Opening NURS 6001 with an academic network roster means one finished table naming each support by role, what it supplies, and the week the author will first use it. Searches like "nurs 6001 week 1 assignment example", "nurs6001 week 1 sample" and "nurs 6001 week 1 example" land here.
What a finished NURS 6001 Week 1 academic network roster looks like
On the page it is a table first and prose second. Six rows, one per support: the academic advisor, the Walden library's nursing liaison, the Writing Center, a nurse manager who controls the schedule, a colleague already holding an MSN, and a person at home who absorbs the evenings graduate study takes. Columns give the role, the support it offers, the channel for reaching it and the first week it will be used. No personal names appear; roles stand in, which keeps the sample transferable and keeps anyone real out of it. Under the table, one short paragraph per row explains why that support was chosen over an alternative. A final paragraph admits the gap in the network, usually a mentor in the chosen specialty, and says how it will be filled.
How a NURS 6001 Week 1 example is structured
The order follows how quickly each support will be needed. Advisor and library lead, because registration questions and database access arrive in the first days of the term; the Writing Center follows, since the first graded draft comes soon after; workplace and home supports close the table because their effect accumulates across months rather than arriving on one date. An introduction of three or four sentences states the purpose of the roster and names the academic success and professional development plan it opens, so the reader knows this is section one of a longer document. The row-by-row paragraphs repeat a fixed pattern: need, support, evidence that the support exists at Walden or at work. Placing the gap paragraph last is deliberate. Ending on what is missing turns the roster from an inventory into a plan with a next move.
Six supports, one row each
Advisor, library liaison, Writing Center, nurse manager, an MSN-prepared colleague and a home support. Each row could be acted on without a follow-up question to anyone.
Roles instead of names
No real person is named anywhere. Titles carry the entries, which keeps the example usable in any section and keeps colleagues and family members out of a document that faculty will read.
Why this support, not another
The paragraphs under the table justify each choice against a plausible alternative, such as a unit educator instead of a manager, so each selection shows judgment, not habit.
The gap, stated plainly
The closing paragraph names the missing specialty mentor and the route to finding one. Admitting the hole is what connects this section to the later ones built on it.
Where marks go in NURS 6001 Week 1
Two rows usually carry a Week 1 roster: specificity about what each support provides, and a clear link between that support and the author's own obstacles. Concrete requests settle the first: the example names one per row, a database orientation, a draft review, a schedule change, rather than the word help. It satisfies the second by opening with the author's likely difficulties, working full time and returning to academic writing after years away, and matching supports to them. Credit drains away when a roster reads like a list copied from the orientation page, with every Walden office included and none explained. Rosters that omit workplace and home supports lose on scope, because the rubric usually asks for both academic and professional contacts. A short APA-formatted reference to any Walden resource page cited costs little and is often skipped.
Get a NURS 6001 Week 1 example written to your instructions
Paste in the Week 1 instructions and whatever rubric your section attached, and add a line about your shifts and your specialty. The desk builds a roster around your real obstacles instead of this invented nurse's. Your first sample is free, delivered within 24 to 48 hours, with every support named by role so you can drop in your own contacts.
NURS 6001 Week 1 questions, answered
Does the roster in the example use real names?
No. Every entry is a role, never a person, because a sample travels and colleagues should not. Your own submission may need names if your instructor asks for them, and adding them is a two-minute job once the structure exists. The roles in the example are chosen to match offices every Walden MSN section can reach, so none of the rows is hypothetical.
Can a family member count as part of an academic network?
Usually yes, and the example includes one for a reason. Graduate study competes with shifts and household time, and a support that protects study hours is doing real academic work. What a rubric may not accept is a family member listed with no explanation. The example ties the home support to a specific need, protected evenings before deadlines, which is what turns it into a defensible entry.
How does this section connect to the later weeks of the plan?
The roster is the first section of a success plan that grows through the term. Later sections on resources, research analysis and time planning refer back to it, and the final assembled plan revises it. That is why the example ends on the gap paragraph: it gives the next section something to answer, and it gives you an obvious place to update the roster when your supports change.