The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice.
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5) Weeks 2, 6
Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2) Weeks 1, 2, 4
Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice. (PO 1) Weeks 4, 6
Due Date:
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.
Discussion Criteria
Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The peer response?must occur on a separate day from the initial posting.
The peer response must occur before Sunday,?11:59 p.m. MT.?
Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The faculty response?must occur on a separate day from the initial posting.
Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference and assigned readings or online lessons, per discussion topic per week.
What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
Contains references for sources cited
Written by a professional or scholar in the field and indicates credentials of the author(s)
Is no more than 5 years old for clinical or research articles
What is not considered a scholarly resource?
Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
Information from Wikipedia or any wiki
Textbooks
Website homepages
The weekly lesson
Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
Can the lesson for the week be used as a scholarly source?
Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
Are resources provided from CU acceptable sources (e.g., the readings for the week)?
Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
Are websites acceptable as scholarly resources for discussions?
Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources.
Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.
NR501 Theoretical Basis for Advanced Nursing Practice
Week 2 Discussion
Ways of Knowing
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5) Weeks 2, 6
Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2) Weeks 1, 2, 4
Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice. (PO 1) Weeks 4, 6
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. Nothing will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.
Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The peer response?must occur on a separate day from the initial posting.
The peer response must occur before Sunday,?11:59 p.m. MT.?
Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The faculty response?must occur on a separate day from the initial posting.
Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference and assigned readings or online lessons, per discussion topic per week.
What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
Contains references for sources cited
Written by a professional or scholar in the field and indicates credentials of the author(s)
Is no more than 5 years old for clinical or research articles
What is not considered a scholarly resource?
Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
Information from Wikipedia or any wiki
Textbooks
Website homepages
The weekly lesson
Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
Can the lesson for the week be used as a scholarly source?
Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
Are resources provided from CU acceptable sources (e.g., the readings for the week)?
Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
Are websites acceptable as scholarly resources for discussions?
Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources.
Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.
Preparing the Assignment
Nursing knowledge is classified in a variety of ways, one of which is Carper’s Patterns of Knowing (Carper, 1978). Carper’s framework offers a lens through which the nurse can reflect upon insights acquired through empirical, ethical, personal, and aesthetic knowledge (Carper, 1978). Through intentional reflection using Carper’s Patterns of Knowing, nurses can process experiential learning and knowledge acquired through practice. The purpose of this assignment is to reflect upon a specific practice situation and better understand the professional knowledge and insights obtained through that experience.
Criteria for Content
Think of a surprising or challenging practice situation in which you felt underprepared, unprepared, or uncomfortable.
Select an important nursing issue/topic that was inherent to the identified situation.
Briefly?explain the situation
Identify the nursing issue inherent in the identified situation
As a method of refection, use Carper’s Patterns of Knowing to analyze the situation. In your discussion, address ONE of the following Patterns of Knowing:
What do you think was the underlying reason for the situation? (Esthetics)
What were your thoughts and feeling in the situation? (Personal)
What was one personal belief that impacted your actions? (Ethics)
What evidence in nursing literature supports the nursing importance of the identified issue? (Empirical)
What new insights did you gain through this reflective practice opportunity? How will this apply to your practice as a nurse practitioner? Be sure to use scholarly literature to support your position.
**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.
NR501 Theoretical Basis for Advanced Nursing Practice
Week 4 Discussion
Nursing Theory
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5)?Weeks 2, 6
Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2)?Weeks 1, 2, 4
Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice. (PO 1)?Weeks 4, 6
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.
Requirements:
Discussion Criteria
Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The peer response?must occur on a separate day from the initial posting.
The peer response must occur before Sunday,?11:59 p.m. MT.?
Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The faculty response?must occur on a separate day from the initial posting.
Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference and assigned readings or online lessons, per discussion topic per week.
What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
Contains references for sources cited
Written by a professional or scholar in the field and indicates credentials of the author(s)
Is no more than 5 years old for clinical or research articles
What is not considered a scholarly resource?
Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
Information from Wikipedia or any wiki
Textbooks
Website homepages
The weekly lesson
Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
Can the lesson for the week be used as a scholarly source?
Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
Are resources provided from CU acceptable sources (e.g., the readings for the week)?
Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
Are websites acceptable as scholarly resources for discussions?
Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources.
Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.
Preparing the Assignment
Identify your specialty area of NP practice. Select a nursing theory, borrowed theory, or interdisciplinary theory provided in the lesson plan or one of your own findings. Address the following:
Origin
Meaning and scope
Logical adequacy
Usefulness and simplicity
Generalizability
Testability
Finally, provide an example how the theory could be used to improve or evaluate the quality of practice in your specific setting. What rationale can you provide that validates the theory as applicable to the role of the nurse practitioner.
**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.
NR501 Theoretical Basis for Advanced Nursing Practice
Week 6 Discussion
Culture and Caring Theories
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5) Weeks 2, 6
Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2) Weeks 1, 2, 4
Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice. (PO 1) Weeks 4, 6
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.
Discussion Criteria
Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The peer response?must occur on a separate day from the initial posting.
The peer response must occur before Sunday,?11:59 p.m. MT.?
Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
The faculty response?must occur on a separate day from the initial posting.
Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference and assigned readings or online lessons, per discussion topic per week.
What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC).
Contains references for sources cited
Written by a professional or scholar in the field and indicates credentials of the author(s)
Is no more than 5 years old for clinical or research articles
What is not considered a scholarly resource?
Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness)
Information from Wikipedia or any wiki
Textbooks
Website homepages
The weekly lesson
Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL Revised: 02/17/11, 09/02/11 nlh/clm)
Can the lesson for the week be used as a scholarly source?
Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post.
Are resources provided from CU acceptable sources (e.g., the readings for the week)?
Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions.
Are websites acceptable as scholarly resources for discussions?
Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used as scholarly resources.
Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week.
Preparing the Assignment
Which of the culture and caring theories most resonates with you for your practice as an NP? How does the theory integrate the nursing paradigm?? What parts of the theory do you identify with? How does the theory help to meet CLAS standards to advance health equity?
**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.
NR501 Theoretical Basis for Advanced Nursing Practice
Week 8 Discussion
Peer Review Discussion
Purpose
In Week 8, you will lead a discussion based on your presentation as well as interact with peers in discussions related to their Week 7 presentations.
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
Demonstrate logical and creative thinking in the analysis and application of theory to nursing practice. (CO1)
Due Date:
Week 8: Kaltura Presentation must be uploaded to Week 8 discussion by Sunday 11:59 p.m. MT at the end of Week 7. Two responses to a peer’s presentations are due by Saturday 11:59 p.m. MT of Week 8.
Total Points Possible: 75
Requirements:
Discussion Criteria
In Week 8, you will post your Kaltura presentation that you have created to the discussion area. Please post the presentation to the discussion area by Sunday 11:59 p.m. MT at the end of Week 7 to facilitate a robust discussion.
Participating in the Discussion:?You will be required to respond to at least two other students, who have no responses to their posting. ** Your peer posts should add to the dialogue or ask questions about the presentation. Use references to support your responses.
Responses to two different peer presentations are due by Saturday 11:59 p.m. MT of Week 8 ?
**If all students have a response, then choose the student with the least responses to their posting.
Preparing the Assignment
In Week 7, you posted your Kaltura presentation to the Week 8 discussion area. This week, you will view and comment on peer presentations. For full credit, view and comment on at least TWO peer presentations by Saturday at 11:59 PM MT. Your post should be substantive and professional and include at least one scholarly resource.
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Saturday.
A zero is the lowest score which a student can earn.
Faculty may submit any collaborative discussion posting to Turnitin in order to verify originality.
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