Assignment: Portfolio Reflection

Assignment: Portfolio Reflection ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Assignment: Portfolio Reflection R500 Portfolio Reflection Program Learning Outcome 4: Demonstrate scholarly inquiry and reflection that exemplifies critical, creative, and systems thinking to advance the practice of nursing. Assignment: Portfolio Reflection The student will write a one to two pages stating how the literature review paper has helped them achieve Program Learning Outcome 4. This is a student example of a reflection: The Indiana University Kokomo (IUK) program has been an experience that has influenced and refined my thoughts on nursing education.In the last several decades nursing has become more diverse, with higher patient acuities and increased nursing demands caused by a wide variance of treatment modalities (Benner, Sutphen, Leonard, Day, & Shulman, 2009).Nursing programs initially responded to the current educational needs by creating content-laden courses that required rote memorization by nursing students, however a new impetus has been promoted, which replaces content-laden curriculum with the development of critical reasoning in nursing students (Billings & Halstead, 2012; Cronenwett et al., 2005). The IUK program has utilized a systematic approach to facilitate the same development of critical reasoning in their Masters of Science Nursing (MSN) students.Each course throughout the MSN program encouraged me to create my own knowledge-base, which allowed me to identify a need within current nursing academia, utilize relevant literature to explore solutions to the identified problem and then to propose a study to evaluate a possible remedy to that problem. My ability to understand and utilizing evidence-based research findings is paramount for creating new and innovative teaching paradigms for student nurses.Novice nurses are now required to assess, plan, implement and evaluate patients using critical judgment, while providing evidence-based care and using quality assurance initiatives (Billings & Halstead, 2012).This course and the IUK MSN program has given me tools for understanding what is important for future nursing education, as well as how to critically think through a nursing issue, understand and judge current research and the importance of contributing to nursing research. YES, there were references with this paper, I just did not include them. But you will include them on your paper. Keep Going, the Rubric is on the Next Page Rubric for Portfolio Reflection Please remember the portfolio is what you will be taking to future employers as proof of your learning. Please make the portfolio a reflection of the professional you desire to become. Value of the Portfolio 25 points Components Clarity of thought APA, Spelling, and Grammar Content Reflects the Program Learning Outcome 10 5 2.5 Clarity of Thought APA, Spelling, Grammar ——– 1 error 2 or more errors Content Reflects the Program Learning Outcome Total Points./25 attachment_1 Spring 2019 R500 Nursing Research MSN Program Table of Contents Course Title 3 Course Number 3 Credit Hours 3 School 3 Program 3 Faculty 3 Locations 3 Times 3 Course Catalog Description 3 Prerequisites 3 Anticipated Class Format 3 Contact Type 3 Required Books 4 Recommended Books 4 Topics to be Covered 4 MSN Program Objectives 4 The Essentials of Master’s Education in Nursing 5 R500 Nursing Research Objectives 6 Accessing IUK’s Library 8 Grading Scale 9 General Class Information 10 Class Calendar 10 Assignment: Portfolio Reflection Resources 13 Indiana University Kokomo School of Nursing MSN Program R500 Nursing Research Spring 2019 COURSE TITLE: Nursing Research COURSE NUMBER: R 500 CREDIT HOURS: 3 SCHOOL: Indiana University Kokomo School of Nursing PROGRAM: Master of Science in Nursing FACULTY: Tamera Ledbetter, DNP, RN, CNE Location: KO (Main Building) 206 Time: Thursdays, 5:30 pm to 7:30 pm COURSE CATALOG DESCRIPTION : This course provides a survey of research in nursing, including critique of research literature, research designs, sampling, data collection and measurement strategies, relation of research and theory, development of researchable problems, and theory utilization. PREREQUISITES : Undergraduate statistics course ANTICIPATED CLASS FORMAT (Online, Classroom, Hybrid) : Classroom Assignment: Portfolio Reflection CONTACT TYPE (Lecture, Lab, Other) : Lecture TEXTBOOK(S) FOR FIRST OFFERING: Required: Publication Manual of the American Psychological Association (6th ed., 2 nd printing). (2010). Washington, D.C.: American Psychological Association. Recommended: Roush, K. (2015). A nurse’s step by step guide to writing your dissertation or capstone . Indianapolis, IN: Sigma Theta Tau International Honor Society of Nursing. TOPICS TO BE ADDRESSED: Evidenced-Based Practice Qualitative vs. Quantitative Research Conceptualizing Research Problems, Questions, and Hypotheses Literature Reviews Research Designs Measurement and Measurement Quality Sampling Data Collection & Analysis Integrating Research Evidence Disseminating Evidence Writing Proposals to Generate Evidence Critiquing Research MSN Program Outcomes Model excellence in nursing leadership to improve nursing practice within a complex health care system. Conduct advanced nursing practice within ethical-legal guidelines, professional policies and regulations, and standards of practice associated with a specialty area of practice. Synthesize knowledge from nursing as well as biological, behavioral, social, administrative, educational, and communication sciences for application to a chosen domain of advanced practice nursing. Demonstrate scholarly inquiry and reflection that exemplifies critical, creative, and systems thinking to advance the practice of nursing. Frame problems, design interventions, specify outcomes, and measure achievement of outcomes while balancing human, fiscal, and material resources to achieve quality health outcomes. Use information technology and knowledge-based resources to mange and transform data that inform clinical practice. Systematically apply evidence from research findings to answer clinical questions, solve clinical problems, and develop innovative nursing interventions and health policies for selected patient populations. Demonstrate collaborative practice and interpret nursing science with an interdisciplinary context. Articulate the effects of culture, diversity, values, and globalization in the design, delivery, and evaluation of health services. Engage in lifelong learning activities that contribute to the professional development as well as to the advancement of nursing. Assignment: Portfolio Reflection The Essentials of Master’s Education in Nursing ( American Association of Colleges of Nursing, 2011) Essential I: Background for Practice from Sciences and Humanities Recognizes that the master’s-prepared nurse integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings. Essential II: Organizational and Systems Leadership Recognizes that organizational and systems leadership are critical to the promotion of high quality and safe patient care. Leadership skills are needed that emphasize ethical and critical decision making, effective working relationships, and a systems-perspective. Essential III: Quality Improvement and Safety Recognizes that a master’s-prepared nurse must be articulate in the methods, tools, performance measures, and standards related to quality, as well as prepared to apply quality principles within an organization. Essential IV: Translating and Integrating Scholarship into Practice Recognizes that the master’s-prepared nurse applies research outcomes within the practice setting, resolves practice problems, works as a change agent, and disseminates results. Essential V: Informatics and Healthcare Technologies Recognizes that the master’s-prepared nurse uses patient-care technologies to deliver and enhance care and uses communication technologies to integrate and coordinate care. Essential VI: Health Policy and Advocacy Recognizes that the master’s-prepared nurse is able to intervene at the system level through the policy development process and to employ advocacy strategies to influence health and health care. Essential VII: Inter-professional Collaboration for Improving Patient and Population Health Outcomes Recognizes that the master’s-prepared nurse, as a member and leader of inter-professional teams, communicates, collaborates, and consults with other health professionals to manage and coordinate care. Essential VIII: Clinical Prevention and Population Health for Improving Health Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations. Essential IX: Master’s-Level Nursing Practice Recognizes that nursing practice, at the master’s level, is broadly defined as any form of nursing intervention that influences healthcare outcomes for individuals, populations, or systems. Master’s-level nursing graduates must have an advanced level of understanding of nursing and relevant sciences as well as the ability to integrate this knowledge into practice. Nursing practice interventions include both direct and indirect care components. Curriculum Guide: The Essentials of Master’s Education or Advanced Practice Nursing: Essential 1 – The purpose of research at the master’s level is to prepare a practitioner for the utilization of new knowledge to provide high quality health care, initiate change, and improve nursing practice. The goal of the research component of the curriculum should be to prepare a clinician who is proficient at the utilization of research including the evaluation of research, problem identification within the clinical practice setting, awareness of practice outcomes, and the clinical application of research. Research findings should serve as the basis for clinical and organization decision-making. Separate or distinct course work in this area is deemed essential in addition to the integration of this content into other didactic and clinical course work. Essential 4 – Master’s-prepared nurses lead continuous improvement processes based on translational research skills. The cyclical processes in which these nurses are engaged includes identifying questions needing answers, searching or creating the evidence for potential solutions/innovations, evaluating the outcomes, and identifying additional questions. Master’s-prepared nurses, when appropriate, lead the healthcare team in the implementation of evidence-based practice. Program graduates must possess the skills necessary to bring evidence-based practice to both individual patients for whom they directly care and to those patients for whom they are indirectly responsible. Those skills include knowledge acquisition and dissemination, working in groups, and change management. Assignment: Portfolio Reflection R500 Nursing Research Program Learning Outcomes MSN Essential Course Learning Objectives Instructional Activities Evaluation Methods Program Learning Outcome 5: Frame problems, design interventions, specify outcomes, and measure achievement of outcomes while balancing human, fiscal, and material resources to achieve quality health outcomes Essential IV: Translating and Integrating Scholarship into Practice Recognizes that the master’s-prepared nurse applies research outcomes within the practice setting, resolves practice problems, works as a change agent, and disseminates results. Consider topic related to project in the course Construct Evidenced-Based Practice literature review from nursing database. Construct an Evidence Based Literature Review Literature Review of the identified problem. Program Learning Outcome 4: Demonstrate scholarly inquiry and reflection that exemplifies critical, creative, and systems thinking to advance the practice of nursing. Essential IV: Translating and Integrating Scholarship into Practice Recognizes that the master’s-prepared nurse applies research outcomes within the practice setting, resolves practice problems, works as a change agent, and disseminates results. Critique and analyze evidence-based research results focused on an identified problem. Evaluate qualitative vs. quantitative research in management/education Discuss evidence-based research in large groups. Graduate students in education track will focus on evidence-based practice in the academic setting. Students in the administration track will focus on evidence –based practice in the administration setting. Formulate a research interest, evaluate research methods appropriate for topic of choice Assignment: Portfolio Reflection Write a research critique of the current research on the topics. Are there gaps in research? Summarize findings and where there is agreement and disagreement. Integrative Paper Choose a researchable topic related to area of interest in nursing. Program Learning Outcome 5: Frame problems, design interventions, specify outcomes, and measure achievement of outcomes while balancing human, fiscal, and material resources to achieve quality health outcomes Essential I: Background for Practice from Sciences and Humanities Recognizes that the master’s-prepared nurse integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings. Create and conceptualize research problems, questions, and hypotheses Create research problem based on identified research interest, create questions and/or hypotheses Literature Review: A written paper in APA format that summarizes literature review Program Learning Outcome 7: Articulate the effects of culture, diversity, values, and globalization in the design, delivery and evaluation of health services. Essential IV: Translating and Integrating Scholarship into Practice Recognizes that the master’s-prepared nurse applies research outcomes within the practice setting, resolves practice problems, works as a change agent, and disseminates results. Construct a literature review Develop a theoretical or conceptual context, research design, measurement Discuss sampling, data collection, and data analysis Integrate research evidence into practice. Plan how to disseminate evidence, and write proposal findings? Utilize the web-sites provided to complete required national IRB compliance Relating evidence based research to create new research applications in an ethical approach using statistical analysis Literature Review Clarify design & measurement. Identify sampling, data collection and type of analysis. Discuss the integration, dissemination of evidence Group work case study on writing of proposals Assignment: Portfolio Reflection Do online activities required and take test at end. Write an IRB Proposal and have peer review Project – Prepare a class presentation of the project and research reviewed. Accessing IUK’s Library IUK.Edu/Library is the website for the IU On-Line library. This is an excellent site to find your peer-reviewed journal articles for your literature review. IUK.edu/library You will place in your topic or IRL number and then sign into the library with your user names and password Assignments are on the Canvas Site GRADING SCALE: A minimum grade of “C” is required to pass for nursing majors. The following grading scale will be used: Remember the grading scale for the School of Nursing is different from the University grading scale. 99-100 A+ 95-98 A 92-94 A- 89-91 B+ 85-88 B minimum grade to pass (850 total points, 723 needed to pass) 82-84 B- 79-81 C+ 75-78 C 72-74 C- 69-71 D+ 65-68 D 62-64 D- 0-61 F According to IU Kokomo Nursing Policy, there is no rounding of grades. DATE OF COURSE IMPLEMENTATION: Fall 2012 Date of Course Revision: Spring 2019 All assignments will use the following when submitting an assignment Name, Date, Name of Assignment, example : Ledbetter, 1/5/17, First 5 Annotative Bibliography There are 30 + students in this class. I need the date you are submitting the paper as part of the heading. I need you to use the above way of submitting your papers. Class Dates are: 1/10, 1/17, 1/24, 1/31, 2/7, 2/14, 2/21, 2/28, 3/7, 3/21, 3/28, 4/4, 4/11, 4/18, 4/25- 4/25 is the MSN Reunion, we go out to eat with previous graduates. This dinner is not mandatory, but highly recommended! Spring Break March 11-16 KO 206, 5:30 pm to 7:30 pm Thursdays Class Calendar DATE READING IN-CLASS ACTIVITIES ASSIGNMENTS DUE DATES Week 1 January 10, 2019 Aging with Grace (if you have not received the book, I will bring them to class) APA Manual Chapters 2, 4, 6, and 7 Discussion of Syllabus Review APA and Grammar requirements for professional writing Mike or Greg will show up to teach how to create a title page with running head January 17, 2019 APA and Grammar Review APA and Grammar requirements for professional writing Groups- correct a paper Assignment to find articles. Ensure everyone has their research topic Work through a literature table together Write an APA, Grammar correct paper Correct an paper for APA and English Errors How to do a literature table Aging with Grace questions due Jan 23 at 11:59 pm (bring to class for the class discussion and load your answers to canvas) January 24, 2019 EBP, QI, and Research Literature Tables Great Cookie Experiment Literature Table Creation How to do an annotative Bibliography Great Cookie Experiment Critical Appraisal Assignment Literature Table with annotative bibliography at the end of the table for each article APA Grammar Paper due 1/24 at 11:59 pm. Difference Between QI, EBP and Research Paper due Jan 31 at 11:59 pm Literature Table with first five article Due 2/7 at 11:59 pm January 31, 2019 How to critically appraise a journal article Discuss research questions problems and hypothesis PP Get into groups develop your research question, hypothesis and review each other’s research question, hypothesis and general project Three research questions, hypothesis, and null hypothesis due Feb 7 at 11:59 pm Critical Appraisal Due Feb 14 th at 11:59 pm February 7, 2019 Methods and Sampling Power Points Discuss the methods of your Scholarly Project- What do you want to do in your scholarly project 2 nd Set of 5 research articles for lit table due Feb 14 at 11:59 pm Rough Draft of your methods sections due Feb 21 at 11:59 pm February 14, 2019 IRB PP Ethics PP Ethics in Research and The IRB Process and Consents Bring a copy of the IRB and Consent form to class. We will complete these forms in class. . Critical Appraisal Assignment Due 2/14 at 11:59 pm February 21, 2019 Integrative writing PP Discuss Integrative writing Practice writing an integrative paper in class Review handwashing articles prior to class. 3rd Set of 5 Articles for Literature Table due Feb 21 at 23:59 February 28, 2019 Bringing the Class together PP Work in class on your literature review. I will answer questions Dr. Bourke’s PP 4 th Set of 5 articles for literature due Feb 28 at 23:59 March 7, 2019 How to write an abstract, introduction and conclusion Power Points March 21, 2019 How to write the limitations, lessons learned, and your discussion of the literature and findings First copy of literature review to canvas site due March 28 at 23:59 March 28 2019 Expectations for the PowerPoint What is a portfolio Discuss data collection, measurement and data quality in quantitative research. Will assist each other in deciding what type of statistics is appropriate for project. April 4, 2019 Will use class time to peer review papers, to check statistics, proposal, clarity of paper. Bring a copy of your scholarly project paper April 11, 2019 PowerPoint Presentations of Scholarly Project to the class PowerPoint Due April 10 April 18, 2019 Power Point Presentation of Scholarly Project to the class. Portfolio Due April 18 th April 25, 2019 Last Week of Class MSN Reunion We will go out to eat with previous graduates. It is a great time to network. Complete Literature Review Paper due by April 25 at 23: 59. Late Assignments Everyday an assignment is late, there will be a 5% deduction of the final grade. Remember an 84% is considered failing in a master’s program. This is not the class you want to get behind. It is hard to catch up Resource s Office of Counseling & Psychological Services Counseling and Psychological Services (CAPS) at Indiana University Kokomo strives to provide essential support to all students as well as the campus community through comprehensive mental health services. These services include free, confidential counseling for students, outreach programming aimed at prevention of mental health crises and the reduction of stigma. It is our mission that, as the mental health experts on campus, we are able to provide helping resources of the highest quality to enhance students’ progress toward fulfillment of their personal development and the completion of their education while promoting a healthy university environment for those who learn and work here. The Office of Counseling and Psychological Services (CAPS) is located within the Student Affairs suite in Kelley Student Center room 234. Phone: ( 765) 455-9364 Email: [email protected] Student Success Center The services offered include assistance in the Writing Center, Digital Media Center, Information Technologies, and English as a Second Language, and tips to be successful in the classroom from academic and peer advisors. The Center is located on the first floor of the Library in room KA-128. Call 765-455-9425 for appointments. More information http://www.iuk.edu/advising/success-center/index.php Accessibility Services Students who have a documented disability or other needs that may require consideration during a course are responsible for contacting the Career and Accessibility Center at 765.455.9301, Kelley Center Room 200 or via e-mail at [email protected] . The Career and Accessibility Center ( http://www.iuk.edu/career-services/accessibility-services/index.php ) will make an assessment and then provide written notification for the faculty. Please contact Accessibility Services within the first week of the semester or as soon as the need is identified since faculty cannot arrange for special considerations until written notification is provided. No special consideration in terms of testing is provided beyond what is approved by the Office of Accessibility Services. Students must provide this documentation to the instructor in each course the first week of each semester or as soon as services are approved. The purpose of this fund is to assist current IU Kokomo students who are in a situation that poses a threat to their health, safety, and/or well-being. Recipients are limited to receiving help up to once per calendar year, with a maximum $200 disbursement, or at the committee’s recommendation per student situation. If you would like to request assistance, please visit the Professional Staff Council website at http://www.iuk.edu/psc/crisis-fund.php and submit the application, or visit the Financial Aid Office in the Kelley Center, Room 230. Title IX Sexual Misconduct In order for the instructor to provide additional services or consideration in terms of testing, etc. The student must give the letter from Accessibility Services to the instructor prior to needing: such services and considerations so arrangements may be made. Students must provide this documentation to the instructor in each course each semester. As your instructor, one of my responsibilities is to help create a safe learning environment on our campus. Title IX and our own Sexual Misconduct policy prohibit sexual misconduct. If you have experienced sexual misconduct, or know someone who has, the University can help. If you are seeking help and would like to speak to someone confidentially, you can make an appointment with Beth Barnett, Room KC234, Kelley Student Center, 765-455-9553 . More information about available resources can be found here: http://stopsexualviolence.iu.edu/help/index.html It is also important that you know that federal regulations and University policy require me to promptly convey any information about potential sexual misconduct known to me to our campus’ Deputy Title IX Coordinator or IU’s Title IX Coordinator. In that event, they will work with a small number of others on campus to ensure that appropriate measures are taken and resources are made available to the student who may have been harmed. Protecting a student’s privacy is of utmost concern, and all involved will only share information with those that need to know to ensure the University can respond and assist. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10