NR 393- Week 6 Assignment Course Project Phase 3: Reflection Paper
Chamberlain University NR 393- Week 6 Assignment Course Project Phase 3: Reflection Paper-Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 393- Week 6 Assignment Course Project Phase 3: Reflection Paper 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 NR 393- Week 6 Assignment Course Project Phase 3: Reflection Paper
Whether one passes or fails an academic assignment such as the Chamberlain University NR 393- Week 6 Assignment Course Project Phase 3: Reflection Paper 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 NR 393- Week 6 Assignment Course Project Phase 3: Reflection Paper
The introduction for the Chamberlain University NR 393- Week 6 Assignment Course Project Phase 3: Reflection Paper 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 NR 393- Week 6 Assignment Course Project Phase 3: Reflection Paper
After the introduction, move into the main part of the NR 393- Week 6 Assignment Course Project Phase 3: Reflection Paper 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 NR 393- Week 6 Assignment Course Project Phase 3: Reflection Paper
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 NR 393- Week 6 Assignment Course Project Phase 3: Reflection Paper
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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NR 393- Week 6 Assignment Course Project Phase 3: Reflection Paper
I had a patient that was bordering being diagnosed as a diabetic. I used my education for prevention of diabetes to explain to the patient what she needed to do to ward off this condition, before it became worse. She told me she has been borderline for sometime, and now the doctor was saying that it had to be called what it was, and move to a plan that included insulin coverage. Of course, hearing about insulin coverage made her open her eyes more. She told me she has been battling her weight for sometime, gets no exercise, and has high blood pressure. She was easy to talk to as she was about my same age. In short, I went over diet and exercise with her, and explained how these factors can affect diabetes and her high blood pressure. I also gave her some more medical information as in how the pancreas works and how sugar is stored and used in the body.
I even showed her pictures of how diabetes can affect parts of the body, such as the feet and toes, which were not pretty, and explained about neuropathy. These were all of course factors that the doctor had been telling her over the years, but the motivation to lose weight and exercise did not ever stay long with her, so she continued to fail. I suggested that she try a weight loss group or friend for motivation. However, I believe that in learning about insulin being a part of her life and the pictures that I showed her, she appeared to take diabetes more seriously. She thanked me before she left the hospital for taking time to talk with her and said she was willing to make changes. I have not heard about her or from her since she left the hospital, but she did appear to be willing to make changes. I hope she did.
Purpose:
The purpose of this course project is for learners to explore how living nurses are making nursing history, apply lessons from nursing history, and analyze the impact of this project on nursing history today.
Course Outcomes:
This course project enables the student to meet the following course outcomes:
CO2: Apply lessons from nursing history to today’s professional nursing practice. (PO4)
CO4: Analyze the impact of nursing history on professional nursing roles today and in the future. (PO7)
Directions:
After completing the Phase 2: Conversation with the Selected Nurse in Week 3, you may begin working on the Phase 3: Reflection Paper. The Phase 3: Reflection Paper will be due by Sunday end of Week 6 by 11:59PM Mountain Time.
Download the Phase 3: Reflection Paper template below.
View the Phase 3: Reflection Paper Tutorial (Links to an external site.)
The Phase 3: Reflection Paper be a typed paper in APA format including:
Double-spaced, font and type size consistent with APA manual
Title Page adheres to Chamberlain and APA standards.
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Content and headings as below and on the rubric:
Introduction (include Introduction content, but no heading)
Reflection on Learning from Nurse’s Answers
Insight Gained from Conversation Regarding Leadership, Provision of Care, and/or Evidence-Based Practice
Analysis of the Impact of Nursing History on Professional Practice Today and in the Future
Conclusion
Length: Approximately 3 double-spaced pages excluding Title Page; 800-1000 words required in the body of the paper.
No outside sources will be used. No citations or references. No Reference page needed.
Excellent mechanics of scholarly writing including spelling, grammar, structure, paragraphing, and punctuation.
Submit Phase 3 assignment via Canvas by due date.
Template:
Phase 3: Reflection Paper [Download Here (Links to an external site.)]
Best Practices:
Carefully review the directions, required template, tutorial, and rubric.
Please use your browser’s File setting to save or print this page.
Spell check for spelling and grammar errors prior to final submission.
Read Also: NR 393 -Week 3 Assignment Course Project Phase 2 Conversation with the Selected Nurse
Use the rubric as a final check prior to submission to ensure all content is clearly addressed.
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Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Evaluation Methods
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
| Graded Item | Points | Weighting |
|---|---|---|
| Discussion (50 points, Weeks 1–7; 25 points, Week 8) | 375 | 37.5% |
| Shared Governance Model Paper (Week 3) | 200 | 20% |
| Management of Power Paper (Week 5) | 200 | 20% |
| Executive Summary (Week 7) | 225 | 22.5% |
| Total | 1,000 | 100% |
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
| Letter Grade | Points | Percentage |
|---|---|---|
| A | 940–1,000 | 94% to 100% |
| A- | 920–939 | 92% to 93% |
| B+ | 890–919 | 89% to 91% |
| B | 860–889 | 86% to 88% |
| B- | 840–859 | 84% to 85% |
| C+ | 810–839 | 81% to 83% |
| C | 760–809 | 76% to 80% |
| F | 759 and below | 75% and below |
NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
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