User Report

LEARNING OUTCOME 3

Running Head: LEARNING OUTCOME 1

My name is Tarrif Lizbon and I have been practicing as a Registered Nurse for about nine years with an experience in medical department for five years. Also, I have worked in nursing home for one year and as a psychiatry nurse for two years. I attended a nursing school to attain my associate in nursing and later further my education where I received bachelor’s in nursing (BSN). *I was now asked to introduce myself as a new student for (MSN) program in my new university.

gt by Latonya Bethune

Submission dat e : 25- Mar- 2019 09:28PM (UT C- 07 00) Submission ID: 109994 197 4 File name : new.do cx (21.61K) Word count : 64 7 Charact e r count : 4 17 0

11% SIMILARIT Y INDEX

9% INT ERNET SOURCES

1% PUBLICAT IONS

1% ST UDENT PAPERS

1 8% 2 1% 3 1%

Exclude quo tes On

Exclude biblio graphy On

Exclude matches Of f

gt ORIGINALITY REPORT

PRIMARY SOURCES

www.coursehero.com Int ernet Source

Submitted to Grand Canyon University St udent Paper

www.getthea.com Int ernet Source

  • gt
    • by Latonya Bethune
  • gt
    • ORIGINALITY REPORT
    • PRIMARY SOURCES

gt by Latonya Bethune

Submission dat e : 25- Mar- 2019 09:28PM (UT C- 07 00) Submission ID: 109994 197 4 File name : new.do cx (21.61K) Word count : 64 7 Charact e r count : 4 17 0

11% SIMILARIT Y INDEX

9% INT ERNET SOURCES

1% PUBLICAT IONS

1% ST UDENT PAPERS

1 8% 2 1% 3 1%

Exclude quo tes On

Exclude biblio graphy On

Exclude matches Of f

gt ORIGINALITY REPORT

PRIMARY SOURCES

www.coursehero.com Int ernet Source

Submitted to Grand Canyon University St udent Paper

www.getthea.com Int ernet Source

  • gt
    • by Latonya Bethune
  • gt
    • ORIGINALITY REPORT
    • PRIMARY SOURCES

Title

ABC/123 Version X

1

Self-Regulation of Learning

PSYCH/635 Version 2

1

University of Phoenix Material

Self-Regulation of Learning

Use published human and animal research and behaviorist, social cognitive, information processing and constructivist theory to develop an outline of a research proposal to measure self-regulation in one of the following fields:

· Environmental or evolutionary psychology

· Forensic psychology

· Health or sports psychology

· Industrial/organizational or engineering psychology

Select and complete one of the following assignments:

Option 1: Self-Regulation Presentation

Prepare this outline of a research proposal as a 10-12 slide Microsoft® PowerPoint® presentation with DETAILED speaker notes as if your audience were members of a foundation grant screening committee.

Address the following in your presentation:

· A description of how you are proposing to measure self-regulation

· The operational definitions, limitations, assumptions, hypotheses, and data analysis plans

· The deficiencies a critic might identify in your statement of limitations and assumptions

Option 2: Self-Regulation Outline

Prepare a 3- to 5-page annotated or expanded outline for review by members of a foundation grant screening committee.

Address the following in your outline:

· A description of how you are proposing to measure self-regulation

· The operational definitions, limitations, assumptions, hypotheses, and data analysis plans

· The deficiencies a critic might identify in your statement of limitations and assumptions

Copyright © XXXX by University of Phoenix. All rights reserved.

Copyright © 2016, 2012 by University of Phoenix. All rights reserved.

LEARNING OUTCOME 3

Running Head: LEARNING OUTCOME 1

My name is Tarrif Lizbon and I have been practicing as a Registered Nurse for about nine years with an experience in medical department for five years. Also, I have worked in nursing home for one year and as a psychiatry nurse for two years. I attended a nursing school to attain my associate in nursing and later further my education where I received bachelor’s in nursing (BSN). *I was now asked to introduce myself as a new student for (MSN) program in my new university.

Academic and Professional Success Plan Template

Prepared by:

<INSERT NAME>

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.

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:

Organization:

Academic or 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:

Notes:

NETWORK MEMBER 2

Name:

Title:

Organization:

Academic or 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:

Notes:

NETWORK MEMBER 3

Name:

Title:

Organization:

Academic or 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:

Notes:

NETWORK MEMBER 4

Name:

Title:

Organization:

Academic or 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:

Notes:

ADDITIONAL NETWORK MEMBERS

Walden University vision statements are; Walden University envisions a distinctively different 21st-century learning community where knowledge is judged worthy to the degree that it can be applied by its graduates to the immediate solutions of critical societal challenges, thereby advancing the greater global good.

Walden Mission are ; Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change.

Walden’s goals ; To provide multicontextual educational opportunities for career learners.

To provide innovative, learner-centered educational programs that recognize and incorporate the knowledge, skills, and abilities students bring into their academic programs.

To provide its programs through diverse process-learning approaches, all resulting in outcomes of quality and integrity.

To provide an inquiry/action model of education that fosters research, discovery, and critical thinking and that results in professional excellence.

To produce graduates who are scholarly, reflective practitioners and agents of positive social change.

Walden University Outcomes ; The most important outcome of all teaching and learning at Walden University is to produce graduates with the knowledge, skills, and abilities to

Understand and continuously develop and change themselves, the organizations in which they work, and society at large.

Create new knowledge dedicated to the improvement of social conditions, and to positively impact society by putting that knowledge into practice, by modeling their learning through action, and by being civically engaged.

Continue learning across their lifetimes, as practitioners, researchers, and scholars, and to continue to impact social change.

Achieve professional excellence as active and influential professionals by applying their learning to specific problems and challenges in their work settings and professional practice.

Be information literate, including knowing the literature of their professional fields and reading it critically.

Understand the design and methods of inquiry in their professional fields.

Practice in their professional fields legally and ethically.

Communicate effectively, particularly to communicate their learning and research to others.

Appreciate, respect, and advocate for diversity and multiculturalism within their professional fields.

Function flexibly and effectively in a variety of educational environments, including online and distributed environments.

School of Nursing (SON) mission and vision statements;

Mission

The mission of the School of Nursing is to prepare highly qualified nursing professionals leaders in service, education and research to work in an interdisciplinary manner within a changing and culturally diverse society .

Vision

State-of-the-art institution with local, national and international prestige in the training of nursing professionals of excellence capable of transforming the nursing profession, the provision of services and public health policy.

Values

Respect for Human Dignity

Honesty

Authenticity

Responsibility

Justice

Integrity

Commitment

Equality

Loyalty

Goals

The main goals of the School of Nursing are:

Prepare nurse generalists at the baccalaureate level with the knowledge, ethical decision making, critical thinking, technical and technological skills and attitudes necessary to practice as professional nurses, and to assume a leadership role when offering direct competent care that is evidence-based, collaborative, interdisciplinary and culturally congruent with individuals, groups and populations in a variety of settings, including primary, secondary, and tertiary health care levels.

Prepare master’s level nurses with knowledge and skills in evidence-based practice and research for the improvement of health care and the advancement of education, administration, and practice that may assume leadership roles as teachers in nursing education programs, administrators of nursing services, specialists, and nurse anesthetists.

Prepare nurse scientists at a doctorate level to conduct research in nursing and contribute to the advancement of nursing science and improvement of practice.

Provide continuing education activities to enhance knowledge and lifelong learning among professional nurses and other health professionals.

Contribute to the development of nursing professionals for the improvement of health care at the national and international levels.

Expected Program Outcomes

The levels of achievement which encompass student achievement, faculty achievement and other program selected indicators of achievement. These are classified as :

Learning Outcomes

Faculty Outcomes

Other outcomes

Expected Learning Outcome.

To Prepare:

· Review the Walden and the School of Nursing (SON) mission and vision statements, Walden’s goals and University Outcomes, and the MSN Program Learning Outcomes presented in this week's Learning Resources.

· Reflect on your professional and academic goals as they relate to your program/specialization.

· Consider how the information in these resources fit with your own goals and to your becoming a scholar-practitioner.

· Also consider academic and professional individuals and teams that you may collaborate with in support of your efforts as a student at the University and as a professional within your organization and career.

-Post a brief post introducing yourself to your colleagues. Include an explanation for how Walden’s vision, mission, goals, and social change initiatives relate to your professional and academic goals and to your becoming a scholar-practitioner. Also include an explanation for how the Walden MSN program outcomes and perspectives relate to your professional and academic goals and to your becoming a scholar-practitioner. 

-Then, post a draft of Part 1 of your Academic Success and Professional Development Plan Template indicating at least two academic and at least two professional individuals or teams that you would like to collaborate with to be successful in your MSN program and as a practicing nurse along with an explanation for your selections.

Rubrics

Outstanding

Excellent

Good

Fair

Poor

Main Posting

50 (50%) - 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 synthesizes additional current credible sources. Supported by three or more current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA Manual writing rules and style.

45 (45%) - 49 (49%)

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 to 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.

First Response

18 (18%) - 18 (18%)

Response exhibits a synthesis of critical thinking and application to practice settings. Provides clear concise opinions and ideas that are support by two or more scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.

17 (17%) - 17 (17%)

Response exhibits critical thinking and application to practice settings. Provides clear concise opinions and ideas that are support by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Response 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. Response to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported at least one scholarly source. Response is effectively written in standard, edited English.

12 (12%) - 14 (14%)

Response is on topic, may have some depth. Responses posted in the discussion may lack effective professional communication. Response 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, lacks depth. Responses posted in the discussion lack effective professional communication. Response to faculty questions are missing. No credible sources are cited.

Second Response

18 (18%) - 18 (18%)

Response exhibits a synthesis of critical thinking and application to practice settings. Provides clear concise opinions and ideas that are support by two or more scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.

17 (17%) - 17 (17%)

Response exhibits critical thinking and application to practice settings. Provides clear concise opinions and ideas that are support by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Response 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. Response to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by at least one scholarly source. Response is effectively written in standard, edited English.

12 (12%) - 14 (14%)

Response is on topic, may have some depth. Responses posted in the discussion may lack effective professional communication. Response 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, lacks depth. Responses posted in the discussion lack effective professional communication. Response to faculty questions are missing. No credible sources are cited.

Main Posting: Timely and full participation

14 (14%) - 14 (14%)

Posts main discussion by due date. Meets requirements for full and active participation. Posts on more than 3 different days.

13 (13%) - 13 (13%)

Posts main discussion by due date. Meets requirements for full participation. Posts on 3 different days.

10 (10%) - 10 (10%)

Posts main discussion by due date. Posts on 2 different days.

5 (5%) - 5 (5%)

Does not post main discussion by due date. Posts on 2 different days.

0 (0%) - 0 (0%)

Does not meet requirements for full participation. Does not post main discussion board by due date. Posts on 1 day.

Total Points: 100

Name: NURS_6002_Week_1_Discussion_Rubric

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