions
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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.
Rubric Grading:
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. NURS 6003 Discussion: Strategies for Addressing Questions
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. NURS 6003 Discussion: Strategies for Addressing Questions
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
Name: NURS_6003_Module02_Week02_Discussion_Rubric
Professional Networking as an MSN Graduate: Asking Appropriate Questions Aimed at Helping You Achieve Professional Nursing Goals
Just How Important is Networking for the Graduate MSN Nurse Practitioner?
Networking professionally for the MSN graduate nurse practitioner may sound threatening, but it is an important component in the arsenal of the graduate MSN nurse practitioner who wishes to excel in their particular specialty. In order to achieve one’s professional nursing objectives as an MSN nurse practitioner, they have to form long-lasting relationships with other professionals in the field. These associations and relationships may be based on face-to-face interactions or through social media and web interactions across the globe. But irrespective of how the relationship is formed and sustained, the most important thing is to first establish interpersonal compatibility and rapport. Good networking for MSN nurses permits them to investigate the field and build up a solid emotionally supportive network inside the clinical network. Sound networking enables MSN nursing graduates to discover new positions, find new specialities, and offer their insight into the progress of the profession (NurseJournal.org., 2020; ANA, 2015). NURS 6003 Discussion: Strategies for Addressing Questions
Can Networking Begin in School Before Graduation?
For the MSN nurse, networking in nursing school or after graduation assists her to establish networks that may greatly help in not only securing a job, but also in becoming a competent, knowledgeable, and sought after nurse practitioner. In a serious professional field such as nursing, having a solid emotionally supportive network has a major effect on professional development (NurseJournal.org., 2020; ANA, 2015).
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Are there Different Shades of Networking that the MSN Nurse Practitioner can Benefit From?
MSN nurse practitioner graduates can utilize various kinds of networking to develop their expert associations. Professional networking will assist the MSN nurse practitioner to form working relationships that consolidate the professional bond among the players (NurseJournal.org., 2020; Khanum et al., 2016).
You may battle to separate between these immense individual associations and recognize who assumes a pertinent job. Key systems mean to create explicit associations with individuals who can help further your characterized profession objectives as an MSN graduate. Professional networking moves you to figure out who can decidedly add to your expert goals. MSN graduate practitioners should rehearse these techniques when looking for work, albeit individual and vital systems networking hold the most guarantee for those craving a lifelong move (NurseJournal.org., 2020; Holland, 2018). NURS 6003 Discussion: Strategies for Addressing Questions
So, What Exactly is this Networking for MSN Nurse Graduates?
Professional networking could be defined as the trading of data or exchange of professionally relevant information among people in the same profession, at their gatherings, and other forums. This is because information will always give the networking professionals an upper hand. They need to keep this information, use it, share it and advance it over the association of (nursing) professionals. Data and information should be overseen, utilized, and advanced like a key resource. Gathering patient data and changing it into helpful information requires a lot of cooperation, systems administration and an emphasis and spotlight on the network of professionals. The MSN nurse practitioners must realize that where individuals or gatherings of individuals collaborate, work together and share their encounters and information for a typical reason, success is usually guaranteed. They share data, talk about their encounters and gain from one another (Khanum et al., 2016; Siemasko, 2016). NURS 6003 Discussion: Strategies for Addressing Questions
References
American Nurses Association [ANA] (2015). Professional networking for nurses. Retrieved 1 March 2020 from https://www.nursingworld.org/resources/individual/networking/
Holland, G. (2018). Why networks are essential for real-time healthcare. Retrieved 1 March 2020 from https://hitconsultant.net/2018/03/26/why-networks-are-essential-for-real-time-healthcare/#.XluC2fmEY0M
Khanum, S., de Souza, M., Naz, N., Marcon Dal Sasso, G.T., Brüggemann, O.M. & Heideman, I.T.S.B. (2016). The use of networking in nursing practice – An integrative review. Societies, 6(22). Doi:10.3390/soc6030022
NurseJournal.org (2020). Professional networking in nursing. Retrieved 1 March 2020 from https://nursejournal.org/articles/networking/
Siemasko, E. (2016). How networking can improve your career in healthcare. Barton Associates. Retrieved 1 March 2020 from https://www.bartonassociates.com/blog/how-networking-can-improve-your-career-in-healthcare
NURS 6003 Discussion: Strategies for Addressing Questions
