FINAL NR452 W3 RUA Preparation Activity

NR452 RUA Preparation Activity

Purpose

In preparation for completing the RUA- Capstone Evidence-Based Practice Paper the student will track and analyze their individual performance on the integrated comprehensive assessments. The student will apply critical thinking skills to prioritize their identified areas of opportunity. After identifying the priority concept (topic) of opportunity, the student will identify strategies and resources that will promote NCLEX-RN success and transition into practice.

 

Course outcomes: This assignment enables the student to meet the following course outcomes:

CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient/family preferences/values in the implementation of the nursing process. (PO# 4)

CO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 20 points

Preparing the assignment

Follow these guidelines when completing this assignment. Speak with the course faculty member about any assignment questions.

1) Track performance on the comprehensive assessments by logging NCLEX-RN Client Need Category performance on the Individual Student ATI Assessment Trends: Longitudinal Performance tool (see table on page 2).

2) Based on individual performance on the comprehensive assessments, analyze the performance and prioritize the top concept (topic) of greatest opportunity.

3) Include the following criteria for the priority concept (topic): (The NCSBN NCLEX-RN Test Plan will support this process)

a. Priority Concept (Topic)

路 Identify the priority concept (topic) of opportunity based on the performance analysis.

路 Provide a description of how the identified priority concept (topic) aligns with the NCLEX Client Need Category/Subcategory definition in the NCLEX-RN Test Plan.

路 Identify a minimum of two learning strategies that will support the development of the identified learning need.

路 A learning strategy is a technique an individual can use to organize, retain, and apply knowledge and skills to accomplish outcomes more effectively and efficiently in their academic and professional journey.

路 Identify a minimum of two resources to integrate into the NCLEX-RN Readiness plan that will support the development of the identified learning need.

4) APA Style and Organization

a. Uses current APA format and is free of errors.

b. Submit at least three (3) scholarly, peer-reviewed, primary sources from the last 5 years, excluding the textbook, that will be used in the week 6 RUA: Capstone Evidence-Based Practice Paper.

c. For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online Chamberlain library.

 

Individual Student ATI Assessment Trends: Longitudinal Performance Table

ATI Assessment

Title

 

NCLEX-RN Client Need Categories:

Students will log their individual assessment performance in each category below and highlight the scores below 60% or lowest three scores for each assessment

  Course Manage-ment of Care Safety & Infection Control Health Promotion & Maintenance Psychosocial Integrity Basic Care & Comfort Pharma-cological & Parental Therapies Reduction of Risk Potential Physiological Adaptation
ATI Capstone Comprehensive Assessment B NR-446                
ATI Comprehensive Practice- Form A NR-452                

 

Based on individual performance on the comprehensive assessments, analyze the performance and prioritize the top concept (topic) of greatest opportunity:

 

1)

 

Apply the priority concept (topic) of greatest opportunity below:

Identified Priority Concept (Topic):

Learning Needs:

Identify the concept (topic) and provide a description of how this aligns with the NCLEX Client Need Category/Subcategory definition in the NCLEX-RN Test Plan.

 

*Utilize the National Council of State Boards of Nursing (NCSBN) NCLEX-RN Test Plan for assistance.

Learning Strategies:

 

Identify a minimum of two learning strategies that you plan to implement to address your learning need.

Learning Resources:

 

Identify a minimum of two resources that you will integrate into your NCLEX-RN Readiness plan to assist you with improving the identified learning need.

 

1)

2)

 

NR452 Capstone Course RUA: Preparation Activity

Rubric

Criteria are met when the student鈥檚 application of knowledge within the paper demonstrates achievement of the outcomes for this assignment.

Assignment Section and

Required Criteria

(Points possible/% of total points available)

Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of Performance Section not present in paper

Priority Concept (Topic)

(16 points/80%)

16 points 14 points 13 points 4 points 0 points

Required criteria

1. Identify the priority concept (topic) of opportunity based on the performance analysis.

2. Provide a description of how the identified priority concept (topic) aligns with the NCLEX Client Need Category/Subcategory definition in the NCLEX-RN Test Plan.

3. Identify a minimum of two learning strategies that will support development of the identified learning need

4. Identify a minimum of two resources to integrate into the NCLEX-RN Readiness plan that will support development of the identified learning need.

Includes all 4 requirements for section. Includes all 3 requirements for section. Includes no fewer than 2 requirements for section. Includes no less than 1 requirement for section. No requirements for this section presented.

APA Format, Grammar, and Punctuation

(4 points/20%)

4 points 3 points 0 points

Required criteria

1. Uses current APA format and is free of errors.

2. Submit at least three (3) scholarly, peer reviewed, primary sources from the last 5 years, excluding the textbook, that will be used in the week 6 RUA: Capstone Evidence-Based Practice Paper.

Includes the 2 requirements for section. 1 requirement for section. No requirements for this section presented.
Total Points Possible = 20 points

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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  • Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or 鈥済ood post,鈥 and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

  • Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else鈥檚 work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

  • APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

  • Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master鈥檚 level and deduct points accordingly. As Masters鈥 level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else鈥檚 words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

  • LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a 鈥渇inal submit鈥 to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else鈥檚 thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

  • Late Policy

The university鈥檚 policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

  • Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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