NURS 8502 Journal Entry 1
Walden University NURS 8502 Journal Entry 1-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 8502 Journal Entry 1 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 Journal Entry 1
Whether one passes or fails an academic assignment such as the Walden University NURS 8502 Journal Entry 1 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 Journal Entry 1
The introduction for the Walden University NURS 8502 Journal Entry 1 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 Journal Entry 1
After the introduction, move into the main part of the NURS 8502 Journal Entry 1 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 Journal Entry 1
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 Journal Entry 1
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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Submit a journal entry (along with your time log). The journal entry is your opportunity to be self-reflective and needs to connect your previous professional experience with your practice, competencies/concepts in the program, and the literature. See the Practicum Guidelines located in the Practicum area, and this week’s Learning Resources, for a complete description of the practicum.
Submit your Assignment by Day 7 of Week 3.
Photo Credit: Ellagrin / iStock / Getty Images Plus / Getty Images
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK3Assgn2+last name+first initial.(extension)” as the name.
Click the Week 3 Assignment 2 Rubric to review the Grading Criteria for the Assignment.
Click the Week 3 Assignment 2 link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK3Assgn2+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria
To access your rubric:
Week 3 Assignment 2 Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Week 3 Assignment 2 draft and review the originality report.
Submit Your Assignment by Day 7 of Week 3
To participate in this Assignment:
Sample Answer for NURS 8502 Journal Entry 1
Total Practicum Hours Completed for Course
|
WK |
Date |
Time |
# of hour |
Learner Objective *Bloom’s Taxonomy |
Course Objective (Walden) |
AACN Essential**
|
Projected Goal |
Activities Completed |
Status of completion
|
| 1-3 | Identify the best evidence-based practices that will be used to train new graduate registered nurses on the management of diabetic ulcers prevention. | Translate research findings to direct evidence-based nursing practice (Walden University, n.d.). | Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice. | Establish the best evidence-based practices are procedures recommended in care of diabetic ulcers. | Refined the practice problem.
Explored sources of evidence that will be utilized in addressing the practice problem. Developed a search strategy to address the practice problem. |
Complete | |||
| 4-7 | Develop a diabetic ulcers training program. | Develop organizational system changes for quality improvement in healthcare delivery in response to local and/or global community needs. | Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice. | Educate new graduate RNs on diabetic ulcers management. | Developed goal and objectives for the training program.
Develop training content to guide the program. Identified resources that will be used to facilitate training. Identified the teaching methods to be used in training. Approached potential trainers and requested them to facilitate the training. |
Complete | |||
| 8-10 | Implement a staff training program on the management of diabetic ulcers. | Develop organizational system changes for quality improvement in healthcare delivery in response to local and/or global community needs. | Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice. | Educate new graduate RNs on diabetic ulcers management. | Communication about the training to new grad nurses.
Conducted a financial analysis. Identified potential sponsors for the training.
|
Complete | |||
| 10-11 | Evaluate the impact of the staff training program on the management of diabetic ulcers. | Develop organizational system changes for quality improvement in healthcare delivery in response to local and/or global community needs (Walden University, n.d.). | Essential III: Clinical Scholarship and Analytical Methods for Evidence-Based Practice (AACN, 2006). | Assess the impact of the training program on educating new graduate RNs on managing diabetic ulcers. | Administered the pre-test questionnaire.
Implemented the training program. Administered the post-test questionnaire. Analyzed the questionnaire results.
|
Complete |
Journal
The DNP project was a staff education project to educate new graduate nurses on diabetic ulcers. The project was driven by the low knowledge scores demonstrated among new registered nurses on diabetic ulcers. This was attributed to inadequate experience among the new RNs in managing patients with diabetic ulcers and a lack of training programs (Bilal et al., 2018). During weeks 9-10, I was involved in the final touches of the project planning, implementation, and evaluation. The project team was able to secure enough funds to finance the project with the help of the project’s sponsors like diabetes associations, health agencies, and healthcare NGOs. We got enough funds to cater for the project’s supplies, equipment, personnel costs, technology, printing/photocopying, transport, and external experts. In addition, we communicated to nurse supervisors in all the hospital units to allow the new grad nurses to attend the training. The supervisors were cooperative and adjusted the staff rota accordingly to ensure the new nurses in the unit had free time to attend the training.
The training was conducted in week 10 and took two days with nurses attending the training as per their different off-days. Nurses were administered a pre-test questionnaire to establish their knowledge scores and identify the areas that needed more focus during training. The nurses actively participated in the training and exhibited enthusiasm by asking questions and giving examples of how they previously experienced challenges in providing care to patients with diabetic ulcers. After the training, the nurses expressed their appreciation. They discussed how they would apply the knowledge acquired to improve the care to patients at risk of and those with diabetic ulcers. In addition, nurses were administered a post-test questionnaire to measure the impact of the training in improving knowledge scores on diabetic ulcers (Innes-Walker et al., 2019). Based on the analysis findings. Nurses demonstrated improved knowledge scores on diabetic ulcers. They also demonstrated increased confidence in their ability to assess and manage patients with diabetic ulcers. Furthermore, they exhibited improved clinical decision-making in managing patients with diabetic ulcers.
References
AACN. (2006). The Essentials of Doctoral Education for Advanced Nursing Practice.
Bilal, M., Haseeb, A., Rehman, A., Hussham Arshad, M., Aslam, A., Godil, S., Qamar, M. A., Husain, S. N., Polani, M. H., Ayaz, A., Ghazanfar, A. S., Ghazali, Z. M., Khoja, K. A., Malik, M., & Ahmad, H. (2018). Knowledge, Attitudes, and Practices Among Nurses in Pakistan Towards Diabetic Foot. Cureus, 10(7), e3001. https://doi.org/10.7759/cureus.3001
Innes-Walker, K., Parker, C. N., Finlayson, K. J., Brooks, M., Young, L., Morley, N., … & Edwards, H. E. (2019). Improving patient outcomes by coaching primary health general practitioners and practice nurses in evidence-based wound management at on-site wound clinics. Collegian, 26(1), 62-68. https://doi.org/10.1016/j.colegn.2018.03.004
Walden University. (n.d.). Doctor of Nursing Practice: Learning Outcomes. Accredited Online University | Walden University. https://www.waldenu.edu/online-doctoral-programs/doctor-of-nursing-practice#program-outcomes
Week 3 Assignment 2
Name: NURS_8502_Week3_Assignment2_Rubric
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Excellent Good Fair Poor
Reflect on the practicum experience hours completed.
Points Range: 41 (41%) – 45 (45%)
The response comprehensively and clearly reflects on the practicum experience.
The response includes relevant, specific, and appropriate examples that fully support the reflection.
Points Range: 36 (36%) – 40 (40%)
The response clearly reflects on the practicum experience.
The response includes relevant, specific, and accurate examples that support the reflection.
Points Range: 32 (32%) – 35 (35%)
The response inaccurately or vaguely reflects on the practicum experience.
The response includes inaccurate and irrelevant examples that may support the reflection.
Points Range: 0 (0%) – 31 (31%)
The response inaccurately and vaguely reflects on the practicum experience, or it is missing.
The response includes inaccurate and vague examples that do not support reflection, or it is missing.
Complete the Practicum Time Log.
Points Range: 40 (40%) – 40 (40%)
A completed Practicum Time Log is submitted.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
An incomplete Practicum Time Log is submitted, or it is missing.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or off topic.
Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) APA format errors.
Points Range: 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Name: NURS_8502_Week3_Assignment2_Rubric