To Prepare:

• Reflect on the strategies presented in the Resources for this Module in support of academic style, integrity, and scholarly ethics.
• Reflect on the connection between academic and professional integrity.

The Assignment:

Part 2, Section 1: Writing Sample: The Connection Between Academic and Professional Integrity

Using the Academic and Professional Success Development Template you began in Module 1, write a 2- to 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 two resources that support your arguments, being sure to use proper APA formatting.
• Use Grammarly and Turnitin to improve the product.
• Explain how Grammarly, Turnitin, and paraphrasing contributes to academic integrity.

Part 2, Section 2: Strategies for Maintaining Integrity of Work

Expand on your thoughts from Section 1 by identifying and describing strategies you intend to pursue to maintain integrity and ethics of your:

1. academic work as a student of the MSN or PMC 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.

Note: Add your work for this Assignment to the original document you began in the Module 1 Assignment, which was built from the Academic Success and Professional Development Plan Template.

 Resources

• American Nurses Association. (2015). Code of ethics for nurses with interpretive statementsLinks to an external site.. Retrieved from https://www.nursingworld.org/coe-view-only
• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
  • Chapter 1, “Scholarly Writing and Publishing Principles”
    • Section 1.17, “Implications of Plagiarism and Self-Plagiarism” (p. 21)
  • Chapter 4, “Writing Style and Grammar”
  • Chapter 8, “Works Credited in the Text”
    • Section 8.2, “Plagiarism” (p. 254)
    • Section 8.3, “Self-Plagiarism” (p. 256)
  • Chapter 10, “Reference Examples”
• Alba, B. (2018). Factors that impact on emergency nurses’ ethical decision-making abilityLinks to an external site.. Nursing Ethics, 25(7), 855–866. https://doi.org/10.1177/0969733016674769
• Glasper, A. (2016). Does cheating by students undermine the integrity of the nursing profession?Links to an external site. British Journal of Nursing, 25(16), 932–933.

 

NURS_6003_Module02_Week03_Assignment_Rubric

NURS_6003_Module02_Week03_Assignment_Rubric

CriteriaRatingsPts

This criterion is linked to a Learning OutcomePart 2, Section 1: Using the Academic and Professional Success Development Template 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 argument. · Use Grammarly and Turnitin to improve the product. Include sufficient evidence that these tools were utilized in explanation on how these tools contribute to academic integrity.

35 to >31.0 ptsExcellent
The response clearly and accurately explains the relationship between academic integrity and writing. … The response clearly and accurately explains the relationship between professional practices and scholarly ethics. … The response clearly and accurately describes how Grammarly, Turnitin, and paraphrasing contributes to academic integrity, including sufficient evidence that Grammarly and Turnitin were used to improve the responses provided.

31 to >27.0 ptsGood
The response accurately explains the relationship between academic integrity and writing. … The response accurately explains the relationship between professional practices and scholarly ethics. … The response accurately describes how Grammarly, Turnitin, and paraphrasing contributes to academic integrity, including evidence that Grammarly and Turnitin were used to improve the responses provided.

27 to >24.0 ptsFair
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 describes how Grammarly, Turnitin, and paraphrasing contributes to academic integrity. The response includes insufficient evidence that Grammarly and Turnitin were used to improve the responses provided.

24 to >0 ptsPoor
The response vaguely and inaccurately explains the relationship between academic integrity and writing or is missing. The response vaguely and inaccurately explains the relationship between professional practices and scholarly ethics or is missing. … The response vaguely and inaccurately describes how Grammarly, Turnitin, and paraphrasing contributes to academic integrity. The response includes insufficient or no evidence that Grammarly and Turnitin were used to improve the responses provided or the response is missing.

35 pts

This criterion is linked to a Learning OutcomePart 2, Section 2: Strategies for Maintaining Integrity of Work. Identify and describe strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN/PMC 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.

55 to >49.0 ptsExcellent
The response clearly identifies and accurately describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN/PMC program and in professional work as a nurse. … The response clearly reviews and accurately proposes resources and approaches to use as a student and professional.

49 to >43.0 ptsGood
The response identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN/PMC program and in professional work as a nurse. … The response reviews and proposes resources and approaches to use as a student and professional.

43 to >38.0 ptsFair
The response vaguely identifies and describes strategies intended to pursue to maintain integrity and ethics of academic work while in the MSN/PMC program and in professional work as a nurse. … The response inaccurately reviews and/or vaguely proposes resources and approaches to use as a student and professional.

38 to >0 ptsPoor
The response about integrity and ethics strategies is vague and inaccurate or is missing. … The response about resources and approaches is vague and inaccurate or is missing.

55 pts

This criterion is linked to a Learning OutcomeWritten 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.

5 to >4.0 ptsExcellent
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

4 to >3.0 ptsGood
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

3 to >2.0 ptsFair
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60–79% of the time.

2 to >0 ptsPoor
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English Writing Standards:Correct grammar, mechanics, and proper punctuation.

5 to >4.0 ptsExcellent
Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.0 ptsGood
Contains a few (one or two) grammar, spelling, and punctuation errors.

3 to >2.0 ptsFair
Contains several (three or four) grammar, spelling, and punctuation errors.

2 to >0 ptsPoor
Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts

Total Points: 100

 Create a concept map of a mental health diagnosis using one of the mental health scenario case studies presented in this section of the course. 

The Significance of Composition and Size in Sampling

     Sampling is a fundamental aspect of research that directly affects the validity, reliability, and generalizability of study findings. The composition and size of a sample influence how well a study represents the target population, impacting the accuracy and applicability of results. The composition of a sample refers to the characteristics of the participants included in a study, such as demographic factors, health status, and socioeconomic background. Ensuring that a sample reflects the target population is critical for producing meaningful results. If a sample lacks diversity or does not represent the population accurately, it can introduce bias, limiting the study’s external validity (Taherdoost, 2016). Additionally, sampling methods also play a role in study outcomes. Probability sampling, such as simple random sampling or stratified sampling, increases the likelihood that the sample represents the broader population, reducing selection bias (Etikan & Bala, 2017). In contrast, non-probability sampling methods, such as convenience or purposive sampling, may introduce bias but are often used when studying specific populations or when resources are limited. For example, in qualitative nursing research exploring the lived experiences of patients with chronic pain, purposive sampling would be appropriate to select participants who meet specific inclusion criteria.

Sample Size and Its Effects on Study Outcomes

      Sample size directly impacts the study’s statistical power and the reliability of its findings. A larger sample size increases the likelihood of detecting true differences within a study, reducing the risk of Type II errors (Bujang, 2022). In contrast, a small sample size can lead to unstable estimates and limit the study’s generalizability. Researchers often use power analysis to determine the appropriate sample size for quantitative studies to ensure statistical significance while avoiding unnecessary resource expenditure (Kang, 2021). Regarding qualitative research, a sample size is determined by data saturation, meaning that researchers continue collecting data until no new themes or insights emerge. While qualitative studies typically require smaller sample sizes, researchers must ensure they include diverse perspectives to enhance the credibility of findings (Hennink & Kaiser, 2022).

      In conclusion, both the composition and size of a sample significantly influence the reliability and applicability of research findings. A well-composed sample improves external validity by accurately representing the target population, while an appropriately sized sample ensures sufficient statistical power. By carefully selecting both sample composition and size, researchers can enhance the quality of nursing research and contribute to evidence-based practice that improves patient care.

References

Bujang, M. A., Sa’at, N., Tg Abu Bakar Sidik, T. M. I., & Chien Joo, L. (2018). Sample Size Guidelines for Logistic Regression from Observational Studies with Large Population: Emphasis on the Accuracy Between Statistics and Parameters Based on Real Life Clinical Data. Malaysian Journal of Medical Sciences, 25(4), 122–130. https://doi.org/10.21315/mjms2018.25.4.12

‌

Etikan, I., & Bala, K. (2017). Sampling and Sampling Methods. Biometrics & Biostatistics International Journal, 5(6), 215–217. https://doi.org/10.15406/bbij.2017.05.00149

‌

Hennink, M., & Kaiser, B. N. (2022). Sample Sizes for Saturation in Qualitative Research: a Systematic Review of Empirical Tests. Social Science & Medicine, 292(1), 1–10. https://doi.org/10.1016/j.socscimed.2021.114523

‌

Kang, H. (2021). Sample Size Determination and Power Analysis Using the G*Power Software. Journal of Educational Evaluation for Health Professions, 18(17), 17. https://doi.org/10.3352/jeehp.2021.18.17

Taherdoost, H. (2016). Sampling Methods in Research Methodology; How to Choose a Sampling Technique for Research. International Journal of Academic Research in Management, 5(2), 18–27. https://doi.org/10.2139/ssrn.3205035

During the student nurses’ first lecture in their
community health nursing course, the specialty of
community health was reviewed historically with
students. The students received information about the
contributions of selected nursing leaders
throughout history to the advancement of community
health nursing. Societal influences on the development
and practice of community health nursing were
included in the lecture. At the end of the lecture,
students were requested to prepare a one-page
summary about the lecture that included answers to
several questions.
1. The specialty of community health nursing
developed historically through four stages.
What was the major advancement for
community health nursing in each of the four
stages?
2. How does current nursing practice compare
with nursing practice at different points in
history? How has historical nursing practice
influenced current nursing practice?
3. What are examples of the academic and
advanced professional preparation of
community health nursing?

1. Answers must:
   • Be 100 words or more
   • Use the standard English grammar and spelling
   • References are cited (if necessary)