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Study Plan

Based on your practice exam question results from Week 2, identify strengths and areas of opportunity and create a tailored study plan to use throughout this course to help you prepare for the national certification exam. This will serve as an action plan to help you track your goals, tasks, and progress. You will revisit and update your study plan in NRNP 6675, and you may continue to refine and use it until you take the exam.

Photo Credit: [Jacob Ammentorp Lund]/[iStock / Getty Images Plus]/Getty Images
To Prepare
• Reflect on your practice exam question results from Week 2. Identify content-area strengths and opportunities for improvement.
• Also reflect on your overall test taking. Was the length of time allotted comfortable, or did you run out of time? Did a particular question format prove difficult?
The Assignment
• Based on your practice test question results, and considering the national certification exam, summarize your strengths and opportunities for improvement. Note: Your grade for this Assignment will not be derived from your test results but from your self-reflection and study plan.
• Create a study plan for this quarter to prepare for the certification exam, including three or four SMART goals and the tasks you need to complete to accomplish each goal. Include a timetable for accomplishing them and a description of how you will measure your progress.
• Describe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to study.

Based on your practice test question results and considering the national certification exam, summarize your strengths and opportunities for improvement.
Create a study plan, including three or four SMART goals and the tasks you need to complete to accomplish each goal. Include a timetable for accomplishing them and a description of how you will measure your progress.
Describe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to study.

Sample Solution

tion plays an important role in student engagement. Saeed and Zyngier (2012) contend that in order to assess student motivation, researchers should also have to examine engagement in and as part of learning. This manifests that there is a relationship between student motivation and engagement. As support to this relationship, Hufton, Elliot, and Illushin (2002) believe that high levels of engagement show high levels of motivation. In other words, when the levels of motivation of students are high that is when their levels of engagement are also high. Moreover, Dörnyei (2020) suggests that the concept of motivation is closely associated with engagement, and with this he asserted that motivation must be ensured in order to achieve student engagement. He further offered that any instructional design should aim to keep students engaged, regardless of the learning context, may it be traditional or e-learning. In addition, Lewis et al (2014) reveal that within the online educational environment, students can be motivated by delivering an engaging student-centered experience consistently. In the context of Student-Teacher Dialectical Framework embedded with Self-Determination Theory, Reeve, J. (2012) reveal three newly discovered functions of student engagement. First, is that engagement bridges students’ motivation to highly valued outcomes. Second, is that student engagement affects the future quality of learning environment especially in the flow of instruction, the external events it has, and the teacher’s motivating style. Third, is that student engagement changes motivation, which means that engagement cause changes in motivation in the future. This highlights that student motivation is both a cause and a consequence. This assertion that engagement can cause changes motivation is embedded on the idea that students can take actions to meet their own psychological needs and enhance the quality of their motivation. Further, Reeve, J. (2012) asserts that students can be and are architects of their own motivation, at least to the extent that they can be architects of their own course-related behavioral, emotional, cognitive, and agentic engagement. Synchronous and Asynchronous Learning
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