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Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061

CAEX 6060/6061 Week 1: Introduction to Scholarly Writing

CAEX 6060 Week 1 Discussion: Your Experiences With Writing

Scholarly writing is an intricate component of your graduate work. A useful first step toward improving your writing skills is to examine your past experiences with writing, including your writing strengths and opportunities. From there, you can target your needs accordingly. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

For this Discussion, you will explore the various resources and guidelines outlining an effective writing process and some common writing terms. You will also review the current state of your writing skills and share thoughts and experiences with your colleagues. NURS 6001 – Foundations for Graduate Study.

You will also use this Discussion to help tailor the individualized feedback provided by your Instructor throughout the duration of the course. Please be honest in your self-critique: it is the best way to make improvements.

To prepare for this Discussion:

Review and complete the Self-Assessment found in the Learning Resources to develop your needs and goals for this course.

Reflect on your writing skills and identify 
two
 skill strengths and 
two
 skills for improvement.

Consider particular writing strategies that you currently using to build those skill strengths.

By Day 3 of CAEX
6060/6061
1 Week 1: Introduction to Scholarly Writing

Post
 a 1- to 2- paragraph reflection on your writing skills, identifying 
two
 writing skills that you want to improve upon during this course. You may also include 
two
 writing strengths or strategies that may support your current writing process. Try and incorporate the terms from the Walden University Writing Center website in the Learning Resource for clearer definitions. Be sure to connect your scholarly writing skills with professional and academic goals, as well. NURS 6001 – Foundations for Graduate Study. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

Read 
3–5 of your colleagues’ posts.

By Day 5 of CAEX
6060/6061
Week 1: Introduction to Scholarly Writing

Respond
 to 
at least two
 of your colleagues’ posts in one or more of the following ways:

Share an insight from having read your colleague’s posts.

Offer and support an opinion.

Validate an idea with your own experience.

Make a suggestion.

Ask a probing question.

Expand on your colleague’s posts.

By Day 7

Return
 to this CAEX
6060/6061
Week 1: Introduction to Scholarly Writing Discussion to read the responses to your initial post.

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

CAEX
6060/6061
Week 1: Introduction to Scholarly Writing:

Self-Assessment in Writing

Effective writing is important in the life of a student. The previous classes’ tasks have enabled me to acquire relevant skills in writing and acted as a foundation in my academic journey. Although I have fairly good writing skills in APA style, it has come to my realization that I am still lacking behind in correctly referencing secondary sources. For instance, I have a problem with correctly referencing secondary sources that are not books or articles; especially media sources such as TV programs, newspapers as well as interviews. Although these sources have current information, it has been difficult for me to reference them properly. Secondly, I have experienced difficulty in ensuring that my writing has a smooth flow of ideas from the start to the end. NURS 6001 – Foundations for Graduate Study. Even though this is not a common issue in my writing, my instructors in previsions classes observed that I occasionally deviate from the theme while trying to give more information on a given subject. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

My writing has evolved over time. I believe that I have good understanding of the requirements of academic writing. For instance, I have good critical thinking skills that enable me to develop my points in a logical manner that convey the message in my writing more efficiently. I believe that this to be my strength because good writing starts with good organization of ideas. Jumbled up ideas are not only difficult to read but they do not attract the attention of the reader and thus make reading boring. NURS 6001 – Foundations for Graduate Study.

In the learning resources, I believe that I will get much help in organizing my work more professionally through following the guidelines given in the resources on critical reading and brainstorming. I believe that when I have clearly understood the topic through critical reading and brainstorming, I can be able to organize my writing in a more presentable manner. I intend to join an active group discussion with my colleagues where we will be able to discuss various aspects on writing and how we can improve our skills in graduate writing. Furthermore, I will endeavor to work on private writing tasks to improve my writing skills…..

CAEX
6060/6061
Week 1 Assignments

Assignment 1: Introduce Yourself in the Class Café

To prepare for this Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061 Assignment
:

Think about how you would respond to the request to “tell us a little bit about yourself.” Who are you, where do you live, and what are your personal, professional, and academic interests?

The Assignment:

Click on 
Class Café
.

In the “Please Introduce Yourself” thread, click on the 
Reply
 button and introduce yourself to your classmates. You may choose to do so by writing 1-2 paragraphs or by posting a Kaltura video of 1-2 minutes. NURS 6001 – Foundations for Graduate Study.

(Note: If choosing the video option, you must use Kaltura. Please see 
Kaltura Media Uploader
 in the left navigation menu for a tutorial if needed.)

By Day 4

Submit
 your written or video introduction to the Class Café.

Return to the Class Café later to read or view your colleagues’ messages and to continue these introductory conversations.

CAEX 8080/8081 Assignment 2: Writer’s Self-Assessment

By now you will have gained some insight into your specific writing skills. Through the Discussion, you may have found that your colleagues have similar writing strengths and areas for improvement. Please remember that the Discussion forum is a great opportunity to support each other as you work through the weeks’ Learning Resources and Assignments. NURS 6001 – Foundations for Graduate Study. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

In this week’s Assignment, you will build on the Discussion in which you analyzed your writing skills. You will cite specific examples of instructor feedback or past assessments that illustrate your writing skill opportunities and strengths. You may also reference any relevant feedback from Discussion responses you received this week.  This Assignment is designed to help prepare you for subsequent weeks’ work, when you will practice using strategies and skills to develop an effective writing process.

To prepare for this Assignment:

In addition to addressing specific skills covered in the Discussion, consider writing feedback you received from other sources, such as past instructors or assessments. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

Consider any specific issues, problems, concerns, and strengths. Use the Learning Resources for this week to guide you through your reflection.

Review common writing terms from the Walden University Writing Center website, found in the Learning Resources.

The Assignment:

Compose
 a 2- to 3-paragraph reflective essay examining your experiences with writing. Use the information in the “Writer’s Self-Assessment” document as a starting point but also consider feedback obtained from Instructors and other sources. Include all of the following:

Identify the strengths in your writing and why you believe these to be your strengths.

Elaborate on the specific areas for improvement you identified in your Discussion. Include examples. This is your opportunity to let the instructor know the types of issues you would like to address during the class. NURS 6001 – Foundations for Graduate Study.

Describe any guidance on those areas from the Learning Resources, the Discussion, or (if applicable) your Graduate Writing I instructor. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

Based on that guidance, briefly describe any actions you might take to further develop your scholarly writing.

Note:
 Do not submit the same content as your Discussion post. This Assignment should be more specific and include clear actions in support of improvement.

CAEX
6060/6061
Week 1: Introduction to Scholarly Writing

Are you ready to advance your scholarly writing? Do you want to become a more confident and effective writer? Are you willing to prewrite, draft, and revise (multiple times) your writing in a supportive environment? If so, you are in the right course.

You will spend the next 8 weeks working to advance your scholarly writing, receiving individualized feedback and group support. In this course, you will practice using writing skills and strategies for coursework, and have ample opportunities to use these concepts to practice as you draft and revise a 1-page evaluation of a selected journal article. In addition, at the end of the course, you will create a tailored plan based on you specific needs so that you can continue to make progress on your scholarly writing in your other courses at Walden. NURS 6001 – Foundations for Graduate Study. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

During this first week, you will review the basic components of an effective writing process, analyze your writing needs, and begin to consider your writing strategy. If you successfully completed CAEX 6050:
 Graduate Writing I: Basic Composition Skills
, then you can include a review of those skills in this first week.

NURS 6001 – Foundations for Graduate Study Learning Objectives

Students will:

Analyze previous experiences with writing skills

Connect scholarly writing skills with professional and academic goals

Share and support with peers

Photo Credit: Photo by Brad Sloan / Moment / Getty Images

Learning Resources-CAEX
6060/6061
Week 1: Introduction to Scholarly Writing

Required Readings

Document: 
Instructions for Writer’s Self-Assessment (Word document)

Laureate Education. (2015). 
Building an essay in Graduate Writing II
[Infographic]. Baltimore, MD: Author.

Walden University Writing Center. (2015i). Walden templates: General templates: APA course paper template (6th ed.). Retrieved from http://academicguides.waldenu.edu/writingcenter/templates/general. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

Note
: Please submit all assignments using the abovementioned APA Course Paper Template (6th ed.).

Document: 
Skill review of CAEX 6050 (Word document)

Walden University Writing Center. (2015b). Common writing terms: Overview. Retrieved from http://academicguides.waldenu.edu/writingcenter/terms/home

Read the overview and view the “Terms” links. Students will become familiar with these terms by now but review to familiarity.

Zamarripa, E. (2015, July 27). What are you writing For? How your academic writing skills transfer into the workplace [Blog post]. Retrieved from http://waldenwritingcenter.blogspot.com/2015/07/what-are-you-writing-for-how-your.html

Required Media

Walden University Writing Center (Producer). (2013, June 2). 
WriteCast: The writing process
 (Episode 1) [Audio podcast]. Retrieved from https://academicguides.waldenu.edu/writingcenter/multimedia/podcast#s-lg-box-2814414

Scroll through the Episode Archive to find the designated episode. Note that the episodes appear in descending numerical order.

Transcript
: http://academicguides.waldenu.edu/writingcenter/transcripts/podcasts/ep001

Walden University Writing Center (Producer). (2015, June 27). 
WriteCast:
 
How academic writing helps you beyond academia
 (Episode 23) [Audio podcast]. Retrieved from https://academicguides.waldenu.edu/writingcenter/multimedia/podcast#s-lg-box-2814414

Scroll through the Episode Archive to find the designated episode. Note that the episodes appear in descending numerical order. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

Transcript
: http://academicguides.waldenu.edu/writingcenter/transcripts/podcasts/ep023

Rubric Detail-CAEX
6060/6061
Week 1: Introduction to Scholarly Writing

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: CAEX_6060_6061_Discussion_Rubric

Exemplary

Acceptable

Approaching Acceptable

Needs Significant Improvement

Clarity and completeness of ideas

5 
(25%)
 – 5 
(25%)

Clear patterns of idea formation. Compelling reasons, detail, and/or examples are providedCAEX 8080/8081 Week 1: Introduction to Scholarly Writing

4 
(20%)
 – 4 
(20%)

Idea formation lacks sufficient evidence and support. Reasons, detail, and/or examples are included but are not clearly linked to the idea.

3 
(15%)
 – 3 
(15%)

Evidence or support for ideas is poorly developed. Vague or unsupported reasons, details, and/or examples are given.

0 
(0%)
 – 2 
(10%)

No attempt has been made to tie ideas to evidence or logic. No reasons, detail, or examples are given.

Grammar/mechanics

5 
(25%)
 – 5 
(25%)

Grammar, punctuation, and presentation are exemplary.

4 
(20%)
 – 4 
(20%)

Grammar, punctuation, and presentation are mostly consistent with the conventions of academic English.CAEX 8080/8081 Week 1: Introduction to Scholarly Writing

3 
(15%)
 – 3 
(15%)

Grammar, punctuation, and presentation are not consistent with conventions of academic English.CAEX 8080/8081 Week 1: Introduction to Scholarly Writing

0 
(0%)
 – 2 
(10%)

Grammar, punctuation, and presentation are unacceptable for scholarly writing.

Addressing task

5 
(25%)
 – 5 
(25%)

Addresses all aspects of the task fully and completely.

4 
(20%)
 – 4 
(20%)

Addresses the task with occasional divergences and/or omissions.

3 
(15%)
 – 3 
(15%)

Attempts to address the task but leaves important areas of question unanswered.CAEX 8080/8081 Week 1: Introduction to Scholarly Writing

0 
(0%)
 – 2 
(10%)

Response does not address the task.CAEX 8080/8081 Week 1: Introduction to Scholarly Writing

Responses to other students

5 
(25%)
 – 5 
(25%)

Responds in a thoughtful or probing way to extend the conversation.

4 
(20%)
 – 4 
(20%)

Minimal response to two classmates.

3 
(15%)
 – 3 
(15%)

Responds to only one classmate completely or to two classmates incompletely.

0 
(0%)
 – 2 
(10%)

Does not respond or responds superficially.CAEX 8080/8081 Week 1: Introduction to Scholarly Writing

Total Points: 20

Name: CAEX_6060_6061_Discussion_Rubric

Rubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

Name: CAEX_6060_6061_Week_1_Assignment1_Rubric

Exemplary

Acceptable

Approaching Acceptable

Needs Significant Improvement

Introduction in Class Cafe

18 
(90%)
 – 20 
(100%)

Student provides an appropriate introduction of 1-2 paragraphs or 1-2 minutes.

15 
(75%)
 – 17 
(85%)

Student provides an introduction of 1-2 paragraphs or 1-2 minutes, though some detail or focus is lacking.

10 
(50%)
 – 14 
(70%)

Student attempts to provide an introduction. Much detail or focus is lacking.

0 
(0%)
 – 9 
(45%)

Student provides a minimal introduction that is unclear.

Total Points: 20

Name: CAEX_6060_6061_Week_1_Assignment1_Rubric

Rubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: CAEX_6060_6061_Week_1_Assignment2_Rubric

Grid View

List View

Exemplary

Acceptable

Approaching Acceptable

Needs Significant Improvement

Self-Assessment

36 
(90%)
 – 40 
(100%)

Student provides 2-3 reflective paragraphs on experiences with writing, including strengths and weaknesses.

32 
(80%)
 – 35 
(87.5%)

Student provides 2-3 reflective paragraphs on experiences with writing; the submission lacks focus or detail on strengths and weaknesses.

28 
(70%)
 – 31 
(77.5%)

Student provides 1-2 reflective paragraphs; the submission lacks focus or details on experiences with writing.

0 
(0%)
 – 27 
(67.5%)

Minimal reflection provided.

Total Points: 40

Name: CAEX_6060_6061_Week_1_Assignment2_Rubric

CAEX
6060/6061
Week 2 Discussion: Reflecting on Your Writing: Reading and Research Strategies

Reflecting on Your Writing: Reading and Research Strategies

Beginning an essay can often be the most difficult portion. However, when separated into small steps, this process becomes well defined and much more manageable. During these first steps, any writing that takes place is likely to be minimal and rough. This is acceptable, as you realize you are in the prewriting stage and that you have more writing and revising ahead of you. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

For this Discussion, you will reflect on your own approach to reading and how you have (or, perhaps, have not) used a strategy, such as note-taking, underlining, highlighting, etc., in the past to gather and assess the main ideas from a journal article. Based on what you have learned from the week’s Learning Resources, you will share your thoughts and experiences on reading and researching.

To prepare for this Reflecting on Your Writing: Reading and Research Strategies Discussion:

Review the Learning Resources on arguments and critical reading, and the infographic on Analysis.

Reflect on your research process in relation to understanding an author’s argument or main idea.

You may reflect on past or current examples of your reading and research process.

By Day 3 OF Reflecting on Your Writing: Reading and Research Strategies

Post
 a 1- to 2-paragraph reflection on your reading and research process, describing strategies that you currently use, as well as any strategies that you could use more effectively. (
Note:
 You may choose to reflect specifically on your approach to this Discussion in relation to reading and research.) Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

By Day 5 OF Reflecting on Your Writing: Reading and Research Strategies

Respond
 to 
at least two
 of your colleagues’ posts in one or more of the following ways:

Share an insight from having read your colleague’s posts.

Offer and support an opinion.

Validate an idea with your own experience.

Make a suggestion.

Ask a probing question.

Expand on your colleague’s posts.

By Day 7 OF Reflecting on Your Writing: Reading and Research Strategies

Return
 to this Discussion to read the responses to your initial post.

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

Reflecting on Your Writing: Reading and Research Strategies: SAMPLE

According to Subramanyam,”The reader should begin by reading the title, abstract and conclusions first. If a decision is made to read the entire article, the key elements of the article can be perused in a systematic manner effectively and efficiently (2013).” A cogent and organized method is presented to read articles published in scientific journals (2013). My reading strategy can be an interesting one because I love to read. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061. Before I start to read a book, I would have a basic idea of what the book is about (highlight and sticky notes). This allows me to ask myself three questions before I start to read. They are: What do I already know? What more do I want to know?, and How can I benefit from the topic? (Index cards)  It is important for me to make sure that I am fully understanding what is being said, so when I come across a particularly difficult part of the text I can stop and think about what I have read. Also, I make sure I keep track of the information and ideas of the text. Reading is a must daily in my household especially the newspaper or a book of choice. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

First, in research I always start with title and abstract. That tells me whether or not it is an article I am interested in and whether I will actually be able to understand it both scientifically and linguistically. I then read the introduction so that I can understand the question being framed, and jump right to the figures and tables so I can get an understanding of the data. I then read the discussion to get an idea of how the paper fits into the general knowledge. Research should not be done in a linear way (from beginning to end); instead, it should be done strategically and with a critical mindset, questioning your understanding and the findings (Rodriguez, 2015).

Secondly, in research I generally read the abstract and conclusions. The conclusions help me understand if the goal summarized in the abstract has been reached, and if the described work can be of interest for my own study. I also always look at plot and figures, as they help me get a first impression of a paper. Then, I usually read the entire article from beginning to end, going through the sections in the order they appear so that I can follow the flow of work that the authors want to communicate. This works best for me. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

In conclusion, this section is vital. If someone uses an article as a source, it is best to know the general outcome of the author’s research. It is a good idea to read the different section after it is read especially the abstract, then again after reading the rest of the article. The questions can be asked:  Was it proven wrong?, Right?, or Inconclusive? Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061. This is a great way to look at it.

Reflecting on Your Writing: Reading and Research Strategies References

Rodriguez, N. (2015). Infographic: How to read a research paper. 
Elsevier Connect. 
Retrieved from 
https://www.elsevier.com/connect/infographic-how-to-read-a-research-paper

Subramanyam, R.V. (2013). Art of reading a journal article: Methodically and effectively. 
NCBINational Center for Biotechnology Information Search database
 (1):65-70. Retrieved from 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3687192/

CAEX
6060/6061
WEEK 2

Assignment: Critical Reading and Researching Main Ideas

In this Week’s Discussion, you reviewed reading strategies and examined your own research process. Now you will put these concepts and insights in practice for this Week’s Assignment.

To prepare for this Assignment:

Review the Learning Resource on Determining the Main Points of a Reading.

Choose 
one
 of the preselected journal articles in this week’s Learning Resources.

Applying the concepts from this week’s resources, critically read the journal article, taking notes or engaging in any research methods that you would like to try.

The Assignment:

Select
 three related main points from the journal article (excluding the Abstract), and directly quote them.

In addition to the directly quoted main points, 
compose
 1–2 sentences of rationale for each main point. Use these sentences to explain the reason you selected each point from the journal article. Consider the following questions in your rationale: Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

Why are these three specific points the author’s main ideas?

What makes them stand out to you as a critical reader?

How are these main points related to one another?

By Day 7

Submit
 your Application using the Walden Course Paper template 
by Day 7
. Your submission should be 2-3 paragraphs long.

Note:
 Assignments that are submitted without using the Walden Course Paper template 
will not
 be reviewed by your Instructor. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.

Click the 
Week 2 Assignment Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 2 Assignment 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission.

Rubric Detail- Reflecting on Your Writing: Reading and Research Strategies

Select 
Grid View
 or 
List View
 to change the rubric’s layout. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

Name: CAEX_6060_6061_Discussion_Rubric

Grid View

List View

Exemplary

Acceptable

Approaching Acceptable

Needs Significant Improvement

Clarity and completeness of ideas

5 
(25%)
 – 5 
(25%)

Clear patterns of idea formation. Compelling reasons, detail, and/or examples are provided. Reflecting on Your Writing: Reading and Research Strategies

4 
(20%)
 – 4 
(20%)

Idea formation lacks sufficient evidence and support. Reasons, detail, and/or examples are included but are not clearly linked to the idea.Reflecting on Your Writing: Reading and Research Strategies

3 
(15%)
 – 3 
(15%)

Evidence or support for ideas is poorly developed. Vague or unsupported reasons, details, and/or examples are given.Reflecting on Your Writing: Reading and Research Strategies

0 
(0%)
 – 2 
(10%)

No attempt has been made to tie ideas to evidence or logic. No reasons, detail, or examples are given.Reflecting on Your Writing: Reading and Research Strategies

Grammar/mechanics

5 
(25%)
 – 5 
(25%)

Grammar, punctuation, and presentation are exemplary. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061

4 
(20%)
 – 4 
(20%)

Grammar, punctuation, and presentation are mostly consistent with the conventions of academic English.

3 
(15%)
 – 3 
(15%)

Grammar, punctuation, and presentation are not consistent with conventions of academic English.Reflecting on Your Writing: Reading and Research Strategies

0 
(0%)
 – 2 
(10%)

Grammar, punctuation, and presentation are unacceptable for scholarly writing.Reflecting on Your Writing: Reading and Research Strategies

Addressing task

5 
(25%)
 – 5 
(25%)

Addresses all aspects of the task fully and completely.

4 
(20%)
 – 4 
(20%)

Addresses the task with occasional divergences and/or omissions.

3 
(15%)
 – 3 
(15%)

Attempts to address the task but leaves important areas of question unanswered.

0 
(0%)
 – 2 
(10%)

Response does not address the task.

Responses to other students

5 
(25%)
 – 5 
(25%)

Responds in a thoughtful or probing way to extend the conversation.Reflecting on Your Writing: Reading and Research Strategies

4 
(20%)
 – 4 
(20%)

Minimal response to two classmates.Reflecting on Your Writing: Reading and Research Strategies

3 
(15%)
 – 3 
(15%)

Responds to only one classmate completely or to two classmates incompletely. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061

0 
(0%)
 – 2 
(10%)

Does not respond or responds superficially.Reflecting on Your Writing: Reading and Research Strategies

Total Points: 20

Name: CAEX_6060_6061_Discussion_Rubric

Reflecting on Your Writing: Reading and Research StrategiesMRubric Detail

Select 
Grid View
 or 
List View
 to change the rubric’s layout.

Name: CAEX_6060_6061_Week_2_Assignment_Rubric

Grid View

List View

Exemplary

Acceptable

Approaching Acceptable

Needs Significant Improvement

Selecting and justifying main points

36 
(90%)
 – 40 
(100%)

3 main points selected. 3-6 additional sentences reflecting and explaining why the main points were chosen.

32 
(80%)
 – 35 
(87.5%)

Only 2-3 main points selected. 2-4 additional sentences reflecting and explaining why the main points were chosen.

28 
(70%)
 – 31 
(77.5%)

Only 1-2 main point(s) selected. 1-2 additional sentences reflecting and explaining why the main points were chosen.

0 
(0%)
 – 27 
(67.5%)

Only 0-1 main point selected. 0-1 additional sentences reflecting and explaining why the main point was chosen.

Total Points: 40

Name: CAEX_6060_6061_Week_2_Assignment_Rubric. Introduction to Scholarly Writing and Reading and Research Strategies Essay Assignment Papers Sample- CAEX 6060 6061.

NURS 6001 – Foundations for Graduate Study

The purpose of this course is to introduce students to Walden University and to the requirements for successful participation in an online curriculum. The course will also provide a foundation for the student’s academic and professional success as a scholar-practitioner and social change agent. Course assignments focus on the practical application of writing and critical-thinking skills and the integration of professional practice with professional and academic excellence as they relate to practice in nursing.

NURS 6001 – Foundations for Graduate Study Welcome to your course guide

Please find your required library readings below. Please see the link on the left for library skills assignment support.

If you have problems with the links below, please 
contact the Library
. If you have APA questions about these materials, please 
contact the Writing Center
.

NURS 6001 – Foundations for Graduate Study NURS 6001 Required Course Readings

The links are for required readings found in the Walden databases 
ONLY
. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt.

Berkow, S., Virkstis, K., Stewart, J., Aronson, S., & Donohue, M. (2011). Assessing individual frontline nurse critical thinking.
 Journal of Nursing Administration, 41
(4), 168-171. doi:10.1097/NNA.0b013e3182118528

Casey, D., & Egan, D. (2010). The use of professional portfolios and profiles for career enhancement. 
British Journal of Community Nursing, 15
(11), 547-552.

Jenkins, S. (2011). Cross-cultural perspectives on critical thinking. 
Journal of Nursing Education, 50
(5), 268-274. doi:10.3928/01484834-20110228-02

Smith, L. S. (2011). Showcase your talents with a career portfolio. 
Nursing, 41
(7), 54-56. doi:10.1097/01.NURSE.0000398641.62631.8e

Thompson, T. (2011). Electronic portfolios for professional advancement. Clinical Nurse Specialist: 
The Journal for Advanced Nursing Practice, 25
(4), 169-170.

Zori, S., Nosek, L., & Musil, C. (2010). Critical thinking of nurse managers related to staff RNs’ perceptions of the practice environment. 
Journal of Nursing Scholarship, 42
(3), 305-313. doi:10.1111/j.1547-5069.2010.01354.x

Other Readings

Optional or supplemental readings may or may not be available in the library. 
Find further information about optional readings here
. NURS 6001 – Foundations for Graduate Study.

NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing Discussion Essay Assignments

Students in this course are introduced to Walden University and are provided with a foundation for professional development in doctoral nursing practice. Students learn professional standards and end-of-program expectations. They engage in course assignments focused on the practical application of professional writing, critical-thinking skills, and the requirements for successful participation in an online curriculum. NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing Discussion Essay Assignments. Students also explore the essentials of being a Walden doctoral student; past, present, and future similarities and differences between the Doctor of Nursing Practice (DNP) and a Ph.D. in nursing, relevant professional and specialty standards of doctoral-level nursing practice, intra- and interprofessional collaboration, and the process of the DNP project.

The DNP program requires that all students complete The Measured Success Writing Assessment during the first course in the program, NURS 8000. This assessment is a computer-based evaluation where students write an essay online to determine “writing readiness” at the doctoral level. An outside vendor provides an automated evaluation of the student’s writing sample. The assessment is cost-free to students. The writing assessment provides a holistic score of 1–6, as well as scores for five analytical writing categories. The categories include: focus/meaning, content development, organization, language/style, and mechanics/conventions. Students who do not demonstrate writing readiness are encouraged to enroll in WCSS 6000N – Graduate Writing: Evaluative and Persuasive Composition Skills. The course provides students with the written communication tools necessary to complete longer writing projects that necessitate a persuasive academic voice. There is no cost to the student for this course. NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing Discussion Essay Assignments.

NURS 8000 Foundations & Essentials of Doctoral Study in Nursing: Week 1 Discussion

Writing Tips Week 1

Introduction: The Doctor of Nursing Practice

Make sure you start the term off right by reviewing 
discussion post guidelines
, ensuring that your discussion post is clear, knowledgeable, and answers all questions asked in the prompt. Additionally, make sure to review 
in-text citations
, as you’ll need to cite correctly from this week’s learning resources.

NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing Discussion Essay Assignments Discussion Post Guidelines

Discussion posts: Short and focused responses to a prompt that you share with your peers. While shorter than application papers, discussion posts still use scholarly writing and APA format (including a reference list). Discussion posts should also express your stance on a topic, rather than only including summary. NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing Discussion Essay Assignments.

For more information about discussion post requirements, see the Discussion Posting and Response Rubric in the Course Information area of your course.

To help you start writing, follow these steps:

Read the discussion prompt, noting the purpose of the discussion post, specific requirements (like word count), and formatting.

 Prepare to write by reading all of the course readings for the week and creating a rough outline.

Write a draft 
in MS Word using strong paragraphs and 
topic sentences
, 
APA style
, a 
scholarly tone
, and an 
introduction and conclusion
.

Review and revise 
the draft for grammar, APA 
citations
, and 
reference entry
 errors.

Submit 
the draft, double-checking for any formatting errors.

For more tips from the Writing Center in writing your discussion post, click 
this link
.

 

NURS 8000 Foundations & Essentials of Doctoral Study in Nursing: Welcome & Course Readings

Welcome to your course guide

Please find your required library readings below. See the link on the left for library and writing skills assignment support.

If you have problems with the links below, please 
contact the Library
. If you have APA questions about these materials, please 
contact the Writing Center
. NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing Discussion Essay Assignments.

NURS 8000 Required Course Readings

The links are for required readings found in the Walden databases 
ONLY
. For all other readings, see your course resources.

Enter your myWalden user name and password at the prompt.

Campbell-Crofts, S., Field, J., & Fetherstonhaugh, D. (2013). Ethical considerations for nurses undertaking research with a potentially vulnerable population with chronic kidney disease. 
Renal Society of Australasia Journal, 9
(2), 74-79.

Cleary, M., Hunt, G. E., & Jackson, D. (2011). Demystifying PhDs: A review of doctorate programs designed to fulfill the needs of the next generation of nursing professionals. 
Contemporary Nurse: A Journal for the Australian Nursing Profession, 39
(2), 273-280.

Conn, V. S. (2014). Prepare to launch: Optimizing doctoral education to ensure career success. 
Western Journal of Nursing Research, 36
(1), 3-5. doi:10.1177/0193945913492652

Conn, V. S., Zerwic, J., Rawl, S., Wyman, J. F., Larson, J. L., Anderson, C. M., Fahrenwald, N. L., Benefield, L. E., Cohen, M. Z., Smith, C. E., Topp, R., & Markis, N. E. (2014). Strategies for a successful PhD program: Words of wisdom from the WJNR editorial board. 
Western Journal of Nursing Research, 36
(1), 6-30. doi: 10.1177/0193945913492144

Currey, J., Considine, J., & Khaw, D. (2011). Clinical nurse research consultant: A clinical and academic role to advance practice and the discipline of nursing. 
Journal of Advanced Nursing, 67
(10), 2275-2283. doi:10.1111/j.1365-2648.2011.05687.x

Forsyth, D., Wright, T., Scherb, C., & Gaspar, P. (2010). Disseminating evidence-based practice projects: poster design and evaluation. 
Clinical Scholars Review, 3
(1), 14-21
. NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing Discussion Essay Assignments.

Fouka, G., & Mantzorou, M. (2011). What are the major ethical issues in conducting research? Is there a conflict between the research ethics and the nature of nursing?. 
Health Science Journal, 5
(1), 3-14.

Michael, M. J. & Clochesy, J. M. (2016). From scientific discovery to health outcomes: A synergistic model of doctoral nursing education. 
Nurse Education Today, 40
, 84-86.

Milton, C. (2010). Nursing ethics and power in position. 
Nursing Science Quarterly, 23
(1), 18-21.

Peirce, A., & Smith, J. (2008). The ethics curriculum for Doctor of Nursing Practice programs. 
Journal of Professional Nursing, 24
(5), 270-274.

Regan, M., & Pietrobon, R. (2010). A conceptual framework for scientific writing in nursing. 
Journal of Nursing Education, 49
(8), 437-43.

Schrems, B. (2013). Mind the gaps in ethical regulations of nursing research. 
Nursing Ethics, 20
(3), 336-347. doi:10.1177/0969733012462051

Sperhac, A. M., & Clinton, P. (2008). Doctorate of nursing practice: Blueprint for excellence. 
Journal of Pediatric Health Care, 22
(3), 146-151
. NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing Discussion Essay Assignments.

Suhonen, R., Stolt, M., & Leino-Kilpi, H. (2013). Older people in long-term care settings as research informants: Ethical challenges. 
Nursing Ethics, 20
(5), 551-567. doi:10.1177/0969733012463722

Waxman, K.T., & Maxworthy, J. (2010). The doctorate of nursing practice degree and the nurse executive: The perfect combination.
 Nurse Leader, 8(
2), 31-33.

Westwood, C. (2010). Six simple steps to ensure you achieve your aims. 
Nursing Management (Harrow, London, England: 1994), 17
(4), 28-29.

White, E. (2012). Challenges that may arise when conducting real-life nursing research. 
Nurse Researcher, 19
(4), 15-20.

Other Readings

Optional or supplemental readings may or may not be available in the library. 
Find further information about optional readings here
. NURS 8000 – Foundations and Essentials of Doctoral Study in Nursing Discussion Essay Assignments.

CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers

CAEX 6060 – Graduate Writing II: Intermediate Composition Skills

(1.5 cr.)
 In this 8-week course, students will practice effective writing strategies to advance their scholarly writing skills. The course is designed to help prepare master’s and doctoral students for successful writing experiences at Walden, including writing-intensive coursework. In a supportive environment, students will practice the core concepts of critical reading and research, prewriting, drafting, and revising; and apply those concepts through discussions and a variety of assignments. Students will compose an evaluative essay for their final course essay. Students will also complete an assessment of their skills and a personal plan for continued development of their scholarly writing. This course is complimentary to CAEX 6050 – Graduate Writing I: Basic Composition Skills, and enhances the skills covered in CAEX 6050. Students in this course are expected to have a familiarity with the skills covered in CAEX 6050 – Graduate Writing I: Basic Composition Skills. 
Note:
 This course is for quarter-based graduate-level students. CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

CAEX 6061 – Graduate Writing II: Intermediate Composition Skills

(1 sem. cr.)
 In this 8-week course, students will practice effective writing strategies to advance their scholarly writing skills. The course is designed to help prepare master’s and doctoral students for successful writing experiences at Walden, including writing-intensive coursework. In a supportive environment, students will practice the core concepts of critical reading and research, prewriting, drafting, and revising; and apply those concepts through discussions and a variety of assignments. Students will compose an evaluative essay for their final course essay. Students will also complete an assessment of their skills and a personal plan for continued development of their scholarly writing. This course is complimentary to CAEX 6050 – Graduate Writing I: Basic Composition Skills, and enhances the skills covered in CAEX 6050. Students in this course are expected to have a familiarity with the skills covered in CAEX 6050 – Graduate Writing I: Basic Composition Skills. 
Note:
 This course is for semester-based graduate-level students. CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

CAEX 6060: Graduate Writing II – Intermediate Composition Skills

1.5 credits; 8 weeks

Find out what students are saying about Grad Writing II!

Taking Graduate Writing II? Read our 
8 Tips for Success in Graduate Writing II
, written by the Manager of the Graduate Writing courses!

Ideal Students

Graduate students who want to strengthen their scholarly writing skills, with a focus on paraphrasing and evaluating main ideas.

Graduate students who have successfully completed 6050 or 6051: Graduate Writing I: Basic Composition, or have been recommended to take this course from a course instructor. CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

NOTE: Graduate students only (Master’s or Doctoral)

Course Description

In this 8-week course, students will practice effective writing strategies to advance their scholarly writing skills. The course is designed to help prepare master’s and doctoral students for successful writing experiences at Walden, including writing-intensive coursework. In a supportive environment, students will practice the intermediate concepts of research, synthesis, evaluation, and revision; and apply those concepts through discussions and a variety of assignments. Students will compose an evaluative essay for their final course essay. Students will also complete an assessment of their skills and a personal plan for continued development of their scholarly writing. This course is complementary to 
CAEX 6050: Graduate Writing I: Basic Composition Skills
, and enhances the skills covered in CAEX 6050. Students in this course are expected to have a familiarity with the skills covered in 
CAEX 6050: Graduate Writing I: Basic Composition Skills
.

CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers Course Outcomes

Evaluate scholarly writing skills and strategies for strengths and opportunities for improvement

Use a functional writing strategy that incorporates critical reading and research, prewriting, drafting, revising, and editing

Write an evaluative essay with cohesive paragraphs that synthesize main ideas. CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

Incorporate Instructors’ comments on written work into revised drafts

Assess progress with writing skills and strategies

Develop a plan for continued learning of scholarly writing

To Register

Please send an e-mail to your academic advisor. 
Click here to get information on contacting academic advising.

View our schedule of offerings by term start
.

Cost

This course costs $195. This amount does not include any applicable taxes and/or fees.

Questions about the WCSS courses or workshops?

Do you have a question about the CAEX courses or workshops? First review our 
Frequently Asked Questions
. If you don’t find your answer there, please e-mail us at 
caexcourses@mail.waldenu.edu
. We will respond within 48 hours (please allow more time on weekends and holidays).

What are students saying about Graduate Writing II?

“This should be a mandatory course for all graduate level students.”

“I have learned so much in this course.  I did not want to take this course but am very happy that I did.  I have improved so much and can apply what I have learned in my future courses.” CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

“I really learned a lot from this class in regards to scholarly writing.  This class makes me feel much more confident about writing papers and being successful with my doctorate program. YEAH!”

“I really need[ed] this course.  I was not as good a writer as I thought I was but this course helped me to better understand APA and general writing mechanics.”

“When I was directed to take this course, I felt humiliated. After the first week, I realized that it was the best decision someone ever made for me. It was worth my time and I recommend it as a foundation course for all students.”

“Everything was amazing. I learned so much in this class, and I am glad I had to take this course.”

“I managed to learn more about the APA style of writing and what is expected from a PhD student. At the beginning, I didn’t think I needed this class. I was upset and actually mad that I had to take a third course. Was I ever surprised by what I have learned. I like the interactions with my classmates, that helped my to build up my confidence and to also give encouragement to others.”

“I was upset to know I had to take this course after the initial writing assessment results.  However, I have since changed my mind now that I have finished the course.  This was just what I needed to force myself to take the time to use the Walden Writing Center resources to improve my writing skills.  I highly recommend this course as a requirement for all students.” CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

“Initially I was annoyed that I had to take a writing class as I graduated my master’s with a 3.9 and currently have a 4.0 in my doctorate.  I learned many points to scholarly writing in this class and feel it was a very good use of my time.  This class will make me more successful in my doctoral journey in the long run.”

“The course helps doctoral students write stronger paragraphs.  I liked learning about the MEAL plan.”

“This was a great course and really helped me improve my writing skills.”

“The course materials were practical and made the process of improving my writing easy.”

“I honestly resented having to take this course, initially, as I am a 4.0 doctoral student. However, I have learned a great deal from the course and therefore am sincerely grateful that I took it. Thank you very much.”

“I believe this course should be a requirement for all Doctorate level students as it gives students tools and resources to improve scholarly writing.”

“It is actually a very helpful course that no doubt everyone could use. Though the timing of it added a lot of pressure with another course and Residency at the same time, I managed to do quite well.” CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please 
contact the Library
. If you have APA questions about these materials, please 
contact the Writing Center
.

CAEX 6060 Course Readings

After clicking on a citation below, enter your myWalden user name and password at the prompt.

Please 
Ask a Librarian
 if you have any questions about the links.

Qiu, M., Hewitt, J., & Brett, C. (2012). Online class size, note reading, note writing and collaborative discourse.
International Journal of Computer-Supported Collaborative Learning, 7
(3), 423-442. doi:10.1007/s11412-012-9151-2

Van Note Chism, N., & Weerakoon, S. (2012). APA, meet Google: Graduate students’ approaches to learning citation style. 
Journal of the Scholarship of Teaching & Learning
, 
12
(2), 27-38. Retrieved from http://josotl.indiana.edu/index
Wilson, B. G., & Linder VanBerschot, J. (2014). Co-teaching an online action research class. 
Canadian Journal of Learning and Technology
, 
40
(2). Retrieved from http://www.cjlt.ca/index.php/cjlt

Other Readings

Optional or supplemental readings may or may not be available in the library. 
Find further information about optional readings here
.

CAEX 6061: Graduate Writing II – Intermediate Composition Skills

1 credit; 8 weeks

Find out what students are saying about Grad Writing II!

Taking Graduate Writing II? Read our 
8 Tips for Success in Graduate Writing II
, written by the Manager of the Graduate Writing courses! CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

Ideal Students

Graduate students who want to strengthen their scholarly writing skills, with a focus on paraphrasing, synthesizing, and evaluating main ideas.

Graduate students who have successfully completed 6050 or 6051: Graduate Writing I: Basic Composition, or have been recommended to take this course from a course instructor.

NOTE: Graduate students only (Master’s or Doctoral)

Course Description

In this 8-week course, students will practice effective writing strategies to advance their scholarly writing skills. The course is designed to help prepare master’s and doctoral students for successful writing experiences at Walden, including writing-intensive coursework. In a supportive environment, students will practice the core concepts of critical reading and research, prewriting, drafting, and revising; and apply those concepts through discussions and a variety of assignments. Students will compose an evaluative essay for their final course essay. Students will also complete an assessment of their skills and a personal plan for continued development of their scholarly writing. This course is complimentary to 
CAEX 6050: Graduate Writing I: Basic Composition Skills
, and enhances the skills covered in CAEX 6050. Students in this course are expected to have a familiarity with the skills covered in 
CAEX 6050: Graduate Writing I: Basic Composition Skills
. CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

Course Outcomes

Evaluate scholarly writing skills and strategies for strengths and opportunities for improvement

Use a functional writing strategy that incorporates critical reading and research, prewriting, drafting, revising, and editing

Write an evaluative essay with cohesive paragraphs that synthesize main ideas. CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

Incorporate Instructors’ comments on written work into revised drafts

Assess progress with writing skills and strategies

Develop a plan for continued learning of scholarly writing

To Register

Please send an e-mail to your academic advisor. 
Click here to get information on contacting academic advising.

View our schedule of offerings by term start
.

Cost

This course costs $195. This amount does not include any applicable taxes and/or fees.

Questions about the CAEX courses or workshops?

Do you have a question about the CAEX courses or workshops? First review our 
Frequently Asked Questions
. If you don’t find your answer there, please e-mail us at 
caexcourses@mail.waldenu.edu
. We will respond within 48 hours (please allow more time on weekends and holidays).

What are students saying about Graduate Writing II?

“This should be a mandatory course for all graduate level students.”

“I have learned so much in this course.  I did not want to take this course but am very happy that I did.  I have improved so much and can apply what I have learned in my future courses.” CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

“I really learned a lot from this class in regards to scholarly writing.  This class makes me feel much more confident about writing papers and being successful with my doctorate program. YEAH!”

“I really need[ed] this course.  I was not as good a writer as I thought I was but this course helped me to better understand APA and general writing mechanics.”

“When I was directed to take this course, I felt humiliated. After the first week, I realized that it was the best decision someone ever made for me. It was worth my time and I recommend it as a foundation course for all students.”

“Everything was amazing. I learned so much in this class, and I am glad I had to take this course.”

“I managed to learn more about the APA style of writing and what is expected from a PhD student. At the beginning, I didn’t think I needed this class. I was upset and actually mad that I had to take a third course. Was I ever surprised by what I have learned. I like the interactions with my classmates, that helped my to build up my confidence and to also give encouragement to others.”

“I was upset to know I had to take this course after the initial writing assessment results.  However, I have since changed my mind now that I have finished the course.  This was just what I needed to force myself to take the time to use the Walden Writing Center resources to improve my writing skills.  I highly recommend this course as a requirement for all students.” CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

“Initially I was annoyed that I had to take a writing class as I graduated my master’s with a 3.9 and currently have a 4.0 in my doctorate.  I learned many points to scholarly writing in this class and feel it was a very good use of my time.  This class will make me more successful in my doctoral journey in the long run.”

“The course helps doctoral students write stronger paragraphs.  I liked learning about the MEAL plan.”

“This was a great course and really helped me improve my writing skills.”

“The course materials were practical and made the process of improving my writing easy.”

“I honestly resented having to take this course, initially, as I am a 4.0 doctoral student. However, I have learned a great deal from the course and therefore am sincerely grateful that I took it. Thank you very much.”

“I believe this course should be a requirement for all Doctorate level students as it gives students tools and resources to improve scholarly writing.” CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

“It is actually a very helpful course that no doubt everyone could use. Though the timing of it added a lot of pressure with another course and Residency at the same time, I managed to do quite well.”

Welcome to your course guide

Please find your required library readings below. If you have problems with the links below, please 
contact the Library
. If you have APA questions about these materials, please 
contact the Writing Center
.

CAEX 6061 Course Readings

After clicking on a citation below, enter your myWalden user name and password at the prompt.

Please 
Ask a Librarian
 if you have any questions about the links. CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

Qiu, M., Hewitt, J., & Brett, C. (2012). Online class size, note reading, note writing and collaborative discourse.
International Journal of Computer-Supported Collaborative Learning, 7
(3), 423-442. doi:10.1007/s11412-012-9151-2

Van Note Chism, N., & Weerakoon, S. (2012). APA, meet Google: Graduate students’ approaches to learning citation style. 
Journal of the Scholarship of Teaching & Learning
, 
12
(2), 27-38. Retrieved from http://josotl.indiana.edu/index
Wilson, B. G., & Linder VanBerschot, J. (2014). Co-teaching an online action research class. 
Canadian Journal of Learning and Technology
, 
40
(2). Retrieved from http://www.cjlt.ca/index.php/cjlt

Other Readings

Optional or supplemental readings may or may not be available in the library. 
Find further information about optional readings here
. CAEX 6060/ 6060 Graduate Writing II: Intermediate Composition Skills Essay Assignment Papers.

Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment

Assignment 1: Practicum Journal: Voluntary and Involuntary Commitment

PMHNPs may find themselves working in a wide variety of settings—each having their own unique challenges and inherent legal issues. For instance, what do you do in your state of practice when you are providing a therapy/treatment session and a client reports active suicidal ideation? What do you do if you are covering inpatient psychiatric consults and are called to see a patient in the ICU who overdosed on prescription medication requiring intubation? What do you do if you are a PMHNP on an inpatient unit and a client who admitted themselves on a voluntary basis suddenly states that they have decided to sign themselves out of the hospital so that they can go home to kill themselves? Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment. These are just some of the legal questions that PMHNPs must know the answers to specific to their state of licensure/practice.

ORDER A PLAGIARISM-FREE PAPER HERE

In this Assignment, you investigate your state’s laws concerning voluntary and involuntary commitment. You also analyze a case to determine if the client is eligible for involuntary commitment.

Scenario for Week 7 Case:

You are a PMHNP working in a large intercity hospital. You receive a call from the answering service informing you that a “stat” consult has been ordered by one of the hospitalists in the ICU. Upon arriving in the ICU, you learn that your consult is a 14 year old male who overdosed on approximately 50 Benadryl (diphenhydramine hydrochloride) tablets in an apparent suicide attempt. At the scene, a suicide note was found indicating that he wanted to die because his girlfriend’s parents felt that their daughter was too young to be “dating.” The client stated in the suicide note that he could not “live without her” and decided to take his own life. Although he has been medically stabilized and admitted to the ICU, he has been refusing to talk with the doctors or nurses. The hospital staff was finally able to get in touch with the clients parents (using contact information retrieved from the 14 year old’s cell phone). Unbeknown to the hospital staff, the parents are divorced, and both showed up at the hospital at approximately the same time, each offering their own perspectives on what ought to be done. Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment. The client’s father is demanding that the client be hospitalized because of the suicide, but his mother points out that he does not have “physical custody” of the child. The client’s mother demands that the client be discharged to home with her stating that her son’s actions were nothing more than a “stunt” and “an attempt at manipulating the situation that he didn’t like.” The client’s mother then becomes “nasty” and informs you that she works as a member of the clerical staff for the state board of nursing, and if you fail to discharge her child “right now” she will make you “sorry.” How would you proceed?

Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment Learning Objectives

Students will:

Evaluate clients for voluntary commitment

Evaluate clients for involuntary commitment based on state laws

Recommend actions for supporting parents of clients not eligible for involuntary commitment

Recommend actions for treating clients not eligible for involuntary commitment

To Prepare for this Practicum:

Review the Learning Resources concerning voluntary and involuntary commitment.

Read the Week 7 Scenario in your Learning Resources. Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment.

Research your state’s laws concerning voluntary and involuntary commitment.

The Assignment (2–3 pages):

Based on the scenario, would you recommend that the client be voluntarily committed? Why or why not?

Based on the laws in your state, would the client be eligible for involuntary commitment? Explain why or why not.

Did understanding the state laws confirm or challenge your initial recommendation regarding involuntarily committing the client? Explain. Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment.

If the client were not eligible for involuntary commitment, explain what actions you may be able to take to support the parents for or against voluntary commitment.

If the client were not eligible for involuntary commitment, explain what initial actions you may be able to take to begin treating the client.

By Day 7

Submit 
your Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK7Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission. Practicum Journal: Voluntary and Involuntary Commitment Assay Assignment.

Practicum Decision Tree Assignment

Assignment 1: Practicum: Decision Tree

For this Assignment, as you examine the client case study in this week’s Learning Resources, consider how you might assess and treat pediatric clients presenting symptoms of a mental health disorder.

Practicum Decision Tree Assignment Learning Objectives

Students will:

Evaluate clients for treatment of mental health disorders

Analyze decisions made throughout diagnosis and treatment of clients with mental health disorders

The Assignment:

Examine 
Case 2 (https://www.youtube.com/watch?v=Gm3FLGxb2ZU ) : 
You will be asked to make three decisions concerning the diagnosis and treatment for this client. Be sure to consider co-morbid physical as well as mental factors that might impact the client’s diagnosis and treatment. Practicum Decision Tree Assignment.

At each Decision Point, stop to complete the following:

Decision #1: Differential Diagnosis

Which Decision did you select?

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #1 and the results of the Decision. Why were they different?

Decision #2: Treatment Plan for Psychotherapy

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources. Practicum Decision Tree Assignment.

Explain any difference between what you expected to achieve with Decision #2 and the results of the Decision. Why were they different?

Decision #3: Treatment Plan for Psychopharmacology

Why did you select this Decision? Support your response with evidence and references to the Learning Resources.

What were you hoping to achieve by making this Decision? Support your response with evidence and references to the Learning Resources.

Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients and their families.

Note:
 Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Practicum Decision Tree Assignment.

By Day 7 of Week 7

Submit your Practicum Decision Tree Assignment.

Week 7: Learning and Motor Disorders in Childhood

“I had a substitute teacher today, so it was not a good day. She thought I was goofing off, but I could not help myself. As much as I tried to hold back, knowing she would freak out, I felt like a volcano. I erupted with a sound, kinda like a bullfrog that lasted for almost 10 minutes. She kept telling me to quiet down, but I could not help myself. Then the physical stretching and flexing of my neck started. She was really mad. Finally, my friend told her about me. It was embarrassing.”

Samuel, age 9

Learning disorders represent a diagnostic challenge in that many of the features of learning disorders overlap with ADHD. Appropriate diagnosis is essential to proper treatment. Motor disorders can be a source of considerable distress for both the child and their parents. Appropriate diagnosis is required in order to initiate the most appropriate treatment to minimize the impact of these conditions on the child. Learning and Motor Disorders in Childhood.

This week, you work with your group again to develop a Parent Guide for an assigned learning or motor disorder. For your practicum, you examine the practice of voluntary and involuntary commitment of children and adolescents with mental health disorders.

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Learning and Motor Disorders in Childhood Learning Resources

Note:
 To access this week’s required library resources, please click on the link to the Course Readings List, found in the 
Course Materials
 section of your Syllabus.

Learning and Motor Disorders in Childhood Required Readings

American Nurses Association. (2014).
Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.)
. Washington, DC: Author.

Standard 9 “Evidence-Based Practice and Research” (pages 71-72)

Sadock, B. J., Sadock, V. A., & Ruiz, P. (2014).
Kaplan & Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry
(11th ed.). Philadelphia, PA: Wolters Kluwer.

Chapter 4, “Theories of Personality and Psychopathology” (pp. 151–191)

Chapter 31, “Child Psychiatry” (pp. 1181–1205)

American Psychiatric Association. (2013).
Diagnostic and statistical manual of mental disorders
(5th ed.). Washington, DC: Author. Learning and Motor Disorders in Childhood.

“Neurodevelopmental Disorders”

“Specific Learning Disorder”

“Motor Disorders”

Note:
You will access this book from the Walden Library databases.

Murphy, T. K., Lewin, A. B., Storch, E. A., Stock, S. (2013). Practice parameter for the assessment and treatment of children and adolescents with tic disorders.
Journal of the American Academy of Child & Adolescent Psychiatry
,
52
(12), 1341–1359. Retrieved from http://www.jaacap.com/article/S0890-8567(13)00695-3/pdf

McGarvey, E. L., Leon-Verdin, M., Wancheck, T. N., & Bonnie, R. J. (2013). Decisions to initiate involuntary commitment: The role of intensive community services and other factors.
Psychiatric Services
,
64
(2), 120–126.

Note:
You will access this article from the Walden Library databases. Learning and Motor Disorders in Childhood.

Kaltiala-Heino, R. (2010). Involuntary commitment and detainment in adolescent psychiatric inpatient care.
Social Psychiatry and Psychiatric Epidemiology
,
45
(8),785–793. doi:10.1007/s00127-009-0116-3

Note:
You will access this article from the Walden Library databases.

Lindsey, M. A., Joe, S., Muroff, J., & Ford, B. E. (2010). Social and clinical factors associated with psychiatric emergency service use and civil commitment among African-American youth.
General Hospital Psychiatry
,
32
(3)
,
300–309. doi:10.1016/j.genhosppsych.2010.01.007

Note:
You will access this article from the Walden Library databases.

Stahl, S. M. (2014).
Prescriber’s Guide: Stahl’s Essential Psychopharmacology
(5th ed.). New York, NY: Cambridge University Press.

 

Note:
All Stahl resources can be accessed through the Walden Library using the link. This link will take you to a login page for the Walden Library. Once you log in to the library, the Stahl website will appear. Learning and Motor Disorders in Childhood.

 

To access information on the following medications, click on The Prescriber’s Guide, 5th Ed. tab on the Stahl Online website and select the appropriate medication.

Review the following medications:

Tourette syndrome

Pervasive developmental disorders

clonidine

haloperidol

pimozide

guanfacine

Note:
 Many of these medications are FDA approved for adults only. Some are FDA approved for disorders in children and adolescents. Many are used “off label” for the disorders examined in this week. As you read the Stahl drug monographs, focus your attention on FDA approvals for children/adolescents (including “ages” for which the medication is approved, if applicable) and further note which drugs are “off label.” Learning and Motor Disorders in Childhood.

Optional Resources

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).
Rutter’s child and adolescent psychiatry
(6th ed.). Hoboken, NJ: Wiley Blackwell.

Chapter 47, “Children With Specific Sensory Impairments” (pp. 612–622)

Learning and Motor Disorders in Childhood Discussion: Parent Guide

Learning disorders and motor disorders can be difficult for parents to understand. They often have many questions that go unanswered and can create considerable misunderstanding. This misunderstanding can damage the child/parent relationship. The PMHNP can answer questions and provide guidance for the family in order to help reduce the uncertainty of the disorders.

For the Discussion, you will work with your group again to develop a Parent Guide for your assigned disorder.

Learning and Motor Disorders in Childhood Learning Objectives

Students will:

Analyze signs and symptoms of learning and motor disorders in childhood

Analyze pathophysiology of learning and motor disorders in childhood

Analyze diagnosis and treatment methods for learning and motor disorders in childhood

Evaluate Parent Guides

To Prepare for this Discussion:

Your Instructor will assign you to a group and a disorder by Day 1 of Week 2.

Review the resources concerning your assigned disorder.

Use your group’s Discussion Board to design and develop the Parent Guide before posting to the group wiki. For further guidance, refer to the 
Accessing Group Discussions
 instructions below. Learning and Motor Disorders in Childhood.

Using evidence-based research, design and develop a Parent Guide for your assigned disorder including:

Signs and symptoms

Pathophysiology

How the disorder is diagnosed

Treatment options

Provide a minimum of three academic references.

By Day 5

One designated group member
 should post the completed Parent Guide to the Discussion.

By Day 7

Respond
 to at least 
two
 other groups’ wikis by providing at least two contributions for improving or including in their Parent Guide and at least two things that you like about their guide. Learning and Motor Disorders in Childhood.

Submission and Grading Information

Accessing Group Discussions and Wikis

To access your group’s discussion
, click on the 
Parent Guide Groups
 link. Once you have clicked on the link, select your assigned team (e.g., Team A, Team B, Team C, etc.) to access your team’s home page. Select 
Group Discussion Board
 under the Group Tools menu to work on your participate in your group’s discussion.

To access your group’s wiki
, click on the 
Parent Guide Groups
 link. Once you have clicked on the link, select your assigned team (e.g., Team A, Team B, Team C, etc.) to access your team’s home page.

Creating a Wiki Page

Create the first wiki topic page by entering the group’s wiki area and selecting 
Create Wiki Page
. Use the group’s assigned disorder as the name of your wiki. Then add your Parent Guide in the Content text box. You can use the editor functions to format the text and include files, images, web links, multimedia, and mashups. Select 
Submit
 when you have completed the wiki page. Learning and Motor Disorders in Childhood.

Grading Criteria

To access your rubric:

Week 7 Parent Guide Discussion Rubric

To access your group discussion / wiki:

Parent Guide Groups

Post to Discussion by Day 5 and Respond by Day 7

To participate in this Discussion:

Parent Guide Groups – Week 7

Assignment 1: Practicum Journal: Voluntary and Involuntary Commitment

PMHNPs may find themselves working in a wide variety of settings—each having their own unique challenges and inherent legal issues. For instance, what do you do in your state of practice when you are providing a therapy/treatment session and a client reports active suicidal ideation? What do you do if you are covering inpatient psychiatric consults and are called to see a patient in the ICU who overdosed on prescription medication requiring intubation? What do you do if you are a PMHNP on an inpatient unit and a client who admitted themselves on a voluntary basis suddenly states that they have decided to sign themselves out of the hospital so that they can go home to kill themselves? These are just some of the legal questions that PMHNPs must know the answers to specific to their state of licensure/practice. Learning and Motor Disorders in Childhood.

In this Assignment, you investigate your state’s laws concerning voluntary and involuntary commitment. You also analyze a case to determine if the client is eligible for involuntary commitment.

Scenario for Week 7 Case:

You are a PMHNP working in a large intercity hospital. You receive a call from the answering service informing you that a “stat” consult has been ordered by one of the hospitalists in the ICU. Upon arriving in the ICU, you learn that your consult is a 14 year old male who overdosed on approximately 50 Benadryl (diphenhydramine hydrochloride) tablets in an apparent suicide attempt. At the scene, a suicide note was found indicating that he wanted to die because his girlfriend’s parents felt that their daughter was too young to be “dating.” The client stated in the suicide note that he could not “live without her” and decided to take his own life. Although he has been medically stabilized and admitted to the ICU, he has been refusing to talk with the doctors or nurses. The hospital staff was finally able to get in touch with the clients parents (using contact information retrieved from the 14 year old’s cell phone). Unbeknown to the hospital staff, the parents are divorced, and both showed up at the hospital at approximately the same time, each offering their own perspectives on what ought to be done. The client’s father is demanding that the client be hospitalized because of the suicide, but his mother points out that he does not have “physical custody” of the child. Learning and Motor Disorders in Childhood. The client’s mother demands that the client be discharged to home with her stating that her son’s actions were nothing more than a “stunt” and “an attempt at manipulating the situation that he didn’t like.” The client’s mother then becomes “nasty” and informs you that she works as a member of the clerical staff for the state board of nursing, and if you fail to discharge her child “right now” she will make you “sorry.” How would you proceed?

Learning and Motor Disorders in Childhood Learning Objectives

Students will:

Evaluate clients for voluntary commitment

Evaluate clients for involuntary commitment based on state laws

Recommend actions for supporting parents of clients not eligible for involuntary commitment

Recommend actions for treating clients not eligible for involuntary commitment

To Prepare for this Practicum:

Review the Learning Resources concerning voluntary and involuntary commitment.

Read the Week 7 Scenario in your Learning Resources.

Research your state’s laws concerning voluntary and involuntary commitment.

The Assignment (2–3 pages):

Based on the scenario, would you recommend that the client be voluntarily committed? Why or why not?

Based on the laws in your state, would the client be eligible for involuntary commitment? Explain why or why not.

Did understanding the state laws confirm or challenge your initial recommendation regarding involuntarily committing the client? Explain. Learning and Motor Disorders in Childhood.

If the client were not eligible for involuntary commitment, explain what actions you may be able to take to support the parents for or against voluntary commitment.

If the client were not eligible for involuntary commitment, explain what initial actions you may be able to take to begin treating the client.

By Day 7

Submit 
your Learning and Motor Disorders in Childhood Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK7Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your Learning and Motor Disorders in Childhood submission.

Grading Criteria

To access your rubric:

Week 7 Assignment 1 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment 1 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Learning and Motor Disorders in Childhood Assignment:

Week 7 Assignment 1

Assignment 2: Practicum: Week 5 Decision Tree

By Day 7

Submit 
your Assignment. Refer to Week 5 for additional guidance.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn2+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment 2 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 2 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK7Assgn2+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your Learning and Motor Disorders in Childhood submission.

Grading Criteria

To access your rubric:

Week 7 Learning and Motor Disorders in Childhood Assignment 2 Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Week 7 Assignment 2 draft and review the originality report.

Submit Your Assignment by Day 7

To submit your Assignment:

Week 7 Assignment 2

Assignment 3: Board Vitals

This week you will be responding to twenty Board Vitals questions that cover a broad review of your Nurse Practitioner program courses up to this point.

These review questions will provide practice that is critical in your preparation for the national certification exam that’s required to certify you to practice as a nurse practitioner. These customized test questions are designed to help you prepare for your Nurse Practitioner certification exam. It is in your best interest to take your time, do your best, and answer each question to the best of your ability. Learning and Motor Disorders in Childhood.

You can access Board Vitals through the link sent to you in email or by following the link below:

https://www.boardvitals.com/

By Day 7

Complete the Board Vitals questions.

Practicum Reminder

Time Logs

You are required to keep a log of the time you spend related to your practicum experience 
and enter every patient you see each day
. You can access your time log from the Welcome Page in your Meditrek account. You track time individually for each patient you work with. Please make sure to continuously input your hours throughout the term. Learning and Motor Disorders in Childhood.

Making Connections

This week, you worked with your group to develop a Parent Guide for an assigned learning or motor disorder. For your practicum, you examined the practice of voluntary and involuntary commitment of children and adolescents with mental health disorders.

Next week, you will debate the theory that bipolar depression can or cannot be diagnosed in children and adolescents. Learning and Motor Disorders in Childhood.

“Captain of the Ship” Project – Obsessive-Compulsive Disorders Essay Assignment

Assignment 1:

“Captain of the Ship” Project – Obsessive-Compulsive Disorders

In earlier weeks, you were introduced to the concept of the “captain of the ship.” In this Assignment, you become the “captain of the ship” as you provide treatment recommendations and identify medical management, community support resources, and follow-up plans for a client with an obsessive-compulsive disorder.

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Learning Objectives

Students will:

Recommend psychopharmacologic treatments based on therapeutic endpoints for clients with obsessive-compulsive disorders

Recommend psychotherapy based on therapeutic endpoints for clients with obsessive-compulsive disorders

Identify medical management needs for clients with obsessive-compulsive disorders. “Captain of the Ship” Project – Obsessive-Compulsive Disorders Essay Assignment.

Identify community support resources for clients with obsessive-compulsive disorders

Recommend follow-up plans for clients with depression disorders

To prepare for this “Captain of the Ship” Project – Obsessive-Compulsive Disorders Essay Assignment:

Select an adult or older adult client with an obsessive-compulsive disorder you have seen in your practicum.

In 3–4 pages, write a treatment plan for your client in which you do the following:

Describe the HPI and clinical impression for the client.

Recommend psychopharmacologic treatments and describe specific and therapeutic endpoints for your psychopharmacologic agent. (This should relate to HPI and clinical impression.)

Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices.

Identify medical management needs, including primary care needs, specific to this client.

Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client. “Captain of the Ship” Project – Obsessive-Compulsive Disorders Essay Assignment.

Recommend a plan for follow-up intensity and frequency and collaboration with other providers.

By Day 7

Submit
 your “Captain of the Ship” Project – Obsessive-Compulsive Disorders Essay Assignment.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn1+last name+first initial.(extension)” as the name.

Click the 
Week 7 Assignment 1 Rubric 
to review the Grading Criteria for the Assignment.

Click the 
Week 7 Assignment 1 
link. You will also be able to “View Rubric” for grading criteria from this area.

Next, from the Attach File area, click on the 
Browse My Computer
 button. Find the document you saved as “WK7Assgn1+last name+first initial.(extension)” and click 
Open
.

If applicable: From the Plagiarism Tools area, click the checkbox for 
I agree to submit my paper(s) to the Global Reference Database
.

Click on the 
Submit
 button to complete your submission. “Captain of the Ship” Project – Obsessive-Compulsive Disorders Essay Assignment.

Nurse Educator Core Competency Discussion Essay

Hi Class. Part of your assignment this week was to read chapter 2 in your 
Nurse Educator Competencies
 textbook regarding the competency of Facilitating Learning. Please answer the following:

1.How do educators become effective teachers and achieve competence in facilitating learning?

2.What evidence-based indicators can be used to measure the extent of the nurse educator’s competence?

3.What experiences most profoundly shape the educator’s developing competence in facilitating learning (NLN, 2007, p. 40)? Nurse Educator Core Competency Discussion Essay.

Reference: NLN. (2007). Nurse educator competencies: Creating an evidence-based practice for nurse educators. J. A. Halstead (Ed.). New York, NY: NLN.

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Nurse Educator Core Competency

Competencies for the Academic Nurse Educator 
 

These competencies promote excellence in the advanced specialty role of the academic nurse educator. They establish nursing education as a specialty area of practice and create a means for faculty to more fully demonstrate the richness and complexity of the faculty role.

NLN Core Competencies 

Note: The task statements that accompany each competency can be found in 
The Scope of Practice for Academic Nurse Educators
 (2012). 

Competency I: Facilitate Learning 

Nurse educators are responsible for creating an environment in classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes. Nurse Educator Core Competency Discussion Essay.

Competency II: 
Facilitate Learner Development and Socialization

Nurse educators recognize their responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role.

Competency III: Use Assessment and Evaluation Strategies

Nurse educators use a variety of strategies to asses and evaluate student learning in classroom, laboratory and clinical settings, as well as in all domains of learning.

Competency IV: Participate in Curriculum Design and Evaluation of Program Outcomes 

Nurse educators are responsible for formulating program outcomes and designing curricula that reflect contemporary health care trends and prepare graduates to function effectively in the health care environment. Nurse Educator Core Competency Discussion Essay.

Competency V: Function as a Change Agent and Leader 

Nurse educators function as change agents and leaders to create a preferred future for nursing education and nursing practice.

Competency VI: Pursue Continuous Quality Improvements in the Nurse Educator Role 

Nurse educators recognize that their role is multidimensional and that an ongoing commitment to develop and maintain competence in the role is essential.

Competency VII: Engage in Scholarship 

Nurse educators acknowledge that scholarship is an integral component of the faculty role, and that teaching itself is a scholarly activity.

Competency VIII: Function Within the Educational Environment 

Nurse educators are knowledgeable about the educational environment within which they practice and recognize how political, institutional, social, and economic forces impact their role.

​
Certification for Nurse Educators (CNE)

Certification for Nurse Educators

A
+

Print

On April 1, 2009, the National Commission for Certifying Agencies (NCCA) granted accreditation to the NLN’s CNE Program for demonstrating compliance with the 
NCCA Standards for the Accreditation of Certification Programs
. NCCA is the accrediting body of the National Organization for Competency Assurance (NOCA). The NCCA Standards were created in 1977 and updated in 2003 to ensure certification programs adhere to modern standards of practice for the certification industry. The NCCA certification was renewed in 2014.

Value of Certification

Certification in any field is a mark of professionalism. For academic nurse educators, it establishes nursing education as a specialty area of practice and creates a means for faculty to demonstrate their expertise in this role. It communicates to students, peers and the academic and health care communities that the highest standards of excellence are being met. By becoming credentialed as a certified nurse educator, you serve as a leader and a role model. Certification is the mark of distinction for nursing faculty. Nurse Educator Core Competency Discussion Essay.

Mission

The mission of the Academic Nurse Educator Certification Program is to promote excellence in the advanced specialty role of the academic nurse educator.

Certification Programs Offered

The NLN offers two academic nurse educator certifications:

The Academic Clinical Nurse Educator Certification Exam was created for academic clinical nurse educators to demonstrate expertise in this role. The academic clinical nurse educator facilitates the learning of nursing students throughout clinical components of an academic nursing program. This educator is guided in this role by faculty of the nursing program and is accountable to that nursing program for providing fair evaluations of learners’ performance in meeting expected learning outcomes. The academic clinical nurse educator may have a variety of titles depending on the classification used by the specific nursing education program (e.g., clinical faculty, part-time faulty, adjunct faculty, clinical instructor, or preceptor). Nurse Educator Core Competency Discussion Essay.

The certification test plan for this role is based on the identified competencies of the Academic Clinical Nurse Educator and can be found within the
Academic Clinical Nurse Educator Candidate Handbook
.

The academic nurse educator certification was created to establish nursing education as a specialty area of practice and create a means for faculty to demonstrate their expertise in this role. Academic nurse educators engage in a variety of roles and functions. The extent to which a specific nurse educator implements the various roles may vary according to many factors such as the mission of the nurse educator’s institution, the nurse educator’s rank, the nurse educator’s academic preparation, and the type of program in which the nurse educator teaches. Nursing education takes place in diverse settings can include technical schools, hospitals, two-year colleges, four-year colleges, and universities.

The certification test plan for this role is based upon the identified competencies of the academic nurse educator and can be found with the
Certified Nurse Educator Candidate Handbook
. Nurse Educator Core Competency Discussion Essay.

NURS 6630 Geriatric Depression Therapy Decision Tree Essay Assignment Sample paper

Introduction

Depression in the elderly altogether influences patients, families, and groups. Familiarity with inclining and hastening variables can help recognize patients needing screening with instruments, for example, the Geriatric Depression Scale (American Psychiatric Association, 2013). After analysis, consistent development and dynamic drug administration are essential to augment treatment and reduction. Determination of a stimulant solution ought to be founded on the best reaction profile and the most reduced danger of medication collaboration. On the off chance that abatement is not accomplished, then extra medicines, including different medications and psychotherapy, might be considered (Flint & Rifat, 2013). In instances of serious, insane, or recalcitrant depression in the elderly, electroconvulsive treatment is prescribed. This paper considers a case of a 31-year-old Hispanic man with severe depression and the treatment options available. NURS 6630 Geriatric Depression Therapy Decision Tree Essay Assignment Sample paper. The treatment decisions made are evaluated and the outcomes compared to facilitate greater understanding of geriatric depression therapy.

Decision Point One

Selected Decision

Begin Zoloft 25 mg orally daily

Reason for Selection

Zoloft is one of the most effective drugs for treatment of severe depression in adults. The patient had a score of 51 when the PMHNP administered MADRS, this is an indication of severe depression. NURS 6630 Geriatric Depression Therapy Decision Tree Essay Assignment Sample paper. Considering the available antidepressants in this case, phenelzine is recommended for use in areas where other drugs have failed (Stahl, 2014b). Effexor XL on the other hand can be used but has many potential side effects considering the patients history and lifestyle. Thus, Zoloft emerges as the best option.

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Expected Results

The action of Zoloft should be evident within the first two weeks as this is the pharmaceutical expectation from the experiments completed with the drug. By the time the patient comes for checkup after two weeks, he should report ability to sleep at night. The level of concentration should also undergo a boost on administering this drug (Liu, Anderson, Mittmann, Axcell & Shear, 2015). It is also expected that the patient will be motivated to the normal activities and even relate well with people. The patient’s feeling of being an outsider due to the past treatment should start waning off. NURS 6630 Geriatric Depression Therapy Decision Tree Essay Assignment Sample paper.

Differences between Expected Results and Actual Results

When the patient revisited after four weeks and reported a decrease of 25% in the symptoms. This is in the direction of the expectations. However, another outcome was not anticipated, the patient was experiencing erectile dysfunction (Gaboda, Lucas, Siegel, Kalay & Crystal, 2014). This is a side effect of the drug that was not expected when the treatment plan was made. Zoloft has a number of potential side effects and erectile dysfunction is one of them though not very common. The rest of the outcomes reflected the expected trend even though the rate was a bit lower than anticipated.

NURS 6630 Week 3 Assignment Decision Point Two

Selected Decision

Add augmenting agent such as Wellbutrin IR 150 mg in morning

Reason for Selection

The client was experiencing a decrease in the depression symptoms because of administering Zoloft but the same drug had led to erectile dysfunction. It is a good idea to maintain Zoloft for reducing depression and combine it with another antidepressant with abilities to abate erectile dysfunction. Wellbutrin is such an antidepressant that can be used to help the patient’s erection function normally while on depression therapy (Flint & Rifat, 2013). NURS 6630 Geriatric Depression Therapy Decision Tree Essay Assignment Sample paper. In this case, the focus is not to treat the side effect of Zoloft as this is not advisable, but it is to introduce an antidepressant and slowly withdraw Zoloft and thereby correcting erectile dysfunction.

Expected Results

When Wellbutrin is introduced as augmenting agent, the patient should experience much reduced symptoms. This is because both Zoloft and Wellbutrin will be working to reduce depression and thus the combined effect should be bigger (Flint & Rifat, 2013). In addition, the patient should start having normal erection as a result of the working of Wellbutrin. This should even make the patient better and more motivated.

Differences between Expected Results and Actual Results

The patient visited again after four weeks and he stated that the depressive symptoms had even reduced further. He also informed that the erection dysfunction had been abated. These two outcomes were expected as the therapy was being administered. Nevertheless, different other outcomes from the ones anticipated arose (Gaboda, Lucas, Siegel, Kalay & Crystal, 2014). The patient was feeling jittery and nervous. Either of the two drugs could influence this; Zoloft and Wellbutrin as both are known to cause feelings of anxiety in some cases. Sometimes the feeling of jittery is caused by the kind of dosage of the two drugs. NURS 6630 Geriatric Depression Therapy Decision Tree Essay Assignment Sample paper.

Decision Point Three

Selected Decision

Change Wellbutrin to XL 150 mg orally in AM

Reason for Selection

The patient is experiencing jitteriness as the only problem with the current therapy. The effect of medication is as intended and so it is not proper to change just because of the side effect. Jitteriness may be caused by the immediate release of Wellbutrin. Trying to change the administration of Wellbutrin may be the solution to jitteriness. Administering Wellbutrin in its extended release form can help to reduce depression and remove jitteriness. It is not proper to introduce a new drug to treat the side effects of another before trying to modify the dosage of the original drug.

Expected Results

Administration Wellbutrin in its extended release form is anticipated to treat jitteriness if in fact the problem is the immediate release of Wellbutrin. It is also expected that the patient will continue experiencing an improved rate of depression reduction (Liu, Anderson, Mittmann, Axcell & Shear, 2015). The ceasing of jitteriness should allow the patient to have confidence in the therapy and are motivated to continue using the medication. NURS 6630 Geriatric Depression Therapy Decision Tree Essay Assignment Sample paper. The concentration ability of the patient should increase tremendously. The patient should also not have problems with sleeping at night.

Differences between Expected Results and Actual Results

The decision seems to be in agreement with the standard way of dealing with side effects of therapy administered to a patient (Laureate Education, 2016g). It was recommended that a drug can be modified in the way it is administered in an attempt to handle the side effects rather than introduce another drug to treat the side effect (Liu, Anderson, Mittmann, Axcell & Shear, 2015). This is because every drug has side effects and so treating one may be just as good as introducing another.

Impact of Ethical Considerations on Treatment Plan

Ant-depression therapy in adults has many complications that accompany any medication plan adopted. It involves taking risks, as there are many side effects of the drugs used in this therapy. Some drugs cause patients to have suicidal tendencies (Flint, 2012). Based on the doctor’s evaluation of the patient, some drugs may not be included in the therapy of certain patients. In this case, some drugs may not be used especially those that induce suicidal tendencies as this patient is not interacting with people and that make is risky. NURS 6630 Geriatric Depression Therapy Decision Tree Essay Assignment Sample paper.

Conclusion

Depression in the elderly is a noteworthy, normal, and developing issue that requires treatment. It has genuine ramifications for the patient, family, and group. Recognizable proof took after by a careful evaluation can help manage the determination of a proper upper prescription. There are a few variables to consider when choosing, altering, and changing antidepressants in the elderly. Together, these techniques can help advance the sheltered utilization of antidepressants in the elderly (Flint & Rifat, 2013). Other than medicines, different treatments for wretchedness that may be considered incorporate different types of psychotherapy and neurostimulation, with electroconvulsive treatment as yet being the highest quality level for extreme or crazy discouragement. NURS 6630 Geriatric Depression Therapy Decision Tree Essay Assignment Sample paper.