NR393 Nursing History Week 6 Assignment Course Project Phase 3: Reflection Paper
NR393 Nursing History Week 6 Assignment Course Project Phase 3: Reflection Paper
Purpose: The purpose of this course project is for learners to explore how living nurses are making nursing history, apply lessons from nursing history, and analyze the impact of this project on nursing history today.
The nurses from the 20th century will best guide my professional practices because their moral behavior was satisfactory to both the patients and the management. Nurses in the 19th century were lower class level women who were not trained and gave themselves the head nurses’ position and put themselves in charge of the critical patients (Helmstadter, 2008). They lacked moral character, such as being kind to the patients. The nurses are paid a full salary without work experience, but they involved themselves with some less critical nursing care such as making beds, cleaning the weaker patients, and helping them. The nurses had to find and pay substitutes by themselves because they had no paid time off.
The 20th-century nurses were well trained, came from the middle class, were highly disciplined, made sure they had well attended to their patients, did their work with passion, kind to their patients, humbly communicated them, and used the correct language to their patients (Amadeo, 2008). They have trained matrons who are maintaining adequate discipline and see them providing exemplary patient care. Nurses in the 20th century are kind where they are mindful. They are in the position to listen to their patients, encourage them, be respectful even when faced with demanding patients, and deal with patients’ fearful or anxious feelings.
Nurses should develop self-awareness, which is beneficial to their professional level and personal. Mindful awareness includes their unsolved emotional stress, mainly through conscious awareness. However, many nurses have difficulty dealing with dying patients, witnessing patients suffer, and their families. It will improve the relationship between the patients and nurses.
References
Amadeo, C. A. (2008). A correlational study of servant leadership and registered nurse job satisfaction in acute health-care settings (Doctoral dissertation, University of Phoenix).
Helmstadter, C. (2008). Authority and leadership: The evolution of nursing management in 19th century teaching hospitals. (n.d.). Journal of Nursing Management 16, 4–13
The nurses from the 20th century will best guide my professional practices because their moral behavior was satisfactory to both the patients and the management. Nurses in the 19th century were lower class level women who were not trained and gave themselves the head nurses’ position and put themselves in charge of the critical patients (Helmstadter, 2008). They lacked moral character, such as being kind to the patients. The nurses are paid a full salary without work experience, but they involved themselves with some less critical nursing care such as making beds, cleaning the weaker patients, and helping them. The nurses had to find and pay substitutes by themselves because they had no paid time off.
The 20th-century nurses were well trained, came from the middle class, were highly disciplined, made sure they had well attended to their patients, did their work with passion, kind to their patients, humbly communicated them, and used the correct language to their patients (Amadeo, 2008). They have trained matrons who are maintaining adequate discipline and see them providing exemplary patient care. Nurses in the 20th century are kind where they are mindful. They are in the position to listen to their patients, encourage them, be respectful even when faced with demanding patients, and deal with patients’ fearful or anxious feelings.
Nurses should develop self-awareness, which is beneficial to their professional level and personal. Mindful awareness includes their unsolved emotional stress, mainly through conscious awareness. However, many nurses have difficulty dealing with dying patients, witnessing patients suffer, and their families. It will improve the relationship between the patients and nurses.
References
Amadeo, C. A. (2008). A correlational study of servant leadership and registered nurse job satisfaction in acute health-care settings (Doctoral dissertation, University of Phoenix).
Helmstadter, C. (2008). Authority and leadership: The evolution of nursing management in 19th century teaching hospitals. (n.d.). Journal of Nursing Management 16, 4–13
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Course Outcomes:
This course project enables the student to meet the following course outcomes:
CO2: Apply lessons from nursing history to today’s professional nursing practice. (PO4)
CO4: Analyze the impact of nursing history on professional nursing roles today and in the future. (PO7)
Directions:
After completing the Phase 2: Conversation with the Selected Nurse in Week 3, you may begin working on the Phase 3: Reflection Paper. The Phase 3: Reflection Paper will be due by Sunday end of Week 6 by 11:59PM Mountain Time.
Download the Phase 3: Reflection Paper template below.
View the Phase 3: Reflection Paper Tutorial (Links to an external site.)
The Phase 3: Reflection Paper be a typed paper in APA format including:
Double-spaced, font and type size consistent with APA manual
Title Page adheres to Chamberlain and APA standards.
Content and headings as below and on the rubric:
Introduction (include Introduction content, but no heading)
Reflection on Learning from Nurse’s Answers
Insight Gained from Conversation Regarding Leadership, Provision of Care, and/or Evidence-Based Practice
Analysis of the Impact of Nursing History on Professional Practice Today and in the Future
Conclusion
Length: Approximately 3 double-spaced pages excluding Title Page; 800-1000 words required in the body of the paper.
No outside sources will be used. No citations or references. No Reference page needed.
Excellent mechanics of scholarly writing including spelling, grammar, structure, paragraphing, and punctuation.
Submit Phase 3 assignment via Canvas by due date.
Template:
Phase 3: Reflection Paper [Download Here (Links to an external site.)]
Best Practices:
Carefully review the directions, required template, tutorial, and rubric.
Please use your browser’s File setting to save or print this page.
Spell check for spelling and grammar errors prior to final submission.
Use the rubric as a final check prior to submission to
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.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
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.
Grading Rubric Guidelines
ensure all content is clearly addressed
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.