Assignment: Academic Success and Professional Development Plan Part 3: Strategies to Promote Academic Integrity and Professional Ethics

Nurse-scholars have a significant obligation to their community as well. Their work must have academic and professional integrity. Their efforts are designed to add to the body of knowledge, advance the profession, and ultimately help in the care of patients. Work that lacks integrity is subject to quickly erode…or worse.

Fortunately, there are strategies and tools that can help ensure integrity in academic and professional work. This Assignments asks you to consider these and how you might apply them to your own work.

In this Assignment you will continue developing your Academic Success and Professional Development Plan by appending the original document you began in the previous assignment.

To Prepare:

· Reflect on the strategies presented in the Resources for this week in support of academic style, integrity, and scholarly ethics.

· Also reflect on the connection between academic and professional integrity.

The Assignment:

Part 3, Section 1: Writing Sample: The Connection Between Academic and Professional Integrity

Using the Academic and Professional Success Development Template you began in Week 1 and continued working on in Week 2, 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.y

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 3, Section 2: Strategies for Maintaining Integrity of Work

Expand on your thoughts from Section 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.

Rubric Detail

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Name: NURS_6002_Week_3_Assignment_Rubric

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Excellent

Good

Fair

Poor

Part 1: Writing Sample: The Connection Between Academic and   Professional Integrity Using the Academic and Professional Success   Development Template you began, write a 2-3 paragraph analysis that includes   the following:
·   Explanation for the relationship between   academic integrity and writing.
·   Explanation for the relationship between   professional practices and scholarly ethics.
·   Cite at least 2 resources that support your   arguments, being sure to use proper APA formatting.
·   Use Grammarly and SafeAssign to improve the   product. Include sufficient evidence that these tools were utilized in   explanation on how these tools contribute to academic integrity.

32 (32%) – 35 (35%)

The response clearly   and accurately explains in detail the relationship between academic integrity   and writing.
The response clearly and accurately explains in detail the relationship   between professional practices and scholarly ethics.
The response accurately cites at least two resources that fully support the   arguments explained.
The response clearly and accurately describes in detail how Grammarly,   SafeAssign, and paraphrasing contributes to academic integrity, including   sufficient evidence that Grammarly and SafeAssign were used to improve the   responses provided.

28 (28%) – 31 (31%)

The response   partially explains the relationship between academic integrity and writing.   The response partially explains the relationship between professional   practices and scholarly ethics.
The response partially cites at least two resources that partially support   the arguments explained.
The response partially describes how Grammarly, SafeAssign, and paraphrasing   contributes to academic integrity, including some evidence that Grammarly and   SafeAssign were used to improve the responses provided.

25 (25%) – 27 (27%)

The response vaguely   explains the relationship between academic integrity and writing.
The response vaguely explains the relationship between professional practices   and scholarly ethics.
The response vaguely or inaccurately cites at least two resources that   vaguely support the arguments explained.
The response vaguely or inaccurately describes how Grammarly, SafeAssign, and   paraphrasing contributes to academic integrity, including vague evidence that   Grammarly and SafeAssign were used to improve the responses provided.

0 (0%) – 24 (24%)

The response   explaining the relationship between academic integrity and writing is vague   and inaccurate, or is missing.
The response explaining the relationship between professional practices and   scholarly ethics is vague and inaccurate, or is missing.
The response inaccurately cites at least two resources that inaccurately   support the arguments explained, or is missing.
The response vaguely and inaccurately describes how Grammarly, SafeAssign,   and paraphrasing contributes to academic integrity, including no evidence   that Grammarly and SafeAssign were used to improve the responses provided.

Part 2: Strategies for Maintaining Integrity of Work
Expand on your thoughts from Part 1 by:
·   Identifying and 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 review of resources and approaches you propose to use   as a student and a professional.

45 (45%) – 50 (50%)

The response clearly   identifies and accurately describes in detail strategies intended to pursue   to maintain integrity and ethics of academic work while in the MSN program   and in professional work as a nurse.
The response clearly reviews and accurately proposes in detail resources and   approaches to use as a student and professional.

40 (40%) – 44 (44%)

The response   partially identifies and describes strategies intended to pursue to maintain   integrity and ethics of academic work while in the MSN program and in   professional work as a nurse.
The response partially reviews and proposes resources and approaches to use   as a student and professional.

35 (35%) – 39 (39%)

The response vaguely   identifies and describes strategies intended to pursue to maintain integrity   and ethics of academic work while in the MSN program and in professional work   as a nurse.
The response inaccurately reviews and vaguely proposes resources and   approaches to use as a student and professional.

0 (0%) – 34 (34%)

The response vaguely   and inaccurately identifies and describes strategies intended to pursue to   maintain integrity and ethics of academic work while in the MSN program and   in professional work as a nurse, or is missing.
The response vaguely and inaccurately reviews and vaguely proposes resources   and approaches to use as a student and professional, or is missing.

Written Expression and Formatting – Paragraph Development and   Organization:
Paragraphs make clear points that support well developed   ideas, flow logically, and demonstrate continuity of ideas. Sentences are   carefully focused–neither long and rambling nor short and lacking substance.   A clear and comprehensive purpose statement and introduction is provided   which delineates all required criteria.

5 (5%) – 5 (5%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is   provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity 80% of   the time.
Purpose, introduction, and conclusion of the assignment is stated, yet is   brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity 60%- 79%   of the time.
Purpose, introduction, and conclusion of the assignment is vague or off   topic.

0 (0%) – 3 (3%)

Paragraphs and   sentences follow writing standards for flow, continuity, and clarity < 60%   of the time.
No purpose statement, introduction, or conclusion was provided.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation

5 (5%) – 5 (5%)

Uses correct   grammar, spelling, and punctuation with no errors.

4 (4%) – 4 (4%)

Contains a few (1-2)   grammar, spelling, and punctuation errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several   (3-4) grammar, spelling, and punctuation errors.

0 (0%) – 3 (3%)

Contains many (≥ 5)   grammar, spelling, and punctuation errors that interfere with the reader’s   understanding.

Written Expression and Formatting –
The paper follows correct APA format for title page, headings,   font, spacing, margins, indentations, page numbers,   parenthetical/in-text citations, and reference list.

5 (5%) – 5 (5%)

Uses correct APA   format with no errors.

4 (4%) – 4 (4%)

Contains a few (1-2)   APA format errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several   (3-4) APA format errors.

0 (0%) – 3 (3%)

Contains many (≥ 5)   APA format errors.

Total   Points: 100

Name: NURS_6002_Week_3_Assignment_Rubric

Clinical Question – Formulate a clinical question using the PICOT format.

P: Patient Population
I: Intervention or area on Interest
C: Comparison intervention or group
O: Outcome
T: Time
Ex: “In acute care hospitals (patient population), how does having a rapid response team (intervention) compared with not having a response team (comparison) affect the number of cardiac arrests (outcome) during a three-month period (time)?”

Please include in-text citation and 3-4 references

As an advanced practice nurse, you will likely experience patient encounters with complex comorbidities. For example, consider a female patient who is pregnant who also presents with hypertension, diabetes, and has a recent tuberculosis infection. How might the underlying pathophysiology of these conditions affect the pharmacotherapeutics you might recommend to help address your patient’s health needs? What education strategies might you recommend for ensuring positive patient health outcomes?

For this Discussion, you will be assigned a patient case study and will consider how to address the patient’s current drug therapy plans. You will then suggest recommendations on how to revise these drug therapy plans to ensure effective, safe, and quality patient care for positive patient health outcomes.

To Prepare

· Review the Resources for this module and reflect on the different health needs and body systems presented.

· Your Instructor will assign you a complex case study to focus on for this Discussion.

· Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient case study you selected.

ASSIGNMENT: Case study has been attached below for this assignment.

Post a brief description of your patient’s health needs from the patient case study you assigned. Be specific. Then, explain the type of treatment regimen you would recommend for treating your patient, including the choice or pharmacotherapeutics you would recommend and explain why. Be sure to justify your response. Explain a patient education strategy you might recommend for assisting your patient with the management of their health needs. Be specific and provide examples.

Required Readings

Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advacned practice providers. St. Louis, MO: Elsevier.

Chapter 44, “Anticoagulant and Antiplatelet Drugs” (pp. 451–472)

Chapter 45, “Drugs for Deficiency Anemias” (pp. 473–483)

Chapter 48, “Estrogens and Progestins: Basic Pharmacology and Noncontraceptive Applications” (pp. 521–533)

Chapter 49, “Birth Control” (pp. 535–547)

Chapter 50, “Androgens” (pp. 549–556)

Chapter 51, “Drugs for Erectile Dysfunction and Benign Prostatic Hyperplasia” (pp. 557–569)

Chapter 68, “Basic Principles of Antimicrobial Therapy” (pp. 769–781)

Chapter 69, “Drugs That Weaken the Bacterial Cell Wall I: Penicillins” (pp. 783–790)

Chapter 73, “Sulfonamides and Trimethoprim” (pp. 619–826)

Chapter 74, “Drug Therapy of Urinary Tract Infections” (pp. 827–831)

Chapter 75, “Antimycobacterial Agents” (pp. 833–847)

Chapter 76, “Miscellaneous Antibacterial Drugs” (pp. 849–853)

Chapter 77, “Antifungal Agents” (pp. 855–866)

Chapter 78, “Antiviral Agents I: Drugs for Non-HIV Viral Infections” (pp. 867–886)

Chapter 80, “Drug Therapy of Sexually Transmitted Diseases” (pp. 905–911)

Lunenfeld, B., Mskhalaya, G., Zitzmann, M., Arver, S., Kalinchenko, S., Tishova, Y., & Morgentaler, A. (2015). Recommendations on the diagnosis, treatment and monitoring of hypogonadism in men. Aging Male, 18(1), 5–15. doi:10.3109/13685538.2015.1004049

This article presents recommendations on the diagnosis, treatment, and monitoring of hypogonadism in men. Reflect on the concepts presented and consider how this might impact your role as an advanced practice nurse in treating men’s health disorders.

Montaner, J. S. G., Lima, V. D., Harrigan, P. R., Lourenço, L., Yip, B., Nosyk, B., … Kendall, P. (2014). Expansion of HAART coverage is associated with sustained decreases in HIV/AIDS morbidity, mortality and HIV transmission: The “HIV Treatment as Prevention” experience in a Canadian setting. PLoS ONE, 9(2), e87872. Retrieved from https://doi.org/10.1371/journal.pone.0087872

This study examines HAART therapy and its sustainability and profound population-level decrease in morbidity, mortality, and HIV transmission.

Roberts, H., & Hickey, M. (2016). Managing the menopause: An update. Maturitas, 86(2016), 53–58. .https://doi.org/10.1016/j.maturitas.2016.01.007

This article provides an update on treatments on Vasomotor symptoms (VMS), genito-urinary syndrome of menopause (GSM), sleep disturbance, sexual dysfunction, and mood disturbance that are common during the menopause transition.

Agency for Healthcare Research and Quality. (2014). Guide to clinical preventive services, 2014: Section 2. Recommendations for adults. Retrieved from http://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide/section2.html

 The form attached is to be filled out on each one of these condition for a total of six separate assignment please save each one under the specified condition name.

SIADH

Hyperthyroidism/thyrotoxicosis

Hypothyroidism

Hyperparathyroidism

Hypoparathyroidism

Type 1 diabetes