Concerns you might have as you begin the MSN program.
NURS_6003_Module02_Week02_Discussion
NURS_6003_Module02_Week02_Discussion
In Module 1, you began building a foundation for your success by considering a network-individuals and teams who can help you to clarify and execute on the vision. A network is most helpful when you are comfortable asking questions. Chances are other members of your network have experienced similar questions and may have helped guide others toward resolutions that can now be helpful.
In this Discussion, focus on the questions you are ready to ask as your journey begins. Keep in mind that sharing questions is often a great way to help others who have similar questions even if they do not realize it!
To prepare for NURS_6003_Module02_Week02_ Discussion :
- Reflect on questions or concerns you might have as you begin the MSN program.
- Consider the individuals, teams, and departments you previously considered in Module 1 as well as how they may provide support with addressing these questions and concerns.
By Day 3 of Week 2
Post any questions or concerns that you are willing to share with the group. The Discussion board represents an opportunity to network with your course colleagues, and others may have the same questions or concerns.
By Day 6 of Week 2
Respond to at least two of your colleagues’ posts by offering a possible resolution to their questions/concerns with supporting documentation, if possible, or expanding on their thinking and providing an example as support.
| Excellent | Good | Fair | Poor | |
|---|---|---|---|---|
| Main Posting |
45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
| Main Post: Timeliness |
10 (10%) – 10 (10%)
Posts main post by day 3.
|
0 (0%) – 0 (0%)
|
0 (0%) – 0 (0%)
|
0 (0%) – 0 (0%)
Does not post by day 3.
|
| First Response |
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing. No credible sources are cited. |
| Second Response |
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing. No credible sources are cited. |
| Participation |
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
|
0 (0%) – 0 (0%)
|
0 (0%) – 0 (0%)
|
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
|
SAMPLE ANSWER
Concerns you might have as you begin the MSN program.
Introduction
During your time in the MSN program, you will learn how to care for patients, practice medicine and advance your career. However, there are some concerns that may surface during the application process. Below is a list of questions I hear frequently when students ask about their decision to pursue an MSN degree.
I am uncertain about my career choice
If you are unsure about your career path, the MSN program can help you gain valuable experience that will help you decide what to do next. You will be able to explore your options while still working in the field. For example, if it’s a subject area that interests you and relates closely with what your current job does (e.g., sales or marketing), the MSN could help prepare for future career opportunities in those areas by teaching skills such as public speaking or small group communication techniques that may not have been covered on campus yet during classes but which would be helpful once they start working outside of school settings or companies instead of just interacting with classmates only during class hours!
I am afraid I have forgotten some of the basic science concepts.
If you are concerned about your knowledge of the basic science concepts, this is not a problem. You can always review them by reading a textbook or watching a video. If you still feel as though you have forgotten some of the basics, there is no harm in asking your instructor for help.
I am not sure if I know the right people to advance in the profession.
As you begin your career, it can be easy to focus on the people who are more experienced than yourself. You may want to ask them how they got where they are, or what their advice is for moving forward in this new field. However, there is more value in listening to those who have less experience than yourself. They will likely be open about their struggles with certain aspects of the job and perhaps share resources that can help others avoid those pitfalls as well.
Oh no! I’m going to have to write a paper!
You may have heard that you’ll be writing a paper for the first time. What does this mean? Well, it means that you’re going to have to put your thoughts down on paper. This can be scary at first, but don’t worry! There are many ways to go about this process and help make it as easy as possible for you.
First of all, write down everything in your head before making any notes or taking notes on a piece of paper. It’s best if this is done in one sitting—it will make it easier for others later on when they read over what was written by someone else (you). Also keep in mind that multiple sheets aren’t necessary; they just add bulk and unnecessary weight onto an already heavy assignment…
How will I be able to select and prioritize patient care?
When you begin the program, it will be important for you to be able to communicate effectively with patients. You should also be able to prioritize patient care, which involves being able to make decisions about what needs immediate attention and what can wait. Once your clinical rotations are over, these skills are crucial in order for medical assistants who work in an urgent care center or other ambulatory setting (such as an urgent care facility) where there may not be time for long conversations about diagnosis or treatment options but only short conversations about whether someone needs antibiotics or not.
All of your concerns can be addressed by talking with an advisor.
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You can talk with an advisor about your concerns.
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Advisors are there to help you in any way they can. They will listen to what you have to say, and then work with you on a plan that meets your needs.
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An advisor can help with both academic and career goals; personal goals as well; but also, just general questions about the program itself.
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