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Week 7 Responses

Week 7 Responses


NURS 535 Week 7 Discussion 1 Responses

Sara Genzel  

I am someone that at times, can find it difficult to receive constructive feedback.  I have seen it done well, and poorly, and the associated outcomes of both.  Feedback is necessary to produce the type of student desired and meet the learning objectives.  We all learn by doing AND failing right? Comments, advice, or suggestions that are given thoughtfully and with care can yield productive outcomes and leave the the learner feeling positive and encouraged.  My boss has described the “sandwich” method in a slightly different way that I also appreciate.  Sandwich the negative or more difficult comment between two positives or compliments.  

I also like the “feedforward” method and feel it could work well with nursing students.  Rather than providing “feedback” there is a futuristic sense to the comments provided.  In this method rather than pointing out what was done incorrectly with a “you did….blank” statement, future possibilities are presented.  For example, “Next time try delivering the content with a more conversational tone rather than reading from the power point slides. That way your learner will feel more engaged and connected.  The idea of “feedforward” is that someone can’t change their past behavior but they can feel empowered to do so moving forward (Marsh E., 2018). 

Angela Bejarano

Psychomotor skills are essential in day-to-day accomplishment of various activities. In nursing, professionals must have excellent psychomotor skills that complement their patient care and delivery of clinical services.

One strategy I could use to assess my student learning outcomes is through activities that are movement oriented. For example, taking vital signs and administering medications are crucial skills in the nursing profession that the educator could assess. Practicing a skill will improve a nurse’s ability to perform it, so the educator could ask the learners to describe or demonstrate the appropriate process of taking vital signs or administering medication. By doing that, it will allow students to become familiar with the skills while improving speed and accuracy.

Second strategy I could use is collaborative strategies. Assessment of student learning outcomes and learning improvement could be attained through team-based learning (TBL). The students could be assessed on their input in the group through team learning. For example, TBL could effectively improve learning by providing timely feedback. Also, nursing educators could use evidence-based practice (EBP) to assess the student’s performance. EBPs promote patient safety, taking vital signs and administering medications are essential psychomotor skills that should be learned and instilled through practice which will lead to patient safety. Therefore, using team-based learning strategies in the classroom will help the students learning process.

Finally, activities that are movement oriented and collaborative strategies could evaluate psychomotor skills such as taking vital signs and administering drugs. The nurse educator could select the appropriate technique that matches the learners’ abilities and available resources.  Strategies such as teach back method, quizzing in the classroom and using team learning are proper methods to produce desirable results.

NURS 535 Week 7 Discussion 2 Responses

Sara Genzel

The distinction between the first and second faculty responses was very clear in the video.  The student interaction was the same, but with the change in response from the faculty member, the outcome was different. The video portrays a student that felt he was unfairly graded after the time spent and work, he put into an assignment.  The student does not seem to understand the grading rubric or where he went astray. 

           The first example demonstrated a faculty member that allowed his own emotions and opinions to enter into the interaction.  He dismisses the student immediately and does not express that he will reconsider his evaluation.  He talks down the student, addressing personality flaws rather than the work submitted.  This caused the student to become more inflammatory and storm off with threats of taking his complaints up the chain of command.  The student certainly did not leave with a clearer understanding of the assignment evaluation and did not learn anything in the process.  The way in which the instructor handled the questioning of his grading hindered any future interactions he and the student may have.  It is likely that the student will remain defensive and confrontational for the rest of the course. 

           The second example shows an instructor that is relaxed and welcoming.  He does not match the emotionally charged nature of the student.  He is empathetic towards the student’s frustration.  The instructor offers to go over the assignment and the evaluation process.  This will ensure that the student leaves with a greater understanding of the grade that he was given.  He will likely perform better on future course work.  The instructor in this example facilitated quality improvement in learning and the student’s understanding of course outcomes.  The faculty displayed a collaborative relationship keeping a student centered approach.  Even if the grade was not ultimately changed, the faculty heard out the student and did not allow a power struggle to ensue. 

           Like most, I hope to handle such a situation more like the second approach in the video.  I would make sure to include the appeal process for grades in the course syllabus.  This allows students to know what to expect and what course of action to pursue should they feel they were not fairly or accurately graded.  Remaining calm and approachable can disarm an angry student.  It is also common to have grade change requests done in writing.  This keeps a paper trail of interactions pertaining to the appeals process (How to Deal with/Avoid Grade Disputes, n.d.).  Providing detailed feedback with annotations is also helpful for students to understand why they received the awarded grade.  As an instructor I understand that I am not without fault.  I hope to handle grade disputes with fairness and consideration.

Nermine Fahmy

Sanders and Anderson (2010) state that those grades are still the gold standard for measuring academic success. The student relies on grades to evaluate self, and it has been linked to emotions of sadness, anger, and sometimes frustration.

The conversation regarding the student’s grades is difficult for both the teacher and the student, and depending on the outcomes of the conversation, the student will have either a decrease or an increase in his or her motivation to learn.

In the video, the student was very frustrated and became more frustrated as the conversation became tense. The teacher did not listen to the student with an open mind. He was defending his decision and trying to convince the students that he was responsible for getting the low grade without listening, asking open-ended questions, or expressing being sorry for the student’s frustration. If I were the teacher, I would have listened to the student first and what he wanted to say, and I will express being sorry for his feelings as it is a sad situation. I will also acknowledge his feeling to validate his right to be sad for getting a low grade. In the video, the teacher also needed to provide a valid solution or explore any of the reasons for the low grades. For me, I will ask more questions to see the main reason for not getting what the student deserves; I will explore more what he believes that his grade does not reflect his learning.

NURS 540 Week 7 Discussion 1 Responses

Jerome Alacre

“Publishing original research in a peer-reviewed and indexed journal is an important milestone for a scientist or a clinician. It is an important parameter to assess academic achievements” Jirge (2017). Peer review is a crucial step in the scholarly publication process. It aids in enhancing study quality and guarantees that published works adhere to strict academic criteria.

According to American Psychological Association, You could consider publishing your first work in an academic publication. As you start your publishing adventure, several crucial processes and factors must be considered. Apart from the caliber of the science and writing, the fit of the manuscript to the scope and profile of the journal is generally the most crucial factor to consider when choosing where to submit your article. This is the most significant factor determining whether a manuscript is accepted to a journal. One should review the journal description, often available on the journal website, to evaluate fit. Additionally, it is beneficial to look through the journal to check whether it has previously published any studies on the same subject and uses methodologies comparable to the one of your submitted work. In addition to those above, consider using internet search engines to produce a list of journals suitable for the proposed work.

Before a paper is published, its quality is evaluated through a process called peer review. To assist editors in deciding whether to publish an article in their journal, independent scholars in the relevant field evaluate submitted manuscripts for originality, validity, and importance.

The peer review procedure is the main challenge when submitting research to a scholarly journal. Maintaining the integrity and caliber of scientific papers depends on peer review. It may be a drawn-out and unexpected procedure, however. Responding to reviewers’ remarks, taking their advice, and making improvements might take time and effort.

Brian Flores

The steps to submit research to a professional journal can vary based on the journal’s requirements. Submission of research generally begins with choosing a journal that is relevant to the research topic. Next, one should determine the journal’s guidelines for submission, which can include formatting and references. The research should include a summary/abstract and be completed with approval from the institution and all co-authors associated with the research. The research may then be submitted to the chosen journal where it will be reviewed and given feedback. After revising the research based on the feedback received and resubmitting the research to the journal, the journal will determine if the work will be ready for finalization and ultimately publication. One of the biggest challenges associated with submitting research to a professional journal is the peer review process. The process will be completed by placing  your research before the scrutiny and analysis of experts of the desired field. This process is time consuming and may identify issues in the research itself when determining the legitimacy and validity of research conducted. Although this process is lengthy, it is required to ensure the quality of the research and limit the incidence of fraud or poor methodology from being published(Zimba & Gasparyan, 2021).

NURS 540 Week 7 Discussion 2 Responses

Brian Flores

This research article describes research conducted to determine the impact that smoking 1 year before birth has on the rate of childhood obesity in school aged children.  This research article can be described as quantitative as the data and conclusions provided in the article utilized numerical statistical analysis based on data collected.  The study sought to determine the smoking habits of mothers one year prior to giving birth by retrospective interviewing and analyzing results with follow up results of the child’s BMI at 1st grade, 3rd grade, and 6th grade. The results of these BMIs were analyzed by separating the group n=1041 into smoking and non-smoking categories of the prenatal smoking habits. The research question of the study is as follows: Do the prenatal smoking habits of mothers 1 year before birth demonstrate a correlation with obesity in school aged children?  The strengths of the study are that there were controlled variables that can be analyzed including, mean age of delivery, education, housing status, breastfeeding status, and socioeconomic status. Other factors such as ethnicity, sex, and birth weight were also collected to utilize in statistical analysis (Wang, Mamudu, Wu, 2013). The limitation of the study included the limited sample size of 1041 and some research criteria that could skew results such as mothers that did not speak English, and mothers from neighborhoods that were deemed “unsafe” by researchers. The results of this research can be generalized due to the control of a variety of variables and the analysis of their impact on childhood obesity.  

Olena Tumilovich

  This article reports on a study that utilized a longitudinal research design to investigate the relationship between maternal smoking and childhood overweight among school-aged children. The research question aimed to determine whether maternal smoking within one year before birth, including pregnancy, influenced the likelihood of children being overweight during their school-age years. Additionally, the study sought to identify maternal and offspring characteristics that contribute to children’s weight status.

One of the study’s strengths is its longitudinal design, which allowed for tracking the same individuals over an extended period. This enabled the researchers to gain insight into potential causal relationships and developmental trends. Using a large dataset obtained from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (SECCY) is another strength of the study. This dataset is sizable and nationally representative, enhancing the generalizability of the findings. Quantitative analysis, including the use of generalized estimating equations (GEE), is a further strength of the study. This method enabled the researchers to conduct statistical analysis of associations while controlling for potential confounding factors. However, the study has some limitations. While it can identify associations between maternal smoking and childhood overweight, it cannot establish causation. Other unmeasured factors may also be influencing the outcomes.

    The study’s findings can be generalized to some extent to the broader population of school-aged children in the United States due to the use of a nationally representative dataset. However, generalizability may be limited by changing societal norms, cultural differences, and regional variations. It is also worth noting that the study relied on self-reported smoking behavior of mothers, which may be subject to recall bias or social desirability bias. Finally, while the study provides valuable insights into the relationship between maternal smoking and childhood overweight, its findings may not fully apply to countries with different healthcare systems, smoking patterns, and sociodemographic characteristics.

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