NUR 634 CULMINATING REFLECTION JOURNAL

NUR 634 CULMINATING REFLECTION JOURNAL

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The Culminating Reflective Journal reflects attainment of the Department of Nursing Goals through discussion of the following
concerning the goals:
• The student will Identify changes in values, perceptions, attitudes, behavior, and knowledge
• The student will describe how the attainment of these goals and the change in values, perceptions, attitudes, behavior, and
knowledge will guide the student in their new professional role
Department of Nursing Goals:
• Liberal Education Foundation- Assimilate theories and concepts from liberal education into generalist foundation practice
• Leadership- Practice leadership concepts to deliver high-quality health care
• Professional Behavior- Incorporate professional standards of moral, ethical, and legal conduct into practice
• Clinical Competence- Provide Safe, competent care across the life-span
• Diversity Inclusion and equity
• Interprofessional collaboration
REFLECTION PAPER ELEMENTS
THE ITEMS BELOW ARE WORTH 72%
Reflection Element Exemplar
12-9
Fair
8-7
Developing
6-5
Poor
4-0
The student will
describe the
significance of
attaining a liberal arts
Education Foundation
and the role liberal
arts has played in
their personal growth
in the graduate
program by
identifying
changes in values,
perceptions,
attitudes, behavior,
and knowledge that
will guide them in
their new professional
role.
The student clearly
articulates with
supporting statements
the significance of
attaining a Liberal Arts
Education Foundation.
The student clearly
identifies and articulates
personal growth related
to liberal arts education
based upon changes in
values, perceptions,
attitudes, behavior, and
knowledge during the
graduate program.
The student
adequately articulates
with some supporting
statements the
significance of
attaining a Liberal Arts
Education Foundation.
The student identifies
and articulates
personal growth
related to liberal arts
education based upon
changes in values,
perceptions, attitudes,
behavior, and
knowledge during the
graduate program.
The student
marginally articulates
with no supporting
statements the
significance of
attaining a Liberal Arts
Education Foundation.
The student
marginally identifies
and articulates
personal growth
related to liberal arts
education based upon
changes in values,
perceptions, attitudes,
behavior, and
knowledge during the
graduate program.
The student fails to
articulate the significance of
attaining a Liberal Arts
Education Foundation.
The student fails to identify
and articulate personal
growth related to liberal arts
education based upon
changes in values,
perceptions, attitudes,
behavior, and knowledge
during the graduate
program.
The student will
describe the
significance of
practicing leadership
The student clearly
articulates with
supporting statements
the significance of
The student
adequately articulates
the significance of
practicing leadership
The student
marginally articulates
the significance of
practicing leadership
The student fails to
articulate the significance of
practicing leadership
concepts.
concepts in their new
professional role by
identifying changes in
values, perceptions,
attitudes, behavior,
and knowledge that
have occurred in the
graduate program.
practicing leadership
concepts.
The student clearly
identifies and articulates
personal growth related
to leadership concepts
based upon changes in
values, perceptions,
attitudes, behavior, and
knowledge during the
graduate program.
concepts with some
supporting
statements.
The student identifies
and articulates
personal growth
related to leadership
concepts based upon
changes in values,
perceptions, attitudes,
behavior, and
knowledge during the
graduate program.
concepts without
supporting
statements.
The student
marginally identifies
and articulates
personal growth
related to leadership
concepts based upon
changes in values,
perceptions, attitudes,
behavior, and
knowledge during the
graduate program.
The student fails to identify
personal growth related to
leadership concepts based
upon changes in values,
perceptions, attitudes,
behavior, and knowledge
during the graduate
program.
The student will
describe the
significance of
professional behavior
in their new
professional role by
identifying changes in
values, perceptions,
attitudes, behavior,
and knowledge that
have occurred in the
graduate program.
The student clearly
articulates with
supporting statements
the significance of
professional behavior.
The student clearly
identifies and articulates
personal growth related
to professional behavior
upon changes in values,
perceptions, attitudes,
behavior, and knowledge
The student
adequately articulates
the significance of
professional behavior
with some supporting
statements.
The student identifies
and articulates
personal growth
related to professional
behavior based upon
changes in values,
perceptions, attitudes,
The student
marginally articulates
the significance of
professional behavior
with no supporting
statements.
The student
marginally identifies
and articulates
personal growth
related to professional
behavior based upon
changes in values,
The student fails to
articulate the significance of
professional behavior.
The student fails to identify
personal growth related to
leadership concepts based
upon changes in values,
perceptions, attitudes,
behavior, and knowledge
during the graduate
program.
during the graduate
program.
behavior, and
knowledge during the
graduate program.
perceptions, attitudes,
behavior, and
knowledge during the
graduate program.
The student will
describe the
significance of clinical
competence in their
new professional role
by identifying changes
in values, perceptions,
attitudes, behavior,
and knowledge that
have occurred in the
graduate program.
The student clearly
articulates with
supporting statements
the significance of
clinical competence.
The student clearly
identifies and articulates
personal growth related
to clinical competence
based upon changes in
values, perceptions,
attitudes, behavior, and
knowledge during the
graduate program.
The student
adequately articulates
the significance of
clinical competence
with some supporting
statements.
The student identifies
and articulates
personal growth
related to clinical
competence based
upon changes in
values, perceptions,
attitudes, behavior,
and knowledge during
the graduate
program.
The student
marginally articulates
the significance of
clinical competence
with no supporting
statements.
The student
marginally identifies
and articulates
personal growth
related to clinical
competence based
upon changes in
values, perceptions,
attitudes, behavior,
and knowledge during
the graduate
program.
The student fails to
articulate the significance of
clinical competence.
The student fails to identify
personal growth related to
clinical competence based
upon changes in values,
perceptions, attitudes,
behavior, and knowledge
during the graduate
program.
The student will
describe the
significance of
diversity, inclusion,
The student clearly
articulates the
significance of diversity,
inclusion, and equity
The student
adequately articulates
the significance of
diversity, inclusion,
The student
marginally articulates
the significance of
diversity, inclusion,
The student fails to
articulate the significance of
diversity, inclusion, and
equity.
and equity in their
new professional role
by identifying changes
in values, perceptions,
attitudes, behavior,
and knowledge that
have occurred in the
graduate program.
with supporting
statements.
The student clearly
identifies and articulates
personal growth related
to diversity, inclusion,
and equity based upon
changes in values,
perceptions, attitudes,
behavior, and knowledge
during the graduate
program.
and equity with some
supporting
statements.
The student identifies
and articulates
personal growth
related to diversity,
inclusion, and equity
based upon changes
in values, perceptions,
attitudes, behavior,
and knowledge during
the graduate
program.
and equity with no
supporting
statements.
The student
marginally identifies
and articulates
personal growth
related to diversity,
inclusion, and equity
based upon changes
in values, perceptions,
attitudes, behavior,
and knowledge during
the graduate
program.
The student fails to identify
personal growth related to
diversity, inclusion, and
equity based upon changes
in values, perceptions,
attitudes, behavior, and
knowledge during the
graduate program.
The student will
describe the
significance of
interprofessional
collaboration in their
new professional role
by identifying changes
in values, perceptions,
attitudes, behavior,
and knowledge that
have occurred in the
graduate program.
The student clearly
articulates the
significance of
interprofessional
collaboration with
supporting statements.
The student clearly
identifies and articulates
personal growth related
to interprofessional
collaboration based
upon changes in values,
The student
adequately articulates
the significance of
interprofessional
collaboration with
some supporting
statements.
The student identifies
and articulates
personal growth
related to
interprofessional
The student
marginally articulates
the significance of
interprofessional
collaboration with no
supporting
statements.
The student
marginally identifies
and articulates
personal growth
related to
The student fails to
articulate the significance of
interprofessional
collaboration.
The student fails to identify
personal growth related to
interprofessional
collaboration based upon
changes in values,
perceptions, attitudes,
behavior, and knowledge
perceptions, attitudes,
behavior, and knowledge
during the graduate
program.
collaboration based
upon changes in
values, perceptions,
attitudes, behavior,
and knowledge during
the graduate
program.
interprofessional
collaboration based
upon changes in
values, perceptions,
attitudes, behavior,
and knowledge during
the graduate
program.
during the graduate
program.
APA Format
The items below will be worth 20%
2 points 0 points
Title & Title Page (2) Title Page:
Students may use the
APA- specified title page
for students.
Title:
The title is centered and
bolded on the first page
of the body of the paper
Title Page:
Not APA compliant,
some required information is
missing or
extraneous information is
included.
Title:
Not APA Compliant or absent
from the document. The title
is different than what is
listed on the title page
Margins & Font (2) Margins:
One-inch margins are
used.
And
One-inch margins are not
used.
The page number is absent
Font: The following fonts
may be used 12-point
Times New Roman
Alternatively, typed rather
than inserted at the top of
each page.
Or
Font:
The wrong type or size of the
font is used. Multiple fonts
are found in running head,
headings, title page
Spacing (2) Double-spacing is used
between lines. There is
only one space between
sentences. Moreover,
paragraphs are indented
with five spaces or onetab indent.
Double-spacing is not
consistently used between
all lines. There is more than
one space between
sentences or paragraphs are
not indented five spaces or
one-tab indent
Page numbers (2) Page numbers are
present in the document
correctly located at the
top right of each page.
The page numbers are not
inserted at the top right of
each page or not present at
all.
Headings (2) Appropriate APA level
headings are used and
Headings are not present.
Headings are formatted
inappropriately, not in APA
No headings are left
alone at the bottom of
a
page.
compliance
, or one or more
heading is alone at the
bottom of a page.
OR
The introduction has
a
heading “Introduction
,
” which is not
correct APA formatting
Quotes (2) No use of quotes
;
instead
, the student
employs appropriate
paraphrasing.
Three or fewer quotes
are used with
appropriate APA
citation.
Over three quotes used or
quotes without appropriate
APA reference or APA
compliant citation.
References Quality (2) Only scholarly references
from credible
authorities, academic,
peer
-reviewed
, or juried
sources are used.
Minimal use of
secondary citations is
used.
Scholarly references from
credible authorities and
academic, peer
-reviewed
, or
juried sources are NOT used.
Use of secondary sources for
references
Reference Citations
(2)
Proper formatting is
used throughout the
reference list.
Formatting errors occurred
in the reference list. OR
Each reference has a
matching citation(s).
Citations are formatted
correctly
, and each
citation has a matching
reference
.
All Abbreviations in APA
compliance.
One or more reference does
not have a matching citation.
Multiple citation errors are
noted. OR
One or more citation does
not have a matching
reference. OR
Abbreviations not in APA
compliance.
Introduction (2) Introduction: The opening paragraphs are
well developed and
focus sharply on the
selected quality and
safety topic
. Provides
a
clear and precise
statement to
guide assignment
direction.
Introduction: The introduction is inadequate or
missing. Fails to establish a
clear focus o
n the quality
and safety topic selected.
Lacks clarity to guide
assignment direction.
Conclusion (2) Conclusion effectively
and consistently
summarizes all critical
concepts related to the
quality and safety topic
in more than one
Conclusion missing or
minimal attempt to
summarize key points
related to the quality and
safety topic. No reference to
paragraph. Utilizes
introductory paragraph
to guide
conclusion.
the introductory paragraph
or only one
paragraph written.
GRADUATE WRITING EXPECTATIONS
8 Points 0 Points
Grammar/spelling/
etc.
A maximum of 8
points may be
assessed beyond the
above
rubric for grammar
and spelling errors.
It is RECOMMENDED
that the students
proofread their work
and use spell check
and Grammarly.
Free from grammar,
punctuation, spelling,
usage, or formatting
errors.
Language is appropriate
for an educated but
uninformed audience.
Essential concepts are
concisely and clearly
defined
No use of poetic
language or slang.
Each paragraph begins
with an identifiable topic
sentence.
No use of run-on
sentences or paragraphs.
The paper shows a belowaverage/poor writing style
lacking elements of an
appropriate standard
English. Frequent errors in
spelling, grammar,
punctuation, spelling, usage,
or formatting.
Language is often
inappropriate for the
audience. Definitions of
important concepts are
unclear or wordy. Use of
poetic language and or slang.
Identifiable topic sentences.
Many paragraphs contain
multiple topics and are
challenging to follow.
The content of each
paragraph is closely
associated with its topic.
Smooth transitions
between paragraphs
Use of one or two
-sentence
paragraphs.
Use of run
-on sentences.
Use of run
-on paragraphs
without topic and closing
sentences.
Electronic file submitted not
labeled with students last
name
Timeliness For assignment files that
are uploaded and not
labeled with the
student’s last name
,
-5
points will be assessed
to the final grade.
Assignments submitted
more than 24 hours after
the deadline without
faculty pre
-approval will
be assessed
-5 points off
the final grade for each
day that the assignment
is late.

Assignment 2

Reflective Journal

The Culminating Reflective Journal reflects attainment of the Department of Nursing Goals through discussion of the following concerning the goals:

• The student will Identify changes in values, perceptions, attitudes, behavior, and knowledge
• The student will describe how the attainment of these goals and the change in values, perceptions, attitudes, behavior, and knowledge will guide the student in their new professional role

Department of Nursing Goals:

• Liberal Education Foundation- Assimilate theories and concepts from liberal education into generalist foundation practice
• Leadership- Practice leadership concepts to deliver high-quality health care
• Professional Behavior- Incorporate professional standards of moral, ethical, and legal conduct into practice
• Clinical Competence- Provide Safe, competent care across the life-span
• Diversity Inclusion and equity
• Interprofessional collaboration

Please see the Reflective Journal Rubric for further instructions. 

• This paper should be 6-8 pages, excluding the title page and references, done in APA format. The faculty recommend you have someone proofread your work and use Grammarly before submitting the paper. 

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