May 30, | nursing, med, NURS, Paper
Academic and Professional Success Plan Template
Academic and Professional Success Plan Template
NURS 6003: Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
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This document is to be used for NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.
Week 1 | Part 1: My Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future. Academic and Professional Success Plan Template.
Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title: FNP-C
Organization: Nor Lea General Hospital
Academic or Professional: Professional
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Candida was not only my guidance counselor during the nursing program I received my Associates through, she was also one of the first FNP’s I worked for shortly after graduating when she completed her degree. She has been there for me through all of the ups and downs I have experienced in my nursing career and knows how to motivate me to do my very best. Academic and Professional Success Plan Template.
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional: Academic
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse: Academic and Professional Success Plan Template.
Amanda has been nothing short of amazing with staying in touch with me and addressing any questions or issues I have had. She is supportive and has made my enrollment smooth. I feel like she will be here for me for any needs I may have.
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional: Academic
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Claudia has remained a constant contact for me as I have prepared myself for the MSN program. She is available for me to reach out to, and have provided me helpful information so far to help make this experience easier.
Notes:
NETWORK MEMBER 4
Name:
Title: FNP-C
Organization: Nor Lea General Hospital
Academic or Professional: Professional
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Kelli was my cardiac teacher in nursing school and has since became an FNP. She has no problem telling it like it is, and holding me responsible for completing goals I have set for myself. Academic and Professional Success Plan Template.
Notes:
ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.
Academic Resource/Strategy 1
Academic Tutor- While this is an internet program, I intend to take advantage of Walden University’s excellent internet instructional tutoring facilities. My strategy will be to reach out to a tutor as soon as possible whenever I have any class issues, of course this will vary from class to class. I have no issues with feeling comfortable asking for advice on how to answer questions if I have trouble finding information I need. I prefer face-to-face interaction, but I will do what I need to on my part to complete my goals. Academic and Professional Success Plan Template
Academic Resource/Strategy 2
Local Library – my strategy for using the local library will not only be an outstanding source for me, but will also give me access to newspapers, books and academic content that will assist me in finishing my graduate studies. My strategy will be to continue to work full time during the day and stop by the library around 3pm to look for any study resources or materials I will need for the week ahead. Once I pick out what I need, I will then study them in a secluded, quiet area in my home and utilize them to complete my assignments successfully.
Academic Resource/Strategy 3
Internet/World Wide Web– The internet is one of the single most significant discoveries known to man. It is at our fingertips 24/7 and plays a vital role in our online learning. I plan on utilizing this academic resource to gain access to information from scholarly articles and journals through Google Scholar, and also use it help me understand APA format as well as Grammarly to assist with grammar. This will allow me to learn in and beyond the information and resources in the online classroom Academic and Professional Success Plan Template.
Professional Resource/Strategy 1
The International Council of Nurses (ICN) – I intend to engage actively in the International Nurses Council because it has values that I live by. Academic and Professional Success Plan Template. Cultural values, customs, religious beliefs, for instance. The ICN is a coalition of more than 130 organizations of national nurses representing the millions of nurses worldwide (CGFNS, 2019).Since it is recognized on a national level, it would offer significant information depending on the information needed.
Professional Resource/Strategy 2
American Nurses Association (ANA) – These plans would require attending brief online classes and seminars to enhance my clinical and study skills continuity. Joining the ANA when I first became a nurse was one of the best choices I have made. This is a resource I will continue to use throughout my nursing career. My strategy will be to utilize the ANA for information that is credible and will benefit me in completing my MSN through Walden.
Professional Resource/Strategy 3
Nicole Russell, MD- My best friend graduated from Walden a few years ago with her MD in psychology. I intend on reaching out to her for any additional information needed while completing assignments or discussions. She is one of the most knowledgeable people I know and is a mentor to many. Academic and Professional Success Plan Template.
RESOURCES
ANA Enterprise. (n.d.). Resources to succeed. Retrieved January 13, 2019, from
https://www.nursingworld.org/resources/.
International Council of Nurses address key issues for nursing at 69th World Health
Assembly: Retrieved from: http://www.cgfns.org/licensure/new-mexico/
Laureate Education (Producer). (2012e). Tips for effective online composition and
communication [Video File]. Baltimore, MD: Author
Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below. Academic and Professional Success Plan Template.
Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work).
Part 1: Writing Sample: The Connection Between Academic and Professional Integrity
In the space below write a 2- 3-paragraph analysis that includes the following:
Explanation for the relationship between academic integrity and writing
Explanation for the relationship between professional practices and scholarly ethics
Cite at least 2 resources that support your arguments, being sure to use proper APA formatting.
Use Grammarly and SafeAssign to improve the product.
Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity
PART 2: Strategies for Maintaining Integrity of Work
Expand on your thoughts from Part 1 by:
Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional. Academic and Professional Success Plan Template.
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Week 4 | Part 4: Research Analysis
I have identified one topic of interest for further study. I have researched and identified one peer-reviewed research article focused on this topic and have analyzed this article. The results of these efforts are shared below.
Directions: Complete Step 1 by using the table and subsequent space below identify and analyze the research article you have selected. Complete Step 2 by summarizing in 2-3 paragraphs the results of your analysis using the space identified.
Step 1: Research Analysis
Complete the table below
Topic of Interest:
Research Article: Include full citation in APA format, as well as link or search details (such as DOI)
Professional Practice Use:
One or more professional practice uses of the theories/concepts presented in the article
Academic and Professional Success Plan Template
Research Analysis Matrix
Add more rows if necessary
Strengths of the Research
Limitations of the Research
Relevancy to Topic of Interest
Notes
Step 2: Summary of Analysis
Craft a summary (2-3 paragraph) below that includes the following:
Describe your approach to identifying and analyzing peer-reviewed research
Identify at least two strategies that you would use that you found to be effective in finding peer-reviewed research
Identify at least one resource you intend to use in the future to find peer-reviewed research
Academic and Professional Success Plan Template
Week 5 | Part 5: Professional Development
I have developed a curriculum vitae to capture my academic and professional accomplishments to date. I have also developed a statement identifying one or more professional development goals, and a statement proposing how I might align one or more of these professional development goals with the University’s emphasis on social change.
The results of my efforts are below.
Directions: Complete Step 1 by developing (or copying and pasting) a curriculum vitae (CV) in the space provided. Complete Step 2 by completing a statement identifying your professional development goals space identified. Complete Step 3 by writing a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.
Step 1: Curriculum Vitae (CV)
Use the space below to write your CV based on your current education and professional background. Alternatively, you may write this in a separate document and copy/paste the results below. Academic and Professional Success Plan Template.
NOTE: If needed there are a variety of online resources available with tips and samples of graduate nurse CVs.
Step 2: Professional Development Goals
Use the space below to write a statement identifying your professional development goals.
Step 3: Alignment with Social Change
Use the space below to write a statement proposing how you might align one or more of your professional development goals with the University’s emphasis on social change.
Week 6 | Part 6: Finalizing the Plan
I have considered various options for my nursing specialty, including a close look at my selected (or currently preferred) specialty and second-preferred specialty Academic and Professional Success Plan Template. I have also developed a justification of my selected (or preferred) specialty. Lastly, I have examined one professional organization related to my selected or preferred specialty and considered how I can become a member of this organization.
The results of my efforts are below.
Directions: Complete Step 1 by writing 2-3 paragraphs in the space below comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration – to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.
Complete Step 2 by writing a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum Academic and Professional Success Plan Template.
Complete Step 3 by examining and identifying one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization.
Step 1: Comparison of Nursing Specialties
Use the space below to write 2-3 paragraphs comparing the nursing specialty you have selected – or the one you prefer if your choice is still under consideration – to your second preference. Identify each specialty and describe the focus and the role that graduates are prepared for. Identify any other differentiators you feel are significant, especially those that helped or may help you reach a decision.
Step 2: Justification of Nursing Specialty
Use the space below to write a paragraph identifying and justifying your reasons for choosing your MSN specialization. Be sure to incorporate any feedback you received from colleagues in this week’s Discussion Forum.
Step 3: Professional Organizations
Use the space below to identify and examine one professional organization related to your selected or preferred specialty. Explain how you can become a member of this organization. Academic and Professional Success Plan Template
Academic and Professional Success Plan Template
May 30, | nursing, med, NURS, Paper
Nursing practicum proposal example
Nursing practicum proposal example
Abstract
One of the strongest motivators to teach, according to Penn, Dodge, and Rosseter (2008), is that teaching provides an opportunity to influence student success and shape the future of our nursing profession. But the faculty role is more than simply teaching , as a
novice nurse educator it is imperative to have an opportunity that will provide the experience to in the teaching- learning process and
gain exposure to the culture of academic education. The following practicum proposal presents an academic learning opportunity, with a master’s prepared nurse educator, at the University of Michigan-Flint, to engage and develop the knowledge and skill needed to fulfill
the demands roles of an academic nurse educator. Also, as part of the practicum proposal, practicum goals are presented, along with supporting objectives, activities, and timeline to provide focus and guidance for a successful experience.
Keywords: Nursing educator, periopertive education, evaluation
Nursing practicum proposal example
Accordin g to the Institute of Medicine (2010), the Robert Wood Johnson Foundation (RWJF) and the Institute of Medicine (IOM), 2008 kicked off a two-year endeavor to respond to the need to assess and evolve the nursing profession. As part of this report, The Future of
Nursing: Leading Change, Advancing Health, the committee members considered many challenges that face the nursing education system
as patient needs and care environments have become more complex. In response to the IOM report , the Association of periOp
erative
Registered Nurses (AORN) (2010),
states that nursing students within their education need to
attain indispensable competencies to deliver high
–
quality care. Among some of these
competencies are leadership,
understanding
system improvement,
and team
work and
collaboration
, which are imperative to the perioperative nurse and can be role modeled for
nursing students during a clinical rotation
.
In support of the
IOM report, Castelluccio (2012)
states that presently nursing schools rarely offer perioperat
ive nursing clinical rotations, and
students are often only provided a day or two to experience how imperative safety, quality
initiatives,
care coordination, teamwork,
and collaboration
impact today’s pa
tients and health
care systems. An experienced nurse
educator may find the opportunity to extend nursing student
clinical time within the perioperative unit an environment rich with experience to build
knowledge and skill but for a novice nurse educator the
idea is exciting but overwhelming.
I have been wo
rking within healthcare for the past 15 years, kicking off my journey as a
Surgical Technologist at Henry Ford Hospital in Detroit, Michigan. In April 1999, I accepted a
Surgical Technologist position with Genesys Regional Medical Center
(GRMC)
and ambitio
usly
started pursuing an Associate Degree in Nursing (ADN). Upon completion of my nursing degree,
I transferred to a nursing position within the Emergency Room (ER) department for
approximately one and half years. Although the knowledge and skill I gained while working
within the ER provided me with great clinical experience. I soon found myself gravit
ating back
to the Operating Room (OR) as a circulating nurse and again pursuing academia for a Bachelor’s
of Science in Nursing (BSN). In addition to my roles as a staff nurse and academic student, I was
also learning the skill and art of precepting, throu
gh classroom didactic and mentorship by the
OR educator at GRMC. In 2009, I interviewed and accepted a new role as GRMC’s
Perioperative Clinical Educator. Through this new endeavor, I have had the opportunity to
influence perioperative nursing practice, p
atient safety initiatives, and engage nurses in
professional development education. Although my nursing career has
focused on building an
extensive knowledge base and skill level within the perioperative arena, the time as come to
pro
fessionally grow and
pursue the knowledge and skill needed to provide competent nursing
education.
The purpose of the following paper is to present a
scholarly practicum
p
roposal
discussing
an
academic
opportunity
that will allow me to professionally grow and develop as a
novi
ce nurse educator. This experience will allow me to engage in the
teaching
–
learning process
within various learning environments
under the guidance of a master’s
prepared
academic
nurse
educator. T
o provide
fo
cus for my professional development and learnin
g, c
ompetency
–
based
goals
,
supported
by
objectives
,
activities
and a timeline
have been
developed
and are
included
within this
proposal
. The University of Michigan
–
Flint nursing program classrooms and skills lab
will serve as the
main learning environment
for this
practicum
opportunity. In addition to the
academic setting, I will engage with my preceptor to develop a perioperative clinical curriculum
for nursing students electing to pursue clinical time within the perioperative unit at Genesys
PRACTICUM PROPOSAL
5
Regional Me
dical Center.
To assist in monitoring and measurement of
my
practicum completion
and
success
, evaluations have also been developed and are included as
part of this practicum
proposal.
Teaching
–
Learning Settings
Moscaritlo (2009)
present
s,
that
faculty is e
xpected to arrange for a teaching
–
learning
environment that is consistent with meeting academic and clinical rotation goals.
The classroom
didactic and skills lab experience will take place at the University of Michigan’s
–
Flint campus
located in Flint, Mi
c
higan. The didactic session will be
conducted within a traditional classroom
setting attended by 40 beginner
–
level nursing students. The
skills lab will take
place within one
of three rooms specifically designed with six patient care cubicles. Each cubical is equipped with
patient care equipment and supplies such as a hospital bed, blood pressure cuff, otoscope,
suction, and oxygen flow meter.
The University o
f Michigan
–
Flint is a four
–
year public university located in downtown
Flint, Michigan. The Flint campus, established in 1956, is one of three University of Michigan
sites. U of M
–
Flint embraces the significance of “doing” as basic to each learner’s educati
on,
personal,
and professional growth. Faculty leaders at the Flint campus cover over 100 areas of
studies that focus on development of research and service learning that ties course curriculum
with today’s societal issues (University of Michigan
–
Flint, 20
12).
Student learning for the perioperative clinical rotation with take place within multiple
learning environments such as classroom, simulation lab, and clinical site. Although all three
environments are different in space and resources they will all b
e conducted at Genesys Regional
Medical Center in Grand Blanc, Michigan (GRMC). Genesys R
egional Medical Center is a 425
–
be
d teaching facility that includes 23 operating room theaters. The perioperative area provide
s
PRACTICUM PROPOSAL
6
patient
care
as needed 24 hours a day
and seven
days a week, employing approximately 125
nurses whom ca
re for an average of a least 50
–
scheduled surgical patients Monday
thru Friday
and emergencies
during the weekend.
The three phases of the perioperative area (preoperative,
in
traoperative, an
d postoperative
) will provide an outstanding opportunity for nursing students to
engage and learn how imperative quality, safety, teamwork, and collaboration are a patient
undergoing an invasive procedure. In addition to the clinical environment, the simul
ation lab and
classroom environment at GMRC will provide the nursing students with
the space and resources,
such as literature, computer access, and equipment to gain knowledge and hands
–
on opportunity
to build
basic
knowledge
around perioperative nursing.
Goals and Objectives
According to Poindexter (2008), new nurse educators transforming into their new roles
often discover they are not as prepared as they would hope to be. Being an experienced or expert
nurse is not sufficient to assume the novice role o
f a nurse educator. To better transition into the
nurse educator role, nurses with experience need to be prepared with essential qualifications and
the competencies developed by the National League for Nursing (Poindexter, 2008). Utilizing
these core compe
tencies and academic preparation enhances the nurse educator’s ability to
transform nursing students into practicing registered nurses ready to deliver high
–
quality care, as
requested by the IOM report.
In order to
prepare for the specialty role of a nurs
e educator the follo
wing goals and
objectives,
as
presented in A
ppendix A
, have been identified in order to fulfill the expectations
of engaging and completing a practicum experience as a gra
duate nurse educator.
As presented
by the National League for Nur
sing (NLN) (2007), nurse educators are actively
involved in
numerous roles and f
unctions, each of which mirror
s the core competencies for academic
PRACTICUM PROPOSAL
9
creative challenge comes from determining
the many ways students can demonstrate their
achievement of objectives.
Preceptor
My preceptor for this practicum experience will be Libby Bell, MSN, RN, Lecturer III.
Libby obtained her Bachelor’s of Science in Nursing (BSN) degree from Wayne State Univ
ersity
in 1982 and returned back to college to obtain her Master’s in Nursing Science degree with an
education track from Oakland University in 2001. Libby accepted a clinical instructor position
with the University of Michigan
–
Flint (U of M
–
Flint) nursing
program in 2002 while continuing
her staff position as a cardiac intensive care unit (CICU) nurse. In the role as a clinical instructor
Libby Bell (2012), has instructed multiple clinical rotations from community settings, medical
–
surgical rotations, and
critical care sessions. Presently, Libby continues to practice as clinical
instructor but has also accepted a position as an adjunct instructor. As an adjunct lecturer, Libby
is responsible for class didactic and lab instruction for the introductory nursin
g course, Nursing
202.
As my preceptor, Libby will assist me in achieving my practicum goals through her
ability to engage in various academic nurse educator roles. By engaging as a facilitator of
learning, Libby will guide my opportunities to develop stu
dent knowledge and skill through
implementing educational theory and teaching strategies. While assisting me in creating collegial
working relationships with students and faculty colleagues, Libby will also be role modeling the
values and behaviors expecte
d of professional fulfilling the role as an academic nurse educator.
According to the NLN (2007), an academic nurse educator is a facilitator of learner development
and socialization by engaging in effective counseling and guidance planning that assist lea
rners
in meeting their professional goals.
PRACTICUM PROPOSAL
10
My
Role
I believe my role during this practicum experience will be that of a novice educator. Since
my experience within the academic educator role has been very limited, consisting of
observation and very
little student interaction. The transition from clinical
practice to an
academic setting will require, for myself
,
building of knowledge and skill for the
teaching
learning process and teacher
–
student interaction. As explained by
McArthur
–
Rouse (2008)
acc
ording to Benner’s novice to expert theory,
the novice practitioner has limited experience
with the opportunitie
s in which they are to perform.
The faculty role is more tha
n just teaching
and
the
novice educator
may find it overwhelming to figure out “what
to teach and how to teach
it”
(McArthur
–
Rouse, 2008)
. Penn, Wilson, and Rosseter (2008), recognize that it is imperative
for novice teachers to learn not only interpersonal and communication skill but also course
development skills that include determinin
g what a particular level of student needs to know,
deciding between “nice
–
to
–
know” and “need
–
to
–
know” content, and thoughtful organizing the
information to elevate student learning.
Activities and Timeline
In order to monitor and maintain progress to
ward meeting the scholarly practicum experience
completion date of December 10, 2012, the practicum proposal planning guide
, as present
in
Appendix A, provides a high level overview
of
all timelines related to actives needed to
complete
the
project objecti
ves. The first objective 1.1 includes activities that will focus on
reviewing the University of Michigan
–
Flint’s nu
rsing program mission, vision, faculty handbook,
and program policies. Also, a review of
the Introductory to Nursing 202
class syllabus and
PRACTICUM PROPOSAL
11
learning material
will also
be conducted. Once all materials, policies, and materials have been
gathered a review should be completed by September 8, 2012.
Additional activities will also
focus on
collecting and reviewing literature to build my
knowledge of teaching strategies that promote student
–
centered learning and address different
learn
ing styles
. Once the literature and research materials have been collected and reviewed an
annotated bibliography will be complied and organized to discuss w
ith my preceptor by
September 30, 2012. Other activities wi
ll be to engage in the
teaching
–
learning
environment to
practice skilled oral, written, and electronic communication with faculty and students. This
activity will be ong
oing throughout the entire
fall semester
ending December 10, 2012
.
Objective 1.2 activities will inc
lude attending and engaging in
a
nurse educator development
opportunity
to develop a boarder knowledge and skill base
as a facilitator of learning
.
In addition
to the education v
enue thi
s occasion will open possibilities in
develop
ing
relationships and
networking with other nurse educators.
This activity will take place in Cincinnati, Ohio
and will
be completed by August 30, 2012.
The milestone of objective 2.1 will be met w
hen the activities of conducting a literature
search and review to identify student nurse clinical
rotation expe
ctations within a perioperative
unit
–
learning
environment. Additional activities to support objective 2.1 will involve developing
learning objec
tives for nursing student selecting to complete a perioperative clinical
rotation.
Objective 2.1 will be completed by September 15, 2012. Objective 2.2 activities will focus on
identifying appropriate learning activities and teaching strategies to engage s
tudents in learning
basic perioperative nursing practice. Also activities will need to be implemented around selecting
an appropriate preceptor for the Bachelor’s of Science in Nursing (BSN) students. The projected
PRACTICUM PROPOSAL
12
date for
meeting objective 2.2 and imp
lementing the perioperative clinical rotation is October 1,
2012.
The last objective 2.3 activities will include conducting a literature search and review of
evaluation tools utilized for student learning assessment and pr
ogram feedback. Once eva
luation
methods have been implemented and data gathered. A detailed and organized report of collected
evaluation information will be prepared in order for my practicum preceptor
to review and
provide constructive feedback for areas of program improvement a
nd success. This detailed
report and preceptor meeting will accomplish the last project timeline of December 1, 2012.
Evaluation
Evaluation is the process of collecting and interpreting data to identify areas of success and
areas in need of improveme
nt. The National League for Nu
rsing (NLN, 2007) identifies
part
of
the nurse educator’s role, to utilize multiple strategies to assess and evaluate student learning and
program outcomes. According to Oermann and Gaberson (2009), nurse educators are
account
able for the quality of teaching provided to learners, outcomes achieved, and overall
effectiveness of educational programs.
A preceptor
–
student evaluation tool
, as presented in Appendix B,
will also be initiated
as a formal form to document communica
tion and feedback related to the achie
vement of the
identified practicum
goals and objectives. Berry and Thomas (2011) note, feedback is the
process of comparing identified objectives with current progress toward meeting the overall
stated goals. This feed
back provides opportunity to identify adjustments in activities in order to
progress for project success. Objectives that are S
.
M
.
A
.
R
.
T (specific, measureable, achievable,
realistic, and time
–
bound), according to Heathfield
(2012), are likely to be accomplished.
Objective written in a S
.
M
.
A
.
R
.
T
format emerge as short
–
term goals that engage focus,
