Running Head: PERSONAL NURSING PHILOSOPHY 1 PERSONAL NURSING PHILOSOPHY 2 Personal nursing philosophy Student name Professor Course Date of submission This paper focuses more on nursing paradigms that are comprised of four key elements. These factors include persons/clients, health, environment, and nursing, where each is subjected to own theoretical connotation and has an essential role in enhancing and promoting healthcare. In this regard, the paper outlines and contrast approaches and is in line with these four approaches in efforts to attain modern health care. Various theories in this regard try to give a vivid description of the environment and critical role in healthcare. All the stakeholders are therefore supposed to collectively work together as one of attaining a competitive advantage, healthcare and create a conducive work plan that total defense potential alignment of healthcare. This theory creates a personal definition that applies to the scenario in an exemplifying the applicability in the nursing processes (Warren W. Tryon, 2019). In my analysis and interpretation, Person metaparadigm focuses more on recipient care and the patient. This facet extends and encompasses factors such as culture, personal spiritual aspects, family friends, and the associate economic status. This fact has been proved by a research hat outlined that the current world view of nursing has existentialism and humanism transcendence, which are based on their own interpretation and perception. The nature of intensive care that is acceded to a patient in some cases is based on the personal attribute and predetermined forces that surround one self. The third part is always crucial in attaining healthcare through could and proviso of essential secondary services that help in the healing processes. This is a closely associated environment metaparadigm; it deals with both external and external factors that relate to competent and reliable patient care. Some of the factors that are defined in this phase include interacting with patients, which changes the cognitive perspective of the subject. Visitors, as well as surrounding, are vital factors that can be used to determine and offer the best services to a patient (Saul McLeod,, 2015).  Am sure that nurse and the integrated practices of theories have established s scope and level of abstraction that has developed a proper framework through the nursing situation. Through capacity building a convinced that nurse intervention is the road map of attaining all phenomena and goals of universal healthcare. In this case, the use of cognitive theory appliance is predominating, arguing that intellectual structure and processes must be followed. The nurse must, therefore, attain a high degree of competency through the use of one's thought, interpretation of the environment, and correct assumption. In my opinion, this is the most critical aspect that requires professional input to attain effective, effi.

1. Running Head: PERSONAL NURSING PHILOSOPHY 1
PERSONAL NURSING PHILOSOPHY 2
Personal nursing philosophy
Student name
Professor
Course
Date of submission
This paper focuses more on nursing paradigms that are
comprised of four key elements. These factors include
persons/clients, health, environment, and nursing, where each is
subjected to own theoretical connotation and has an essential
role in enhancing and promoting healthcare. In this regard, the
paper outlines and contrast approaches and is in line with these
four approaches in efforts to attain modern health care. Various
theories in this regard try to give a vivid description of the
environment and critical role in healthcare. All the stakeholders
are therefore supposed to collectively work together as one of
attaining a competitive advantage, healthcare and create a

2. conducive work plan that total defense potential alignment of
healthcare. This theory creates a personal definition that applies
to the scenario in an exemplifying the applicability in the
nursing processes (Warren W. Tryon, 2019).
In my analysis and interpretation, Person metaparadigm focuses
more on recipient care and the patient. This facet extends and
encompasses factors such as culture, personal spiritual aspects,
family friends, and the associate economic status. This fact has
been proved by a research hat outlined that the current world
view of nursing has existentialism and humanism transcendence,
which are based on their own interpretation and perception.
The nature of intensive care that is acceded to a patient in some
cases is based on the personal attribute and predetermined
forces that surround one self. The third part is always crucial in
attaining healthcare through could and proviso of essential
secondary services that help in the healing processes. This is a
closely associated environment metaparadigm; it deals with
both external and external factors that relate to competent and
reliable patient care. Some of the factors that are defined in
this phase include interacting with patients, which changes the
cognitive perspective of the subject. Visitors, as well as
surrounding, are vital factors that can be used to determine and
offer the best services to a patient (Saul McLeod,, 2015).
Am sure that nurse and the integrated practices of theories have
established s scope and level of abstraction that has developed a
proper framework through the nursing situation. Through
capacity building a convinced that nurse intervention is the road
map of attaining all phenomena and goals of universal
healthcare. In this case, the use of cognitive theory appliance is
predominating, arguing that intellectual structure and processes
must be followed. The nurse must, therefore, attain a high
degree of competency through the use of one's thought,
interpretation of the environment, and correct assumption. In
my opinion, this is the most critical aspect that requires
professional input to attain effective, efficient, and reliable
output, which is proper healthcare. Lastly, heath is yet another

3. significant element and an integrated approach to personal
nursing philosophy. The nature of its effectiveness is
determined by the application of adequate maladaptive thoughts
and active treatment processes. The modeling of application
should, therefore, depict progressive and adaptability. The
main focus of this approach should be the use of the academic
concept and relative research work that help patients in the
recovery processes.
One of the theories that are found to be dominating and
reflecting the metaparadigm in large scales is cognitive nursing
theory. It has touched on their significant outlines of the Four
Metaparadigms from the time patients have been introduced in
health care until when the patient has received attention and
attained back health status. Cognitive processes involve the
dissatisfaction behavior approach; respond to work ethics and
processing of psychoanalytical response in nature. It offers a
creative intellectual structure of how people have ratified and
modified available procedures for maximum attaining
healthcare. It's very critical to underpin the role of creative
thing and its integrated element alongside offering utmost
health care. Examination and use of evidence-based principals
contribute to the significant way processes of healthcare and its
integrated network (P. Ann Solari-Twadell & Ziebarth, 2019).

4. References
P. Ann Solari-Twadell, & Ziebarth, D. J. (2019). Faith
community nursing: An international specialty practice
changing the understanding of health. Springer Nature.
Saul McLeod (2015, February 5). Cognitive approach. Retrieved

5. from https://www.simplypsychology.org/cognitive.html
Warren W. Tryon. (2019). Cognitive theory. Retrieved from
https://www.sciencedirect.com/topics/psychology/cognitive-
theory
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsECS-580ECS-580-O500Clinical Field
Experience A: Making Connections, K-
330.0CriteriaPercentageNo submission (0.00%)Insufficient
(69.00%)Approaching (74.00%)Acceptable (87.00%) Target
(100.00%)CommentsPoints EarnedContent100.0%Descriptive
Summary of Observations and Collaborative
Discussion35.0%Not addressed. Submission weakly
summarizes the observations and collaborative discussion. Key
points are insufficient or irrelevant.Submission inadequately
summarizes the observations and collaborative discussion. Not
all required elements are included, or key points are lacking
substance or relevance. Submission adequately summarizes the
observations and collaborative discussion. All required elements
are included. Points are general, but appropriate. Submission
proficiently summarizes the observations and collaborative
discussion with discerning details. All required elements are
fully addressed.Applications to Future Practice55.0%Not

6. addressed. Applications to future practice are incomplete or
unrelated to what was described in the summary. Applications
to future practice are unrealistic, unclear, or underdeveloped.
Applications to future practice are basic, useful, and appropriate
for students.Applications to future practice are insightful,
realistic, and clearly consider the needs of students.Mechanics
of Writing (includes spelling, punctuation, grammar, and
language use)10.0%Not addressed. Surface errors are pervasive
enough that they impede communication of meaning.
Inappropriate word choice or sentence construction are
used.Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) and/or
word choice are present.Submission includes some mechanical
errors, but they do not hinder comprehension. A variety of
effective sentence structures are used, as well as some practice
and content-related language.Submission is virtually free of
mechanical errors. Word choice reflects well-developed use of
practice and content-related language. Sentence structures are
varied and engaging.Total Weightage100%
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:

7. Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central
focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and
environment) and student factors (IEPs, 504s, ELLs, students
with behavior concerns, gifted learners), and the effect of those
factors on planning, teaching, and assessing students to
facilitate learning for all students. This should be limited to 2-3
sentences and the information should inform the differentiation
components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the
standards you will be working with in the classroom
environment.
Your goal in this section is to identify the standards that are the
focus of the lesson being presented. Standards must address
learning initiatives from one or more content areas, as well as
align with the lesson’s learning targets/objectives and
assessments.
Include the standards with the performance indicators and the
standard language in its entirety.

8. Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher
intends to measure in learning. These must be aligned with the
standards. When creating objectives, a learner must consider the
following:
· Who is the audience
· What action verb will be measured during
instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the
objective created. This should not be a summary of the lesson,
but a measurable statement demonstrating what the student will
be assessed on at the completion of the lesson. For instance,
“understand” is not measureable, but “describe” and “identify”
are.
For example:
Given an unlabeled map outlining the 50 states, students will
accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic
vocabulary and content-specific vocabulary you need to teach.
In a few sentences, describe how you will teach students those
terms in the lesson.

9. Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and
the students will use during the lesson. As required by your
instructor, add or attach copies of ALL printed and online
materials at the end of this template. Include links needed for
online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating
students’ prior knowledge, linking previous learning with what
they will be learning in this lesson and gaining student interest
for the lesson. Consider various learning preferences
(movement, music, visuals) as a tool to engage interest and
motivate learners for the lesson.
In a bulleted list, describe the materials and activities you will
use to open the lesson. Bold any materials you will need to
prepare for the lesson.
For example:
· I will use a visual of the planet Earth and ask students to
describe what Earth looks like.
· I will record their ideas on the white board and ask more
questions about the amount of water they think is on planet
Earth and where the water is located.
Time Needed

10. Multiple Means of Representation
Learners perceive and comprehend information differently.
Your goal in this section is to explain how you would present
content in various ways to meet the needs of different learners.
For example, you may present the material using guided notes,
graphic organizers, video or other visual media, annotation
tools, anchor charts, hands-on manipulatives, adaptive
technologies, etc.
In a bulleted list, describe the materials you will use to
differentiate instruction and how you will use these materials
throughout the lesson to support learning. Bold any materials
you will need to prepare for the lesson.
For example:
· I will use a Venn diagram graphic organizer to teach students
how to compare and contrast the two main characters in the
read-aloud story.
· I will model one example on the white board before allowing
students to work on the Venn diagram graphic organizer with
their elbow partner.
Explain how you will differentiate materials for each of the
following groups:
· English language learners (ELL):

11. · Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Engagement
Your goal for this section is to outline how you will engage
students in interacting with the content and academic language.
How will students explore, practice, and apply the content? For
example, you may engage students through collaborative group
work, Kagan cooperative learning structures, hands-on
activities, structured discussions, reading and writing activities,
experiments, problem solving, etc.
In a bulleted list, describe the activities you will engage
students in to allow them to explore, practice, and apply the
content and academic language. Bold any activities you will use
in the lesson. Also, include formative questioning strategies and
higher order thinking questions you might pose.
For example:
· I will use a matching card activity where students will need to
find a partner with a card that has an answer that matches their
number sentence.
· I will model one example of solving a number sentence on the

12. white board before having students search for the matching
card.
· I will then have the partner who has the number sentence
explain to their partner how they got the answer.
Explain how you will differentiate activities for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Multiple Means of Expression
Learners differ in the ways they navigate a learning
environment and express what they know. Your goal in this

13. section is to explain the various ways in which your students
will demonstrate what they have learned. Explain how you will
provide alternative means for response, selection, and
composition to accommodate all learners. Will you tier any of
these products? Will you offer students choices to demonstrate
mastery? This section is essentially differentiated assessment.
In a bulleted list, explain the options you will provide for your
students to express their knowledge about the topic. For
example, students may demonstrate their knowledge in more
summative ways through a short answer or multiple-choice test,
multimedia presentation, video, speech to text, website, written
sentence, paragraph, essay, poster, portfolio, hands-on project,
experiment, reflection, blog post, or skit. Bold the names of any
summative assessments.
Students may also demonstrate their knowledge in ways that are
more formative. For example, students may take part in thumbs
up-thumbs middle-thumbs down, a short essay or drawing, an
entrance slip or exit ticket, mini-whiteboard answers, fist to
five, electronic quiz games, running records, four corners, or
hand raising.Underline the names of any formative assessments.
For example:
Students will complete a one-paragraph reflection on the in-
class simulation they experienced. They will be expected to
write the reflection using complete sentences, proper
capitalization and punctuation, and utilize an example from the
simulation to demonstrate their understanding. Students will
also take part in formative assessments throughout the lesson,
such as thumbs up-thumbs middle-thumbs down and pair-share
discussions, where you will determine if you need to re-teach or
re-direct learning.

14. Explain how you will differentiate assessments for each of the
following groups:
· English language learners (ELL):
· Students with special needs:
· Students with gifted abilities:
· Early finishers (those students who finish early and may need
additional resources/support):
Time Needed
Extension Activity and/or Homework
Identify and describe any extension activities or homework
tasks as appropriate. Explain how the extension activity or
homework assignment supports the learning targets/objectives.
As required by your instructor, attach any copies of homework
at the end of this template.

15. Time Needed
© 2019. Grand Canyon University. All Rights Reserved.
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsECS-580ECS-580-O500Literacy Lesson
Plan60.0CriteriaPercentageInsufficient (0.00%)Less than
Satisfactory (69.00%)Approaching (74.00%)Acceptable
(87.00%)Target (100.00%)CommentsPoints
EarnedContent100.0%Reading and Writing Lesson Plan -
Demonstrate the Reciprocity between the Content
Areas20.0%Not addressed.Lesson plans instructional strategies
inadequately address the reciprocity between reading and
writing.Lesson plans instructional strategies do not fully
address the reciprocity between reading and writing.Lesson
plans instructional strategies generally address the reciprocity
between reading and writing.Lesson plans instructional
strategies skillfully and concisely address the reciprocity
between reading and writing.Summary Teaching Explicit
Literary Skills20.0%Not addressed.Summary section
inaccurately explains why it is important to teach explicit
literary skills.Summary section includes a vague explanation as
to why it is important to teach explicit literary skills.Summary
section includes a basic, accurate explanation as to why it is
important to teach explicit literary skills.Summary section
includes an insightful explanation as to why it is important to
teach explicit literary skills.Differentiation Sections 20.0%Not
addressed.Support for a student with exceptionalities is
inappropriate for the age or exceptionality described.Lesson
plan inadequately identifies support for a student with
exceptionalities.Lesson plan includes clear, appropriate support
for a student with exceptionalities.Lesson plan includes

16. skillfully and creatively designed support for a student with
exceptionalities.Complete Lesson Plan Template10.0%Not
addressed.The lesson plan is either not complete,
developmentally inappropriate, and/or is not in alignment.The
lesson plan is complete, but is some areas is not fully
developed. Needs of the students do not appear central to the
plan. Some alignment is present.The lesson plan is complete and
developmentally appropriate, with clear alignment from
beginning to end.The lesson plan is comprehensive, well-crafted
for the students, and thoroughly aligned.Mechanics30.0%Not
addressed.The lesson plan contains inappropriate, incoherent
language and/or sentence structures.The lesson plan contains
mechanical and conventional errors or non-relevant language
that affects meaning and clarity.The lesson plan has a few
mechanical and conventional errors present that do not
significantly affect meaning or clarity. Word choice reflects
basic, consistent, appropriate use of practice and topic-related
language.The lesson plan is free of mechanical and conventional
errors. Word choice reflects well-developed use of practice and
topic-related language.Total Weightage100%