Week 1 Discussion 2 Evaluating the Impact of Poverty A Review of .docx

Week 1 Discussion 2 Evaluating the Impact of Poverty: A
Review of "Quality" Online Resources
An important part of assisting at-risk children and families is
having knowledge of the resources and programs available as
sources of support. As such, a significant part of your course
work in EDU644 involves discovering, analyzing, and creating
resources! In your analysis of various descriptions of at-risk
this week in Discussion 1, you discovered that those living in
poverty are at-risk, with significant factors impacting their
well-being and ability to thrive. In this discussion, you will
examine online resources with information and supports for
individuals and groups in poverty. Using what you discover,
start developing your ideas for the website you will begin to
create in Week Two.. Therefore, during your investigation, it is
important that you take note of how the websites are organized
and the way content is presented. Considering what makes a
resource effective will help you design comparable organization
and content structures in your own website. To prepare for this
discussion, examine the Poverty USA (Links to an external
site.)website. Additionally, review the Week One Instructor
Guidance, making sure to review the intellectual elaboration
and the section dedicated to guidance for the assessments.
Initial Post: Create an initial post addressing the following:
a. Summarize what you learned from the Poverty USA (Links to
an external site.) website and how this knowledge will be useful
to you in your current or future professional practice.
b. Summarize the statistical data from the Poverty USA (Links
to an external site.) website that explains the impact poverty has
on children and families and include at least one example of a
program, policy, or resource that provides support. Be sure to
explain how the example provides support and cite where the
information is located on the Poverty USA website.
c. Describe the organizational and content features of the

Poverty USA (Links to an external site.) website that were
particularly helpful, innovative, interactive, or that otherwise
caught your attention and that you might emulate when creating
your own website in this course.
d. Using your preferred search engine, locate at least one
additional website focused on groups in poverty and cite the
website in your initial post. Include a two-to-three sentence
description of the type of information included in the website.
e. Describe the organizational and content features of the
website you located that were particularly helpful, innovative,
interactive, or that otherwise appealed to you and that you
might emulate when creating your own website in this course.
Overview
A few words about the importance of reading the Instructor
Guidance pages are likely to be useful to you to start off this
guidance. Next, this overview provides a section about the
course learning outcomes and their relationship to the weekly
outcomes and program outcomes. This overview section
concludes with helpful information about active reading
strategies and academic writing, which will be useful to you for
excelling in this course and in future classes.
About the Instructor Guidance Pages
The guidance pages provide an overview of the week, a section
with intellectual elaboration written by professors at Ashford
University about the course topics explored during the current
week, and additional specific guidance for the assessments (i.e.,
assignments and discussions) written by the course designers to
supplement the instructions provided with the assessments and
in the grading rubrics that are located on the weekly unit
homepages.

Supplemental resources are also included in the Instructor
Guidance. You are encouraged to consider using these resources
to support your completion of the weekly assessments beyond
using the required and recommended resources provided on the
weekly unit homepages and in the consolidated list of resources
on the Course Materials page. Thus, you are strongly
encouraged to review the Instructor Guidance each week as part
of your study plan. Not only does the Instructor Guidance offer
you insights and assistance with the weekly topics and
activities, it models effective academic writing, which is
expected of you in all of your coursework in this graduate-level
course.
The Scope and Outcomes of EDU644
Through the assessments in EDU644, you will have
opportunities to examine and create original resources you can
use as a professional educator working with families and
children at-risk. Upon successful completion of this course, you
will have demonstrated your mastery of the five course learning
outcomes, which are listed on the Syllabus. Review the Course
Map on the Syllabus to learn how each assessment in the course
aligns to the five course learning outcomes.
The courses learning outcomes guided the design of this course
and all align to one or more of the weekly outcomes, which are
more specific about what you will do each week and are listed
on the weekly unit homepages. The course and weekly outcomes
are aligned to the Master of Arts in Education (MAED) Program
Learning Outcomes, which can be viewed from the MAED
Program Details (Links to an external site.)page on the Ashford
University website. If you have questions about the scope and
outcomes of EDU644, please contact the instructor in the Ask
Your Instructor discussion. Next, please continue reading to
learn about active reading strategies and the importance of
academic writing in this graduate-level course.

This course gives you many opportunities to sharpen your 21st
century technology skills. While at first you may not think you
are technically savvy enough for the technology enhanced
components of the various assessments, rest assured your
instructor is prepared to assist you when challenges using the
technology do arise.
Active Reading and Academic Writing in EDU644
Each week in EDU644 you will complete a significant amount
of reading from the Rubin (2012) textbook and other resources
related to groups and individuals at risk. It is strongly
recommended that you start using strategies for active reading
now if you do not already as part of your study routine. Review
the Tips for Active Reading (Links to an external site.)tutorial
that is part of the recommended resources for Week One to
learn more about active reading. The tutorial is approximately
ten-minutes long and explains the concept of active reading and
practical strategies for active reading. This tutorial will be
especially useful for you as you read the textbook.
Additionally, remember that EDU644 is a graduate-level course.
As such, your writing in the discussion and assignment
assessments each week is expected to demonstrate your best
academic ability, including the area of academic writing. For a
review of what academic writing entails, view the What is
Academic Writing? (Links to an external site.)tutorial that is
part of the recommended resources for Week One.
Approximately fourteen-minutes, this video tutorial explains the
fundamental components of academic writing and will provide
helpful reminders about academic writing to support your
writing in all assignments and discussions throughout the
course.

Intellectual Elaboration
This week we focus on developing a working definition of the
term “at-risk” and evaluate resources associated with poverty.
In Week One and throughout the course, we will evaluate
groups at risk and associated behaviors in relation to the
potential impact the behaviors have on the well-being or ability
of the groups to thrive. By defining the nature of the issues
facing families and children at risk, there are opportunities to
for you to form a foundational understanding of the potential
needs of families and children at risk.
Defining “At-Risk”
When we speak of groups and individuals at risk, we want to
emphasize the individuals and groups first. Therefore, when
writing about groups and individuals in this course, it is
important to phrase the writing so that in most cases, the people
come first before the label “at-risk”. The table below provides
some examples of acceptable and unacceptable ways to phrase
your references to groups and individuals throughout the course.
We have also modeled this phrasing throughout the course for
you. Please work to emulate this style of referring to groups and
individuals at risk.
Preferred Phrasing
Less Acceptable Phrasing
· Children at risk or Families at risk
· Persons or groups living in poverty
· People with disabilities
*Reference to homelessness is covered in the Week Three
Instructor Guidance.
· At-risk children or At-risk families

· Poor people or Impoverished people
· Disabled people
Poverty as an At-Risk Indicator
Poverty is a condition related to the socioeconomic status of
families and children. In the United States, the instances of
poverty for individuals, groups, and across generations in
families has been changing with more single parent families and
children living with socioeconomic hardships. In part caused by
the housing-market crash and associated recession in the late-
2000s, more families have found themselves in poverty. To be
sure, the picture of poverty has changed as indicated in the
Figures 1 and 2 on this page. Figure 1 is a visual of how you
might typically think of a family in poverty appearing while
Figure 2 shows a more modern look at a family in poverty.
What comes to mind as you view these figures? Do your
perceptions of poverty include visualizations such as these?
Figure 1. A Visual of Poverty in the Past.
Figure 2. A Visual of Poverty in the 21st
Centure
Some effects of the condition of poverty include
marginalization of health and access to healthcare, effects on
the academic achievement of children and their families who
also sometimes attend school, conditions of financial stability,
and mental health and overall wellness of families to function in
society. According to many sources, the socioeconomic divide
between high and low-income Americans is increasing; the
trend has changed recently to include poverty labels for many
who were formerly in the shrinking “Middle Class” segment of
the population of Americans in the United States.
To learn more about middle class populations living in poverty,
view the video from CBS News (2011): CBS Evening News -
Family faces the growing edge of poverty (Links to an external

site.). The video is approximately four-minutes long and
highlights families who were middle class and who are now
living in or on the edge of the poverty level in the United
States.
Next, watch the CBS News (2011) video: CBS Evening News -
Poverty spilling into American suburbs (Links to an external
site.). This two-minute video explores an analysis of census
data shows that in the 2000s, the number of low-income
neighborhoods grew by 54 percent in U.S. suburbs, compared to
18 percent in cities.
According to the World Health Organization (2014) “the
immediate cause of inequalities in chronic diseases is the
existence of higher levels of risk factors among the poor” (p.3).
Such inequalities include decreased educational opportunities;
psychosocial stress; limited choice of consumption patterns;
inadequate access to health care and health education; and
vulnerability to the adverse effects of globalization (p.3).
While individuals are covered by healthcare in the United
States, the impacts of diabetes, heart disease, and other chronic
diseases continues to impact the low-income communities at
disproportionate levels (World Health Organization, 2014). The
effects of the Patient Protection and Affordable Care Act
(HR3590) have yet to be determined for their effectiveness in
serving families and children in poverty.
In order to reach families and children at-risk, experts in the
field such as teachers, social workers, and law enforcement,
must understand the nature of poverty and the resulting impacts.
As the experts gain a sense of the needs of families and
children at risk, the programs and strategies can be customized
to meet their needs. Through a set of sequenced steps, the issues
of social, economic, health, and academic needs can be

gradually addressed while many Americans are struggling to
survive.
Working with children and families at risk is a labor of passion
and hope for improving their futures. There must be a concerted
effort to really understand the nature of poverty and the
connections to socio-economic and academic related issues.
Experts who work with these families and children can gain a
deeper sense of purpose as they dig further into the underlying
nature of poverty.
Assessment Guidance
This section includes additional specific assistance for excelling
in the discussions for Week One beyond what is given with the
instructions for the assessments. If you have questions about
what is expected on any assessment for Week One, contact your
instructor using the Ask Your Instructor discussion before the
due date.
Post Your Introduction
The Post Your Introduction discussion is your first opportunity
to demonstrate mastery of the first course learning outcome,
“Distinguish groups and behaviors considered at risk.” This
discussion is also your first opportunity to make a professional
and positive impression on your classmates and instructor while
you get acquainted.
The initial post for this discussion could be composed as a text
response or as a slideshow using Microsoft’s PowerPoint (Links
to an external site.), which could be narrated using Jing (Links
to an external site.),or a webcam video of you speaking by using
YouTube (Links to an external site.). The content expectations
for the initial post are equivalent to one page of double-spaced
text, eight-to-ten PowerPoint slides with a title and references
slide, or a three-to-five minute recording. If you create a
multimedia introduction, include a link to its location on the
web or attach the file to your initial post.

If you use the YouTube option, you may wish to keep your
video as “unlisted” if you do not want it publicly available in
search results on the YouTube website. The privacy policies for
Jing and YouTube are provided in the descriptions for these
resources in the Recommended Resources list for Week One.
Please take time to review the policies. If you have questions
about the use of these media options, contact the instructor in
the Ask Your Instructor discussion.
Discussion 1: What it Means to be At-Risk and Why it Matters
Discussion 1 for Week One is another opportunity to
demonstrate mastery of the course learning outcome that calls
on you to “Distinguish groups and behaviors considered at
risk.” By reviewing the resources listed in the Discussion
directly, you will begin to acquire a general understanding of
what it means to be at-risk. As such, you will develop your own
working definition from which to draw from and ultimately,
expand upon as you progress through the course. Having a
working definition means you have enough knowledge of
something to apply it in a practical, meaningful way. It is also
important you pay close attention to the Guided Response
prompt for this, and every discussion each week. Doing so
requires you to demonstrate critical thinking and
communication skills that add to the quality of each discussion
as well as your ability to more accurately show what you know,
giving your instructor a more accurate sense when assessing
your responses.
Discussion 2: Evaluating the Impact of Poverty
Discussion 2 for Week One is yet another opportunity to
demonstrate mastery of the course learning outcome that calls
on you to “Distinguish groups and behaviors considered at
risk.” With this Discussion you have the opportunity to
investigate a particular web resource that will expand your
understanding of those living in poverty while revealing traits
of an effectively structured website that makes information easy
to access and understand. Recognizing organization and content

structures will help you as you begin to structure your own
website in Week Two.
When investigating the Poverty USA (Links to an external
site.)website, take time to explore the Homepage and several of
the links and additional pages. Gear your exploration toward the
focus of this discussion which asks you to summarize statistical
data, consider the impact of poverty on families, and analyze
programs, policies, and resources. Additionally, observe the
structure and design features of the website itself. You are
asked to remark upon features that were particularly helpful,
innovative, or interactive—elements that made your learning of
the content more effective. Last, you have the opportunity to
conduct your own search for another website on the topic of
poverty for which you will share and remark upon. This
additional discovery will also add to your understanding of
poverty and website design features.
References
CBS News. (2011, November 3).CBS Evening News - Family
faces the growing edge of poverty (Links to an external
site.)[Video file]. Retrieved from http://youtu.be/bv48A9BSews
CBS News. (2011, November 3). CBS Evening News - Poverty
spilling into American suburbs (Links to an external site.)
[Video file]. Retrieved from http://youtu.be/4BEG3z2bV_A
Johnson, L. [lisajohnsonphd]. (2013, November 11).Tips for
active reading (Links to an external site.) [Video file].
Retrieved from https://www.youtube.com/watch?v=WoCrKa-
rm1w&feature=youtu.be
Johnson, L. [lisajohnsonphd]. (2014, September 2). What is
academic writing? (Links to an external site.)[Video file].

Retrieved from
https://www.youtube.com/watch?v=Zn8Ja92b3ZI
Rubin, A. (2012). Clinician’s guide to evidence-based practice:
Programs and interventions for maltreated children and families
at risk. Hoboken, NJ: Wiley and Sons.
World Health Organization (2014). Chronic diseases and health
promotion. Part two: The urgent need for action (Links to an
external site.). Retrieved from
http://www.who.int/chp/chronic_disease_report/part2_ch2/en/
Required Resources
Articles
American Academy of Child & Adolescent Psychiatry . (2011,
December). Understanding violent behavior in children and
adolescents (Links to an external site.). Retrieved from
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_F
amilies/Facts_for_Families_Pages/Understanding_Violent_Beha
vior_In_Children_and_Adolescents_55.aspx
· This AACAP website provides an overview of violent
behavior in children and adolescents and links to other Facts for
Families Pages that may be of use for this course. This website
is a required resource for the Week One discussion about what
it means to be at-risk.
Teachnology. (n.d.). The effects of poverty on teaching and
learning (Links to an external site.). Retrieved from
http://www.teach-nology.com/tutorials/teaching/poverty/
· This website provides an overview of the concept of at-risk
and explores several challenges of poverty in learning
environments. This website is a required resource for the Week
One discussion about what it means to be at-risk.
U.S. Department of Health & Human Services. (2012). At-risk
individuals (Links to an external site.). Retrieved from:
http://www.phe.gov/Preparedness/planning/abc/Pages/at-
risk.aspx
· This HHS website provides the HHS definition of at-risk

individuals and elaborates on how their definition is related to
the National Response Framework (NRF) definition of at-risk
individuals. The website also discusses the typical services an
individual at risk typically needs and provides examples for
how to identify an individual at risk. This website is a required
resource for the Week One discussion about what it means to be
at-risk and assignment about poverty.
Websites
National Center for School Engagement. (n.d.). Serving at-risk
youth (Links to an external site.). Retrieved from
http://schoolengagement.org/school-engagement-services/at-
risk-youth
· The National Center for School Engagement was established
based on over a decade of educational research conducted
by Colorado Foundation for Families and Children. NCSE has
generated many resources about school attendance, attachment,
and achievement. NCSE provides training and technical
assistance, research and evaluation to school districts, law
enforcement agencies, courts, as well as state and federal
agencies – to name a few. This website is a required resource
for the Week One discussion about what it means to be at-risk.
Poverty USA (Links to an external site.).
(http://www.povertyusa.org)
· The Poverty USA website describes an initiative of the
Catholic Campaign for Human Development offering a vast
array of information regarding issues related to poverty in the
United States as well as ways to make a difference, how to get
involved, the provision of resources, stories of hope and videos
that show the impact of poverty. This website is a required
resource for the Week One discussion about Evaluating the
Impact of Poverty.
U.S. Department of Health & Human Services (n.d.). Factors
that contribute to child abuse and neglect (Links to an external
site.). Retrieved from
https://www.childwelfare.gov/can/factors/contribute.cfm
· This HHS website provides links to articles about several

factors that contribute to child abuse and neglect. The website
also emphasizes the importance of awareness of these factors
for individuals working with groups at risk. This website is a
required resource for the Week One discussion about what it
means to be at-risk.and assignment about poverty.
Recommended Resources
Multimedia
Ashford University (n.d.) Quick ‘n’ dirty: Ashford university
library (Links to an external site.)[Video file]. Retrieved from
https://content.bridgepointeducation.com/curriculum/file/e857a1
f5-ed8b-4901-9b88-
8b9e4d7652c7/1/Quick%20%27n%27%20Dirty%20Ashford%20
University%20Library%20%282%29.zip/Quick%20%27n%27%2
0Dirty%20Ashford%20University%20Library/quick.html
· This website is provided by Ashford University as a resource
for learning to search the Library for scholarly journals using
the online databases. This resource will be valuable to students
throughout the course for locating scholarly resources to use
with other discussions, assignments, and the Week Six final
project.
Ashford University (n.d.). Searching for articles using
[email protected] (Links to an external site.)[Video file].
Retrieved from
https://content.bridgepointeducation.com/curriculum/file/0122cf
67-2fe2-40fc-8d61-9aea0bf62068/1/MATLT-
FindIt%20Advanced%20Search.zip/MATLT-
FindIt%20Advanced%20Search.htm
· This website is provided by Ashford University as a resource
for learning to conduct research using the Library. This
resource will be valuable to students throughout the course for
conducting research for the other discussions, assignments, and
the Week Six final project.
Johnson, L. [lisajohnsonphd]. (2013, November 11). Tips for
active reading (Links to an external site.)[Video file]. Retrieved
from https://www.youtube.com/watch?v=WoCrKa-
rm1w&feature=youtu.be

· This approximately ten minute video explains the concept of
active reading and presents practical strategies for active
reading. This video tutorial will be useful for students in
EDU644 as they read the Rubin (2012) required text and other
required readings for each week.
Johnson, L. [lisajohnsonphd]. (2014, September 2). What is
academic writing? (Links to an external site.)[Video file].
Retrieved from
https://www.youtube.com/watch?v=Zn8Ja92b3ZI
· This approximately fourteen minute video explains the
fundamental components of academic writing. This tutorial will
provide helpful reminders to students in EDU644 about
academic writing to support their writing in all assignments and
discussions throughout the course.
Websites
Google. (n.d.). Use a webcam to record video (Links to an
external site.). (n.d.).Retrieved from
https://support.google.com/youtube/answer/57409?hl=en
· Creating a webcam video is free with a Google YouTube
account, webcam, and microphone. This website explains how
to create a webcam video using YouTube. This website will be
most useful for the Week One Post Your Introduction
discussion. Please be sure to review the YouTube Privacy
Policy (Links to an external site.) to understand your rights and
responsibilities related to privacy when using the YouTube
technology and associated services.
Jing (Links to an external site.).
(http://www.techsmith.com/download/jing)
· A free download, this screen capture and screencasting tool
provided by Techsmith is one option to record narration for a
PowerPoint presentation for up to five-minute. You also receive
a link for your creation on the screencast.com distribution site
associated with Jing. This multimedia tool will be most useful
for the Post Your Introduction discussion during Week One.
Please review the Techsmith Privacy Policy (Links to an
external site.)to understand your rights and responsibilities

related to privacy when using Techsmith’s Jing technology and
its associated screencast distribution service.
Office. (n.d.). Tips for creating and delivering an effective
presentation (Links to an external site.). Retrieved from
http://office.microsoft.com/en-us/powerpoint-help/tips-for-
creating-and-delivering-an-effective-presentation-
HA010207864.aspx
· Use this website as an expert resource for tips to create and
deliver an effective presentation, such as the autobiographical
presentation you have the option of creating in the Week One
Post Your Introduction discussion. Please be sure to review the
Microsoft Office Privacy Statement (Links to an external site.)
to understand your rights and responsibilities related to privacy
when using any of the technology and associated services with
Microsoft Office, such as PowerPoint.
NURS 6002: Foundations of Graduate Study
Academic and Professional Success Plan Template
Prepared by:
IFEOMA ABOLARIN
This document is to be used for NURS 6002 Foundations of
Graduate Study to complete Assessments 1-6. Just as
importantly the document serves to organize your thoughts
about planning for your academic and professional success.
For specific instructions see the weekly assessment details in
the course, or ask your instructor for further guidance.

Week 1 | Part 1: My Academic and Professional Network
It is critical for me to create a professional network, so that
when I find a job, I have other professionals that I can rely on
to help me navigate my new profession. Schmidt (n.d.)
recommends that developing a professional network is the
single best way to ensure that you get to work in your chosen
specialty or in a field you are truly interested in. This starts at
the academic level, but then follows one throughout their
professional career. Thus, it is important to identify what
members are only members of an academic network, and while
can be converted to part of a professional network, at a later
date.
This can also be related to Walden’s goals and University
Outcomes. The first goal is to “provide multi-contextual
educational opportunities for career learners” which is
increasingly possible thought networking, because it provides
access to those multiple contexts. In other words, the more
people, in multiple situations, that I know, the more
opportunities that I have to learn from those contexts. This also
helps expand my understanding of different cultures and
contexts. This directly connects with other goals like
innovation, learning, and accessing diverse learning processes.
Thus, I will focus on building networks in order to support my
educational goals, and my professional goals.
NETWORK MEMBER 1
Name: The Faculty in the Walden University Program of Study
Title: My Professors

Organization: Walden University
Academic or Professional: Academic
Why I selected this individual and/or team and how they will
support my success in the MSN program and as a practicing
nurse:
I have selected Walden University as the place that I will study
nursing,and get my degree. The university has an excellent
reputation, and so the staff offers expertise that will help me
prepare for my chosen career path. Phyllis Morgan (Laureate
Education, 2018) states that the staff at Walden university are
passionate about teaching and student success, and that they
want to see students succeed. This makes them an important
part of my academic network and my path toward success. I can
use them as a resource when I am struggling in my classes, and
they have a responsibility and a desire to help me overcome
those obstacles, in order to be a success in that setting.
NETWORK MEMBER 2
Name: Robert Harper
Title: Academic Advisor

Academic or Professional: Academic
nurse:
This person is responsible for helping me chart my path
through the University phase of my educational life. He helps
me set my schedule, determine which instructors would be the
best fit for certain classes and more. From my first semester,
this person, as an academic advisor, has had resources to help
me be more successful in my chosen course of study. He has
also helped me navigate various elements of the academic
setting, like the online resources, how to get into Canvas and
other programs. Professionally he has and will continue to help
me find practicum locations that are suitable to my professional
goals.
NETWORK MEMBER 3
Name: Blue Pipes
Title: Medical Online Networking
Organization: Professional
Academic or Professional: Professional
nurse:

it is important, in this modern age, to determine the best way to
communicate with a wide variety of professionals in the field of
medicine online. This offers a unique way to get in contact with
diverse people and have informal conversations, that helps me
begin to build those professional networking connections with a
large number of people. Wafford (2018) encourages the use of
social media as a way to build a professional network. Blue
Pipes has a large built in network and will allow me to make the
connections I need for both placement during my practicum, and
long-term within the professional network to get the jobs I most
want.
NETWORK MEMBER 4
Name: Modupe Adefeso BSN, RN
Title: Fellow Nursing Student at Walden University (MSN
Candidate)
Academic or Professional: Professional and Academic
nurse:
Building friendships with peers who are working on the same
level as you are important. Modupe has been my study partner
throughout my experience here at Walden, and that makes it an
important part of Academic network. However, as we move into
the clinical phase of our education, it is clear to me that she will
remain one of my professional network members as we begin

practicing professionally. We will be able to talk about cases,
share ideas, and more.
References:
Laureate Education, Inc. (Executive Producer). (2018). The
Walden Journey to a Masters in Nursing: The Journey Begins
[Video file]. Baltimore, MD: Author.
Schmidt, K. (n.d.). 5 reasons nurses should engage in
professional networking [Blog post]. Retrieved April 8, 2019,
from https://blog.bluepipes.com/5-reasons-nurses-should-take-
professional-networking-seriously/
Wofford, P. (2018, May 24). 10 networking tips for nurses who
hate networking. Retrieved from https://nurse.org/articles/tips-
for-nurse-networking/
ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
· Clearly identify and accurately describe in detail at least three
academic resources or strategies that can be applied to the MSN
program.
· Clearly identify and accurately describe in detail at least three
professional resources that can be applied to success in the
nursing practice in general or in a specialty.
· Clearly and thoroughly explain in detail how you intend to use
these resources, and how they might benefit you academically
and professionally.
Remember to include an introduction paragraph which contains
a clear and comprehensive purpose statement which delineates
all required criteria, and end the assignment Part with a
conclusion paragraph.
Academic Resource/Strategy 1

Professional Resource/Strategy 1
ADDITIONAL RESOURCES/STRATEGIES
Week 3 | Part 3: Strategies to Promote Academic Integrity and
Professional Ethics
I have analyzed the relationship between academic integrity and
writing, as well as the relationship between professional

practices and scholarly ethics. I have also identified strategies I
intend to pursue to maintain integrity and ethics of my academic
work while a student of the MSN program, as well as my
professional work as a nurse throughout my career. The results
of these efforts are shared below.
Directions: In the space below craft your analysis/writing
sample, including Part 1 (The Connection Between Academic
and Professional Integrity) and Part 2 (Strategies for
Maintaining Integrity of Work). Utilize headings formatted in
proper APA throughout each Part to clearly identify key topic
area requirements.
Part 1: Writing Sample: The Connection Between Academic and
Professional Integrity
In the space below write a 2- 3-paragraph analysis that includes
the following:
· Clearly and accurately explains in detail the relationship
between academic integrity and writing.
· Clearly and accurately explains in detail the relationship
between professional practices and scholarly ethics.
· Accurately cite at least 2 resources that fully support your
arguments, being sure to use proper APA formatting.
· Use Grammarly and SafeAssign to improve the product.
· Clearly and accurately describe in detail how Grammarly,
SafeAssign, and paraphrasing contributes to academic integrity.
Include sufficient evidence that Grammarly and SafeAssign
were utilized to improve responses.

PART 2: Strategies for Maintaining Integrity of Work
Expand on your thoughts from Part 1 by:
· Clearly identifying and accurately describing strategies you
intend to pursue to maintain integrity and ethics of your 1)
academic work while a student of the MSN program, and 2)
professional work as a nurse throughout your career.
· Include a clearly developed review of resources and
approaches you propose to use as a student and a professional.
Week 4 | Part 4: Research Analysis
I have identified one topic of interest for further study. I have
researched and identified one peer-reviewed research article
focused on this topic and have analyzed this article. The results
of these efforts are shared below.
Directions: Complete Step 1 by using the table and subsequent
space below identify and analyze the research article you have
selected. Complete Step 2 by summarizing in 2-3 paragraphs the
results of your analysis using the space identified.
Step 1: Research Analysis
Complete the table below
Topic of Interest:

Research Article:Include full citation in APA format, as well as
link or search details (such as DOI)
Professional Practice Use:
One or more professional practice uses of the theories/concepts
presented in the article
Research Analysis Matrix
Add more rows if necessary
Strengths of the Research
Limitations/Weaknesses of the Research
Relevancy to Topic of Interest
Notes

Step 2: Summary of Analysis
· Write a 2- to 3-paragraph summary that you will add to your
Academic Success and Professional Development Plan that
includes the following:
· Clearly and accurately describe in detail your approach to
identifying and analyzing peer-reviewed research.
· Clearly identify and accurately describe in detail at least two
strategies that you would use that you found to be effective in
finding peer-reviewed research.
· Provide a complete, detailed, and specific synthesis of at least
one resource you intend to use in the future to find peer-
reviewed research.
· Integrate at least one outside resource and 2-3 course specific
resources to fully support your summary.
Week 5 | Part 5: Professional Development
I have developed a curriculum vitae to capture my academic and
professional accomplishments to date. I have also developed a
statement identifying one or more professional development
goals, and a statement proposing how I might align one or more
of these professional development goals with the University’s
emphasis on social change.
The results of my efforts are below.
Directions: Complete Step 1 by developing (or copying and
pasting) a curriculum vitae (CV) in the space provided.
Complete Step 2 by clearly identifying and accurately stating in
detail your professional development goals. Complete Step 3 by

clearly and accurately stating in detail how to accurately and
appropriately align one or more of your professional
development goals with the University’s emphasis on social
change.
Step 1: Curriculum Vitae (CV)
Use the space below to create a fully developed and accurate
curriculum vitae (CV) based on your current education and
professional background. Alternatively, you may write this in a
separate document and copy/paste the results below.
NOTE: If needed there are a variety of online resources
available with tips and samples of graduate nurse CVs.
Step 2: Professional Development Goals
Step 3: Alignment with Social Change
.
Week 6 | Part 6: Finalizing the Plan
I have considered various options for my nursing specialty,
including a close look at my selected (or currently preferred)

specialty and second-preferred specialty. I have also developed
a justification of my selected (or preferred) specialty. Lastly, I
have examined one professional organization related to my
selected or preferred specialty and considered how I can become
a member of this organization.
The results of my efforts are below.
Directions: Complete Step 1 by writing 2-3 paragraphs in the
space below comparing the nursing specialty you have selected
– or the one you prefer if your choice is still under
consideration - to your second preference. Identify each
specialty and describe the focus and the role that graduates are
prepared for. Identify any other differentiators you feel are
significant, especially those that helped or may help you reach a
decision.
Complete Step 2 by writing a paragraph identifying and
justifying your reasons for choosing your MSN specialization.
Be sure to incorporate any feedback you received from
colleagues in this week’s Discussion Forum.
Complete Step 3 by examining and identifying one professional
organization related to your selected or preferred specialty.
Explain how you can become a member of this organization.
Step 1: Comparison of Nursing Specialties
Step 2: Justification of Nursing Specialty

Step 3: Professional Organizations
- END -

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