NURS 8502 Discussion Impact of the Problem
Walden University NURS 8502 Discussion Impact of the Problem-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 8502 Discussion Impact of the Problem 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 8502 Discussion Impact of the Problem
Whether one passes or fails an academic assignment such as the Walden University NURS 8502 Discussion Impact of the Problem 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 8502 Discussion Impact of the Problem
The introduction for the Walden University NURS 8502 Discussion Impact of the Problem 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 8502 Discussion Impact of the Problem
After the introduction, move into the main part of the NURS 8502 Discussion Impact of the Problem 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 8502 Discussion Impact of the Problem
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 8502 Discussion Impact of the Problem
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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In the first week of this course, you identified a known or potential practice problem you could change throughout this course and your practicum experience. Now in the final 2 weeks of the course, you have developed a project management plan to implement a practice change. How is it going? What are the lasting impacts of this change?
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Identifying a practice problem and planning for change are the first steps in successfully implementing long-lasting change. For the change to succeed, a leader must continually assess the impact of the practice change. How will this change impact the organization or healthcare practice? Why was this change necessary, and how will further analysis and assessment of the problem lend itself to further growth for the discipline, organization, or individuals impacted?
For this Discussion, consider the impact of your problem. Consider your role, as a leader, in implementing the change for the problem. How has your role impacted the problem or change?
To Prepare
Review your work on your practice problem throughout the course, reflecting specifically on your meetings with your preceptor and team.
Consider the impact of how a practice change may impact your healthcare organization or nursing practice in addressing the practice problem.
Reflect on your role as a nurse leader in promoting and supporting a proposed practice change.
By Day 3 of Week 10
Post a response detailing the impact of the practice problem you initially identified. Be specific. Now that a practice change has been proposed and implemented, describe the lasting impact of this practice change on your healthcare organization or nursing practice. Be specific and provide examples. What value have you found in making this practice change, meeting with your preceptor, and leading a team?
By Day 6 of Week 10
Read a selection of your colleagues’ blog posts and respond to at least two of your colleagues on two different days by expanding upon their responses or sharing additional or alternative perspectives.
Submission and Grading Information
Grading Criteria
To access your rubric:
Week 10 Discussion Rubric
Post by Day 3 of Week 10 and Respond by Day 6 of Week 10
To Participate in this Discussion:
Sample Answer for NURS 8502 Discussion Impact of the Problem
Impact of the practice problem initially identified.
The practice problem initially identified is the lack of preceptors for both capstone students and nursing new hires. The facility has turned away multiple nursing capstone students due to a lack of preceptors. This impacts the facility in multiple ways. First, it creates tension between the facility and its academic partners because the nursing programs aligned with the facility expect support in the form of student preceptors. Second, the nursing students who have been turned away may harbor resentment towards the facility; therefore, they will be less likely to seek employment at the facility after graduation. This, in turn, impacts staffing as less new nursing graduates fill vacancies at the facility. Finally, nursing new hires are impacted by this problem as well. Capstone students require preceptors who have at least three years’ experience. This means the students are being given experienced preceptors which leaves the new hires with preceptors who are less experienced.
Describe the lasting impact of the practice change on the organization.
The practice change proposed is the implementation of an alternative preceptor model. Specifically, peer-assisted learning (PAL) will be used with capstone students. The PAL model pairs two students with one preceptor. The students collaborate with one another and assist each other’s learning. The preceptor oversees both students, but is less involved in their learning process (Nygren & Carlson, 2017).
Changing to the PAL model will allow the facility to accommodate more capstone students, which should substantially mitigate the effects of the problem. The ability to accommodate the students will ease tension between the facility and its academic partners and decrease the potential for students to develop negative feelings towards the hospital. Additionally, when capstone students have a good experience at the facility while in their final semester, they often choose to seek employment with the facility upon graduation. Many students choose to complete their capstone on units they are interested in working. This is ideal because it allows them to meet other staff members and helps determine if they are a good fit for the unit. Increasing the number of capstone students seeking employment at the facility will also help decrease staffing shortages. Finally, transitioning to the PAL model will leave some experienced preceptors available to train nursing new hires. This will be especially beneficial to new graduates needing the support of a qualified preceptor to help them transition into the role of a professional nurse (Hansen, 2021).
The facility’s overall goal is to increase the number of trained and competent preceptors. To meet this goal, preceptor certification training classes are held every month. There is also a preceptor development series that consists of six courses to be taken after the initial preceptor training has been completed. Finally, a preceptor council is being formed. This will allow those working as preceptors to have a platform to discuss challenges, barriers, and opportunities for improvement. As the preceptor group grows, the facility may decide to return to the married preceptor model. This, of course, will depend upon the success of PAL.
Value found in making this practice change, meeting with preceptor, and leading a team.
The experience of implementing this practice change has been valuable in many ways, including mitigating the negative effects of an insufficient number of preceptors as previously discussed. Meetings with my preceptor, Jennifer, have been advantageous because she is experienced in project management and change implementation. One of the things I appreciate the most about Jennifer is that she guides me through the resolution of problems instead of simply telling me what to do. For any given challenge she starts by asking me what all of the options are and which ones I feel are most viable. Then she has me list out pros and cons for the most promising solutions. If I miss something important, she asks questions that direct my thinking towards it. I know using this process is much more time consuming for her, but I believe I learn more working through things in this way.
Leading the project team has helped to increase my confidence with change management. Including capstone preceptors on the team was a good decision as this allowed the value of the project to be communicated to them. Nilsen et al. (2020) report that change is most successful when those affected by it recognize its value and have the ability to influence it. Being part of the project team allowed both of these things for the preceptors.
Additionally, acting as the team leader also made me focus on communication. When team members missed meetings, I found simply emailing information to them was not always effective. This was especially true for the capstone preceptors. They also do not use WebEx teams. This meant the best method of communicating plans or changes with them was face-to-face. Communicating the proposed change with nursing leadership was done in person at a nursing leadership meeting. This allowed the leaders to ask questions and have their concerns addressed.
This project is not yet complete because the pilot cannot be implemented until the next group of capstone students comes through in June. Three preceptors will be using PAL while the others will continue with the current married model. The results of the pilot will determine the next steps. Therefore, I know I will continue to learn from this experience.
References
Hansen, W. (2021). The perceptions of newly qualified nurses on the guidance by preceptors towards becoming experts in nursing. Curationis, 44(1), a2205, https://doi.org/10.4102/curationis.v44i1.2205
Nilsen, P., Seing, I., Ericsson, C. Birken, S. A., & Schildmeijer, K. (2020). Characteristics of successful changes in health care organizations: An interview study with physicians, registered nurses, and assistant nurses. BMC Health Services Research, 20(147), 1-8. https://doi.org/10.1186/s12913-020-4999-8
Nygren, F., & Carlson, E. (2017). Preceptors’ conceptions of a peer learning model: A phenomenographic study. Journal of Nurse Education Today, 49, 12-16. http://dx.doi.org/10.1016/j.nedt.2016.10.015
Week 10 Discussion
Name: NURS_8502_Week10_Discussion_Rubric
Grid View
List View
Excellent
Point range: 90–100
Good
Point range: 80–89
Fair
Point range: 70–79
Poor
Point range: 0–69
Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
Points Range: 40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s).
Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
No less than 75% of post has exceptional depth and breadth.
Supported by at least three current credible sources.
Points Range: 35 (35%) – 39 (39%)
Responds to most of the Discussion question(s).
Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of the post has exceptional depth and breadth.
Supported by at least three credible references.
Points Range: 31 (31%) – 34 (34%)
Responds to some of the Discussion question(s).
One to 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.
Cited with fewer than two credible references.
Points Range: 0 (0%) – 30 (30%)
Does not respond to the Discussion question(s).
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 references.
Main Posting:
Writing
Points Range: 6 (6%) – 6 (6%)
Written clearly and concisely.
Contains no grammatical or spelling errors.
Adheres to current APA manual writing rules and style.
Points Range: 5 (5%) – 5 (5%)
Written concisely.
May contain one to two grammatical or spelling errors.
Adheres to current APA manual writing rules and style.
Points Range: 4 (4%) – 4 (4%)
Written somewhat concisely.
May contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Points Range: 0 (0%) – 3 (3%)
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 Posting:
Timely and full participation
Points Range: 9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation.
Posts main Discussion by due date.
Points Range: 8 (8%) – 8 (8%)
Meets requirements for full participation.
Posts main Discussion by due date.
Points Range: 7 (7%) – 7 (7%)
Posts main Discussion by due date.
Points Range: 0 (0%) – 6 (6%)
Does not meet requirements for full participation.
Does not post main Discussion by due date.
First Response:
Post to colleague’s main post that is reflective and justified with credible sources.
Points Range: 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
Points Range: 8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.
Points Range: 7 (7%) – 7 (7%)
Response is on topic and may have some depth.
Points Range: 0 (0%) – 6 (6%)
Response may not be on topic and lacks depth.
First Response:
Writing
Points Range: 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.
Response to faculty questions are fully 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.
Points Range: 5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in standard, edited English.
Points Range: 4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
Points Range: 0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
First Response:
Timely and full participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
Points Range: 4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
Points Range: 3 (3%) – 3 (3%)
Posts by due date.
Points Range: 0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
Points Range: 9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings.
Responds to questions posed by faculty.
The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives.
Points Range: 8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting.Points Range: 7 (7%) – 7 (7%)
Response is on topic and may have some depth.
Points Range: 0 (0%) – 6 (6%)
Response may not be on topic and lacks depth.
Second Response:Writing
Points Range: 6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues.
Response to faculty questions are fully 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.
Points Range: 5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues.
Response to faculty questions are mostly answered, if posed.
Provides opinions and ideas that are supported by few credible sources.
Response is written in standard, edited English.
Points Range: 4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication.
Response to faculty questions are somewhat answered, if posed.
Few or no credible sources are cited.
Points Range: 0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication.
Response to faculty questions are missing.
No credible sources are cited.
Second Response:
Timely and full participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation.
Posts by due date.
Points Range: 4 (4%) – 4 (4%)
Meets requirements for full participation.
Posts by due date.
Points Range: 3 (3%) – 3 (3%)
Posts by due date.
Points Range: 0 (0%) – 2 (2%)
Does not meet requirements for full participation.
Does not post by due date.
Total Points: 100
Name: NURS_8502_Week10_Discussion_Rubric