Academic Success and Professional Development Plan Part 4: Finalizing the Plan
Module 1 | Part 1: Developing an Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
NETWORK MEMBER 1
Name: Jin Hezz, FNP, ARNP
Title: Nurse Practitioner
Organization: Director for Hospice of Palm Beach County
Academic or Professional: Academic
Why I selected this individual and how they will support my success in the MSN program
Notes: I have selected this individual because she is able to support me with my educational goals as well as my personal goal while I am in the psychiatric Nurse Practitioner program at Walden University. Ms. Holt has agreed to assist me both academically and professionally. Ms. Holt is a Family Nurse practitioner and has also agreed to allow me to do clinicals once I start practicum at Hospice of Palm beach county because she is the director of the facility.
NETWORK MEMBER 2
Name: James Huns
Title: Registered Nurse BSN, RN
Organization: Nursing Manager at Palm Beach County schools.
Academic or Professional: Academic
Why I selected this individual and/or team and how they will support my success in the MSN program
Notes: I selected this individual because she is a Nurse manager who has agreed to assist me with my MSN program at Walden University. Stevee has agreed to help me with assignments and studying. Stevee will assist me with homework assignments on a weekly basis between one to two hours as needed.
NETWORK MEMBER 3
Name: John Hig
Title: PHD, MSN
Organization: School board of palm beach county
Academic or Professional: Professional
Why I selected this individual and/or team and how they will support my success in the MSN program
Notes: I choose this individual because she is a strong resource for me education wise and has agreed to be my mentor throughout my program at Walden University. Dr. Smith has agreed to help me prepare for my career as a Nurse practitioner because she is able to assist me professional in the requirements needed as a Nurse Practitioner as I prepare to enter the workforce.
NETWORK MEMBER 4
Name: John Doe
Title: Registered Nurse
Organization: Care Options for kids
Academic or Professional: Professional
Why I selected this individual and/or team and how they will support my success in the MSN program
Notes: I chose this person because she is a Registered Nurse and is able to help me professionally, if I need help and has extended assistance while I’m in the program at Walden University. As a Nurse that works in the community Ms. Moody has agreed to help me with clinicals and preparation for workforce by allowing me to do clinicals with her agency and giving me referrals and resources once I graduate with my Psychiatric Nurse Practitioner degree.
Module 2 | Part 2: 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 or PMC, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.
Part 1: Writing Sample: The Connection Between Academic and Professional Integrity
Explanation for the relationship between academic integrity and writing
Integrity
Academic writing requires students to write an original piece of work on selected topics, using information produced by another person. However, the student is required to give credit to the original author by providing references to demonstrate that the information presented is not their own thoughts or ideas but rather has been adopted from another person’s writing (Abbott & Nininger, 2020). Therefore, when one acknowledges that they have used the words, ideas, and knowledge of other writers, it helps to uphold their academic discipline and integrity.
Reference
Abbott, M. R. B., & Nininger, J. (2020). Academic integrity in nursing education: Policy review. Journal of Professional Nursing, 37(2), 268–271. https://doi.org/10.1016/j.profnurs.2020.12.006
- Explanation for the relationship between professional practices and scholarly ethics
Professional ethics refers to the standards that outline how a person should conduct and behave themselves when carrying out activities in that profession (Fitzgerald, 2020). It usually outlines the scope of what can and cannot be done. Professional ethics constitute attitudes, values and principles that guide work (Fitzgerald, 2020). On the other hand, academic ethics refers to the values and principles that govern the conduct of scholars, scientists and researchers in their work. Academic and professional ethics place a high premium on shared values such as respect, accountability, honesty and fairness. They also help to build a base of critical thinking, responsible behaviors and ethical reasoning among the persons they govern.
Reference
Fitzgerald, A. (2020). Professional identity: A concept analysis. Nursing Forum, 55(3), 447–472. https://onlinelibrary.wiley.com/doi/abs/10.1111/nuf.12450
Explain how Grammarly, Turnitin, and paraphrasing contributes to academic integrity
Paraphrasing helps the writers to transfer accurate information from the original authors, using their own words, but giving credit to the authors. This promotes academic integrity since even though the information is not in its original words, it is still accurate and unchanged. The Grammarly tool helps the writer to correct any grammar and structural mistakes, ensuring that the presented information is clear and can be understood by the readers. Turnitin helps to check for originality, ensuring that the writer has accurately referenced all the sources they have used in their writing.
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 or PMC, 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.
As a student, it will be essential to ensure that my research skills are top-notch. I will revise the basics of searching for the documents and journals to be used in my writing. I will then ensure that I extract the essential information that I require for my writing and paraphrase it using my own words. Additionally, I will ensure that I use the tools available online to help me create an accurate reference list. During writing, I will ensure that I credit every piece of information that has been paraphrased to the original author using citations. After writing, it will be essential to go through the final document to ascertain whether the information paraphrased, the in-text citations used and the bibliography entry all match.
Similarly, it will be essential to maintain professional integrity in the field of work. This will only be possible if one forms a strong foundation from the student level. At school, I will ensure that I read through the academic code of conduct and code of ethics to understand what is required of me. These resources are available on the school website and can help me steer clear of academic conflicts. As a professional nurse, I will find more information about the ANA code of ethics to understand better how I should adhere to these principles during my work.
Academic Success and Professional Development Plan Part 3: Research Analysis
The topic of interest is diabetes self-management education (DSME) and its role in preventing diabetes complications and associated costs among individuals with type 2 diabetes mellitus. DSME programs provide essential knowledge and skills that help patients make informed decisions about their lifestyle, medication adherence, and overall health. Research has shown that participation in DSME improves clinical outcomes, yet not all individuals take advantage of these programs (Carmienke et al., 2022).
The selected article concerning this topic is Weise et al. (2024). The APA formatted reference is as follows;
Weise, S., Du, Y., Heidemann, C., Baumert, J., Frese, T., & Heise, M. (2024). Diabetes Self-Management Education Programs: Results from a Nationwide Population-Based Study on Participant Characteristics, Program Ratings, and Reasons for Non-Participation. PloS One, 19(9), e0310338. https://doi.org/10.1371/journal.pone.0310338
The study examines the characteristics of participants in DSME programs, their evaluations of these programs, and reasons for non-participation. Since participation is a crucial factor in the effectiveness of DSME in preventing complications, understanding these factors can help healthcare professionals tailor DSME initiatives to increase participation and effectiveness, thereby improving patient outcomes in diabetes management. The study is relevant to professional practice, as understanding these factors can help healthcare providers enhance the accessibility and impact of DSME programs.
Based on the study’s insights, I would strongly recommend this article for healthcare professionals seeking to enhance DSME initiatives. The research provides practical strategies to enhance patient engagement, making it a valuable resource for educators, nurses, and clinicians involved in diabetes care. By leveraging these findings, professionals can refine their educational approaches, ensuring that DSME programs are both accessible and effective.
References
Carmienke, S., Fink, A., Baumert, J., Heidemann, C., Du, Y., Frese, T., & Heise, M. (2022). Participation in structured diabetes self-management education programs and its associations with self-management behaviour – a nationwide population-based study. Patient Education and Counseling, 105(4), 843–850. https://doi.org/10.1016/j.pec.2021.07.017
Weise, S., Du, Y., Heidemann, C., Baumert, J., Frese, T., & Heise, M. (2024). Diabetes self-management education programs: Results from a nationwide population-based study on participant characteristics, program ratings, and reasons for non-participation. PloS One, 19(9), e0310338. https://doi.org/10.1371/journal.pone.0310338
Step 1: Research Analysis
Complete the table below
| Topic of Interest: | Diabetes Self-Management Education | ||||
| Research Article: Include full citation in APA format, as well as link or search details (such as DOI) | Weise, S., Du, Y., Heidemann, C., Baumert, J., Frese, T., & Heise, M. (2024). Diabetes Self-Management Education Programs: Results from a Nationwide Population-Based Study on Participant Characteristics, Program Ratings, and Reasons for Non-Participation. PloS One, 19(9), e0310338. https://doi.org/10.1371/journal.pone.0310338
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| Professional Practice Use:
One or more professional practices uses of the theories/concepts presented in the article |
The research provides practical strategies to enhance patient engagement in diabetes self-management education, making it a valuable resource for educators, nurses, and clinicians involved in diabetes care.
The study findings can help professionals refine their educational approaches, ensuring that DSME programs are both accessible and effective. The study can also guide healthcare providers to develop targeted interventions for different patients, based on their readiness levels or any participation barriers. |
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| Research Analysis Matrix
Add more rows if necessary |
Strengths of the Research | Limitations of the Research | Relevancy to Topic of Interest | Notes | |
| The study provides a comprehensive national analysis, increasing generalizability | The research fails to assess how DSME participation correlates with actual patient outcomes such as glycemic control, limiting its direct clinical implications | The study directly examines barriers and facilitators of DSME participation, providing insights for improving program uptake. | Future research should explore longitudinal effects of DSME participation on diabetes management outcomes. | ||
| The research study utilizes statistical rigor, including weighted multinomial logistic regression models, ensuring adequate data interpretation | The use of self-reported data limits the study due to potential social desirability, considering participants may underreport personal reasons for non-attendance | Findings emphasize the critical role of healthcare providers in recommending DSME, highlighting a gap in referrals | Healthcare professionals should consider tailored educational formats in DSME, such as digital modules, and peer support groups to address diverse learning preferences | ||
| The study focuses on specific socioeconomic and educational factors influencing DSME participation
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Being a cross-sectional design, the study cannot establish causality between barriers and DSME participation, limiting its ability to confirm whether addressing these factors would directly improve attendance | Educational disparities affect DSME engagement, suggesting that customized learning strategies may enhance participation among lower-education groups | The study suggests leveraging public health campaigns, similar to vaccination programs, to promote DSME | ||
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The research supports policy interventions, such as public awareness campaigns and incentives for healthcare providers to promote DSME | ||||
Step 2: Summary of Analysis
My approach to identifying and analyzing peer-reviewed research involves leveraging reputable databases such as PubMed, CINAHL, and Google Scholar to access high-quality, evidence-based studies. I refine my search process by carefully selecting keywords and employing Boolean operators, such as AND, OR, and NOT, to efficiently filter relevant literature. Additionally, I use research filters, such as publication date, study type, and peer-reviewed status, to ensure that I prioritize the most recent and credible studies. Once I retrieve relevant articles, I critically evaluate their methodologies, sample sizes, and statistical analysis to determine their validity and applicability to my professional practice or area of study.
Two effective strategies I rely on when conducting research include using Boolean search techniques to refine and strategically expand search queries, and applying publication year filters to focus on the most up-to-date findings. These methods help streamline the research process while ensuring the inclusion of high-quality, peer-reviewed sources. Looking ahead, I plan to incorporate the Cochrane Library as a primary resource, given its extensive collection of systematic reviews and meta-analyses. Utilizing this database will enhance the reliability and depth of my research, allowing me to base my clinical and educational decisions on the most comprehensive and evidence-based information available.
Academic Success and Professional Development Plan Part 4: Finalizing the Plan
There are various courses offered by the university in Master of Science in Nursing (MSN) and Post-Master Certificate (PMC) programs. These specialties aim to prepare nurses for advanced practice roles in high-demand areas. My selected specialty is Psychiatric Mental Health Nurse Practitioner (PMHNP), and my second-preferred specialty is Family Nursing Practice (FNP). These two specialties differ in focus, practice scope, certification requirements, and career settings.
The PMHNP specialty focuses on providing mental health care across the lifespan, emphasizing assessment, diagnosis, and treatment of psychiatric disorders using therapy and psychopharmacology. In contrast, the FNP track prepares nurses to deliver holistic primary care for individuals and families, covering a broad spectrum of health issues across all age groups. While both tracks share core MSN courses and develop advanced practice competencies, they diverge in population focus, clinical training, and certification requirements. PMHP is selected by nurses with their career goals focused on mental health care, while FNP is selected by nurses with their career goals focused in general family care.
Choosing the PMHNP specialization was both a deeply personal and strategic professional decision. My passion for mental health care developed during my baccalaureate studies, where I was exposed to various nursing specialties. Over time, I discovered a strong inclination toward mental health, recognizing it as a vital, yet often neglected, aspect of overall well-being. This realization fueled my desire to specialize in a field where I could make a significant impact, especially given the persistent stigma surrounding mental health issues. I am committed to becoming an expert in psychiatric care and advocating for accessible, compassionate, and culturally competent mental health services.
Professionally, I have always been drawn to working with vulnerable populations and providing holistic care that extends beyond physical symptoms to include emotional and psychological support. The PMHNP role aligns perfectly with my values and long-term career goals. It allows me to assess, diagnose, and treat mental health conditions across the lifespan, empowering me to serve as a change agent in communities where mental health resources are limited. By pursuing this specialization, I aim to contribute to breaking the stigma, improving patient outcomes, and elevating the standard of mental health care through evidence-based practice and empathetic support.
One of the professional organizations related to my specialization is the American Psychiatric Nurses Association (APNA). APNA is dedicated to psychiatric mental health nursing, offering valuable resources such as continuing education, networking opportunities, clinical toolkits, and practice guidelines (APNA.org, n.d.). It fosters professional growth, expands knowledge on psychiatric and mental health care, and offers a platform for nurses to network with like-minded professionals. To become an active APNA member, nurses apply online through the website and pay the membership fees, which vary depending on the category, such as Registered Nurses, students, or retired nurses. For instance, regular membership for registered nurses requires $145, which gives the members voting rights, can serve on committees, and are eligible to seek election to the board of directors. Applicants also prepare the necessary documentation to verify their application category, for instance, the evidence of being a student when applying as a student member, and submit the online application.
Reference
American Psychiatric Nurses Association (APNA). (n.d.). Engage In Your Association of PMH Nurses- Become an APNA Member. Retrieved from https://theapna.org/membership/become-an-apna-member
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At some point in every construction project, efforts turn from design and the focus moves to actual construction. With the vision in place and the tools secured, the blueprint can be finalized and approved. Then it is time to put on hardhats and begin work.
Throughout the course you have developed aspects of your Academic and Professional Development Plan. You have thought a great deal about your vision and goals, your academic and professional network of support, research strategies and other tools you will need, the integrity of your work, and the value of consulting the work of others. With your portfolio in place, it is now time to finalize your blueprint for success.
Much as builders remain cognizant of the building standards as they plan and begin construction, nurses must remain mindful of the formal standards of practice that govern their specialties. A good understanding of these standards can help ensure that your success plan includes any steps necessary to excel within your chosen specialty.
In this Assignment you will continue developing your Academic Success and Professional Development Plan by developing the final component–a review of your specialty standards of practice. You will also submit your final version of the document, including Parts 1–4.
Note: For students in Nursing Education, Executive Nursing, Nursing Informatics, or Public Health Nursing, this Assignment is the first Portfolio Assignment in your program. You will have one Portfolio Assignment in each of your courses. You will need to save these Assignments for inclusion in your portfolio that you will submit in your Capstone course.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
To Prepare:
- Review the scope and standards of practice or competencies related to your chosen specialty in the resources for this module.
- Review the MSN or PMC specializations offered at Walden by viewing the module resource, Walden University. (n.d.). Master of Science in Nursing (MSN).
- Examine professional organizations related to the specialization you have chosen and identify at least one to focus on for this Assignment.
- Reflect on the thoughts you shared in the Discussion forum regarding your choice of a specialty, any challenges you have encountered in making this choice, and any feedback you have received from colleagues in the Discussion.
The Assignment:
Complete the following items and incorporate them into the final version of your Academic Success and Professional Development Plan.
- With the resources specific to the MSN or PMC specialization and the Walden University. (n.d.). Master of Science in Nursing (MSN) or PMC, shared in this module, write a paragraph or make a Nursing Specialty Comparison table, comparing at least two nursing specialties that include your selected specialization and second-preferred specialization.
- Write a 2- to 3-paragraph justification statement identifying your reasons for choosing your MSN or PMC specialization. Incorporate feedback you received from colleagues in this Module’s Discussion forum.
- Identify the professional organization related to your chosen specialization for this Assignment, and explain how you can become an active member of this organization.