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NSG 4076 Discussion Bi-weekly Practicum Journaling
NSG 4076 Discussion Bi-weekly Practicum Journaling
Every two weeks, you’ll post a reflective journal to the discussion area for instructors and classmates to review. Everyone is asked to participate and encourage one another by sharing their experiences in a safe, constructive, and professional setting. Journaling is a type of active learning that aims to improve reflective practice (Blake, 2005). Reflective practice entails reviewing what happened in the practice context in order to enhance performance or foster professional development (Ruth-Sahd, 2003).
Your Weekly Practicum Journal is:
A personal, introspective subjective account that focuses on Healthy People 2020 and course objectives. You can include events that occurred, but be sure to describe your thoughts and feelings about those events. How did your perceptions change? What did you learn that was unexpected? Describe your thinking about your thoughts and feelings regarding the new learning you experienced.
Connected to South University’s College of Nursing Conceptual Framework Pillars (Caring, Communication, Critical Thinking, Professionalism, and Holism)
Connected to prior coursework and experiences through reflective analysis.
Written in a scholarly, academic style using APA style format. Two or three sentences are not sufficient nor are daily logs/reports of activities.
Below I have copies a paper on an Arkansas hospital which this journal has to reflect this hospital and the assignment should be about a telemetry/cardiac unit and the scenario should be something related to covid and older adults. Bi-weekly Practicum Journaling Paper
Week One
Arkansas is a community that is living in the US. They have inhabited the eastern side of western Memphis. The Arkansas lean medical center is the primary health facility in the community. The facility serves as the main acute health care center. The town is located on approximately 1000 acres of land with a population of more than 7000 people. There is limited landscaping in gardens and very few animals in the area. The unavailability of space for decoration has reduced the threats from poisonous plants and soil. This has reduced the risk of animals and children from being exposed to plants and soil-borne illnesses. Besides, there are only a few stray dogs. I didn’t see a dog or cat, and this made me conclude that there is a low risk of animal spread diseases. There are many private schools and a few public schools. There is no case of overcrowding in public schools. Both public and private schools appear in good repair with well-structured buildings (Arkansas, 2017). There is clear evidence of civil protection, with numerous EMS services and ten volunteer ambulance services. There is one police precinct in Arkansas. There is a new fire department in Villa Park.
Arkansas has a crude birth rate of 8.7 births in comparison with 1000 inhabitants. This is the second-highest birth rate in the whole district of West Memphis. As per the end of last year, the community recorded an infant mortality rate of 3.11 percent as per a thousand live births. The leading cause of death, especially among the elderly, is chronic heart diseases. Diabetes, as well as cancer, is additional potential threats in the community. Among the youth, drug overdose is has been responsible for several deaths. There are more than 200 people in Arkansas living with HIV/AIDS. Also, more than 300 people are asthmatic. Concerning the new coronavirus, Arkansas has reported 400 confirmed cases with 20 deaths. One percent of the total children under the age of 10 years have been reported to have the acute respiratory syndrome. The problem has been said to be brought by an iron facility that poisons the air (Alexander, Maxted, & Vaughan, 2015).
Why I selected Arkansas for my windshield
My first reason for choosing Arkansas for my research was its overall environment and culture. The community is well centralized with a relaxed atmosphere. Besides, there is little interference in politics since very few campaign rallies were carried out there. I was also anxious to know the aspect behind the low numbers of COVID-19 cases in the area. The community is also under strong leadership with rapid development going on in the area (Jantel, 2017).
Secondly, I choose Arkansas because of the industrial revolutionin the area. The community comprises of Dyke Iron Company, which has offered employment to more than 700 people in the area. I had also to study the economic, political, and industrial revolution in the community. The city is even more technologically advanced. It had noted that ninety percent of the total population was very active the social media. The town was also utilizing modern farming methods as well as excellent rearing facilities. Besides, the hospitals were well technologically advanced with modern equipped ICU and emergency services. I was also determined how the rate of health care’s access to the elderly (Arkansas, 2017). Bi-weekly Practicum Journaling Paper
Characteristics of the aggregate
Environment: there were several large factories in Arkansas. Several of the companies which affected the climate include the dry cleaners, artisan stores, and the paint manufacturing organizations. The chemicals used in those companies affected workers and people living in nearby apartments. The roads were marked well. Despite that, they weren’t able to accommodate the high number of traffics passing by.
Housing: apartments, as well as multifamily homes, were most common in the area. There were no vacant houses, and there was a limited retail space. There were no advertised apartments for rent. The homes in the city looked quite old. However, most of the flats and houses looked conducive to excellent renovation (Jantel, 2017).
Use of space: The land in Arkansas was primarily residential as well as commercial. There were large industrial buildings with numerous public parks. Most of the area was privately owned. There were rare open spaces, even on the spacious residences.
Transport status: most members of the community-owned their private cars. However, there was a valuable use of public transport. Besides, there was work for a hike or walk around. The roads and spaced streets were able to facilitate community transportation, although as a result of the high-density population, congestion was frequent on the roads (Alexander, Maxted, & Vaughan, 2015).
Quality of streets and sidewalks: I experienced several remodeled houses and newly built buildings, which included apartments. There were freshly completed street repairs. There was no littering and garbage on the sidewalks. However, there were several abandoned houses, real estate signs, and old non-functioning cars. There was a lot of noise from car engines and the company’s machinery. Many homes contained bottom and basement floors.
Stores: many of the residents shopped locally. There was a myriad of restaurants, food shops, and cloth music, clothing, toys, artisan, and supply shops. There were more than 200 stores which served the outlined purposes. Members of the community walked, drove, and utilized public transport to access the stores, carry out their businesses, and shop their household goods (Jain, 2019).
Services: there were numerous community-run agencies as well as health care facilities. Besides, the county health department offices were based in the area. There were additional private hospitals and several offices for doctors. Dentists and medical specialists carried out their activities in the area whose offices were mostly located on the first floors of multifamily residences. There were no palmists, herbalists, and spiritualists. Pubs, swimming pools, and sports grounds were available as recreational centers.
People in the community: the majority of the people in the city were mothers, women, babies, and little lads. Besides and near the hospitals, men and women wore scrubs. Plainclothes also existed in hospitals. People were out in the streets at around 4 pm. People were appropriately dressed concerning the time of the day and their locations.
Race and ethnicity: the community mainly comprised of white people. However, there were several black men. There were also a few Chinese and Indians who were primarily seen carrying out businesses in the area.
Common recreational areas: the main hangout places appeared to be restaurants and pubs. Yeshiva Park and sidewalks outside the residences were also frequent. People were also seen to hangout around pizza and ice-creamshops. Hangouts differed from social-economic status. Sidewalks, parks, and restaurants were considered public and were open to a stranger (Alexander, Maxted, & Vaughan, 2015).
Places of worship: there were more than 50 churches in the area, which indicated that most people were Christians. However, there were a few mosques and shrines for other religions.
Neighborhood hangouts: the primary type of neighborhood hangout was outdoor dining. Mathews in was ubiquitous for this purpose, especially at night. People also enjoyed meeting in bars and recreational centers.
Media: there were few political posters on store windows and houses. There was also a wide range of newspapers, which included the Jewish press. Magazines such as banyan were also available. There were advertisement displays and a large number of party affiliations (Windshield, 2016).
Cleanliness; There were no litters and garbage on the town. The streets did neither smell. It was a good feeling walking through the avenues, and the roads were more pleasant.
Bi-weekly Practicum Journaling Paper
References
Alexander, H. M., Maxted, M. C., & Vaughan, M. L. (2015). Laws relating to social welfare in Arkansas. The Arkansas Historical Quarterly, 10(3), 299. doi:10.2307/40024260
Arkansas. (2017). Arkansas statutes, 1947: Comprising statutes of a general and permanent nature.
Jain, P. (2019, May 17). Characteristics of aggregate. Retrieved from https://www.civilknowledges.com/characteristics-of-aggregate/
Jantel, Q. (2017). Aggregates. Retrieved from https://www.cement.org/cement-concrete-applications/concrete-mater
Bi-weekly Practicum Journaling Paper
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- Grading Rubric
| Discussion Criteria | A (100%) Outstanding or highest level of performance |
B (87%) Very good or high level of performance |
C (76%) Competent or satisfactory level of performance |
F (0) Poor or failing or unsatisfactory level of performance |
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| Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points |
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.
16 points |
Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.
14 points |
Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.
12 points |
Minimally addresses the initial discussion question(s) or does not address the initial question(s).
0 points |
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| Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points |
Integrates evidence to support your discussion from:
Sources are credited.* 12 points |
Integrates evidence to support discussion from:
Sources are credited.* 10 points |
Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.
Sources are credited.* 9 points |
Does not integrate any evidence.
0 points |
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| Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points |
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.
14 points |
Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.
12 points |
Responds to a classmate and/or instructor but does not further the discussion.
10 points |
No response post to another student or instructor.
0 points |
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| Communicates in a professional manner. 8 points |
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).
8 points |
Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).
7 points |
Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).
6 points |
Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).
0 points |
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| PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T. |
0 points lost
Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
-5 points
Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
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| PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days. |
0 points lost
Posts in the discussion at least three times AND on two different days. |
-5 points
Posts fewer than three times OR does not participate on at least two different days. |
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| NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required. |
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| ** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| *** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| NOTE: A zero is the lowest score that a student can be assigned.
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following. 1. Attendance Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required. 2. Guidelines and Rubric for Discussions PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Participation points: It is expected that you will meet the minimum participation requirement described above. If not:
3. 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. 4. Participation Guidelines You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS .
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