Week 1 Discussion: Professional Identity, Academic Success, and Social Change in Nursing

Course and Assessment Overview

Course: NURS 6003 – Transition to Graduate Study in Nursing (MSN level)

Assessment Type: Week 1 Discussion Board Post and Peer Responses

Approximate Length: Initial post 250–350 words; two responses 150–200 words each

Weighting: Part of weekly discussion grade (consult course syllabus)

Submission Format: Post to online discussion board within the learning management system

Discussion Overview

Graduate study in nursing requires you to define your professional identity, clarify your academic and career goals, and connect these aims to a broader vision of positive social change in healthcare, which is a recurring focus in Walden University nursing discussions. In this first-week discussion, you will reflect on your professional journey, articulate your academic and career goals, and examine how your program’s mission, outcomes, and emphasis on social change align with your aspirations.

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Discussion Instructions

Part A – Initial Discussion Post (250–350 words)

In your initial post, address the following points in a single, well-organized narrative:

• Professional Journey:
  Briefly describe your current role and prior nursing experience, indicating what motivated you to pursue graduate education.

• Academic and Career Goals:
  Identify your short- and long-term academic and professional goals (for example, advanced clinical role, leadership, education, policy, or informatics) and explain why they are important to you.

• Alignment with Program Mission and Social Change:
  Explain how your goals align with your program’s mission, learning outcomes, and emphasis on positive social change in nursing and healthcare.

• Strategies and Resources for Success:
  Discuss at least two concrete strategies and two specific academic or professional resources (for example, writing center, library, faculty, professional organizations, peer network) that you plan to use to support your success as a graduate student.

Support your reflection with at least one scholarly or institutional source (for example, program pages, university mission statements, or peer-reviewed literature) and cite it according to the required referencing style.

Part B – Peer Responses (Two posts, 150–200 words each)

Respond to at least two colleagues as follows:

1. Comment on how their academic and career goals compare with your own and identify one potential area of synergy, collaboration, or shared interest.

2. Offer at least one additional evidence-informed strategy, resource, or suggestion that could further support their academic success or strengthen their plan for contributing to positive social change in nursing.

Each response should extend the conversation with constructive feedback, questions, or examples, rather than repeating what the colleague has already written.

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Discussion Participation Requirements

• Post your initial discussion response by Day 3 of the week.

• Post at least two substantive peer responses by Day 6 of the week, as is typical in Walden-style weekly discussions.

• Use respectful, professional language and maintain confidentiality when referring to workplaces or patient situations.

• Cite and reference all sources according to the required academic style.

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Week 1 Discussion Rubric – Professional Identity, Academic Success, and Social Change

Criterion 1: Clarity of Professional Journey and Goals (25%)

• Excellent (90–100): Presents a clear, coherent overview of current role and prior experience; articulates specific, realistic short- and long-term academic and career goals that reflect a strong sense of professional identity.

• Proficient (80–89): Describes professional background and goals with adequate detail and clarity; minor aspects may be underdeveloped.

• Basic (70–79): Provides a general description of background and goals; goals may be somewhat vague, broad, or loosely connected to the narrative.

• Below Expectations (<70): Professional background and goals are unclear, incomplete, or missing.

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Criterion 2: Alignment with Program Mission and Social Change (25%)

• Excellent (90–100): Clearly and thoughtfully explains how personal goals align with program mission, learning outcomes, and concept of positive social change in nursing, using specific details and appropriate evidence.

• Proficient (80–89): Explains alignment with some reference to mission, outcomes, or social change; details or examples could be more explicit.

• Basic (70–79): Makes general statements about alignment with limited or superficial explanation.

• Below Expectations (<70): Little or no discussion of alignment with program mission or social change.

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Criterion 3: Strategies and Resources for Academic and Professional Success (25%)

• Excellent (90–100): Identifies at least two specific strategies and two distinct academic/professional resources, clearly explaining how each will support graduate success and professional development; integrates relevant literature or institutional guidance where appropriate.

• Proficient (80–89): Identifies strategies and resources with reasonable clarity; explanation of how they support success may be less detailed.

• Basic (70–79): Mentions strategies and/or resources in general terms with limited explanation or specificity.

• Below Expectations (<70): Strategies and resources are minimal, inappropriate, or absent.

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Criterion 4: Quality of Peer Engagement (15%)

• Excellent (90–100): Provides at least two timely, substantive, and constructive responses; extends peers’ thinking, shares relevant resources or examples, and promotes collaborative learning, consistent with Walden-style expectations for networking and support.

• Proficient (80–89): Responds to peers with supportive comments and some elaboration; may offer fewer concrete suggestions or examples.

• Basic (70–79): Responses are brief, mostly affirmative, or repetitive, with limited contribution to the discussion.

• Below Expectations (<70): Few or no responses; responses lack substance or relevance.

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Criterion 5: Scholarly Writing, Evidence Use, and APA/Harvard Formatting (10%)

• Excellent (90–100): Writing is clear, well-organized, and concise; at least one relevant scholarly or institutional source is integrated; citations and references follow the required style with minimal errors.

• Proficient (80–89): Writing is generally clear with minor lapses; sources are used appropriately; few formatting errors.

• Basic (70–79): Writing shows issues with clarity, flow, or mechanics; limited or inconsistent use of sources and referencing.

• Below Expectations (<70): Writing is difficult to follow; lacks appropriate sources or contains significant citation errors.

My current role as a bedside nurse in a busy urban medical-surgical unit has shown me how structural inequities and resource gaps shape patients’ health trajectories, which is why pursuing my MSN aligns closely with the goal of addressing social change in healthcare. I intend to develop into an advanced practice nurse who not only provides expert clinical care but also advocates for policies and practice changes that reduce disparities in access, quality, and outcomes. Clarifying this vision at the beginning of graduate study helps me select courses, practicum experiences, and professional networks that match my long-term aim of leading system-level improvements. Using academic resources such as the writing center and online library, as well as building a supportive peer network, will be essential as I balance rigorous coursework with full-time practice and family responsibilities.

Recent References

• Walden University (2022) Nursing social change, Walden University Articles.

• McKellar, L., Graham, K. and Kunz, A. (2020) ‘Professional identity development in graduate nursing education: A longitudinal perspective’, Nurse Education in Practice, 46, 102824.

• American Association of Colleges of Nursing (AACN) (2021) The Essentials: Core competencies for professional nursing education. Washington, DC: AACN.

• Benner, P., Sutphen, M., Leonard, V. and Day, L. (2019) Educating nurses: A call for radical transformation. San Francisco: Jossey-Bass.

• Walden University (2023) NURS 6003: Academic and professional success plan and resources, NURS 6003 Course Materials.