NURS 6003 Transition Discussion Board Week 8
Walden University NURS 6003 Transition Discussion Board Week 8– Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 6003 Transition Discussion Board Week 8 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 NURS 6003 Transition Discussion Board Week 8
Whether one passes or fails an academic assignment such as the Walden University NURS 6003 Transition Discussion Board Week 8 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 NURS 6003 Transition Discussion Board Week 8
The introduction for the Walden University NURS 6003 Transition Discussion Board Week 8 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 NURS 6003 Transition Discussion Board Week 8
After the introduction, move into the main part of the NURS 6003 Transition Discussion Board Week 8 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 NURS 6003 Transition Discussion Board Week 8
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 NURS 6003 Transition Discussion Board Week 8
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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Professional development is a concept for career-based nurses. In professional development, nurses take the steps necessary to advance their practice through education, volunteering, networking, attending seminars, and gaining credentials. Nurses should keep a portfolio to document their achievements to market themselves for professional organizations and jobs in professional development. Portfolios are a way of charting your progress and achievements in nursing. According to an article by Margaret Burns (2018), there are two different types of portfolios, one that showcases the nurse’s specific achievements and another that is broader than documents everything the nurse has accomplished. A specified portfolio of accomplishment is more conducive for job and professional organization applications, while the more common portfolio keeps track of the nurse’s clinical, educational, and volunteer experiences (p. 15).
For my undergraduate degree, a nursing portfolio was required to be completed before graduating. I constructed my portfolio on a website and included my background, current nursing position, future goals, and artifacts from each of my courses that people who reviewed my portfolio could read. I have used this portfolio during interviews, especially for travel nursing agencies, because it encompasses all of my time and experiences as a nurse.
Travel Nursing Experience
My first strategy for building a sound portfolio is to document my experience as a nurse. To do this, I have joined a travel nursing agency to become a temporary nurse at different facilities. I have a background in medical-surgical, intermediate, and critical care nursing so that I can float between these three disciplines at various facilities. This will help articulate my vast experience as a nurse when I become a nurse practitioner and apply for a job. Each hospital organization is set up differently, so I will learn their competencies, nursing workflow, and different management styles of disease processes. In future practice, I will be able to use these skills when I manage a patient’s plan of care. An article by Jan Daubener (2001) provides anecdotes from different travel nurses to explain the pros and cons of the career field. One account from a nurse demonstrated their increased competency and comfort level managing critical drips and ventilators in an ICU that differed from their home unit. As such, the nurse was adaptable and learned the processes at the new hospital he traveled to and was successful. As a result, he gained more experience and comfort level handling a different management style and could use this knowledge in future travel contracts. Traveling to new agencies means that I will have to be comfortable with not knowing everything and adapt quickly to new situations. This measurement of self-assessment relates to a critical aspect of nursing portfolio development.
In an article by Casey and Egan (2010):
Evidence used within the portfolio can be used to undertake a personal review of where a practitioner currently is in terms of their development and consider where they want to be. A SWOT (strengths, weaknesses, opportunities, and threats) analysis can be a simple but useful tool to analyze professional strengths, skills, knowledge, and ability) and weaknesses (areas for development.) These can then be considered in the context of the opportunities for development and the potential threats or barriers to development (p. 550).
Travel nursing will require me to constantly assess my current knowledge and experience level, narrow down what I need to improve, and then reflect on what I have learned. This skill will be used constantly in my future practice as a nurse practitioner.
Greetings, fellow Walden Colleagues; I have been a registered nurse for the past 14 years and presently enrolled in the Adult and Gerontology Primary Care Nurse Practitioner program. Foremost, I believe that the curriculum set out by Walden will satisfy the necessary academic requirements I need for certification as an Adult and Gerontology Primary Care Nurse Practitioner. In addition, Walden’s vision, mission, and social change initiatives can satisfy my professional and academic goals and path in becoming a scholar-practitioner.
I chose to major in Adult and Gerontology Primary Care Nurse Practitioner because of the desire to provide care to individuals across the human life span. Walden School of Nursing envisions the same, “contributions of nursing and its’ related disciplines at Walden will be seen as a source of education to satisfy the need for nursing services for every individual throughout their life span at an individual, societal, and global level. (Walden University, 2015).
In an ever-changing society, nurses would face situations requiring a critical thinking approach to finding a resolution. One of my professional goals is to be a critical thinker, in which I can provide valid and applicable solutions to different clinical and social situations that may arise. After reading Walden’s Vision statement, I believe they can help me attain my professional goal to be a critical thinker. “Walden believes that knowledge gained at the institution would allow students to affect solutions to societal challenges and by extension global society” (Walden University, 2018).
Incorporation of Social Initiative/Change
No one individual is a team, nor can they individually affect social change. Therefore, I believe that communication and interaction with other professionals will improve my professional goal of affecting social change. Walden University affords social and professional networking through its student café initiatives, discussions, and projects. In addition, Walden School of Nursing holds my same belief of “positive social change can lead to an improvement in both the human and social conditions” (Walden University, 2015).
Additionally, due to the nursing field’s dynamic changes, there will always be a continuous expansion of knowledge. Therefore, “Both the development and maintenance of professional networking relationship would allow for ideas and information exchange to keep nurses knowledge base relevant” (Schmitt, n.d.).
References
Schmitt, K. (n.d.). 5 reasons nurses should engage in professional networking. BluePipes Blog.
https://blog.bluepipes.com/5-reasons-nurses-should-take-professional-networking-seriously/
Walden University. (2018, March). Vision, mission, and goals. Walden University – Acalog ACMS™. https://catalog.waldenu.edu/content.php?catoid=153&navoid=49950
Walden University. (2015, March). School of nursing mission and vision. Walden University –
Acalog ACMS™. https://catalog.waldenu.edu/content.php?catoid=117&navoid=32441
Professional Certifications
My next strategy for constructing a solid portfolio of my nursing practice is to gain credentials or competencies in my chosen practice area. Currently, I am pursuing a specialization in acute care practice for adults and geriatrics. My eventual goal is to work as a nurse practitioner in endocrinology and diabetes management. One specific nursing credential I am actively trying to achieve is certified diabetes educator (CDE). This is awarded to nurses who have the required amount of hours managing and counseling patients on diabetes and successfully passing the proctored exam. If I have this credential, it will represent my interest and passion for diabetes management and supply me with the knowledge necessary to make critical decisions when managing this disease. According to an article presented on the American Association of Neuroscience Nurses (2019), certified nurses gain more respect, possess increased knowledge and competency, have more job opportunities, are more reliable and make fewer errors, decrease healthcare costs, and provide better patient outcomes, (pp. 2-3). By gaining a credential, shows my commitment to the profession and drive to advance my knowledge.
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Social Change
My strategies to obtain my goals of nursing excellence relate to Walden University’s social change initiative. According to Walden University (2021), “ …Walden supports positive social change through the development of principled, knowledgeable, and ethical scholar-practitioners, who are and will become civic and professional role models by advancing the betterment of society” (para. 6). My experience from different nursing facilities and my credentials from my CDE exam will allow me to have an advanced perspective on nursing. I will have more knowledge and experience caring for patients, be more credible based on my certifications, and be able to transition into the nurse practitioner role where I can use my knowledge to act ethically and advance the health of my community, thus creating positive social change.
Conclusion
Nurses use professional portfolios to showcase the critical aspects of their career journey as proof for career development. A strong portfolio will give a background of nursing experience, education level, credentials, and letters of recommendation so that employers and professional organizations can assess the nurse’s abilities. By gaining expertise from travel nursing and achieving certifications, I can add these to my portfolio as evidence of my nursing expertise to eventually create positive social change.
References
American Association of Neuroscience Nurses. (2019). Impact of nursing certification on nurses, healthcare employers and patients [PDF]. American association of neuroscience nurses. Retrieved October 17, 2021, from https://aann.org/uploads/Meetings/2020/WhitePaper_ACU_Certification.pdf
Burns, M. K. (2018). Creating a nursing portfolio. Ohio Nurses Review, 93(3), 16–17. Retrieved October 17, 2021, from https://doi.org/https://eds-b-ebscohost-com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=5&sid=4ee231f2-c0ff-440a-9d82-4c18e2e9ee28%40sessionmgr102
Casey, D., & Egan, D. (2010). The use of professional portfolios and profiles for career enhancement. British Journal of Community Nursing, 15(11), 547–552. Retrieved October 17, 2021, from
Daubener, J. (2001). A look at travel nursing: Two sides to the coin. Journal of Emergency Nursing, 27(5), 507–510. Retrieved October 17, 2021, from https://doi.org/10.1067/men.2001.118574
Walden University. (2021). Mission, vision, and goals. Walden University catalog. Retrieved 2021, from https://catalog.waldenu.edu/content.php?catoid=181&navoid=66193
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Also Read:
NURS 6003 Discussion Post an Explanation of your Choice of a Nursing Specialty Within the Program
NURS 6003 Describe your Approach to Identifying and Analyzing Peer-Reviewed Research
NURS 6003 Quiz: APA Style and Format
NURS 6003 Week 1 Assignment Assignment: Academic Success and Professional Development Plan
NURS 6003 Transition to Graduate Study Week 1 Quiz
Name: NURS_6003_Module01_
| 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%)
|
Also Read: NURS 6003 Discussion Strategies for Academic Portfolios 1
MEGHAN
After reviewing the content from this week, I think it is important to note the barriers to the ethical approach and from there look at the possible solutions to that barrier. It is my hope that when I become a practicing APRN that the education provided in this weeks resources aids me in my decision making. This week pointed out different ethical approaches such as principle-based and care-based ethics. The principle-based is care based on policies and principles set by the hospital, whereas the care-based focuses on the “issues surrounding intrinsic needs and the responsibilities that occur in relationships” (Tracey & O’Grady, 2019). The specific example I can give is, due to the overwhelming overcrowding in hospitals and understaffing, it has been difficult transferring out patients who need a higher level of care. One night, I remember calling over 22 hospitals in New England looking for a hospital to except an upper GI bleed in a 56yr old female. The only hospital that had bed availability was in Albany, NY. Legally, we as providers, must treat the patients that come to our facility. Ethically, I would side with the patients decision in not wanting to go over 4 hours to a hospital in an unknown area. The patient decided to leave AMA and have her husband drive her to Dartmouth to be treated in their ER.
According to the NCBI article, “As a general rule, it seems that learners value feedback more when it is given by someone they respect as a role model” (Hardavella, G., Aamli-Gaagnat A., et al, 2017). I think that my strength lies in the fact that I can take constructive feedback, without allowing emotions to interfere with my learning. I appreciate feedback from all my peers in the hospital setting. In the emergency room setting, we use more informal feedback when discussing a particular case or situation. I find that I respond better with the verbal feedback from my peers rather than a formal, written down example. Something I need to work on in this situation is not feeling down when formal feedback is needed.
Resources
Hardavella, G., Aamli-Gaagnat, A., Saad, N., Rousalova, I., Sreter, K. B. (2017, December). How to give and receive feedback effectively. Breathe (Sheffield, England). Retrieved September 22, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5709796/.
Tracy, M. F., O’Grady, E. T., Hamric, A. B., & Hanson, C. M. (2019). Hamric and Hanson’s advanced practice nursing: An integrative approach. St. Louis, MS: Elsevier.
RESPOND HERE (150 WORDS, 3 REFERENCES)
This is insightful Meghan, after reviewing this week’s assignment, there is a realization that ethical consideration is necessary for the healthcare practice. As a result, there is the need for healthcare professionals to consider different ethical practices to enhance the quality of healthcare delivery (Hardavella et al., 2017). For advanced practice registered nurses, ethics should be applied in undertaking different activities, including research processes. However, in some cases, there are barriers to the application of evidence-based practices. These barriers ought to be encountered (Farmer & Lundy, 2017). Advanced practice registered nurses should be able to identify different barriers associated with the application of ethical practices. There are different ethical practices that should always be considered in the healthcare processes (Abrantes et al., 2020). Care-based ethics and principled-based ethics are some of the ethical approaches that should be considered by advanced practice registered nurses. The principle-based is care based on policies and principles set by the hospital, whereas the care-based focuses on the “issues surrounding intrinsic needs and the responsibilities that occur in relationships.
References
Hardavella, G., Aamli-Gaagnat, A., Saad, N., Rousalova, I., Sreter, K. B. (2017, December). How to give and receive feedback effectively. Breathe (Sheffield, England). Retrieved September 22, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5709796/.
Abrantes, J. A., Ferreira, F. A., Zopounidis, C., Pereira, L. F., & Meidutė‐Kavaliauskienė, I. (2020). Analyzing ethical practices in the public healthcare sector using fuzzy cognitive mapping. Journal of Multi‐Criteria Decision Analysis. https://onlinelibrary.wiley.com/doi/full/10.1002/mcda.1729
Farmer, L., & Lundy, A. (2017). Informed consent: Ethical and legal considerations for advanced practice nurses. The Journal for Nurse Practitioners, 13(2), 124-130. https://www.sciencedirect.com/science/article/abs/pii/S1555415516304469
LAUREN
After reviewing this weeks content, I will uphold and improve the ethical practice of my profession by striving to maintain an ethical environment for everyone involved. According to Tracy and O’Grady (2019), “thoughtful ethical decision making arises from an environment that supports and values the critical exchange of ideas and promotes collaboration among members of the health care team, patients, and families” (p.331). I think this inclusive understanding of an ethical environment is crucial. I also feel that preventive ethics is optimal because it is preventing the problem before it arises. I will be sure to always use reflection and to seek opinions that are different from my own. Furthermore, I will be sure to take moral action when needed, in order to address ethical issues that may come up.
After reading this week’s article, I feel that my strengths are being a good listener and being a good sport and showing appreciation. I feel that I could use work on learning from my mistakes and being motivated. When it comes to myself, I can be brutal. I feel that I am much harder on myself than anyone else. I easily can accept feedback, however I do beat myself up afterward. To strengthen this skill, I will try to remember some of the concepts that we have learned in this course. For example, one that really resonated with me was that it’s ok to make mistakes. While we all know this, I feel that it is easily forgotten and that we demand perfection of ourselves. I will try next time to take a brief pause and a deep breath and remind myself of this. What I also found interesting was reading that, “differing interpretations or uptakes of feedback may be based on a number of factors that include: personality, fear, confidence, context and individual reasoning processes” (Hardevella et al., 2017). After reading this, I thought that perhaps I could benefit from working on my confidence.
References
Hardavella, G., Aamli-Gaagnat, A., Saad, N., Rousalova, I., & Sreter, K. B. (2017). How to give and receive
feedback effectively. Breathe (Sheffield, England), 13(4), 327–333. https://doi.org/10.1183/20734735.009917Links to an external site.
Tracy, M.F., & O’Grady, E.T. (2019). Hamric and Hanson’s advanced practice nursing: An integrative approach. Elsevier.
RESPOND HERE (150 WORDS, 3 REFERENCES)
This is insightful Lauren, This week’s reading mainly focuses on the application of ethical practice in the healthcare delivery processes. Advanced practice registered nurses should always engage in the application of ethical practices in the undertaking different healthcare activities (Hardavella et al., 2017). Ensuring an ethical environment is necessary in enhancing quality healthcare delivery. Through adherence to the ethical practices, healthcare organizations have been able to develop a collaborative work environment where there is respect and common goals (Elias & Paradies, 2021). Some of the ethical practices to be considered in the work environment include adherence to consent for the patients, confidentiality in the management of healthcare of patient’s information, and respect for the patient’s decisions (Abrantes et al., 2020). For the advanced practice registered nurses, ethical principles are necessary in undertaking research processes. As a result, advanced practice registered nurses should be able to identify different barriers associated with the application of ethical practices. There are different ethical practices that should always be considered in the healthcare processes.
References
Hardavella, G., Aamli-Gaagnat, A., Saad, N., Rousalova, I., Sreter, K. B. (2017, December). How to give and receive feedback effectively. Breathe (Sheffield, England). Retrieved September 22, 2021, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5709796/.
Abrantes, J. A., Ferreira, F. A., Zopounidis, C., Pereira, L. F., & Meidutė‐Kavaliauskienė, I. (2020). Analyzing ethical practices in the public healthcare sector using fuzzy cognitive mapping. Journal of Multi‐Criteria Decision Analysis. https://onlinelibrary.wiley.com/doi/full/10.1002/mcda.1729
Elias, A., & Paradies, Y. (2021). The costs of institutional racism and its ethical implications for healthcare. Journal of Bioethical Inquiry, 18(1), 45-58. https://link.springer.com/article/10.1007/s11673-020-10073-0