DQ Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission
Grand Canyon University DQ Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission-Step-By-Step Guide
This guide will demonstrate how to complete the DQ Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for DQ Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission
Whether one passes or fails an academic assignment such as the Grand Canyon University DQ Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for DQ Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission
The introduction for the Grand Canyon University DQ Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for DQ Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission
After the introduction, move into the main part of the DQ Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for DQ Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for DQ Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
Stuck? Let Us Help You
Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.
Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the DQ Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.
DNP 801 Topic 6 DQ 2
REPLY TO DISCUSSION
As implied, feedback is someone’s constructive reactions or critique to another person’s performance of a task or quality of a product, etc which is mostly used as a basis for improvement (Oxford Dictionary). On this premise, my instructor’s feedback is very invaluable in my academic work. It constructively critiques my work, reviews the previous assignments that gears me in the right direction. Constructive feedbacks by instructors and faculty members have positive effects on the learning process. I perceive my instructor’s feedback as an important tool to help me in identifying my mistakes and stop repeating those mistakes. ((Wulandari & Anugerahwat, 2021). I have benefitted from these feedbacks in the past and even now as I know where to go and access these feedbacks on the class wall. Once I view my grades, I quickly go to the “View Feedback” tab. Most times the feedback is a source of encouragement and reinforcement that propels the student to work harder.
Reflective learning is a way of looking back on what has been learned so far. It’s like taking stock of one’s learning experiences and a self-analysis of such experiences. (Toolshero). Reflective learning helps us to examine what we have learned and the learning process and improves our critical thinking skills. It assists with making connections between what has already been learned and what is being learned. Reflective learning helps one to learn from mistakes by identifying how to do things differently and encourages the DNP learner to become a reflective practitioner in their future career (Deakin University).
References
Oxford Dictionary
Reflective Learning – Toolshero
www.toolshero.com/personal-development/reflective-learning/
Reflective learning | Students – Deakin University
As mentioned, feedback is intended to help and improve. I rely heavily on instructor suggestions, feedback, and constructive criticism to review assignments before the next submission. As a reflective learner, I analyze, utilize critical thinking skills, and do further research based on feedback in order to improve. Reflective learning has multiple benefits such as a personal assessment of the concepts learned and how they were learned, growth and development in critical thinking, connecting new concepts with those already known, assists with learning from previous errors by identifying which path can be taken next time, and encourages you to continue utilizing a reflective practice (Reflective Learning, n.d.).
Reflective learning help students and professionals maintain educational competencies. A study was completed in South Africa on 121 nurse educators regarding the use and concept of reflective teaching. Although all educators reported reflective learning is needed, there was not a formal method to incorporate reflective learning activities. Based on the results, educators should receive formal training on reflective teaching as this learning approach promotes critical thinking, especially in the field of nursing (Naicker & Rensenburg 2018).
Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: DQ: Explain the process you are using to review and incorporate instructor feedback on assignments before the next submission
I have familiarized myself with the locations of feedback on the assignment gradebook. When I am unsure on how to make changes based on feedback or if I am uncertain, I always message or reach out to our professor via telephone in order to clarify the feedback. This assists with open-ended dialogue and gives me further insight on how I can make the assignment meet the requirements. This also gives me a bigger understanding of the DPI project process and puts me at ease during moments of anxiety.
Naicker, K., & Van Rensburg, G. H. (2018). Facilitation of reflective learning in nursing: Reflective teaching practices of educators. Africa Journal of Nursing and Midwifery, 20(2). https://doi.org/10.25159/2520-5293/3386
University, D. (n.d.). Reflective learning. Deakin University. Retrieved March 28, 2022, from https://www.deakin.edu.au/students/studying/study-support/academic-skills/reflective-learning
During my BSN program, I had an interesting situation come about during one course that left me floundering. I would write papers or complete weekly questions, get fairly good grades, but never receive feedback. It left me questioning myself about the end product I was turning in and what I could do to correct the things that were not sufficient. I passed the course, but still wonder if I really learned anything during that class. Luckily, this has not happened again. Jug, et al., (2019) explains that feedback is the basis of learning. It allows us to see an area that we were otherwise blind to. This is where we figure out our mistakes and how to fix them. Good feedback teaches and guides you through learning and growth.
Online classes can make it hard to connect and get a good understanding of feedback that is given. However, with great instructors like we have, that communication can be easily established.
Jug, R., Jiang, X., & Bean, S. M. (2019). Giving and receiving effective feedback: A review article and how-to guide. Archives of Pathology & Laboratory Medicine, 143(2), 244–250. https://doi.org/10.5858/arpa.2018-0058-ra
Replies
Mindful reflection about feedback that has been given allows the recipient to increase self-awareness and foster deeper critical thinking (Yaacob et al., 2021). In reading the different discussions this week and considering the intention of the assignment, constructive feedback, whether coming from an instructor or peer, helps to support self-reflection. When feedback is given, the recipient can use that feedback to do a self-assessment and examine different areas that might not have been previously considered. As you stated in your post, communicating, or having an open dialogue with the instructor allows for clarification. It is important to ensure the feedback is received and interpreted correctly. While there are different methods to use whether in academics or in the professional realm to foster reflection and the ability to accept feedback, it is a foundational skill necessary for growth and development. This is why reflective learning and thinking are supported in academics and beyond.
References
Yaacob, A., Asraf, R. M., Raja Hussain, R. M., & Ismail, S. N. (2021). Empowering Learners’ Reflective Thinking through Collaborative Reflective Learning. International Journal of Instruction, 14(1), 709–726. https://doi-org.lopes.idm.oclc.org/10.29333/iji.2021.14143a
Instructor feedback is essential for any student to succeed, that is why we are the students and not the instructor. We are learning at this point in time and even when we are no longer students, everyone is learning all the time at some point and should be receptive to constructive feedback. As a student, I should not take any feedback given by an instructor personal, as a reflection on you personally but rather, students should take it as part of the learning process. Students should take a deep breath and calm down and put aside all the frustrations and feelings of failure and try not to be defensive and try again by carefully looking at what the feedback is and try to follow the feedback instructions and ask questions where they do not understand it. The student should keep an open communication line with the instructor (Crowdmark, 2021) (Miami University, (n.d.). There is always feedback all around us, in our personal lives with our parents and other family and friends as well as our professional lives, where we work, we are always getting feedback. So, feedback in the academic life is no different. The way we handle feedback at home or perhaps at work, hopefully it is positive, should be the way that we handle feedback with school.
As a DNP student, embarking on a DPI project, I definitely need the instructors feed back for my writings and for my project. Since, I have never done this before, then I need the guidance of the person who has done it before once as a student and who has continuously and consistently through experience in teaching students has done it over and over so that I will come out with a great achievement and success. They are only trying to help us to do it right and it also reflects on them and their own reputation if they let the students slide without proper feedback. One of the ways that I incorporate the instructor feedback is to review what the feedback is and then go back to what I did and review it as well. I will assess my understanding, if I understood it, then I will make the corrections and repost it the work. If I still do not understand it, I will find out if there are any students that understand it to explain it to me then make the correction but if I do not find any students, then I will go back to the instructor and ask them to explain and hopefully I will understand it and make corrections and thank the instructor for guiding me in the right direction.
Self-reflection is the process of always reassessing our actions, thoughts, decisions, behaviors and practices at home, work and even with school and with our friends. As a worker, we need to self-reflect on the work we do and our performance at work. Are we working to our optimum, are we giving all our time to the work when at work? Likewise, as nurses who are in the profession of saving lives, we need to reflect on our work and be sure that we are attentive to the care of our patients to protect them and to care for care and not to be a source of harm to them rather than protecting them. We cannot work as robots without thought or reflection by only doing what we are told to do without critical thinking (Jacobs, 2016). Jacobs (2021) in his article points out that authentic reflection is when we are always exploring and checking ourselves and how we are growing and moving forward, in our communication and interaction with patients, staff and our leadership and also in the way we practice our learned skills. Are we practicing in a humane, caring and holistic way or are we uncaring and reckless in manner and in the way we practice.
Instructor feedback is essential for any student to succeed, that is why we are the students and not the instructor. We are learning at this point in time and even when we are no longer students, everyone is learning all the time at some point and should be receptive to constructive feedback. As a student, I should not take any feedback given by an instructor personal, as a reflection on you personally but rather, students should take it as part of the learning process. Students should take a deep breath and calm down and put aside all the frustrations and feelings of failure and try not to be defensive and try again by carefully looking at what the feedback is and try to follow the feedback instructions and ask questions where they do not understand it. The student should keep an open communication line with the instructor (Crowdmark, 2021) (Miami University, (n.d.). There is always feedback all around us, in our personal lives with our parents and other family and friends as well as our professional lives, where we work, we are always getting feedback. So, feedback in the academic life is no different. The way we handle feedback at home or perhaps at work, hopefully it is positive, should be the way that we handle feedback with school.
As a DNP student, embarking on a DPI project, I definitely need the instructors feed back for my writings and for my project. Since, I have never done this before, then I need the guidance of the person who has done it before once as a student and who has continuously and consistently through experience in teaching students has done it over and over so that I will come out with a great achievement and success. They are only trying to help us to do it right and it also reflects on them and their own reputation if they let the students slide without proper feedback. One of the ways that I incorporate the instructor feedback is to review what the feedback is and then go back to what I did and review it as well. I will assess my understanding, if I understood it, then I will make the corrections and repost it the work. If I still do not understand it, I will find out if there are any students that understand it to explain it to me then make the correction but if I do not find any students, then I will go back to the instructor and ask them to explain and hopefully I will understand it and make corrections and thank the instructor for guiding me in the right direction.
Self-reflection is the process of always reassessing our actions, thoughts, decisions, behaviors and practices at home, work and even with school and with our friends. As a worker, we need to self-reflect on the work we do and our performance at work. Are we working to our optimum, are we giving all our time to the work when at work? Likewise, as nurses who are in the profession of saving lives, we need to reflect on our work and be sure that we are attentive to the care of our patients to protect them and to care for care and not to be a source of harm to them rather than protecting them. We cannot work as robots without thought or reflection by only doing what we are told to do without critical thinking (Jacobs, 2016). Jacobs (2021) in his article points out that authentic reflection is when we are always exploring and checking ourselves and how we are growing and moving forward, in our communication and interaction with patients, staff and our leadership and also in the way we practice our learned skills. Are we practicing in a humane, caring and holistic way or are we uncaring and reckless in manner and in the way we practice.
References:
Crowdmark. (2021, February 1). Feedback blues: 5 steps to seeing instructor feedback as ‘constructive’ and not ‘critical’. Crowdmark. https://crowdmark.com/blog/feedback-blues-five-steps-to-seeing-instructor-feedback-constructive/
Jacobs, S. (2016). Reflective learning, reflective practice. Nursing, 46 (5), 62-64. doi: 10.1097/01.NURSE.0000482278.79660.f2.
Miami University. (n.d.). Giving quality instructor feedback in canvas. A Top 50 Public University | Miami University. https://www.miamioh.edu/regionals/eccoe/news/2020/03/instructor-feedback-in-canvas.html
Instructor feedback is an essential part of any class, or program one attends. It allows you to understand, learn, and view other aspects that help empower you in your studies. Unfortunately, not all people take feedback the same, which can be a cause for misuse. Jug, Jiang, and Bean (2019) described two different mindsets regarding feedback: Fixed versus growth. The fixed mindset has already determined what they feel is right and sees the feedback as fleeting. The individual with a growth mindset uses the feedback as an opportunity to learn and grow.
With each assignment I turn in, I take the time to review any and all feedback from the professor. With that feedback, I then assess the work or paper to see what and how I could change it with that information in mind. The changes that need to be made are incorporated into the assignment immediately, so I don’t have to come back later to try and figure out what it was I needed to do. I need to use that information quickly and be able to ask questions about it in the now. Waiting can lead to crucial mistakes later down the line.
Accepting feedback and learning from it is much like reflective learning. In reflective learning, we look back at what we have done, how we have done it to explore and find growth. (Jacobs, 2016) Sometimes getting feedback can be difficult after having worked so hard on something. But being able to reflect on what you have done with an accepting mindset helps to build self-awareness. It can also lead one to improve how they think or see things by opening thought processes. (Colomer et al., 2020)
I like to think that I am always open to feedback and that I take a reflective look every time. However, that is not always the case and thankfully I am self-aware enough to know it. A colleague of mine always says to assume genuine intent. To stop and take a look at what was said or done and see it from the side of good. So even if the feedback is critical, and I may not like it, I need to stop and assume genuine intent and reflect upon it positively.
Colomer, J., Serra, T., Cañabate, D., & Bubnys, R. (2020). Reflective learning in higher education: Active methodologies for transformative practices. Sustainability, 12(9), 3827. https://doi.org/10.3390/su12093827
Jacobs, S. (2016). Reflective learning, reflective practice. Nursing, 46(5), 62–64. https://doi.org/10.1097/01.nurse.0000482278.79660.f2
Jug, R., Jiang, X., & Bean, S. M. (2019). Giving and receiving effective feedback: A review article and how-to guide. Archives of Pathology & Laboratory Medicine, 143(2), 244–250. https://doi.org/10.5858/arpa.2018-0058-ra