NRS-490 Individual Success PlanISP InstructionsUse this form t.docx

NRS-490 Individual Success Plan
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for
NRS-490, the Professional Capstone and Practicum course. An
individual success plan maps out what you, the RN-to-BSN
student, needs to accomplish to be successful as you work
through this course and complete your overall program of study.
You will also share this with your mentor at the beginning and
end of this course so that he or she will know what you need to
accomplish.
Application-based learning assignments are listed in the course
syllabus with a Practice Portfolio Statement requirement
element noted within the assignment itself. In order for you to
successfully complete and graduate from the RN-to-BSN
Program you must meet the following programmatic
requirements: (1) completion of 100 practice immersion hours,
and (2) completion of work associated with all program
competencies.
In this ISP, you will identify all the objectives, tasks, and/or
assignments relating to the 100 practice immersion hours you
need to complete by the end of this course. Specify the dates by
which you will complete each task and/or assignments. Your
plan should include a self-assessment of how you met all
applicable GCU RN-to-BSN Domains & Competencies (see
Appendix A).
ALL course assignments listing a "Practice Hours Portfolio"
statement must be included in the ISP and are worth and
recorded here as approximately 10 hours each. Actual clock
hours must be recorded on this time log. General Requirements
Use the following information to ensure successful completion
of each assignment as it pertains to deliverables due in this
course:
· Use the Individual Success Plan to develop a personal plan for
completing your practice immersion hours and self-assess how

you will meet the GCU RN-to-BSN University Mission Critical
Competencies and the Programmatic Domains & Competencies
(Appendix A) related to that course.
Show all of the major deliverables in the course, the
topic/course objectives that apply to each deliverable, and
lastly, align each deliverable to the applicable University
Mission Critical Competencies and the course-specific Domains
and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does
telephone conference time, or time spent with your mentor.
· Within the Individual Success Plan, ensure you identify all
course assignments which may include the following:
Memorandums of Understanding (MOU)(if Affiliation
Agreement is not required); comprehensive log of practice
immersion hours applied to baccalaureate level learning
outcomes; evaluations from faculty and mentors; your
evaluations of your mentor; scholarly activity report;
competency self-assessment (part of your ISP); reflective
journal (Submitted in Week 10 but covering all weeks in the
course); course goals and plan for how competencies and
practice immersion hours will be met; and both faculty and
mentor approvals of course goals and documented practice
immersion hours.
Application-based Learning Course Assignments
List of Current Course Objectives
Number of Clock Hours Associated with Each Assignment
Assignment
Date Due
Self-Assessment:
GCU RN-to-BSN
University Mission Critical Competencies and
Programmatic Domains & Competencies
(see Appendix A)
Date

Assignment
Completed
WEEK 1
Collaboration with the faculty to help with the development of a
successful planning procedures. This helps in making Individual
Successful Plan that will help in developing Direct Practices
Improvements Project (DPI_
1. Analysis of the healthcare technology with information
regulation, laws and regulations that deals with the ethical
standards.
2. Evaluating the various theories used in informatics and their
application to guide integration of technology into practice.
20.0
4.0
05/24/2020

05/24/2020
MC1s-MC5
Domains:1.1, 1.2, 1.3, 1.4, 2.1 2.2, 2.3, 3.1, 3.2, 3.3, 3.4
WEEK 2
Creating the slides to provide an effective presentation to give
to the different administrators and the different nurses to
provide the direct patients cares.
1. Analysis of the functions and the use of health tools and
technologies to include the various advantages, the different
disadvantages, and unintended consequences.
2. Evaluation of the methods of patient’s education for use of
health care technologies
20.0

3.0
1/1/2019
1/8/2019
MC1- MC5, Domains-1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3,2.4 3.1,
3.2, 3.3, 4.1, 4.2 4.3, 5.1, 5.2, 5.3, 5.4 5.5
WEEK 3
Using CPOE and CPSS select one clinical practice issue that
involves a specific medication.
1. Analysis of the benefit and challenge with Computers
Provided Orders Entries (CPOE) system and Clinical Decisions
Supporting Systems (CDSS) in clinical settings.
2. Description of how CPOE and CDSS have been embedded
within the HERs can be useful when it comes to the specific
patients’ populations.

MC1- MC5, Domains-1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 3.1, 3.3, 3.4,
5.1, 5.2, 5.3, 5.5
WEEK 4
Assisting in the design of the HER Databases and Databases
Management Systems
1. Examination of the key
Concepts that are behind the
database designs
as well as the use of
standardization
Language.
2. Description of the clinical
scenarios where
repurpose data’s being the most useful in an
increasing patients
safety make up and the other quality
Outcomes.
20
1/12/2019

1/13/2019
M 1-MC5
Domain-1.1, 1.3, 2.1, 2.3, 2.4, 3.1, 3.3, 3.4, 4.2, 4.5, 5.2, 5.3,
5.5
WEEK 5
No Assignment
Topic 6 DQ1
Topic 6 DQ2
1. Analysis of the patients-specific and aggregation data for
different clinical and administration roles.
2. Analysis of the health care data and the quality measure.
5
2
1/17/2019

1/20/2019
MC1-MC5
Domain 3.1-3.4, 4.1-4.5, 5.1-5.5
WEEK 6
Telehealth Paper and Develop a Mind Map to generate ideas
about how telehealth technology can be used in my practice
setting.
1. Discussion and comparison of various telehealth technologies
that have alternatives in the population’s healthcare.

Critiquing existing implementations strategies of telehealth in
the organizational literature.
2.5
2.5
1/25/2019
1/28/2019
MC1-MC5
Domains-1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4,
4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5
WEEK 7
Case Report: Health Care Informatics and Identify a Potential
Practice Problem in this current course.
1. Analyzing the “health” from the various perspectives of the
patients to include technologies and health care literacy.
Exploration of the trends in informatics and the nationals and

international levels.
2
2.5
2/2/2019
2/6/2019
MC1-MC5
Domains-1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4,
4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5
WEEK 8
Select a technology used in this course and write a 1,000-1,250-
word essay using content in the readings and textbook to
propose practicable suggestions for improvements.
1. Evaluation of health care technologies using human factor
methodologies.
2. Assessment of the elements of the user-technologies interface
and the impacts of the elements on workflows.

3
3
2/8/2019
2/10/2019
MC1-MC5
Domains-1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4,
4.1, 4.2, 4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4 5.5.
Comprehensives clinical logs of hours
2
2-12-2019
MC1s-MC5
Learners evaluations
2
2-13-2019
MC1s-MC5
Mentors evaluations

2
2-15-2019
MC1s-<C5
Current and updated CVs
2
Final Evaluations by Faculties
2
Reflective Journals
2
Portfolios Practices Hours
2
By typing in his/her signature below, the student agrees to have
read, understood, and be accountable for the instructions,

assignments, and hours shown above and that all questions have
been satisfactorily answered by the faculty and/or program
director.
Mentors will sign upon initial receipt and at the end of the
course to confirm that assignments have been complete with
your guidance.
Student Signature
Name:
Abraham Musa
Date:
05/17/2020
Mentor Signature [Upon Initiation of Course]
Name:
Maria
Date:
05/17/2020
Mentor Signature [Upon Completion of Course]
Name:
Date:
APPENDIX A:
GCU RN-to-BSN Domains & Competencies
A. University’s Mission Critical Competencies
How does this Individual Success Plan support the GCU
Mission?
MC1: Effective Communication: Therapeutic communication is
central to baccalaureate nursing practice. Students gain an
understanding of their ethical responsibility and how verbal and
written communication affects others intellectually and
emotionally. Students begin to use nursing terminology and

taxonomies within the practice of professional and therapeutic
communication. Courses require students to write scholarly
papers, prepare presentations, develop persuasive arguments,
and engage in discussion that is clear, assertive, and respectful.
MC2: Critical Thinking: Courses require students to use critical
thinking skills by analyzing, synthesizing, and evaluating
scientific evidence needed to improve patient outcomes and
professional practice.
MC3: Christian Worldview: Students will apply a Christian
worldview within a global society and examine ethical issues
from the framework of a clearly articulated system of
professional values. Students will engage in discussion of
values-based decisions made from a Christian perspective.
MC4:Global Awareness, Perspectives, and Ethics: The concept
of global citizenship is introduced to baccalaureate students in
the foundational curriculum. Some courses will focus on the
human experience across the world health continuum. The
World Health Organization (WHO) definitions of health, health
disparities, and determinants of health are foundational to
nursing practice.
MC5: Leadership: Students will apply a Christian worldview
within a global society and examine ethical issues from the
framework of a clearly articulated system of professional
values. Students will engage in discussion of values-based
decisions made from a Christian perspective.
B. Domains and Competencies
How does this Individual Success Plan support the Program
Domains and Competencies?
Domain 1: Professional Role
Graduates of Grand Canyon University’s RN-BSN program will
be able to incorporate professional values to advance the
nursing profession through leadership skills, political
involvement, and life-long learning.
Competencies:

1.1: Exemplify professionalism in diverse health care settings.
1.2: Manage patient care within the changing environment of
the health care system.
1.3: Exercise professional nursing leadership and management
roles in the promotion of patient safety and quality care.
1.4: Participate in health care policy development to influence
nursing practice and health care.
1.5: Advocate for autonomy and social justice for individuals
and diverse populations.
Domain 2: Theoretical Foundations of Nursing Practice
have acquired a body of nursing knowledge built on a
theoretical foundation of liberal arts, science, and nursing
concepts that will guide professional practice.
Competencies:
2.1: Incorporate liberal arts and science studies into nursing
knowledge.
2.2: Comprehend nursing concepts and health theories.
2.3: Understand and value the processes of critical thinking,
ethical reasoning, and decision making.
Domain 3: Nursing Practice
be able to utilize the nursing process to provide safe quality
care based on nursing best practices.
Competencies:
3.1: Utilize the nursing process to provide safe and effective
care for patients across the health-illness continuum: promoting,
maintaining, and restoring health; preventing disease; and
facilitating a peaceful death.
3.2: Implement patient care decisions based on evidence-based
practice.
3.3: Provide individualized education to diverse patient
populations in a variety of health care settings.

3.4: Demonstrate professional standards of practice.
Domain 4: Communication/Informatics
be able to manage information and technology to provide safe
quality care in a variety of settings. In addition, graduates will
be able to communicate therapeutically and professionally to
produce positive working relationships with patients and health
care team members.
Competencies:
4.1: Utilize patient care technology and information
management systems.
4.2: Communicate therapeutically with patients.
4.3: Professionally communicate and collaborate with the
interdisciplinary health care teams to provide safe and effective
care.
Domain 5: Holistic Patient Care
be able to provide holistic individualized care that is sensitive
to cultural and spiritual aspects of the human experience.
Competencies:
5.1: Understand the human experience across the health-illness
continuum.
5.2: Assess for the spiritual needs and provide appropriate
interventions for individuals, families, and groups.
5.3: Provide culturally sensitive care.
5.4: Preserve the integrity and human dignity in the care of all
patients.
!
This is a graded discussion: 25 points possible due May 25 at
1:59am

Week 3 Discussion: Learning & Memory
56 56
Required Resources
Read/review the following resources for this activity:
Initial Post Instructions
For the initial post, respond to one of the following options, and
label the beginning of your post indicating either
Option 1 or Option 2:
Be sure to make connections between your ideas and
conclusions and the research, concepts, terms, and
theory we are discussing this week.
Follow-Up Post Instructions
Respond to at least two peers or one peer and the instructor. If
possible, respond to one peer who chose an
option different than the one you chose. Further the dialogue by
providing more information and clarification.
Writing Requirements
Grading
This activity will be graded using the Discussion Grading
Rubric. Please review the following link:
Course Outcomes (CO): 4
Textbook: Chapter 6, 7, 8, 9
Lesson
Option 1: What does it mean when you have learned something?
Identify and describe an example of
something you have learned recently using either the principles

of classical conditioning, operant
conditioning or observational learning/social-cognitive learning.
Ensure that you describe your example
using the appropriate terminology associated with each learning
theory.
Option 2: Memory is a complex concept, why can we remember
every word to a song we heard 10 years
ago, but can't remember why we walked into the kitchen less
than 5 minutes ago? Why do we forget
certain information, but remember others? Briefly describe a
recent situation in which you forgot something
important, referencing one of the theories of forgetting. What
techniques could you have used to avoid
forgetting this information?
Minimum of 3 posts (1 initial & 2 follow-up)
Minimum of 2 sources cited (assigned readings/online lessons
and an outside source)
APA format for in-text citations and list of references
Link (webpage): Discussion Guidelines
!
5/22/20, 4:48 PM
Page 1 of 37
Search entries or author
" Reply
Due Date for Initial Post: By 11:59 p.m. MT on Wednesday
Due Date for Follow-Up Posts: By 11:59 p.m. MT on Sunday

Unread # $ % Subscribe
(https://chamberlain.instructure.com/courses/63025/users/69954
)Renee Owens (Instructor)
Apr 19, 2020
!
You may begin posting in this discussion forum on Monday,
May 17th.
This week, you have the option of choosing which topic to focus
on for your initial response. You have the
option of answering questions about Learning OR Memory for
your initial response. For your follow up
response, please respond to at least ONE classmate who chose a
different initial response topic
than you. For example, if you chose to discuss learning for your
initial response, make sure you respond
to one person who chose memory as their initial response. You
must still respond to at least two
classmates or one classmate and the instructor to meet your
discussion requirements for the week.
*Please be sure to review the discussion guidelines via the link
provided above as to make sure you
understand how discussions will be graded. Remember to cite
all of your sources in APA format (in-text
citations and list of references)*
*Initial response should be submitted by Wednesday, May 20th,
11:59 pm MT and discussion
requirements need to be met by Sunday, May 24th 11:59 pm
MT.*

Option 1: Learning
5/22/20, 4:48 PM
Page 2 of 37
Feldman (2018, p. 169) defines learning as “a relatively
permanent change in behavior that is brought
about by experience”. In our readings this week, we learned
about different theories of learning including,
classical conditioning, operant conditioning and social-
cognitive learning (observational learning).
Option 2: Memory
Memory is a complex concept, why can we remember every
word to a song we heard 10 years ago, but
can't remember why we walked into the kitchen less than 5
minutes ago? The answer may lie in
understanding how memory works and the differences between
short-term memory and long-term memory
(Howcast, 2017).
References
Feldman, R. S. (2018). Understanding psychology (14th ed.).
Dubuque: McGraw-Hill Education.
Howcast. (2017, October 19). Short-term memory vs. Long-term
memory| Memory techniques. Retrieved
from https://www.youtube.com/watch?v=XrYss9a_vlw
What does it mean when you have learned something?

Identify and describe an example of something you have learned
recently using either the
principles of classical conditioning, operant conditioning or
observational learning/social-
cognitive learning. Ensure that you describe your example using
the appropriate terminology
associated with each learning theory.
Short-Term Memory vs. Long-Term Memory | Mem…
Why do we forget certain information, but remember others?
Briefly describe a recent
situation in which you forgot something important, referencing
one of the theories of
forgetting.
What techniques could you have used to avoid forgetting this
information?
5/22/20, 4:48 PM
Page 3 of 37
" Reply &
7)Kaylyn Rich
7)
Wednesday
" Reply &
!

Hello Professor and classmates,
This week I chose to respond to Option 1 for my initial post. I
personally believe you have learned
something when you can effectively demonstrate that learning.
That may mean that you can demonstrate
that skill in a lab or clinical setting or maybe you can explain or
teach that skill to another person. Either
way I think one must demonstrate and working understanding of
the concept or skill to say that you have
learned it. This is often referred to as the “teach back method”
and is commonly used in the healthcare
field when explaining something to a patient.(Tamura-Lis,
2013) In my previous school I had begun to
participate in a clinical environment. I think that this is a good
example of both observational learning and
operant conditioning. Observational learning is when you learn
by observing someone else. (Feldman,
2018). Many of the hands-on skills like giving a bed bath or
injections are demonstrated in both a lab
environment as well as on a patient before you are ever allowed
to attempt it yourself. According to
Feldman (2018) operant conditioning has a central concept
called reinforcement. “Reinforcement is the
process by which a stimulus increases the probability that a
preceding behavior will be repeated.”
Anything leading up to clinicals begins this process. You learn
the information, and then you are asked to
test your knowledge. If you know the material and spent an
adequate amount of time studying those
behaviors will be reinforced by the high grade on the test as
well as the ability to repeat that success in
clinicals. If you did not do the required work or learn the
required material, you would be punished with a
poor grade on that test or an inability to replicate that skill.

Tamura-Lis, W. (2014). Teach-back for quality education and
patient safety. Urologie Nursing,
33(6), 267-271, 298. doi:10.7257/1053-816X.2013.33.6.267
9)Amanda Chappell-
Walkwitz
9)
Monday
!
I'm going to be answering option one today.
Option 1:
5/22/20, 4:48 PM
Page 4 of 37
" Reply &
According to Feldman (2019), when you have learned something
it means that you have experienced
something that has caused a relatively permanent change in
behavioral.
Recently I have learned statistics. The style of learning used
was operant conditioning. Operant conditioning

is when a voluntary response is strengthened or weakend,
depending on the response's favorable or
unfavorable consequences (Feldman, 2019). So I know that
studying hard and spending more time on
troublesome concepts result in me doing well on tests and
receiving a good grade. This is extremely
favorable to me because the consequences of getting a good
grade in the class are better chances for
scholarships and financial aid, better understanding in future
classes, and a gpa that looks good for when I
eventually apply to go on the trip in place of the
global/community health class later on school. I know this
process to be true based on the positive experience with getting
good grades in the past. In vocational school
my high grades were rewarded with certificates and later when I
became a registered medical assistant, part
of the interview process was giving my potential employer a
copy of my transcript. I had a 4.0 and I got the
job. My prior experience of positive outcomes resulting from
good grades would be called reinforcement. A
reinforcer is a stimulus (job offer) that increases the probability
that a preceding behavior (working hard for
good grades) will occur again (Feldman, 2019). Learning
statistics was shaped by the sort of assignments I
had. Since statistics wasn't something I could learn all at once,
the class had to break down each concept for
me. They were short and only covered one concept before
moving on to the next one. This process of
breaking down complicated concepts into small pieces of
information to build on is called shaping (Feldman,
2019). Shaping, combined with the reinforcement of previous
positive consequences for good grades, which
is essential for operant conditioning, led me to learn statistics
well enough to get an A in the class.
References:

New York, NY: McGraw-Hill Education.
3)Ganna Shvets
3)
Tuesday
!
Hello Amanda,
Thank you for your valuable input in this week's discussion. For
me, learning effectively is about
combining learning techniques and styles. Observational
learning (Feldman, 2019, p.193) has proven to
be successful for me, seeing someone perform a task and then
have my take on it is definitely helpful in
gaining experience with the task. However, the best results have
been from operant conditioning done at
school which has been positively reinforced studying hard by
providing an increase in self-esteem with
good grades, which promoted an increase in my efforts at
school. Also, the teachers, professors are
more likely to help those students who have proven to complete
their assignments on time and generally
meet expectations for the course.
I think it is my parents who have done a great job at properly
reinforcing positive behaviors back when I
5/22/20, 4:48 PM
Page 5 of 37

" Reply &
was little, I was almost never punished but simply explained the
consequences of bad decisions and why
what I did was bad. I was thought appropriate ways to respond
in a situation, which modified my behavior
to a more desirable by my parents.
References
9)Amanda Chappell-
Walkwitz
9)
Tuesday
" Reply &
!
Hi Ganna,
I'm actually better at observational learning in a lot of
situations, I would much prefer being in a
classroom as opposed to an online setting, but that's not
possible with our gen-ed classes. There
were a few opportunities for observational learning, such as
recorded lectures and some suggested
YouTube videos, but there wasn't a real way to ask questions

unless it was via email. That said, I'm
glad we have the opportunity to practice difference mechanisms
of learning because I feel like it
make us more well rounded. Thanks for the feedback!
8)Amanda Cafiero
8)
Monday
!
Hello Everyone,
than 5 minutes ago? Why do we forget certain
information, but remember others? Briefly describe a recent
situation in which you forgot something
There can be many reasons as to why we forget to do certain
things, sometimes when we are so busy with
school, work, a family and life, in general, we genuinely forget
things that we have to do because maybe they
aren’t as important as what you are doing in the moment. “How
relevant is the memory to your life?”
(Radwan, p.1). The last session while I was studying for my
final, I kept reminding myself not to forget my
index cards and kept saying it. As I sat down to study, I
instantly realized I didn’t have my index cards which

5/22/20, 4:48 PM
Page 6 of 37
" Reply &
were so frustrating because that happened more than once. I feel
the techniques I will use next time is to
make sure when I think of getting index cards or a highlighter
that I should do it when it pops into my head or
I will most likely forget again.
Reference:
Retrieved from:
https://online.vitalsource.com/#/books/9781260883817/cfi/6/2!/
4/[email protected]:0
(https://online.vitalsource.com/#/books/9781260883817/cfi/6/2!
/4/[email protected]:0)
Radwan, F. (n.d.). 2 Know Myself: Why do we remember
certain things but forget others Retrieved from
https://www.2knowmyself.com/why_do_we_remember_certain_t
hings_but_forget_others
(https://www.2knowmyself.com/why_do_we_remember_certain
_things_but_forget_others)

Tuesday
" Reply &
!
Hi Amanda,
Thank you for discussing memory! Which theory of forgetting
discussed in our text do you think could
account for you forgetting your index cards multiple times?
8)Amanda Cafiero
8)
Tuesday
" Reply &
!
Dr. Owens,
I feel that i can attribute this to the short term memory theory.
Due to the fact us students have to
retain so much information that we often forget trivial things
like forgetting index cards over and over
again.
5/22/20, 4:48 PM
Page 7 of 37

8)Maxwell Agu
8)
Monday
" Reply &
!
Hi Everyone,
Option 1
Learning is a fundamental topic for psychologists and plays a
central role in almost every specialty area of
psychology. Learning is a relatively permanent change in
behavior that is brought about by experience
(Feldman, 2018). Learning something is the ability to acquire
new information, skills to the brain in such a
way that one will understand it , able to teach it to someone and
as well apply the knowledge to something as
a sign of effective understanding. As Classical conditioning
learning is a type of learning in which a neutral
stimulus (such as the experimenter’s footsteps) comes to elicit a
response after being paired with a stimulus
(such as food) that naturally brings about that response.
(Feldman, 2018). It can also refer to as a systematic
procedure whereby associations and responses to specific
stimulus are been learned. Recently I have learnt
a new skill on how to deal with college algebra or any sort of
algebra but one funny thing is that whenever the
professor comes in to class with un announced test to be taken, I
will begin to shiver or exhibit some kind of

fear simply because of not been prepared for it which tends be
unconditional stimulus, but whenever she
comes in to the class for normal lecture, with no unannounced
test, i won’t shiver nor been sacred which is
regarded as neutral stimulus but, if it happens that each week
she comes in to the class whereby it’s
required that a test must be taken after lecture which might
make me to shiver and is what is said to be
conditional stimulus simply because “neutral stimulus has been
paired with an unconditioned stimulus to
bring about a response formerly caused only by the
unconditioned stimulus” ( Feldman, 2018). Lastly, the
professor comes in class without announcing any form of test or
exam, which i might still be shivered and that
is considered to be conditioned response. Operant conditioning
is learning in which a voluntary response is
strengthened or weakened, depending on the response’s
favorable or unfavorable consequences. When we
say that a response has been strengthened or weakened, we
mean that it has been made more or less likely
to recur regularly (Feldman, 2018). Just for an example , as i
learnt that turning the wheel of my car to right,
will turn the car right, the car going right will reinforces my
behavior of turning the wheel right and my
behavior turning the wheel of my car right when I want to go
right will thereby increases.
Reference
Dubuque: McGraw-Hill Education
)Renee Owens (Instructor) !

5/22/20, 4:48 PM
Page 8 of 37
Tuesday
" Reply &
Hi Maxwell,
Thank you for discussing operant conditioning and classical
conditioning (great example!)! As you
explained operant conditioning is learning through
consequences and includes reinforcement and
punishment. Do you think that punishment can effectively
modify behavior? What are some of the
downsides of punishment?
8)Maxwell Agu
8)
Yesterday
" Reply &
!
Hi Professor,
Absolutely yes , I strongly believe that punishment can
effectively modify someone behavior
because it is meant to discourage some certain behavior, just
for example, driving a car towards a

stop sign which you are required by law to stop but you
accelerated and it’s obvious that ticket will
be issued. However, the behavior of accelerating towards the
stops sign is punishable by a violation
ticket whereby in future, accelerating towards a stop sign will
decreased because of its punishment.
.
6)Allyn Raatz
6)
Monday
!
Memory has been a topic of mine for the past few years. I swear
there is such a thing as mommy brain.
When you are so distracted, and your brain is overcrowded it’s
easy to drop pieces of information from your
short-term memory. So many times I will forget to bring certain
things when leaving the house or will have no
clue why I just walked into the kitchen. Short term memory is
best memorized in chunks. It only lasts 15-25
seconds and then is forgotten unless stored into long term
memory. I can easily remember memories from
when I was young or special moments in time that were stored
in long term memory that I can easily access
and remember in detail. But when it comes to phone numbers
for example, even broken down into chunks, I
forget right away. Or even when I am reading a recipe, I may go
back several times to read the instructions.

5/22/20, 4:48 PM
Page 9 of 37
" Reply &
“Consequently, the reason for your memory failure is that you
probably never encoded the information into
long-term memory initially. Obviously, if the information was
not placed in memory to start with, there is no
way the information can be recalled” (Feldman, 2018). There
are three theories of forgetting. Decay,
Interference, and Cue dependent forgetting.
The other week I totally missed a very important doctor's
appointment because I didn’t write it down. Through
time decay caused the loss of information in memory through
nonuse. Because to much time passed since
making the apt, and I didn’t write it down, It was completely
lost from my memory. I recalled it once it was
already too late, unfortunately. I could have written it down,
used organization cues or effective notes to help
remind me.
Reference
3)Ganna Shvets
3)
Tuesday

" Reply &
!
Hello Allyn,
Thank you for posting. I think the reason the saying "mommy
brain" exists is that there are just so many
distractions and lots of things to do, not to mention a whole new
lifestyle to get used to when a woman
becomes a mother. I think the reason it is hard for most of us to
memorize phone numbers, recipe
directions, names is that it is hard to encode that type of
information because there isn't much meaning to
it. That information does not cause any emotion initially unless
we have strong feelings attached to a
certain phone number or it is the name of a person we actually
know. Also, a lot of memory loss happens
through the decay, of course. For example, I used to be rather
fluent in German and French and now I
am like "a smart dog" I understand but I can hardly put a
sentence together. However, I am sure if I
freshen up on my skills it will come back to me because I have
been previously exposed to that
information and had already encoded it at some point in the
past.
3)Mariechelle Tormis
3)
Wednesday
!

Allyn,
Although I am not a mother myself, I can definitely identify the
acts from a "mommy brain" from my
mother and others who play that role. I found your initial post
very interesting in the way that you connect
examples to the material concepts of this class. As Feldman
(2018) states "information that is stored
briefly in sensory memory consists of representations of raw
sensory stimuli, it is not meaningful to us"
5/22/20, 4:48 PM
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(p. 204). So, I think we can all agree it is not so easy to
remember phone numbers and recipes in detail,
simply because it has no specific meaning. We don't put in the
effort to store it as long term memory.
Overall, well done Allyn!
- Shelley Tormis
References:
Feldman, R.S. (2018). Understanding Psychology (14th ed.)
(Pg. 206, 227, and 230)
1)Nicolle Bray
1)
Monday

" Reply &
!
than 5 minutes ago? Why do we forget certain
information, but remember others? Briefly describe a recent
situation in which you forgot something
Since our memory works in different processes it can give us
some insight into why we can remember a song
we 10 years ago but can't remember why we walked into the
kitchen less than 5 minutes ago. The song we
heard 10 years ago could have been something that we heard
repeatedly causing it to transfer from our
short-term memory to our long-term memory. A process called
rehearsal (Feldman 2018). Since we are
constantly going into our kitchens for different reasons it would
not be stored in our short-term memory. We
retain information in a variety of ways which can explain why
we retain certain information but not others.
Sensory memory can only store information for a short time
according to R.S. Feldman. If we do not store the
information properly we will not be able to remember it. The
other day I had several different zoom meetings I
needed to attend. I received an email with the different times
for the meetings. Since I only glanced at the
email and did not set myself reminders I ended up missing a
meeting. This is a great example of
interference. I was exposed to several different meeting times
and ended up not remembering one. The

other times had interfered with the one I forgot. I could have set
reminders on my calendar. I could have also
went through all the times in my head or recited them aloud for
retention. I will use these techniques in the
future so I do not forget vital information.
Feldman, R.S. (2018). Understanding Psychology (14th ed.)
(Pg. 206, 227, and 230)
Tuesday
!
5/22/20, 4:48 PM
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Hello Nicolle,
Thank you for discussing memory! I believe that interference
theory plays a role in much of my
forgetting these days, especially with a new baby. I try and
remember one thing, but new information
interferes and I forget. Do you think that proactive or
retroactive interference played a part in you
forgetting your zoom meeting?
0)Oluwatoyin Olugbenle
0)

Wednesday
" Reply &
!
hello Dr Owens,
i think the proactive interference played a role in her forgetting
some of her zoom meeting since
proactive interference is when old information prevents the
recall of newer information.
1)Nicolle Bray
1)
Yesterday
" Reply &
!
I believe proactive interference played a part in the zoom
meeting I forgot. Since I was trying to recall
all of the zoom meetings I needed to attend one slipped through
the cracks. All the information with
the times was disrupted and I missed one. I was trying
remember all of the times I had previously
looked at was being interfered with the present meetings.
Proactive interference is partially to blame
for the meeting I missed.
3)Mariechelle Tormis

3)
Monday
!
Professor Owens and Class,
According to our textbook, Feldman (2018) claims that memory
involves three separate processes that join
together to form memories. Encoding, storage, and retrieval
each represent the initial recording of a memory,
which then stores for later to be remembered. There are two
categories to this concept. Short-term and long-
term memory. Short-term memory involves retaining
information due to a sensory stimulus that does not last
5/22/20, 4:48 PM
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" Reply &
long, which is because it does not seem valuable. This is why
we won't remember walking into the kitchen
less than five minutes ago but can keep in mind song lyrics
form years ago. Long-term memory is responsible
for this. Live Better With (2015) describes it as "events, facts or
experiences that were laid down weeks,
months or even years ago" (para. 1). While we can retain, as
humans we also forget which may result from
not closely paying attention in the first place. I feel like most of
us can relate to forgetting material when it
comes to test-taking. To help with this issue, our textbook
suggests that we take effective notes and even talk
to yourself. Going over information out loud to yourself can

improve the chances of memorizing key
concepts.
- Shelley Tormis
References:
Corr, K., Kate, & Corr, K. (n.d.). What's the difference between
short and long term memory? Retrieved from
https://dementia.livebetterwith.com/blogs/advice/short-term-vs-
long-term-memory-loss-whats-the-difference
Feldman, R. Understanding Psychology. [VitalSource
Bookshelf]. Retrieved from
https://online.vitalsource.com/#/books/9781260883817/
0)Oluwatoyin Olugbenle
0)
Wednesday
" Reply &
!
Hello shelley,
i totally agree with your discussion note taking and reviewing
information continuously is a great way of
retaining informations
6)Allyn Raatz
6)

Wednesday
" Reply &
!
Shelley,
I like how you talk about forgetting being a problem because we
didn't pay enough attention in the first
place. This is so true. And in response to what you said on my
discussion, this happens a lot when the
information isn't important enough for us to actually store in
our long term memory. Unimportant, or
insignificant information is just forgotten.
5/22/20, 4:48 PM
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3)Ganna Shvets
3)
Monday
!
Hello everyone, and happy Monday!
I went with Option 2 for this week's discussion.
Aside from memory dysfunctions, there are a few reasons we
could forget something. There are a few types

of memory: sensory, short-term, working, long-term, explicit,
and implicit. It is a constructive process, and the
more we try to process certain information, the more meaning it
holds, the longer it is stored in our …

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