NURS 6003 Discussion: Using the Walden Library

• Guide: Database search skills

NURS 6003 Discussion: Using the Walden Library Rubric Detail

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Name: NURS_6003_Module04_Week06_Discussion_Rubric

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Excellent Good Fair Poor
Main Posting

Points Range: 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.

Points Range: 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.

Points Range: 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.

Points Range: 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

Points Range: 10 (10%) – 10 (10%)

Posts main post by day 3.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.

First Response

Points Range: 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.

Points Range: 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.

Points Range: 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.

Points Range: 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

Points Range: 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.

Points Range: 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.

Points Range: 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.

Points Range: 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

Points Range: 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Points Range: 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.
Total Points: 100

NURS 6003 Discussion: Using the Walden Library Rubric

You find something you enjoy in life, and you chase it. That is what I have done by deciding to further my nursing education at Walden University. I not only have a passion for caring for others, but I particularly have a passion for providing comfort to terminally ill patients. My position as a hospice nurse has been the most rewarding experience in my nursing career yet. Time after time, I provide families with comfort and support when they need it the most. I bring this to attention because I often provide families with education. At the end of life, many changes cause concern to families, especially in the home setting. My job is to provide facts about expectations during a very uncertain time in an individual’s life to comfort the patient and their family.

Symptom control drives the plan of care for our hospice patients. This significant detail led me to research a medication we commonly use to comfort patients in their final days. Morphine treats a variety of symptoms in hospice patients when not contraindicated. Morphine is more widely known for its ability to decrease pain levels. As a hospice nurse, I have observed the use of this medication for reducing pain, but I have also witnessed doctors prescribing this opioid to control breathing symptoms.

For my research regarding this topic, I utilized the Walden Library. I selected the “nursing” category on the library homepage to narrow my search. After choosing this topic, the library generated a list of databases available for research. From previous assignments, I have some knowledge of the listed databases. I have experience with the CINAHL database, specifically, so this is where I began my search (Walden University Library, 2022). My goal was to locate evidence-based information to back up the use of morphine for breathlessness or shortness of breath in terminally ill patients. It is important to me to provide families with education regarding the benefits of morphine, besides pain relief. Having the research to back up my field experience is what I need to continue to make a difference for patients and their suffering.

To my surprise, finding information regarding the use of morphine for shortness of breath was reasonably straightforward. In further detail, I researched a specific population of patients. Very commonly, cancer is the primary diagnosis in hospice patients. The article I found targeted results on the effects of oral morphine on breathlessness in cancer patients specifically. In further detail, the article I reviewed focused on the success of morphine for dyspneic patients from multiple sources of etiology.

While lung cancer was the primary diagnosis for the patient population in the study, no patient health history will be identical. This study went beyond evaluating the response from different patient backgrounds and focused on personal bias toward morphine treatment. Like any part of health care, most patients or families have a preconceived idea of whether they agree with a course of treatment. The common stigma regarding morphine was addressed in this study and made reviewing it personally intriguing.

Like many studies conducted, this article had its weaknesses. This study lacked a control group but attempted to compensate for this downfall by having a large population and evaluating patients’ preconceived ideas about the treatment. The study used multiple tools and approaches to reduce bias. Subjective tests for the patients, in the form of questions, were implemented to determine the results.

Some scales included in their research were the Cancer Dyspnea Scale (CDS), Visual Analog Scale (VAS), and the Numeric Rating Scale (NRS). While the study was not able to completely fix the dose of morphine given to all patients, they succeeded in setting a quantity of 5 mg for all the patients in question except for 2. This made the treatment almost unvaried.

I could go on about the positives and negatives of this study in length. One last detail I wanted to elaborate on was the choice to only evaluate the change in patient condition after one dose of morphine (Takahashi et al., 2019). This was an eye-opener for me. Many patients require drug titration, regardless of the medication, to see the full beneficial effect (Caffrey & Borrelli, 2021). While the fixed dose for morphine eliminated a great deal of bias in the study, it also limited the researchers’ ability to evaluate how effective morphine may be for each patient honestly. Adding evaluation for further response with additional dosing or titration of the dose would have been something I would have liked to see in this study.

Positively, this study was still able to conclude that oral morphine successfully reduced dyspnea based on the population evaluated and the tools utilized (Takahashi et al., 2019). I recommend this article for review by my colleagues, and I now have evidence to provide to families needing reassurance for using morphine outside of pain control. In the material resources for this course, I was encouraged by a faculty staff member at Walden to find my passion and use it to fuel my desire to engage in research. Researching something I am passionate about allowed me to enjoy this assignment and use it to continue to make a difference in my community (Walden University, 2018).

Article of Choice

Takahashi, K., Kondo, M., Ando, M., Shiraki, A., Nakashima, H., Wakayama, H., Kataoka, C., Yamamoto, M., Sugino, Y., Nishikawa, M., Imaizumi, K., Kojima, E., Sumida, A., Takeyama, Y., Saito, H., & Hasegawa, Y. (2019). Effects of oral morphine on dyspnea in patients with cancer: Response rate predictive factors, and clinically meaningful change.. CINAHL Plus with Full Text. Retrieved September 20, 2022, from https://doi.org/https://web.p.ebscohost.com/ehost/detail/detail?vid=3&sid=a83dcfb5-c301-491e-b770-d4098220a5b2%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#db=rzh&AN=137587829&anchor=AN0137587829-16

NURS 6003 Discussion: Using the Walden Library References

Caffrey, A. R., & Borrelli, E. P. (2021). The art and science of drug titration. Therapeutic Advances in Drug Safety, 11. Retrieved September 21, 2022, from https://doi.org/https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7967860/

Takahashi, K., Kondo, M., Ando, M., Shiraki, A., Nakashima, H., Wakayama, H., Kataoka, C., Yamamoto, M., Sugino, Y., Nishikawa, M., Imaizumi, K., Kojima, E., Sumida, A., Takeyama, Y., Saito, H., & Hasegawa, Y. (2019). Effects of oral morphine on dyspnea in patients with cancer: Response rate predictive factors, and clinically meaningful change.. CINAHL Plus with Full Text. Retrieved September 20, 2022, from https://doi.org/https://web.p.ebscohost.com/ehost/detail/detail?vid=3&sid=a83dcfb5-c301-491e-b770-d4098220a5b2%40redis&bdata=JkF1dGhUeXBlPXNoaWImc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#db=rzh&AN=137587829&anchor=AN0137587829-16

Walden University. (2018). Introduction to scholarly writing: tips for success [Video file]. Walden University, LLC. https://content.waldenu.edu/3948674baaf6f1607c9948901c5553c0.html

Walden University Library. (2022). Databases A-Z: Nursing. Walden University library. Retrieved September 20, 2022, from https://academicguides.waldenu.edu/az.php?s=19981

My practice area is family nurse practitioner and I am concerned about patient safety. Having sufficient or appropriate nurse-to-patient ratio levels is essential to enhancing quality of and accessibility to care. Therefore, the selected peer-reviewed article relating to this is by Lasater et al. (2021).

Lasater, K. B., Sloane, D. M., McHugh, M. D., Cimiotti, J. P., Riman, K. A., Martin, B., … & Aiken, L. H. (2021). Evaluation of hospital nurse-to-patient staffing ratios and sepsis bundles on patient outcomes. American Journal of Infection Control, 49(7), 868-873. DOI: 10.1016/j.ajic.2020.12.002.

I began the research by using the “Walden Library and Your Total Information Network” to guide me in the necessary steps in locating the scholarly articles. I selected the articles based on my nursing topic and followed the link to the nursing databases area in the library. I saw the list of available databases and I chose on that includes full text articles from the list of “Best Bets”. I chose the CINAHL (Cumulative Index to Nursing and Allied Health Literature) and typed by topic or subject, nurse-to-patient ratios and nursing levels in hospitals and effects on patient care (Walden University Library, 2022). The database brought me to a result page of articles to select and I chose the above article.

Searching for the articles based on the above steps did not present any significant difficulties. The only notable challenge or difficulty was ensuring that I use the specific terms and topics to filter the results and searches for better optimization. CINAHL would be a useful database to my colleagues because it is easy to navigate and filters outcomes appropriately (Walden University Library, 2022b). Further, it provides full text articles with full citations that makes it easy for colleagues to use it in getting appropriate research evidence for their projects. I would recommend this database because of the benefits that it offers like fast and easy navigation of the different components that it has for nurses and other health care professionals and nursing students.

NURS 6003 Discussion: Using the Walden Library References

Lasater, K. B., Sloane, D. M., McHugh, M. D., Cimiotti, J. P., Riman, K. A., Martin, B., … &

Aiken, L. H. (2021). Evaluation of hospital nurse-to-patient staffing ratios and sepsis bundles on patient outcomes. American Journal of Infection Control, 49(7), 868-873. doi: 10.1016/j.ajic.2020.12.002.

Walden University Library (2022) Databases A-Z: Nursing.

https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library (2022b). Instructional Media: Fundamentals of library research.

https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals

RE: Discussion – Week 6 

Enablers, Barriers, and Contributions of Pediatric Nurse Practitioners to Ambulatory Specialty Care 

  According to Dana Hinders in her online article Plagiarism Statistics, a key component to writing a paper and having information to back up your thoughts is the use of articles, journals, online documents and much more (2006). Often, we gather information from the internet, that may or may not be true. If the information is true, the next issue we run into is, is the information from a credible source. You can almost compare this to gossip, do you want your gossip from a credible source or just he says she say word of mouth and might not be true. Many companies or researchers use databases to “provide an efficient way to store, retrieve and analyze data” (Writer, 2016). 

            In high school and even college we learned about the use of the online database in the library that provided us with peer reviewed articles and scholarly journals. I honestly have not used the database in sometime, so I phoned a friend for help. I consider this person an academic and professional resource, my friend and coworker Cody. While unsure how to navigate through the database, Cody provided me with several other resources to help me, that he himself found extremely helpful during his FNP program. Cody referred Pubmed, Cochrane Reviews and TMC Library which had a branch of other resources provided. I began to play around with Walden’s library and online database where I came across the academic journal Enablers, Barriers, and Contributions of Pediatric Nurse Practitioners to Ambulatory Specialty Care. I experienced some difficulty when trying to find an article that related to my area of practice because there were so many options to choose from. Being specific can help narrow down your search.

I initially just typed in pediatric nursing and so many articles and journals populated ranging from pediatric nursing during Covid-19 to pediatric nursing related to multisystem inflammatory syndrome. To home in on pediatric nurse practitioners, I then input exactly that and got journals and articles about a pediatric NP’s job consisted of or the autonomy and collaboration a pediatric NP may deal with. Many of the articles I found through the Walden library database were from EBSCO. I do believe that EBSCO can be good for my classmates or colleagues when researching data regarding our current course of studies or even to help further knowledge for personal bases. I found the information on the database to be informative in many aspects and especially when searching for controlled and uncontrolled variables in research. 

As stated previously in part 3 of the writing assignment with a lack of academic integrity can cause a lack of professional practice due to being unknowledgeable. According to the research of Winters, Matsuda, Stephen and Chapman (2021), “Education was a key component of direct care, which participants perceived as adding value to the care they provided”. It is especially important that you are educated and up to date as much as possible as many views patient teaching and the patient’s receptiveness and understanding to learning as a key component. If I patient is properly educated this can help with prevention of readmissions or a progressive illness that could lead to fatality.             

I am pursuing the FNP program at Walden University.  An area of interest with me is the role of telemedicine in the primary care setting.  I know that I have used telemedicine since the COVID-19 pandemic for a few of my appointments with my family care physician.  I wanted to look for articles that synthesize the effectiveness of the virtual visit in the primary care setting.  I began my search for my topic of interest on Walden’s library page.  Walden’s library page has a database link for EBSCOhost, one of the largest research collection databases that many universities utilize (Walden University, n.d).

Once I went to the database, I found that I could narrow down my search to my field of interest, nursing.  From there the search was narrowed down to 15 nursing databases.  I was able to filter out the databases that did not have peer-reviewed articles, and I was still left with nine databases related to nursing and the health field.  It is a common practice in scholarly writing to use the peer viewed databases and articles (Walden University, n.d).  I used CINAHL and Medline Combined Search as my database choice.  I honestly chose this database out of habit because this is the one that I used primarily in my undergraduate degree and have found it to be useful in the past.

I paraphrased my topic of interest to “primary health care” and “telemedicine” in the search bar for the CINAHL and Medline Combined search database.  I found that the database I chose did have many options related to my search, over 2000 articles appeared in fact.  However, I did note some difficulties with my search.  Many of the articles in the database I chose did not have the full text (only the abstract) so I was not able to view them on that database.  I did notice that Walden’s library has a link for you to clink to find if they article is available on anther database they offer.  This was a useful tool, but it is an extra step.  Another difficulty I experienced was that one of the articles I found seemed to be a perfect fit but when I went to the full text, it was written in a different language other than English.

“Critical appraisal is the course of action for watchfully and systematically examining research to assess its reliability, value and relevance in order to direct professionals in their vital clinical decision making” (Al-Jundi & Sakka, 2017, p. 1).  Critical analysis of articles is an important part of our practice.  It helps us research to become better clinicians and to better guide our practice and knowledge (Al-Jundi & Sakka, 2017).  As professional students and nurses it is important for us in our decision making to review, analyze, and interpret research.

Being able to have access to and find scholarly articles will be a large component of any graduate program.  I would recommend the database I discussed above to my fellow peers because I did like that it gave me many options to review.  Even if the option wasn’t available in full text, the library link showed me which database I could find the full text option.

NURS 6003 Discussion: Using the Walden Library References

Al-Jundi, A., & Sakka, S. (2017). Critical Appraisal of Clinical Research. Journal of Clinical

and Diagnostic Research : JCDR, 11(5), JE01-JE05.

https://doi.org/10.7860/JCDR/2017/26047.9942

Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved September 19, 2022,

from https://academicguides.waldenu.edu/az.php?s=1998

Walden University Library. (n.d.). Evaluating resources: Journals. Retrieved September 19,

2022, from https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

Selected peer-reviewed article:

Gainotti, G. (2021). The relations between cognitive and motivational components of anosognosia for left-sided hemiplegia and the right hemisphere dominance for emotions: A historical survey. Consciousness and Cognition, 94, 103180. https://doi.org/10.1016/j.concog.2021.103180

Working as a family nurse practitioner has developed my interest in emergency care and this has necessitated my interest to enroll in advanced studies at Walden University to specialize in the same. Specifically, my concern is directed to patients with difficulty to move due to paralysis or half-paralysis and I look forward to addressing their concern in the emergency room (Gainotti, 2021).

In order to access information relevant to this area of choice, I select to use an electronic database found at Walden University’s library. While doing my online research, I had difficulty in choosing the right online database in the library due to multiple options. However, since the university’s online library provides different options, I had to review the best database that gives good articles based on time limits and one that meets the criteria for best peer-reviewed materials (Justesen et al., 2021). Based on this premise, I chose CINAHL Plus with full text as the best database for online searches at the university’s library.

Despite being free, finding this database was a bit challenging especially due to multiple online options that are available in the online university library which then meant that I had to limit the search process to modes and expanders in order to get the reference above (Rao & Moon, 2021). On a positive flip-side, I find the database easy to navigate as I was able to narrow down my searches to specific words and parameters.

Therefore, the CINAHL database can be used by colleagues at the university and I recommend it as the primary tool where they can look for information pertaining to area of study. Other than providing an easy-to-use platform, the database has an option for advance searches and can also be used by colleagues to cite references (Justesen et al., 2021). Moreover, the database can be used by colleagues to search for a wide range of topics in health sciences and nursing.

NURS 6003 Discussion: Using the Walden Library References

Gainotti, G. (2021). The relations between cognitive and motivational components of anosognosia for left-sided hemiplegia and the right hemisphere dominance for emotions: A historical survey. Consciousness and Cognition, 94, 103180. https://doi.org/10.1016/j.concog.2021.103180

Justesen, T., Freyberg, J., & Schultz, A. N. (2021). Database selection and data gathering methods in systematic reviews of qualitative research regarding diabetes mellitus-an explorative study. BMC Medical Research Methodology, 21(1), 1-12. https://doi.org/10.1186/s12874-021-01281-2

Rao, S., & Moon, K. (2021). Literature Search for Systematic Reviews. In Principles and Practice of Systematic Reviews and Meta-Analysis (pp. 11-31). Springer, Cham. https://doi.org/10.1007/978-3-030-71921-0_2

The advanced practice registered nursing program Psychiatric-Mental Health Nurse Practitioner trains nurses to provide a comprehensive variety of services to patients with mental health issues, including those suffering from psychiatric conditions. The nurses take care of the mental and emotional health of patients of all ages. They are more influential in bringing attention to societal problems related to mental illness and serve as a driver for progressive transformation.

I searched the Walden Library for an article relating to the Psychiatric-Mental Health Nurse Practitioner program (Chapman et al., 2019). The report was in the nursing database. The difficulties experienced while searching for this article included the requirement to sign in to the library. I overcame this problem by signing in as a student.

Colleagues may find the program database helpful since it aims to support students in using their knowledge positively impact people’s lives. Through the evidence-based curriculum, students can become compassionate, capable, and committed psychiatric mental health nurses. The database also intends to develop healthcare professionals who can apply strategies for offering cost-effective care, which can be advantageous for colleagues.

Graduate reviews indicate that Walden University’s PMHNP program database is a good curriculum with an amazing experience, so I highly recommend it. The research articles and the instructors’ extensive lesson plans are intended to teach students the skills they need to become psychiatric mental health nurses. This database is also recommended because it offers current peer-reviewed publications older than five years. In addition, students can use the Walden University library if they have doubts about whether an item they found is actually a journal article.

NURS 6003 Discussion: Using the Walden Library References

Chapman, S. A., Toretsky, C., & Phoenix, B. J. (2019). Enhancing psychiatric mental health

nurse practitioner practice: Impact of state scope of practice regulations. Journal of Nursing Regulation, 10(1), 35–43. https://doi.org/10.1016/s2155-8256(19)30081-x

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.

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To Prepare for NURS 6003 Discussion: Using the Walden Library:

Review the information presented in the Learning Resources for using the Walden Library, searching the databases, and evaluating online resources.

Begin searching for a peer-reviewed article that pertains to your practice area and interests you.

By Day 3 of Week 6

Post the following:

Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not.

RE: Discussion – Week 3 Initial Post

Because I am so interested in technology, and the trend of technology is moving in a very fast paced in healthcare, I found it very essential to do my research on technology in nursing practice. “The Secretary of the VA and the military Surgeons General are embracing the rapidly maturing technology’s potential for increasing access and providing timely care. Consistently, telehealth’s highest reported utilization has been for mental health” (Pauli, Bajjani-Gebara, O’Quin, Raps, & DeLeon, 2018).

The nursing article I choose for this discussion is titled Telehealth – The future for advance Practice Mental Health Nursing (Pauli et al., 2018). Walden University Library, (2019) directed me to a databases organized from A-Z with 15 best bet nursing databases. I choose Medline with full text which was indication as one of the best bet databases, once selected I typed in my search term which was Telehealth and nursing it brought up series of articles.

When I try to open the article, no full text was available, I had to click Find @ Walden, then it took me to where I have to select a full text source, I then selected Science direct subject collections – Health Sciences, where I found the PDF of the journal and this was the only difficulty I faced. I consider this difficulty because I was expecting to find the full text in my very first search on Medline.

This database will be very useful to my colleagues because it is a resource with lot of journals, scholarly articles, book, periodicals related to nursing. In this database one can find unlimited articles related to nursing of their interest that are within 5 years as required for the course. The articles have already been cited in APA format as shown below in the references area for easy access.

I will highly recommend this database to my colleagues because it is a nursing database and one of the best bet sources where one can find scholarly articles, Journals, government reports and reports from professional organizations that are reliable, valid and unbiased (Walden, n.d.).

It is user friendly and easily accessible. While in this database your search can be filtered depending on what you prefer. For example, I entered my search term and set limiters to full text, peer reviewed and set the publication date to 2017 to 2021. This help so I don’t get articles that are too old for me to use. It is very important to look for red flags when search for scholar articles so as to avoid articles that are uncredited, of financial interest and self-published (Walden, n.d.).

NURS 6003 Discussion: Using the Walden Library References

Pauli, E., Bajjani-Gebara, J. E., O’Quin, C., Raps, S. J., & DeLeon, P. H. (2018). Telehealth – The Future for Advance Practice Mental Health Nursing. Archives of Psychiatric Nursing, 32(3), 327–328. https://doi-org.ezp.waldenulibrary.org/10.1016/j.apnu.2018.03.018

Walden University Library. (2019). Databases A-Z: Nursing. Retrieved from https//academicsguides.waldenu.edu/az.php?s=19981

Walden University Library. (N.d). Evaluating resources: Journals. Retrieved October 4, 2019, from https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

Compassion fatigue is currently a significant concern among mental health professionals (Peters, 2018). Turgoose and Maddox (2017), in the article “Predictors of Compassion Fatigue in Mental Health Professionals: A Narrative Review,” explores studies on common predictors and correlations of compassion fatigue among professionals working in mental health. After establishing an area of interest for my research, I narrowed down the research using the keywords “compassion fatigue” and “mental health.” Consequently, I obtained this source from the Walden Library in the APA PsycArticles database.

While the search provided several suggestions relevant to my area of interest, I had some challenges when completing the task. The main challenge was finding recent publications on the database. Most of the articles addressing the outlined topic were outdated and could not accurately inform the current situation in mental health. Additionally, some of the contemporary sources were based in other parts of the world, with limited research conducted in the United States and Europe.

A significant number of the recommended sources are based in developing countries. Second, the requirement to fill in specific details to refine the search results was challenging. The platform requires information on the publication date and publication type. Failure to select either of the two options can provide misleading information. For instance, failure to choose a specific type of public means a researcher can unknowingly select a non-peer-reviewed article.

While the database was helpful to me, the challenges highlighted above suggest it may not be suitable for my colleagues, especially those with limited experience in the virtual library. In addition to the difficulties I encountered, the database is not user-friendly and will require significant experience before using it to conduct research. I would not recommend this database to researchers without prior experience at the library. Other free platforms, such as Google Scholar, can provide more recent and broader range of credible sources to support mental health research (Zientek et al., 2018).

By Day 6 of Week 6

Respond to at least two of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for using alternative resources.

Learning Resources

Required Readings

Eaton, S. E. (2010). Reading strategies: Differences between summarizing and synthesizing. Retrieved from https://drsaraheaton.wordpress.com/2010/09/29/reading-strategies-differneces-between-summarizing-and-synthesizing/

Smith, T. (2009). Critical appraisal of quantitative and qualitative research literature. Austrian Institute of Radiography, 56(3), 6–10. Retrieved from http://www.minnisjournals.com.au/articles/radiographer%20smith%20dec%2009.pdf

Walden University Library. (n.d.). Databases A-Z: Nursing. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/az.php?s=19981

Walden University Library. (n.d.). Evaluating resources: Journals. Retrieved October 4, 2019, from https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

Walden University Library. (n.d.). Instructional media: Fundamentals of library research. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/library/instructionalmedia/researchfundamentals

Walden University Writing Center. (n.d.). Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/home

Walden University Writing Center. (n.d.). Scholarly writing: Overview. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/scholarly

Walden University Writing Center. (n.d.). Webinars: Technical information. Retrieved November 14, 2018, from https://academicguides.waldenu.edu/writingcenter/webinars/technical

Document: Academic Success and Professional Development Plan Template (Word document)

Document: Introduction to Scholarly Writing: Tips for success (PDF)

Required Media

Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Purpose, Audience, and Evidence [Video file]. Baltimore, MD: Author.

Introduction to Scholarly Writing: Tips for Success Program Transcript FEMALE SPEAKER: Research and writing is a significant part of your academic experience at Walden. Many incoming students are competent at professional writing, but it’s important to remember that it’s very different from scholarly writing. Professional writing is based on experience, but scholarly writing is based on evidence. We anticipate some of the challenges you may face in scholarly writing, so here are a few tips for success. In scholarly writing, you must identify who the audience is for your writing, and find your scholarly voice to present your research findings in an academically appropriate manner.

You writing should be clear, concise, evidence-based, and objective. Another common challenge many students face is very basic, but very manageable– the fear of writing. First, it’s necessary to identify your fears. Perhaps you received negative feedback in the past and it felt personal. Maybe you feel like you need your writing to be absolutely perfect, or that you’re the only one struggling to grasp a concept or technique. I can assure you, you are not alone. Walden wants to help you succeed.

The Walden Writing Center website, along with faculty, are available to guide you, advise you, and give the feedback necessary to help you grow and mature as a writer. Feedback is a crucial component to improve your writing, so don’t let it scare you. Ask for feedback from people you trust– your classmates, faculty, friends, or colleagues. Becoming a better writer is an ongoing, lifelong process. The more comfortable you are with receiving and implementing feedback and the revision process, the better your writing skills will become. Another tip is to remember that it’s important to celebrate each victory you have along the way.

When you finish your course or complete a paper, give yourself the credit you deserve for the accomplishment. Last, and perhaps the most important, find your passion. Time management and persistence are important tools for finishing your degree, but the passion that drives you toward your goal is the fire that can help keep you motivated. Mountains of reading and long nights of writing are achievable if you ignite the passion for your work. You’ve come to Walden to make a difference in yourself and in your community. Strive for excellence in your research and writing, and Walden will help guide you on the path.

Using the Walden Library

Scholastic writing is constantly being improved as a vast array of resources are introduced and made available to all students. The basics of sentence construction was learned in the early stages of our education, and as we all advanced in our education, the depth and quality of writing has been enhanced. Research has become the main stay of all publications and has given each article the authority to publish relevant information. An effective and useful approach to scholarly writing is to avoid making assumptions and provide objective information derived from published research articles (Laureate Education, 2018).

It is easy for one to present personal opinion, but the information must always be supported by cited information to make the information credible. In the same article, it was also emphasized that the writer must know the audience to be able to provide the appropriate scholarly voice to convey the message for the target audience. I find this very important because in my personal reading, I am always attracted by articles that speak to me and it makes it easier for me to understand the content.

Peer reviewed article. To analyze the relevance of scholastic writing, I searched a peer-reviewed article in the Walden University database. The Walden University library contains a wide list of resources organized in a way that you can search articles using filters to isolate and identify the specific topic of interest (Walden University Library, n.d.). The preparatory stage of writing a paper takes the longest time for me because I have to create a plan and skeletal format for my essay.

After creating a framework, I utilized the online links provided within our course to access the related resources for the assignment. The Walden University library is formatted in a way that will allow users to navigate through the system easily. I did not have any difficulty looking choosing a peer reviewed article at all. The title of the article I chose is “Current Status of Epidemiology, Diagnosis, Therapeutics, and Vaccines for Novel Coronavirus Disease 2019 [COVID-19]” (Ahn, et al, 2020). I found this article in the Walden University library using the filters Nursing category, and further isolated the topics using the peer reviewed database.

This gave me the option to choose among a list of articles that caught my interest. There are a lot of information circulating in social media about corona virus and I always try to validate the information by reading scholastic articles. The topic about corona virus is current and relevant not just to the nursing profession but to everyone because of the global effects it has brought. Reflecting on the clarity of the topic presented by the article is critical in appraising research papers (Smith, 2009).

The peer reviewed article provided a smooth flow of information from the presentation of facts and data gathered to the conclusions derived from the findings. Although the findings did not indicate the discovery of an approved vaccine, it has provided relevant information regarding the improved approaches to case identification and its management.

Database. Walden University provides a vast array of resources for students from online links, easy access to scholarly articles, books, and readily available personnel to guide students along the way (Laureate Education, 2018). The online library is a one stop shop for students providing ease of use with its simple format. I did not experience any difficulty utilizing the database and I highly recommend the use of this resource to all students. The wide range of topics contained in the database makes this link a universal resource for anyone looking to find scholastic articles.

Related Posts:

NURS 6003 Discussion: Networking Opportunities

NURS 6003 Assignment: Academic Success and Professional Development Plan Part 1: Developing an Academic and Professional Network

NURS 6003 Assignment: Academic Success and Professional Development Plan Part 2: Strategies to Promote Academic Integrity and Professional Ethics

NURS 6003 Discussion: Using the Walden Library References

Ahn DG, Shin HJ, Kim MH, Lee S, Kim HS, Myoung J, Kim BT, Kim SJ. Current Status of Epidemiology, Diagnosis, Therapeutics, and Vaccines for Novel Coronavirus Disease 2019 (COVID-19). J Microbiol Biotechnol. 2020 Mar 28;30(3):313-324. doi: 10.4014/jmb.2003.03011. PMID: 32238757.

Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Purpose, Audience, and Evidence [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Tips for Success [Video file]. Baltimore, MD: Author.

Smith, T. (2009). Critical appraisal of quantitative and qualitative research literature. Austrian Institute of Radiography, 56(3), 6–10. Retrieved from http://www.minnisjournals.com.au/articles/radiographer%20smith%20dec%2009.pdf

Walden University Library. (n.d.). Evaluating resources: Journals. Retrieved October 4, 2019, from https://academicguides.waldenu.edu/library/evaluating/resource-types/journals

Peer Response

Hello R…, how are you? This is a great post. I agree with you; Walden library offers unlimited academic resources to locate the information we need (Walden University, 2020a). Most assignments require the use of the library; therefore, understanding the expectations of each course and mastering the research skills will contribute to our academic success (Walden University, 2020b).

Although I find the site user-friendly, I have experienced some issues during the search. For instance, if the keywords are hyphenated or include certain punctuation signs like a colon, the search leads nowhere. A strategy I use then is to locate the article on Google Scholar and then look for it on the Walden library, removing any punctuation sign. Have you experienced the same?

On the other hand, a great feature I use is the Ask a Librarian. I usually reach out with questions about in-text citations and references format. Would you believe that most of the time they reply is almost instantaneous? Also, did you know that the library offers all types of citations, including APA? The yellow folder icon located on the top right will take you to the citations section. Even though in some cases it does not reflect the updates from the 7th edition, it is still a great tool. I leave you with a screenshot of this feature. I hope you find it helpful. All the best!

Thank you for your post. I agree that Walden University provides many resources for students to be successful scholarly writers. I have found the online library and the writing center very useful in composing my assignments and discussion forum postings. In scholarly writing, analyzing research and correctly citing the source can add credibility and integrity to the student’s work (Laureate Education, 2018, 1). While I agree researching topics that interest you, it is important to remember to ensure your paper is written in a subjective manner and not just present your opinions (Laureate Education, 2018, 2). Using evidence, especially peer-reviewed articles, enhances your writing from professional, which draws on your experience, to scholarly (Laureate Education, 2018, 3).

NURS 6003 Discussion: Using the Walden Library References:

Laureate Education (Producer). (2018). Scholarship [Video file]. Baltimore, MD: Author

Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Purpose, Audience, and Evidence [Video file]. Baltimore, MD: Author

Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Tips for Success [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2018). Introduction to Scholarly Writing: Tips for Success [Video file]. Baltimore, MD: Author.

Introduction to Scholarly Writing: Tips for Success Program Transcript

FEMALE SPEAKER: Research and writing is a significant part of your academic experience at Walden. Many incoming students are competent at professional writing, but it’s important to remember that it’s very different from scholarly writing. Professional writing is based on experience, but scholarly writing is based on evidence. We anticipate some of the challenges you may face in scholarly writing, so here are a few tips for success.

In scholarly writing, you must identify who the audience is for your writing, and find your scholarly voice to present your research findings in an academically appropriate manner. You writing should be clear, concise, evidence-based, and objective.

Another common challenge many students face is very basic, but very manageable– the fear of writing. First, it’s necessary to identify your fears. Perhaps you received negative feedback in the past and it felt personal. Maybe you feel like you need your writing to be absolutely perfect, or that you’re the only one struggling to grasp a concept or technique.

I can assure you, you are not alone. Walden wants to help you succeed. The Walden Writing Center website, along with faculty, are available to guide you, advise you, and give the feedback necessary to help you grow and mature as a writer. Feedback is a crucial component to improve your writing, so don’t let it scare you. Ask for feedback from people you trust– your classmates, faculty, friends, or colleagues. Becoming a better writer is an ongoing, lifelong process. The more comfortable you are with receiving and implementing feedback and the revision process, the better your writing skills will become.

Another tip is to remember that it’s important to celebrate each victory you have along the way. When you finish your course or complete a paper, give yourself the credit you deserve for the accomplishment.

Last, and perhaps the most important, find your passion. Time management and persistence are important tools for finishing your degree, but the passion that drives you toward your goal is the fire that can help keep you motivated. Mountains of reading and long nights of writing are achievable if you ignite the passion for your work.

You’ve come to Walden to make a difference in yourself and in your community. Strive for excellence in your research and writing, and Walden will help guide you on the path that you choose.

© 2012 Laureate Education, Inc.

Also Read:

NURS 6003 Assignment: Academic Success and Professional Development Plan Part 3: Research Analysis

NURS 6003 Discussion: Strategies for Academic Portfolios

NURS 6003 Discussion: Examining Nursing Specialties

Using the Walden Library

Hello everyone and Welcome to your Week 4 discussion. Maintain your perseverance as you have only three (3) weeks remaining in the course.

Where can you find evidence to inform your thoughts and scholarly writing? Throughout your degree program, you will use research literature to explore ideas, guide your thinking, and gain new insights. As you search the research literature, it is important to use resources that are peer-reviewed and from scholarly journals. You may already have some favorite online resources and databases that you use or have found useful in the past. For this Discussion, you explore databases available through the Walden Library.

To Prepare:

• Review the information presented in the Resources for using the Walden Library, searching the databases, and evaluating online resources.
• Begin searching for a peer-reviewed article that pertains to your practice area and is of particular interest to you.

Main Post due by Day 3 February 3, 2021 by 11:59pm MT

Post the following for your Main Post:

Using proper APA formatting, cite the peer-reviewed article you selected that pertains to your practice area and is of particular interest to you and identify the database that you used to search for the article. Explain any difficulties you experienced while searching for this article. Would this database be useful to your colleagues? Explain why or why not. Would you recommend this database? Explain why or why not

Support main post with 3 of more current, credible sources and cite source within content of posting and on a reference list in proper APA.

As a fellow future PMHNP, your article is very relevant and frightening to me. From what I gathered from reading it, it seems like if PMHNP’s want to have control over what type of work they do/how they practice they need to develop their skills independently. “However, PMHNP programs frequently rely on other professions (psychology and social work being the top two) to provide psychotherapy practicum experiences” (Wesemann et al., 2022).

To me, that seems like nurses are going to have to prove their value in order to maintain their place in the future of mental health as the practice evolves. Another thing that scared me is how difficult it was for me to find the article that you cited. You cited it perfectly, but it took me longer than it should have to find the full thing. The reason for this is kind of embarrassing considering I just did this earlier this week. Once I reoriented myself to the Library’s resources I was quickly able to find what I needed.

I also found reading your post very helpful. The way you broke down how you can limit your results in several ways is super helpful and intriguing to me. I mentioned in my post the need for any nurse’s using this program to know how to tell the difference between good and bad articles quickly. Using these alternatives could help a nurse search for specific topics and exclude what they do not want. I will look at it more later today, but I wonder if you can search by topic AND type of research/study performed. That could be very useful.

NURS 6003 Discussion: Using the Walden Library References

Wesemann, D., Convoy, S., Goldstein, D., & Melino, K. (2022). How PMHNP Program Directors Facilitate Psychotherapeutic Skill Acquisition. Journal of the American Psychiatric Nurses Association, 10783903221091980. https://doi.org/10.1177/10783903221091980

Both Peer Responses are due by Day 6 Day 6 February 6, 2021 by 11:59pm MT

In your Peer Responses: Respond to at least two of your colleagues’ posts by offering suggestions/strategies for working with this database from your own experience, or offering ideas for use of alternative resources.

Be sure to offer support from at least 2 current, credible sources in each required response to classmates’ main post and cite per APA.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

Important Discussion Information

As you continue to focus on the discussion topic and interacting with your peers, I will continue post to additional information that will benefit you now and especially in your future courses. During your Week 4 discussion I will again share as many links/tips with you that were covered during the preceding discussions. I encourage you to review my post to everyone so as to collect as much information as you wish.

Reminders:

FULLY REVIEW COURSE ANNOUNCEMNTS #7 AND #8.

Attachments:

Attachments will not be scored. This has been posted within prior announcements. Why are attachments not allowed? Due to the ever-evolving nature of computer viruses – your computer could be infected without you being aware, your attached submission be infected then transmitted via anyone else opening your attachment on their personal computer.

Cite your sources:

So, what exactly is Dr Gatlin expecting me to do regarding citations and the listing of references cited within the written work? Per the Discussion Grading Rubric concerning source utilization Dr Gatlin will evaluate for:

Main Post: Three (3) sources listed with each of those sources cited in the written work per APA format as indicated within the Discussion exemplar within your course resources. (This has been available to you the entire term)

Peer Responses: Two (2) sources listed with each of those sources cited in the written work per APA format.

*Concerning source utilization, in short – do not list a source and not cite it within the written work; nor cite a source without including it within your reference list. This action cost you valuable points as the discussion post point value is weighted as indicated within the rubric.

Label your Discussion post:

Label your Discussion Post = Main Post, Peer Response #1, Peer Response #2

Unlabeled Post leaves the Instructor with no choice but to grade the post as they are dated. This unfortunately can result in a tremendous value of points being deducted. Label your Discussion Post. Only post Identified per the above labeling will be scored!

Unlabeled Discussion Post will be scored in the order completed beginning with Main Post followed by Peer Response 1 then Peer Response 2.

Technical Issues:

If you experience technical issues while working with your Walden Template or issues with SafeAssign or submitting your assignment in BlackBoard – please contact the Walden Customer Care Team

Plagiarism Reminder – I will pick two different discussions from each student to submit via SafeAssign. However, if I detect any suspicious activity, as mentioned in the course announcement addressing plagiarism – I will explore further and will submit it also to SafeAssign.

As a reminder, at some point during the course, I will submit two (2) of your discussion posts to SafeAssign for plagiarism evaluation.

As a nurse and clinic manager in a neurosurgery clinic, we see a variety of issues relating to neurological conditions. Recently we have seen an increase in post-operative surgical site infections (SSI’s), especially in the first 30-day post-operative period. Because of this, I have found an interest in looking into research pertaining to issues related to SSI’s and how to better prevent them and early identification and interventions. The Walden Library made the research of this interest much easier to identify reliable evidence-based research to implement into practice. Other reliable sources such as Pub Med, NCBI, and EBSCO are also able to easily produce resources. I find that these databases, including the Walden Library are crucial to continuing education and pursuing an MSN.

Neurosurgery post-operative infections can be of particular concern,

especially those that involve ventricular shunt procedures (Schaffzin, et al., 2017). Fortunately, there is extensive research that addresses the prevention, occurrence, barriers leading to, and identification of post-operative surgical site infections. According to research conducted by the American Journal of Infection Control, SSI’s are the most common and serious complications in surgically treated patients (Cassir, et al., 2015).

During this same study, this team changed their method of pre-operative data collection. In the preoperative phase, patients age, comorbid conditions, length of preoperative stay, reason for surgery, type of operative procedure, if a previous surgery had been conducted at the same site, if a prosthetic or transient material was to be used (Cassir, et al., 2015). This data collection helped identify patients who are at higher risk for SSI’s.

With the vast amount of information and research conducted on this topic, and even specifically in Neurosurgery, I will be able to better find evidence-based literature not only for my academic endeavors but professional as well. However, there are some challenges to identifying correct and up to date information when searching through the library and other databases. It is most appropriate to use information dated within the last 5 years. Sometimes this is hard to do because when changing your search options to the last 5 years, it can drastically change the search size of information available.

NURS 6003 Discussion: Using the Walden Library Resources

Walden University Library. (2021). Databases A-Z: Nursing. Retrieved October 4, 2019 from https://academicguides.waldenu.edu/az.php?s=19981

Schaffzin, J. K., Simon, K., Connelly, B. L., & Mangano, F. T. (2017). Standardizing

preoperative preparation to reduce surgical site infections among pediatric neurosurgical

patients, Journal of Neurosurgery: Pediatrics PED , 19 (4), 399-406. Retrieved Dec 18,

2020, from

https://thejns.org/pediatrics/view/journals/j-neurosurg-pediatr/19/4/article-p399.xml

Cassir, N., De La Rosa, S., Melot, A., Touta, A., Troude, L., Loundou, A., Richet, H., & Roche,

P. H. (2015). Risk factors for surgical site infections after neurosurgery: A focus on the

postoperative period. American journal of infection control , 43 (12), 1288–1291.

https://doi.org/10.1016/j.ajic.2015.07.005

Related Posts:

NURS 6003 Assignment: Academic Success and Professional Development Plan Part 4: Finalizing the Plan

NURS 6003 Assignment Transition to Graduate Study

I used the link from this week’s resources, and it took me to the university library. From there, I clicked on Cinahl Plus with full text, and it took me to the EBSCOhost window. I used the EBSCOhost database to find articles on interscalene nerve block. I would recommend this database to my colleagues as it is user-friendly and it contains peer-reviewed articles.         Interscalene nerve block is an anesthesia provider’s most common nerve block used to alleviate postoperative shoulder pain. According to Warrender et al. (2016), appropriate pain control can optimize postoperative rehabilitation, increase patient satisfaction, and improve the ultimate outcome after surgery.

Interscalene nerve block provides excellent muscle relaxation and is considered a well-recognized and efficient technique for pain management (Chen et al., 2015). Nerve blocks offer fewer side effects compared to intravenous opioid administration. According to Chen et al. (2015), a lower incidence of side effects such as nausea and vomiting, pruritis, sleep disturbance, and constipation was noted with the administration of interscalene nerve block for shoulder surgery.

As a scholarly writer, it is crucial to synthesize knowledge when searching peer-reviewed articles adequately. It is vital to pick a topic of interest and thoroughly explore all available databases as a student. Shellenbarger (2016) wrote, having a clear focus on the issue will help as you search the literature for relevant resources to review. Walden University library gives students easy access to helpful resources for scholarly writing and research.

NURS 6003 Discussion: Using the Walden Library References

Chen, H.-P., Shen, S.-J., Tsai, H.-I., Kao, S.-C., & Yu, H.-P. (2015). Effects of Interscalene Nerve Block for Postoperative Pain Management in Patients after Shoulder Surgery. BioMed Research International, [s. l.], v. 2015, p. 1–5, 2015.

DOI 10.1155/2015/902745. https://search-ebscohostcom.ezp.waldenulibrary.org/login.aspx?direct=true&db=rzh&AN=113630110&site=ehost-live&scope=site

Shellenbarger, T (2016). Simplifying synthesis. Nurse Author & Editor, 26(3). http://naepub.com/reporting-research/2016-26-3-3/

Warrender, W. J., Syed, Usman Ali, M., Hammoud, S., Emper, W., Ciccotti, M. G., Abboud, J. A., & Freedman, K. B.(2016). Pain Management After Outpatient Shoulder Arthroscopy: A Systematic Review of Randomized Controlled Trials. The American Journal of Sports Medicine, 45(7).

https://doi-org.ezp.waldenulibrary.org/10.1177/0363546516667906

 

Walden University MSN Core Nursing courses – Generic information for success:

1. Being graduate level adult learners – It is very unlikely that you will experience the quantity of or detailed guidance as in the announcements received in this course. Being so: Read the course announcements thoroughly and completely. Read the course announcements at least daily for any updates. Going forward the Instructors may post items at any time throughout the day or night. I have unfortunately received emails throughout this course with questions for which the information was previously addressed within the announcements. Again, reading the course announcements is imperative for your success.
2. The utilization requirement of APA within assignments will increase as you progress to courses that are considered “writing intense”. The APA requirement within discussions will remain as you experienced within this course. This course is not considered writing intense. Familiarize yourself with the correct usage of APA 7^th edition. It is within every graded item, within every Nursing course going forward. Familiarize yourself and utilize the Walden resources for APA assistance. I have diligently posted links to those resources several times during this course.
3. Use ONLY your Walden student email for communication with any Walden University representative. When communicating with your Instructor ALWAYS include your course number and section. Within this course I posted in the announcements numerous times your specific course number and section, as well asked that you include that information when emailing me. Sadly, I received emails that did not include this information, this delayed my assisting you as I had to request your course number and section. This alerts me that course announcements were not being thoroughly and completely reviewed. Going forward it is highly unlikely Instructors will respond to any email other than your Walden student email as email not in Walden origin routinely gets flagged as spam then deleted. Also be fully aware that Instructors required to respond to any email other than your designated Walden Student email.
4. Be mindful if you do not participate in any Walden course during the 1^st week (Day 1 through Day 7) – you will be removed from the course by Walden University regardless of your excuse. Your Instructor has no control over this – it is university policy!
5. The grading of any assignment cannot proceed by your Instructor unless you submit your assignments via SafeAssign, then in BlackBoard. Traditionally a -0- score will be awarded, with no resubmission availability. At the Graduate level, you are responsible for your work being submitted per instructions AND grading rubric parameters and due date/time. Again, I strongly encourage you to submit your assignments before Day 7 to ensure yourself sufficient time to seek assistance and correct the issue. Remember SafeAssign Drafts and SafeAssign are different!
6. For Discussions – There is a six (6) day period (Monday, Day 1 through Saturday, Day 6) allowed for the Discussion participation. No allowances for participation will be made outside of the six (6) Discussion active period. Any submitted post outside of the 6-day active discussion period will not be graded and you will receive a -0- score.
7. Faculty cannot accept or grade any assignment or discussion through email.
8. Do not wait until Day 7 to begin or submit your assignment. Assignments are due Day 7. At the Graduate level, you are responsible for your work being submitted per instructions, grading rubric parameters and due date and time. Being so = I strongly encourage you to submit your assignments well before Day 7 to ensure yourself sufficient time to seek assistance and correct any issue encountered. I have purposely made myself available to you each day including weekends and responded to you within 12 to 24 hours. Be mindful, Instructors are not required to respond to you on a daily basis. Going forward your Instructors will respond to your Contact the Instructor communications and emails within the required 48 hours’ time period.
9. As a graduate level student, Instructors will not reach out to you to ensure your assignments/discussions are completed and submitted correctly. As a graduate level adult learner, it is your responsibility to ensure that your discussions and assignments are completed and submitted timely and correctly. As an adult learner, you need to take the initiative and reach out to your Instructor immediately when you encounter an issue. You were offered an online orientation by Walden University – Did you participate in that orientation? If not, I strongly suggest you contact your advisor and make arrangements.
10. If you experience technical issues, please utilize your resources and contact the Walden Customer Care Team or Walden IT for assistance. Going forward you will encounter several PowerPoint presentations, Walden Templates within your future courses at Walden University, as well be required to submit multiple items with a single submission.
11. Understand the Time Zones at Walden University and the applicable conversion. Your course calendar is in Eastern Time as is the time/date stamp of submission/participation for your discussions and assignments. Going forward all of your future Nursing courses require that your Discussions, any Quiz or Assignment will continue to be due submitted in Mountain Time.
12. Have a computer and Internet backup plan. What will you do if your computer crashes or your Internet is not working?  Computer/Internet/work issues are your responsibility. Allowances will not be made due to these issues causing a lack of participation or missed deadline, rather a -0- score will be awarded. Save your work on a flash or hard drive. Know where you can go to access the Academic Skills Center as it is an excellent resource to assist in your success.
13. For Assignments – Only prior communication with AND Instructor approval will late assignments be considered for grading. Assignments submitted late will be deducted 4% daily until Day 5 OR may deduct the entire 20% regardless of time/day of late submission. This is at the discretion of each Instructor and will vary course-by-course. After Day 5, in any course, the assignment will be scored a -0-.
14. Be familiar with how to access and utilize the Walden resources. I posted the most useful and frequently utilized resources numerous times within the course announcements.
15. Ensure your discussions have a substance, depth and breadth, critical analysis, and reflection element within the grading rubric. In short – if your discussion Main Post does not closely compare to the discussion exemplar located within the course resources and announcements posted within this course your grade will be drastically reduced.
16. Know who and where to submit any documentation if necessary, for allowances for any late or missed assignments. Remember Instructors are not permitted to accept any medical documentation.
17. Know who your advisor is and how to contact them.
18. Know where and how to locate your student feedback. This course is 6 weeks in duration – In Week 5 I received emails inquiring as to “I see my grade but don’t know why points were deducted” – It was sadly apparent the feedback being provided was not being reviewed by those students. Your numeric score and student feedback are in different locations – this was addressed in the course announcements. If you cannot locate or have not located your student feedback for discussions and assignments – I strongly encourage you to contact the Customer Care Team as you have missed a tremendous amount of information.

Student Resources: Here is a partial listing of Walden University resources that have been shared with you during this course. You will frequent these as you progress throughout your future courses. Again, I strongly recommend that you bookmark each of these for your future courses.

• SafeAssign
•  library
• Walden Customer Care Team
• Walden IT
• Time Zones at Walden University
• Academic Skills Center
• Writing Center
• Walden Student Resources
• Integrity and Writing At Walden University
• Scholarly Ethics at Walden University
• APA citation at Walden University
• Peer-Reviewed Research
• Walden Library Databases
• Walden University Library Databases dedicated to Nursing
• Phi Nu
• http://academicguides.waldenu.edu/writingcenter/assignments/nursing
• http://academicguides.waldenu.edu/writingcenter/scholarly
• http://academicguides.waldenu.edu/writingcenter/assignments/nursing
• http://academicguides.waldenu.edu/writingcenter/scholarlyvoice/tone
• http://academicguides.waldenu.edu/writingcenter/scholarlyvoice/academicdiction
• http://academicguides.waldenu.edu/writingcenter/scholarlyvoice/writingconcisely
• http://academicguides.waldenu.edu/writingcenter/assignments/discussionpost/writing
• https://academicguides.waldenu.edu/writingcenter/paperreviews
• https://academicguides.waldenu.edu/writingcenter/multilingual
• https://academicguides.waldenu.edu/library/ask
• https://www.waldenu.edu/experience/support-services

NURS 6003 Discussion: Using the Walden Library References 

Hinders, D. (2006). Plagiarism Statistics. LoveToKnow. https://freelance-writing.lovetoknow.com/Plagiarism_Statistics#:~:text=Plagiarism%20statistics%20from%20other%20sources%20include%3A%20One%20major,but%2097.5%25%20admitted%20to%20doing%20so%20in%201989. 

  Winter, S. G., Matsuda, E., Stephan, L. M., & Chapman, S. A. (2021). Enablers, Barriers, and Contributions 

of Pediatric Nurse Practitioners to Ambulatory Specialty Care. Journal of Pediatric Healthcare, 

35(2), 226–230. https://doi-org.ezp.waldenulibrary.org/10.1016/j.pedhc.2020.10.007