NR 524 Week 2 Assignment Mission Statement Paper

Purpose

The purpose of this assignment is to (a) develop a mission statement, (b) identify consistency between the program mission statement and the parent institution, (c) identify collaborative input from classmates in the development of a mission, and (d) demonstrate skills in the development and articulation of ideas in a scholarly manner. Download the guidelines and rubric using the link below.

Mission Paper Guidelines and RubricPreview the document

Mission Statement Paper template (Links to an external site.)

Requirements

Assignment Criteria for the Paper

Mission statement reflects original work of the student.

Mission statement reflects uniqueness of the nursing program and is congruent with the mission statement of the parent institution.

Mission statement is clear, concise, and succinct and includes teaching and service.

Changes to the initial mission statement are identified, based on peer collaboration.

There is a minimum of two scholarly references related to mission statement development.

Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the current edition.

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An introduction and conclusion are required in the paper.

Mission Statement Paper

Mission statement plays an important role in providing the overall objective of an organization. However, mission statements can also guide the development of a curriculum associated with a certain course. This endeavor ensures that curriculum developers understand exactly what a course should entail and that it directs instructors to achieve certain course objectives. Indeed, the development of such mission statements is critical since its letter and spirit are discharged via activities of a faculty such as teaching as well as scholarship. Indeed, mission statements offers educators stronger motivation and offers students with a clearer picture regarding what the faculty values in a course (ten Cate & Simonia, 2018). The process of developing mission statements is largely influenced by the existing organizational mission statement. Further, the process of creating a mission statement may have influence from various quarters such as fellow students and sometimes even instructors. The present paper will seek to create a mission statement for the NR 524 course, analyze its congruence to Chamberlain University’s mission statement and also examine the contribution of colleagues to the formulation of the same.

Mission Statement Development

The process of developing the course’s mission statement started in Week 1 of the course. During that period, the following mission statement was formulated by the author:

“To provide all students with exceptional nursing education and prepare professional nurses who personify a culture of care. To create a learning environment for nursing students where knowledge is not only created but shared as well. To provide students with the tools to serve the everchanging healthcare needs of patients, families and communities. And to provide leadership in nursing and advancement in the nursing profession. ”

However, the above mission statement did not meet the threshold required to be considered an excellent mission statement. Thus, a collaboration with my peers at Chamberlain and the assignment rubric were used to formulate a proper mission statement. As a result of the above process, the following mission statement was formulated:

“To advance nursing knowledge and professional practice preparation in a manner that enhances the health of families, individuals, populations and communities. The program seeks to empower nursing students with evidence-based nursing knowledge and tools that align with the contemporary changes in health care.”

The above mission statement succinctly captures the mission of the course and it has been revised to meet the threshold established by the rubric. As such, using it will provide directions to the instructors undertaking the various classes in the present program to produce competent nurses out of the students.

Consistency between the Mission Statement and Chamberlain’s

The formulation of a course’s mission statement should be inspired by the parent institution’s principal mission statement. Chamberlain University’s Missions is to “To educate, empower and embolden diverse healthcare professionals who advance the health of people, families, communities and nations” (Mission and Vision”,n.d).This mission statement has captured all the important tenets of a proper mission statement. It has addressed the guiding principles for the university’s service and education endeavors. The formulation of the author’s mission statement in the above paragraph adopted the same methodology. The two statements seek to advance nursing knowledge by using educating nursing students using relevant tools to produce competent professionals. Secondly, the mission statements seek to ensure that the nursing students are equipped with ready appropriate skills to offer care to similar populations. As such, both the mission statement for the program and the university’s mission statement are tailored to achieve the same objectives.

Collaborative Input from Classmates

Establishing an appropriate mission statement requires brainstorming amongst not only curriculum developers but also all the stakeholders. Having the above in mind, the author approached their peers in order to help fine tune the original missions statement. The reason for approaching the students was steeped in the notion that they form a fundamental part of the course and the resultant product would hypothetically affect them. To this end, the approached students each participated actively in conducting broader research concerning the nature of a typical mission statement (Keating, 2018). Armed with the knowledge, the group helped the author to determine if the original mission statement aligns with the characteristics of such mission statement.

After the above research, the group then examined the assignment instructions together to determine the requirements. After this exercise, the group examine the Chamberlain university’s missions statement and what it consisted. Thereafter, the group started to brainstorm about how to ensure that the original statement aligns with the university’s. After more than an hour, we agreed to summarize the statement into two sentences each capturing the original idea while providing congruence to the university one. Therefore, the collaborative input from the classmates was significant in refining the mission statement.

Conclusion

Creating a mission statement requires several considerations such as the objective of a program. Further, it is a continuous process as one will be required to revise it severally to align it to given conditionality. Moreover, the process requires comparisons with the primary statement so that the objectives are congruent. In order to ensure that an excellent mission statement is formulated, a collaboration amongst peers is necessary.

References

Keating, S. B. (2018). Curriculum development and evaluation in nursing. New York, NY : Springer Publishing Company.

Mission and vision statement | Chamberlain university. (n.d.). Retrieved from https://www.chamberlain.edu/about/mission

ten Cate, O., & Simonia, G. (2018). Curriculum, Course, and Faculty Development for Case-Based Clinical Reasoning. In Principles and Practice of Case-based Clinical Reasoning Education (pp. 109-119). Springer, Cham.

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Participation Guidelines

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

Direct Quotes

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

Point Values	Exeptional (100%) Outstanding or highest level of performance	Exceeds (88%) Very good or high level	Meets (80%) Competent or satisfactory level of performance	Needs Improvement (38%) Poor or failing level of performance	Developing (0) Unsatisfactory level of performance
Performance	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions. Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion.	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable.	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable.
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life. Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. A minimum of three posts in each graded thread, over three separate days. Replies to a post from a peer and faculty member’s question. A response to faculty could include a question posed to a specific student or the entire class. Summarizes what was learned from the lesson, readings, and other student posts for the week. The summary could be included in one of the three minimum posts.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question or post by a peer but not to a faculty post Summarizes what was learned from the lesson, readings, and other student posts for the week. The summary could be included in one of the three minimum posts.	Makes two posts on 2 different days Does not reply to a question or post by a peer Makes limited, if any, connections, and those are often cast in the form of vague generalities.	Has only one post for the week or posts twice on the same day. Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Points	Minus 3 Points	Minus 4 Points	Minus 5 Points
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responseshave 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responseshave 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 Points Lost				-5 Points Lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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

*Scholarly source: Per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments and threaded discussions. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Your textbook and lesson are not considered to be an outside scholarly source. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. The best outside scholarly source to use is a peer reviewed nursing journal. You are encouraged to use the Chamberlain library and search one of the available data bases for a peer reviewed journal article. The following sources should not be used: Wikipedia, Wikis, or blogs. These web sites are not considered scholarly as anyone can add to these. Please be aware that .com websites can vary in scholarship and quality. For example American Heart Association is a .com site with scholarship and quality. It is the responsibility of the student to determine the scholarship and quality of any .com site. Ask your instructor before using any site that you are unsure of. If the instructor determines that the site does not demonstrate scholarship or quality, points will be deducted for not using scholarly sources. Current outside scholarly sources are required for the initial posting. This is defined to be 5 years or less. Instructor permission must be obtained if using a source that is older than 5 years.