NR 500: Reflection on Week 1 Lessons
Chamberlain University NR 500: Reflection on Week 1 Lessons-Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 500: Reflection on Week 1 Lessons 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 500: Reflection on Week 1 Lessons
Whether one passes or fails an academic assignment such as the Chamberlain University NR 500: Reflection on Week 1 Lessons 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 500: Reflection on Week 1 Lessons
The introduction for the Chamberlain University NR 500: Reflection on Week 1 Lessons 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 500: Reflection on Week 1 Lessons
After the introduction, move into the main part of the NR 500: Reflection on Week 1 Lessons 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 500: Reflection on Week 1 Lessons
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 500: Reflection on Week 1 Lessons
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 NR 500: Reflection on Week 1 Lessons Included After Question
NR 500: Reflection on Week 1 Lessons
NR 500: Reflection on Week 1 Lessons
The most important concepts I learned in week one include the competencies of the Master’s-prepared nurse, the framework for professional nursing practice, and the roles of the Master’s-prepared nurse. I learned that MSN nurses build on the competencies gained in the BSN program. MSN nurses must demonstrate a deeper understanding of nursing and the related sciences needed to fully evaluate, design, implement, and evaluate nursing care (AACN, 2011). Besides, I have realized that nurses who gain the competencies outlined in the AACN Essentials of Master’s Education in Nursing have advanced nursing knowledge and higher-level leadership skills for improving health outcomes. This has significant value for the current and emerging roles of MSN nurses in healthcare delivery and design.
A Sample Answer For the Assignment: NR 500: Reflection on Week 1 Lessons
TITLE: NR 500: Reflection on Week 1 Lessons
The concepts are essential because MSN students learn that they are expected to demonstrate a broad knowledge and practice expertise that should build on and expand their BSN nursing practice. They also gain insight that they should have a deeper understanding of the nursing discipline to engage in higher-level practice and leadership in various settings and commit to lifelong learning. The concepts will prepare me for my future role as an MSN-prepared nurse since they have enlightened me on the competencies I should demonstrate before graduating. I can apply the framework for professional nursing practice to provide healthcare that is holistic, person-centered, and care-focused (DeNisco & Barker, 2015). Besides, the concepts will guide me in demonstrating the skills and attitudes needed to meet the professional competencies that I need as an MSN-prepared advanced practice nurse.
NR 500: Reflection on Week 1 Lessons References
American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. https://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11
DeNisco, S. M. & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Jones & Bartlett Learning.
Week 1: Reading
- Due Sunday by 11:59pm
- Points None
American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. https://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf
Chamberlain University. (2018). Philosophy and framework. https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf
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16-17
Clark, L., Casey, D., & Morris, S. (2015). The value of master’s degrees for registered nursesLinks to an external site.. British Journal of Nursing, 24(6), 328-334. https://doi-org.chamberlainuniversity.idm.oclc.org/10.12968/bjon.2015.24.6.328
DeNisco, S. M. & Barker, A. M. (2015). Advanced practice nursing: Essential knowledge for the profession (3rd ed.). Jones & Bartlett Learning.
- Chapter 1 Introduction to the Role of Advanced Practice Nursing
- Master’s-Prepared Competencies
- Introduction
- This is a very exciting time in nursing as we are currently experiencing a transformation of nursing
NR 500 Reflection on Week 1 Lessons practice. The role of the master’s-prepared advanced practice nurse is evolving in response to the changing healthcare environment and delivery system. A master’s education equips nurses with valuable knowledge and skills to lead change, promote health, and elevate care in various roles and settings (American Association of Colleges of Nursing [AACN], 2011). Several professional nursing guidelines have been established to help guide the transformation of nursing practice. For example, the American Association of Colleges of Nursing (AACN) Essentials of Master’s Education in Nursing, the National Organization of Nurse Practitioner Faculties (NONPF) Nurse Practitioner (NP) Competencies, and the National League for Nurses (NLN) provide guidelines for graduate nursing education. All three professional nursing organizations have developed frameworks to guide graduate nursing education curricula that are consistent with the Initiative on the Future of Nursing call for the transformation of nursing practice (Institute of Medicine, 2010). Likewise, the Chamberlain University (CU) masters of science nursing (MSN) program delivers a curriculum that incorporates professional nursing educational guidelines to help produce competent graduate nurses in a variety of advanced practice specialty areas that include both direct and indirect health care settings. The CU MSN program provides an expanded perspective on the roles and essential competencies of master’s-prepared nurse practice in the 21st century. As a master’s-prepared advanced practice nurse of the 21st century, you must have a diverse set of knowledge, skills, and attitudes that foster and facilitate leadership in complex adaptive systems.
Reflection Box
- Think about the role of the master’s-prepared nurse in the 21st century. What skills and abilities must the MSN nurse possess to be an effective healthcare professional? At the end of this course, you will reflect on your answer to see if your opinions have changed.
- Framework for Professional Nursing Practice
- When students enter the classroom, they are provided with a Syllabus that discusses the knowledge that they are expected to gain as a result of taking the course. Students who read through the assignments often cannot help but wonder why the professor selected certain content or assignments to be included in the course. There are professional standards that serve as the framework and define the expectations of the curriculum of a nursing program. There are several documents that define the critical outcomes of graduate study in nursing: The Essentials of Master’s Education in Nursing (AACN, 2011), the NONPF NP Competencies, the Graduate Competencies (NLN, 2012), and the Chamberlain College of Nursing (2016) Masters of Science in Nursing Conceptual Framework.
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- The goal of professional nursing guidelines is to serve as an outline of the skills, knowledge, and attitudes that are expected of all graduates of a master’s in nursing program. The graduate curriculum is designed to build upon the knowledge of the baccalaureate or entry-level of practice (AACN, 2011) and to provide graduates with the knowledge needed to support practice in a complex, fluid, and dynamic health care setting with an emphasis on quality and safe care (National League for Nursing, 2012). Regardless of the selected focus of graduate study, the MSN nursing student must demonstrate the skills and attitudes necessary to meet the professional competencies of a master’s-prepared advanced practice nurse. Professionally competent is also a prerequisite attribute of the Person-Centred Nursing Framework that addresses the importance of having the right knowledge, skills, and attitude to deliver holistic care (McCormack & McCance, 2017). This framework and holistic care will be explored in upcoming weeks of this course.
- According to the AACN (2011), the nurse who earns a master’s degree will be accountable for quality-care outcomes and integration of care throughout a healthcare system; providing leadership and mentorship, collaborating and developing interdisciplinary teams, devising innovative measures to provide care, and aiding in the transition of evidence into the workplace setting. Additionally, as stated by the NLN (2012), master’s-prepared nurses are expected to perform as leaders, scholars, and members of interprofessional teams in the advancement of the nursing profession.
- Literature supports advanced education for nursing with noted benefits related to patient care (Gerard, Kazer, Babington, & Quell, 2014). According to Clark, Casey, and Morris (2015), evidence suggests that nurses who’ve engaged in postgraduate study may have skills such as effective leadership, complex problem-solving, change management, and relationship building, making them a good fit for today’s complex healthcare environment.
Reflection Box
- Critical thinking is a buzzword that is heard and expected at all levels of nursing. It is not a new concept to nursing practice; critical thinking has permeated nursing literature for the last 30 years. Healthcare delivery is a collaborative effort that involves scholarly dialogue with other disciplines, as well as challenging each other’s perspective on practice. Master’s-prepared nurses have improved critical thinking skills that can be utilized in leadership roles and used to challenge poor practices (Clark, Casey, & Morris, 2015) and influence positive change.
- The master’s-prepared nurse also appreciates the interrelationships of ethical and legal issues, financial sustainability, and the translation of evidence-based research into practice (AACN, 2011). Nurses prepared at the master’s level must also possess the ability to utilize technology and engage and lead interprofessional teams to improve healthcare delivery and health outcomes (Gerard et al., 2014) with a sustained focus on quality and safety.
- Roles of the Master’s-Prepared Nurse
- As discussed in this lesson, the profession of nursing is transforming based on changes in healthcare. The Institute of Medicine (2010) issued a statement in the landmark Future of Nursing Report calling for nurses to work to the full extent of their education and scope of practice. Master’s-prepared nurses take on many different roles in a variety of healthcare and healthcare-related settings. Master’s-prepared nurses are educated to practice in a variety of direct and indirect practice settings, including administration, education, acute care, and informatics, among others (AACN, 2011).
NR 500: Reflection on Week 1 Lessons References
American Association of Colleges of Nursing. (2011). The essentials of master’s education in nursing. https://www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf
Chamberlain College of Nursing (2016). Chamberlain College of Nursing Masters of Science I Nursing conceptual framework. https://www.chamberlain.edu/docs/default-source/academics-admissions/catalog.pdf
Clark, L., Casey, D., & Morris, S. (2015). The value of master’s degrees for registered nurses. British Journal of Nursing, 24(6), 328-334. https://doi.org/10.12968/bjon.2015.24.6.328
Gerard, S. O., Kazer, M. W., Babington, L., & Quell, T. T. (2014). Past, present, and future trends of master’s education in nursing. Journal of Professional Nursing, 30(4), 326-332. https://doi.org/10.1016/j.profnurs.2014.01.005
Institute of Medicine. (2011). The future of nursing: Leading change, advancing health. The National Academies Press. https://doi.org/10.17226/12956.
McCormack, B. & McCance, T. (2017). Person-centred practice in nursing and health care. Theory and practice (2nd ed.). Wiley Blackwell.
National League for Nursing. (2012). Outcomes and competencies for graduates of practical/vocational, diploma, associate degree, baccalaureate, master’s, practice doctorate, and research doctorate programs in nursing. http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nln-competencies-for-graduates-of-nursing-programs
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.
NR 500: Reflection on Week 1 Lessons Grading Rubric Guidelines
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.
Participation for MSN
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