NR 501 Week 8 Discussion DQ 1 Course Reflection and Future Application
Chamberlain University NR 501 Week 8 Discussion DQ 1 Course Reflection and Future Application-Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 501 Week 8 Discussion DQ 1 Course Reflection and Future Application 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 501 Week 8 Discussion DQ 1 Course Reflection and Future Application
Whether one passes or fails an academic assignment such as the Chamberlain University NR 501 Week 8 Discussion DQ 1 Course Reflection and Future Application 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 501 Week 8 Discussion DQ 1 Course Reflection and Future Application
The introduction for the Chamberlain University NR 501 Week 8 Discussion DQ 1 Course Reflection and Future Application 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 501 Week 8 Discussion DQ 1 Course Reflection and Future Application
After the introduction, move into the main part of the NR 501 Week 8 Discussion DQ 1 Course Reflection and Future Application 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 501 Week 8 Discussion DQ 1 Course Reflection and Future Application
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 501 Week 8 Discussion DQ 1 Course Reflection and Future Application
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 501 Week 8 Discussion DQ 1 Course Reflection and Future Application Included After Question
NR 501 Week 8 Discussion DQ 1 Course Reflection and Future Application
NR 501 Week 8 Discussion DQ 1 Course Reflection and Future Application
Throughout the discussions occurring within NR 501, a common element has been application of theory. In this our last discussion regarding theory, it is time to focus on you and your capstone experience (yes, it is never too early consider this major project!). While it is too early to identify your project, let’s consider on your future practice area as this is the setting your project will occur in.
Based upon your self-reflection and use of nursing theory within the discussions and assignments, select ONE nursing theory that you prefer and answer the following questions:
1. Why do you prefer the nursing theory you selected?
2. How can this theory be used in your current practice area (education, executive, advanced clinical practice, informatics, or healthcare policy)?
3. How can this theory be used in your future practice area (education, executive advanced clinical practice, informatics or healthcare policy)?
Participation for MSN
The Threaded Discussion Grading Grid and Rubric document can be found in Course Resources.
Participation Guidelines
Due Date: First initial posting to the required threaded discussion topic is due by Wednesday, 11:59 pm MT. Peer and instructor responses are due by Sunday 11:59 pm MT. All posts for week 8 are due by the close of class on Wednesday 11:59 pm MT. Please note that the late assignment policy does not apply to the threaded discussions.
Total Points Possible: Varies with course, please see specific course syllabus. These guidelines are for a required threaded discussion worth 50 points. Please note that week 8 will be worth only 25 points.
Requirements:
Description of the Assignment
1. Initial posting: This is defined to be the initial post in which the student responds to the required threaded discussion topic. The first posting by a student within the required discussion area is considered to be the initial posting and will be evaluated using the rubric criteria. Scholarship in communication is expected. Required scholarly source(s) provide specific information that thoroughly address the required topic. For the initial posting, one scholarly source must be presented. The scholarly source must be an outside source. The student may use the required course textbook (s), assigned readings and lesson information in the initial post; however, these are not considered outside scholarly sources.
The initial posting must occur before Wednesday, 11:59 pm MT. Initial postings must be at a minimum of 300 words. References do not apply toward word count. ONLY in Week 8, the initial posting must be a minimum of 200 words with a scholarly reference. It remains due by Wednesday, 11:59 pm MT
NR 501 Week 8 Discussion DQ 1 Course Reflection and Future Application
2. Peer responses: As part of the threaded discussion requirements, the student must provide a substantive response to a peer. Substantive responses pose new ideas, ask questions, and/or generally add to the discussion topic in a meaningful and constructive way.
The peer response must occur on a separate day from the initial posting and instructor response (see below). This peer response must occur before Sunday, 11:59 pm MT. This response does not require a scholarly reference unless information is paraphrased and/or direct quotes are used, then APA guidelines apply. Peer responses must be a minimum of 150 words. References do not apply toward word count.
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3. Instructor response: The student must respond to an instructor’s follow-up questions. The instructor’s question may be directed to the student or may be a question directed to another student in the section. The response must be comprehensive and scholarly in nature. Instructor responses must be a minimum of 150 words. References do not apply toward word count.
The response to the instructor must occur on a day different from the initial post and a day different from the peer response. Responses to the instructor must occur before Sunday, 11:59 pm MT.
4. For week 8 only: Students are expected to post a peer response or an instructor post but are not required to do both. These posts must be a minimum of 100 words. References do not apply toward word count. The peer or instructor response must be on a different day than the initial post and must occur before Wednesday, 11:50 pm MT due to the shorter week.
Posting Requirements:
- The initial posting must be provided before Wednesday, 11:59 pm MT.
- The initial posting must have at least one scholarly outside source that is cited within the posting and referenced. Required course textbooks, assigned readings and lesson information are not considered to be outside scholarly sources.
- Initial posting must be a minimum of 300 words; peer responses and instructor responses a minimum 150 words.
- The peer responses and instructor responses must be provided before Sunday, 11:59 pm MT.
- All postings are substantive and relate to the graded threaded discussion topic.
- Only one small quote (15 words or less) within the entire initial posting is accepted.
- Postings must occur on 3 separate days.
- For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT
Criteria for Content
- Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic. Each reference must be scholarly.
- Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.
- Interactive Dialogue: In this category, the minimum requirements are to provide an initial posting to the graded threaded discussion topic by Wednesday, 11:59 pm MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
- Grammar, Syntax, APA: Proper grammar, APA, and syntax is required for all posts. Students should follow the APA Manual 6th Edition. Additional APA information is available in Course Resources.
- Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.
- Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.
- For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT.
Criteria for Format and Special Instructions
- Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
- When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.
- Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site. If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted. Students are cautioned to use care regarding .com sites. Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking. It is recommended that you check with your instructor before using a .com website as a reference.
- Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source. The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.
Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points |
Failing level
of performance 55% or less 0 points |
|---|---|---|---|---|---|---|
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
|
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
|
| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
|
8 Points |
7 Points |
6 Points |
5 Points | 4 Points |
0 Points |
|
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
A Sample Answer For the Assignment: NR 501 Week 8 Discussion DQ 1 Course Reflection and Future Application
TITLE: NR 501 Week 8 Discussion DQ 1 Course Reflection and Future Application
I will say that after discussion and familiarization with nursing theories, it was a great experience to know that I will be able to support my daily clinical practice form now and continue after completing the degree I am currently pursuing Family Nurse Practitioner. I believe that nursing is both a science and an art that allows us to see the uniqueness in individuals. All theories I have learnt are useful for guiding my intended nursing practice, but I will say that the one I prefer is Roy’s Adaptation Model (RAM) nursing theory. Nursing practice benefits from the application of this theory if we appreciate how practical this theory is, particularly in OB/GYN nursing practice. I have been working in this area for a few years and I certainly would like to continue in primary care empowering women with knowledge preventing health issues that may affect their health and quality of life. Healthcare is a very dynamic field and therefore it is crucial that all healthcare team and even patients are ready and able to adapt to all changes brought about by new technology and research when dealing with diseases and preventative health care.
According to Matarin Jimenez et al (2017) Roy recognized the individual as a composite and living adaptation system made of internal processes such as regulator and cognitive, which operates to maintain adaptive capability in the four modes of adaptation namely physiological, self-esteem, role function, and interdependence. Confronted with the stimuli from the environment, the individual comes up with responses that can be adaptive or not. In the environment there are focal stimuli, such as age, that influence to the effect of that focal stimuli, with unclear role on behaviors.
It is of paramount importance that current and proven scientific knowledge is provided to women, so they will be able to make informed decision and to adjust and change unhealthy to new and healthy behavior in order to promote and maintain their health. Some women need to change their mind set and apply the new information passed on to them in order to promote women’s health and change their way of thinking regarding pap smear and sexual habits. Patients also need to change their diet dramatically to be able to comply with the cervical cancer screening as they are recommended.
In my future role as a family nurse practitioner I intend to manage patient’s chronic conditions, but also women’s health issues and I envision continuing to use Roy’s Adaptation Model (RAM) nursing theory at a higher level and in a broader sense while caring for those patient under my clinical practice.
Roy’s adaptation theory is used to adapt to the new diet and lifestyles for this population to get the benefits of ketogenic diet. Strict self-discipline is needed to adapt to this diet. As a primary healthcare provider, appropriate education is needed to make patients know the rationale behind the strict diet, so that patients will be able to comply accordingly.
Primary care nurse practitioners also need to check the patients regularly, so the patients can adapt to ketogenic diet along with intermittent diet without having hypoglycemic complications. Patients who can adapt and incorporate the changes to their life can have meaningful and improved quality of life. Those who cannot adapt to the changes will face deteriorating health problems and it would endanger their lives. Roy’s adaptation theory is helpful for any patient to adapt to evidence-based practice that meet patient’s specific healthcare needs. Nurses and the healthcare providers can utilize this theory to help and educate patients for a smooth transition of adopting new life styles for better patient outcomes. The fundamental goal of nursing is to help a person adapt to their environment (Kaul & Mahal, 2013).
Roy identi-
fied the person as a complex and living adaptation system
composed of internal processes (regulator and cognitive),
which acts to maintain adaptive capacity in the four modes
of adaptation (physiological, self-esteem, role function and
interdependence). Faced with stimuli from the environment,
the person produces answers that can be adaptive or not. In
the environment there are focal stimuli, defined as the
external or internal situations that the person has to face;
contextual stimuli, such as age, that contribute to the effect
of focal stimuli and residual stimuli, with unclear role on
behaviours (Roy & Andrews 1999, Roy 2009).
The SAM has been used as a theoretical fra
Roy identi-
fied the person as a complex and living adaptation system
composed of internal processes (regulator and cognitive),
which acts to maintain adaptive capacity in the four modes
of adaptation (physiological, self-esteem, role function and
interdependence). Faced with stimuli from the environment,
the person produces answers that can be adaptive or not. In
the environment there are focal stimuli, defined as the
external or internal situations that the person has to face;
contextual stimuli, such as age, that contribute to the effect
of focal stimuli and residual stimuli, with unclear role on
behaviours (Roy & Andrews 1999, Roy 2009).
The SAM has been used as a theoretical fra
Reference
Kaur, H. and Mahal, R. (2013). Development of nursing assessment tool: An application of roy’s adaptation theory. International Journal of Nursing Education, 5(1), 60-64. doi:10.5958/j.0974- 9357.5.1.015. retrieved from https://search.proquest.com/openview/648c83f88ae76fa8cc16a2c4315d1030/1?pq-origsite=gscholar&cbl=2028904Links to an external site.
Matarín Jiménez,T. M,. Fernández-Sola, C., Hernández-Padilla, J. M., Correa Casado, M., Antiaquera Raynal, L. H., & Granadao-Molina, J. (2017). Perceptions about the sexuality of women with fibromyalgia syndrome: a phenomenological study. Journal of Advanced Nursing, 73(7), 1646-1656. DOI:10.1111/jan.13262. retrieved from http://onlinelibrary.wiley.com.chamberlainuniversity.idm.oclc.org/doi/10.1111/jan.13262/epdfLinks to an external site.
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