MSN 6030 Unit 3 Discussion DQ2 Reflection

you will engage in weekly check-ins. These check-ins will be brief (2–5
minutes) video or audio recordings in which you discuss your experiences and
progress for the week. These should be used to update your peers on experiences
of note that occurred during your practicum time and any relevant developments
with regard to your capstone project. The goal of these check-ins is to allow
you to connect with your peers on a more personal level and build a more
vibrant learner community in the course.

If you are
recording a video for your check-in, be sure that you are recording video and
audio with your program of choice.

If you are
recording a video using Adobe Connect, you will post the link to your recording
in your discussion post, in addition to your transcript and notes (see below).

If you are
recording a video for your check-in using Kaltura, follow the instructions in
the Using Kaltura document linked in the Resources. It will cover how to post
your video directly it into the discussion area in addition to your transcript
and notes (see below).

If you are
recording audio via PowerPoint, please make your submission one or more slides
with the reflection questions below included on the slides. Please make sure
you also include detailed notes or a transcript (see below). You will upload
your PowerPoint file as an attachment to your discussion post.

You may use
a different program or piece of technology, provided you can still create
videos and record audio for your initial discussion posts. You may wish to
check with your instructor before attempting to use a different program or
piece of technology

In your
reflection, please discuss your responses to the questions below:

How is your
practicum experience going?

What is
going well in your field experience?

What are
the challenges you are encountering?

Was there
anything that you found particularly exciting or challenging that happened?

Are you
making progress on your capstone project?

What
aspects of the project are going well?

What
aspects of the project are you finding the most challenging?

What
excites you about your project?

Post your
reflection no later than 11:59 p.m. central time, Thursday. This will give your
peers ample time to respond.

Note: As a
professional best practice, and to make your discussion posts as accessible as
possible, be prepared to include a text alternative for your recorded audio by
providing a brief transcript or detailed notes with each discussion post. (This
practice is also helpful to ensure that you are recording the words that you
actually wish to say.) If you are using PowerPoint, your notes or transcription
can be included in the notes area of your slides. If you are recording a video,
please post your notes or transcript in the body of the discussion post. If you
require the use of assistive technology or alternative communication methods to
participate in this activity, please contact Disability Services to request
accommodations.

Additional
note: If for some reason you experience technical difficulties that make it
impossible to record a reflection, you may post a written reflection that is of
professional and academic quality.

Response
Guidelines

Select one
peer to whom you want to respond, and address one or more of the following:

Compare
your practicum experience to that of your peer.

Offer one
or more suggestions for how your peer could work on addressing the challenge
they faced in their practicum.

Compare
your capstone project to that of your peer.

Offer one
or more suggestions for how your peer could work on addressing the challenge
they are encountering with regard to their capstone project.

MSN6030 Practicum and Capstone

Unit 3 Discussion

DQ1 Intervention
Plan Component Development

By the end
of Unit 4, you will submit your initial Intervention Plan Design assignment. As
part of that assignment, you will be asked to develop and support a number of
components for an intervention plan that will seek to address the need, target
population, and setting that you identified in your Unit 2 Problem Statement
(PICOT) assignment. These intervention plan components will need to be
supported by evidence from the literature and professional best practices. You
will also need to consider the impacts of technology, stakeholders, health care
policy, and regulations, as well as ethical and legal considerations.

For your
initial discussion post, complete the following:

Describe
one of the components of your intervention plan.

How will
the component you described contribute to the overall success of your
intervention plan?

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What, if
any, potential is there for technology to help in the development or
implementation of the component?

How might
stakeholders, health care policy, or regulation potentially impact this
component?

Are there
any ethical or legal considerations related to the development or
implementation of the component that need to be kept in mind? If so, what are
they?

Response
Guidelines

Respond
according to the Faculty Expectations Message guidelines. In your response
address the following:

How well
does the described component seem to contribute to addressing the need that is
the focus of your peer’s intervention plan?

Do you have
any additional resources to suggest that your peer could use to further develop
or support the validity of their component?

Are there
any other technological tools or considerations that could help in the
development or implementation of your peer’s component?

DQ2
Reflection

Each week
you will engage in weekly check-ins. These check-ins will be brief (2–5
minutes) video or audio recordings in which you discuss your experiences and
progress for the week. These should be used to update your peers on experiences
of note that occurred during your practicum time and any relevant developments
with regard to your capstone project. The goal of these check-ins is to allow
you to connect with your peers on a more personal level and build a more
vibrant learner community in the course.

If you are
recording a video for your check-in, be sure that you are recording video and
audio with your program of choice.

If you are
recording a video using Adobe Connect, you will post the link to your recording
in your discussion post, in addition to your transcript and notes (see below).

In your
reflection, please discuss your responses to the questions below:

How is your
practicum experience going?

What is
going well in your field experience?

What are
the challenges you are encountering?

Was there
anything that you found particularly exciting or challenging that happened?

Are you
making progress on your capstone project?

What
aspects of the project are going well?

What
aspects of the project are you finding the most challenging?

What
excites you about your project?

Post your
reflection no later than 11:59 p.m. central time, Thursday. This will give your
peers ample time to respond.

Response
Guidelines

Select one
peer to whom you want to respond, and address one or more of the following:

Compare
your practicum experience to that of your peer.

Offer one
or more suggestions for how your peer could work on addressing the challenge
they faced in their practicum.

Compare
your capstone project to that of your peer.

Offer one
or more suggestions for how your peer could work on addressing the challenge
they are encountering with regard to their capstone project.

Your overall rating

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

MSN 6030 Unit 3 Discussion DQ2 Reflection