Running head: PROFESSIONAL DEVELOPMENT PLAN

Professional Develop en! Plan A " Le#is Ferris S!a!e $niversi!"

PROFESSIONAL DEVELOPMENT PLAN

A&s!ra'! A guide #ri!!en &" !he A eri'an Nurses Asso'ia!ion (ANA)* Nursing: Scope and Standards of Practice (+,%,) is ean! !o dire'! !he professional nurse in !he pra'!i'e of nursing- .hile !here "

are si/!een s!andards in !his &oo0 I #ill e/plain s!andards seven !hrough si/!een* and iden!if" progress !o#ards a''o plishing !he - I #ill also provide a professional develop en! plan for !he ne/! five !o !en "ears of " nursing 'areer- So e of !he goals lis!ed are alread" in progress e!hods of

'urren!l"* and I #ill &e 'on!inuing !o #or0 on !he - Addi!ionall"* I #ill des'ri&e evalua!ing " a'hieve en! of

" plan of a'!ion and da!es &" #hi'h I hope !o a'hieve !he goals-

In'luded in !his paper are !i el" anner-

" personal 'areer goals and ho# I plan !o a'hieve !hese goals in a

PROFESSIONAL DEVELOPMENT PLAN

Professional Develop en! Plan Pu&lished in +,%,* !he Nursing: Scope and Standards of Practice #as #ri!!en &" !he A eri'an Nurses Asso'ia!ion (ANA) as a referen'e guide e/plaining !he s!andards !ha! regis!ered nurses (RNs) are professionall" held !o- Nursing s!andards are defined #i!hin !his pu&li'a!ion as 1au!hori!a!ive s!a!e en!s of !he du!ies !ha! all regis!ered nurses* regardless of role* popula!ion* or spe'ial!"* are e/pe'!ed !o perfor of !his paper is !o do'u en! !he anal"sis of !he" rela!e !o 'o pe!en!l"2 (ANA* +,%,* p- +)- The purpose

" assess en! of so e of !hese nursing s!andards as

" 'urren! professional 'areer- A personal anal"sis of so e of !hese pra'!i'e " pra'!i'e ain!ains

s!andards is 'on!ained in !his do'u en!* as #ell as an evalua!ion of ho# !hese s!andards- Addi!ionall"* I a s!a!ing

" five and !en "ear goals as a professional nurse and

so e of !he #a"s I plan !o a'hieve !he

#i!hin !he !i e period es!a&lished-

PROFESSIONAL DEVELOPMENT PLAN Standards of Professional Performance Standard Seven: Ethics 4e !rea!ing all of " pa!ien!s e5uall" and approa'hing !he #i!h a non6udg en!al

a!!i!ude* despi!e !heir various &a'0grounds* I &elieve !ha! I

ee! !his s!andard- The seven!h

s!andard s!a!es* 1!he regis!ered nurse pra'!i'es e!hi'all"2 (ANA* +,%,* p- 78)- An e/pe'!a!ion of !he ANA is !ha! !he RN #ill deliver 1'are in a anner !ha! preserves and pro!e'!s heal!h'are

'onsu er au!ono "* digni!"* righ!s* values and &eliefs2 (ANA* +,%,* p- 78)- 4" advo'a!ing for " pa!ien!9s heal!h 'are needs* and pu!!ing " pa!ien! firs!* I uphold !his s!andard- A&iding &"

!he :eal!h Insuran'e Por!a&ili!" and A''oun!a&ili!" A'! (:IPAA) la#s and !a0ing !he !i e !o e/plain 'are !o !he pa!ien!* 'rea!e &o!h a !herapeu!i' and !rus!ing rela!ionshipNurses us! &e #illing !o s!and up for !heir pa!ien!s* even if i! eans 5ues!ioning o!her

heal!h 'are providers* or order !o provide 'are !ha! is e!hi'all" sound (ANA* +,%,)- This is a fre5uen! o''urren'e in !he in!ensive 'are uni! (I;$) se!!ing* and 'onsidera!el"- I provide e!hi'al nursing 'are &" advo'a!ing for s!anding up for !he us! &e done respe'!full" and " pa!ien!9s &es! in!eres! and

#hen !he" are no! a&le !o spea0 for !he selves-

Standard Eight: Education A''ording !o !he ANA* 1The regis!ered nurse a!!ains 0no#ledge and 'o pe!en'e !ha! refle'!s 'urren! nursing pra'!i'e2 (ANA* +,%,* p- 7<)- I &elieve !ha! I have !o e! and #ill 'on!inue

ee! !his s!andard &" !he 'on!inuing edu'a!ion I 'o ple!e ea'h "ear* !he hospi!al re5uired

'o pe!en'ies #here I #or0 and &" addi!ional e/perien'es !ha! I re'eive as an I;$ nurse- There is 'ons!an! oppor!uni!" for learning fro o!her heal!h 'are professionals on a dail" &asis in !he

I;$* and I !a0e ea'h of !hese oppor!uni!ies seriousl"- Lifelong learning is an e/pe'!a!ion for ever" nurse* and !he nurse should &e pro o!ing !his a ong his=her peers as #ell-

PROFESSIONAL DEVELOPMENT PLAN In order !o pro o!e eviden'e>&ased pra'!i'e* !his s!andard also has an in!egral par! !ha! s!a!es !ha! !he nurse 1shares edu'a!ional findings* e/perien'es* and ideas #i!h peers2 (ANA* +,%,* p- 7<)- .hile edu'a!ional needs #ill depend on !he nurse9s role* lo'a!ion* se!!ing and !he popula!ion !he" deal #i!h* !he 'urren! 0no#ledge level also is a fa'!or- These edu'a!ional e/perien'es should &e do'u en!ed in a professional anner and a" in'lude &o!h for al and

infor al in!era'!ions (ANA* +,%,)- .hile I feel li0e I have a ver" in>dep!h 0no#ledge &ase* I a 'ons!an!l" loo0ing !o e/pand " 0no#ledge &" a!!ending professional nursing 'onferen'es* !he o!her heal!h 'are providers !ha! I #or0 #i!h-

'on!inuing edu'a!ion* and &" learning fro

Standard Nine: Evidence-Based Practice and Research .hile I have no! &een involved dire'!l" in an" resear'h a! Spe'!ru :eal!h #here I #or0

in !he I;$* I do &elieve !ha! our nursing pra'!i'e is &ased on eviden'e>&ased resear'h- A! !i es* i! 'an &e frus!ra!ing !o have so an" 'hanges !o our pra'!i'e* "e! i! &e'o es unders!anda&le

#hen our edu'a!ors e/plain a&ou! !he resear'h !ha! has &een done regarding !ha! aspe'! of our nursing 'are- This s!andard s!a!es !ha! !he RN 1in!egra!es eviden'e and resear'h findings in!o pra'!i'e2 (ANA* +,%,* p- ?%)* and !his is 'er!ainl" eviden! in !he area in #hi'h I #or0Nurses are e/pe'!ed !o share !heir resear'h findings #i!h peers and 1in'orpora!e eviden'e #hen ini!ia!ing 'hanges in nursing pra'!i'e2 (ANA* +,%,* p- ?%)- .hen I find an in!eres!ing and appli'a&le nursing resear'h ar!i'le* af!er 'ri!i5uing i! for relia&ili!" and validi!"* I !hen share i! #i!h " 'o#or0ers so !he" a" &enefi! fro i! !oo- I also a involved in a @ournal ;lu& #here

#e ea'h presen! an ar!i'le !ha! #e feel is per!inen! and !ha! deals #i!h an issue !ha! 'an i pa'! our nursing 'are in !he I;$- I! is i por!an! for an RN !o &e #illing !o adap! !heir pra'!i'e !o in'lude 'urren! eviden'e>&ased 0no#ledge in order !o provide !he safes! and highes! 5uali!" of nursing 'are-

PROFESSIONAL DEVELOPMENT PLAN Standard Ten: Quality of Practice The RN 1'on!ri&u!es !o 5uali!" nursing pra'!i'e2 (ANA* +,%,* p- ?+)- This is presen!ed !hrough providing nursing 'are !ha! is relia&le* e!hi'al and a''oun!a&le ea'h and ever" !i eNurses should &e innova!ive in !heir 'are* and should also par!i'ipa!e in 5uali!" i prove en! (AI) ove en!s (ANA* +,%,)- 4" iden!if"ing* developing* i ple en!ing and evalua!ing AI e! !his s!andard- I a on a ;oronar"

a'!ivi!ies in !he heal!h 'are se!!ing #here I #or0* I have Ar!er" 4"pass Braf!ing (;A4B) AI 'o i!!ee* and #e

ee! regularl" !o assess eviden'e>&ased ade #hen

resear'h as #ell as our pa!ien! indi'a!ors- ;hanges in our hospi!al pra'!i'e are !hen de!er ined !o &e ne'essar" and advan!ageous4" &eing 'o

i!!ed !o providing high 5uali!" nursing 'are !o ea'h and ever" pa!ien! !ha! " !hir!"

I en'oun!er* I uphold !his s!andard- Through a varie!" of heal!h 'are e/perien'es in

"ears as a nurse* I have learned !he i por!an'e of 'onsis!en!l" e/'ellen! nursing 'are- I follo# ins!i!u!ional poli'ies and pro'edures and &een ini iCe 'os!s !hrough proper do'u en!a!ion- I! has

" personal poli'" as a nurse !o al#a"s provide an e/'ellen! 5uali!" of nursing 'are

!hrough safe and e!hi'al pra'!i'eStandard Eleven: Communication The RN 1'o uni'a!es effe'!ivel" in a varie!" of for a!s in all areas of pra'!i'e2 (ANA* ee! !his s!andard #hen I 'o uni'a!e 'learl" and 'on'isel" #i!h anner so !ha!

+,%,* p- ?7)- I 'on!inuall" o!hers in

" nursing pra'!i'e- I do'u en!

" findings in a si ple and a''ura!e

all of !he heal!h 'are !ea 5ues!ioning un'lear

#ill unders!and i!- 4" using 'orre'!

edi'al !er inolog" and also &" a&le !o use " 'o " " uni'a!ion

essages* I advo'a!e for !he 'are of

" pa!ien!- I a

in!era'!ions #i!h o!her heal!h 'are professionals !o assess !he effe'!iveness of s0ills and adap! !he as needed- Ano!her #a" of evalua!ing ho# I a doing in

PROFESSIONAL DEVELOPMENT PLAN 'o uni'a!ion and do'u en!a!ion* I re5ues! feed&a'0 fro ul!i>dis'iplinar" !ea is a0ing rounds on " nurse anager as #ell as a0e sure !o ini iCe "

peers- .hile !he

" pa!ien!* I

par!i'ipa!e in !his oppor!uni!" in an effor! !o s!rea line 'o dis'repan'iesStandard Twelve: eadershi!

uni'a!ion and

The RN 1de ons!ra!es leadership in !he professional pra'!i'e se!!ing and !he profession: (ANA* +,%,* p- ??)- I have e! !his s!andard of leadership &" &eing a en!or !o o!her nurses*

&eing a 'harge nurse* and !a0ing !he ini!ia!ive !o &e'o e an Advan'ed ;ardia' Life Suppor! (A;LS) ins!ru'!or- Fro over in!o #ill help !o !hese roles* I have gained valua&le leadership s0ills !ha! have 'arried e su''eed as a nurse* and hopefull"

" da">!o>da" nursing pra'!i'e- These s0ills help

o!iva!e o!her nurses !o provide high 5uali!" and safe nursing 'are-

The au!ono ous na!ure of !he 'lini'al se!!ing provides a grea! oppor!uni!" !o #or0 on a !ea and !o de ons!ra!e leadership- I a 'o pe!en! in " delega!ion s0ills* and s!ill re!ain

a''oun!a&ili!" #hile also !rea!ing o!her heal!h 'are providers #i!h respe'!- I #ill 'on!inue !o !a0e advan!age of !he leadership oppor!uni!ies and #ill 'on!inue !o gain addi!ional valua&le s0ills in !his i por!an! aspe'! of nursingStandard Thirteen: Colla"oration The RN 1'olla&ora!es #i!h heal!h'are 'onsu er* fa il" and o!hers in !he 'ondu'! of nursing pra'!i'e2 (ANA* +,%,* p- ?8)- Despi!e !he fa'! !ha! !he pa!ien! is a! !he 'en!er of nursing 'are* !he RN is e/pe'!ed !o #or0 'losel" #i!h !he fa il"* in!erdis'iplinar" heal!h 'are !ea * and o!her providers !o help see0 effe'!ive 'are for !he pa!ien!- 4" !rea!ing all heal!h 'are providers #i!h &o!h respe'! and digni!"* I 'o 5uali!" 'are- I a a !ea uni'a!e " role 'learl" and 'on'isel" #hile delivering

pla"er and of!en assis! o!her nurses #hen !he" are having diffi'ul!"

PROFESSIONAL DEVELOPMENT PLAN

#i!h !heir pa!ien! assign en!- I &elieve !ha! ea'h nurse should &e an a'!ive 'olla&ora!or #i!hin a group- ;olla&ora!ion is a 0e" par! of !he provision of 'ongruen! and safe nursing 'areStandard #ourteen: Professional Practice Evaluation The RN 1evalua!es her or his o#n nursing pra'!i'e in rela!ion !o professional pra'!i'e s!andards and guidelines* relevan! s!a!u!es* rules and regula!ions2 (ANA* +,%,* p- ?<)- I &elieve !ha! I ee! !his s!andard &" a''ep!ing 'ons!ru'!ive feed&a'0 #ell* and learn fro !hese

oppor!uni!ies- There is al#a"s roo grea! level of

for i prove en! and gro#!h* and I feel !ha! is sho#s a 'ons!an!l" see0ing ou! areas in #hi'h I 'an

a!uri!" !o a'0no#ledge !his- I a " peers and

i prove* su'h as as0ing Also* I a !he

anagers for #a"s !o do !hisanner !o assis!

#illing !o spea0 up !o

" 'o#or0ers in a 'ons!ru'!ive and respe'!ful

in !heir professional i prove en! !hrough providing &enefi'ial feed&a'0 (ANA* +,%,)-

Standard #ifteen: Resource $tili%ation The RN 1u!iliCes appropria!e resour'es !o plan and provide servi'es !ha! are safe* effe'!ive and finan'iall" responsi&le2 (ANA* +,%,* p- D,)- I s!rive !o ee! !he s!andard for

resour'e allo'a!ion ea'h !i e I have a pa!ien! in!era'!ion- 4efore allo'a!ing resour'es* I assess !he needs of !he pa!ien! and !he plan of 'are for !ha! par!i'ular !i e (ANA* +,%,)- .hen I a 'harge nurse for a par!i'ular shif!* I appropria!el" u!iliCe hu an resour'es &" !he

a0ing appropria!e

and fis'all" responsi&le assign en!s- .hen delega!ing !as0s !o nurse !e'hni'ians* I u!iliCe !he in an organiCed and a''oun!a&le #a"- The RN has !he professional responsi&ili!" !o e/er'ise appropria!e 'os! saving easures* and !his 'an &e de ons!ra!ed #hen I use onl" !he supplies " par!i'ipa!ion on !he shared leadership 'o i!!ee* #e

needed- An e/a ple of !his is !hrough loo0ed a! o&!aining s aller rolls of

edi'al !ape- .e no!i'ed !ha! #e #ere 'ons!an!l" dis'arding

!he re ainder of !he larger rolls of !ape upon a pa!ien!9s dis'harge* as !he rolls of !ape are single

PROFESSIONAL DEVELOPMENT PLAN pa!ien! use onl"- I! is no# !he s!andard for !he I;$ !o s!o'0 s all rolls of !ape* and !hus !here is u'h less !ape &eing dis'arded on a pa!ien!s9 dis'hargeAno!her aspe'! of resour'e u!iliCa!ion is using 'o is done #hen I

<

uni!" resour'es for !he pa!ien!- This

a0e referrals !o o!her dis'iplines* and 'oordina!ing !he 'are for !he pa!ien!- A! an" 'on!inuing needs !ha! a pa!ien! has* and !hese referrals are &o!h

dis'harge* !here #ill &e

'os!>effe'!ive and &enefi'ial for !he pa!ien!Standard Si&teen' Environmental (ealth The RN 1pra'!i'es in an environ en!all" safe and heal!h" 4" 0eeping anner2 (ANA* +,%,* p- D%)pro o!ing a heal!h" #or0

" #or0 environ en! in a 'lean and orderl" fashion* I a

area- Feeping pa!ien!s and s!aff safe &" 'leaning hall#a"s and pa!ien! roo s of de&ris* no!if"ing appropria!e personnel of spills and &" &eing a#are of fire safe!" poli'ies and pro'edures are #a"s !ha! I pro o!e environ en!al heal!h:aving !he 0no#ledge !o read produ'! la&els* I a produ'!s a" have on !he environ en!- A! Spe'!ru a&le !o de!er ine !he i pa'! !ha! !hese

:eal!h* #hen #e s!ar!ed using ne# e &ers !ha! used !he #i!h

'anis!ers of 'leansing #ipes on our e5uip en!* !here #ere s!aff

!heir &are hands- Af!er reading !he la&el 'losel"* i! #as eviden! !ha! #e should &e #earing gloves #hen using !hese #ipes on !he e5uip en! and also le!!ing i! dr" &efore allo#ing 'on!a'! #i!h &are s0in- 4" sharing !his infor a!ion #i!h on ho# !his produ'! #as usedAn addi!ional #a" !ha! I in 'o ee! !his s!andard of a heal!h" environ en! is #hen I par!i'ipa!e " fello# e plo"ees* I #as a&le !o have an i pa'!

uni!" heal!h even!s li0e The Transplan! Ba es* #hi'h #as held in Brand Rapids for !he uni!" even! !ha! I par!i'ipa!e in

firs! !i e ever in Augus! +,%+- The :ear! .al0 is also a 'o and help !o pro o!e ea'h "ear-

PROFESSIONAL DEVELOPMENT PLAN )oals #ive-*ear )oals

%,

There are several goals !ha! I plan !o o&!ain in !he ne/! five "ears* and I also have a plan in pla'e !o a''o plish !hese (Appendi/ A)- ;urren!l"* I a #or0ing on " 4SN* and !his is

&eing a''o plished !hrough 'lasses &eing offered &" Ferris S!a!e $niversi!" (FS$)- In addi!ion !o #an!ing !o advan'e as a professional nurse* !he 4SN degree is a re5uire en! a! S: !o a'hieve os! of !he levels on !heir EG;EL &onus progra - I &elieve !ha! as a Magne! hospi!al S: #ill &e s!rongl" en'ouraging ADN and Diplo a nurses !o 'o ple!e !heir 4SN9s in !he fu!ure- I have done resear'h !o loo0 a! #ha! is involved #i!h o&!aining a 'er!ifi'a!ion for 'ardiovas'ular nursing- An addi!ional goal* for !he ne/! five "ears* is !o 'ri!i'al 'are regis!ered nurse (;;RN)Ten-*ear )oals .hile !here are no fur!her edu'a!ional goals !ha! I have* 'hallenging " 1!en "ear plan2 in'ludes " 4SN* I ain!ain " 'urren! 'er!ifi'a!ion as a

"self &" 'hanging !o a differen! field of nursing- Af!er 'o ple!ion of "self !o u!iliCe #ha! I have learned during

#ould li0e !o 'hallenge area #here

" edu'a!ion and #or0 in an ore of !he

ore pa!ien! edu'a!ion is involved- I feel !ha! I #ill &e a&le !o use

nursing !heories and 'on'ep!s in an area su'h as ho e heal!h 'areEvaluation A'hieving rea'ha&le- I a " 4SN #i!hin !he ne/! several "ears is a goal !ha! I feel is defini!el" " se'ond and !hird 'lasses* and have a !o!al of !en 'lasses !o

'urren!l" in

'o ple!e- I plan !o !a0e !he ne/! !#o 'ourses in !he fall of +,%3* and !hen #ill &e half#a" !o#ards fro " goal of o&!aining " 4SN- I have !he advan!age of having so e finan'ial assis!an'e " en!ire progra - Thus* I #ill have a finan'ial &urden !ha!

S:* &u! !his #ill no! pa" for

PROFESSIONAL DEVELOPMENT PLAN #ill re5uire !ha! I #or0 e/!ra hours !o pa" par! of &oo0s for " 'lasses" ;;RN 'er!ifi'a!ion is also a finan'ial &urden* as !here are %,, ;E$9s

%% " !ui!ion as #ell as !he e/pense of pur'hasing

Main!aining

re5uired ever" !hree "ears- 4" o&!aining an addi!ional 'er!ifi'a!ion* !here of ;E$9s !ha! are re5uired* and !his #ould !a0e e/!ra !i e and

a" &e differen! !"pes

one" !o &o!h o&!ain and a"

ain!ain !ha! addi!ional 'er!ifi'a!ion- Due !o !his d"na i' of an addi!ional 'er!ifi'a!ion* I no! &e a&le !o 'o ple!e !his par! of In !he fu!ure* af!er I o&!ain As al os! " five>"ear goal plan-

" 4SN I #ill &e !ransi!ioning !o a differen! area of nursing-

" en!ire nursing 'areer has &een in !he I;$ se!!ing* I #ill #el'o e !he 'hange !o a "

less ph"si'all" de anding role in !he field of ho e heal!h nursing- I #ill &e a&le !o evalua!e a'hieve en! of !hese goals ever" !#o "ears !o see if !he" need !o &e reevalua!ed or if I a ee!ing !he as 'urren!l" #ri!!en-

PROFESSIONAL DEVELOPMENT PLAN Referen'es

%+

A eri'an Nurses Asso'ia!ion- (+,%,)- Nursing scope and standards of practice (+nd ed-)- Silver Springs* MD: A eri'an Nurses Asso'ia!ion-

PROFESSIONAL DEVELOPMENT PLAN

%3

Appendi/ A #ive-*ear )oals ;o ple!e 4SN degree Rene# ;;RN 'er!ifi'a!ion O&!ain ;ardia'>Vas'ular Nursing 'er!ifi'a!ion Ten-*ear )oals Transi!ion !o :o e :eal!h ;are Nursing E&!ected Com!letion @anuar"* +,+3 Com!leted E&!ected Com!letion Spring Se es!er* +,%? Nove &er* +,%7 @anuar"* +,%8 Com!leted

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PROFESSIONAL DEVELOPMENT PLAN yes yes

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yes yes yes yes

70 yes

1. Page Numbers: Did you number your pages using the automatic functions of your Word program? [p. 230 and example on p. 40 ! 2. Ru ! g "ea#: Does the "unning head# ha$e a small %h&? 's it on e$ery page? 's it less than (0 spaces total? 's the title of the "unning head in all caps? 's it 1)2& from the top of your title page? *+hould be a fe, ,ords from the title of your paper . [p. 22- and example on p. 40! 3. Abs$ra%$: .a/e sure your abstract begins on a ne, page. 's there a label of 0bstract and it is centered at the top of the page? 's it a single paragraph? 's the paragraph flush ,ith the margin ,ithout an indentation? 's your abstract a summary of your entire paper? "emember it is not an introduction to your paper. +omeone should be able to read the abstract and /no, ,hat to find in your paper. [p. 2( and example on p. 41! 4. I $r&#u%$!& : Did you repeat the title of your paper on your first page of content? Do not use 1'ntroduction2 as a heading follo,ing the title. 3he first paragraph clearly implies the introduction and no heading is needed. [p. 24 and example on p. 42! (. Marg! s: Did you lea$e 1& on all sides? [p. 22-! 5. D&ub'e(s)a%! g: Did you double6space throughout? 7o triple or extra spaces bet,een sections or paragraphs except in special circumstances. 3his includes the reference page. [p. 22- and example on p. 406(-! 4. L! e Le g$" a # A'!g me $: Did you use the flush6left style8 and lea$e the right margin une$en8 or ragged? [p. 22-! 9. Paragra)"s a # I #e $a$!& : Did you indent the first line of e$ery paragraph? +ee :. 22- for exceptions. <- S!acing +fter Punctuation ,ar-s: Did "ou spa'e on'e a! !he end of separa!e par!s of a referen'e and ini!ials in a person9s na eH Do no! spa'e af!er periods in a&&revia!ions- Spa'e !#i'e af!er pun'!ua!ion ar0s a! !he end of a sen!en'e- Ip- E8> EEJ 10. T*)e+a%e: Did you use 3imes "oman 126point font? [p. 229! %%- +""reviation: Did "ou e/plain ea'h a&&revia!ion !he firs! !i e "ou used i!H Ip%,D>%%%J 12. P'ag!ar!sm: ;ite all sources< 'f you say something that is not your original idea8 it must be cited. =ou may be citing many times>this is ,hat you are supposed to be doing< [p. 140! 13. D!re%$ ,u&$e: 0 direct ?uote is exact ,ords ta/en from another. 0n example ,ith citation ,ould loo/ li/e this# %3he $ariables that impact the etiology and the human response to $arious disease states ,ill be explored& *@ell6+criber8 20048 p. 1 . :lease note ,here the ?uotation mar/s are placed8 ,here the final period is placed8 no first name of author8 and inclusion of page number8 etc. Do all direct ?uotes loo/ li/e this? [p. 1406142! 14. ,u&$es O-er ./ 0&r#s: Did you ma/e bloc/ ?uotes out of any direct ?uotes that are 40 ,ords or longer? [p. 1406142! 1(. Para)"rase: 0 paraphrase citation ,ould loo/ li/e this# :atients respond to illnesses in $arious ,ays depending on a number of factors that ,ill be explored *@ell6+criber8 2004 . 't may also loo/ li/e this# @ell6+criber *2004 found that>>

PROFESSIONAL DEVELOPMENT PLAN

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yes yes

[p. 141 and multiple examples in text on p. 406(-! Aor multiple references ,ithin the same paragraph see page 144. 15. Hea#! gs: Did you chec/ your headings for proper le$els? [p. 52653!. 14. Ge era' Gu!#e'! es +&r Re+ere %es: A1 Did you start the "eferences on a ne, page? [p. 34! B1 Did you cut and paste references on your reference page? 'f so8 chec/ to ma/e sure they are in correct 0:0 format. Bften they are not and must be adapted. .a/e sure all fonts are the same. C1 's your reference list double spaced ,ith hanging indents? [p. 34! PROOFREAD FOR GRAMMAR, SPELLING, PUNCTUATION, & STRUCTURE 19. Did you follo, the assignment rubric? Did you ma/e headings that address each maCor section? *"e?uired to point out ,here you addressed each section. 1-. Watch for run6on or long8 cumbersome sentences. "ead it out loud ,ithout pausing unless punctuation is present. 'f you become breathless or it doesn2t ma/e sense8 you need to rephrase or brea/ the sentence into 2 or more smaller sentences. Did you do this? 20. Wordiness# chec/ for the ,ords %that&8 and %the&. 'f not necessary8 did you omit? 21. ;on$ersational tone# Don2t ,rite as if you are tal/ing to someone in a casual ,ay. Aor example8 %Well so ' couldn2t belie$e nurses did such things<& or %' ,as in total shoc/ o$er that.& Did you stay in a formal)professional tone? 22. 0$oid contractions. i.e. don2t8 can2t8 ,on2t8 etc. Did you spell these out? 23. Did you chec/ to ma/e sure there are no hyphens and bro/en ,ords in the right margin? 24. Do not use %etc.& or Di.e.D in formal ,riting unless in parenthesis. Did you chec/ for improper use of etc. E i.e.? 2(. +tay in subCect agreement. When referring to 1 nurse8 don2t refer to the nurse as %they& or %them&. 0lso8 in referring to a human8 don2t refer to the person as %that&8 but rather %,ho&. Aor example# 3he nurse that ga$e the inCection>.& +hould be %3he nurse ,ho ga$e the inCection>& Did you chec/ for subCect agreement? 25. Don2t refer to %us&8 %,e&8 %our&8 ,ithin the paper>this is not about you and me. @e clear in identifying. Aor example don2t say %Bur profession uses empirical data to support >.& . 'nstead say %3he nursing profession uses empirical data>.. 24. Did you chec/ your sentences to ma/e sure you did not end them ,ith a preposition? Aor example8 %' ,itnessed acti$ities that ' ,as not happy ,ith.& 'nstead8 %' ,itnessed acti$ities ,ith ,hich ' ,as not happy.& 29. Did you run a +pellchec/? Did you proofread in addition to running the +pellchec/? 2-. Did you ha$e other people read your paper? Did they find any areas confusing? 30. Did you include a summary or conclusion heading and section to ,rap up your paper? 31. Does your paper ha$e sentence fragments? Do you ha$e complete sentences? 32. Did you chec/ apostrophes for correct possessi$e use. Don2t use apostrophes unless it is sho,ing possession and then be sure it is in the correct location. 3he

yes yes

yes yes yes yes yes yes

yes yes yes yes)no yes 7o)yes yes

PROFESSIONAL DEVELOPMENT PLAN exception is ,ith the ,ord it. 't2s F it is. 'ts is possessi$e. +igning belo, indicates you ha$e proofread your paper for the errors in the chec/list# 0my Ge,is 9)5)2013 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHD03I#HHHHHHHHHHHHHHHH

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0 peer needs to proofread your paper chec/ing for errors in the listed areas and sign belo,# Jeather Ge,is 9)5)2013 HHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHHD03I#HHHHHHHHHHHHHHH