D025 NURS 5202 Clinical Practice Experience on Essentials of Advanced Nursing Roles and Interprofessional Practice Course Example

D025 NURS 5202 Clinical Practice Experience on Essentials Assignment

Advanced Nursing Roles and Interprofessional Practice Course

D025 NURS 5202 Clinical Practice Experience on Essentials of Advanced Nursing Roles and Interprofessional Practice Course Assignment Brief

1. Overview of the Assignment

This Clinical Practice Experience (CPE) assignment is designed to enhance students’ understanding of advanced nursing roles, interprofessional collaboration, and policy advocacy. Students will complete structured activities that develop essential competencies for nursing leadership and policy engagement. The assignment consists of two phases:

• Phase 1: Research and planning for advocacy.
• Phase 2: Structuring an Advocacy Action Team to promote policy change.

The deliverables will be documented in an E-Portfolio, which will be submitted alongside a signed CPE Record as evidence of completion.

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2. Understanding Assignment Objectives

The assignment aims to equip students with:

• Skills to analyze healthcare issues and recommend policy improvements.
• Competence in interprofessional team collaboration to improve healthcare outcomes.
• Ability to evaluate organizational performance data for quality improvement.
• Strategies to engage in lifelong learning for professional growth.

By completing this assignment, students will gain firsthand experience in policy advocacy, stakeholder engagement, and teamwork strategies essential for advanced nursing practice.

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3. The Student’s Role

Students will take on the role of an advanced nursing professional, responsible for influencing healthcare policies and leading interprofessional teams. Key tasks include:

• Researching a significant health issue and its social determinants.
• Developing an advocacy plan and establishing SMART goals.
• Identifying policymakers and creating a strategy for policy engagement.
• Participating in interprofessional collaboration and team-building activities.
• Recording reflections on experiences and learning outcomes through GoReact videos.

4. Competencies Measured

This assignment aligns with the following competencies:

• Practicing as an Advanced Nursing Professional
  • Develops strategies for continuous professional improvement and advocacy.
• Recommending Regulatory Policies
  • Proposes policy changes that enhance health outcomes at community and population levels.
• Impact of Interprofessional Team Roles
  • Analyzes the contributions of various healthcare team members and their influence on patient care.
• Analyzing Data for Quality Improvement
  • Evaluates performance data to recommend improvements and disseminate findings.

5. Assignment Requirements

CPE Record Submission

Complete and sign the CPE Record, including all required details.

Submit the CPE Record separately from the E-Portfolio.

E-Portfolio Deliverables

• A comprehensive CPE schedule table.
• A 200–300-word summary of the advocacy action plan.
• A SMART goal guiding the advocacy efforts.
• A list of policymakers and their contact details.
• Three GoReact screenshots documenting participation.
• A written reflection on Phase 1 and Phase 2 experiences.
• Lists of team-building strategies, interprofessional stakeholders, and meeting agenda items.

File Submission Guidelines

• Acceptable file types: doc, docx, pdf, ppt, xlsx, mp4, etc.
• File size limit: 200 MB
• Ensure submission originality, with no more than 30% direct quotation.

6. Evaluation Criteria

Students’ work will be assessed using a detailed rubric, which evaluates:

• Completion of all required deliverables.
• Clarity and organization of the E-Portfolio.
• Depth of analysis in advocacy planning and policy recommendations.
• Effectiveness of interprofessional collaboration and leadership strategies.
• Reflection on learning experiences and strategies for professional development.

D025 NURS 5202 Clinical Practice Experience on Essentials of Advanced Nursing Roles and Interprofessional Practice Course Example

Master of Science in Nursing Core Clinical Practice Experience (CPE) Record

Student First & Last Name: _______________________________

Date all CPE Activities Completed: _________________________

Course Instructor Name: _______________________________

Course: Essentials of Advanced Nursing Roles and Interprofessional Practice

Phase 1: Advocacy Action Plan

1a. CPE Schedule Table

A detailed schedule table outlining the eleven deliverables, anticipated completion dates, and estimated time required for each is attached as an appendix.

1b. Advocacy Action Plan Summary

Health Issue in My County: Lack of mental health resources for underserved populations.

“At Risk” Population: Low-income individuals in urban and rural areas.

Social Determinant of Health (SDOH): Limited access to affordable mental health care.

Recommended Policy Change: Advocate for increased funding for telehealth mental health services in underserved areas.

To address the lack of mental health resources, I propose a telehealth expansion initiative to increase access to mental health services for low-income individuals. By partnering with local clinics, policymakers, and nonprofit organizations, we can create a sustainable telehealth program that provides free or low-cost mental health counseling. The policy advocacy effort will focus on securing funding through federal and state grants, influencing legislative decision-making, and engaging community stakeholders.

1c. SMART Goal for the Advocacy Action Team

• Specific: Increase telehealth-based mental health services for low-income individuals by 30% within one year.
• Measurable: Track the number of new patients utilizing telehealth mental health services monthly.
• Achievable: Partner with local health organizations and policymakers to secure funding and resources.
• Realistic: Telehealth services provide a cost-effective solution to improve mental health access, making this expansion feasible.
• Timebound: Implement and evaluate the effectiveness of the program within 12 months.

1d. Policymaker Contact List

1. Local Municipality: John Smith, City Council Member, 123 Main St., [Main St. Anytown, USA], (123) 456-7890
2. County: Jane Doe, Director of Public Health, 456 County Rd., [Elm Street, Suite 3, Los Angeles, CA 90001, USA], (987) 654-3210
3. State: Senator Robert Johnson, State Legislature, 789 Capitol St., [], (555) 123-4567

1e. GoReact Video Reflection

A recorded 3–5-minute GoReact video reflection discussing insights gained from researching and planning policy advocacy, as well as future advocacy steps, has been submitted. Screenshots of my video and feedback on two peer videos are included in the e-portfolio.

1f. Written Reflection Summary of Phase 1

Researching and planning policy advocacy provided valuable insights into the legislative process and the role of nursing in shaping health policy. By identifying a key health issue, developing a structured advocacy plan, and engaging policymakers, I gained a deeper understanding of effective advocacy strategies. To increase my involvement, I plan to attend policy meetings, collaborate with local advocacy groups, and participate in public health forums.

Phase 2: Structuring the Advocacy Action Team

2a. Seven Team-Building Strategies

1. Establish Clear Goals: Define the advocacy team’s mission to ensure all members align with the objectives.
2. Diverse Team Composition: Include professionals from different backgrounds (e.g., nurses, policymakers, community leaders).
3. Effective Communication: Utilize regular meetings and digital collaboration tools for seamless coordination.
4. Task Delegation: Assign roles based on individual expertise to maximize team efficiency.
5. Conflict Resolution: Establish a clear strategy to handle disagreements constructively.
6. Continuous Education: Provide training on health policy, advocacy strategies, and leadership.
7. Accountability Measures: Implement performance tracking to assess progress and address challenges.

2b. Key Interprofessional Stakeholders

1. Nurse Practitioner: Provides clinical insights on mental health needs.
2. Public Health Official: Guides policy alignment with community health initiatives.
3. Legislative Aide: Supports navigating policy approval processes.
4. Telehealth Provider: Offers expertise on technology implementation.
5. Community Advocate: Ensures patient perspectives shape policy direction.

2c. First Advocacy Action Team Meeting Agenda Items

1. Introduction to Policy Issue: Present data on mental health disparities.
2. SMART Goal Review: Define team objectives and expected outcomes.
3. Stakeholder Roles & Responsibilities: Assign tasks to ensure structured collaboration.
4. Policy Proposal Development: Draft an advocacy strategy and identify potential funding sources.

2d. GoReact Video Reflection

A recorded 3–5-minute GoReact video reflection discussing insights gained from forming the advocacy action team and strategies to enhance interprofessional collaboration has been submitted. Screenshots of my video and feedback on two peer videos are included in the e-portfolio.

2e. Written Reflection Summary of Phase 2

Forming the Advocacy Action Team highlighted the importance of interdisciplinary collaboration in policy change. I learned that effective teamwork requires clear communication, goal alignment, and active engagement from all stakeholders. To improve my skills in interprofessional team building, I will continue developing leadership abilities, attend policy workshops, and expand my professional network.

References

American Association of Colleges of Nursing. (n.d.). Policy and advocacy. https://www.aacnnursing.org/Policy-Advocacy

County Health Rankings & Roadmaps. (n.d.). Explore health rankings. https://www.countyhealthrankings.org/explore-health-rankings

Diamini, N.W. (2016). Influence through lifelong learning: I developed leadership skills I didn’t think I’d ever have! Sigma Theta Tau International Honor Society of Nursing. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_i-developed-leadership-skills-i-didn-t-think-i-d-ever-have

Eby, K. (2019, Jan. 9). The essential guide to writing SMART goals. https://www.smartsheet.com/blog/essential-guide-writing-smart-goals

Hofmeyer, A. (2020). Influence through advocacy: Raising awareness, advancing change. Sigma Theta Tau International Honor Society of Nursing. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_influence-through-advocacy-raising-awareness-advancing-change

Olson, K. (2020). Influence through policy: Four steps you can take. Sigma Theta Tau International Honor Society of Nursing. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_influence-through-policy-four-steps-you-can-take

Detailed Assessment Instructions for the D025 NURS 5202 Clinical Practice Experience on Essentials of Advanced Nursing Roles and Interprofessional Practice Course Assignment

Heat maps

CAM2 — CAM2 TASK 1: CLINICAL PRACTICE EXPERIENCE

ESSENTIALS OF ADVANCED NURSING ROLES & INTERPERSONAL PRACTICE — D025 PRFA — CAM2

Task Overview   Submissions        Evaluation Report

COMPETENCIES

7063.1.1 : Practicing as an Advanced Nursing Professional

The learner recommends strategies for practicing lifelong learning skills to encourage the continuous improvement essential for practicing as an advanced nursing professional.

7063.1.2 : Recommend Regulatory Policies

The learner recommends legal and regulatory policies that advocate for improved health outcomes in patients and populations.

7063.1.3 : Impact of Interprofessional Team Roles

The learner analyzes the roles and interaction of interprofessional team members to assess the resulting impact on healthcare outcomes.

7063.1.4 : Analyze Data for Quality Improvement

The learner analyzes organizational performance data to guide recommendations for improving healthcare outcomes and disseminating results to a professional community.

INTRODUCTION

To fulfill the requirements for this course, you must complete and document all activities for the clinical practice experience (CPE) in the attached “CPE Record.” You will need to electronically sign and date the record. You must upload the “CPE Record” as a separate attachment and your required deliverables from that “CPE Record” for evaluation.

CPE activities are important preparation to successfully complete the course; therefore, you should complete all activities in this task before beginning the AWM2 Task.

By submitting this completed CPE record to evaluation, you attest you have completed each required activity.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the report provided when submitting your task as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

CPE Record

1. Upload your completed and signed “CPE Record” attachment for evaluation as a separate attachment. The form should include the following:
   • your first and last name, date, and course instructor name
   • the date each activity was completed
   • your typed signature verifying that all activities have been completed

Note: The clinical practice experience (CPE) record should not be included with your e-portfolio deliverables and should be uploaded as a separate document. By submitting this CPE record to evaluation, you attest that you completed each required activity in both phase 1 and phase 2.

E-Portfolio with Deliverables

1. Include all (11) of the following phase 1 and phase 2 deliverables in your e-portfolio:
   • CPE schedule table
   • summary of your advocacy plan (recommended length of 200–300 words) to address your identified social determinants of health (SDOH)
   • one SMART goal (S:specific, M:measurable, A:achievable, R:realistic, and T:timely) that provides a unified direction for the advocacy action team and includes one sentence for each component of the SMART goal
   • list of policymakers and their contact information
   • three screenshots to document your phase 1 GoReact activities, including one screenshot of your video including your name and two screenshots of your peers’ videos with your written feedback included
   • written reflection summary of your phase 1 experience
   • list of seven team-building strategies
   • list of five key interprofessional stakeholders
   • list of four agenda items for your first advocacy action team meeting
   • three screenshots to document your phase 2 GoReact activities, including one screenshot of your video including your name and two screenshots of your peers’ videos with your written feedback included
   • a written summary of your phase 2 video reflection

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A:CLINICAL PRACTICE EXPERIENCE RECORD

B:E-PORTFOLIO  DELIVERABLES

WEB LINKS

Creating high-performance interprofessional teams American Nurse Today

Guide for the Policy Proposal: Pathway to Advocate for Change Team STEPPS 3.0 Course

Agency for Healthcare Research and Quality (AHRQ)

GoReact

GoReact Instructions E-Portfolio Template

SUPPORTING DOCUMENTS

CPE Schedule Table Template.docx CPE Record.docx

Master of Science, Nursing CoreClinical Practice Experience (CPE) Record

CPE activities are important preparation to successfully complete the course. 

By submitting this CPE Record to Evaluation with your name and completion date,

 you attest that you completed all required Phase 1 and Phase 2 activities.

Student First & Last Name: _______________________________

Date all CPE Activities Completed: _________________________

Course Instructor Name:__________________________________

Course:Essentials of Advanced Nursing Roles and Interprofessional Practice

Welcome to the Clinical Practice Experience (CPE) for this course. The CPE for the Master of Science in Nursing program core courses consists of a variety of semi-structured activities.  By completing all the activities and evidence listed in this document, and earning a grade of “Competent,” you will earn 25 indirect CPE hours for this course.

CPE Objective:

In this CPE, you will take on the role of an advanced professional nurse responsible for influencingpolicy issues facing the nursing profession and healthcare. You will build on knowledge gained in your MSN core course work to develop the skills needed to effectively lead an interprofessional Advocacy Action Team. 

In this CPE, you will experience the role of an advanced professional nurse in two phases:

• Phase 1: You will research and plan for advocacy.
• Phase 2: You will develop the structure for your advocacy team.

Student Instructions:

• Type in your name and date at the top of this form.
• Type in the name of your faculty of record for this course (your assigned course instructor)
• Complete and datethe required CPE activities.
• Submit the completed CPE Record as a separate Word document or PDF when you submit your E-portfolio containing the required deliverables for evaluation.
• If you cannot open resources with the web links in this document, open a new browser tab and copy and paste the URL into your browser’s address bar. Ensure that you do not include extra spaces when you copy the link. 

PHASE 1: ADVOCACY ACTION PLAN

Phase 1 – CPE ACTIVITY EVIDENCE & TASK DELIVERABLES

Include the following deliverable in your E-portfolio:

1a. CPE Schedule Table

• Include alleleven deliverables required for the e-portfolio.
• List an anticipated completion date for each deliverable.
• Detail the estimated time (in hours & minutes) to complete each deliverable.

1b.  Summary of your advocacy action plan to address your identified SDOH

• Recommended length 200–300

1c. One (1) goal in SMART format that provides unified direction for the Advocacy Action Team.

1d.List ofpolicymakers and contact information

• Include one local, one county and one state policymaker.
• Provide name, title, and contact information for each policymaker.

1e.Three (3) screenshots from your GoReact activities

• Provide one screenshot of your video including your name.
• Provide two screenshots of your peers’ videos with your written feedback included.

1f.Written ReflectionSummary of your Phase 1 experience

• Include insights you gained from researching and planning policy advocacy. Describe the steps you might take to increase your involvement advocating for health policy change in your community.

PHASE 2: STRUCTURING THE ADVOCACY ACTION TEAM

Phase 2 – CPE Activity Evidence & Task Deliverables

Include the following deliverable in your E-portfolio:

      2a.List seven (7) team-building strategies

• Describe how each helps you to effectively form and lead your Advocacy Action Team.
• Explain why each of the seven strategies is important in effective interprofessional team building.

      2b. List five (5) key interprofessional stakeholders

• Describewhy each will be valuable contributors to the Advocacy Action Team. 
• Include the role and/or title (names not required).

      2c.List four (4) agenda items for first Advocacy Action Team meeting 

• Include a description of why these items should be discussed in the first meeting.

      2d.Three (3) screenshots from your GoReact activities

• Include one screenshot of your video including your name.
• Include two screenshots of your peers’ videos with your written feedback included.

      2e.Written Reflection Summaryof your Phase 2 experience:

• Include insights you gained in forming your Advocacy Action Team.
• Include steps you might take to enhance your skills in interprofessional team building.

 References

American Association of Colleges of Nursing. (n.d.). Policy and advocacy.https://www.aacnnursing.org/Policy-Advocacy

County Health Rankings & Roadmaps. (n.d.) Explore health rankings.https://www.countyhealthrankings.org/explore-health-rankings

Diamini, N.W. (2016). Influence through lifelong learning: I developed leadership skills I didn’t think I’d ever have! SigmaTheta Tau International Honor Society of Nursing. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_i-developed-leadership-skills-i-didn-t-think-i-d-ever-have

Eby, K. (2019, Jan. 9). The essential guide to writing SMART goals.https://www.smartsheet.com/blog/essential-guide-writing-smart-goals

Hofmeyer, A. (2020). Influence through advocacy: Raising awareness, advancing change. Sigma Theta Tau International Honor Society of Nursing. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_influence-through-advocacy-raising-awareness-advancing-change

National League for Nursing. (n.d.). Advocacy and public policy.https://www.phnurse.org/assets/docs/APHN%20Public%20Health%20Policy%20Advocacy%20Guidebook%20and%20Toolkit%20_May%202021.pdf

Olson, K. (2020). Influence through policy: Four steps you can take. Sigma Theta Tau   International Honor Society ofNursing. https://nursingcentered.sigmanursing.org/commentary/more-commentary/Vol42_2_influence-through-policy-four-steps-you-can-take#:~:text=When%20frustrations%20arise%2C%20remember%20the,patience%20(Hulick%2C%202015).

U.S. News & World Report. (n.d.) Healthiest communities.https://www.usnews.com/news/healthiest-communities.

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C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Paper Guide Example

C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education

C922 NURS 6005: Emerging Trends and Challenges in 21st Century Nursing Education Assignment Brief

Assignment Instructions Overview

This assignment requires students to propose the integration of emerging technology into the curriculum of “The Role of the BSN Nurse in Promoting Community Health.” The objective is to identify an educational technology that enhances nursing education and aligns with professional recommendations. The proposal must be supported by a literature review using five peer-reviewed articles, an assessment of the current technology gap, stakeholder collaboration strategies, and a force field analysis for implementation. Students will also apply a change theory to justify their proposed curricular update and discuss potential barriers and facilitators of change.

Understanding Assignment Objectives

This task is designed to develop critical competencies in recognizing emerging educational trends, proposing effective nursing education strategies, and initiating organizational change within academic settings. The assignment emphasizes evidence-based decision-making and strategic implementation of technology to enhance nursing education outcomes.

The Student’s Role

Students will assume the role of an academic nurse educator, responsible for evaluating current technological challenges in nursing education, conducting a literature review, performing a needs-gap analysis, and collaborating with key stakeholders. The proposal should include a clear rationale for technology integration, an analysis of implementation factors, and strategies to overcome resistance. Additionally, students must use a structured, well-referenced format to ensure clarity and academic rigor.

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C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Paper Guide Example

Emerging Trends in Nursing Education – C922Emerging Trends and Challenges in 21st Century Nursing Education

Executive Summary

The landscape of nursing education has undergone a significant transformation in the 21st century, driven by the integration of technology to enhance educational delivery, learning experiences, and student success. One of the most effective curricular technologies proposed for the Community Health course is the Lippincott Solutions platform. This platform fosters evidence-based learning, enhances institutional reputation, and strengthens the overall nursing education infrastructure. Compared to other technologies like Zoom for Education, Lippincott Solutions enables learners to interact with a standardized and research-driven curriculum, equipping them with the necessary skills for contemporary nursing practice.

However, despite its numerous advantages, challenges exist. Students with limited financial resources may struggle to access the platform, creating disparities in educational benefits. Additionally, institutional stakeholders, including administrators, educators, learners, and IT specialists, must align efforts for successful implementation. The adoption of Lippincott Solutions follows Lewin’s Change Theory, which involves the stages of unfreezing, change, and refreezing. This structured approach ensures a smooth transition and effective integration into the curriculum. Beyond improving learning outcomes, the implementation of Lippincott Solutions prepares nursing students for technologically advanced healthcare environments, ensuring seamless adaptation to digital tools in clinical settings.

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Literature Review

Research Findings and Support for Proposal

Nursing education is experiencing a paradigm shift where traditional classroom settings are increasingly replaced with blended learning models. According to Delungahawatta et al. (2022), integrating technology into nursing education enhances instructional quality, accessibility, and engagement. Additionally, McCutcheon et al. (2018) emphasizes that digital learning facilitates e-learning by leveraging handheld devices, reducing geographical barriers, and promoting flexible learning opportunities.

Further research by Santo et al. (2022) indicates that institutions implementing online learning models reduce commute-related costs for students and ensure uninterrupted access to educational materials. While some institutions fully transition to online learning, others adopt a blended approach to maintain an interactive educational environment. Similarly, Rouleau et al. (2017) and Delungahawatta et al. (2022) highlight that integrating mobile applications into nursing curricula enhances cognitive development and learning efficiency compared to traditional lecture-based methods.

Additionally, Ongor and Uslusoy (2023) emphasize that digital learning platforms promote inclusive education by catering to diverse student needs. Advanced technologies allow educators to modify learning objectives, develop course content, and implement visual aids, simulations, and multimedia resources. This technological evolution in nursing education ultimately strengthens the profession and improves patient care quality.

Need for Further Research and Development

While technological advancements enhance nursing education, they also introduce challenges related to pedagogical adaptation. According to Rouleau et al. (2017), the rapid evolution of digital tools may lead to gaps in instructional methodologies, requiring ongoing faculty development and curriculum revision. Moreover, McCutcheon et al. (2018) points out that mobile learning tools are underutilized in community health courses, limiting students’ ability to access critical public health resources. To address these gaps, institutions must train educators on innovative teaching modalities to optimize technology integration.

Another prevalent issue is the generational divide in digital literacy. Younger nursing students, accustomed to technology, adapt easily, whereas older students may struggle with e-learning platforms. Institutions must implement comprehensive digital literacy training programs to bridge this gap and ensure equitable access to technological resources.

Needs Assessment

A systematic needs assessment is essential to ensure the effective integration of curricular technology into nursing education. This process involves analyzing current educational challenges, evaluating technology gaps, and aligning implementation strategies with institutional goals.

Need-Gap Analysis

As the nursing curriculum evolves, there is a growing need for standardized technological solutions to support educational delivery. Many institutions struggle with an overloaded undergraduate curriculum and require streamlined digital resources to facilitate efficient learning transitions. Conducting stakeholder surveys and evaluating prior learning methodologies will help identify the specific needs of the Community Health course and address existing curriculum gaps (Penuel et al., 2020). Stakeholder engagement is crucial in determining the current state of nursing education and the optimal technology required for improvement.

Collaboration with Stakeholders

Successful implementation of curricular technology requires collaboration among key stakeholders, including institutional administrators, nurse educators, learners, and IT specialists.

Institution Administration

Administrators play a vital role in budget allocation, resource management, and policy implementation to support technological advancements in nursing education.

Nurse Educators

Nurse educators help identify gaps in the current curriculum and facilitate technology integration to enhance student learning experiences.

Learners

Students are primary beneficiaries of curricular technology. Their diverse learning needs, digital literacy levels, and engagement with technology must be assessed to ensure successful adoption.

Information Technology Personnel

IT specialists oversee the technical implementation, system maintenance, and user support necessary for effective technology integration.

Collaboration Methods

A combination of effective communication and task-oriented collaboration is essential for project success. According to Penuel et al. (2020), structured communication plans, including weekly meetings, email updates, and stakeholder feedback sessions, enhance engagement and project efficiency. Additionally, employing a transformational leadership approach fosters inclusivity and encourages stakeholder commitment.

Current Technology Challenges

Current and Emerging Technologies

The primary technologies used in nursing education include Zoom for Education and Lippincott Solutions (Table 1).

Current State of Technology Challenges

1. Accessibility and Infrastructure

Many institutions lack the necessary technical infrastructure, leading to digital disparities among students. Limited internet access, lack of technical support, and outdated digital tools create barriers to equal learning opportunities.

2. High Cost of Textbooks and Journals

The financial burden of nursing education is a significant challenge, with many students struggling to afford costly textbooks and research materials (Santo et al., 2022).

3. Textbook Bulkiness and Information Overload

Physical textbooks are cumbersome and limit students’ ability to access real-time, updated research. Digital platforms like Lippincott Solutions address this issue by streamlining content and integrating interactive learning materials.

Overcoming Challenges

Implementing Lippincott Solutions can address these challenges by standardizing nursing education, reducing costs, and enhancing accessibility (Nettina, 2019). The platform provides affordable access to digital learning materials, encourages evidence-based research, and supports student competency development.

Summary of Curricular Technology Needs Assessment

Integrating Lippincott Solutions into the nursing curriculum will significantly enhance student learning experiences, competency, and critical thinking skills. This platform fosters an evidence-based, student-centered learning environment, supporting both theoretical knowledge and clinical application. By implementing structured digital learning strategies, nursing institutions can ensure students acquire the essential skills needed for modern healthcare practice, thereby improving patient safety and overall healthcare quality (Rouleau et al., 2017).

Stakeholder Consensus

The project team collaborated with the main stakeholders to agree on implementing Lippincott Solutions programs. As a result, the project team met with these stakeholders, where they brainstormed on their respective disciplines’ readiness to embrace change in the new curricular proposal (Penuel et al., 2020). Also, through the stakeholders, it was easy to assess the prior and current learning activities to provide accurate and relevant data to showcase the current nursing curriculum’s existing capabilities and point out the gaps or needs that the current modality offers compared to the desired modality.

Additionally, stakeholder engagement ensured the inclusion of diverse perspectives, enhancing the feasibility and acceptance of the proposed integration. Regular meetings, surveys, and workshops were conducted to facilitate a participatory approach, ensuring that faculty members, administrators, and students had an opportunity to express concerns and provide insights into optimizing the implementation process.

Literature Review Summary

Table 1 presents a summary of key studies that support the integration of e-learning and blended learning technologies in nursing education.

Table 1: Literature Review Summary

Curriculum Technology Need-Gap Analysis

Table 2 highlights the gap between the current and desired technologies in nursing education and the necessary action steps.

Table 2: Curriculum Technology Need-Gap Analysis

Force Field Analysis

Table 3 outlines the driving and restraining forces affecting the integration of Lippincott Solutions.

Table 3: Force Field Analysis

Organizational Factors and Forces to Consider

The organization factors will include internal and external factors.

Internal Factors

The main internal factors that may affect the implementation of Lippincott Solutions are budgetary limitations, inadequate resources, and inadequate nurse educators. For instance, the budgetary and resource limitations may affect training, software upgrades, installation, and the money needed to purchase backup computers (Table 3). For inadequate nurse educators, the factor may limit how the institution trains the learners on better usage of Lippincott Solutions technology.

Additionally, resistance to technology adoption within the institution may pose a challenge. Some educators and staff members may feel overwhelmed by the transition, particularly if they are unfamiliar with e-learning technologies. To mitigate this, comprehensive training sessions, mentorship programs, and a phased implementation strategy will be employed to ensure a smooth transition.

External Factors

The main external factors that may impact the project include competition, vendor-related issues, and accrediting bodies. According to Penuel et al. (2020), competition may affect how the nursing school operates; thus, there is a need to assess better means to enhance the institution’s competitiveness and sustainability. Vendor-related issues include late delivery of the Lippincott Solutions software or provision of software that does not meet the HIPAA rule, thus delaying the project. Additionally, accrediting bodies like the Commission on Collegiate Nursing Education (CCNE) may affect the institution’s sustainability since learners and nursing employers prefer dealing with accredited institutions.

Further, government policies and evolving healthcare regulations may influence the adoption process. Compliance with legal and ethical standards, such as data privacy laws and educational accreditation requirements, must be ensured to maintain the credibility and acceptance of the Lippincott Solutions platform.

References

Delungahawatta, T. (2022). Advances in e-learning in undergraduate clinical medicine: A systematic review.

McCutcheon, K. (2018). Online learning versus blended learning of clinical supervisee skills with pre-registration nursing students: A randomized controlled trial.

Ongor, H. (2023). The effect of multimedia-based education in e-learning on nursing students’ academic success and motivation: A randomized controlled study.

Penuel, W. R., Fishman, B. J., Cheng, B. H., & Sabelli, N. (2020). Organizing research and development at the intersection of learning, implementation, and design.

Rouleau, G. (2017). Effects of e-learning in a continuing education context on nursing care: A review of systematic qualitative, quantitative, and mixed studies reviews (protocol).

Santo, L. (2022). The emotional side of e-learning among nursing students: The role of affective correlates on e-learning satisfaction.

Detailed Assessment Instructions for the C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Assignment

WGU Performance Assessment

MKP3 MKP3 TASK 1: EMERGING TECHNOLOGY AND NURSING EDUCATION

EMERGING TRENDS AND CHALLENGES IN 21ST CENTURY NURSING EDUCATION – C922

PRFA- MKP3

TASK OVERVIEW

SUBMISSIONS

EVALUATION REPORT

COMPETENCIES

7057.1.1: Recognize Educational Developments

The learner recognizes the impact of trends, significant challenges, and developments in educational technology in higher education in the 21st century.

7057.1.2: Propose Nursing Education Strategies

The learner proposes strategies for academic nursing education programs to address the current and future challenges faced by nursing practice.

7057.1.3: Initiate Change

The learner collaborates with nursing leaders in diverse healthcare settings to initiate change through policy efficacy that strengthens nursing practice and advances the future of healthcare.

INTRODUCTION

Academic nurse educators serve an important role as leaders and agents of change within an organization, often a school of nursing. Many of the challenges in nursing education are the result of trends, clinical demands, and developments in educational technology in higher education in the 21st century. Within nursing education, there are also evolving technologies in healthcare, an expanding scope of practice, and legal-ethical issues, which all affect the quality and safety of patient care. Nursing program curricula must be continually revised to reflect these changes and ensure graduates from nursing programs are able to successfully enter the job market. I

For this task, you will propose the integration of technology into curriculum to benefit an academic nursing education program. The change will be implemented in the course “The Role of the BSN Nurse in Promoting Community Health,” which was created in the previous MSNEDU courses. You will use five peer-reviewed articles published within the last five years to review current and emerging educational technologies recommended by professional organizations. Then you will use this information to identify and propose the new technology integration to support the curricular change. An analysis of organizational readiness for change to “The Role of the BSN Nurse in Promoting Community Health” should also be included.

Note: You must submit and pass C921 before submitting the task in C922.

REQUIREMENTS

https://tasks.wgu.edu/student/009271544/course/29340012/task/3728/overview

DHA

1/11

2/6/24, 1:43 PM

WGU Performance Assessment

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Develop a formal proposal using the attached “C922 Curriculum Technology Proposal Template” that integrates the chosen emerging technology for a curricular change into the previously developed course, “The Role of the BSN Nurse in Promoting Community Health.”

1. Write an executive summary (suggested length of 1 page) that includes a synopsis of the key points of your proposal.

Note: The executive summary is written after you have completed your proposal.

1. Complete a literature review of your curriculum technology proposal on the use of technology in education by doing the following:
2. Complete the literature review summary table in the attached “C922 Curriculum Technology Proposal Template” using five peer-reviewed articles published within the last five years that support your curriculum technology proposal. Include your literature review summary table as Table 1, and reference Table 1 in the narrative where the literature review findings are discussed.
3. Synthesize your literature review findings, including all five peer-reviewed articles you reviewed in part B1 and how the articles support your specific technology proposal. Draw connections between similar articles, and highlight any dissimilar or contradictory findings, if applicable.
4. Based on your literature review, discuss the need for further research or development relative to the proposed technology.
5. Complete a needs assessment and examine the current technology challenges by doing the following:
6. Describe the process used to conduct a curricular technology needs assessment using a gap analysis as outlined in Table 2 in the attached “C922 Curriculum Technology Proposal Template.”.
7. Identify three academic stakeholders (e.g., faculty, students, preceptors, IT personnel) and their roles in the gap analysis.
8. Explain methods of collaboration with stakeholders in interprofessional teams and why the methods would be effective.
9. Compare two current or emerging technologies by describing the advantages and disadvantages of each as they apply to “The Role of the BSN Nurse in Promoting Community Health.”
10. Discuss three challenges with the current state of technology in the course “The Role of the BSN Nurse in Promoting Community Health,” including examples for each challenge.
11. Explain how you will overcome the three challenges from part C3.
12. Summarize your findings of the curricular technology needs assessment. https://tasks.wgu.edu/student/009271544/course/29340012/task/3728/overview
13. Describe the collaboration with your stakeholders to reach a consensus on one technology from part C2.
14. Identify the emerging technology and complete a force field analysis to identify forces for and against your curriculum technology proposal using Table 3 in the attached “C922 Curriculum Technology Proposal Template.”
15. Collaborate with your preceptor and stakeholders to identify factors that could affect the adoption of your proposal by doing the following:
16. Analyze two internal and two external organizational factors that may facilitate or impede implementation.
17. Describe three forces that will facilitate integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
18. Describe three forces that will impede integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
19. Identify a change theory appropriate for your technology integration and adoption.
20. Justify the selected change theory from part D2.
21. Describe potential resistance and barriers to the technology change.
22. Discuss how you plan to implement the change theory identified in part D2.
23. Write a conclusion focusing on the impact and significance of your proposal by doing the following:
24. Discuss the purpose and rationale of your proposal.
25. Explain how your proposal fills the identified curriculum needs gap.
26. Discuss why implementing this proposal is significant and the impact it will have on the broader field of nursing.
27. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
28. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! -_.'()

File size limit: 200 MB

2. The task is hypothetical, use your creativity and imagination.  You do not have to really meet with a preceptor and stakeholders.  Yes, you are making this up.
3. We encourage students to start with section C and complete section A-Executive summary last.
4. There are a ton of readings in the course so pace it out over time.  Unit 5 is about the change theory which is important for this course and the Field Experience/CapStone
5. Pick a change theory to use in section D. You can use a change theory that you may have used in a previous course, like Lewin’s Theory. Get familiar with that theory and use it again for your FE/CS.
6. For C discuss the actual steps taken to determine the gap.  This is the discussion of the information placed in Table 2.  Insert the Table into this section of the paper.  Table 2 includes the current technology, desired technology, the needs gap (what you want), and the Action Steps to get there (the plan of action).C1a identify the internal stakeholders and discuss the role they will have in implementing the curriculum/technology change.  C1b- least two methods of collaboration that could be used with the interprofessional team, how each method could be used, and why each method would be effective. C2, I encourage students to compare the current and desired technology that you put in your needs gap table.  It can be 2 current or 2 emerging, or 1 current and 1 emerging.  C2 is a discussion and separate from Table 2.    For section C3, discuss the current/old state of the technology and challenges.  For example, if the current state of technology is using an online learning management system (Canvas, Blackboard) a student may not feel comfortable with online quizzing because they are used to paper and pencil-based exams. That would be an issue related to the student learning style.  
7. Section B is the literature review.  B1 says to provide five credible sources published in the last five years that are “relevant to your curriculum proposal project”.  That means your specific technology- not in general. Make sure all 5 articles are discussed.  You want to synthesize and look for common themes using all 5 articles.  
8. For section D, note there is a difference between forces and factors. 11.  You will find a discussion of internal and external organizational factors.  As for the forces in D1b and D1c these are the forces that you have identified in your force field analysis. Discuss three that will facilitate change and three that may impede the proposed change.

C922 NURS 6005 Emerging Trends and Challenges in 21st Century Nursing Education Outline

[Title of Your Curriculum Technology Proposal]

Literature Review

Research Findings and Support of Proposal

Need for Further Research or Development

Needs Assessment

Need-Gap Analysis

Collaboration with Stakeholders

Current Technology Challenges

Current or Emerging Technologies

Technology Challenges

Overcoming Challenges

Summary of Curricular Technology Needs Assessment

Stakeholder Consensus

Factors and Forces to Consider

Organizational Factors

Forces for Integration

Challenges to Integration

Change Theory

Justification of Change Theory

Potential Resistance to the Technology

Plans to Implement Change Theory

Conclusion

References

Table 2

Curriculum Technology Need-Gap Analysis

Table 3

ForceField Analysis

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D218 NURS 3600 Intrapersonal Leadership and Professional Growth Paper Guide Example

Assignment Instructions Overview

This assignment requires students to create a Personal Development Plan (PDP) that fosters professional engagement and personal growth. The PDP will focus on strategies for increasing resilience and self-care, demonstrating how these strategies enhance professional practice. Additionally, students will explore the importance of having a structured PDP and how it contributes to academic and career success.

Understanding Assignment Objectives

Students must demonstrate their understanding of self-care and resilience strategies within a healthcare environment. The assignment should be well-structured, incorporating clear goals, actionable steps, and discussions on professional development. The content must be original and supported by credible references, adhering to academic integrity guidelines.

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The Student’s Role

Students are expected to:

• Describe Three Strategies for Resilience and Self-Care
  • Provide specific examples of how these strategies positively influence professional practice.
• Create a Personal Development Plan
  • Develop three SMART goals aligned with the strategies from part A.
  • Outline one actionable step per goal to facilitate goal achievement.
  • Explain how each goal contributes to professional development.
• Explain the Importance of a PDP
  • Discuss why a structured plan is essential for professional growth.
  • Provide two examples illustrating how a PDP aids academic and career success.
• Adhere to Academic and Professional Standards
  • Use appropriate in-text citations and references.
  • Ensure clarity, coherence, and professionalism in written communication.

Competencies Measured

• 738.1.1: Create a Personal PlanThe student demonstrates the ability to develop a structured personal development plan that supports professional engagement and personal growth.
• 738.1.2: Evaluate Quality Nursing Self-CareThe student identifies and adopts effective self-care strategies to enhance resilience in both personal and professional settings.

Evaluation Criteria (Rubric Overview)

1. To achieve a competent rating, students must:
2. Resilience and Self-Care Strategies: Describe three strategies with relevant examples.
3. SMART Goals: Provide three specific, measurable, attainable, relevant, and time-bound goals.
4. Actionable Steps: List one clear and effective step for each goal.
5. Professional Development Impact: Explain how each goal fosters professional engagement.
6. Importance of PDP: Offer a detailed explanation with two logical examples.
7. Academic Integrity: Properly cite and reference all sources used.

D218 NURS 3600 Intrapersonal Leadership and Professional Growth Paper Example

Personal Development Plan

Resilience and Self-Care

In the healthcare environment, resilience and self-care play crucial roles in maintaining professional well-being and enhancing patient care. Implementing strategies to build resilience and promote self-care is essential for healthcare professionals to manage stress effectively and sustain long-term career success. Below are three key strategies to increase resilience and self-care that will positively influence professional practice.

Mindfulness Practices

Mindfulness involves being present in the moment and cultivating awareness without judgment. Engaging in mindfulness techniques such as meditation, deep breathing exercises, and guided imagery can help healthcare professionals manage stress, improve focus, and enhance emotional regulation. Research suggests that mindfulness-based interventions significantly reduce stress and burnout among healthcare workers (Goodman & Schorling, 2012). For example, a nurse practicing mindfulness before a shift can improve attentiveness, enhance patient interactions, and reduce feelings of burnout.

Healthy Eating Habits

A well-balanced diet contributes to overall health and resilience by providing essential nutrients that support cognitive function, energy levels, and immune system strength. Healthcare professionals who prioritize nutritious meals can improve their physical and mental well-being. For instance, preparing balanced meals with lean proteins, whole grains, and vegetables can help maintain steady energy levels throughout a demanding work schedule. Studies show that healthy dietary habits reduce stress and improve job performance in healthcare settings (Foster & Hawkins, 2020).

Regular Physical Exercise

Engaging in regular physical activity is a fundamental self-care strategy that enhances physical and mental resilience. Exercise releases endorphins, reduces stress hormones, and improves overall well-being. For example, a nurse who incorporates a 30-minute daily walk or yoga session can experience increased stamina, improved mood, and better stress management, leading to enhanced professional performance. According to Smith et al. (2019), physical exercise is strongly linked to reduced occupational stress and improved cognitive function in healthcare professionals.

Personal Development Plan

B1. Goals

To integrate the above resilience and self-care strategies effectively, the following SMART goals are established:

Mindfulness Practice Goal

SMART Goal: Implement a 10-minute mindfulness meditation practice every morning before work for the next three months to enhance focus and reduce stress.

Healthy Eating Goal

SMART Goal: Prepare and consume at least four balanced, home-cooked meals per week for the next three months to improve energy levels and overall well-being.

Physical Exercise Goal

SMART Goal: Engage in 30 minutes of moderate physical activity at least five days a week for the next three months to enhance physical health and stress management.

B1a. Actionable Items

Each goal requires specific steps to ensure successful implementation:

Mindfulness Practice Actionable Step

Set a daily reminder and use a guided meditation app to establish consistency in mindfulness practice.

Healthy Eating Actionable Step

Plan weekly meals and prepare a grocery list to ensure the availability of nutritious ingredients for home-cooked meals.

Physical Exercise Actionable Step

Schedule designated workout times and participate in activities such as walking, yoga, or strength training to maintain commitment.

B1b. Foster Professional Engagement

Implementing these goals will contribute to professional development in multiple ways:

Mindfulness Practice and Professional Growth

Practicing mindfulness enhances emotional intelligence, allowing healthcare professionals to respond to challenges with greater composure. Improved focus and reduced stress levels contribute to better patient care and team collaboration (Kabat-Zinn, 2013).

Healthy Eating and Professional Performance

Proper nutrition supports cognitive function, stamina, and overall health, leading to increased efficiency in clinical decision-making and patient interactions. A well-nourished professional is less prone to fatigue and burnout (Foster & Hawkins, 2020).

Physical Exercise and Career Longevity

Engaging in regular physical activity helps prevent occupational health issues such as chronic fatigue and musculoskeletal disorders. This ensures long-term career sustainability and enhances overall job performance (Smith et al., 2019).

Importance of a Personal Development Plan

A personal development plan (PDP) is essential for fostering professional engagement and personal growth. A PDP serves as a structured roadmap for achieving both short-term and long-term goals. Having a PDP is vital for career progression, personal growth, and maintaining professional excellence. A well-structured PDP provides a clear roadmap for setting and achieving goals, fostering resilience, and ensuring continuous improvement.

A personal development plan promotes self-awareness, allowing individuals to identify strengths, weaknesses, and areas for improvement. By outlining specific goals and strategies, professionals can stay motivated and accountable in their pursuit of excellence. Furthermore, a PDP encourages proactive problem-solving, which is essential in dynamic healthcare environments where challenges frequently arise (Collins, 2018).

C1. Achievement of Academic and Career Goals

A personal development plan directly contributes to achieving academic and career aspirations. Below are two key examples:

Enhancing Academic Success

A structured PDP helps students and professionals set realistic academic objectives, such as improving time management skills or adopting effective study techniques. For instance, a nursing student who follows a PDP that includes dedicated study hours and self-care practices is more likely to achieve academic excellence and pass certification exams (Collins, 2018).

Advancing Career Growth

By setting clear career goals, healthcare professionals can identify opportunities for skill development, such as pursuing advanced certifications or leadership roles. A nurse aspiring to become a clinical educator can use a PDP to outline the necessary steps, such as enrolling in continuing education courses and gaining mentorship experience (Goodman & Schorling, 2012).

Conclusion

A personal development plan is a powerful tool for fostering resilience, self-care, and professional engagement. By implementing structured goals related to mindfulness, nutrition, and exercise, healthcare professionals can enhance their well-being and career longevity. The importance of a PDP extends beyond personal benefits; it directly impacts professional performance, academic success, and career advancement. By adopting and maintaining a PDP, healthcare professionals can navigate challenges effectively and contribute meaningfully to the healthcare industry.

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Detailed Assessment Instructions for the D218 NURS 3600 Intrapersonal Leadership and Professional Growth Assignment

Personal Development Plan

1. Resilience and Self-Care

Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.

1. Personal Development Plan

B1. Goals

List a SMART personal growth goal for each of the three strategies from part A (for a total of three SMART goals). Note: The SMART goals should be specific, measurable, attainable, relevant, and time bound.

B1a. Actionable Items

               List one actionable step for each goal to achieve the goals for part B1, for a total of three steps.

B1b. Foster Professional Engagement

               Discuss how each of the goals from part B1 will foster your professional development.

1. Importance of a Personal Development Plan

Explain the importance of having a personal development plan.

C1. Achievement of Academic and Career Goals

Provide two examples of how a personal development plan can help you achieve your academic and career goals.

Heat maps

WGU Performance Assessment

MXM2 MXM2 TASK 1: PERSONAL DEVELOPMENT PLAN

—

INTRAPERSONAL LEADERSHIP AND PROFESSIONAL GROWTH – D218

PRFA MXM2

Task Overview

Submissions

Evaluation Report

COMPETENCIES

738.1.1 : Create a Personal Plan

The learner creates a personal development plan that fosters professional engagement and personal growth.

738.1.2 : Evaluate Quality Nursing Self-Care

The learner adopts strategies to increase resilience and self-care for the nurse in personal and professional situations.

INTRODUCTION

The purpose of this task is to create a personal development plan. You will create goals focusing on the concepts of strategies to increase resilience and self-care. You will also explore how a personal development plan can positively influence your professional practice. This task will allow you to reflect on the challenges you will encounter in the completion of your goals.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Note: The suggested length of your response for each prompt is 2–3 paragraphs.

1.  Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.

https://tasks.wgu.edu/student/008089113/course/28780012/task/3722/overview

1.  Create a personal development plan by doing the following:
2.  List a SMART personal growth goal for eachof the threestrategies from part A (for a total of three SMART goals).

Note: The SMART goals should be specific, measurable, attainable, relevant, and time-bound.

1.  List oneactionable step foreach goal to achieve the goals for part B1, for a total of three steps.
2.  Discuss howeachof the goals from part B1 will foster your professional development.
3.  Explain the importance of having a personal development plan.
4.  Provide two examples of how a personal development plan can help you achieve your academic and career goals.
5.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
6.  Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 400 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC

A:RESILIENCE AND SELF-CARE

NOT EVIDENT

The submission does not describe how to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment.

APPROACHING COMPETENCE

The submission describes only 1 or 2 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment. Or the description does not include relevant specific examples.

COMPETENT

The submission describes 3 ways to apply strategies to increase resilience and self-care that will influence professional practice in a healthcare environment, and the description includes relevant specific examples.

B1:

GOALS

NOT EVIDENT

The submission does not list any goals.

APPROACHING COMPETENCE

The submission lists only 1 or 2 goals. Or 1 or more of the goals are not SMART goals or are not relevant to personal growth. Or a SMART goal is not submitted for each strategy from part A.

COMPETENT

The submission lists 3 SMART goals. All the goals are relevant to personal growth, and a goal is submitted for each strategy from part A.

B1A:

ACTIONABLE ITEMS

NOT EVIDENT

The submission does not list any actionable steps.

APPROACHING COMPETENCE

The submission lists an actionable step for only 1 or 2 goals from part B1. Or 1 or more of the steps would not help a person achieve the goals from part B1.

COMPETENT

The submission lists an actionable step for each goal that would help a person achieve the 3 goals from part B1.

B1B:

FOSTER PROFESSIONAL DEVELOPMENT

NOT EVIDENT

The submission does not discuss the goals from part B1.

APPROACHING COMPETENCE

The submission discusses the goals from part B1 but does not discuss how each goal will foster the candidate’s professional development.

COMPETENT

The submission discusses how each of the goals from part B1 will foster the candidate’s professional development.

C:

IMPORTANCE OF A PERSONAL DEVELOPMENT PLAN

NOT EVIDENT

An explanation is not provided.

APPROACHING COMPETENCE

The explanation is provided but is not relevant to the importance of personal development plans.

COMPETENT

The explanation of the importance of having a personal development plan is detailed.

C1:

ACADEMIC AND CAREER GOALS

NOT EVIDENT

The submission does not provide any examples.

APPROACHING COMPETENCE

The submission includes only 1 example, or 1 or both examples do not logically demonstrate how a personal development plan can help the candidate achieve their goals.

COMPETENT

The submission includes 2 logical examples of how a personal development plan can help the candidate achieve their academic and career goals.

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