1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess' Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU Bookstore)
Publication Manual American Psychological Association (APA) (6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for interventions,
evaluation and managing care of diverse older adults/families in a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human response
to the aging process.
• The student will be able to manage and care older adults and their
families.
4. Course Objectives: Upon completion of this course, the student will be able
to:
• Describe and develop comprehensive and focused assessments (physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
2
• Develop decision making skills, including the nursing process and
problem solving processes, to deliver evidence-based family-centered care
in the health promotion, maintenance, and restoration, disease and
injury prevention, and rehabilitation of health for older adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the care of
older adults/families.
• Consider collaborative practice and patient education in managing
pharmacotherapeutics safely for older adults (e.g., prescription drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and communication to
develop plans of care for older adults/families that take into account
determinants of health, genetics and genomics, family functioning,
patient preferences, available resources, and the range of activities that
contribute to health promotion and the prevention of disease and injury.
• Differentiate older adult patient/family-centered transitions, i ...
SYLLABUS COURSE NUMBER NUR 3826 COURSE TITLE Ethi.docxdeanmtaylor1545
SYLLABUS
COURSE NUMBER: NUR 3826
COURSE TITLE: Ethical and Legal Aspects of Nursing Practice
COURSE CREDITS: 2 credits
PREREQUISITES: See student handbook
INSTRUCTOR: Karell Curbelo, APRN-BC,MSN-INSTRUCTOR’S EMAIL: [email protected]
1.Text and Materials: Professional Issues in Nursing: Challenges and Opportunities, Fifth
Edition
ISBN: 978-1-4963-9818-5
Publication Manual American Psychological Association (APA) (6th ed.). 2009 ISBN: 978-1-
4338-0561-5
2.Course Description: Introduces contemporary bioethical and legal issues confronting
healthcare providers in a variety of settings. Focuses on the critical analysis of ethical theories
and principles that enable ethical decision making in nursing such as resolution of conflict, role
of patient, role of nurse and role of agency.
3. Learning outcomes:
The students will be able to identify the different legal and ethical aspects in the nursing practice
(ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
The students will analyze the legal impact of the different ethical decisions in the nursing
practice (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
The students will understand the essential of the nursing law and ethics (ACCN Essential V;
QSEN: patient-centered care, teamwork and collaboration).
4. Course Objectives: Upon completion of this course, the student will be able to:
• Explore images of nurses as participants in ethical decision making.
• Examine foundations, theories, and principles of ethical decision making.
• Evaluate professional nursing codes of ethics and explain the significance to their
professional nursing practice.
• Identify The Law and the Nursing Practice
• Identify Liability in Patient Care
• Identify The Law and the Nursing Practice
• Identify Documentation Issues
• Identify Nursing Law and Ethics in Employment and the Workplace.
• Comparing and contrasting the identified codes; justifying the legitimacy of the codes
related to ethical principles and ethical standards.
• Demonstrate ethical decision making.
• Explaining the significance of using an ethical decision-making model.
• Interpreting ethical theories and principles/standards which influence ethical decision-
making skills.
• Discussing practices to promote environmental health; promoting environmental health
activities in the acute care setting/community.
• Describe current issues related to nursing practice, health care, and the environment
locate professional sources of information to identify current ethical issues in nursing
practice, health care, and the environment.
5. Course Requirements: See College Catalogue
6. This course will use a variety of learning experiences to attain the course objectives, including
but not limited to lecture, online discussion, case study, assessment strategies, group and or
individual exercises, team and individual presentation, and .
Purpose The purpose of the graded collaborative discussions is t.docxwoodruffeloisa
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
· Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5) Weeks 2, 3, 5, 6,
· Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2) Weeks 1, 2, 3, 4
· Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice. (PO 1) Weeks 4, 5, 6
Due Date: Sunday, 11:59pm MT
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.
Total Points Possible: 50
Requirements:
Discussion Criteria
1. Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
2. Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
· Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
· A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
· The peer response must occur on a separate day from the initial posting.
· The peer response must occur before Sunday, 11:59 p.m. MT.
· Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
·
· A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a su ...
SYLLABUS COURSE NUMBER NUR 3826 COURSE TITLE Ethi.docxdeanmtaylor1545
SYLLABUS
COURSE NUMBER: NUR 3826
COURSE TITLE: Ethical and Legal Aspects of Nursing Practice
COURSE CREDITS: 2 credits
PREREQUISITES: See student handbook
INSTRUCTOR: Karell Curbelo, APRN-BC,MSN-INSTRUCTOR’S EMAIL: [email protected]
1.Text and Materials: Professional Issues in Nursing: Challenges and Opportunities, Fifth
Edition
ISBN: 978-1-4963-9818-5
Publication Manual American Psychological Association (APA) (6th ed.). 2009 ISBN: 978-1-
4338-0561-5
2.Course Description: Introduces contemporary bioethical and legal issues confronting
healthcare providers in a variety of settings. Focuses on the critical analysis of ethical theories
and principles that enable ethical decision making in nursing such as resolution of conflict, role
of patient, role of nurse and role of agency.
3. Learning outcomes:
The students will be able to identify the different legal and ethical aspects in the nursing practice
(ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
The students will analyze the legal impact of the different ethical decisions in the nursing
practice (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).
The students will understand the essential of the nursing law and ethics (ACCN Essential V;
QSEN: patient-centered care, teamwork and collaboration).
4. Course Objectives: Upon completion of this course, the student will be able to:
• Explore images of nurses as participants in ethical decision making.
• Examine foundations, theories, and principles of ethical decision making.
• Evaluate professional nursing codes of ethics and explain the significance to their
professional nursing practice.
• Identify The Law and the Nursing Practice
• Identify Liability in Patient Care
• Identify The Law and the Nursing Practice
• Identify Documentation Issues
• Identify Nursing Law and Ethics in Employment and the Workplace.
• Comparing and contrasting the identified codes; justifying the legitimacy of the codes
related to ethical principles and ethical standards.
• Demonstrate ethical decision making.
• Explaining the significance of using an ethical decision-making model.
• Interpreting ethical theories and principles/standards which influence ethical decision-
making skills.
• Discussing practices to promote environmental health; promoting environmental health
activities in the acute care setting/community.
• Describe current issues related to nursing practice, health care, and the environment
locate professional sources of information to identify current ethical issues in nursing
practice, health care, and the environment.
5. Course Requirements: See College Catalogue
6. This course will use a variety of learning experiences to attain the course objectives, including
but not limited to lecture, online discussion, case study, assessment strategies, group and or
individual exercises, team and individual presentation, and .
Purpose The purpose of the graded collaborative discussions is t.docxwoodruffeloisa
Purpose
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
· Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5) Weeks 2, 3, 5, 6,
· Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2) Weeks 1, 2, 3, 4
· Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice. (PO 1) Weeks 4, 5, 6
Due Date: Sunday, 11:59pm MT
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.
Total Points Possible: 50
Requirements:
Discussion Criteria
1. Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question.
2. Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.
· Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.
· A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post.
· The peer response must occur on a separate day from the initial posting.
· The peer response must occur before Sunday, 11:59 p.m. MT.
· Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.
·
· A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a su ...
8 PEER RESPONSES DUE IN 20 HOURSFLYER DISCUSSIONGuided.docxfredharris32
8 PEER RESPONSES DUE IN 20 HOURS
FLYER DISCUSSION
Guided Response:
Please respond to at least two of your peers, as early in the learning week as possible so they can make improvements to their final draft. Offer your peers feedback based on the following points:
· Is the flyer clear and easy to follow?
· Is the flyer engaging and does it make you want to attend the workshop?
· Is the objective of the workshop clear? Do you know what you should be learning?
· Do you know who should attend this workshop?
· Does this flyer make you interested in attending the workshop? Why or why not?
· What other suggestions do you have for your peers?
JENNIFER’S POST: (FLYER ATTACHED)
State your degree program- Bachelor of Arts in Early Childhood Education
The position you interviewed for at the University of Arizona Global Campus Multigenerational Center- Assistant Teacher
Your clients- parents and caregivers of babies through children age 10 years old
Title of your workshop- Conscious Discipline (Dr. Becky Bailey)
The topic of your workshop- Conscious Discipline ways and methods for social-emotional growth
Why you chose this topic for your workshop- It is a very helpful program for children that attend the center. We use it here at the multi-generational enter and it would help the children to have the same methods echoed at home. It also lets the parents know what we do and why.
Your biggest concern about hosting this workshop- Some parents may find it too "new school" and not effective.
KELLIE’S POST: (FLYER ATTACHED)
Hello, my degree program I am currently in is Bachelors of Arts Early Childhood Education. I applied for the Assistant Teacher posting. My workshop is geared toward parents who have children attending preschool. The title of my workshop is The Art of Teaching Preschoolers. This particular workshop aims to assist parents with fun and creative ways to keep their preschooler engaged while learning. I choose this topic for my workshop because, during parent-teacher conferences, parents have stressed that their child shows no interest in learning when they are at home. My biggest concern about hosting this workshop is speaking in from of a crowd.
Regards,
Kellie
QUESTIONNAIRE DESIGN DISCUSSION
Respond to at least two of your classmates’ postings by providing evaluations of their questionnaires. Responses to students should be at least 200 words in length. In addition, remember that this is a group discussion forum so be sure to ask questions or provide direction to your classmates as needed. The discussion format was designed to give you an opportunity to learn from your peers and talk about your understanding of different survey research and questionnaires.
SHEMAIAH’S POST:
1. Do you enjoy listening to music?
2. What types of music do you enjoy listening to?
3. What types of food or dishes do you enjoy eating?
4. What activities do you enjoy doing in your leisure time?
5. What culture (s) do you identify w.
The assignment for this module is split into two components. 1.docxrtodd17
The assignment for this module is split into two components.
1. Assessment will be based on the students’ participation in Asynchronous Discussions hosted on the Virtual Learning Environment – Moodle (40% of total mark)
2. A case study of 3,000 words critically discussing issues in health and social care in relation to a person with co-morbid long-term conditions (60% of total mark)
Assessed discussions
There are 3 Assessed discussions for you to participate (the first one of these is a practice).
Everyone should make an initial posting in each of the discussions which lays out your point of view, then you should all read a selection of your fellow students’ initial postings and respond to at least one of these, giving your opinion on their contribution supported by what you have already learnt and your own experience. Review follow-up comments to your own original posting and respond to these. As this is an academic discussion you will need to support your points or arguments. You will do this by citing textbook/journal references and online resources to support your point of view. Critical reading of the sources identified in individual posts will be required as not all sources will be academically sound.
Each of these will be open for 6 days to enable full participation.
Please note that these are tracked and form part of the monitoring of student engagement.
Practice assessed discussion
Discuss the impact that having over 15 million people in the United Kingdom with a long-term condition might have on our communities?
Suggested resources and reading for Practice assessed discussion (these are not the only resources available, but they will give you a start)
Bajorek, Z. Hind, A. Bevan, S (2016) The impact of long term conditions on employment and the wider UK economy The Work Foundation, London [Available http://www.theworkfoundation.com/wp-content/uploads/2016/11/397_The-impact-of-long-term-conditions-on-the-economy.pdf] [Accessed 18th August 2017]
Campbell, D. (2014) NHS could be 'overwhelmed' by people with long-term medical conditions. The Guardian [online https://www.theguardian.com/society/2014/jan/03/nhs-overwhelmed-long-term-medical-conditions] [accessed 20th August 2017]
Suggested resources and reading for Assessed discussion 1 (these are not the only resources available, but they will give you a start)
Assessed discussion 1
Living with a long-term condition will affect many areas of a person’s life. These areas may include family relationships, ability to work, housing, educational needs and finances. Choose one of these and discuss how this might affect a person and their family.
Kurien, K (2014), Meeting the needs of people with long-term conditions', Primary Health Care, 24, 5, pp. 30-32, CINAHL Complete, EBSCOhost, [Accessed 18 August 2017]
You can access basic information to start you thinking from the Patient info website https://patient.info/health/living-with-a-long-term-condition but please be a.
PSY 2010, Abnormal Psychology 1
Course Description
Explores the definition of abnormal behavior and causes, classifications, and assessments for psychological disorders.
Prerequisites
PSY 1010: General Psychology or equivalent
Course Textbook
Nevid, J. S., Rathus, S. A., & Green, B. (2011). Abnormal psychology in a changing world (8th ed.)
Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Distinguish abnormal psychology and psychopathology from other areas of psychology.
2. Demonstrate how the DSM-IV-TR defines mental disorders.
3. Analyze the importance of recognizing cultural bias and using scientific research to establish the validity
of approaches to understanding and treating psychopathology.
4. Compare the contributions of nature and nurture in the development of abnormal behavior.
5. Examine the history of institutional treatment of mental disorders as a context for current treatments.
6. Analyze current treatments for mental illness.
7. Assess the validity of the theories underlining the current treatments for mental illness.
8. Classify and compare the assessment techniques used in the diagnosis of mental illness.
9. Illustrate the process of diagnosis by use of the DSM-IV-TR and its rules and terms.
10. Examine the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of the
various disorders.
11. Differentiate the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of
psychological strain and/or disorders related to stress and physical health from general treatment.
12. Compare the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of
adjustment disorders and characteristics of life cycle transitions to disorders in general.
13. Summarize legal issues associated with mental health and assess the impact on care delivery.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains learning objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
PSY 2010, Abnormal Psychology
Course Syllabus
PSY 2010, Abnormal Psychology 2
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided in Unit IV to aid students in their course of study. CSU Online Library is
suggested in Units I, III, V, VI, and VII as a Supplemental Resource.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I, II, III, IV, and V
to aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course ...
Assignment 1: Discussion Assignment
The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.
For this assignment, make sure you post your initial response to the Discussion Area by Week 5, Day 3.
To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Complete your participation for this assignment by Week 5, Day 7.
Telemedicine: Benefits and Challanges
Telemedicine can be extremely beneficial for people living in isolated regions and is currently being applied in virtually all medical domains. To address major health issues related to affordability, access, and quality of care, healthcare providers need to consider telemedicine as a reliable option when access to traditional medicine is difficult and out of reach. Healthcare providers, however, must consider legal and ethical issues when planning, designing, and implementing telemedicine. Key among these issues are those of patient confidentiality, privacy, data security, and transmission.
•How does telemedicine differ from the traditional medicine?
•What are other legal or ethical issues involved in telemedicine?
•Which of these issues, in your opinion, will be the most difficult to address?
•What technologies or infrastructure are necessary for the successful practice of telemedicine?
•What obstacles can prevent healthcare providers from seeing telemedicine as a reliable option, even when access to traditional medicine is difficult or out of reach?
Drawing on course readings or outside scholarly sources, support
.
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docxtidwellveronique
EDU 3338 Lesson Plan Template
Candidate Name:
Cooperating Teacher Name:
Placement Site:
Grade Level:
Subject:
Length of Lesson:
Lesson Title:
Date of Lesson:
Learning Central Focus
Central Focus
What is the central focus for the content in the learning segment?
Content Standard
What standard(s) are most relevant to the learning goals?
Student Learning Goal(s)/ Objective(s)
Skills/procedures
What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]
What are the specific learning goal(s) for students in this lesson?
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Theoretical Principles and/or Research–Based Best Practices
Why are the learning tasks for this lesson appropriate for your students?
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
Assessments, Instructional Strategies, and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________ Minutes
How will you start the lesson to engage and motivate students in learning?
Pre-Assessment
How will you find out what students already know about the lesson objective?
What tangible pre-assessments will you administer?
How will you evaluate student performance on the pre-assessment?
Instruction
__________ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
__________ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Formative Assessment
What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives?
Differentiation/ Planned Support
How will you provide students access to learning based on individual and group need.
Introductory Unit-2.pptxIS 336 Health and Health Care Is.docxmariuse18nolet
Introductory Unit-2.pptx
IS 336 Health and Health Care Issues Introductory Unit
Welcome!
We are glad you are here!
Course Description
This course identifies and examines current issues involving the health behaviors, health status and health care of people in the United States. Among the specific issues included in this course are: (1) the impact of health behaviors on health status and the health care system, (2) the ethics of health care treatment and decision-making, (3) the patterns of health status based on gender, age, race and income, (4) the cost of health care, (5) inequalities in access to health care, and (6) alternative models of health care reform.
The objectives of the course are for students to examine:
“health” and its’ determinants, including individual health behavior.
multiple health behaviors—prevalence, impact on the health status of the United States collectively and of specific groups (e.g., gender, race, age)/ United States collectively, and impact on the United States’ health care system.
the general health status and health risks of the U.S. population (overall in the U.S., by age, by gender, by race and ethnicity, by income).
healthcare disparities (quality of care, access, preventive care, acute treatment, chronic disease management) related to age, race, ethnicity, and income in the U.S.
the effectiveness of the U.S. health system, including levels of satisfaction of the U.S. population with the health system, opinions concerning health care reform, and the impact of the Patient Protection and Accordable Care Act.
Achievement of course and unit objectives will be assessed through evaluations of performance on unit exams and selected issue presentation
Introductory Unit Objectives
Overview course and course expectations, including accurate citations—in-text citations to support propositions and literature-cited (references)
Syllabus
Introductory PowerPoint
Introduce course faculty and students
Introductory discussion board posting
Begin identification of a health/healthcare issue of specific interest
Introductory discussion board posting
Practice online exam completion within Canvas
Introductory Quiz
Unit 1
Health
Measures
Life Expectancy
Self Assessed Quality of Life
Disease Incidence
Activity Limitations
Determinants
Individual Behavior
Biology & Genetics
Psychosocial Factors
Environmental Factors
Health Services
Policy Making
Unit 2
Health
Status
IS 336 United States’ Health & Healthcare Issues Course Overview
Unit 3
Healthcare System
Effectiveness
Measures
% Insurance Coverage
Cost control
Perceived Quality of Care
Health Outcomes
Choice
5
Course Grading
LATE PENALTY: Assignments turned in after the due date listed will receive a 20% reduction in the grade of the assignment. The last day that late assignments can be submitted is Friday, July 24, 2015 (midnight).
Instructional Units
Introductory Unit Course Overview
Introductory Quiz-Untimed
Introductory Discu.
Which of the following statements regarding components of a time ser.docxjolleybendicty
Which of the following statements regarding components of a time series are true? (Check all that apply.)
[removed]
1
Trend is a constant or steady increase or decrease in the data/measurements over time.
[removed]
2
Cyclical variation is gradual movement around the trend line that is
always
attributable (caused by) the business cycle and economic conditions.
[removed]
3
Seasonal variation is
unpredictable
increases and decreases that occur within a calendar year.
[removed]
4
Irregularity is what is left after taking into account Trend, Cyclical, and Seasonal behavior. It has no observable patterns. It is random.
.
Which of the works we read was used by President Bushs 2002 appoint.docxjolleybendicty
Which of the works we read was used by President Bush's 2002 appointed bioethical committee as a warning about possible problems/dangers with embryonic stem cell research?
Explain the importance of the
setting
(of INSIDE the house) in "Home Burial."
(a) Identify the
author
of
Fences
, (b) discuss his/her
ongoing drama project
for the 29th century, (c) the
progress completed
on that project, and (d)
how
Fences
fits into the project
.
Identify the effect of Troy's actions throughout the drama on Rose, Cory, and Raynell.
What is the
symbolic role
of "fences" in the drama
Fences
? (Identify at least
three uses
of fences throughout the play.)
If we consider these two stories
together,
DISCUSS
two types of literary criticism
that might best be used to study them as a
whole
: "The Story of an Hour," "The Birthmark," and "Home Burial."
DO NOT USE READER RESPONSE AS ONE OF THE LITERARY APPROACHES.
Identify
two literary works
from the works we have studied in these units and explain how
GENDER CRITICISM
might best be used to aid in understanding the works. Be sure to identify
specific time
periods
and how these time periods might affect a contemporary gender reading.
(Do not use ,"The Story of an Hour," "The Birthmark" or "Home Burial" to answer this questions)
Identify
two literary works, along with their authors,
from those that we studied and explain specifically how
BIOGRAPHICAL CRITICISM
might be used to aid in understanding the works. Remember that biographical criticism can be used only when there is a known established connection between the author and his/her work so that means you will have to connect the works to the authors' lives.
Identify
one literary work
from the works we studied and explain how
HISTORICAL CRITICISM
might best be used to aid in understanding this particular wor. Be sure to identify the specific time periods during which the work was written.
(Do not use "The Story of an Hour," "Home Burial" or "The Birthmark" to answer this question.)
Discuss the similarities and differences between the character in O'Brien's "The Things They Carried" and in Henry in Erdrich's "The Red
Convertible."
The frist five just couple sentences and next five a little bit longer than
.
Which of these articles confirms or negates your view on housing ava.docxjolleybendicty
Which of these articles confirms or negates your view on housing availability and affordability?
ARTICLE:
Butler, T. and Lees, L. (2006). Super-gentrification in Barnsbury, London: Globalization and Gentrifying Global Elites at the NeighbourhoodLevel.
Transactions of the Institute of British Geographers,
31, 467-487.
or
ARTICLE:
Sivam, A. (2003). Housing Supply in Delhi.
Cities
20 (2003): 135-141.
Must begin with a quotation from either article (with page number);
Must have
at least 300 words
(not including the required quotation) with proper spelling and grammar;
Must include your explanation of how the quotation address one of the Meta-themes
.
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Similar to 1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD
8 PEER RESPONSES DUE IN 20 HOURSFLYER DISCUSSIONGuided.docxfredharris32
8 PEER RESPONSES DUE IN 20 HOURS
FLYER DISCUSSION
Guided Response:
Please respond to at least two of your peers, as early in the learning week as possible so they can make improvements to their final draft. Offer your peers feedback based on the following points:
· Is the flyer clear and easy to follow?
· Is the flyer engaging and does it make you want to attend the workshop?
· Is the objective of the workshop clear? Do you know what you should be learning?
· Do you know who should attend this workshop?
· Does this flyer make you interested in attending the workshop? Why or why not?
· What other suggestions do you have for your peers?
JENNIFER’S POST: (FLYER ATTACHED)
State your degree program- Bachelor of Arts in Early Childhood Education
The position you interviewed for at the University of Arizona Global Campus Multigenerational Center- Assistant Teacher
Your clients- parents and caregivers of babies through children age 10 years old
Title of your workshop- Conscious Discipline (Dr. Becky Bailey)
The topic of your workshop- Conscious Discipline ways and methods for social-emotional growth
Why you chose this topic for your workshop- It is a very helpful program for children that attend the center. We use it here at the multi-generational enter and it would help the children to have the same methods echoed at home. It also lets the parents know what we do and why.
Your biggest concern about hosting this workshop- Some parents may find it too "new school" and not effective.
KELLIE’S POST: (FLYER ATTACHED)
Hello, my degree program I am currently in is Bachelors of Arts Early Childhood Education. I applied for the Assistant Teacher posting. My workshop is geared toward parents who have children attending preschool. The title of my workshop is The Art of Teaching Preschoolers. This particular workshop aims to assist parents with fun and creative ways to keep their preschooler engaged while learning. I choose this topic for my workshop because, during parent-teacher conferences, parents have stressed that their child shows no interest in learning when they are at home. My biggest concern about hosting this workshop is speaking in from of a crowd.
Regards,
Kellie
QUESTIONNAIRE DESIGN DISCUSSION
Respond to at least two of your classmates’ postings by providing evaluations of their questionnaires. Responses to students should be at least 200 words in length. In addition, remember that this is a group discussion forum so be sure to ask questions or provide direction to your classmates as needed. The discussion format was designed to give you an opportunity to learn from your peers and talk about your understanding of different survey research and questionnaires.
SHEMAIAH’S POST:
1. Do you enjoy listening to music?
2. What types of music do you enjoy listening to?
3. What types of food or dishes do you enjoy eating?
4. What activities do you enjoy doing in your leisure time?
5. What culture (s) do you identify w.
The assignment for this module is split into two components. 1.docxrtodd17
The assignment for this module is split into two components.
1. Assessment will be based on the students’ participation in Asynchronous Discussions hosted on the Virtual Learning Environment – Moodle (40% of total mark)
2. A case study of 3,000 words critically discussing issues in health and social care in relation to a person with co-morbid long-term conditions (60% of total mark)
Assessed discussions
There are 3 Assessed discussions for you to participate (the first one of these is a practice).
Everyone should make an initial posting in each of the discussions which lays out your point of view, then you should all read a selection of your fellow students’ initial postings and respond to at least one of these, giving your opinion on their contribution supported by what you have already learnt and your own experience. Review follow-up comments to your own original posting and respond to these. As this is an academic discussion you will need to support your points or arguments. You will do this by citing textbook/journal references and online resources to support your point of view. Critical reading of the sources identified in individual posts will be required as not all sources will be academically sound.
Each of these will be open for 6 days to enable full participation.
Please note that these are tracked and form part of the monitoring of student engagement.
Practice assessed discussion
Discuss the impact that having over 15 million people in the United Kingdom with a long-term condition might have on our communities?
Suggested resources and reading for Practice assessed discussion (these are not the only resources available, but they will give you a start)
Bajorek, Z. Hind, A. Bevan, S (2016) The impact of long term conditions on employment and the wider UK economy The Work Foundation, London [Available http://www.theworkfoundation.com/wp-content/uploads/2016/11/397_The-impact-of-long-term-conditions-on-the-economy.pdf] [Accessed 18th August 2017]
Campbell, D. (2014) NHS could be 'overwhelmed' by people with long-term medical conditions. The Guardian [online https://www.theguardian.com/society/2014/jan/03/nhs-overwhelmed-long-term-medical-conditions] [accessed 20th August 2017]
Suggested resources and reading for Assessed discussion 1 (these are not the only resources available, but they will give you a start)
Assessed discussion 1
Living with a long-term condition will affect many areas of a person’s life. These areas may include family relationships, ability to work, housing, educational needs and finances. Choose one of these and discuss how this might affect a person and their family.
Kurien, K (2014), Meeting the needs of people with long-term conditions', Primary Health Care, 24, 5, pp. 30-32, CINAHL Complete, EBSCOhost, [Accessed 18 August 2017]
You can access basic information to start you thinking from the Patient info website https://patient.info/health/living-with-a-long-term-condition but please be a.
PSY 2010, Abnormal Psychology 1
Course Description
Explores the definition of abnormal behavior and causes, classifications, and assessments for psychological disorders.
Prerequisites
PSY 1010: General Psychology or equivalent
Course Textbook
Nevid, J. S., Rathus, S. A., & Green, B. (2011). Abnormal psychology in a changing world (8th ed.)
Upper Saddle River, NJ: Prentice Hall.
Course Learning Objectives
Upon completion of this course, students should be able to:
1. Distinguish abnormal psychology and psychopathology from other areas of psychology.
2. Demonstrate how the DSM-IV-TR defines mental disorders.
3. Analyze the importance of recognizing cultural bias and using scientific research to establish the validity
of approaches to understanding and treating psychopathology.
4. Compare the contributions of nature and nurture in the development of abnormal behavior.
5. Examine the history of institutional treatment of mental disorders as a context for current treatments.
6. Analyze current treatments for mental illness.
7. Assess the validity of the theories underlining the current treatments for mental illness.
8. Classify and compare the assessment techniques used in the diagnosis of mental illness.
9. Illustrate the process of diagnosis by use of the DSM-IV-TR and its rules and terms.
10. Examine the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of the
various disorders.
11. Differentiate the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of
psychological strain and/or disorders related to stress and physical health from general treatment.
12. Compare the etiology, epistemology, symptoms, classifications and diagnosis, and treatment of
adjustment disorders and characteristics of life cycle transitions to disorders in general.
13. Summarize legal issues associated with mental health and assess the impact on care delivery.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Unit Learning Objectives: Each unit contains learning objectives that specify the measurable skills and
knowledge students should gain upon completion of the unit.
2. Written Lectures: Each unit contains a Written Lecture, which discusses lesson material.
PSY 2010, Abnormal Psychology
Course Syllabus
PSY 2010, Abnormal Psychology 2
3. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook.
Supplemental Readings are provided in Unit IV to aid students in their course of study. CSU Online Library is
suggested in Units I, III, V, VI, and VII as a Supplemental Resource.
4. Learning Activities (Non-Graded): These non-graded Learning Activities are provided in Units I, II, III, IV, and V
to aid students in their course of study.
5. Key Terms: Key Terms are intended to guide students in their course ...
Assignment 1: Discussion Assignment
The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.
For this assignment, make sure you post your initial response to the Discussion Area by Week 5, Day 3.
To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Complete your participation for this assignment by Week 5, Day 7.
Telemedicine: Benefits and Challanges
Telemedicine can be extremely beneficial for people living in isolated regions and is currently being applied in virtually all medical domains. To address major health issues related to affordability, access, and quality of care, healthcare providers need to consider telemedicine as a reliable option when access to traditional medicine is difficult and out of reach. Healthcare providers, however, must consider legal and ethical issues when planning, designing, and implementing telemedicine. Key among these issues are those of patient confidentiality, privacy, data security, and transmission.
•How does telemedicine differ from the traditional medicine?
•What are other legal or ethical issues involved in telemedicine?
•Which of these issues, in your opinion, will be the most difficult to address?
•What technologies or infrastructure are necessary for the successful practice of telemedicine?
•What obstacles can prevent healthcare providers from seeing telemedicine as a reliable option, even when access to traditional medicine is difficult or out of reach?
Drawing on course readings or outside scholarly sources, support
.
EDU 3338 Lesson Plan TemplateCandidate NameCooperatin.docxtidwellveronique
EDU 3338 Lesson Plan Template
Candidate Name:
Cooperating Teacher Name:
Placement Site:
Grade Level:
Subject:
Length of Lesson:
Lesson Title:
Date of Lesson:
Learning Central Focus
Central Focus
What is the central focus for the content in the learning segment?
Content Standard
What standard(s) are most relevant to the learning goals?
Student Learning Goal(s)/ Objective(s)
Skills/procedures
What are the specific learning goal(s) for student in this lesson?
Concepts and reasoning/problem solving/thinking/strategies[footnoteRef:1] [1: The prompt provided here should be modified to reflect subject specific aspects of learning. Language here is mathematics related. See candidate edTPA handbooks for the “Making Good Choices” resource for subject specific components. ]
What are the specific learning goal(s) for students in this lesson?
Prior Academic Knowledge and Conceptions
What knowledge, skills, and concepts must students already know to be successful with this lesson?
What prior knowledge and/or gaps in knowledge do these students have that are necessary to support the learning of the skills and concepts for this lesson?
Theoretical Principles and/or Research–Based Best Practices
Why are the learning tasks for this lesson appropriate for your students?
Materials
What materials does the teacher need for this lesson?
What materials do the students need for this lesson?
Assessments, Instructional Strategies, and Learning Tasks
Description of what the teacher (you) will be doing and/or what the students will be doing.
Launch
__________ Minutes
How will you start the lesson to engage and motivate students in learning?
Pre-Assessment
How will you find out what students already know about the lesson objective?
What tangible pre-assessments will you administer?
How will you evaluate student performance on the pre-assessment?
Instruction
__________ Minutes
What will you do to engage students in developing understanding of the lesson objective(s)?
How will you link the new content (skills and concepts) to students’ prior academic learning and their personal/cultural and community assets?
What will you say and do? What questions will you ask?
How will you engage students to help them understand the concepts?
What will students do?
How will you determine if students are meeting the intended learning objectives?
Structured Practice and
Application
__________ Minutes
How will you give students the opportunity to practice so you can provide feedback?
How will students apply what they have learned?
How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?
Formative Assessment
What formative assessment techniques will you utilize to determine if students are meeting the intended learning objectives?
Differentiation/ Planned Support
How will you provide students access to learning based on individual and group need.
Introductory Unit-2.pptxIS 336 Health and Health Care Is.docxmariuse18nolet
Introductory Unit-2.pptx
IS 336 Health and Health Care Issues Introductory Unit
Welcome!
We are glad you are here!
Course Description
This course identifies and examines current issues involving the health behaviors, health status and health care of people in the United States. Among the specific issues included in this course are: (1) the impact of health behaviors on health status and the health care system, (2) the ethics of health care treatment and decision-making, (3) the patterns of health status based on gender, age, race and income, (4) the cost of health care, (5) inequalities in access to health care, and (6) alternative models of health care reform.
The objectives of the course are for students to examine:
“health” and its’ determinants, including individual health behavior.
multiple health behaviors—prevalence, impact on the health status of the United States collectively and of specific groups (e.g., gender, race, age)/ United States collectively, and impact on the United States’ health care system.
the general health status and health risks of the U.S. population (overall in the U.S., by age, by gender, by race and ethnicity, by income).
healthcare disparities (quality of care, access, preventive care, acute treatment, chronic disease management) related to age, race, ethnicity, and income in the U.S.
the effectiveness of the U.S. health system, including levels of satisfaction of the U.S. population with the health system, opinions concerning health care reform, and the impact of the Patient Protection and Accordable Care Act.
Achievement of course and unit objectives will be assessed through evaluations of performance on unit exams and selected issue presentation
Introductory Unit Objectives
Overview course and course expectations, including accurate citations—in-text citations to support propositions and literature-cited (references)
Syllabus
Introductory PowerPoint
Introduce course faculty and students
Introductory discussion board posting
Begin identification of a health/healthcare issue of specific interest
Introductory discussion board posting
Practice online exam completion within Canvas
Introductory Quiz
Unit 1
Health
Measures
Life Expectancy
Self Assessed Quality of Life
Disease Incidence
Activity Limitations
Determinants
Individual Behavior
Biology & Genetics
Psychosocial Factors
Environmental Factors
Health Services
Policy Making
Unit 2
Health
Status
IS 336 United States’ Health & Healthcare Issues Course Overview
Unit 3
Healthcare System
Effectiveness
Measures
% Insurance Coverage
Cost control
Perceived Quality of Care
Health Outcomes
Choice
5
Course Grading
LATE PENALTY: Assignments turned in after the due date listed will receive a 20% reduction in the grade of the assignment. The last day that late assignments can be submitted is Friday, July 24, 2015 (midnight).
Instructional Units
Introductory Unit Course Overview
Introductory Quiz-Untimed
Introductory Discu.
Which of the following statements regarding components of a time ser.docxjolleybendicty
Which of the following statements regarding components of a time series are true? (Check all that apply.)
[removed]
1
Trend is a constant or steady increase or decrease in the data/measurements over time.
[removed]
2
Cyclical variation is gradual movement around the trend line that is
always
attributable (caused by) the business cycle and economic conditions.
[removed]
3
Seasonal variation is
unpredictable
increases and decreases that occur within a calendar year.
[removed]
4
Irregularity is what is left after taking into account Trend, Cyclical, and Seasonal behavior. It has no observable patterns. It is random.
.
Which of the works we read was used by President Bushs 2002 appoint.docxjolleybendicty
Which of the works we read was used by President Bush's 2002 appointed bioethical committee as a warning about possible problems/dangers with embryonic stem cell research?
Explain the importance of the
setting
(of INSIDE the house) in "Home Burial."
(a) Identify the
author
of
Fences
, (b) discuss his/her
ongoing drama project
for the 29th century, (c) the
progress completed
on that project, and (d)
how
Fences
fits into the project
.
Identify the effect of Troy's actions throughout the drama on Rose, Cory, and Raynell.
What is the
symbolic role
of "fences" in the drama
Fences
? (Identify at least
three uses
of fences throughout the play.)
If we consider these two stories
together,
DISCUSS
two types of literary criticism
that might best be used to study them as a
whole
: "The Story of an Hour," "The Birthmark," and "Home Burial."
DO NOT USE READER RESPONSE AS ONE OF THE LITERARY APPROACHES.
Identify
two literary works
from the works we have studied in these units and explain how
GENDER CRITICISM
might best be used to aid in understanding the works. Be sure to identify
specific time
periods
and how these time periods might affect a contemporary gender reading.
(Do not use ,"The Story of an Hour," "The Birthmark" or "Home Burial" to answer this questions)
Identify
two literary works, along with their authors,
from those that we studied and explain specifically how
BIOGRAPHICAL CRITICISM
might be used to aid in understanding the works. Remember that biographical criticism can be used only when there is a known established connection between the author and his/her work so that means you will have to connect the works to the authors' lives.
Identify
one literary work
from the works we studied and explain how
HISTORICAL CRITICISM
might best be used to aid in understanding this particular wor. Be sure to identify the specific time periods during which the work was written.
(Do not use "The Story of an Hour," "Home Burial" or "The Birthmark" to answer this question.)
Discuss the similarities and differences between the character in O'Brien's "The Things They Carried" and in Henry in Erdrich's "The Red
Convertible."
The frist five just couple sentences and next five a little bit longer than
.
Which of these articles confirms or negates your view on housing ava.docxjolleybendicty
Which of these articles confirms or negates your view on housing availability and affordability?
ARTICLE:
Butler, T. and Lees, L. (2006). Super-gentrification in Barnsbury, London: Globalization and Gentrifying Global Elites at the NeighbourhoodLevel.
Transactions of the Institute of British Geographers,
31, 467-487.
or
ARTICLE:
Sivam, A. (2003). Housing Supply in Delhi.
Cities
20 (2003): 135-141.
Must begin with a quotation from either article (with page number);
Must have
at least 300 words
(not including the required quotation) with proper spelling and grammar;
Must include your explanation of how the quotation address one of the Meta-themes
.
Which of these images represents the following system of equations b.docxjolleybendicty
Which of these images represents the following system of equations being solved graphically?
6x – 6y = -48
-10x + 4y = 92
2. Which of these images represents the following system of equations being solved graphically?
6x - 2y = -16
4x + 4y = -32
3. Which of these images represents the following system of equations being solved graphically?
-6x + 2y = -44
-10x + 2y = -60
4. Which of these images represents the following system of equations being solved graphically?
-4x - 10y = 132
-4x + 2y = 12
5. Which of these images represents the following system of equations being solved graphically?
7x – y = 10
4x + y = 1
6. How many solutions exist for the following system of equations?
-10x – 10y = 20
-10x + 6y = -108
None 1
2 infinitely many
7. How many solutions exist for the following system of equations?
-4x – 6y = -28
2x + 3y = 14
None 1
2 infinitely many
8. How many solutions exist for the following system of equations?
4x - 6y = -52
6x - 2y = -64
none 1
2 infinitely many
9. How many solutions exist for the following system of equations?
4x - 8y = 30
6x - 12y = -64
none 1
2 infinitely many
Part 2
Select the best answer from the choices provided. (Each question is worth one point)
10. In the following system of equations, what does x equal?
0x + 8y = -16
-10x + 8y = 64
x = -8 x = -16
x = -2 x = 0
11. In the following system of equations, what does y equal?
0x + 8y = -16
-10x + 8y = 64
y = -8 y = -16
y = -2 y = 0
12. In the following system of equations, what does y equal?
-2x – 0y = -4
-6x – 2y = -12
y = 2 y = -2
y = -10 y = 0
13. In the following system of equations, what does y equal?
0x + 8y = 16
-2x - 8y = -24
y = -2 y = 2
y = 0 y = 4
14. In the following system of equations, what does y equal?
-8x - 8y = 0
-8x + 8y = -128
y = 8 y = -8
y = -2 y = 0
15. In the following system of equations, what does x equal?
-8x - 8y = 0
-8x + 8y = -128
x = 8 x = -8
x = -2 x = 0
16. In the following system of equations, what does y equal?
-10x - 2y = 56
6x - 2y = -40
y = 6 y = -6
y = 2 y = -2
17. In the following system of equations, what does x equal?
-10x - 2y = 56
6x - 2y = -40
x = 6 x = -6
x = 2 x = -2
18. In the following system of equations, what does x equal?
8x - 8y = 16
4x + 4y = -72
x = -10 x = 10
x = -8 x = 8
Part 3
Select the best answer from the choices provided. (Each question is worth one point)
19. In the following system of equations, what does x equal?
5x + 9y = 0
6x + 6y = 2
x = 3
4
x = -3
4
.
Which of these images tells us the most about the rise, fall and the.docxjolleybendicty
Which of these images tells us the most about the rise, fall and the lasting legacy of the Roman Empire?
What do these images tell us about the early history of the Christian church?
the book is the making of the west third edition! Chapter 4 Pages 127 (Household Religious Shrine), 136 (Aqueduct at Nimes, France) 165 (Julius Caesar Coin).
.
Which of the following was a component of the Earths Hadean atm.docxjolleybendicty
Which of the following was a component of the Earth's Hadean atmosphere?
Choose one:
A. oxygen
B. ammonia
C. iron
D. ozone
Which of the following statements is true?
Choose one:
A. Limestone that contains coral fossils probably developed in a shallow sea.
B. A piece of gneiss radiometrically dated as 4.4 billion years old is the oldest whole rock yet found.
C. Marine limestone that overlies alluvial fan conglomerate shows that the sea level dropped at that site.
D. Shale that contains land plants probably formed in an alluvial fan or a stream channel.
Which of the following refers to fossils of early multicellular invertebrates that are 565 to 620 million years old?
Choose one:
A. Rodinia
B. stromatolites
C. cyanobacteria
D. Ediacaran fauna
Banded iron formations (BIFs) formed
Choose one:
A. beneath the Laurentide ice sheet.
B. in the Proterozoic deep ocean.
C. in alluvial fans at the base of the proto-Appalachian Mountains.
D. during uplift of the Tibetan Plateau.
Geologists believe that the impact of a 13-km-wide meteorite 65 million years ago
Choose one:
A. generated 20-km-high tsunamis.
B. generated a hot-air blast and blaze that caused worldwide forest fires.
C. ejected debris into the atmosphere that produced acid rain.
D. ejected chemicals into the atmosphere that caused thousands of years of winter-like night conditions that halted photosynthesis.
The continents that made up Pangaea came together in the early Paleozoic but began to split apart during the
Choose one:
A. late Paleozoic.
B. Late Triassic/Early Jurassic.
C. middle Proterozoic.
D. Early Devonian.
We know that the atmosphere became more oxygen-rich around 1.8 billion years ago (Ga) because of geologic evidence such as
Choose one:
A. BIFs that occurred prior to 1.8 Ga but disappeared from the rock record after that time.
B. abundant fossils of land plants, signifying the start of photosynthesis.
C. redbeds that formed after 1.8 Ga.
D. the presence of abundant pyrite after 1.8 Ga.
According to this diagram, which shows the stratigraphic record produced when sea level rises and falls over time, which of the following statements is true?
Choose one:
A. Shale, covered by limestone and then sand, represents a transgression.
B. Unconformities develop when sea level is at its highest point.
C. Sand, covered by limestone and then shale, represents a sea-level rise.
D. Each sequence represents two cycles of sea-level rise and fall.
Solar storms, like the one in the video, may have caused a dramatic increase in nitrous oxide in Earth's early atmosphere, allowing it to warm enough to support life. What is the earliest life form found in the fossil record?
Choose one:
A. trilobites
B. cells from an unknown organism
C. cyanobacteria
D. stromatolites
This video discusses how glacial deposits support the theory that Antarctica and North America were once connected. Think back to the Proterozoic Eon and the supercontinent named .
Which of the following statements was true of the Homestead Strike.docxjolleybendicty
Which of the following statements was true of the Homestead Strike?
Answer
A. Carnegie had laid off a large number of workers, and that had triggered the strike.
B. During the strike, an anarchist assassinated Carnegie.
C. It took place at Carnegie's steel plant in Chicago.
D. Even guards from the famous Pinkerton Agency refused to take the job of entering the plant.
E. The state militia was sent in to allow strikebreakers to come in.
During the Civil War, Congress took advantage of the absence of southerners in the House and Senate to do all of the following, EXCEPT:
Answer
A. develop a national currency.
B. pass several national internal improvement projects.
C. authorize the construction of land grant universities.
D. support scientific training and research.
E. prohibit child labor.
General George Custer and his division were annihilated by a group of Sioux and Cheyenne warriors led by
Answer
A. Sitting Bull and Crazy Horse.
B. Chief Pontiac.
C. Tecumseh.
D. Nez Perce.
E. Chief Joseph.
Between 1860 and 1915, America's rail lines grew from 30,000 miles of track to more than
Answer
A. 100,000 miles.
B. 150,000 miles.
C. 200,000 miles.
D. 300,000 miles.
E. 250,000 miles.
The Chinese who settled in the West and became the victims of anti-Chinese sentiments had, in many cases, been recruited by Americans to
Answer
A. establish laundries in the new boomtowns of California.
B. help build the western portion of the Transcontinental Railroad.
C. help cultivate the Great Plains.
D. work as laborers and servants for the wealthy.
E. work as gold panners during the Gold Rush.
Andrew Carnegie's steel was used in which of the following American projects?
Answer
A. Statue of Liberty
B. Lincoln Monument
C. White House
D. Brooklyn Bridge
E. Transcontinental Railroad
The final act in the U.S. war against the Plains Indians took place at
Answer
A. the Canadian border.
B. Wounded Knee.
C. Pine Ridge.
D. Little Big Horn.
E. Sand Creek.
Abilene, Kansas was the nation's first "cow town" because
Answer
A. barbed wire was invented here.
B. Abilene city-bosses had lobbied Congress to become the nation's first town for cattle shipment.
C. most cowboys came from Kansas.
D. from here, cattle could be shipped by rail to meatpacking plants in Chicago.
E. the town had an old and established meatpacking tradition.
The entrepreneurs that served as the main stimulants of economic growth in the United States between 1865 and 1915 were all of the following, EXCEPT:
Answer
A. aggressive.
B. far-sighted.
C. incorruptible.
D. opportunistic.
E. innovative
The Transcontinental Railroad was completed in
Answer
A. 1877.
B. 1864.
C. 1873.
D. 1869.
E. 1859.
The person who cornered the market on oil refining in the late 1800s was
Answer
A. John D. Rockef.
Which of the following studies would require a scientist to have e.docxjolleybendicty
Which of the following studies would require a scientist to have extensive knowledge in geology, meteorology, and astronomy?
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Question 2
(1 point)
If a scientist is studying whether there are tornadoes on planet Venus, what areas of earth science are involved?
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Question 3
(1 point)
A scientist with extensive knowledge in the areas of astronomy and meteorology would be best suited to study which of the following?
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Subsection
Question 4
(1 point)
Oceanography formally began as a discipline in the 1800s with studies by
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Question 5
(1 point)
Which earth science area has its formal beginning in the 1800s with studies by Darwin, Cook, and Thompson?
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Question 6
(1 point)
Which earth science area was involved in producing the first calendars?
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Subsection
Question 7
(1 point)
A scientist who investigates how to generate electricity from the ocean's tides would most likely study
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Question 8
(1 point)
A scientist who examines dinosaur fossils to understand what they ate would most likely study
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Subsection
Question 9
(1 point)
Which planet is the appropriate distance from the Sun to have liquid water?
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Question 10
(1 point)
Which of the following is true concerning planet Earth?
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Subsection
Question 11
(1 point)
Which of the following is true concerning Venus?
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Question 12
(1 point)
Which of the following is one reason Venus can NOT sustain life?
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Question 13
(1 point)
What characteristic of Mars leads scientists to believe it may have once sustained life?
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Subsection
Question 14
(1 point)
Which of the following is NOT an example of technology in medicine?
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Question 15
(1 point)
Which of the following is an example of technology?
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Subsection
Question 16
(1 point)
Which of the following is true concerning technology?
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Question 17
(1 point)
Which of the following is an example of a positive effect of technology on childhood obesity?
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Question 18
(1 point)
Which of the following statements is NOT true concerning the scientific method?
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Question 19
(1 point)
When you perform an experiment, you are completing which step of the scientific method?
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Question 20
(1 point)
Generally, the first step of the scientific method is
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Subsection
Question 21
(1 point)
A well-tested concept that explains a wide range of observations is known as a(n)
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Question 22
(1 point)
Which of the following is NOT true concerning laws?
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Question 23
(1 point)
Which of the following is true concerning scientific theories and laws?
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Subsection
Question 24
(1 point)
Which of the following is NOT true concerning models?
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Question 25
(1 point)
Which of the following is true concerning models?
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Subsection
Question 26
(1 point)
You have completed an experiment to test the hypothesis: "If plant growth is dependent on nitrogen, then plants given more nitr.
Which of the following occurred after the Civil WarAnswer.docxjolleybendicty
Which of the following occurred after the Civil War?
Answer
Plantation owners lost their free labor.
Southern infrastructure was left intact.
Plantations were given to the freed African-Americans.
none of the above
1 points
Question 2
Which of the following is a term given to farmers who rented land to farm?
Answer
tenant farmer
sharecropper
carpetbagger
both a and b
1 points
Question 3
The Freedman's Bureau was established by
Answer
the federal government.
state governments.
charity organizations.
churches.
1 points
Question 4
________ prior to the end of Reconstruction.
Answer
Northern support for reconstruction increased
The number of military troops increased in the South
White southern Democrats took control of state government
all of the above
1 points
Question 5
Whose Republican group wanted full equality for African-Americans after the Civil War?
Answer
Andrew Johnson
Rutherford Hayes
Abraham Lincoln
Charles Sumner
1 points
Question 6
The Transcontinental Railroad connected
Answer
Oregon and Washington, D.C.
Texas and Chicago.
New York and California.
Kansas and Utah.
1 points
Question 7
The Timber Culture Act gave land to setters who
Answer
cut down timber for homes.
planted trees on the land.
cleared land for industry.
none of the above
1 points
Question 8
A common use for sod by settlers in the Great Plains was to
Answer
build houses.
burn for fuel.
plant cotton.
none of the above
1 points
Question 9
Which of the following statements is true?
Answer
Most Native American families in the late 1800s were living on their own land under the Dawes Severalty Act.
Most Native Americans in the late 1800s died from disease.
Most Native Americans in the late 1800s were either dead or living on reservations.
none of the above
1 points
Question 10
Who built the Union Pacific track of the Transcontinental Railroad?
Answer
Leland Stanford
Thomas Durant
Cornelius Vanderbilt
John D. Rockefeller
1 points
Question 11
Where were the first factories built?
Answer
South America
Asia
Europe
Canada
1 points
Question 12
Select the statement below that is true.
Answer
Many girls worked in cotton mills to pay for their college education.
Many girls worked in cotton mills to get free schooling
Many girls worked in cotton mills to pay for a male family member's education
Many girls worked in cotton mills because there were no other opportunities for women.
1 points
Question 13
Patents were issued to
Answer
inventors.
manufacturers.
government employees.
laborers.
1 points
Question 14
In which type of system does supply and demand control price?
Answer
merchant economic sy.
Which of the following statements about bodhisattvas is true..docxjolleybendicty
Which of the following statements about bodhisattvas is true?
.aThey are rejected in Mahayana Buddhism
.bThey are laypeople in Theravada Buddhism
.cThey are enlightened beings who refrain from entering nirvana in order to save others.
.dThey are monks who failed to enter nirvana and are sentenced to work for the poor.
.
Which of the following statements about Mexican immigration to.docxjolleybendicty
Which of the following statements about Mexican immigration to the United States are accurate?
The flow of population from Mexico has not been stimulated by U.S. employers.
Mexican Americans continue to be treated as a colonized group as a result of the political and economic systems that were formed in the 19th century.
Discrimination toward Mexican immigrants declines as a sense of competition and threat between such immigrants and other racial and ethnic groups increases.
All of the above.
None of the above.
5 points
QUESTION 2
This key leader in the Chicano movement sought to protect the rights of migrant farm workers and advocated nonviolent protest, particularly the use of boycotts:
José Angel Guttiérrez.
Rodolfo Gonzalez.
Reies López Tijerina.
César Chávez.
None of the above.
5 points
QUESTION 3
Which of the following statements best describes research and data on Latino acculturation in the United States?
Second generation immigrants are more likely to speak English than their parents.
The majority of Hispanics speak Spanish only.
The majority of Hispanics speak English only or are bilingual.
Both A and B.
Both A and C.
5 points
QUESTION 4
Which of these characteristics demonstrates the third wave of mass immigration to the United States?
It began after 1965 as a result as a shift in U.S. immigration policy.
It is more diverse than previous waves of immigration.
While the number of immigrants arriving per year is higher than earlier waves of immigration, the percentage of immigrants that comprise the U.S. population is lower today than in the past.
All of the above.
None of the above.
5 points
QUESTION 5
This policy, passed in 2001, allows for long-term detention of suspects and more latitude for searches and surveillance and raised concerns about how to balance the need for public safety with individual civil liberties:
USA Patriot Act.
Executive Order 13769.
Muslim Ban.
Civil Rights Act.
All of the above.
5 points
QUESTION 6
According to sociologist Douglas Massey, which statement does NOT characterize differences between contemporary and historic assimilation patterns?
The ease and speed of modern modes of communication and transportation will maintain cultural and linguistic diversity.
Immigrants today face an economy and labor market similar to that experienced by Europeans immigrants in the late 19th and early 20th centuries.
Immigration today is continuous rather than cyclical.
All of the above.
None of the above.
5 points
QUESTION 7
You are a sociologist who is making an argument that traditional assimilation theory applies to recent immigrants. Which of the following statements would you include in your argument?
Contemporary assimilation will not follow the same course that it followed for European immigrants in the late 19th and early 20thcenturies.
Studies of acculturalization show that contemporary immigrants achieve Engl.
Which of the following statements is NOT true of an atomthat.docxjolleybendicty
Which of the following statements is NOT true of an atom
that it is composed of extremely small particles that are too small to be seen with an optical microscope and that size at the atomic level is measured on the nanoscale.
There are three basic particles in the atom (proton, neutron, and electron).
The Proton is Positive, the neutron is negative and the electron is neutral
The atom is the basic building block of all matter.
.
Which of the following is true in a monopolyA.)Business owner.docxjolleybendicty
Which of the following is true in a monopoly?
A.)Business owners should focus on pricing products correctly so customers will choose it over other products.
B.)Business owners should focus on other business functions, since advertising will not impact the success of their products.
C.)Business owners should use marketing to emphasize the unique features offered by their products.
D.)Business owners should bring their products to market quickly, before another company can create a similar product
This is the Passage for this question
1. Suppy and Demand
The law of demand in economic terms is defined as a downward sloping curve on a graph where price is the y-axis and quantity is the x-axis. What we're going to see is as price goes down, quantity sold increases. So, as a product becomes more available at a lower price, people will tend to want to buy more of it, and therefore, the quantity demanded will go up.
The law of supply, on the other hand, is the opposite story. As the price increases, more producers will want to get into the market, which will affect how much product will be available in the market, because more people are coming in and trying to make a profit on the current price. As price goes lower, the law of supply says that the quantity will also go down.
1a. Market Price and Equilibrium
Market price
is the current price of a good or service at which a customer is willing to pay. Let's put our supply and demand curves together on a graph, and set the market price at the point marked with the dot. This will represent, given the current situation, what a customer is willing to pay.
hint Keep in mind that these things are always in flux, so you'll never see them static, like they're represented here. This is just for the sake of demonstration.
Equilibrium price
is the price at which quantity demanded and quantity supplied will meet. Recall where we set our market price, the price at which a customer is willing to pay given the supply of a particular product. What's going to happen is that the lines will move around until equilibrium is met, as shown below.
This is the price, given the supply and demand curves, where price will be at an equilibrium, all other things being equal.
terms to know
Market Price The current price of a good or service which a customer is willing to pay Equilibrium Price The price at which quantity demanded and quantity supplied meet
1b. Surplus and Shortage
Surplus
is when there's more supply of a product than demand.
Shortage
is when there's more demand for a product than there is supply.
This is going to affect the price, obviously. Surpluses will mean lower prices, while shortages mean higher prices.
The size of a business is going to have an effect on how they can cope with surpluses and shortages. Larger organizations have more flex--more money--available, and they're able to look for more substitutions for a product than a smal.
Which of the following psychological perspectives is most likely to .docxjolleybendicty
Which of the following psychological perspectives is most likely to focus on the interrelations among the mind, body,
and behaviour?
a. the biological perspective
b. the cognitive perspective
c. the behavioural perspective
d. the evolutionary perspective
.
Which of the following is true a. Economics is the study of the .docxjolleybendicty
Which of the following is true?
a. Economics is the study of the choices we make among our many wants and desires, given our scarce resources.
b. In a world of scarcity, our unlimited wants exceed our limited resources.
c. Rational behavior involves doing the best you can, based on your values and information, under current and anticipated future circumstances.
d. Choices are costly because they require that we must give up other opportunities that we value.
e. All of the above are true.
.
Which of the following is the net requirement using an MRP program i.docxjolleybendicty
Which of the following is the net requirement using an MRP program if the gross requirement is 10,000 and the inventory on hand is 4,000?
·
[removed]
14,000
·
[removed]
4,000
·
[removed]
6,000
·
[removed]
10,000
2
Which of the following is a characteristic that can be used to guide the design of service systems?
·
[removed]
Quality work means quality service.
·
[removed]
Services cannot be inventoried.
·
[removed]
Services businesses are inherently entrepreneurial.
·
[removed]
Services are all similar.
Which of the following is considered a major process flow structure?
·
[removed]
Project
·
[removed]
Lead Time
·
[removed]
Lean Manufacturing
·
[removed]
Fabrication
4
Which of the following is an analytical tool used in Six-Sigma quality improvement programs?
·
[removed]
Pareto charts
·
[removed]
Pedigree charts
·
[removed]
Tree charts
·
[removed]
Gantt charts
5
Which of the following is ISO 14000 primarily concerned with?
·
[removed]
Time management
·
[removed]
Quality management
·
[removed]
Environmental management
·
[removed]
Continuous improvement management
6
Considering Hau Lee’s uncertainty framework for classifying supply chains, which of the following is given to a supply chain which has an evolving supply process based on functional products?
·
[removed]
Risk hedging
·
[removed]
Forward looking
·
[removed]
Agile
·
[removed]
Efficient
7
Which production process term best describes the situation when activities in a stage of production must stop because there is no work?
·
[removed]
Buffering
·
[removed]
Blocking
·
[removed]
Starving
·
[removed]
Staging
8
Which of the following is one of Dr. Eli Goldratt's rules of production scheduling for optimized production technology?
·
[removed]
If you lose an hour at a bottleneck it is better than making scrap.
·
[removed]
Utilization and activation of a resource are not the same.
·
[removed]
An hour saved at a bottleneck operation does not increase the process flow.
·
[removed]
Do not allow bottlenecks to govern the flow of the line.
9
Which of the following is considered an organizational blueprint, which prescribes the quantity and time frame for when each end product will be assembled?
·
[removed]
MPS (Master Production Schedule)
·
[removed]
ERP (Enterprise Resource Planning)
·
[removed]
MRP (Material Requirements Plan)
·
[removed]
WBS (Work Breakdown Structure)
10
There are many applications of poka-yokes in service organizations. Which of the following is one of the three-T's used to classify poka-yokes?
·
[removed]
Trust
·
[removed]
Time
·
[removed]
Teamwork
·
[removed]
Task
11
Which of the following is usually included as an inventory holding cost?
·
[removed]
Order placing
·
[removed]
Typing up an order
·
[removed]
Breakage
·
[removed]
Quantity discounts
12
Which of the following terms describes the time a unit spends actually being worked on together with the time spent waiting in a queue?
·
[removed]
Cycle time
·
[removed]
Flow time
·
[.
Which of the following is not a way managers generally benefit from .docxjolleybendicty
Which of the following is not a way managers generally benefit from acquisitions?
A.
Social prominence
B.
Shielding against risk
C.
Consolidation of other senior executives
D.
Increased compensation
E.
Political power
What measure, that depends on how much of a firm’s revenues are attributable to product market activities that have shared technological characteristics, production characteristics, or distribution channels, is used to determine how diversified a firm is at a given time?
A.
Relatedness
B.
Rumelt score
C.
Conglomerate level
D.
Integration level
E.
Activity share
Which of the following is not generally a potential benefit of diversification?
A.
Economies of scale and scope
B.
Control systems rewarding/penalizing division managers based on business unit objective
C.
Identifying undervalued firms
D.
Economizing on transaction costs
E.
Diversifying shareholder portfolios
Suppose the cost of producing a 30 second commercial for television is $100,000. If airtime on the evening news costs $200,000 and is viewed by 5 million people, what is the advertising cost per potential customer?
A.
$.02 per potential customer, or $2.00 per 1000 customers
B.
$.06 per potential customer, or $6.00 per 100 customers
C.
$.03 per potential customer, or $3.00 per 1000 customers
D.
$.04 per potential customer, or $4.00 per 1000 customers
E.
none of the above
.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Chapter 3 - Islamic Banking Products and Services.pptx
1 SYLLABUS COURSE NUMBER NUR 4286-DL-AD
1. 1
SYLLABUS
COURSE NUMBER: NUR 4286-DL-AD
COURSE TITLE: Nursing and The Aging Family.
COURSE CREDITS: 3 credits
PREREQUISITES: See student handbook
INSTRUCTOR: [email protected]
INSTRUCTOR’S EMAIL: Lisys Camacho, APRN, MSN
1. Text and Materials:
Touhy, T.A & Jett, K.F (2018). Ebersole and Hess'
Gerontological Nursing. (5th ed.)
Author: Theris A. Touhy DNP CNS DPNAP , Kathleen F Jett
PhD GNP-BC
ISBN: 9780323401678 - Publisher: Elsevier - (Not sold in FNU
Bookstore)
Publication Manual American Psychological Association (APA)
(6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: This course provides the skills for
2. interventions,
evaluation and managing care of diverse older adults/families in
a
multicultural global environment.
3. Learning outcomes:
• The students will identify the physiological process of aging.
• The students will be able to differentiate the adaptative human
response
to the aging process.
• The student will be able to manage and care older adults and
their
families.
4. Course Objectives: Upon completion of this course, the
student will be able
to:
• Describe and develop comprehensive and focused assessments
(physical,
psychosocial, developmental, spiritual, socioeconomic, and
environmental) of health and illness parameters of diverse older
adults/families.
• Evaluate holistic, patient-centered care that reflects an
understanding of
genetics and genomics, pathophysiology, pharmacology, clinical
management, and ethical issues for older adults/families in
multicultural communities.
3. 2
• Develop decision making skills, including the nursing process
and
problem solving processes, to deliver evidence-based family-
centered care
in the health promotion, maintenance, and restoration, disease
and
injury prevention, and rehabilitation of health for older
adults/families,
using developmentally and culturally appropriate approaches.
• Examine evidence-based practice guidelines/research, nursing
theories,
and theories from other disciplines on aging that support the
identification of clinical problems, prioritization of activities,
implementation of nursing skills, and quality outcomes in the
care of
older adults/families.
• Consider collaborative practice and patient education in
managing
pharmacotherapeutics safely for older adults (e.g., prescription
drugs
interacting with other drugs, over-the-counter agents,
complementary/alternative therapies, lifestyles and health
practices,
dietary supplements, and food).
• Use inter- and intra- professional collaboration and
communication to
develop plans of care for older adults/families that take into
account
determinants of health, genetics and genomics, family
functioning,
4. patient preferences, available resources, and the range of
activities that
contribute to health promotion and the prevention of disease and
injury.
• Differentiate older adult patient/family-centered transitions,
including
planning, care management, and ensuring the caregivers
knowledge of
care requirements to promote safe care.
• Demonstrate an understanding of professionalism and
professional
values of nursing, including standards of moral, ethical, and
legal
conduct to protect older adult patients/clients.
5.Course Requirements: See College Catalogue
6.Field Trips or Guest Speaker: [will be announced if available]
7.Course Outline:
Date Module/Topic Assignment Quizzes
WEEK 1
Introduction to
Healthy Aging.
Cross-Cultural
Caring and Aging.
5. Read Chapters 1 & 2
Discussion: post and discuss
Introduction (Introduce
yourself)
Due Sunday midnight
Quiz 1 Due Friday
midnight
WEEK 2
Biological Theories of
Aging & Age Related
Physical Changes.
Psychosocial,
Spiritual, and
Cognitive Aspects of
Aging.
Read Chapters 3 & 4
Discussion: post and discuss
Initial response due
Wednesday midnight / peer
responses due Sunday
midnight
Quiz 2 Due Friday
midnight
6. 3
Date Module/Topic Assignment Quizzes
WEEK 3
Gerontological
Nursing & Promotion
of Healthy Aging.
Gerontological
Nursing Across the
Continuum of Care.
Read Chapters 5 & 6
No discussion this week. Quiz
# 3 will have extra questions
Quiz 3 Due Friday
midnight
WEEK 4
Economic and Legal
Issues. Assessment
and Documentation
for Optimal Care.
Read Chapters 7 & 8
No discussion this week. Quiz
# 4 will have extra questions
7. Quiz 4 Due Friday
midnight
WEEK 5
Safe Medication Use.
Nutrition.
Read Chapters 9 & 10
Discussion: post and discuss
Initial response due
Wednesday midnight / peer
responses due Sunday
midnight
Quiz 5 Due Friday
midnight
WEEK 6
Hydration and Oral
Care. Elimination
Read Chapters 11 & 12
No Discussion Question
(Preparation for Midterm)
Quiz 6 Due Friday
midnight
WEEK 7
Rest, Sleep, and
8. Activity. Promoting
Healthy Skin
Read Chapters 13 & 14
No Discussion Question
(Midterm Exam)
MIDTERM EXAM Due
Friday midnight
WEEK 8
Falls & Fall Risk
Reduction. Promoting
Safety.
Read Chapters 15 & 16
Discussion: post and discuss
Initial response due
Wednesday midnight / peer
responses due Sunday
midnight
Quiz 8 Due Friday
midnight
WEEK 9
Living with Chronic
9. Illness. Pain and
Comfort.
Read Chapters 17 & 18
No discussion this week. Quiz
# 9 will have extra questions
Quiz 9 Due Friday
midnight
WEEK 10
Diseases Affecting
Vision and Hearing.
Metabolic Disorders
Read Chapters 19 & 20
Discussion: post and discuss
Initial response due
Wednesday midnight / peer
responses due Sunday
midnight
Quiz 10 Due Friday
midnight
WEEK 11
Bone and Joint
Problems.
10. Cardiovascular &
Respiratory
Disorders
Read Chapters 21 & 22
No discussion this week. Quiz
#11 will have extra questions
Quiz 11 Due Friday
midnight
WEEK 12
Neurological
Disorders.
Mental Health.
Read Chapters 23 & 24
Discussion: post and discuss
Initial response due
Wednesday midnight / peer
responses due Sunday
midnight
Quiz 12 Due Friday
midnight
4
Date Module/Topic Assignment Quizzes
11. WEEK 13
Care of Individuals
with Neurocognitive
Disorders.
Relationships, Roles,
and Transitions
Caregiving. Loss,
Death, and Palliative
Care.
Read Chapters 25 & 26 (for
Quiz #13)
No Discussion Question
(Preparation for Final Exam)
Read Chapters 27 & 28 for
Final test
Quiz 13 Due Friday
midnight
WEEK 14 FINAL EXAM
No Discussion Question
12. Final Exam
Final Exam Due
Friday midnight
WEEK 15
COURSE
REFLECTION
No Discussion Question
Course Reflection
Course Reflection Due
Friday midnight
WEEK 16 Final Week Final Grades will be posted
Final Grades will be
posted on Campus
Portal
This course will use a variety of learning experiences to attain
the course
objectives, including but not limited to: lecture, quizzes, online
discussion, case
study, assessment strategies, group and or individual exercises,
and team and
individual presentation.
Discussions: There will be discussion question(s)/activi ty
posted weekly by the
instructor for course modules on the course Discussion Forum
13. (see above
Course Outline for details). Participation in the discussions is
strongly
encouraged and will be factored into your participation score. It
is
recommended that you login to this course at least 4 days each
online week.
You are required to post at least 3 times each week. For the
discussion board
questions, you must answer the question 100 % (initial
response). The answer
should be based on the knowledge obtained from reading the
book, no just
your opinion. If there are 2 questions in the discussion, you
must answer both
of them. Your grade will be an average of both questions.
Students are also required to know the expectations or
“etiquette” that pertains
to the discussion board. Students who abuse this forum by
making harassing,
inappropriate or abusive statements will be removed and receive
a zero (0).
Remember, your participation is essential to connecting with
other students
and developing an online learning community. Further, often it
is the deciding
factor between receiving a higher or lower grade at the end of
the term.
Discussion questions account for 20% of your final grade.
14. 5
Discussion Question (DQ) Participation Guidelines:
Students must post a minimum of three times in each graded
discussion. The
three posts in each individual discussion must be on separate
days, the initial
answer and two responses to peers. The student must provide
an initial
answer to the graded discussion posted by the course instructor,
by
Wednesday, 11:59 p.m. EST, of each week. If the student does
not provide an
answer to each graded discussion topic (not a response to a
student peer)
before the Wednesday deadline, an automatic “0” will be issued
for that week’s
DQ. Subsequent posts, including essential responses to peers,
must occur by
the Sunday deadline, 11:59 p.m. EST of each week.
NOTE: To receive credit for a week's discussion, students may
begin posting no
earlier than the Monday at 12:01 a.m. EST.
*Credit for peer responses will be issued via the DQ rubric if
peer responses are
made without an initial DQ response.
*See Discussion Question (DQ) Rubric on next page (Rubrics
contain evaluative
criteria, quality definitions for those criteria at particular levels
of achievement,
and a scoring strategy).
15. Discussion Question (DQ) Rubric:
Levels of Achievement
Criteria Proficient Competent Novice
Introduction
and quality of
discussion’s
Argument
Weight 60.00%
100.00 %
It is consistent with
application in
research related to
its context. Clarity of
ideas.
Comprehensive, in-
depth and wide
ranging.
70.00 %
The topic has a
partially weak
association to
clarity of ideas and
related topic.
Relevant but not
comprehensive.
15.00 %
Unable to address
16. any part of the
question and/or
topic. Little
relevance/some
accuracy.
Objectivity of
Tone, overall
quality &
Review of
Literature in
APA 6th format
within past 7
years
Weight 10.00%
100.00 %
Tone is consistent,
addressed
professionally and
objectively. Evidence
in literature supports
arguments.
70.00 %
The tone is not
consistently
objective. Some
observations, some
supportive evidence
used.
15.00 %
No objectivity in tone.
No evidence of
literature review
17. provided. Lacks
evidence of critical
analysis, poor to no
use of supportive
evidence.
6
Levels of Achievement
Criteria Proficient Competent Novice
Grammar /
Writing Skills
Weight 7.50%
100.00 %
Excellent mechanics,
sentence structure
and organization
with no grammatical
mistakes.
70.00 %
Some grammatical
lapses , uses
emotional
responses in lieu of
relevant points.
0.00 %
Poor grammar, weak
communication, lack
18. of clarity.
Peer Reply #1
Weight 7.50%
100.00 %
Demonstrates an
exceptional ability to
analyze and
synthesize student
work, asks
meaningful
extending questions.
70.00 %
Some ability to
meaningfully
comment on other
students work and
ask meaningful
questions.
0.00 %
No peer response
Peer Reply #2
Weight 7.50%
100.00 %
Demonstrates an
exceptional ability to
analyze and
synthesize student
work, asks
meaningful
extending questions.
19. 70.00 %
Some ability to
meaningfully
comment on other
students work and
ask meaningful
questions.
0.00 %
No Peer response
Overall APA Use
Weight 7.50%
100.00 %
Demonstrates an
exceptional ability to
apply 6th edition
APA standards.
70.00 %
Some ability to
apply 6th edition
APA standards. i.e.
use of in-text
citation, reference
structure, quoting,
etc.
0.00 %
No adherence to 6th
edition APA
standards.
20. Discussion Question (DQ) Submission Guidelines:
Students must submit their initial, weekly DQ post in two
separate areas.
First, the student will submit their initial response via that
week’s assignment
link provided under the assignments tab as a Microsoft Word
document. Once
this is done, the student will then copy and paste their answer
onto that week’s
DQ thread under the Discussions tab. Thereafter, all
discussions and peer
replies will be conducted via the DQ board. Failure to submit
your initial DQ
response to BOTH the assignments tab and the DQ thread will
result in a “0”
for that week’s DQ.
Note: All DQ submissions will be monitored for plagiarism.
7
Assignment: Specific assignments, their due dates, and grading
criteria are
listed in this syllabus. You are accountable for individual
assignments and for
providing a significant contribution toward your learning team's
collaborative
assignments. You are also responsible for completing all
assignments including
readings, written papers, presentations, and class discussions.
You will be
21. graded on the achievement of the objectives, not on the effort
you put into your
assignments. All online discussions, written assignments and
documentation
of others' ideas and words in presentations must be in APA 6th
edition
format. You have one opportunity to complete each assignment.
Papers cannot
be rewritten assignments cannot be re-given in an attempt to
obtain a higher
grade.
Quizzes: There will be a quiz weekly. Each quiz will evaluate
the content of
that week usually two to four chapters for week (usually 25 to
35 questions:
multiple choice, true and false, multiple answers and fill in the
blank type
questions. Quizzes account for 30% of your final grade.
Midterm Test: This exam consists of 50 to 65 questions
(multiple choice, true
and false, multiple answers and fill in the blank type questions)
(Chapter 1
through Chapter 14). Midterm exam accounts for 20% of your
final grade.
Final Test: Final test will include 50 to 75 questions (multiple
choice, true
and false, multiple answers and fill in the blank type questions).
Final test
evaluates the content of the whole semester (Chapter 1 through
Chapter 28).
Final exam accounts for 20% of your final grade.
22. Course Reflection: Course reflection assignment is part of the
portfolio that
students must complete during last class of the program. This
assignment is
due on week #15. Please, read carefully the Course Reflection
Guidelines that
you will find under the assignments tab – week #15. This
assignment has a
value of 100 points and accounts for 10% of the final grade.
Late Assignments: Due dates are established for reasons of
equity. It is not
fair to peers who complete assignments on time if other
classmates have extra
time to work on their assignments. Late assignments are not
permitted.
8.Class Policies: All students are responsible for reviewing the
School Catalog
POLICIES
http://www.fnc.edu/publications/Cataloggeneral.pdf
23. 8
STUDENT CODE OF ETHICS
Cheating or plagiarism is dishonest, undermines the necessary
trust upon
which relations between students and faculty are based, and is
unacceptable conduct. Students who engage in cheating or
plagiarism will
be subject to academic sanctions, including a lowered or failing
grade in a
course; and the possibility of an additional administrative
sanction,
including probation, suspension, or expulsion. Cheating is the
act of
obtaining or attempting to obtain credit for academic work by
using
dishonest means. Cheating at FNC includes but is not limited to:
Copying,
in part or whole from another's examination, paper,
mathematical analysis,
research or creative project, or the like; Submitting as one's
own work an
examination, paper, mathematical analysis, research or creative
project, or
the like which has been purchased, borrowed, or stolen; or
fabricating data;
Consulting notes, sources, or materials not specifically
authorized by the
instructor during an examination; Employing a surrogate to take
an
examination, write a paper, do mathematical analysis, or
complete, in part
or wholly, an evaluation instrument; Aiding or abetting any act
24. that a
reasonable person would conclude, when informed of the
evidence, to be a
dishonest means of obtaining or attempting to obtain credit for
academic
work; and committing any act that a reasonable person woul d
conclude,
when informed of the evidence, to be a dishonest means of
obtaining or
attempting to obtain credit for academic work. Plagiarism is the
act of
obtaining or attempting to obtain credit for academic work by
representing
the work of another as one's own without the necessary and
appropriate
acknowledgment. More specifically, plagiarism is: The act of
incorporating
the ideas, words of sentences, paragraphs, or parts thereof
without
appropriate acknowledgment and representing the product as
one's own
work; and The act of representing another's intellectual work
such as
musical composition, computer program, photographs, painting,
drawing,
sculpture, or research or the like as one's own. If a student is in
doubt
about the nature of plagiarism, he/she should discuss the matter
with the
course instructor. Theft - Copying computer programs owned,
leased, or
rented by the College for use by the student in his or her course
of studies
is considered theft and will be dealt with according to the laws
covering
such actions and to the College norms for disciplinary actions.
25. In cases like
these, the Campus Dean will convene a Hearing Committee
which will hear,
investigate and render a report to the Campus Dean. This
Committee will be
composed of three members from the faculty or staff. According
to the
findings, the Campus Dean has the choice to make a decision. If
this
decision is not acceptable to those involved, a petition to the
Dean to
appoint an Honor Court must be signed by at least three people.
The Honor
Court procedure is explained in the Student Handbook.
9
Religious Holidays
Religious holidays are an excused absence, but not beyond the
day for the
holiday itself. Students should make their requests known at the
beginning
of the semester and arrangements must be made with the faculty
member
for missed work.
Students with Disabilities
Students with disabilities who may need special
accommodations must
register with the Office of Disability Services. In addition,
students must
26. contact the instructor so that arrangements can be made to
accommodate
their needs.
10. Grading Criteria:
Discussion questions, quizzes, written examinations, written
assignments
as follows:
Discussions 20%
Quizzes 30%
Mid-Term Exam 20 %
Final Exam 20%
Course Reflection 10%
11. Grading System:
Letter
Grade
Numerical
Points
Quality
Points
Superior
Achievement
27. A (93-100) 4.0 points
Good B (85-92) 3.0 points
Average C (80-84) 2.0 points (passing
grade)
Failure F (0-79) Unsatisfactory
Incomplete I
FNU is committed to offering accessible courses to all students,
in full
compliance with the Americans with Disabilities Act (ADA)
Amendments Act of
2008 (ADAAA), Titles I and II of the ADA of 1990, and
Sections 503 & 504 of
the Rehabilitation Act of 1973. If you require special
accommodations, you
have the right to receive services including but not limited to:
customized
assessments, individualized tutorial services, and other
accommodations
provided to you by faculty and staff.
Please do not hesitate to contact our Student Services Office or
Distance
Learning department if you require any special
accommodations.
1
28. SYLLABUS
COURSE NUMBER: NUR 3178-DL-AD COURSE TITLE:
Complementary and Alternative Health Care
COURSE CREDITS: 3 credits PREREQUISITES: See
student handbook
INSTRUCTOR: Lisys Camacho, APRN, MSN
INSTRUCTOR’S EMAIL: [email protected]
1. Text and Materials: Fontaine, K.L. (2014). Complementary &
Alternative
Therapies for Nursing Practice. (4th ed.) ISBN-13:
9780133346503
Publication Manual American Psychological Association (APA)
(6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course Description: students will learn holistic aspects of
care while evaluating
complementary and alternative healthcare in diverse populations
across the lifespan
and around the globe. The course addresses different
complementary and alternative
treatment practices through evidence-based research.
3. Learning Outcomes:
29. • This course will enable the student to identify and apply
alternative therapies
during the care of patient in the nursing practice.
• The students will be able to determine the impact of
complementary and
alternative therapies in the nursing practice.
4. Course Objectives: Upon completion of this course, the
student will be able to:
• Define complementary, alternative and integrative practices as
identified by
current health paradigms.
• Discuss history for complementary and alternative medicine.
• Given case studies, describe the extent to which
complementary and
alternative health practices are encouraged and used among
multiple cultures.
• Relate concepts into clinical practice.
• Analyze the research regarding the efficacy of selected
complementary and
alternative practices and products.
• Incorporate integrative medicine which embodies conventional
and
complementary and alternative medicine, making use of the best
available
evidence of all three approaches to healing within patient's
personal plan of
care.
30. 5. Course Requirements: See College Catalogue
6. Field Trips or Guest Speaker: [will be announced if
available]
2
7. Course Outline:
Date
Module/Topic
Assignment
Quizzes
WEEK 1
Integrative Healing.
Basic concepts
31. Guiding Alternative
Therapies. The Role
of Evidence Based
Health Care in
Complementary and
Alternative Therapies
Read Chapters 1, 2 & 3
Discussion: post and discuss
Introduction (Introduce
yourself)
Due Sunday midnight
Quiz 1 Due Friday
midnight
WEEK 2
Traditional Chinese
Medicine.
Ayurvedic Medicine
Read Chapters 4 & 5
Discussion: post and discuss
Initial response due
Wednesday midnight / peer
responses due Sunday
midnight
32. Quiz 2 Due Friday
midnight
WEEK 3
Native American
Healing and
Curanderismo.
Herbs and
Nutritional
Supplements.
Read Chapters 6 & 7
No discussion this week. Quiz
# 3 will have extra questions
Quiz 3 Due Friday
midnight
WEEK 4
Aromatherapy.
Homeopathy.
Naturopathy.
Chiropractic.
Read Chapters 8 & 9, 10 & 11
No discussion this week. Quiz
# 4 will have extra questions
33. Quiz 4 Due Friday
midnight
WEEK 5
Massage.
Pressure Point
Therapies.
Read Chapters 12 &13
Discussion: post and discuss
Initial response due
Wednesday midnight / peer
responses due Sunday
midnight
Quiz 5 Due Friday
midnight
WEEK 6
Hand-Mediated
Biofield Therapies.
Combined Physical
and Biofield
Therapies.
Read Chapters 14 & 15
No Discussion Question
34. (Preparation for Midterm)
Quiz 6 Due Friday
midnight
WEEK 7 MIDTERM EXAM
No Discussion Question
(Midterm Exam)
MIDTERM EXAM Due
Friday midnight
WEEK 8
Yoga.
Meditation.
Read Chapters 16 & 17
Discussion: post and discuss
Initial response due
Wednesday midnight / peer
responses due Sunday
midnight
Quiz 8 Due Friday
midnight
35. 3
Date
Module/Topic Assignment Quizzes
WEEK 9
Hypnotherapy and
Guided Imagery.
Read Chapter 18
No discussion this week. Quiz
# 9 will have extra questions
Quiz 9 Due Friday
midnight
WEEK 10
Dreamwork.
Intuition.
Read Chapters 19 & 20
Watch learning video and
answer questions
Quiz 10 Due Friday
36. midnight
WEEK 11
Music Therapy.
Biofeedback.
Movement-oriented
Therapies.
Read Chapters 21, 22 & 23
No discussion this week. Quiz
# 11 will have extra questions
Quiz 11 Due Friday
midnight
WEEK 12
Shamans.
Faith and Prayer.
Read Chapters 24 & 25
Discussion: post and discuss
Initial response due
Wednesday midnight / peer
responses due Sunday
midnight
37. Quiz 12 Due Friday
midnight
WEEK 13
Bioelectromagnetics.
Animal-Assisted
Therapy.
Read Chapters 26 & 27
No Discussion Question
(Preparation for Final Exam)
Quiz 13 Due Friday
midnight
WEEK 14 FINAL EXAM
No Discussion Question
Final Exam
Final Exam Due
Friday midnight
WEEK 15
COURSE
38. REFLECTION
No Discussion Question
Course Reflection
Course Reflection Due
Friday midnight
WEEK 16 Final Week Final Grades will be posted
Final Grades will be
posted on Campus
Portal
All paper submitted must be in APA format according to
Publication Manual
American Psychological Association (APA) (6th Ed.).
2009 ISBN: 978-1-4338-0561-5
This course will use a variety of learning experiences to attain
the course objectives,
including but not limited to: lecture, quizzes, online discussion,
39. case study,
assessment strategies, group and or individual exercises, and
team and individual
presentation.
4
Discussions: There will be a discussion question/activity posted
weekly by the
instructor for course modules on the course Discussion Forum.
Participation in the
discussions is strongly encouraged and will be factored into
your participation score.
It is recommended that you login to this course at least 4 days
each online week. You
are required to post at least 3 times each week. For the
discussion board questions,
you must answer the question 100 %. The answer should be
based on the knowledge
obtained from reading the book, no just your opinion. If there
are 2 questions in the
discussion, you must answer both of them. Your grade will be
an average of both
questions.
Students are also required to know the expectations or
“etiquette” that pertains to the
discussion board. Students who abuse this forum by making
harassing,
40. inappropriate or abusive statements will be removed and receive
a zero (0).
Remember, your participation is essential to connecting with
other students and
developing an online learning community. Further, often it is
the deciding factor
between receiving a higher or lower grade at the end of the
term. Discussion
questions account for 20% of your final grade.
Discussion Question (DQ) Participation Guidelines:
Students must post a minimum of three times in each graded
discussion. The three
posts in each individual discussion must be on separate days,
the initial answer and
two responses to peers. The student must provide an initial
answer to the graded
discussion posted by the course instructor, by Wednesday, 11:59
p.m. EST, of each
week. If the student does not provide an answer to each graded
discussion topic (not
a response to a student peer) before the Wednesday deadline, an
automatic “0” will
be issued for that week’s DQ. Subsequent posts, including
essential responses to
peers, must occur by the Sunday deadline, 11:59 p.m. EST of
each week.
NOTE: To receive credit for a week's discussion, students may
begin posting no
earlier than the Monday at 12:01 a.m. EST.
*Credit for peer responses will be issued via the DQ rubric if
peer responses are made
41. without an initial DQ response.
*See Discussion Question (DQ) Rubric on next page (Rubrics
contain evaluative
criteria, quality definitions for those criteria at particular levels
of achievement, and a
scoring strategy).
5
Discussion Question (DQ) Rubric:
Levels of Achievement
Criteria Proficient Competent Novice
Introduction
and quality of
discussion’s
Argument
42. Weight 60.00%
100.00 %
It is consistent with
application in
research related to
its context. Clarity of
ideas.
Comprehensive, in-
depth and wide
ranging.
70.00 %
The topic has a
partially weak
association to
clarity of ideas and
related topic.
Relevant but not
comprehensive.
15.00 %
Unable to address
any part of the
question and/or
topic. Little
relevance/some
accuracy.
Objectivity of
Tone, overall
quality &
Review of
Literature in
APA 6th format
within past 7
43. years
Weight 10.00%
100.00 %
Tone is consistent,
addressed
professionally and
objectively. Evidence
in literature supports
arguments.
70.00 %
The tone is not
consistently
objective. Some
observations, some
supportive evidence
used.
15.00 %
No objectivity in tone.
No evidence of
literature review
provided. Lacks
evidence of critical
analysis, poor to no
use of supportive
evidence.
Grammar /
Writing Skills
Weight 7.50%
100.00 %
Excellent mechanics,
sentence structure
44. and organization
with no grammatical
mistakes.
70.00 %
Some grammatical
lapses , uses
emotional
responses in lieu of
relevant points.
0.00 %
Poor grammar, weak
communication, lack
of clarity.
Peer Reply #1
Weight 7.50%
100.00 %
Demonstrates an
exceptional ability to
analyze and
synthesize student
work, asks
meaningful
extending questions.
70.00 %
Some ability to
meaningfully
comment on other
students work and
ask meaningful
questions.
45. 0.00 %
No peer response
Peer Reply #2
Weight 7.50%
100.00 %
Demonstrates an
exceptional ability to
analyze and
synthesize student
work, asks
meaningful
extending questions.
70.00 %
Some ability to
meaningfully
comment on other
students work and
ask meaningful
questions.
0.00 %
No Peer response
Overall APA Use
Weight 7.50%
100.00 %
Demonstrates an
exceptional ability to
apply 6th edition
APA standards.
70.00 %
46. Some ability to
apply 6th edition
APA standards. i.e.
use of in-text
citation, reference
structure, quoting,
etc.
0.00 %
No adherence to 6th
edition APA
standards.
6
Discussion Question (DQ) Submission Guidelines:
Students must submit their initial, weekly DQ post in two
separate areas. First, the
student will submit their initial response via that week’s
assignment link provided
under the assignments tab as a Microsoft Word document. Once
this is done, the
student will then copy and paste their answer onto that week’s
DQ thread under the
Discussions tab. Thereafter, all discussions and peer replies
will be conducted via
the DQ board. Failure to submit your initial DQ response to
BOTH the assignments
tab and the DQ thread will result in a “0” for that week’s DQ.
Note: All DQ submissions will be monitored for plagiarism.
47. Quizzes: There will be a quiz weekly. Each quiz will evaluate
the content of that week
usually two to four chapters for week (usually 25 to 35
questions: multiple choice,
true and false, multiple answers and fill in the blank type
questions. Quizzes account
for 30% of your final grade
Midterm Exams: This exam consists of 50 to 65 questions
(multiple choice, true and
false, multiple answers and fill in the blank type questions
(Chapter 1 through
Chapter 15). Midterm exam accounts for 20% of your final
grade.
Final Exams: Exams will include 50 to 75 questions (multiple
choice, true and
false, multiple answers and fill in the blank type questions).
Final test evaluates the
content of the whole semester (Chapter 1 through Chapter 27).
Final exam accounts
for 20% of your final grade.
Course Reflection: Course reflection assignment is part of the
portfolio that students
must complete during last class of the program. This assignment
is due on week #15.
Please, read carefully the Course Reflection Guidelines that you
will find under the
48. assignments tab – week #15. This assignment has a value of 100
points and
accounts for 10% of the final grade.
Late Assignments: Due dates are established for reasons of
equity. It is not fair to
peers who complete assignments on time if other classmates
have extra time to work
on their assignments. Late assignments are not permitted.
8. Class Policies: All students are responsible for reviewing the
School Catalog
POLICIES
http://www.fnc.edu/publications/Cataloggeneral.pdf
STUDENT CODE OF ETHICS
Cheating or plagiarism is dishonest, undermines the necessary
trust upon which
relations between students and faculty are based, and is
unacceptable conduct.
Students who engage in cheating or plagiarism will be subject
to academic
sanctions, including a lowered or failing grade in a course; and
the possibility of
an additional administrative sanction, including probation,
suspension, or
expulsion.
49. 7
Cheating is the act of obtaining or attempting to obtain credit
for academic work
by using dishonest means. Cheating at FNC includes but is not
limited to:
Copying, in part or whole from another's examination, paper,
mathematical
analysis, research or creative project, or the like; Submitting as
one's own work an
examination, paper, mathematical analysis, research or creative
project, or the
like which has been purchased, borrowed, or stolen; or
fabricating data;
Consulting notes, sources, or materials not specifically
authorized by the
instructor during an examination; Employing a surrogate to take
an examination,
write a paper, do mathematical analysis, or complete, in part or
wholly, an
evaluation instrument; Aiding or abetting any act that a
reasonable person would
conclude, when informed of the evidence, to be a dishonest
means of obtaining or
attempting to obtain credit for academic work; and committing
any act that a
reasonable person would conclude, when informed of the
evidence, to be a
dishonest means of obtaining or attempting to obtain credit for
academic work.
Plagiarism is the act of obtaining or attempting to obtain credit
for academic work
50. by representing the work of another as one's own without the
necessary and
appropriate acknowledgment. More specifically, plagiarism is:
The act of
incorporating the ideas, words of sentences, paragraphs, or parts
thereof without
appropriate acknowledgment and representing the product as
one's own work;
and The act of representing another's intellectual work such as
musical
composition, computer program, photographs, painting,
drawing, sculpture, or
research or the like as one's own. If a student is in doubt about
the nature of
plagiarism, he/she should discuss the matter with the course
instructor. Theft -
Copying computer programs owned, leased, or rented by the
College for use by the
student in his or her course of studies is considered theft and
will be dealt with
according to the laws covering such actions and to the College
norms for
disciplinary actions. In cases like these, the Campus Dean will
convene a Hearing
Committee which will hear, investigate and render a report to
the Campus Dean.
This Committee will be composed of three members from the
faculty or staff.
According to the findings, the Campus Dean has the choice to
make a decision. If
this decision is not acceptable to those involved, a petition to
the Dean to appoint
an Honor Court must be signed by at least three people. The
Honor Court
procedure is explained in the Student Handbook.
51. Religious Holidays
Religious holidays are an excused absence, but not beyond the
day for the holiday
itself. Students should make their requests known at the
beginning of the
semester and arrangements must be made with the faculty
member for missed
work.
Students with Disabilities
Students with disabilities who may need special
accommodations must register
with the Office of Disability Services. In addition, students
must contact the
instructor so that arrangements can be made to accommodate
their needs.
8
9. Grading Criteria:
Discussion questions, quizzes, written examinations, written
assignments as
follows:
52. Discussions 20%
Quizzes 30%
Mid-Term Exam 20 %
Final Exam 20%
Course Reflection 10%
10. Grading System:
Letter
Grade
Numerical
Points
Quality
Points
Superior
Achievement
A (93-100) 4.0 points
Good B (85-92) 3.0 points
Average C (80-84) 2.0 points (passing
grade)
Failure F (0-79) Unsatisfactory
53. Incomplete I
FNU is committed to offering accessible courses to all students,
in full compliance
with the Americans with Disabilities Act (ADA) Amendments
Act of 2008 (ADAAA),
Titles I and II of the ADA of 1990, and Sections 503 & 504 of
the Rehabilitation Act of
1973. If you require special accommodations, you have the right
to receive services
including but not limited to: customized assessments,
individualized tutorial services,
and other accommodations provided to you by faculty and staff.
Please do not hesitate to contact our Student Services Office or
Distance Learning
department if you require any special accommodations.
Florida National University
NUR3178
NUR3178 Course Reflection Guidelines.docx
08/21/19 1
Course Reflection
Guidelines
PURPOSE
The purpose of this assignment is to provide the student an
54. opportunity to reflect on selected RN-BSN
competencies acquired through the NUR3178 course.
COURSE OUTCOMES
This assignment provides documentation of student ability to
meet the following course outcomes:
- Define complementary and alternative practices as identified
by current health paradigms.
- Discuss history for complementary and alternative medicine.
- Given case studies, describe the extent to which
complementary and alternative health practices are
encouraged and used among multiple cultures.
- Relate concepts into clinical practice.
- Analyze the research regarding the efficacy of selected
complementary and alternative practices and
products.
- Integrate alternative therapies within patient's personal plan of
care.
POINTS
This assignment is worth a total of 100 points (10%).
DUE DATE
Submit your completed assignment under the Assignment tab by
Friday 11:59 p.m. EST of Week 15 as
directed.
REQUIREMENTS
1. The Course Reflection is worth 100 points (10%) and will be
55. graded on quality of self-
assessment, use of citations, use of Standard English grammar,
sentence structure, and overall
organization based on the required components as summarized
in the directions and grading
criteria/rubric.
2. Follow the directions and grading criteria closely. Any
questions about your essay may be posted
under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages
excluding title page and
reference pages.
4. APA format is required with both a title page and reference
page. Use the required components
of the review as Level 1 headers (upper and lower case,
centered):
Note: Introduction – Write an introduction but do not use
“Introduction” as a heading in accordance with
the rules put forth in the Publication manual of the American
Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of
healthcare policy and advocacy competencies for
the BSN-prepared nurse. Reflect on the NUR3178 course
readings, discussion threads, and applications
you have completed across this course and write a reflective
56. essay regarding the extent to which you feel
you are now prepared to:
1. “Apply leadership concepts, skills, and decision making in
the provision of high-
quality nursing care, healthcare team coordination, and the
oversight and accountability for care delivery
in a variety of settings.
2. Demonstrate leadership and communication skills to
effectively implement patient safety and quality
improvement initiatives within the context of the
interprofessional team.
Florida National University
NUR3178
NUR3178 Course Reflection Guidelines.docx
08/21/19 2
3. Demonstrate an awareness of complex organizational
systems.
4. Demonstrate a basic understanding of organizational
structure, mission, vision, philosophy, and values.
5. Participate in quality and patient safety initiatives,
recognizing that these are complex system issues,
which involve individuals, families, groups, communities,
populations, and other members of
the healthcare team.
6. Apply concepts of quality and safety using structure, process,
and outcome measures to identify clinical
57. questions and describe the process of changing current practice.
7. Promote factors that create a culture of safety and caring.
8. Promote achievement of safe and quality outcomes of care for
diverse populations.
9. Apply quality improvement processes to effectively
implement patient safety initiatives and monitor
performance measures, including nurse-sensitive indicators in
the microsystem of care.
10. Use improvement methods, based on data from the outcomes
of care processes, to design and test
changes to continuously improve the quality and safety of
health care.
11. Employ principles of quality improvement, healthcare
policy, and cost-effectiveness to assist in
the development and initiation of effective plans for the
microsystem and/or systemwide practice
improvements that will improve the quality of healthcare
delivery.
12. Participate in the development and implementation of
imaginative and creative strategies to
enable systems to change.
13. Compare/contrast the roles and perspectives of the nursing
profession with other care professionals on
the healthcare team (i.e., scope of discipline, education and
licensure requirements).
14. Use inter and intraprofessional communication and
collaborative skills to deliver evidence-based, patient
centered care.
58. 15. Incorporate effective communication techniques, including
negotiation and conflict resolution to produce
positive professional working relationships.
16. Contribute the unique nursing perspective to
interprofessional teams to optimize patient outcomes.
17. Demonstrate appropriate teambuilding and collaborative
strategies when working with interprofessional
teams.
18. Advocate for high quality and safe patient care as a member
of the interprofessional team.” (AACN, 2008,
pp.14,22).
Reference:
American Association of Colleges of Nursing [AACN]. (2008).
The essentials of baccalaureate education
for professional nursing practice. Washington, DC: Author.
DIRECTIONS AND GRADING CRITERIA
Category Points % Description
(Introduction
– see note
under
requirement
#4 above)
8 8 Introduces the purpose of the reflection and addresses BSN
Essentials
(AACN, 2008) pertinent to healthcare policy and advocacy.
59. You Decide
Reflection
80 80 Include a self-assessment regarding learning that you
believe represents
your skills, knowledge, and integrative abilities to meet the
pertinent BSN
Essential and sub-competencies (AACN, 2008) as a result of
active
learning throughout this course. Be sure to use examples from
selected
readings, threaded discussions, and/or applications to support
your
assertions to address each of the following sub-competencies:
(a) “Apply leadership concepts, skills, and decision making in
the
provision of high-quality nursing care, healthcare team
coordination, and the oversight and accountability for care
delivery
in a variety of settings.
(b) Demonstrate leadership and communication skills to
effectively
implement patient safety and quality improvement initiatives
within
the context of the interprofessional team.
Florida National University
NUR3178
NUR3178 Course Reflection Guidelines.docx
08/21/19 3
60. (c) Demonstrate an awareness of complex organizational
systems.
(d) Demonstrate a basic understanding of organizational
structure,
mission, vision, philosophy, and values.
(e) Participate in quality and patient safety initiatives,
recognizing that
these are complex system issues, which involve individuals,
families, groups, communities, populations, and other members
of
the healthcare team.
(f) Apply concepts of quality and safety using structure,
process, and
outcome measures to identify clinical questions and describe the
process of changing current practice.
(g) Promote factors that create a culture of safety and caring.
(h) Promote achievement of safe and quality outcomes of care
for
diverse populations.
(i) Apply quality improvement processes to effectively
implement
patient safety initiatives and monitor performance measures,
including nurse-sensitive indicators in the microsystem of care.
(j) Use improvement methods, based on data from the outcomes
of
care processes, to design and test changes to continuously
improve the quality and safety of health care.
61. (k) Participate in the development and implementation of
imaginative and creative strategies to enable systems to change.
(l) Compare/contrast the roles and perspectives of
the nursing profession with other care professionals on
the healthcare team (i.e., scope of discipline, education
and licensure requirements).
(m) Use inter and intraprofessional communication
and collaborative skills to deliver evidence-based, patient
centered care.
(n) Incorporate effective communication techniques,
including negotiation and conflict resolution to produce
positive professional working relationships.
(o) Contribute the unique nursing perspective to
interprofessional
teams to optimize patient outcomes.
(p) Demonstrate appropriate teambuilding and collaborative
strategies
when working with interprofessional teams.
(q) Advocate for high quality and safe patient care as a member
of
the interprofessional team.” (AACN, 2008, pp.14,22).
Conclusion 4 4 An effective conclusion identifies the main
ideas and major conclusions
from the body of your essay. Minor details are left out.
Summarize the
benefits of the pertinent BSN Essential and sub-competencies
(AACN,
2008) pertaining to scholarship for evidence-based practice.
62. Clarity of
writing
6 6 Use of standard English grammar and sentence structure. No
spelling
errors or typographical errors. Organized around the required
components
using appropriate headers. Writing should demonstrate original
thought
without an over-reliance on the works of others.
APA format 2 2 All information taken from another source,
even if summarized, must be
appropriately cited in the manuscript and listed in the references
using
APA (6th ed.) format:
1. Document setup
2. Title and reference pages
3. Citations in the text and references.
Total: 100 100 A quality essay will meet or exceed all of the
above requirements.
Florida National University
NUR3178
NUR3178 Course Reflection Guidelines.docx
08/21/19 4
63. GRADING RUBRIC
Assignment
Criteria
Meets Criteria Partially Meets Criteria Does Not Meet Criteria
(Introduction –
see note under
requirement #4
above)
(8 pts)
Short introduction of
selected BSN sub-
competencies (AACN,
2008) pertinent to
scholarship for evidence-
based practice. Rationale
is well presented, and
purpose fully developed.
7 – 8 points
Basic understanding
and/or limited use of
original explanation and/or
inappropriate emphasis on
an area.
64. 5 – 6 points
Little or very general
introduction of selected
BSN sub-competencies
(AACN, 2008). Little to no
original explanation;
inappropriate emphasis on
an area.
0 – 4 points
You Decide
Reflection
(80 pts)
Excellent self-assessment
of skills, knowledge, and
integrative abilities
pertinent to healthcare
policy and advocacy.
Reflection on pertinent
65. BSN sub-competencies
(AACN, 2008) supported
with examples.
70 – 80 points
Basic self-assessment of
skills, knowledge, and
integrative abilities
pertinent to healthcare
policy and advocacy.
Reflection on pertinent
BSN sub-competencies
(AACN, 2008) not
supported with examples.
59 – 69 points
Little or very general self-
assessment of skills,
knowledge, and
integrative abilities
pertinent to healthcare
policy and advocacy. Little
or no reflection on
pertinent BSN sub-
competencies (AACN,
2008) or reflection not
supported with examples.
0 – 58 points
66. Conclusion
(4 pts)
Excellent understanding of
pertinent BSN sub-
competencies (AACN,
2008). Conclusions are
well evidenced and fully
developed.
3 – 4 points
Basic understanding
and/or limited use of
original explanation and/or
inappropriate emphasis on
an area.
2 points
Little understanding of
pertinent BSN sub-
competencies (AACN,
2008). Little to no original
explanation; inappropriate
emphasis on an area.
0 – 1 point
Clarity of writing
67. (6 pts)
Excellent use of standard
English showing original
thought with minimal
reliance on the works of
others. No spelling or
grammar errors. Well
organized with proper flow
of meaning.
5 – 6 points
Some evidence of own
expression and competent
use of language. No more
than three spelling or
grammar errors. Well
organized thoughts and
concepts.
3 – 4 points
Language needs
development or there is
an over-reliance on the
works of others. Four or
68. more spelling and/or
grammar errors. Poorly
organized thoughts and
concepts.
0 – 2 points
APA format
(2 pts)
APA format correct with
no more than 1-2 minor
errors.
2 points
3-5 errors in APA format
and/or 1-2 citations are
missing.
1 point
APA formatting contains
multiple errors and/or
several citations are
missing.
0 points
69. Florida National University
NUR3178
NUR3178 Course Reflection Guidelines.docx
08/21/19 5
Total Points Possible = 100 points
Florida National University
NUR4286
NUR4286 Course Reflection Guidelines.docx
08/21/19 1
Course Reflection
Guidelines
PURPOSE
The purpose of this assignment is to provide the student an
opportunity to reflect on selected RN-BSN
competencies acquired through the NUR4286 course.
COURSE OUTCOMES
This assignment provides documentation of student ability to
meet the following course outcomes:
70. - The students will identify the physiological process of aging.
- The students will be able to differentiate the adaptative human
response to the aging process.
- The student will be able to manage and care older adults and
their families.
POINTS
This assignment is worth a total of 100 points (10%).
DUE DATE
Submit your completed assignment under the Assignment tab by
Friday 11:59 p.m. EST of Week 15 as
directed.
REQUIREMENTS
1. The Course Reflection is worth 100 points (10%) and will be
graded on quality of self-
assessment, use of citations, use of Standard English grammar,
sentence structure, and overall
organization based on the required components as summarized
in the directions and grading
criteria/rubric.
2. Follow the directions and grading criteria closely. Any
questions about your essay may be posted
under the Q & A forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages
excluding title page and
reference pages.
71. 4. APA format is required with both a title page and reference
page. Use the required components
of the review as Level 1 headers (upper and lower case,
centered):
Note: Introduction – Write an introduction but do not use
“Introduction” as a heading in accordance with
the rules put forth in the Publication manual of the American
Psychological Association (2010, p. 63).
a. Course Reflection
b. Conclusion
PREPARING YOUR REFLECTION
The BSN Essentials (AACN, 2008) outline a number of
healthcare policy and advocacy competencies for
the BSN-prepared nurse. Reflect on the NUR4286 course
readings, discussion threads, and applications
you have completed across this course and write a reflective
essay regarding the extent to which you feel
you are now prepared to:
1. “Conduct comprehensive and focused physical, behavioral,
psychological, spiritual,
socioeconomic, and environmental assessments of health and
illness parameters in patients,
using developmentally and culturally appropriate approaches.
2. Recognize the relationship of genetics and genomics to
health, prevention, screening, diagnostics,
72. prognostics, selection of treatment, and monitoring of treatment
effectiveness,
using a constructed pedigree from collected family history
information as well as standardized symbols
and terminology.
Florida National University
NUR4286
NUR4286 Course Reflection Guidelines.docx
08/21/19 2
3. Implement holistic, patient centered care that reflects an
understanding of human growth
and development, pathophysiology, pharmacology, medical
management,
and nursing management across the health illness continuum,
across the lifespan, and in all
healthcare settings.
4. Communicate effectively with all members of the healthcare
team, including the patient and the patient’s
support network.
5. Deliver compassionate, patient centered, evidence-based care
that respects patient and family
73. preferences.
6. Implement patient and family care around resolution of end
of life and palliative care issues, such as
symptom management, support of rituals, and respect for patient
and family preferences.
7. Provide appropriate patient teaching that reflects
developmental stage, age, culture, spirituality, patient
preferences, and health literacy considerations to foster patient
engagement in their care.
8. Implement evidence-based nursing interventions as
appropriate for
managing the acute and chronic care of patients and promoting
health across the lifespan.
9. Monitor client outcomes to evaluate the effectiveness of
psychobiological interventions.
10. Facilitate patient centered transitions of care, including
discharge planning and ensuring the caregiver’s
knowledge of care requirements to promote safe care.
11. Provide nursing care based on evidence that contributes to
safe and high-quality patient outcomes within
healthcare microsystems.
12. Create a safe care environment that results in high quality
patient outcomes.
74. 13. Revise the plan of care based on an ongoing evaluation of
patient outcomes.
14. Demonstrate clinical judgment and accountability for
patient outcomes
when delegating to and supervising other members of the
healthcare team.
15. Manage care to maximize health, independence, and quality
of life for a group of individuals that
approximates a beginning practitioner’s workload
16. Demonstrate the application of psychomotor skills for the
efficient, safe, and compassionate delivery of
patient care.
17. Develop a beginning understanding of complementary and
alternative modalities and their role in health
care.
18. Develop an awareness of patients as well as healthcare
professionals’ spiritual beliefs and values
and how those beliefs and values impact health care.
19. Manage the interaction of multiple functional problems
affecting patients across the lifespan,
including common geriatric syndromes.
20. Understand one’s role and participation in emergency
preparedness and disaster response with an
75. awareness of environmental factors and the risks they pose to
self and patients
21. Engage in caring and healing techniques that promote a
therapeutic nurse patient relationship.
22. Demonstrate tolerance for the ambiguity and
unpredictability of the world and its effect on
the healthcare system as related to nursing practice.” (pp. 31-
32).
Reference:
American Association of Colleges of Nursing [AACN]. (2008).
The essentials of baccalaureate education
for professional nursing practice. Washington, DC: Author.
DIRECTIONS AND GRADING CRITERIA
Category Points % Description
(Introduction
– see note
under
requirement
#4 above)
8 8 Introduces the purpose of the reflection and addresses BSN
Essentials
(AACN, 2008) pertinent to healthcare policy and advocacy.
76. Florida National University
NUR4286
NUR4286 Course Reflection Guidelines.docx
08/21/19 3
You Decide
Reflection
80 80 Include a self-assessment regarding learning that you
believe
represents your skills, knowledge, and integrative abilities to
meet the
pertinent BSN Essential and sub-competencies (AACN, 2008) as
a
result of active learning throughout this course. Be sure to use
examples from selected readings, threaded discussions, and/or
applications to support your assertions to address each of the
following
sub-competencies:
(a) “Conduct comprehensive and focused physical, behavioral,
psychological, spiritual, socioeconomic, and environmental
assessments of health and illness parameters in patients,
using developmentally and culturally appropriate approaches.
(b) Recognize the relationship of genetics and genomics to
health,
prevention, screening, diagnostics, prognostics, selection of
77. treatment, and monitoring of treatment effectiveness,
using a constructed pedigree from collected family history
information as well as standardized symbols and terminology.
(c) Implement holistic, patient centered care that reflects an
understanding of human growth and development,
pathophysiology, pharmacology, medical management,
and nursing management across the health illness continuum,
across the lifespan, and in all healthcare settings.
(d) Communicate effectively with all members of
the healthcare team, including the patient and the patient’s
support network.
(e) Deliver compassionate, patient centered, evidence-
based care that respects patient and family preferences.
(f) Implement patient and family care around resolution of end
of
life and palliative care issues, such as symptom management,
support of rituals, and respect for patient and family
preferences.
(g) Provide appropriate patient teaching that reflects
78. developmental stage, age, culture, spirituality, patient
preferences, and health literacy considerations to foster patient
engagement in their care.
(h) Implement evidence-based nursing interventions as
appropriate for managing the acute and chronic care of
patients and promoting health across the lifespan.
(i) Monitor client outcomes to evaluate the effectiveness of
psychobiological interventions.
(j) Facilitate patient centered transitions of
care, including discharge planning and ensuring the caregiver’s
knowledge of care requirements to promote safe care.
(k) Provide nursing care based on evidence that contributes
to safe and high-quality patient outcomes within
healthcare microsystems.
(l) Create a safe care environment that results in high quality
patient outcomes.
(m) Revise the plan of care based on an ongoing evaluation of
patient outcomes.
79. Florida National University
NUR4286
NUR4286 Course Reflection Guidelines.docx
08/21/19 4
(n) Demonstrate clinical judgment and accountability for patient
outcomes when delegating to and supervising other members
of the healthcare team.
(o) Develop a beginning understanding of complementary
and alternative modalities and their role in health care.
(p) Develop an awareness of patients as well as
healthcare professionals’ spiritual beliefs and values
and how those beliefs and values impact health care.
(q) Manage the interaction of multiple functional problems
affecting patients across the lifespan, including common
geriatric syndromes.
(r) Understand one’s role and participation in emergency
preparedness and disaster response with an awareness of
80. environmental factors and the risks they pose to self
and patients
(s) Engage in caring and healing techniques that promote a
therapeutic nurse patient relationship.
(t) Demonstrate tolerance for the ambiguity and unpredictability
of
the world and its effect on the healthcare system as related to
nursing practice.” (pp. 31-32).
Conclusion 4 4 An effective conclusion identifies the main
ideas and major conclusions
from the body of your essay. Minor details are left out.
Summarize the
benefits of the pertinent BSN Essential and sub-competencies
(AACN,
2008) pertaining to scholarship for evidence-based practice.
Clarity of
writing
6 6 Use of standard English grammar and sentence structure. No
spelling
errors or typographical errors. Organized around the required
components using appropriate headers. Writing should
demonstrate
original thought without an over-reliance on the works of
others.
APA format 2 2 All information taken from another source,
even if summarized, must
81. be appropriately cited in the manuscript and listed in the
references
using APA (6th ed.) format:
1. Document setup
2. Title and reference pages
3. Citations in the text and references.
Total: 100 100 A quality essay will meet or exceed all of the
above requirements.
GRADING RUBRIC
Assignment
Criteria
Meets Criteria Partially Meets Criteria Does Not Meet Criteria
(Introduction –
see note under
requirement #4
above)
Short introduction of
selected BSN sub-
competencies (AACN,
2008) pertinent to
scholarship for evidence-
based practice. Rationale
82. Basic understanding
and/or limited use of
original explanation and/or
inappropriate emphasis on
an area.
Little or very general
introduction of selected
BSN sub-competencies
(AACN, 2008). Little to no
original explanation;
Florida National University
NUR4286
NUR4286 Course Reflection Guidelines.docx
08/21/19 5
(8 pts)
is well presented, and
purpose fully developed.
7 – 8 points
5 – 6 points
83. inappropriate emphasis on
an area.
0 – 4 points
You Decide
Reflection
(80 pts)
Excellent self-assessment
of skills, knowledge, and
integrative abilities
pertinent to healthcare
policy and advocacy.
Reflection on pertinent
BSN sub-competencies
(AACN, 2008) supported
with examples.
70 – 80 points
Basic self-assessment of
84. skills, knowledge, and
integrative abilities
pertinent to healthcare
policy and advocacy.
Reflection on pertinent
BSN sub-competencies
(AACN, 2008) not
supported with examples.
59 – 69 points
Little or very general self-
assessment of skills,
knowledge, and
integrative abilities
pertinent to healthcare
policy and advocacy. Little
or no reflection on
pertinent BSN sub-
competencies (AACN,
2008) or reflection not
supported with examples.
0 – 58 points
Conclusion
(4 pts)
85. Excellent understanding of
pertinent BSN sub-
competencies (AACN,
2008). Conclusions are
well evidenced and fully
developed.
3 – 4 points
Basic understanding
and/or limited use of
original explanation and/or
inappropriate emphasis on
an area.
2 points
Little understanding of
pertinent BSN sub-
competencies (AACN,
2008). Little to no original
explanation; inappropriate
emphasis on an area.
0 – 1 point
Clarity of writing
(6 pts)
86. Excellent use of standard
English showing original
thought with minimal
reliance on the works of
others. No spelling or
grammar errors. Well
organized with proper flow
of meaning.
5 – 6 points
Some evidence of own
expression and competent
use of language. No more
than three spelling or
grammar errors. Well
organized thoughts and
concepts.
3 – 4 points
Language needs
development or there is
an over-reliance on the
works of others. Four or
more spelling and/or
grammar errors. Poorly
organized thoughts and
concepts.
0 – 2 points
APA format
87. (2 pts)
APA format correct with
no more than 1-2 minor
errors.
2 points
3-5 errors in APA format
and/or 1-2 citations are
missing.
1 point
APA formatting contains
multiple errors and/or
several citations are
missing.
0 points
Total Points Possible = 100 points