Discussion: Examining Nursing Specialties NURS 6003
NURS 6003 Discussion: Examining Nursing Specialties
Discussion: Examining Nursing Specialties NURS 6003
RE: Discussion – Week 10
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I have been a neonatal intensive care (NICU) nurse for nearly 14 years. One of my favorite aspects of my role as a bedside nurse is precepting nursing students for their internship and orienting newly graduated nurses. I enjoy reading and learning about new evidence-based practice guidelines to improve patient care and long-term outcomes for neonates and sharing with my coworkers. Teaching has become a passion and many coworkers said I should teach full time because I can explain things well and have a
Discussion Examining Nursing Specialties NURS 6003
vast knowledge base of NICU nursing. My children are now grown and in college, so I decided now was the time to pursue my Master of Science in Nursing (MSN). As much as I love bedside care, I knew I did not want to be in administrative type position or locked in to 24-hour call shifts as a neonatal nurse practitioner. The idea of MSN in Nursing Education seemed the best fit with my love of teaching and career goals. After completing my MSN, I hope to continue in my role as a NICU clinical nurse educator and transition to a parent educator. Discussion Examining Nursing Specialties NURS 6003
We here often of the critical nursing shortage. Many reasons exist as to why nurses leave the bedside, but what about bringing new nurses to the profession? Qualified students try to get in nursing school and end up wait listed due to faculty shortages. Those students often choose a different profession. To combat this issue, the American Association of Colleges of Nursing lobbied for federal funding for faulty development programs (Shipman & Hooten, 2008). This contributed to my decision to pursue the specialty of nursing education with my MSN. I knew I would not have difficulty finding a position if I choose to become an academic instructor.
I love helping my coworkers learn more about NICU care and evidence-based practices. I also designed, implemented, and participate in our unit-based nurse mentor program. I developed a standardized orientation pathway for our newly graduated nurses to acclimate to their new career. I participate in multiple committees, such as developmental and unit council. Those are all great ways for clinical nurse educators to provide teaching formally and informally (Jenkins, 2008).
The first national organization to lobby for funding for nurse education research was the National League of Nurses (NLN). This professional organization focuses on nursing schools and faculty, and leaders in nursing education. After reviewing the benefits of the NLN membership, I discovered the cost is only $80 for graduate school students. One of the biggest benefits was free access to the publication ‘Nursing Education Perspectives” (NLN, n.d.)
I am excited to pursue my MSN with the specialty focus of nursing education. Teaching the next generation of nurses is so important to our professional. I look forward to the opportunity to inspire others to keep pushing nursing forward. Discussion Examining Nursing Specialties NURS 6003
References
Jenkins, P. (2008). The role of the nurse educator: Mentor, change agent, expert. Journal for Nurses in Staff Development, 24(5), 245-247. https://doi.org/10.1097/01.nnd.0000320686.49684.c6
National League of Nurses (NLN). (n.d.). Membership Services. Retrieved on November 2, 2020, from https://www.nln.org/membership
Shipman, D., & Hooten, J. (2008). Without enough nurse educators there will be a continual decline in RNs and the quality of nursing care: Contending with the faculty shortage. Nurse Education Today, 28, 521-523. https://doi.org/10.1016/j.nedt.2008.03.001
You have probably seen one or more of the many inspirational posters about decisions. A visual such as a forked road or a street sign is typically pictured, along with a quote designed to inspire.
Decisions are often not so easily inspired. Perhaps you discovered this when choosing a specialty within the MSN program. This decision is a critical part of your plan for success, and you no doubt want to get it right. This is yet another area where your network can help, as well as other sources of information that can help you make an informed choice.
To Prepare:
Reflect on your decision to pursue a specialty within the MSN program, including your professional and academic goals as they relate to your program/specialization.
ORDER NOW FOR AN ORIGINAL PAPER ON Discussion: Examining Nursing Specialties NURS 6003
By Day 3 of Week 10
Post an explanation of your choice of a nursing specialty within the program. Describe any difficulties you had (or are having) in making your choice, and the factors that drove/are driving your decision. Identify at least one professional organization affiliated with your chosen specialty and provide details on becoming a member. Discussion: Examining Nursing Specialties NURS 6003
By Day 6 of Week 10
Respond to at least two of your colleagues’ posts by sharing your thoughts on their specialty, supporting their choice or offering suggestions if they have yet to choose.
Standards of Practice: Examining Nursing Specialties
Nursing is more than a profession; it is a calling. In the early years of my career, I remember carrying that innate desire to provide care for my family and I have always had compassion for those who are sick and suffering. Completing my bachelor’s degree in nursing has helped me conceptualize the feelings I had and gave more meaning and purpose to providing care to patients and their families. The nursing profession is very dynamic, we must keep pushing forward carrying an organized plan and keep pushing through (Laureate Education, 2018). This has always been my mantra that drives me to move forward and progress in what I do. The first decade of my career was the transition phase. I ventured into the different aspects of the Nursing profession seeking for the specialty that I really want to put my heart into. Discussion: Examining Nursing Specialties NURS 6003
Challenges. The journey in advancing my career has been long and interesting. It took me almost a decade to decide what field of specialty I really wanted to focus on. I started my career in the Philippines and I can say the work condition has made my choice challenging. There was shortage of staffing, and the workload was tremendous. This pushed the nurse turnover rate to be high because of poor working conditions. The turning point of my career was when I got active in joining nursing organizations. Echevarria (2018) said that professional organizations promote improvement in a profession and heightens the interest of the members it serves. When I worked in the operating room, the surgical organization I attended gave a lot of opportunities to learn and grow in that specialty. It was then that I realized the relevance of joining nursing organizations in further enhancing my knowledge and skills. Cherry, et al. (2019) supported this idea by emphasizing that professional organizations support nursing practice by improving nursing values and stimulate self-regulation. The article further said that the membership in an organization serves as an investment in professional development. My membership to professional groups has indeed propelled my career to greater heights, focusing on the field of specialty I am really interested in. Discussion: Examining Nursing Specialties NURS 6003
In the course of my career, I had numerous opportunities to provide education to students and colleagues. I soon realized that teaching and education is the field of nursing that I got really interested in. This drove me to work as a clinical instructor in a local nursing school, and that was the culmination of my specialty in Nursing education. The National League for Nursing (NLN) is one organization that fully supports my field of interest in nursing education. NLN seeks to improve nursing education by focusing on professional advancement activities, research, certification, and networking (National League for Nursing, 2019). The second half of my career has been spent specializing in teaching in the baccalaureate and graduate level. The mission and vision of NLN fully supports my personal goal to improve my teaching strategies. The organization currently has 40,000 individual and 1,200 institutional members from different nursing programs across the nation. This will give me a great opportunity to network with colleagues in the field of nursing education. The NLN website offers individual membership opportunities with a very minimal fee. Membership benefits provide opportunities for growth and promotes excellence in nursing education. I will work on being a member of this organization to further enhance my specialty in nursing education.
References
Cherry, B., Caramanica, L, Everett, L. Q., Fennimore, L., & Elaine, S. (2019). Leveraging the power of board leadership in professional nursing organizations. JONA: The Journal of Nursing Administration, 49(11), 517-519.
Echevarria, I. M. (2018). Make connections by joining a professional nursing organization. Nursing, 48(12), 35–38.
Laureate Education (Producer). (2018). The Walden Journey to a Masters in Nursing: Standards of Practice [Video file]. Baltimore, MD: Author.
National League for Nursing. (2019). Nurse educator core competency. Retrieved from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency
RE: Discussion – Week 10
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Online learning program for MSN is designed to assist students in the nursing profession make a difference in the field of health care. When selecting a profession, it is crucial to first consider the passion towards the course. It is also important to reassess your strengths, where you would like to see yourself in the next 5 years, and the group you prefer working with (Alquwez, 2020). In the discussion post written by Romeo, the author has made it clear the type of work setting he prefers. At Walden University, there are about eight distinct specializations. A practitioner can either work as a specialty nurse or nurse practitioner.
The desire to offer better care to family and patients is indeed a good mantra to start with. However, many people believe that nurse practitioners are limited to family practice only. That is not always the case with nursing profession (Vos, Boonstra, Kooistra, Seelen & Offenbeek, 2020). The university offers different nurse specializations. Each specialty offers the student an opportunity to take on extra responsibilities including examining patients, diagnosing illness, providing treatment, and prescribing medications. By choosing one of the specialty, Romeo has demonstrated the wish to focus on nursing education.
Regardless of the choice a person takes, specialization in the nursing profession is crucial as it helps to differentiate a practitioner in the field and aligns one’s interests with career goals. NLN is one organization that supports strategies for improving patient outcomes through effective collaboration and communication. The organization provides students with the opportunity to explore the most current health topics in collaboration with experts who serve as leaders in the healthcare system. Discussion Examining Nursing Specialties NURS 6003
References
Alquwez, N. (2020). Examining the Influence of Workplace Incivility on Nurses’ Patient Safety Competence. Journal of Nursing Scholarship, 52, 3, 292-300.
Vos, J. F. J., Boonstra, A., Kooistra, A., Seelen, M., & Offenbeek, M. (2020). The influence of electronic health record use on collaboration among medical specialties. Bmc Health Services Research, 20, 1, 1-11.
Peer Response
Hello O…, I agree with your response to Romeo with the increased demand for primary care services across the country and the number of new primary care graduates dwindling. States may need to look for an alternative supply of primary care providers especially in rural and underserved inner city areas. The demographics and economics of these locations present exacerbating challenges like accessibility, quality, and cost to the U.S. healthcare system. (Barnes et al., 2018) To overcome the short supply of many locals want to utilize nurse practitioners (NP) as one method to alleviate these challenges. Evidence supports the notion that nurse practitioners provide care comparable to physicians in terms of quality, utilization, and satisfaction metrics.
One particular specialty where the implementation of a (NP) could make immediate impact to the area is home-based primary care practices. Some research data shows approximately 93% of Medicare spending is for beneficiaries with multiple chronic conditions (Poghosyan et al., 2019). Costs of poorly coordinated or delayed care for this vulnerable population are staggering—not just measured in dollars and cents but overall psychosocial burdens of poor health and diminished quality of life. A key to solve this dilemma is offering to fill Home-based primary care (HBPC) practices with (NP) which can offer an effective way to meet the needs of older adults who find it difficult, if not impossible, to leave home for medical care with an overall cost saving to Medicare. According to
(Wolff-Baker & Ordona, 2019) Nurse practitioners (NPs) provide more than 825,000 HBPC visits per year.
References
Barnes, H., Richards, M. R., McHugh, M. D., & Martsolf, G. (2018). Rural and nonrural primary care physician practices increasingly rely on nurse practitioners. Health Affairs, 37(6), 908–914. https://doi.org/10.1377/hlthaff.2017.1158
Poghosyan, L., Timmons, E. J., Abraham, C. M., & Martsolf, G. R. (2019). The economic impact of the expansion of nurse practitioner scope of practice for Medicaid. Journal of Nursing Regulation, 10(1), 15–20. https://doi.org/10.1016/s2155-8256(19)30078-x
Wolff-Baker, D., & Ordona, R. (2019). The expanding role of nurse practitioners in home-based primary care: Opportunities and challenges. Journal of Gerontological Nursing, 45(6), 9–14. https://doi.org/10.3928/00989134-20190422-01
Learning Resources
Required Readings
Bickford, C. J., Marion, L., & Gazaway, S. (2015). Nursing: Scope and standards of practice, third edition – 2015. Retrieved from http://ebooks.iospress.nl/publication/12524
Cherry, B., Caramanica, L, Everett, L. Q., Fennimore, L., & Elaine, S. (2019). Leveraging the power of board leadership in professional nursing organizations. JONA: The Journal of Nursing Administration, 49(11), 517-519.
Echevarria, I. M. (2018). Make connections by joining a professional nursing organization. Nursing, 48(12), 35–38.
Truant, R., & Chan, R. J. (2017). Future ready: Strengthening oncology nursing leadership in the context of professional oncology nursing organizations. Canadian Oncology Nursing Journal, 27(1), 2-4.
Walden University. (n.d.). Master of Science in Nursing (MSN). Retrieved November 14, 2018, from https://www.waldenu.edu/masters/master-of-science-in-nursing
Document: Academic Success and Professional Development Plan Template (Word document)
Choose among the following to review your specialization’s Scope and Standards of Practice or Competencies:
American Nurses Association. (2015). Nursing informatics: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.
“The Scope of Nursing Informatics Practice: Functional Areas of Nursing Informatics” (pp. 18–39)
Nursing Education
Website: Competencies for the Academic Nurse Educator
National League for Nursing. (2019). Nurse educator core competency. Retrieved from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency
Note: The competencies for the Academic Nurse Educator do not encompass the competencies or scope and standards of practice for the Nursing Professional Developer. The set of competencies associated with that specific role within the Nurse Education specialization will be examined in future competencies throughout your specialization program of study.
Nurse Executive
Website: Nurse Executive Competencies
American Organization for Nursing Leadership. (2015). AONL Nurse Executive competencies. Retrieved from https://www.aonl.org/resources/nurse-leader-competencies
Public Health Nursing
Website: Public Health Nursing Competencies
Quad Council Coalition. (2018). Community/Public Health Nursing [C/PHN] competencies. Retrieved from http://www.quadcouncilphn.org/documents-3/2018-qcc-competencies/
American Nurses Association. (2013). Public health nursing: Scope and standards of practice (2nd ed.). Silver Spring, MD: Author.
Walden University MSN Core Nursing courses – Generic information for success:
Being graduate level adult learners – It is very unlikely that you will experience the quantity of or detailed guidance as in the announcements received in this course. Being so: Read the course announcements thoroughly and completely. Read the course announcements at least daily for any updates. Going forward the Instructors may post items at any time throughout the day or night. I have unfortunately received emails throughout this course with questions for which the information was previously addressed within the announcements. Again, reading the course announcements is imperative for your success.
The utilization requirement of APA within assignments will increase as you progress to courses that are considered “writing intense”. The APA requirement within discussions will remain as you experienced within this course. This course is not considered writing intense. Familiarize yourself with the correct usage of APA 7th edition. It is within every graded item, within every Nursing course going forward. Familiarize yourself and utilize the Walden resources for APA assistance. I have diligently posted links to those resources several times during this course.
Use ONLY your Walden student email for communication with any Walden University representative. When communicating with your Instructor ALWAYS include your course number and section. Within this course I posted in the announcements numerous times your specific course number and section, as well asked that you include that information when emailing me. Sadly, I received emails that did not include this information, this delayed my assisting you as I had to request your course number and section. This alerts me that course announcements were not being thoroughly and completely reviewed. Going forward it is highly unlikely Instructors will respond to any email other than your Walden student email as email not in Walden origin routinely gets flagged as spam then deleted. Also be fully aware that Instructors required to respond to any email other than your designated Walden Student email.
Be mindful if you do not participate in any Walden course during the 1st week (Day 1 through Day 7) – you will be removed from the course by Walden University regardless of your excuse. Your Instructor has no control over this – it is university policy!
The grading of any assignment cannot proceed by your Instructor unless you submit your assignments via SafeAssign, then in BlackBoard. Traditionally a -0- score will be awarded, with no resubmission availability. At the Graduate level, you are responsible for your work being submitted per instructions AND grading rubric parameters and due date/time. Again, I strongly encourage you to submit your assignments before Day 7 to ensure yourself sufficient time to seek assistance and correct the issue. Remember SafeAssign Drafts and SafeAssign are different!
For Discussions – There is a six (6) day period (Monday, Day 1 through Saturday, Day 6) allowed for the Discussion participation. No allowances for participation will be made outside of the six (6) Discussion active period. Any submitted post outside of the 6-day active discussion period will not be graded and you will receive a -0- score.
Faculty cannot accept or grade any assignment or discussion through email.
Do not wait until Day 7 to begin or submit your assignment. Assignments are due Day 7. At the Graduate level, you are responsible for your work being submitted per instructions, grading rubric parameters and due date and time. Being so = I strongly encourage you to submit your assignments well before Day 7 to ensure yourself sufficient time to seek assistance and correct any issue encountered. I have purposely made myself available to you each day including weekends and responded to you within 12 to 24 hours. Be mindful, Instructors are not required to respond to you on a daily basis. Going forward your Instructors will respond to your Contact the Instructor communications and emails within the required 48 hours’ time period.
As a graduate level student, Instructors will not reach out to you to ensure your assignments/discussions are completed and submitted correctly. As a graduate level adult learner, it is your responsibility to ensure that your discussions and assignments are completed and submitted timely and correctly. As an adult learner, you need to take the initiative and reach out to your Instructor immediately when you encounter an issue. You were offered an online orientation by Walden University – Did you participate in that orientation? If not, I strongly suggest you contact your advisor and make arrangements.
If you experience technical issues, please utilize your resources and contact the Walden Customer Care Team or Walden IT for assistance. Going forward you will encounter several PowerPoint presentations, Walden Templates within your future courses at Walden University, as well be required to submit multiple items with a single submission.
Understand the Time Zones at Walden University and the applicable conversion. Your course calendar is in Eastern Time as is the time/date stamp of submission/participation for your discussions and assignments. Going forward all of your future Nursing courses require that your Discussions, any Quiz or Assignment will continue to be due submitted in Mountain Time.
Have a computer and Internet backup plan. What will you do if your computer crashes or your Internet is not working? Computer/Internet/work issues are your responsibility. Allowances will not be made due to these issues causing a lack of participation or missed deadline, rather a -0- score will be awarded. Save your work on a flash or hard drive. Know where you can go to access the Academic Skills Center as it is an excellent resource to assist in your success.
For Assignments – Only prior communication with AND Instructor approval will late assignments be considered for grading. Assignments submitted late will be deducted 4% daily until Day 5 OR may deduct the entire 20% regardless of time/day of late submission. This is at the discretion of each Instructor and will vary course-by-course. After Day 5, in any course, the assignment will be scored a -0-.
Be familiar with how to access and utilize the Walden resources. I posted the most useful and frequently utilized resources numerous times within the course announcements.
Ensure your discussions have a substance, depth and breadth, critical analysis, and reflection element within the grading rubric. In short – if your discussion Main Post does not closely compare to the discussion exemplar located within the course resources and announcements posted within this course your grade will be drastically reduced.
Know who and where to submit any documentation if necessary, for allowances for any late or missed assignments. Remember Instructors are not permitted to accept any medical documentation. Discussion Examining Nursing Specialties NURS 6003
Know who your advisor is and how to contact them.
Know where and how to locate your student feedback. This course is 6 weeks in duration – In Week 5 I received emails inquiring as to “I see my grade but don’t know why points were deducted” – It was sadly apparent the feedback being provided was not being reviewed by those students. Your numeric score and student feedback are in different locations – this was addressed in the course announcements. If you cannot locate or have not located your student feedback for discussions and assignments – I strongly encourage you to contact the Customer Care Team as you have missed a tremendous amount of information.
Student Resources: Here is a partial listing of Walden University resources that have been shared with you during this course. You will frequent these as you progress throughout your future courses. Again, I strongly recommend that you bookmark each of these for your future courses.
SafeAssign
library
Walden Customer Care Team
Walden IT
Time Zones at Walden University
Academic Skills Center
Writing Center
Walden Student Resources
Integrity and Writing At Walden University
Scholarly Ethics at Walden University
APA citation at Walden University
Peer-Reviewed Research
Walden Library Databases
Walden University Library Databases dedicated to Nursing
Phi Nu
http://academicguides.waldenu.edu/writingcenter/assignments/nursing
http://academicguides.waldenu.edu/writingcenter/scholarly
http://academicguides.waldenu.edu/writingcenter/assignments/nursing
http://academicguides.waldenu.edu/writingcenter/scholarlyvoice/tone
http://academicguides.waldenu.edu/writingcenter/scholarlyvoice/academicdiction
http://academicguides.waldenu.edu/writingcenter/scholarlyvoice/writingconcisely
http://academicguides.waldenu.edu/writingcenter/assignments/discussionpost/writing
https://academicguides.waldenu.edu/writingcenter/paperreviews
https://academicguides.waldenu.edu/writingcenter/multilingual
https://academicguides.waldenu.edu/library/ask
https://www.waldenu.edu/experience/support-services
Rubric Detail
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Content
Name: NURS_6003_Module06_Week10_Discussion_Rubric
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List View
Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Points Range: 0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
Points Range: 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
Points Range: 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6003_Module06_Week10_Discussion_Rubric Discussion Examining Nursing Specialties NURS 6003
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