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NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post

NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post

Chamberlain University NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post– Step-By-Step Guide

 

This guide will demonstrate how to complete the Chamberlain University   NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post 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  NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post                                   

 

Whether one passes or fails an academic assignment such as the Chamberlain University   NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post 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  NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post                                   

 

The introduction for the Chamberlain University   NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post 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  NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post                                   

 

After the introduction, move into the main part of the  NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post 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  NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post                                   

 

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  NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post                                   

 

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.

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NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post

Purpose

The self-assessment is completed using the TIGER-based  Assessment of Nursing Informatics Competencies  (TANIC) tool. TIGER refers to the Technology Informatics Guiding Education Reform Initiative which identified a list of the minimum informatics competencies for all nurses and students graduating from pre- and post-licensure programs.  The  graded self-evaluation of your informatics competencies is required in order to increase one’s own u nderstanding  of competencies in nursing informatics which will enable  the planning of strategies to  enhance knowledge and skills.

How is informatics used? 

Informatics in nursing practice is used to improve the efficiency of clinical practice. It achieves this by integrating data, information, and knowledge which support patients, nurses, and other healthcare providers in clinical decision-making. This is facilitated by using information structures, processes, and technology. Informatics technology in nursing makes patient information accessible such as the electronic health record (Nibbelink et al., 2018). Besides, informatics supports clinical decision-making through health data analysis. Furthermore, informatics in nursing is used to enhance patient communication, education, and engagement via electronic patient portals that allow clients to access their health information and communicate with providers.

Regarding the Pre-TANIC Self-Assessment for this week, how did your perceived competency level prior to the self-assessment compared to after the self-assessment? Explain in detail.  

Prior to the Pre-TANIC Self-Assessment, I regarded myself as proficient and skilled in using personal computers and health information systems. This was based on my ability to use my computer and the basic skills in using the health-information system in our healthcare organization. However, after completing the self-assessment, I learned I am proficient in information literacy and basic computer competencies. Besides, I identified that I need to gain knowledge and skills in privacy and security of information in computer systems. For example, I am not experienced in maintaining the integrity of information resources, systems, equipment, and facilities. I could not also clearly explain the privacy and security of information.

What TWO competencies do you use in your current clinical role? Provide examples.  

The informatics competencies I primarily use in my current nursing role are Basic computer skills and information literacy. I apply these competencies in my day-to-day nursing activities. They enable me to access patients’ health information from EHR databases, update nursing and treatment plans, document nursing care, chart vitals, and monitor patients’ progress (Nibbelink et al., 2018). Furthermore, I apply information literacy to use health systems to provide patient care and safe, high-quality nursing care.

Identify TWO resources to develop a strategic plan to enhance your competency skills.   

The resources that I find helpful in developing a strategic plan to improve my informatics competency skills include journals on nursing informatics and informatics training programs for healthcare providers. Nursing informatics journals provide a peer-reviewed international forum for innovation and research and the exchange of practice, reflecting health informatics’s interdisciplinary nature (Khezri & Abdekhoda, 2019). Informatics training programs are crucial in improving health providers’ informatics knowledge, skills, and competency.

Which resources are suited to your needs and why?  

Informatics training programs are suited to my knowledge and skills needs since they are tailored to facilitate continuous learning and improve on one’s weak areas (Khezri & Abdekhoda, 2019). This will significantly improve my areas of weakness in informatics and eventually enhance my nursing practice.

How do you intend to enact this improvement plan?

I plan to implement the improvement plan by actively participating in informatics training programs in our organization. I will also register for conferences and seminars for informatics training held by other organizations. Besides, I will search for online training programs that conduct free or paid training and give certificates.

References

Khezri, H., & Abdekhoda, M. (2019). Assessing nurses’ informatics competency and identifying its related factors. Journal of research in nursing: JRN24(7), 529–538. https://doi.org/10.1177/1744987119839453

Nibbelink, C. W., Young, J. R., Carrington, J. M., & Brewer, B. B. (2018). Informatics solutions for the application of decision-making skills. Critical Care Nursing Clinics, 30(2), 237–246. doi: 10.1016/j.cnc.2018.02.006

Activity Learning Outcomes

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

Apply knowledge of nursing informatics and non-nursing science (CO 1 and  2)

Assess nursing informatics competencies (CO2)

Evaluate progress in enhancing nursing informatics competencies (CO4)

Foster professional and personal development with planning strategies to enhance these competencies  (CO4)

Examine ethical decision making in relation to these competencies (CO3)

Requirements:

In order to prepare for this assignment, read the lessons as well as the assigned readings BEFORE attempting the self-assessment.

Please use the following hyperlink to access and complete the survey: Week 2 Pre-TANIC Self-Assessment Survey    (Links to an external site.)

FAILURE TO COMPLETE THE SURVEY WILL RESULT IN A GRADE OF ZERO (0) FOR THE ASSIGNMENT.

After completing the survey, navigate to the Week 2 Module in Canvas and respond to EACH of the q uestion s for your Reflection Post.

ALSO READ: NR 599 Nursing Informatics for Advanced Practice Week 1 Discussion

The Reflection Posts DOES NOT require cross-posting to a peer or faculty .

Scholarly sources: Only scholarly sources are acceptable for citation and reference in this course. 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 and reflection posts, 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, the 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 if you are unsure. Points will be deducted from the rubric if the site does not demonstrate scholarship or quality. Current outside scholarly sources must be published with the last 5 years.  Instructor permission must be obtained BEFORE the assignment is due if using a source that is older than 5 years.

ATTENTION: Students will not receive results following completion of this survey. For the reflection questions, please recall how you rated your proficiency/competency with the skills on the survey.

Reflection Questions:

Reflect upon your current or most recent clinical practice and answer the following:

How is informatics used?

Regarding the Pre-TANIC Self-Assessment for this week, how did your perceived competency level prior to the self-assessment compare to after the self-assessment? Explain in detail.

What TWO competencies do you use in your current clinical role? Provide examples.

Identify TWO resources to develop a strategic plan to enhance your competency skills.

Which resources are suited to your needs and why?

How do you intend to enact this improvement plan?

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

Also Check Out: NR 599 Week 5 Discussion Clinical Decision Support Systems

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

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Evaluation Methods

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Graded Item Points Weighting
Discussion (50 points, Weeks 1–7; 25 points, Week 8) 375 37.5%
Shared Governance Model Paper (Week 3) 200 20%
Management of Power Paper (Week 5) 200 20%
Executive Summary (Week 7) 225 22.5%
Total 1,000 100%

No extra credit assignments are permitted for any reason.

All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

Letter Grade Points Percentage
A   940–1,000 94% to 100%
A-  920–939 92% to 93%
B+ 890–919 89% to 91%
B   860–889 86% to 88%
B-  840–859 84% to 85%
C+ 810–839 81% to 83%
C   760–809 76% to 80%
F   759 and below 75% and below

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

Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate 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.

NR 599: Week 2 Discussion Pre TANIC Self-Assessment and Reflection Post Grading Rubric Guidelines

Performance Category 10 9 8 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from 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
Performance Category  10 9 8 4 0

Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts 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
Performance Category  5 4 3 2 0

Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, 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 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student 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 responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 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.