NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
Walden University NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes 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 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
Whether one passes or fails an academic assignment such as the Walden University NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes 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 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
The introduction for the Walden University NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes 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.
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How to Write the Body for NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
After the introduction, move into the main part of the NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes 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 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
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 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
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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Sample Answer for Competencies and the Walden Mission, Vision, and Outcomes Included After Question
In this module, you begin laying the foundation for your academic and professional success. Your efforts begin with a vision that includes your own definition of success. Your vision may vary from those of your colleagues, but this does not mean you have to take these first steps alone.
Walden University and the College of Nursing also have a vision and mission, which include helping you to make your own vision a reality. Members of your new academic community, such as faculty, support teams, and fellow students, can also be helpful. Current practitioners and other member of the professional community can also help you to clarify your vision. My Goals and Walden University Vision and Mission Discussion Essay
This Module’s Discussion asks you to consider how the Walden mission and vision as well as the College of Nursing’s mission and vision apply to your professional and academic goals. You will also begin to identify individuals and teams who can help you along the way as you begin designing the “blueprint”—your Academic Success and Professional Development Plan—that will guide you toward your own vision for academic and professional success.
To Prepare:
- Review the Walden and College of Nursing mission and vision statements, Walden’s goals and University Outcomes, and the MSN Program Learning Outcomes presented in this Module’s Learning Resources.
- Reflect on your professional and academic goals as they relate to your program/specialization.
- Consider how the information in these resources fit with your own goals and to your becoming a scholar-practitioner My Goals and Walden University Vision and Mission Discussion Essay.
- Also consider academic and professional individuals and teams with whom you may collaborate in support of your efforts as a student at the university and as a professional within your organization and career.
By Day 3 of Week 1
Post a brief introduction of yourself to your colleagues. Include an explanation as to how Walden’s vision, mission, goals, and social change initiatives relate to your professional and academic goals and to your becoming a scholar-practitioner. Also include an explanation for how the Walden MSN Program Outcomes and perspectives relate to your professional and academic goals and to your becoming a scholar-practitioner. My Goals and Walden University Vision and Mission Discussion Essay.
By Day 6 of Week 1
Respond to at least two of your colleagues’ posts by suggesting additional individuals and/or teams with whom you wish to collaborate or by offering additional networking strategies.
A Sample Answer For the Assignment: Competencies and the Walden Mission, Vision, and Outcomes
Title: Competencies and the Walden Mission, Vision, and Outcomes
NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
The AACN developed the DNP essentials, which define the elements and competencies that the curriculum for a degree in Doctor of Nursing Practice must have. The AACN outlines eight essentials, which are considered the basic outcome competencies regarded as essential for every DNP graduate in spite of their nursing specialty or career focus (AACN, 2006).
The Walden University mission is offering a diversified community of professionals with a chance to revolutionize themselves from scholar to practitioners to bring about positive social change (Walden University, 2021). Additionally, the Walden University foresees a uniquely diverse 21st-century learning community where knowledge is deemed valuable to the program that it can be employed by its learners to the solutions of vital challenges in the society, thus enhancing the overall global good.
The Walden University’s standpoint relates to the AACN competencies, including
Essential I, Scientific Underpinnings for Practice. The AACN Essential I states that DNP-prepared nurses should have broad and deep knowledge gained from sciences and should demonstrate the translation of that scientific knowledge promptly and efficiently to assist patients in the daily needs in the practice setting (AACN, 2006). Walden’s mission relates to this competency as it offers its students the opportunity to scholarly transforms themselves to bring about positive social change (Walden University, 2021).
DNP students at Walden can become scholar-practitioners and effect positive health outcomes in society through putting evidence-based research into practice. They can also establish new strategies that can improve communities’ health outcomes and promote better outcomes in specific patient populations.
Walden’s standpoint is also support the AACN essential III on Clinical Scholarship and Analytical Methods for EBP. Essential III explains that the DNP learner should apply knowledge to find solutions to challenges in practice through the scholarship of nursing practice (AACN, 2006). The Walden standpoint relates to essential III since it aims at having learners applying knowledge to identify immediate solutions to societal challenges.
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My academic and professional goals are to improve health outcomes among individuals diagnosed with chronic illnesses. I also aim at making our communities healthier through sustainable and socially acceptable health promotion interventions. Walden’s standpoint relates to my goals as it encourages a learning community where scholars apply knowledge to solve crucial societal challenges (Walden University, 2021). My professional goals challenge me to make a difference in the community by addressing the common health challenges encountered in the community I live. Besides, promoting a healthier community through health promotion interventions will help shape a better world and advance the greater global good.
I will incorporate social change in the academic goal of improving health outcomes among individuals diagnosed with chronic illnesses by researching and identifying evidence-based community interventions that can promote better health outcomes. For instance, I will examine interventions that have effectively reduced morbidity rates in persons with chronic conditions such as diabetes, cancer, and cardiovascular diseases (Phillips, 2019).
I will also collaborate with an interdisciplinary team, which will help me implement the interventions in the community and measure their impact in achieving the overall goal (Phillips, 2019). Furthermore, I will incorporate social change to make communities healthier through sustainable and socially acceptable health promotion interventions by focusing on real-world applications that can improve the health of individuals (Phillips, 2019). I will also research theories and evidence-based strategies that engender positive social change.
References
American Association of Colleges of Nursing. (2006). DNP essentials: the essentials of doctoral education for advanced nursing practice. https://www.aacnnursing.org/DNP/DNP-Essentials
Phillips, A. (2019). Effective approaches to health promotion in nursing practice. Nursing Standard. https://doi.org/10.7748/ns.2019.e11312
Walden University. (2021). Social change. Accredited Online University | Online Degree Programs | Walden University. https://www.waldenu.edu/why-walden/social-change#mission
Effective communication is very crucial in learning, and at Walden, emphasis is being laid on effectively communication in writing in a manner that the writer will be clearly understood. Unlike in face-to-face communication, the tone of writing determines the response the message carries. The vision of Walden University is to create a distinctive 21st-century learning community where knowledge is judged worthy to the degree that it can be applied by its graduates to the immediate solutions of critical societal challenges, thereby advancing the greater global good (Walden University, n.d.).
The word ‘Community ‘ and ‘Communication’ are of the same Latin origin, “Communis” (Etymonline), and you can agree with me that there is no community without communication. And Walden University as a community, builds around diverse career professionals, who become members of the community with the opportunity to transform themselves as scholar-practitioners, through online communication as in DNP, so they can effect positive social change.
This positive change Walden University has defined as a deliberate process of creating and applying ideas, strategies, and actions to promote the worth, dignity, and development of individuals, communities, organizations, institutions, cultures, and societies.
By the end of the day, Walden University hopes to produce graduates with knowledge, skills, and abilities to facilitate positive social change, use their knowledge to positively impact their work place, community and the society at large.
On the other hand, AACN states that DNP graduate nurses are to have extensive knowledge and skills that can be translated into practices as such that will benefit patients and promote positive social change in the environment (AACN, 2006). Furthermore, DNP nurses are trained to use science-based theories to determine the nature of health and health-related issues, implement actions as well as evaluate outcomes of care. DNP nurses according to AACN, are required to possess competency of self-leadership (King et al., 2018), which Walden University also promotes. In adding value to the community, AACN promotes the development of the ability to assess, plan, manage, and develop oneself in order to optimize and preserve relationship, while adding value to their organizations.
One of my goals, both professionally and academically is the be trained to train others, and it is my desire to do so after graduation. I plan to organize trainings at my office to make sure everyone is updated on current guidelines, treatment procedures, and so on.
I also plan to participate in further research even after graduation. It has always been my desire to discover something novel.
References
American Association of Colleges of Nursing. (2006). The Essentials of Doctoral Education for Advanced Nursing Practice. https://www.aacnnursing.org/DNP/DNP-Essentials
When reading the Mission, Vision, and Goals of Walden University, it was the statement regarding social change that stood out the most to me in relation to my goals. “Social change” is a very broad term and can be defined differently depending on the person, institution, or organization’s goals. Walden promotes 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” (Walden University, 2011). The AACN aligns with Walden in that in that the scope was designed to facilitate the production of professionals who specialize in approaching the demands of the nursing field with a specialized skill-set and knowledge base (AACN, 2006). Increasing complex health issues drive the need for increased practice requirements.
In accordance with my academic and professional goals, I plan on incorporating social change by developing a culture that promotes and utilizes evidence based practice in the critical care setting. As mentioned before, coming back to Walden because of their focus on being a catalyst for positive change was a deciding factor in continuing my education. Understanding that “social change” and “society” can be defined as the individual institution or organization. The second group I hope to impact is the less experienced nurse. I hope that my education impact will help them recognize the power within knowledge. I hope to adopt the practice of promoting research by shining light onto its effect on clinical practice.
American Association of Colleges of Nursing. (2006). The Essentials of Doctoral Education for Advanced Nursing Practice. https://www.aacnnursing.org/DNP/DNP-Essentials
Walden University. (n.d.). Vision, mission, and goals. www.waldenu.edu. Retrieved April 3, 2021, from https://catalog.waldenu.edu/content.php?catoid=180&navoid=65653
This is insightful OLA. Value-based care has developed from conventional fee-for-service-based care to high-quality, coordinated care since the PPACA was enacted into law (Kaufman et al., 2019). The creation of accountable care organizations (ACOs) significantly led to the improvement of quality of healthcare service delivered to different patients. There is a lot of excitement around accountable care organizations (ACOs) as a way to improve the quality and value of healthcare (Lewis et al., 2019).
But while there are many potential benefits to ACOs, addressing the needs of high-cost, high-risk patients is critical to their success. One challenge for ACOs is that they are often rewarded for keeping patients healthy and out of the hospital (Resnick et al., 2018). But many high-cost, high-risk patients require expensive interventions and care coordination in order to stay healthy. Without focused attention on this population, ACOs may not be able to achieve the cost savings and quality improvements they are hoping for.
Question: what are some of the contribution of accountable care organizations (ACOs) in the management of ethical issues in the healthcare system?
References
Kaufman, B. G., Spivack, B. S., Stearns, S. C., Song, P. H., & O’Brien, E. C. (2019). Impact of accountable care organizations on utilization, care, and outcomes: a systematic review. Medical Care Research and Review, 76(3), 255-290. https://doi.org/10.1177/1077558717745916
Lewis, V. A., Tierney, K. I., Fraze, T., & Murray, G. F. (2019). Care transformation strategies and approaches of accountable care organizations. Medical Care Research and Review, 76(3), 291-314. https://doi.org/10.1177/1077558717737841
Resnick, M. J., Graves, A. J., Buntin, M. B., Richards, M. R., & Penson, D. F. (2018). Surgeon participation in early accountable care organizations. Annals of Surgery, 267(3), 401-407. https://journals.lww.com/annalsofsurgery/Abstract/2018/03000/Surgeon_Participation_in_Early_Accountable_Care.1.aspx
Walden University. (n.d.). Vision, mission, and goals. https://catalog.waldenu.edu/content.php?catoid=178&navoid=63972
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NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
According to a Gallup poll completed in 2013, 82% of respondents indicated that they believe nurses have high to very high levels of honesty and ethical standards, and nursing has been rated as the most trusted profession for several years (Gallup, 2010). What other values and characteristics are associated with the nursing profession? Which ones are the most professionally, academically, and personally significant to you?
For this Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes Discussion, you will consider the alignment of qualities outlined by the AACN with those promoted by Walden University.
You will examine the AACN document appropriate for your degree path and consider how you can incorporate either the Essentials or the Quality Indicators into your academic endeavors.
To prepare:
- Consider the competencies presented in The Essentials of Doctoral Education for Advanced Nursing Practice (for DNP students)or The Research-Focused Doctoral Program in Nursing: Pathways to Excellence (for PhD students)in this week’s Learning Resources.
- Examine Walden University’s mission, vision, and university outcomes.
- Review the media presentation Introduction: The Doctor of Nursing Practice, which includes Dr. Joan Stanley’s comments about the AACN’s vision for the DNP degree.
- Identify commonalities among the concepts presented in each of these items.
- Think about your professional and academic goals. Consider how Walden’s standpoint and the AACN’s perspective fit with your objectives. Based on this information, what ideas do you have for incorporating a commitment to social change into your academic and professional plans?
By Day 5
Post a cohesive response that addresses the following in Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes:
- Describe one or more significant ways in which Walden’s standpoint (i.e., vision, mission, social change message, and outcomes) relates to the AACN competencies as well as to your professional and academic goals.
- Articulate a plan for incorporating social change into two of your professional and/or academic goals.
Read a selection of your colleagues’ postings.
The American Association of Colleges of Nursing (AACN) is the driving force behind institutional nursing creativity and excellence. AACN encourages public support for advanced nursing education, science, and practice by developing quality standards for nursing education, assisting schools in enforcing such standards, influencing the nursing profession to improve health care (AACN, 2021).
Consistent with Walden university’s vision and mission in establishing an educational model that encourages science, experimentation, and critical thought, as well as professional excellence. Producing knowledgeable graduates, reflective practitioners, and agents of positive social change. Walden University offers a vibrant population of career experts the ability to turn into scholar-practitioners that can make a difference in the world (Walden University, 2011). DNP prepared nurses become leaders in the growing health care industry and make a considerable impact in the delivery of high-quality patient care; innovation of needed advanced competencies for increasingly complex practice, faculty, and leadership roles; enhancing knowledge to improve nursing practice and patient outcomes as well as fostering enhanced leadership skills to strengthen practice and health care delivery (AACN, 2006)
According to Walden University, positive social change is a process by which the creation and application of ideas promote an environment of worth and development that the collective can benefit from, thereby advancing human and social conditions. This environment provides a solid social and intellectual foundation where products and programs from Walden University can flourish. Furthermore, Walden University supports this environment through the development of principled, erudite, and ethical practitioners who are on the path to becoming civic and professional role models. Thereby validating a lifelong learning commitment and positively impacting communities and society. (Walden University, 2011).
References
American Association of Colleges of Nursing (AACN). (2006). The essentials of doctoral education for
advanced nursing practice. Washington, DC: Author. Retrieved from
http://www.aacnnursing.org/DNP/DNP-Essentials
American Association of Colleges of Nursing (AACN). (2021). Retrieved from
https://www.aacnnursing.org/Academic-Nursing
Walden University. (2011). Student publications: vision, mission, and goals. Retrieved from
https://catalog.waldenu.edu/content.php?catoid=160&navoid=53103
By Day 7
Respond to at least one of your colleagues’ postings on Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes in one or more of the following ways:
- Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
- Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
- Validate an idea with your own experience and additional research.
- Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
- Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.
Building on what you have said, I would add that the AACN has worked hard to refine NP Core Competencies so as to reflect the most up to date requirements for the current state of healthcare (Chan, Lockhart, Schreiber, & Kronk, 2020). The goal is to ensure that DNP students gain highly specific skills sets that evolve from Competency Based Education (CBE) as set forth by the Domains of Nursing or observable and measurable aspects of performance that allows the student to demonstrate competent, fully functional abilities in order to provide safe, quality care to a wide variety of patient populations, while promoting social justice and equality in medicine (Chan et al., 2020). Graduates of DNP programs possess the evidenced-based knowledge, practical experience, and professional attitudes necessary to advocate and facilitate changes that will shape future healthcare policies (Mullin, 2019).
The attainment of social justice and equity in healthcare is a lofty goal, but it doesn’t have to be “pie in the sky”. DNP graduates need to cultivate leadership skills that entitle them to pull up a chair and sit at the big table where the crucial decisions that affect nursing and medical practice are rolled out (Mullin, 2019). This will allow nursing representatives to have an influential voice in political decision making and social change policies where it has the greatest impact on professional nursing (Mullin, 2019). DNP graduates should be the gold standard in Advanced Nursing Practice because as leaders in the field there is no area of institutional, local, state, regional, and federal politics where knowledge of health policy, expert experience in evidenced-based research, and influential advocacy in practice cannot serve to promote proactive development and implementation of social change policy for the betterment of society and population health (Mullin, 2019).
Two nursing organizations that are full service professional organizations the DNP student can join so as to advance political abilities and become agents of social change are the American Nurse’s Association (ANA) and the International Council of Nurses (ICN) (Matthews, 2012).
Thank you for your excellent post, Mary Ann Keith-Marcus
References
Chan, T. E., Lockhart, J. S., Schreiber, J. B., & Kronk, R. (2020). Determining nurse practitioner core competencies using a Delphi approach. J Am Assoc Nurse Pract, 32(3), 200-217. doi: 10.1097/JXX.0000000000000384.PMID: 32132457.
Matthews, J. (2012). Role of professional organizations in advocacy for the nursing profession. OJIN: The Online Journal of Nursing, 17(1). Manuscript 3. doi: 10.3912/OJIN.Vol17no01Man03.
Mullin, M. H. (2019). Chapter 5: DNP involvement in healthcare policy. In Chism, L. A. (4th Ed). Doctor of Nursing Practice: A Guidebook for Role Development and Professional Issues (131-156). Burlington, MA. Jones & Bartlett.
Building on what you have said, I would add that the AACN has worked hard to refine NP Core Competencies so as to reflect the most up to date requirements for the current state of healthcare (Chan, Lockhart, Schreiber, & Kronk, 2020). The goal is to ensure that DNP students gain highly specific skills sets that evolve from Competency Based Education (CBE) as set forth by the Domains of Nursing or observable and measurable aspects of performance that allows the student to demonstrate competent, fully functional abilities in order to provide safe, quality care to a wide variety of patient populations, while promoting social justice and equality in medicine (Chan et al., 2020). Graduates of DNP programs possess the evidenced-based knowledge, practical experience, and professional attitudes necessary to advocate and facilitate changes that will shape future healthcare policies (Mullin, 2019).
The attainment of social justice and equity in healthcare is a lofty goal, but it doesn’t have to be “pie in the sky”. DNP graduates need to cultivate leadership skills that entitle them to pull up a chair and sit at the big table where the crucial decisions that affect nursing and medical practice are rolled out (Mullin, 2019). This will allow nursing representatives to have an influential voice in political decision making and social change policies where it has the greatest impact on professional nursing (Mullin, 2019). DNP graduates should be the gold standard in Advanced Nursing Practice because as leaders in the field there is no area of institutional, local, state, regional, and federal politics where knowledge of health policy, expert experience in evidenced-based research, and influential advocacy in practice cannot serve to promote proactive development and implementation of social change policy for the betterment of society and population health (Mullin, 2019).
Two nursing organizations that are full service professional organizations the DNP student can join so as to advance political abilities and become agents of social change are the American Nurse’s Association (ANA) and the International Council of Nurses (ICN) (Matthews, 2012).
Thank you for your excellent post, Mary Ann Keith-Marcus
References
Chan, T. E., Lockhart, J. S., Schreiber, J. B., & Kronk, R. (2020). Determining nurse practitioner core competencies using a Delphi approach. J Am Assoc Nurse Pract, 32(3), 200-217. doi: 10.1097/JXX.0000000000000384.PMID: 32132457.
Matthews, J. (2012). Role of professional organizations in advocacy for the nursing profession. OJIN: The Online Journal of Nursing, 17(1). Manuscript 3. doi: 10.3912/OJIN.Vol17no01Man03.
Mullin, M. H. (2019). Chapter 5: DNP involvement in healthcare policy. In Chism, L. A. (4th Ed). Doctor of Nursing Practice: A Guidebook for Role Development and Professional Issues (131-156). Burlington, MA. Jones & Bartlett.
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| RESPONSIVENESS TO DISCUSSION QUESTION
Discussion post minimum requirements: *The original posting must be completed by Friday, Day 5, at 11:59pm MST. Two response postings to two different peer original posts, on two different days, are required by Sunday, Day 7, at 11:59pm MST. Faculty member inquiries require responses, which are not included in the minimum number of posts. Your Discussion Board postings should be written in standard edited English and follow APA style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s Learning Resources as well as resources available through the Walden University online databases. Refer to the Essential Guide to APA Style for Walden Students to ensure your in-text citations and reference list are correct. |
8 (26.67%) – 8 (26.67%)
Discussion postings and responses exceed the requirements of the Discussion instructions. They: Respond to the question being asked or the prompt provided; – Go beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated); -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. – Demonstrate significant ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning -Resources as well as additional resources and has read, viewed, or considered a sampling of colleagues’ postings; -Exceed the minimum requirements for discussion posts*.
|
7 (23.33%) – 7 (23.33%)
Discussion postings and responses meet the requirements of the Discussion instructions. They: -Respond to the question being asked or the prompt provided; -Are substantive, reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence.re -Demonstrate ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Demonstrate that the student has read, viewed, and considered the Learning Resources and has read, viewed, or considered a sampling of colleagues’ postings -Meet the minimum requirements for discussion posts*.
|
6 (20%) – 6 (20%)
Discussion postings and responses are minimally responsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or -May (lack) lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence; and/or -Do not adequately demonstrate that the student has read, viewed, and considered the Learning -Resources and/or a sampling of colleagues’ postings; and/or has posted by the due date at least in part. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not meet the minimum requirements for discussion posts*.
|
0 (0%) – 5 (16.67%)
Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. They: – do not clearly address the objectives of the discussion or the question or prompt; and/or – Lack in substance, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. – Lack ability to generalize and extend thinking and evaluate theories or concepts within the topic or context of the discussion. -Do not demonstrate that the student has read, viewed, and considered the Learning Resources and/or a sampling of colleagues’ postings; and/or does not meet the minimum requirements for discussion posts*.
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| CONTENT KNOWLEDGE |
8 (26.67%) – 8 (26.67%)
Discussion postings and responses: -demonstrate in-depth understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; – are well supported by pertinent research/evidence from a variety of and multiple peer- reviewed books and journals, where appropriate; -Demonstrate significant mastery and thoughtful/accurate application of content, applicable skills or strategies presented in the course.
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7 (23.33%) – 7 (23.33%)
Discussion postings and responses: -demonstrate understanding and application of the concepts and issues presented in the course, presented with some understanding and application of concepts and issues presented in the course (e.g., insightful interpretations including analysis, synthesis and/or evaluation of topic; -are supported by research/evidence from peer-reviewed books and journals, where appropriate; and · demonstrate some mastery and application of content, applicable skills, or strategies presented in the course.
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6 (20%) – 6 (20%)
Discussion postings and responses: – demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors; –lack support by research/evidence and/or the research/evidence is inappropriate or marginal in quality; and/or lack of analysis, synthesis or evaluation of topic – demonstrate minimal content, skills or strategies presented in the course. ——-Contain numerous errors when using the skills or strategies presented in the course
|
0 (0%) – 5 (16.67%)
Discussion postings and responses demonstrate: -A lack of understanding of the concepts and issues presented in the course; and/or are inaccurate, contain many omissions and/or errors; and/or are not supported by research/evidence; and/or lack of analysis, synthesis or evaluation of topic -Many critical errors when discussing content, applicable skills or strategies presented in the course.
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| CONTRIBUTION TO THE DISCUSSION |
8 (26.67%) – 8 (26.67%)
Discussion postings and responses significantly contribute to the quality of the discussion/interaction and thinking and learning by: -providing Rich and relevant examples; discerning and thought-provoking ideas; and stimulating thoughts and probes; – -demonstrating original thinking, new perspectives, and extensive synthesis of ideas supported by the literature.
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7 (23.33%) – 7 (23.33%)
Discussion postings and responses contribute to the quality of the discussion/interaction and thinking and learning by -providing relevant examples; thought-provoking ideas – Demonstrating synthesis of ideas supported by the literature
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6 (20%) – 6 (20%)
Discussion postings and responses minimally contribute to the quality of discussion/interaction and thinking and learning by: – providing few and/or irrelevant examples; and/or – providing few if any thought- provoking ideas; and/or -. Information that is restated from the literature with no/little demonstration of critical thinking or synthesis of ideas.
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0 (0%) – 5 (16.67%)
Discussion postings and responses do not contribute to the quality of interaction/discussion and thinking and learning as they do not: -Provide examples (or examples are irrelevant); and/or -Include interesting thoughts or ideas; and/or – Demonstrate of critical thinking or synthesis of ideas
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| QUALITY OF WRITING |
6 (20%) – 6 (20%)
Discussion postings and responses exceed doctoral -level writing expectations. They: · Use grammar and syntax that is clear, concise, and appropriate to doctoral level writing; · Make few if any errors in spelling, grammar, and syntax; · Use original language and refrain from directly quoting original source materials; -provide correct APA · Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints.
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5 (16.67%) – 5 (16.67%)
Discussion postings and responses meet doctoral -level writing expectations. They: ·Use grammar and syntax that is clear and appropriate to doctoral level writing; ; · Make a few errors in spelling, grammar, and syntax; · paraphrase but refrain from directly quoting original source materials; Provide correct APA format · Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints;.
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4 (13.33%) – 4 (13.33%)
Discussion postings and responses are minimally below doctoral-level writing expectations. They: · Make more than occasional errors in spelling, grammar, and syntax; · Directly quote from original source materials and/or paraphrase rather than use original language; lack correct APA format; and/or · Are less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints.
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0 (0%) – 3 (10%)
Discussion postings and responses are well below doctoral -level writing expectations. They: · Use grammar and syntax that is that is unclear · Make many errors in spelling, grammar, and syntax; and –use incorrect APA format · Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints.
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| Total Points: 30 |
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Sample Answer for NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
Walden University’s mission is to provide a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive change (Walden University, n.d.). Aligning Walden University’s mission to an American Association of Colleges of Nursing (AACN) competency was simple as both groups strive to create a positive change. The Essentials of Doctoral Education for Advanced Nursing Practice (2006) notes numerous skills a nurse will achieve throughout the DNP program, such as:
- Employee principles of business, finance, economics, and health policy to develop and implement effective plans for practice-level and/or system-wide practice initiatives that will improve the quality of care delivery.
- Use advanced communication skills/processes to lead quality improvement and patient safety initiatives in health care systems.
(American Association of Colleges of Nursing [ANCC], 2006).
The skills listed above both use the word quality, and that one word is essential to me at a professional and academic level. If I plan to implement a new process, it needs to include evidence-based practice to show a high-quality result. The same applies to discussions and papers; the information should come from a known journal or organization. An example of a plan using the above two goals is improving a newborn’s care during the hospital stay by delaying the initial bath for 24-hours. The project would include developing a hospital policy on delayed newborn bathing, creating and implementing the new process in the unit using evidence-based practices, and following up to verify that improved patient care results have been achieved. During any change or implementation, communication is critical; communication includes both speaking and listening. As leaders, we must communicate our plan clearly and concisely and at the same time listen to what others are saying.
References
American Association of Colleges of Nursing. (2006). The Essentials of Doctoral Education for Advanced Nursing Practice. https://www.aacnnursing.org/DNP/DNP-Essentials
Walden University. (n.d.). Vision, mission, and goals. www.waldenu.edu. Retrieved April 3, 2021, from https://catalog.waldenu.edu/content.php?catoid=180&navoid=65653
Sample Response for NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
Hi India
I also agree with Walden University’s (2021) view on social change that “Walden supports 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 better of society”. As an FNP and DNP to be, I am incorporating social change in my profession by applying both my past and current work experiences and knowledge to become a better professional role model to patients, co-workers and community at large. According to Walden University (2021), exhibiting ongoing commitment to professional development is one of the learning outcomes for the MSN among others (Walden University, 2021). I am constantly trying to learn new ways to improve and better my knowledge and education.
Currently I’m work in collaboration with healthcare providers to educate the public on healthy lifestyles and behaviors that minimize their risk of developing health problems in some suburban area in Illinois. I hope that with my past and current experiences and my future knowledge gained at Walden University, I will be able to become a good professional advocate and role model for the future of geriatric care and the population at large.
References
Walden University. (n.d.). Vision, mission, and goals. www.waldenu.edu. Retrieved April 3, 2021,
from https://catalog.waldenu.edu/content.php?catoid=180&navoid=65653
Sample Response for NURS 8000 WEEK 2 Discussion 2: AACN Competencies and the Walden Mission, Vision, and Outcomes
India,
Great post India, I agree with you the statement that you have mentioned in your post that the competencies of ACCN are aligned with the mission statement of the Walden’s University and committed to offer an opportunity to the community of career professionals in order to become transformed from scholar to practitioners and pose effective and positive change on the community. According to Essentials of the DNP Program, DNP program make nurses able to acquire effective ACCN competencies and skills such as organizational and systems leadership for quality improvement, analytical methods, clinical competencies for implementing evidence-based practice, and information technology skills for the enhancement and transformation of the healthcare (Melnyk et al., 2014).
I also believe that quality is the most essential way to enhance career growth both at an academic and professional levels. A nurse is liable to maintain quality in the process of care delivery and integrating evidence based literature and practice at the academic and professional level would allow them to provide high quality care to the patient (Melnyk and Fineout-Overholt, 2011). I am also determined to attain a DNP degree at Walden’s University in order to acquire effective ACCN competencies and attain my career goals both at academic and professional level.
References
Melnyk, B. M., Gallagher‐Ford, L., Long, L. E., & Fineout‐Overholt, E. (2014). The establishment of evidence‐based practice competencies for practicing registered nurses and advanced practice nurses in real‐world clinical settings: Proficiencies to improve healthcare quality, reliability, patient outcomes, and costs. Worldviews on Evidence‐Based Nursing, 11(1), 5-15.
Melnyk, B. M., & Fineout-Overholt, E. (Eds.). (2011). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippin
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