NURS 6512 Discussion: Diversity and Health Assessments

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NURS 6512 Discussion: Diversity and Health Assessments

Discussion: Diversity and Health Assessments

May 2012, Alice Randall wrote an article for The New York Times on the cultural factors that encouraged black women to maintain a weight above what is considered healthy. Randall explained—from her observations and her personal experience as a black woman—that many African-American communities and cultures consider women who are overweight to be more beautiful and desirable than women at a healthier weight. As she put it, “Many black women are fat because we want to be” (Randall, 2012).

Photo Credit: Getty Images

Randall’s statements sparked a great deal of controversy and debate; however, they emphasize an underlying reality in the healthcare field: different populations, cultures, and groups have diverse beliefs and practices that impact their health. Nurses and healthcare professionals should be aware of this reality and adapt their health assessment techniques and recommendations to accommodate diversity.

In this Discussion, you will consider different socioeconomic, spiritual, lifestyle, and other cultural factors that should be taken into considerations when building a health history for patients with diverse backgrounds. Your Instructor will assign a case study to you for this Discussion. NURS 6512 Discussion: Diversity and Health Assessments

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To prepare:

  • Reflect on your experiences as a nurse and on the information provided in this week’s Learning Resources on diversity issues in health assessments.
  • By Day 1 of this week, you will be assigned a case study by your Instructor. Note: Please see the “Course Announcements” section of the classroom for your case study assignment.
  • Reflect on the specific socioeconomic, spiritual, lifestyle, and other cultural factors related to the health of the patient assigned to you.
  • Consider how you would build a health history for the patient. What questions would you ask, and how would you frame them to be sensitive to the patient’s background, lifestyle, and culture? Develop five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.
  • Think about the challenges associated with communicating with patients from a variety of specific populations. What strategies can you as a nurse employ to be sensitive to different cultural factors while gathering the pertinent information?
By Day 3 of Week 2

Post an explanation of the specific socioeconomic, spiritual, lifestyle, and other cultural factors associated with the patient you were assigned. Explain the issues that you would need to be sensitive to when interacting with the patient, and why. Provide at least five targeted questions you would ask the patient to build his or her health history and to assess his or her health risks.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 2

Respond on or before Day 6 on 2 different days to at least two of your colleagues who were assigned a different patient than you. Critique your colleague’s targeted questions, and explain how the patient might interpret these questions. Explain whether any of the questions would apply to your patient, and why. NURS 6512 Discussion: Diversity and Health Assessments

 

NURS_6512_Week_2_Discussion_Rubric

Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)
“Answers all parts of the Discussion question(s) 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%)
N/A
0 (0%) – 0 (0%)
N/A
0 (0%) – 0 (0%)
Does not post main post by Day 3.
First Response
17 (17%) – 18 (18%)
“Response exhibits synthesis, critical thinking, and application to practice settings. 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. 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%)
N/A
0 (0%) – 0 (0%)
N/A
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on three different days.
Total Points: 100

i Human Case Study Paper Assignment – Nsg6420

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i Human Case Study Paper Assignment – Nsg6420

For this assignment, you will complete an iHuman case study based on the course objectives and weekly content. iHuman cases emphasize core learning objectives for an evidence based primary care curriculum. Throughout your nurse practitioner program you will use iHuman case studies to promote the development of clinical reasoning through the use of ongoing assessment and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence based practice.

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The iHuman assignments are highly interactive and a dynamic way to enhance your learning. Material from the iHuman cases will be present in the weekly quizzes, and mid-term and final exams. You must have all iHuman assignments completed in order to successfully pass the course.
Please access the iHuman tab on the left-hand side of your screen under the Course Home page for log-in instructions. Please follow the instructions located on the start page of your case.
Click here for information

iHuman Case Study Paper Assignment – Nsg6420

Digital Clinical Experience (DCE): Health History Assessment

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Digital Clinical Experience (DCE): Health History Assessment

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.” Digital Clinical Experience (DCE): Health History Assessment

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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 Digital Clinical Experience (DCE): Health History Assessment. You must pass this assignment with a total cumulative score of 79.5% or greater in order to pass this course.

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. Digital Clinical Experience (DCE): Health History Assessment.

Differential Diagnosis for Skin Conditions paper

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Assignment 1: Lab Assignment: Differential Diagnosis for Skin Conditions

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 Differential Diagnosis for Skin Conditions paper.

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.

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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 Differential Diagnosis for Skin Conditions paper.
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

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. Differential Diagnosis for Skin Conditions paper.
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

NR526 3Ps Handout Guidelines – Pathophysiology, pharmacology, and health (physical) assessment

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NR526 3Ps Handout Guidelines – Pathophysiology, pharmacology, and health (physical) assessment

3Ps Handout Guidelines & Scoring Rubric

Purpose:

The purpose of this assignment is to synthesize advanced knowledge of pathophysiology, pharmacology, and health (physical) assessment into three handouts for nursing students or staff nurses.

Course Outcomes

Through this assignment, a student will demonstrate the ability to:

1- Integrate interprofessional collaboration and innovative communication to support and promote the teaching-coaching functions of the nurse educator. (PO 3, 10)

2- Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize patient outcomes in complex disease states. (PO 1, 4)

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3- Distinguish the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of complex disease processes in relation to assessment strategies and pharmacologic interventions. (PO 1, 4)

4- Analyze risk factors associated with complex disease states in individuals, aggregates, and populations to devise effective disease management and/or health promotion strategies that reflect pertinent psychosocial, cultural, legal, ethical, and safety considerations. (PO 4, 6). NR526 3Ps Handout Guidelines – Pathophysiology, pharmacology, and health (physical) assessment

5- Explicate the environmental factors that impinge upon specific physiologic, psychological, and psychosocial states along the health-illness continuum. (PO 1, 4)

6- Examine mechanisms and processes of homeostatic, adaptive, and compensatory physiological functions in complex disease states with an emphasis on appropriate assessment strategies and pharmacologic interventions. (PO 1, 4)

7- Determine clinical data essential to identifying specified pathophysiologic or psychological problems and the best plan of care. (PO 1, 4)

8- Explore age-specific and developmental alterations in physiologic and psychological disease states, assessment strategies, and pharmacologic intervention. (PO 1, 4)

9- Correlate changes and disruptions in major physiological systems and pathophysiological mechanisms with clinical data resulting from physical examination, laboratory data, and diagnostic test data with anticipated pharmacologic treatment. (PO 1, 4, 11)

Due Date:Sunday 11:59 PM MT at the end of Week 7

Total Points Possible: 250

Requirements:

Description of the assignment: This final NR526 assignment requires you to develop a set of 3 handouts on the topic that you chose for the Week 5 assignment. IMPORTANT:

In these handouts, you will present an in-depth application of pathophysiology, pharmacology, and health (physical) assessment concepts related to your chosen topic. You should describe at least one concept in each handout but may display multi-concepts if necessary.

You may use your textbooks as references, but you should also have at least one peer-reviewed article as a reference. Clinical practice guidelines are good sources for this assignment but you may use other peer-reviewed articles in which the evidence-based care of patients is presented. Feel free to use images (see information on copyright), concept maps, tables, or anything else you feel will enhance your handout.

Only use media you develop yourself or that you obtain through this page in the Chamberlain Library:.chamberlain.edu/copyright”>http://library.chamberlain.edu/copyright. You can add web addresses to your handout if you want to link to video or audio files.

Good, relevant, current content is the most important feature of your handouts. For clinical topics, “current” is defined as no more than five years oldNR526 3Ps Handout Guidelines – Pathophysiology, pharmacology, and health (physical) assessment.

Developing the Handouts

1. Your first handout should display information about one or more of the drugs related to the complex health situation you are covering. You may want to focus on just one drug but, in some cases, drugs work together or you may want to compare and contrast two similar or alternate drugs.

2. Your second handout should relate to the pathophysiology of the complex health situation. Examples: How do the various systems interact? What compensatory systems are in play? What is the etiology of this condition?

3. Your third handout should relate to the necessary physical assessments for your topic. Be as comprehensive and holistic as possible. What is your student looking for?

4. Three pages should be adequate unless you prefer to add a reference list for all of your handouts at the end. References can also be incorporated in the handout. The idea is that you should provide your students references so they can access your original sources.

5. You will not be penalized if one of your handouts spills over onto another page.

6. Please check your handouts for grammatical errors and misspellings before submitting them.

Networking Opportunities Discussion

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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 Networking Opportunities Discussion/ 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.

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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) Networking Opportunities Discussion. 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 https://blog.bluepipes.com/5-reasons-nurses-should-take-professional-networking-seriously/

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/ Networking Opportunities Discussion

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 Networking Opportunities Discussion. 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.

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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

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 https://blog.bluepipes.com/5-reasons-nurses-should-take-professional-networking-seriously/

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

HMGT435 Assignment: Market Structure of Healthcare Industry

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HMGT435 Assignment: Market Structure of Healthcare Industry

HMGT435 Assignment: Market Structure of Healthcare Industry

HMGT 435

Assignment #3: Market Structure of Healthcare Industry

Instructions

Pick one of the following healthcare industries listed below. Using what you have learned so far about market structure and the impact on supply and demand, write a 7 page report (double-spaced) addressing the following questions:

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1- From what you have learned in class and research you have done on-line what is the market structure of that industry (e.g perfectly competitive, oligopoly, monopoly, other)

2- What are the implications of the market structure on the demand and supply curve and price of the services offered?

3- What is the implication of third-party payers like private health insurance or federal programs like Medicare and Medicaid on demand and supply in this industry?

4- How has the government intervened in the industry and what was the economic rationale for the intervention? Was there a market failure or other rationale for intervention? Discuss

Choose one of the following industries to discuss the answers to the above questions:

a- Pharmaceutical Industry

b- For-profit health insurers

C- Not-for profit health insurers

D- Any physician specialty (e.g. cardiology, ophthalmology, etc.)

E- Hospital (national Network)

F- Small rural hospital

HMGT435 Assignment: Market Structure of Healthcare Industry

NURS 6003 Discussion: Networking Opportunities

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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 NURS 6003 Discussion: Networking Opportunities. 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)

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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 NURS 6003 Discussion: Networking Opportunities.

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. NURS 6003 Discussion: Networking Opportunities

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 NURS 6003 Discussion: Networking Opportunities.

 

Discussion: Strategies for Addressing Questions

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Discussion: Strategies for Addressing Questions

Discussion – Week 2
COLLAPSE

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

  1. Will I be able to handle the class load assignments & obtain good grades?
  2. Do I have enough nursing experience to embark on this journey?
  3. Since I have never worked in a dedicated psych area, will this be a disadvantage to me?
  4. I’m a bit terrified of the psych pharmacology class, is anyone else?
  5. 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.

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.

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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.

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.

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

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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. Discussion: Strategies for Addressing Questions. 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.

 

NURS_6003_Module02_Week02_Discussion_Rubric

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

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

NURS 6003 week 2 Discussion: Strategies for Addressing Questions

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NURS 6003 week 2 Discussion: Strategies for Addressing Questions

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).

  1. Are APRNs addressed in nursing compact state agreements?
  2. What different fields can I choose to work in as a Family Nurse Practitioner? NURS 6003 week 2 Discussion: Strategies for Addressing Questions
  3. If I choose to open an independent practice, where do I start?

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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.

  1. Will I be adequately prepared to diagnose patients?
  2. Should I take the Advanced Pharmacology course alone so that I am able to really soak in the information?
  3. Will I gain the experience necessary to confidently interpret diagnostic tests?
  4. 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.

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.

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: NURS 6003 week 2 Discussion: Strategies for Addressing Questions

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?
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.

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NURS_6003_Module02_Week02_Discussion_Rubric

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

 

 

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.

  1. How will I prioritize my work/school life in order to yield the best outcome?
  2. Will I even master ApA format completely with no screw ups?
  3. What grades will I receive and am I in over my head?
  4. 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 NURS 6003 week 2 Discussion: Strategies for Addressing Questions. 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.

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. 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.

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 NURS 6003 week 2 Discussion: Strategies for Addressing Questions.

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 (7th ed), I have not checked into the changes that exist with the 7th 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.