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Professional Development PlanRick Loenser Ferris State UniversityAbstractA professional development plan has been initiated since my decision to return to school. The plan has listed within it realistic short and long term goals and the requirements needed to attain these goals. The plan looks a strengths and weaknesses of my current practice according to the Standards of Professional Nursing. I have included within my plan a five and a ten year plan with actions needed to achieve these goals. I have also included within this plan an evaluation to assess strengths and limitations of the plan.Professional Development PlanThe thought of going back to school to pursue my goal of a Baccalaureate of Science in Nursing (BSN) degree was at first a crippling thought. I had what you might refer to as ‘paralysis of the brain’. Why would I or should I? This was the overwhelming thought pulsing through my brain. Although, I do like to keep stimulating my brain with new challenges, the work involved with acquiring a BSN, seemed like too much. Not to mention, I would be labeled as a student again! And to think at my age, going to college (Kearney, 2008)? Could I persevere? I would have to work full time, raise a family, and maintain the requirements of school. These were the thoughts that were legitimate concerns as I pursue my goals. The professional development plan is a requirement of the Ferris State University (FSU) BSN program to formulate a plan of action. The professional development plan has enabled me to think about my goals and turn those thoughts into an actual plan. The next step is the easiest, in my opinion, and that is turning those thoughts into action. I have listed within my paper my five year goals and also my ten year goals. I have also listed my strengths and limitations in regards to the standards of practice. These standards are in accordance with the American Nurses Association (ANA) for standards and scopes of practice. Current BehaviorsQuality of PracticeThe quality of practice entails the scope of our practice and the care we give. The care that we give should be quality nursing practice (ANA, 2010). ANA (2010) states, “The registered nurse’s practice should include participation within quality improvement” (p. 52). Quality improvement is a vast heading that would include many activities (ANA, 2010). As a nurse in surgery, we are always brainstorming on ways to improve the system. How can we have better patient outcomes in the most affordable, timely manner? This question seems to drive the system. One of my current strengths within the quality of my practice rests in my monitoring of the patient’s safety. Monitoring safety is an acquired skill that can be developed. Being in the Operating Room (OR), it seems like much of the focus is upon time, which can often lead to a compromise in standards for safety. The first years of my nursing career, I did not see the value of some of the details that I now deem very important. For example, the patient’s position: I am very diligent about making sure the patient has proper body alignment, boney prominences padded, every fold in the sheet looked at, and the patient is very comfortable before he or she is anesthetized. In analysis of my practice, my thinking apparently shifted from going as fast as I could work, to slowing down and cognitively thinking about proper safety mechanics that I was previously neglecting to use. Evaluating my thought processes, I can now see the necessity of being an advocate for my patient while he or she cannot speak for themselves. Being fast does not necessarily equate with being good. Fast is not equal to or greater than good. This thinking was and is wrong. This thinking is still the focus of the occupational nurse and I see it’s affects in the surgical realm. It is a weakness by many and if I am not careful in my own thinking, I can fall into the trap. What is the rationale behind compromising care? Is it to please an impatient doctor? Why is the doctor so impatient? Could it be because of all of the stress he or she is under or that time is equated with money? Nonetheless, I cannot be subjected to the idea to compromise care in the light of moving faster. Quality of care is the professional standard that the nurse is entrusted to practice (ANA, 2010, p.52). I must not become prey to thoughts of speeding up for neglecting details. There must be a balance.EducationFor the Registered Nurse, education is an ongoing practice. ANA (2010) states, “The RN should seek out learning opportunities and competence that is evident in his or her practice. Education is a lifelong leaning commitment and should be evident by personal evaluation and personal growth needs” (p. 49). I have always appreciated learning new things, especially when they are applicable to my job, yet, when I am given information in a negative, demoralizing manner, I do not accept it. Even if, the information is correct, I still have a wall that is immediately built to what is being said. Why do I have a mental road block? Is it because I think the educator does not respect my knowledge, which would ultimately be because of my pride, I will not accept it. Or because I view the educator as not loving and she speaks in a harsh tone, in contrast, I view myself as a loving individual. This statement is actually contradictory; I stated that “I am a loving individual”, yet build a wall and will not accept the educator’s ideas. Quite the opposite of what love is. My strengths in the area of education lie in my openness to learning. I feel that I am very flexible, even though I might be considered by some nurses as an ‘old dog’. One of the areas that I take pride in is creating a work atmosphere that is conducive to teach (ANA, 2010). Analyzing my thoughts about why I want to create a work environment conducive to learning, I can remember when I was trained having some rigid educators and being frightened to ask a question. This could be a weakness on my part, allowing myself to be intimidated and not to speak up when a question needs answered. Attending class at Ferris State University has helped me assess my strengths in education and most definitely my weaknesses.Professional Practice EvaluationANA (2010) states, “the registered nurse evaluates her or his own nursing practice in relation to professional practice standards and guidelines, relevant statues, rules, and regulations” (p. 59). A big part of my professional practice evaluation was the decision to go back to school. In reviewing my practice, I was able to evaluate what my practice is and what I want it to be. My strengths in this matter lie in my ability to be open and flexible which enhances my interactions with my peers and consequently improves performance (ANA, p.59). A weakness that I would consider would be my ability to peer review. I am always fearful that if I disagree with someone I might hurt someone’s feelings. Why do I make professional things a matter of personal things? I was raised to always be treated as you would like to be treated so, consequently I have a hard time confronting individuals about negative behavior, even if I see that they are making mistakes. What a detriment to my patients, colleagues, and peers.CollegialityAccording to ANA (2010), “collegiality from the registered nurse includes that he or she encourages professional development of colleagues and peers (p.135). This may be one of my weakest areas in my nursing career. I would actually say that I have been a discouragement for my peers and colleagues in the realm of seeking professional development. For what reason, I can only deduce that my thinking of my own practice was that it is good enough and doesn’t need to change. What could I not possibly know? I have been working in surgery for over ten years. I practically performed the very first successful surgery. These thoughts often present a block to any rationale reasoning and any learning. On the contrary, my strengths in this area I feel are my ability to maintain caring relationships with my peers (ANA, p. 135). I want to be liked, so I will create an atmosphere of acceptance. Sometimes, my desire to be accepted will get in the way of the care that I need to give. Whether it is, lack of attention to the patient, or the desire to not confront a fellow co-worker who has made a mistake, either way of thinking, present an error in the decisions that I have made.CollaborationCollaboration by the healthcare team is imperative to patient outcomes. If there is a cog in the wheel of the system, this would be where I would say it would happen. I see so often when a doctor does not want to confront another doctor or even speak to them in regard to what is going on with the patient. Often healthcare team members will view the communication that is happening as the informant having some kind of hidden agenda, a personal gain. Another thought could possibly be that the team member does not want to give the other team members more tasks to complete. What is causing this way of thinking? Analysis of my underlying thoughts would reveal that, in general, my view of the surgeons is that they want, at all cost, to do the surgical case. A weakness would be my hesitancy to reprimand doctors for not doing their job. Maybe my view is skewed, maybe it is not a reprimand, but rather a detail that needs to be addressed and without it being addressed, care will be hindered.ANA (2010) states with regard to collaboration standards, “Collaboration consists of the RN collaborating with healthcare team members, family, and others in nursing practice” (p. 57). I feel that I communicate effectively, but I have room for improvement as well. Communication with the family is the area I take special pride in. Teaching the family about what the procedures are, what we will be doing, and what they can expect post-operatively, even though that is the doctor’s job. I will put the medical jargon into layman’s terms so they will understand better. What makes me think that I have to explain? Only if they say they do not understand will I attempt to explain. If a question is asked that I do not know the answer too, will I answer anyway? Collaboration involves team building and to answer questions incorrectly breaks down the trust and consequently the team (ANA, 2010, p. 57). Better to respond, “I do not know, but I will get back to you.”EthicsThe registered nurse’s responsibility is to practice ethically (ANA, 2010, p. 47). Does this leave room for interpretation? The code of ethics for nursing is there as a primary provision for the nursing profession to establish goals, values, and duties (ANA, p. 64). A weakness that I have is not speaking up when I see a problem. Having a strong ethical moral background yet, as I read in the competencies for ethics, that the nurse should speak up when there is a question (ANA, p. 47). This is an area of weakness, because of my non-confrontational behavior. Why should I take it personal if I confront someone about the care being given? It is not like I want to pick a fight with them. The patient is the primary concern, not whether I am liked. Being aware of the weakness can only help me to improve upon it. Preserving the patient’s dignity and their autonomy in delivering care to the patient is standard of practice (ANA, p. 47). This is strength in my practice. I like to treat them as I would like to be treated. We have so many myths in regards to surgery that I question. One myth being, all patients must take off their underwear. One example that comes to mind, are the pubescent teenagers who are so scared anyway and then the nurse tells them to take off their underwear. What little control they do have is ripped away. In order to preserve autonomy, I will allow the teens to come back in their underwear and when they are anesthetized, if needed, then will take the underwear off. Once again, rationalized in my thinking, I want to preserve dignity and autonomy for the patient. Balance is the key in providing care. We have so many cookie-cutter care plans that do not work for every individual. Yes, the majority of the time, it does work, but not every time. ResearchThis truly is the weakest area in my nursing career. The ANA states, “The registered nurse integrates research findings into practice” (ANA, 2010, p. 138). There are measurement criteria for the nurse to utilize in identifying evidence to guide his or her practice (ANA, p. 138). The practice of research helps the occupational nurse see outside of his or her patient and see every patient on a global scale. Never having conducted research nor participated in any formal committee (ANA, p. 138), this is an area I consider a weakness. Why don’t I read journals, or take the standards of care as my basis for practice? Analysis of my thoughts would reveal that the view of my practice that I hold is that of I do not have the time implement more tasks. A strength might be that I like to share my informal clinical findings with my peers. Experience and communication allow me to be a voice among my peers. Education will allow me to further my background and maybe actual participate in a research project. Whether for my local hospital or something global, research will allow more attention to be given to detail. This is something that I have to work at.Resource UtilizationRecognizing the importance of safety is imperative. Within my years of experience, it has become increasingly aware to me the importance of safety. In my early years of practice, the importance of safety was unclear, not on the radar. By poor patient outcomes and poor communication, it is clear now the benefit of safe, effective, and financially responsible care (ANA, 2010, p. 60). Safety is such a big deal in the OR. We deal with things that could cause injury and even death with one wrong move. Being my patient’s eyes, ears, and mouth while they are asleep, there are so many things to be cognizant of. This is a strength, yet I have still have not arrived. Safety is an ongoing effort that must be diligently sought after. Resources are another factor in providing care for our patients (ANA, p. 60). This too, has been in the past a weakness. It is unbelievable the amount of trash that we go through in a day in the OR. Now that I am going on the third year in a row without a raise, being a steward of resources has become a hot topic. Leadership What does being a leader actually entail? ANA describes being a leader as “demonstrating leadership in the professional practice setting and the profession” (ANA, 2010, p. 55). With the experience and knowledge base, I am esteemed as a leader within my unit. I pride myself on being a preceptor and treating my colleagues with respect, trust, and integrity (ANA, p. 55). Being a servant leader is my philosophy. I enjoy teaching, not just about the OR, but about life in general. How people should be treated, usually this does not require words. I have been a counselor for many staff who has approached me for advice. I enjoy leadership roles and actually strive to take them. Weakness in this area may involve not listening to valid instruction from younger, inexperienced personnel. Listening is a key factor in being an effective leader, yet information coming from someone with not as much experience can be a hurdle. Identifying your weakness can be half your battle. Younger minds often bring new perspectives to problem solving on-going dilemmas.Professional GoalsFive Year GoalIn three years, I will have successfully completed my BSN at FSU by the spring of 2013 (see Appendix A). According to the requirements of FSU, I will need to complete forty-one credit hours. After the completion of my BSN in 2013, I will then apply to a Master’s program for Certified Registered Nurse of Anesthesia (CRNA) in 2014. The requirements of Middle Tennessee School of Anesthesia (MTSA) are as follows:Completion of a Bachelor of Science in Nursing degree or biophysical science degree. Have at least one year beyond orientation in an adult acute care setting. Must be Advanced Cardiac Life Support (ACLS) certified. GRE graduate level test taken and have a minimum cumulative grade point average of 3.0 with at least a 3.0 in science courses. Must take a general chemistry course (Middle Tennessee School of Anesthesia, n.d).The CRNA program is a twenty-eight month full time continuous program. Students are not allowed to work during the first year of schooling. After the first year, students may work weekends with permission from the Dean (Middle Tennessee School of Anesthesia, n.d.). I plan on completing my CRNA in the next five to six years by 2016.Action Plan. I have initiated an action plan for taking steps towards my five year goal. I have started my BSN part time and plan to continue part time. My projected graduation date will be 2013 (see Appendix A). I have recently accepted a new job position at Vanderbilt Medical Center in Nashville, Tennessee in the Neurosurgical Intensive Care Unit (NS-ICU). This will fulfill the requirement MTSA has for at least one year experience for adult acute care. This will also help with my weakness in professional development, while enhancing my professional practice. While finishing my BSN, I will gain the knowledge and experience in the NS-ICU over the next three years. Upon completion of my BSN in 2013, I will then take the GRE graduate level test in the summer of 2013, and a general chemistry course in the fall of 2013. When all of the requirements have been met, I will do an audit upon my resume. I will then apply to MTSA and other CRNA programs in the Nashville area in January of 2014. Evaluation. In evaluation of my action plan, there is a potential for variance. A strength I have is the openness to learn when it comes to education, yet if I am under too much pressure with my pursuit, I do not speak up until it is too late. I will evaluate each semester taken in the BSN program by how the other areas of my life are affected. Am I missing all of my kid’s special events? Is my work raising an eyebrow at my performance? Then it is time to reduce the amount of credit hours that I am taking. But, if all is well, then maybe I will re-evaluate to take more credit hours. I will evaluate my success by the availability of my time and the adherence to my outlined course. Will I have time to spend with God, time for my family, or time to help my fellow neighbor? If the answer is no to any or all of the above, then I will reduce my commitment by cutting back on my credit hours. I will develop a calendar as a tool for my schedule that will be a format for my day and week (see Appendix B). Within my calendar, there will be a record and log to evaluate each day’s tasks and if those tasks have been completed. This will be a tool to help me meet the requirements for achieving my goals by structuring each day and week.Ten Year GoalsIn my ten year goal, I would like to continue my practice as a CRNA and gain the experience needed to be an effective practioner. The goal would be to use my clinical findings and other evidence to expand my knowledge base on professional issues (ANA, 2010, p. 50). In 2016, I would like to join the American Association of Nurse Anesthetist (AANA). This will expand my knowledge and add to the experience that I glean from my practice. I also would like to participate in a research project. This would contribute to nursing knowledge by discovering new and current practices to improve care (ANA, 2010, p. 51). Dependent upon the requirement for CRNA’s in 2016, I will consider pursuing a doctorate in nurse anesthesia.Action Plan. I would like to join the AANA in 2016. This goal will help me to strengthen my weakness in the area of collegiality. Supporting professional development will enhance my learning as well as help me overcome a weakness. I will use my strength in the area of openness to learn in educational forums to overcome the weakness I presently have. Another area that I would like to overcome is my weakness in research and research participation. By conducting or participation in a research project, I will support research and thus overcome a weakness that I have professionally. I would like to participate in a project by at least 2020.Evaluation. My evaluation will begin upon completion of my BSN. Upon completion of my BSN in 2013, I will be able to proceed with my scheduled schooling. I will then evaluate the previously listed criteria for MTSA school requirements. If accepted, I would then continue with my education and completion of my CRNA by the fall of 2016, joining the AANA by the year 2016.ConclusionAnalysis of my professional strengths and weaknesses has allowed me to evaluate where improvements can be made in my scope of practice according to the ANA standards. Putting a five and ten year plan in writing has helped me to organize my thoughts into a formal, tangible plan with goals outlined and evaluation of those goals. I look forward to developing areas of weakness within my practice and utilizing my strengths. It is difficult for me to plan a ten year goal with all of the other goals contingent upon completion of my BSN. This plan has allowed me a reference to use as an outline if I so choose to pursue advancement within my career (see Appendix C).ReferencesAmerican Nurses Association (2010). Scope and standards of practice: Nursing (2nd ed.). Silver Spring, MA: Kearney-Nunnery, R. (2008). Advancing your career: Concepts of professional nursing (4th ed.). Philadelphia, PA: F.A. Davis Company.Middle Tennessee School of Anesthesia (N.D.). Admission Requirements & Checklists. Retrieved from Tennessee School of Anesthesia (N.D.). Student Financial Planning. Retrieved from: AAppendix BTime Management Tool LINK Excel.Sheet.12 "E:\\Time management Template.xlsx" Sheet1!R2C1:R13C7 \a \f 4 \h \* MERGEFORMAT SundayMondayTuesdayWednesdayThursdayFridaySaturday12-7 Sleep12-5 sleep12-5:30 sleep12-5 sleep12-5:30 sleep8-8:30 devotional with kids12-7:307-8 devotional time, breakfast, shower5-5:30 exercise 5:30-6:15 devotional time, breakfast, shower5-5:30 exercise 5:30-6:15 devotional time, breakfast, shower5-5:30 exercise7:30-8 Devotional time8-9 free time-read to the kids5:30-6:15 devotional time, breakfast, shower6:45-3:30 work 5:30-6:15 devotional time, breakfast, shower6:45-3:30 work 5:30-6:15 devotional time, breakfast, shower8-9:30 eat breakfast, get ready for church9-12 school6:45-3:30 work4-5:30 free time with kids6:45-3:30 work4-5:30 free time with kids6:45-3:30 work9:30-1 church12-12:30 Lunch4-5:30 free time with kids5:30-6:30 Dinner4-5:30 free time with kids5:30-6:30 Dinner4-5:30 free time with kids1-2:30 lunch w/friends1-6 free time5:30-6:30 Dinner6:30-8 play with kids5:30-6:30 Dinner6:30-8 play with kids5:30-6:30 Dinner2:30-3:30 relax6-7 dinner6:30-8 play with kids8-8:30 devotional with kids6:30-8 play with kids8-8:30 devotional with kids6:30-8 play with kids3:30-5:30 visiting neighbors/friends7-8 school 8-8:30 devotional with kids8:30 put children to bed8-8:30 devotional with kids8:30 put children to bed8-8:30 devotional with kids5:30-6:30 dinner8-8:30 devotional time with kids8:30 put children to bed8:30-12 school8:30 put children to bed8:30-12 school8:30 put children to bed6:30-8:30 games with children8:30-9 children to bed8:30-12 school?8:30-12 school?8:30-12 school8:30 put children to bed9-12 school?????8:30-12 schoolAppendix CTimeline2011Continue education in RN to BSN programApril-Begin Neurological Intensive Care Unit Training2012Continue education in RN to BSN programMarch-Volunteer American Red CrossContinue working in NS-ICU2013May-Completion of BSNJune- Take GRE TestJune-Application for MTSAAugust-Chemistry courseDecember- Stop working in the NS-ICU2014January- Begin full time at MTSA 2015Continue CRNA program at MTSA full time2016August-Completion of CRNAAugust- New employment as CRNAAugust- Join AANAAugust- Assess need for Doctorate in Nurse Anesthesia2017Gain experience/education through employment as CRNA2018Gain experience/education through employment as CRNAAssess2019Research project initiated2020Continue research project2021Research project completeAppendix DChecklist for submitting papersCHECKDATE, TIME, & INITIALPROOFREAD FOR: APA ISSUESAR 3/23/111. Page Numbers: Did you number your pages using the automatic functions of your Word program? [p. 230 and example on p. 40)]AR 3/23/112. Running head: Does the Running head: have a small “h”? Is it on every page? Is it less than 50 spaces total? Is the title of the Running head in all caps? Is it 1/2” from the top of your title page? (Should be a few words from the title of your paper). [p. 229 and example on p. 40]AR 3/23/113. Abstract: Make sure your abstract begins on a new page. Is there a label of Abstract and it is centered at the top of the page? Is it a single paragraph? Is the paragraph flush with the margin without an indentation? Is your abstract a summary of your entire paper? Is it written in the past tense? Remember it is not an introduction to your paper. Someone should be able to read the abstract and know what to find in your paper. [p. 25 and example on p. 41]AR 3/23/114. Introduction: Did you repeat the title of your paper on your first page of content? Do not use ‘Introduction’ as a heading following the title. Do not bold your title. The first paragraph clearly implies the introduction and no heading is needed. [p. 27 and example on p. 42]AR 3/23/115. Margins: Did you leave 1” on all sides? [p. 229]AR 3/23/116. Double-spacing: Did you double-space throughout? No triple or extra spaces between sections or paragraphs except in special circumstances. This includes the reference page. [p. 229 and example on p. 40-59]AR 3/23/117. Line Length and Alignment: Did you use the flush-left style, and leave the right margin uneven, or ragged? [p. 229]AR 3/23/118. Paragraphs and Indentation: Did you indent the first line of every paragraph? See P. 229 for exceptions.AR 3/23/119. Spacing After Punctuation Marks: Did you space once at the end of separate parts of a reference and initials in a person’s name? Do not space after periods in abbreviations. Space twice after punctuation marks at the end of a sentence. [p. 87-88]AR 3/23/1110. Typeface: Did you use Times Roman 12-point font throughout, even in your header? [p. 228]AR 3/23/119. Abbreviation: Did you explain each abbreviation the first time you used it? [p. 106-111]AR 3/23/1111. Plagiarism: Cite all sources! If you say something that is not your original idea, it must be cited. DO NOT COPY THE EXAMPLE AND USE IT AS YOUR OWN! You may be citing many times…this is what you are supposed to be doing! Is there a citation for every paragraph? [p. 170]AR 3/23/1112. Direct Quote: A direct quote is exact words taken from another. An example with citation would look like this:“The variables that impact the etiology and the human response to various disease states will be explored” (Bell-Scriber, 2007, p. 1).Please note where the quotation marks are placed, where the final period is placed, no first name of author, and inclusion of page number, etc. Do all direct quotes look like this, except for block quotes? [p. 170-172]AR 3/23/1113. Quotes Over 40 Words: Did you make block quotes out of any direct quotes that are 40 words or longer? Did you place the period after the text rather than after the citation? [p. 170-172]AR 3/23/1114. Paraphrase: A paraphrase citation would look like this:Patients respond to illnesses in various ways depending on a number of factors that will be explored (Bell-Scriber, 2007). Do all paraphrased citations look like this? [p. 171 and multiple examples in text on p. 40-59]AR 3/23/1115. Headings: Did you check your headings for proper levels and format? [p. 62-63].AR 3/23/1116. General Guidelines for References: Do not bold the word References!A. Did you start the References on a new page? [p. 37]B. Did you cut and paste references on your reference page? If so, check to make sure they are in correct APA format. Often they are not and must be adapted. Make sure all fonts are the same.C. Is your reference list double spaced with hanging indents? [p. 37]AR 3/23/11PROOFREAD FOR GRAMMAR, SPELLING, PUNCTUATION, & STRUCTUREAR 3/23/1113. Did you follow the assignment rubric? Did you make headings that address each major section? (Required to point out where you addressed each section.)AR 3/23/1114. Watch for run-on or long, cumbersome sentences. Read it out loud without pausing unless punctuation is present. If you become breathless or it doesn’t make sense, you need to rephrase or break the sentence into 2 or more smaller sentences. Did you do this?AR 3/23/1115. Wordiness: check for the words “that”, and “the”. Don’t use the terms ‘I feel’ or ‘I think’. If not necessary, did you omit?AR 3/23/1116. Conversational tone: Don’t write as if you are talking to someone in a casual way. For example, “Well so I couldn’t believe nurses did such things!” or “I was in total shock over that.” Did you stay in a formal/professional tone?AR 3/23/1117. Avoid contractions. i.e. don’t, can’t, won’t, etc. Did you spell these out?AR 3/23/1118. Did you check to make sure there are no hyphens and broken words in the right margin?AR 3/23/1119. Do not use “etc.” or "i.e." in formal writing unless in parenthesis. Did you check for improper use of etc. & i.e.?AR 3/23/1120. Stay in subject agreement. When referring to 1 nurse, don’t refer to the nurse as “they” or “them”. Also, in referring to a human, don’t refer to the person as “that”, but rather “who”. For example: The nurse that gave the injection….” Should be “The nurse who gave the injection…” Did you check for subject agreement? Likewise, don’t refer to “us”, “we”, “our”, within the paper…this is not about you and me. Be clear in identifying. For example don’t say “Our profession uses empirical data to support ….” . Instead say “The nursing profession uses empirical data…..AR 3/23/1121. Did you check your sentences to make sure you did not end them with a preposition? For example, “I witnessed activities that I was not happy with.” Instead, “I witnessed activities with which I was not happy.”AR 3/23/1122. Did you run a Spellcheck? Did you proofread in addition to running the Spellcheck?AR 3/23/1123. Did you have other people read your paper? Did they find any areas confusing?AR 3/23/1124. Did you include a summary or conclusion heading and section to wrap up your paper?AR 3/23/1125. Do not use “we” “us” “our” “you” “I” etc. in a formal paper! Did you remove these words? Only use these if you are the subject of your paper.AR 3/23/1126. Does your paper have sentence fragments? Do you have complete sentences? AR 3/23/1127. Did you check apostrophes for correct possessive use? Don’t use apostrophes unless it is showing possession and then be sure it is in the correct location. The exception is with the word it. It’s = it is. Its is possessive. AR 3/23/1128. Did you use proper punctuation, particularly commas? If you are unsure of when to use them, please contact the writing center.Signing below indicates you have proofread your paper for the errors in the checklist:Rick Loenser________________________________________________DATE:_3.23.2011A peer needs to proofread your paper checking for errors in the listed areas and sign below:Anita N. Riddle_________________________________________________DATE:_3/23/11__ ................
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