This document provides information about an online nursing education course titled Principles of Teaching and Learning. The 8-week course covers topics related to the nurse educator role including learning theories, instructional methods, and assessment. Students will develop a teaching plan and presentation. The course aims to help students understand learning and the educator role in academic and clinical settings.
DNP REFLECTIVE JOURNAL 22THE ESSENTIALS OF REFLECTIVE PRACDustiBuckner14
DNP REFLECTIVE JOURNAL 2
2
THE ESSENTIALS OF REFLECTIVE PRACTICE
The Essentials of Reflective Practice
DNP-801A-Introduction to DNP Studies
Marian Alli
Grand Canyon University
December 10, 2021.
Introduction
The following paper offers a reflection on the validation regarding the nursing students’ incorporation as well as acquisition regarding the course aims associated with the Doctor of Nursing Practice programs. This is also associated with the inclusion of the acquisition regarding the AACN essentials regarding the Doctoral Education for Advanced Nursing Practice (AACN, 2019). The reflection paper will focus on the key competencies as well as skills gained throughout the program. The course has been highly effective in individual develop of situation management as well as effective decision making among the DNP graduates.
Reflection
The DNP practices are highly essential for the nursing students which usually mandates that the growth as well as the Increment of the cases associated with healthcare complexity are handled with consistency and efficiency (Wheeler et al., 2017). The guiding teams as well as the professors were adequate and comprehensive in offering knowledge as well as learning experiences that will see the DNP students being innovative as well as excellent in care dispensing. There are various skills as well as knowledge aspects which were gained. Two key skills gained are:
· Inclusive & Organized Analysis Regarding Health Structures
This is a key skill that is essential in ensuring that all the health and disease issues are handled with insightful knowledge and decision making. There are numerous health complication management issues thus the need to be adequate as well as sufficient in the incorporation of key knowledge in handling them. The course offered a golden opportunity to understand the key information needed to successfully accomplish this (Reljić et al., 2019).
· Analysis as well as Application & Framework of Health Science type of interventions
Therapeutic form of interventions were effectively practiced. The DNP students had an opportunity to develop as well as carry out an analysis, the implementation, and the practical experience of a variety of interventions. There was efficient and sufficient knowledge sharing regarding the leadership roles as the health educators as well as clinical presenters and even medical project authors all with a key aim of facilitating personal and professional growth in the health science interventions. With this skill, there is so much insight attained on constructive operations and constrictive feedback. This is key in ensuring that all the processes are carried out in the most appropriate way for efficiency and feasibility to be achieved (Schönthaler et al., 2017).
Conclusion
The identified completion regarding the DNP program at the university has been successful. The professor was com ...
This document provides the syllabus for a course on health information analytics taught at the University of New Haven. The course will cover topics such as how health analytics can support healthcare systems, data management, developing analytics strategies, quality measures, data visualization, and advanced predictive analytics. It is a blended course with both in-person and online classes. Students will complete individual and group assignments, and the final grade will be based on class participation, assignments, and a group project. The instructor, Frank Wang, has extensive experience in healthcare analytics consulting.
Standardized Clinical Placement
Amanda Swenty
MSN-Learner
Walden University
NURS 6600
April 30, 2016
Introduction
Summary of Practicum Project Topic
Project Goals
Project Objectives
Rationale for Goals
Practicum Project Methodology
Practicum Project Findings
Conclusion
I would like to welcome the faculty and course members to this presentation of a topic that I am passionate about as a current faculty member. This project will explain in detail the need for a standardized placement tool for academic settings and hospitals to use.
2
Current difficulty placing students in the clinical setting
Limited sites for faculty led/preceptor led clinical
Disorganized Process of placement of students
Current placement is done individually by each site and it time intensive
Current process shows favoritism
Summary of Practicum Project Topic
As a former student I have felt the pains of placement for students in the clinical setting. As a faculty member I have been exposed to the difficulties that placing students has placed on the colleges and faculty, and the hospitals that host students. The difficulties are in the following areas:
Lack of qualified faculty willing to be flexible in unique clinical times (weekends/nights)
Poor communication between the school/hospital
Time extensive placement for current process ( School sends a request, hospitals wait for requests from all colleges before approving, placement approvals/denial sent back to college). This process can take up to months for a response.
Due to the poor communication sites are limited as managers don’t respond timely so sites go without students on site
The faculty from each college and placement coordinators from each hospital all meet monthly to discuss process. At this meeting it was discovered that one hospital places favoritism to the college associated with them and also the technical college as they have tenure with them. This makes fair placement an issue.
In the Greater Green Bay Healthcare Alliance meeting I presented the proposed topic for approval on April 8, 2016. The above listed issues were discussed and all members agreed to provide data to make placement a standardized process. All faculty and placement coordinators agree to provide all data available to create a useful tool that can be used by all members for student clinical placement.
3
Project Goals
Gather all necessary information to create an effective standardized placement tool
Create a standardized student placement tool
Presentation approved by the Greater Green Bay Health Care Alliance
Successful completion of this course to better prepare me for this advanced degree in nursing
The project goals that I have set for this project are related to the creation of a standardized tool that can be useful for academic setting and healthcare facilities to use to place students in the clinical setting. As listed in the introduction the current process lacks organization, standardiz.
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
NSG6103 SU Week 3 The Essentials of Baccalaureate Education Project.docxstirlingvwriters
This document outlines the essential components of a baccalaureate nursing education program based on national standards set by the American Association of Colleges of Nursing (AACN). It discusses 9 essential areas that nursing program goals should align with, including liberal education, organizational leadership, evidence-based practice, technology, healthcare policy, interprofessional collaboration, prevention and health, professionalism, and generalist nursing practice. The document provides details on each essential area and expectations for clinical experiences.
This document discusses efforts to improve student retention and success at Kent University. It provides results from staff and student surveys that identify strengths like academic advising and areas for improvement such as support for mental health. Key themes from interviews highlight effective practices like personal support for students and transparency. Challenges include supporting commuter students and assessing workloads. The document proposes a whole-institution approach centered on academic tutoring, peer networks, and well-being support. It details enhancing the academic adviser system through standard meetings, skill-building sessions, and integrating advising into course credits.
This presentation explores why a diverse nursing workforce is important for the delivery of quality, patient-centered care, and provides an introduction to the concept of holistic review in admissions. The presentation is intended to prepare nursing deans for participation in a holistic review in nursing workshop provided by AACN.
This document discusses strategies for integrating the nine American Association of Colleges of Nursing (AACN) Baccalaureate Essentials throughout a nursing curriculum. It provides examples of integrative learning strategies that can be used to address each essential, such as simulation exercises, case studies, and reflective assignments. The strategies are meant to actively engage students and combine liberal education, nursing science, clinical reasoning, and ethics. Examples given include community projects, leadership experiences, and quality improvement activities that can be implemented across multiple courses.
DNP REFLECTIVE JOURNAL 22THE ESSENTIALS OF REFLECTIVE PRACDustiBuckner14
DNP REFLECTIVE JOURNAL 2
2
THE ESSENTIALS OF REFLECTIVE PRACTICE
The Essentials of Reflective Practice
DNP-801A-Introduction to DNP Studies
Marian Alli
Grand Canyon University
December 10, 2021.
Introduction
The following paper offers a reflection on the validation regarding the nursing students’ incorporation as well as acquisition regarding the course aims associated with the Doctor of Nursing Practice programs. This is also associated with the inclusion of the acquisition regarding the AACN essentials regarding the Doctoral Education for Advanced Nursing Practice (AACN, 2019). The reflection paper will focus on the key competencies as well as skills gained throughout the program. The course has been highly effective in individual develop of situation management as well as effective decision making among the DNP graduates.
Reflection
The DNP practices are highly essential for the nursing students which usually mandates that the growth as well as the Increment of the cases associated with healthcare complexity are handled with consistency and efficiency (Wheeler et al., 2017). The guiding teams as well as the professors were adequate and comprehensive in offering knowledge as well as learning experiences that will see the DNP students being innovative as well as excellent in care dispensing. There are various skills as well as knowledge aspects which were gained. Two key skills gained are:
· Inclusive & Organized Analysis Regarding Health Structures
This is a key skill that is essential in ensuring that all the health and disease issues are handled with insightful knowledge and decision making. There are numerous health complication management issues thus the need to be adequate as well as sufficient in the incorporation of key knowledge in handling them. The course offered a golden opportunity to understand the key information needed to successfully accomplish this (Reljić et al., 2019).
· Analysis as well as Application & Framework of Health Science type of interventions
Therapeutic form of interventions were effectively practiced. The DNP students had an opportunity to develop as well as carry out an analysis, the implementation, and the practical experience of a variety of interventions. There was efficient and sufficient knowledge sharing regarding the leadership roles as the health educators as well as clinical presenters and even medical project authors all with a key aim of facilitating personal and professional growth in the health science interventions. With this skill, there is so much insight attained on constructive operations and constrictive feedback. This is key in ensuring that all the processes are carried out in the most appropriate way for efficiency and feasibility to be achieved (Schönthaler et al., 2017).
Conclusion
The identified completion regarding the DNP program at the university has been successful. The professor was com ...
This document provides the syllabus for a course on health information analytics taught at the University of New Haven. The course will cover topics such as how health analytics can support healthcare systems, data management, developing analytics strategies, quality measures, data visualization, and advanced predictive analytics. It is a blended course with both in-person and online classes. Students will complete individual and group assignments, and the final grade will be based on class participation, assignments, and a group project. The instructor, Frank Wang, has extensive experience in healthcare analytics consulting.
Standardized Clinical Placement
Amanda Swenty
MSN-Learner
Walden University
NURS 6600
April 30, 2016
Introduction
Summary of Practicum Project Topic
Project Goals
Project Objectives
Rationale for Goals
Practicum Project Methodology
Practicum Project Findings
Conclusion
I would like to welcome the faculty and course members to this presentation of a topic that I am passionate about as a current faculty member. This project will explain in detail the need for a standardized placement tool for academic settings and hospitals to use.
2
Current difficulty placing students in the clinical setting
Limited sites for faculty led/preceptor led clinical
Disorganized Process of placement of students
Current placement is done individually by each site and it time intensive
Current process shows favoritism
Summary of Practicum Project Topic
As a former student I have felt the pains of placement for students in the clinical setting. As a faculty member I have been exposed to the difficulties that placing students has placed on the colleges and faculty, and the hospitals that host students. The difficulties are in the following areas:
Lack of qualified faculty willing to be flexible in unique clinical times (weekends/nights)
Poor communication between the school/hospital
Time extensive placement for current process ( School sends a request, hospitals wait for requests from all colleges before approving, placement approvals/denial sent back to college). This process can take up to months for a response.
Due to the poor communication sites are limited as managers don’t respond timely so sites go without students on site
The faculty from each college and placement coordinators from each hospital all meet monthly to discuss process. At this meeting it was discovered that one hospital places favoritism to the college associated with them and also the technical college as they have tenure with them. This makes fair placement an issue.
In the Greater Green Bay Healthcare Alliance meeting I presented the proposed topic for approval on April 8, 2016. The above listed issues were discussed and all members agreed to provide data to make placement a standardized process. All faculty and placement coordinators agree to provide all data available to create a useful tool that can be used by all members for student clinical placement.
3
Project Goals
Gather all necessary information to create an effective standardized placement tool
Create a standardized student placement tool
Presentation approved by the Greater Green Bay Health Care Alliance
Successful completion of this course to better prepare me for this advanced degree in nursing
The project goals that I have set for this project are related to the creation of a standardized tool that can be useful for academic setting and healthcare facilities to use to place students in the clinical setting. As listed in the introduction the current process lacks organization, standardiz.
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
NSG6103 SU Week 3 The Essentials of Baccalaureate Education Project.docxstirlingvwriters
This document outlines the essential components of a baccalaureate nursing education program based on national standards set by the American Association of Colleges of Nursing (AACN). It discusses 9 essential areas that nursing program goals should align with, including liberal education, organizational leadership, evidence-based practice, technology, healthcare policy, interprofessional collaboration, prevention and health, professionalism, and generalist nursing practice. The document provides details on each essential area and expectations for clinical experiences.
This document discusses efforts to improve student retention and success at Kent University. It provides results from staff and student surveys that identify strengths like academic advising and areas for improvement such as support for mental health. Key themes from interviews highlight effective practices like personal support for students and transparency. Challenges include supporting commuter students and assessing workloads. The document proposes a whole-institution approach centered on academic tutoring, peer networks, and well-being support. It details enhancing the academic adviser system through standard meetings, skill-building sessions, and integrating advising into course credits.
This presentation explores why a diverse nursing workforce is important for the delivery of quality, patient-centered care, and provides an introduction to the concept of holistic review in admissions. The presentation is intended to prepare nursing deans for participation in a holistic review in nursing workshop provided by AACN.
This document discusses strategies for integrating the nine American Association of Colleges of Nursing (AACN) Baccalaureate Essentials throughout a nursing curriculum. It provides examples of integrative learning strategies that can be used to address each essential, such as simulation exercises, case studies, and reflective assignments. The strategies are meant to actively engage students and combine liberal education, nursing science, clinical reasoning, and ethics. Examples given include community projects, leadership experiences, and quality improvement activities that can be implemented across multiple courses.
Dedicated Education Units: Strengthening a Learning CultureJane Chiang
The document discusses the dedicated education unit (DEU) model of clinical nursing education. Key points:
- The DEU model transforms an entire patient care unit into an optimal teaching environment, with staff nurses serving as clinical instructors for students.
- A study found that DEU students reported higher quality clinical learning experiences and greater development of quality and safety competencies compared to traditional models.
- DEU clinical instructors benefited from interactions with students, which helped keep their own knowledge and skills up to date.
NRS-490 Individual Success PlanREQUIRED PRACTICE HOURS 100P.docxcherishwinsland
NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
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Complete Contact Information
Student Information
GCU
Name:
Tania Gonzalez Diaz
E-mail:
[email protected]
Phone Number:
786-269-1606
Course Faculty Information
GCU
Name:
Melissa Reedy
E-mail:
[email protected]
Phone Number:
Practicum Mentor Information
Practice Setting
Name:
Lourdes Aleman
E-mail:
[email protected]
Phone Number:
305-300-5165
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum
Yes ► ☒
No ► ☐
If no, is an existing Affiliation Agreement on file? _____
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.
· Within the Individual Success Plan, ensure you identify all course assignments.
The document discusses effective use of rubrics for international students. It notes that the College of Management and Technology has simplified language on rubrics and broken them into manageable chunks for courses with many international students. Well-composed rubrics provide clear grading expectations and reduce time students spend searching for information. From an instructor's perspective, well-crafted rubrics make grading and feedback less burdensome, especially for classes with international students. Overall, rubrics aid communication between instructors and students and help international students understand expectations for assignments in American universities.
2 part task APA FormatPart 1The role of the nurse educator requ.docxsandibabcock
2 part task: APA Format
Part 1
The role of the nurse educator requires specialized knowledge and skills. One of the essential competencies necessary for the role is the ability to develop relevant curricula for the preparation of future nurses. It is therefore important that nurse educators comprehend and stay well-informed of trends and issues which may impact nursing education.
This task is intended to facilitate your ability to develop competency statements and related learning objectives; select relevant learning assessment and evaluation tools; create learning activities that promote critical thinking and reflective skills; and actively engage and support students with diverse learning needs. As an educator, you are also required to demonstrate effective analytical skills in the evaluation of methods used to determine the achievement of program outcomes. In addition, in this task you write an element of an exam. This will help you comprehend different item types and the process involved when you develop items for course exams. These learning activities assist in building an educational foundation between the classroom setting and the clinical setting.
Scenario:
The nursing faculty at Hartford University have developed a new BSN curriculum and begun the work of designing and developing individual courses. You are a full-time, tenure-track faculty member assigned to develop courses in level one—the first year of the nursing program. Students at this level have completed all prerequisites for the BSN program.
You are asked to develop the Nursing Fundamentals course, the first clinical course students engage in once admitted to the BSN nursing program. According to the results of the nursing program entrance exam, the students who will be taking the Nursing Fundamentals course were found to have an equal distribution of visual, auditory, and kinesthetic learning styles. The Nursing Fundamentals course will introduce students to nursing care across the lifespan. It will also provide students with the tools necessary to perform basic nursing care in clinical settings and will provide the framework for future clinical courses (e.g., medical/surgical, pediatric, obstetrics/gynecology, mental health, and community nursing specialties).
Requirements:
A. Develop
four
competency statements specific to the Nursing Fundamentals course that are based on contemporary professional nursing standards and guidelines.
1. Explain how
each
of the
four
competencies you developed aligns with
one
of the following national nursing standards and guidelines:
• Commission on Collegiate Nursing Education (CCNE)
• National League for Nursing (NLN)
• Quality and Safety Education for Nurses (QSEN)
2. Create
three
learning objectives for
one
of the course competencies that you developed.
a. Discuss
one
criterion you will use to select appropriate learning resources to achieve the learning objectives you created.
3. Discuss
one
of the following a.
This document provides details about a graduate course on healthcare administration and delivery systems, including its objectives, topics, assignments, and evaluation criteria. The course uses lectures, discussions, and exercises to teach students how to apply quantitative techniques like forecasting, optimization, simulation, and analytics to decision-making in healthcare. The goal is to help students develop skills in using data-driven methods for planning, managing, and evaluating healthcare programs and organizations. The course meets weekly and includes a midterm and final exam that evaluate students' problem-solving abilities and understanding of operational challenges in healthcare settings.
Technologies applicable in the field of Nursing.pptxAnthonyKiiru2
The document discusses emerging trends in nursing education due to advances in technology. It covers the use of new tools in classroom and clinical settings like smartphones, tablets, and electronic medical records. It also addresses challenges with increasing diversity in students and strategies for cultural competence. Best practices are presented for topics like social media use, validating alignment of coursework and programs, and choosing learning management systems. The document provides an overview of how technology is changing nursing education.
Online lecture
discussion and small
group answers to
discussion questions
on the following:
I. Trends in
Curriculum
Development
II. Issues in
Curriculum
Development
III. Future Directions
of Curriculum
Development
Analysis of trends and issues
that influenced curriculum
development in the Philippines
(2 hrs.)
Reflection Paper on the future
directions of curriculum
development in the Philippines
(1 hr.)
Checking of analysis
and reflection paper
via LMS, and
individual consultation
(3 hrs.)
Rubrics on analysis
of trends and issues
Rubrics on
reflection paper
Presentation
Materials (digital
and printed)
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxgibbonshay
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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I
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P
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
A Successful Faculty Development Program For Implementing A Sociocultural EPo...Angel Evans
This document describes a faculty development program to train faculty in using an ePortfolio assessment tool (SePAT) to evaluate medical students' progress in sociocultural competence. Key points:
- Three faculty development workshops were held to teach faculty how to use the new ePortfolio technology and provide structured, mentored feedback to student essays through the ePortfolio.
- Workshops included hands-on practice with the ePortfolio, developing criteria for effective feedback, reviewing sample student essays, and practicing providing written feedback.
- The workshops aimed to give faculty skills in assessing less tangible competencies like cultural awareness, and in providing individual feedback to large numbers of students through the ePortfolio system.
This document provides information on continuing nursing education (CNE). It defines CNE and discusses its purposes, aims, need, functions, features, principles, elements, forms, process and evaluation. The key points are:
- CNE helps nurses maintain and improve skills and knowledge to provide better patient care. It includes educational activities after initial training.
- The purposes of CNE include gaining new knowledge/skills, professional growth, relicensure requirements, and better job performance.
- CNE needs to be developed by nurses and conducted within nursing education to ensure it meets community health needs.
- Evaluation of CNE programs is important to assess the impact on nurses' learning, behavior, and patient outcomes
This document provides information about the Anesthesia Technology 1503 Clinical Practicum I course at College of DuPage, including instructor details, course objectives, modules, grading policy, attendance policy, and expectations for online discussions.
The course applies concepts of anesthesia technology through hands-on experience in an operating room, allowing students to integrate didactic knowledge by assisting with setup, breakdown, and cases involving general, regional, and sedation anesthesia. Upon completion, students should be able to demonstrate machine setup/breakdown, provide appropriate assistance, describe equipment preparation, differentiate equipment types, and recognize patient variances.
The syllabus outlines 16 modules covering topics like the OR environment, gas systems, airway equipment, monitoring,
· Discussion Board Clarification
Attached Files:
· Discussion Boards2016 VOP.pptx (2.776 MB)
Here is a short voice over power point on Discussion Board. Please listen to it before doing your discussion board post.
Please also go to the Nursing Resources tab in Blackboard- there are directions on how to access the library from home and a short-cut for making your reference page when obtaining journal articles. I also have links to the writing center, Blackboard, and computer help desk.
Thanks,
Dr. George
·
Week 1 Power Points and Resources
Attached Files:
· APN Outcomes.pdf (8.461 MB)
· Ch01.ppt (6.519 MB)
· Ch02.ppt (6.521 MB)
· Ch03.ppt (2.055 MB)
· Nursing Education APN Role.pdf (122.096 KB)
· Overview of Advanced Practice Nursing VOPCompressed.pptx (6.506 MB)
Main post in Discussion Board 1 is due Jan. 25 @ 1159.
· Discussion Board Clarification
Attached Files:
· Discussion Boards2016 VOP.pptx (2.776 MB)
Here is a short voice over power point on Discussion Board. Please listen to it before doing your discussion board post.
Please also go to the Nursing Resources tab in Blackboard- there are directions on how to access the library from home and a short-cut for making your reference page when obtaining journal articles. I also have links to the writing center, Blackboard, and computer help desk.
Thanks,
Dr. George
·
Week 1 Power Points and Resources
Attached Files:
· APN Outcomes.pdf (8.461 MB)
· Ch01.ppt (6.519 MB)
· Ch02.ppt (6.521 MB)
· Ch03.ppt (2.055 MB)
· Nursing Education APN Role.pdf (122.096 KB)
· Overview of Advanced Practice Nursing VOPCompressed.pptx (6.506 MB)
Main post in Discussion Board 1 is due Jan. 25 @ 1159.
Course Title: Advanced Practice Role: Theory and Knowledge Development Course Number: APRN 501Credit Hours: 3 Day and time: online Location: online
Program Outcomes
FNP Track
Nurse Educator Track
1. Demonstrate leadership and integrity in an advanced practice role that effects and changes systems to promote patient-centered care thereby enhancing human flourishing
Demonstrate leadership and integrity in an advanced practice nursing role that effects and changes healthcare systems to promote patient-centered care thereby enhancing human flourishing
Demonstrate leadership and integrity in an advanced practice role that effects and changes Course Description:
This course examines advanced practice nursing concepts, theoretical underpinnings, and current professional issues. Learners will examine how theoretical issues are integrated into practice and how they can be a mechanism to improve patient outcomes related to health promotion and disease prevention. Understanding of the role and scope of the advanced practice registered nurse is an expectation.
educational systems to promote learner-centered knowledge thereby enhancing human flourishing
2. Appraise current interdisciplinary evidence to identify gaps in nursing knowledge and formulate research questions based on the tenets of evide.
In three parts the presentation considers:
What challenges are there in assessing the new European Standard and Guideline for Quality Assurance in Higher Education on Student Centred Learning?
What indicators an be used to measured Student Centred Learning in Higher Education Institutions?
What does an increased focus on student-centred learning mean for the Higher Education sector more generally?
Presented at the PASCL Final Conference in Brussels on 27/05/2016
Running head RECOMMENDATIONS, STRATEGIES AND STANDARDS 6.docxjeanettehully
The document provides recommendations to improve an academic program that was under evaluation. It discusses several recommendations that were made, including teaching students STEM skills, creating curriculum collaboratively, and rewarding high-performing students. It also outlines regulatory and accreditation standards that departments should comply with, such as ensuring teaching is effective and excellence-focused. Finally, it states that the recommendations generally align with national curriculum standards and help ensure the institution is progressing appropriately.
Students maintained and submitted weekly reflective narratives throughout the...write31
Students maintained weekly reflective narratives throughout the course to document their personal and professional growth. They compiled these entries into a final reflective journal addressing topics like new practice approaches, interprofessional collaboration, healthcare systems, ethics, cultural sensitivity, and human dignity. The journal also outlined students' professional development regarding strengths, weaknesses, and additional skills needed. It demonstrated how students met various competencies, incorporating their clinical experiences.
This document provides information about the unit 102084 Inclusive Education: Theory, Policy and Practice offered at Western Sydney University. It includes the unit coordinator's contact details, an overview of the unit learning outcomes and how they relate to the Master of Teaching course, assessment details and submission requirements, and a schedule of topics and resources to be covered during the term. The purpose of the unit is to explore theories, policies and practices around inclusive education and prepare pre-service teachers to meet the diverse needs of all students in secondary schools.
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
More Related Content
Similar to Meeting TimesOnline ClassesMonday, 1200 a.m. to Sunday, .docx
Dedicated Education Units: Strengthening a Learning CultureJane Chiang
The document discusses the dedicated education unit (DEU) model of clinical nursing education. Key points:
- The DEU model transforms an entire patient care unit into an optimal teaching environment, with staff nurses serving as clinical instructors for students.
- A study found that DEU students reported higher quality clinical learning experiences and greater development of quality and safety competencies compared to traditional models.
- DEU clinical instructors benefited from interactions with students, which helped keep their own knowledge and skills up to date.
NRS-490 Individual Success PlanREQUIRED PRACTICE HOURS 100P.docxcherishwinsland
NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
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I
M
M
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Complete Contact Information
Student Information
GCU
Name:
Tania Gonzalez Diaz
E-mail:
[email protected]
Phone Number:
786-269-1606
Course Faculty Information
GCU
Name:
Melissa Reedy
E-mail:
[email protected]
Phone Number:
Practicum Mentor Information
Practice Setting
Name:
Lourdes Aleman
E-mail:
[email protected]
Phone Number:
305-300-5165
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum
Yes ► ☒
No ► ☐
If no, is an existing Affiliation Agreement on file? _____
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.
· Within the Individual Success Plan, ensure you identify all course assignments.
The document discusses effective use of rubrics for international students. It notes that the College of Management and Technology has simplified language on rubrics and broken them into manageable chunks for courses with many international students. Well-composed rubrics provide clear grading expectations and reduce time students spend searching for information. From an instructor's perspective, well-crafted rubrics make grading and feedback less burdensome, especially for classes with international students. Overall, rubrics aid communication between instructors and students and help international students understand expectations for assignments in American universities.
2 part task APA FormatPart 1The role of the nurse educator requ.docxsandibabcock
2 part task: APA Format
Part 1
The role of the nurse educator requires specialized knowledge and skills. One of the essential competencies necessary for the role is the ability to develop relevant curricula for the preparation of future nurses. It is therefore important that nurse educators comprehend and stay well-informed of trends and issues which may impact nursing education.
This task is intended to facilitate your ability to develop competency statements and related learning objectives; select relevant learning assessment and evaluation tools; create learning activities that promote critical thinking and reflective skills; and actively engage and support students with diverse learning needs. As an educator, you are also required to demonstrate effective analytical skills in the evaluation of methods used to determine the achievement of program outcomes. In addition, in this task you write an element of an exam. This will help you comprehend different item types and the process involved when you develop items for course exams. These learning activities assist in building an educational foundation between the classroom setting and the clinical setting.
Scenario:
The nursing faculty at Hartford University have developed a new BSN curriculum and begun the work of designing and developing individual courses. You are a full-time, tenure-track faculty member assigned to develop courses in level one—the first year of the nursing program. Students at this level have completed all prerequisites for the BSN program.
You are asked to develop the Nursing Fundamentals course, the first clinical course students engage in once admitted to the BSN nursing program. According to the results of the nursing program entrance exam, the students who will be taking the Nursing Fundamentals course were found to have an equal distribution of visual, auditory, and kinesthetic learning styles. The Nursing Fundamentals course will introduce students to nursing care across the lifespan. It will also provide students with the tools necessary to perform basic nursing care in clinical settings and will provide the framework for future clinical courses (e.g., medical/surgical, pediatric, obstetrics/gynecology, mental health, and community nursing specialties).
Requirements:
A. Develop
four
competency statements specific to the Nursing Fundamentals course that are based on contemporary professional nursing standards and guidelines.
1. Explain how
each
of the
four
competencies you developed aligns with
one
of the following national nursing standards and guidelines:
• Commission on Collegiate Nursing Education (CCNE)
• National League for Nursing (NLN)
• Quality and Safety Education for Nurses (QSEN)
2. Create
three
learning objectives for
one
of the course competencies that you developed.
a. Discuss
one
criterion you will use to select appropriate learning resources to achieve the learning objectives you created.
3. Discuss
one
of the following a.
This document provides details about a graduate course on healthcare administration and delivery systems, including its objectives, topics, assignments, and evaluation criteria. The course uses lectures, discussions, and exercises to teach students how to apply quantitative techniques like forecasting, optimization, simulation, and analytics to decision-making in healthcare. The goal is to help students develop skills in using data-driven methods for planning, managing, and evaluating healthcare programs and organizations. The course meets weekly and includes a midterm and final exam that evaluate students' problem-solving abilities and understanding of operational challenges in healthcare settings.
Technologies applicable in the field of Nursing.pptxAnthonyKiiru2
The document discusses emerging trends in nursing education due to advances in technology. It covers the use of new tools in classroom and clinical settings like smartphones, tablets, and electronic medical records. It also addresses challenges with increasing diversity in students and strategies for cultural competence. Best practices are presented for topics like social media use, validating alignment of coursework and programs, and choosing learning management systems. The document provides an overview of how technology is changing nursing education.
Online lecture
discussion and small
group answers to
discussion questions
on the following:
I. Trends in
Curriculum
Development
II. Issues in
Curriculum
Development
III. Future Directions
of Curriculum
Development
Analysis of trends and issues
that influenced curriculum
development in the Philippines
(2 hrs.)
Reflection Paper on the future
directions of curriculum
development in the Philippines
(1 hr.)
Checking of analysis
and reflection paper
via LMS, and
individual consultation
(3 hrs.)
Rubrics on analysis
of trends and issues
Rubrics on
reflection paper
Presentation
Materials (digital
and printed)
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
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I
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X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxgibbonshay
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
A Successful Faculty Development Program For Implementing A Sociocultural EPo...Angel Evans
This document describes a faculty development program to train faculty in using an ePortfolio assessment tool (SePAT) to evaluate medical students' progress in sociocultural competence. Key points:
- Three faculty development workshops were held to teach faculty how to use the new ePortfolio technology and provide structured, mentored feedback to student essays through the ePortfolio.
- Workshops included hands-on practice with the ePortfolio, developing criteria for effective feedback, reviewing sample student essays, and practicing providing written feedback.
- The workshops aimed to give faculty skills in assessing less tangible competencies like cultural awareness, and in providing individual feedback to large numbers of students through the ePortfolio system.
This document provides information on continuing nursing education (CNE). It defines CNE and discusses its purposes, aims, need, functions, features, principles, elements, forms, process and evaluation. The key points are:
- CNE helps nurses maintain and improve skills and knowledge to provide better patient care. It includes educational activities after initial training.
- The purposes of CNE include gaining new knowledge/skills, professional growth, relicensure requirements, and better job performance.
- CNE needs to be developed by nurses and conducted within nursing education to ensure it meets community health needs.
- Evaluation of CNE programs is important to assess the impact on nurses' learning, behavior, and patient outcomes
This document provides information about the Anesthesia Technology 1503 Clinical Practicum I course at College of DuPage, including instructor details, course objectives, modules, grading policy, attendance policy, and expectations for online discussions.
The course applies concepts of anesthesia technology through hands-on experience in an operating room, allowing students to integrate didactic knowledge by assisting with setup, breakdown, and cases involving general, regional, and sedation anesthesia. Upon completion, students should be able to demonstrate machine setup/breakdown, provide appropriate assistance, describe equipment preparation, differentiate equipment types, and recognize patient variances.
The syllabus outlines 16 modules covering topics like the OR environment, gas systems, airway equipment, monitoring,
· Discussion Board Clarification
Attached Files:
· Discussion Boards2016 VOP.pptx (2.776 MB)
Here is a short voice over power point on Discussion Board. Please listen to it before doing your discussion board post.
Please also go to the Nursing Resources tab in Blackboard- there are directions on how to access the library from home and a short-cut for making your reference page when obtaining journal articles. I also have links to the writing center, Blackboard, and computer help desk.
Thanks,
Dr. George
·
Week 1 Power Points and Resources
Attached Files:
· APN Outcomes.pdf (8.461 MB)
· Ch01.ppt (6.519 MB)
· Ch02.ppt (6.521 MB)
· Ch03.ppt (2.055 MB)
· Nursing Education APN Role.pdf (122.096 KB)
· Overview of Advanced Practice Nursing VOPCompressed.pptx (6.506 MB)
Main post in Discussion Board 1 is due Jan. 25 @ 1159.
· Discussion Board Clarification
Attached Files:
· Discussion Boards2016 VOP.pptx (2.776 MB)
Here is a short voice over power point on Discussion Board. Please listen to it before doing your discussion board post.
Please also go to the Nursing Resources tab in Blackboard- there are directions on how to access the library from home and a short-cut for making your reference page when obtaining journal articles. I also have links to the writing center, Blackboard, and computer help desk.
Thanks,
Dr. George
·
Week 1 Power Points and Resources
Attached Files:
· APN Outcomes.pdf (8.461 MB)
· Ch01.ppt (6.519 MB)
· Ch02.ppt (6.521 MB)
· Ch03.ppt (2.055 MB)
· Nursing Education APN Role.pdf (122.096 KB)
· Overview of Advanced Practice Nursing VOPCompressed.pptx (6.506 MB)
Main post in Discussion Board 1 is due Jan. 25 @ 1159.
Course Title: Advanced Practice Role: Theory and Knowledge Development Course Number: APRN 501Credit Hours: 3 Day and time: online Location: online
Program Outcomes
FNP Track
Nurse Educator Track
1. Demonstrate leadership and integrity in an advanced practice role that effects and changes systems to promote patient-centered care thereby enhancing human flourishing
Demonstrate leadership and integrity in an advanced practice nursing role that effects and changes healthcare systems to promote patient-centered care thereby enhancing human flourishing
Demonstrate leadership and integrity in an advanced practice role that effects and changes Course Description:
This course examines advanced practice nursing concepts, theoretical underpinnings, and current professional issues. Learners will examine how theoretical issues are integrated into practice and how they can be a mechanism to improve patient outcomes related to health promotion and disease prevention. Understanding of the role and scope of the advanced practice registered nurse is an expectation.
educational systems to promote learner-centered knowledge thereby enhancing human flourishing
2. Appraise current interdisciplinary evidence to identify gaps in nursing knowledge and formulate research questions based on the tenets of evide.
In three parts the presentation considers:
What challenges are there in assessing the new European Standard and Guideline for Quality Assurance in Higher Education on Student Centred Learning?
What indicators an be used to measured Student Centred Learning in Higher Education Institutions?
What does an increased focus on student-centred learning mean for the Higher Education sector more generally?
Presented at the PASCL Final Conference in Brussels on 27/05/2016
Running head RECOMMENDATIONS, STRATEGIES AND STANDARDS 6.docxjeanettehully
The document provides recommendations to improve an academic program that was under evaluation. It discusses several recommendations that were made, including teaching students STEM skills, creating curriculum collaboratively, and rewarding high-performing students. It also outlines regulatory and accreditation standards that departments should comply with, such as ensuring teaching is effective and excellence-focused. Finally, it states that the recommendations generally align with national curriculum standards and help ensure the institution is progressing appropriately.
Students maintained and submitted weekly reflective narratives throughout the...write31
Students maintained weekly reflective narratives throughout the course to document their personal and professional growth. They compiled these entries into a final reflective journal addressing topics like new practice approaches, interprofessional collaboration, healthcare systems, ethics, cultural sensitivity, and human dignity. The journal also outlined students' professional development regarding strengths, weaknesses, and additional skills needed. It demonstrated how students met various competencies, incorporating their clinical experiences.
This document provides information about the unit 102084 Inclusive Education: Theory, Policy and Practice offered at Western Sydney University. It includes the unit coordinator's contact details, an overview of the unit learning outcomes and how they relate to the Master of Teaching course, assessment details and submission requirements, and a schedule of topics and resources to be covered during the term. The purpose of the unit is to explore theories, policies and practices around inclusive education and prepare pre-service teachers to meet the diverse needs of all students in secondary schools.
Similar to Meeting TimesOnline ClassesMonday, 1200 a.m. to Sunday, .docx (20)
(APA 6th Edition Formatting and Style Guide)
Office of Graduate Studies
Alcorn State University
Engaging Possibilities, Pursuing Excellence
REVISED May 23, 2018
THESIS MANUAL
Graduates
2
COPYRIGHT PRIVILEGES
BELONG TO
OFFICE OF GRADUATE STUDIES
ALCORN STATE UNIVERSITY, LORMAN, MS
Reproduction for distribution of this THESIS MANUAL requires the written permission of the
Provost and Executive Vice President for Academic Affairs or Graduate Studies Administrator.
FOREWORD
Alcorn State University Office of Graduate Studies requires that all students comply with the
specifications given in this document in the publication of a thesis or non-thesis research project.
Graduate students, under faculty guidance, are expected to produce scholarly work either in the
form of a thesis or a scholarly research project.
The thesis (master or specialist) should document the student's research study and maintain a
degree of intensity.
The purpose of this manual is to assist the graduate student and the graduate thesis advisory
committee in each department with the instructions contained herein. This is the official
approved manual by the Graduate Division.
Formatting questions not addressed in these guidelines should be directed to the Graduate School
staff in the Walter Washington Administration Building, Suite 519 or by phone at
601.877.6122 or via email: [email protected] or in person.
The Graduate Studies
Thesis Advisory Committee
(Revised Spring 2018)
mailto:[email protected]
TABLE OF CONTENTS
Page
INTRODUCTION ............................................................................................................................ 3
SELECTION AND APPOINTMENT OF THESIS ADVISORY COMMITTEE ......................... 4
1. Early Topic Selection ......................................................................................................... 4
2. Selection of Thesis Chair ......................................................................................................... 4
3. Selection of Thesis Committee Members .......................................................................... 4
4. Appointment of Thesis Advisory Committee Form .......................................................... 4
5. Invitation to Prospective Committee Members ................................................................. 5
6. TAC Committee Selection ................................................................................................. 5
CHOICE OF SUBJECT .................................................................................................................... 5
PROPOSAL DEFENSE AND SUBMISSION OF PROPOSAL TO IRB ..................................... 5
PARTS OF THE MANUSCRIPT: PRELIMINARY PAGES ..................................................... 8
1. Title Page .
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right o.docxAASTHA76
(a) Thrasymachus’ (the sophist’s) definition of Justice or Right or Right Doing/Living is “The Interest of the Stronger (Might makes Right).” How does Socrates refute this definition? (cite just
one
of his arguments) [cf:
The Republic
, 30-40, Unit 1 Lecture Video]
(b) According to Socrates, what is the true definition of Justice or Right? [cf:
The Republic
, 141-42, Unit 2 Lecture Video]
(c) And why therefore is the Just life far preferable to the Unjust life (142-43)?
(a) The Allegory of the CAVE (the main metaphor of western philosophy) is an illustration of the Divided LINE.
Characterize
the Two Worlds, and the move/ascent from one to the other (exiting the CAVE, crossing the Divided LINE)—which is alone the true meaning of Education and the only way to become Just, Right, and Immortal. [cf:
The Republic
, 227-232, Unit 3 Lecture Video]
(b) How do the philosophical Studies of
Arithmetic
(number) and
Dialectic
take you above the Divided Line and out of the changing sense-world of illusion (the CAVE) into Reality and make you use your Reason (pure thought) instead of your senses? [cf:
The Republic
, 235-37, 240-42, 250-55. Unit 4 Lecture Video (transcript)]
Give a summary of the
Proof of the Force
(Why there is the “Universe,” “Man,” “God,” “History,” etc)? Start with, “Can there be
nothing
?” [cf: TJH 78-95, Unit 2 Lecture Video]
NIETZSCHE is the crucial Jedi philosopher who provides the “bridge” between negative and positive Postmodernity by focusing on a certain “Problem” and the “
Solution
” to it.
(a) Discuss
2
of the following items (
1
pertaining to the Problem,
1
pertaining to the
.
(Glossary of Telemedicine and eHealth)· Teleconsultation Cons.docxAASTHA76
(Glossary of Telemedicine and eHealth)
· Teleconsultation: Consultation between a provider and specialist at distance using either store and forward telemedicine or real time videoconferencing.
· Telehealth and Telemedicine: Telemedicine is the use of medical information exchanged from one site to another via electronic communications to improve patients' health status. Closely associated with telemedicine is the term "telehealth," which is often used to encompass a broader definition of remote healthcare that does not always involve clinical services. Videoconferencing, transmission of still images, e-health including patient portals, remote monitoring of vital signs, continuing medical education and nursing call centers are all considered part of telemedicine and telehealth. Telemedicine is not a separate medical specialty. Products and services related to telemedicine are often part of a larger investment by health care institutions in either information technology or the delivery of clinical care. Even in the reimbursement fee structure, there is usually no distinction made between services provided on site and those provided through telemedicine and often no separate coding required for billing of remote services. Telemedicine encompasses different types of programs and services provided for the patient. Each component involves different providers and consumers.
· TeleICU: TeleICU is a collaborative, interprofessional model focusing on the care of critically ill patients using telehealth technologies.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Telemonitoring: The process of using audio, video, and other telecommunications and electronic information processing technologies to monitor the health status of a patient from a distance.
· Clinical Decision Support System (CCDS): Systems (usually electronically based and interactive) that provide clinicians, staff, patients, and other individuals with knowledge and person-specific information, intelligently filtered and presented at appropriate times, to enhance health and health care. (http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html)
· e-Prescribing: The electronic generation, transmission and filling of a medical prescription, as opposed to traditional paper and faxed prescriptions. E-prescribing allows for qualified healthcare personnel to transmit a new prescription or renewal authorization to a community or mail-order pharmacy.
· Home Health Care and Remote Monitoring Systems: Care provided to individuals and families in their place of residence for promoting, maintaining, or restoring health or for minimizing the effects of disability and illness, including terminal illness. In the Medicare Current Beneficiary Survey and Medicare claims and enrollment data, home health care refers to home visits by professionals including nu.
(Assmt 1; Week 3 paper) Using ecree Doing the paper and s.docxAASTHA76
The document provides instructions for students on completing Assignment 1 for an online history course. It explains how to access and submit the assignment through the ecree online platform. Students are instructed to write a 2-page paper in 4 parts addressing how diversity was dealt with in America from 1865 to the 1920s. The document provides a sample paper format and emphasizes including an introduction with thesis, 3 examples supporting the thesis, consideration of an opposing view, and conclusion relating the topic to modern times. Sources must be cited within the paper and listed at the end using the SWS format.
(Image retrieved at httpswww.google.comsearchhl=en&biw=122.docxAASTHA76
(Image retrieved at https://www.google.com/search?hl=en&biw=1229&bih=568&tbm=isch&sa=1&ei=fmYIW9W3G6jH5gLn7IHYAQ&q=analysis&oq=analysis&gs_l=img.3..0i67k1l2j0l5j0i67k1l2j0.967865.968569.0.969181.7.4.0.0.0.0.457.682.1j1j4-1.3.0....0...1c.1.64.img..5.2.622...0i7i30k1.0.rL9KcsvXM1U#imgrc=LU1vXlB6e2doDM: / )
ESOL 052 (Essay #__)
Steps:
1. Discuss the readings, videos, and photographs in the Truth and Lies module on Bb.
2. Select a significant/controversial photograph to analyze. (The photograph does not have to be from Bb.)
3. Choose one of the following essay questions:
a. What truth does this photograph reveal?
b. What lie does this photograph promote?
c. Why/How did people deliberately misuse this photograph and distort its true meaning?
d. Why was this photograph misinterpreted by so many people?
e. Why do so many people have different reactions to this photograph?
f. ___________________________________________________________________________?
(Students may create their own visual analysis essay question as long as it is pre-approved by the instructor.)
4. Use the OPTIC chart to brainstorm and take notes on your photograph.
5. Use a pre-writing strategy (outline, graphic organizer, etc.) to organize your ideas.
6. Using correct MLA format, write a 3-5 page essay.
7. Type a Works Cited page. (Use citationmachine.net, easybib.com, etc. to format your info.)
8. Peer and self-edit during the writing process (Bb Wiki, in/outside class).
9. Get feedback from your peers and an instructor during the writing process.
(Note: Students who visit the Writing Center and show me proof get 2 additional days to work on the assignment.)
10. Proofread/edit/revise during the writing process.
11. Put your pre-writing, essay, and Works Cited page in 1 Word document and upload it on Bb by midnight on ______. (If a student submits an essay without pre-writing or without a Works Cited page, he/she will receive a zero. If a student submits an assignment late, he/she will receive a zero. If a student plagiarizes, he/she will receive a zero.)
Purpose: Students will be able to use their reading, writing, critical thinking, and research skills to conduct a visual analysis that explores the theme of Truth and Lies.
Tone: The tone of this assignment should be formal and academic.
Language: The diction and syntax of this assignment should be formal and academic. Students should not use second person pronouns (you/your), contractions, abbreviations, slang, or any type of casual language. Students should refer to the diction and syntax guidelines in the writing packet.
Audience: The audience of this assignment is the student’s peers and instructor.
Format: MLA style (double spaced, 1 in. margins, Times New Roman 12 font, pagination, heading, title, tab for each paragraph, in-text citations, Works Cited page, hanging indents, etc.)
Requirements:
In order for a student to earn a minimum passing grade of 70% on this assignment, h.
(Dis) Placing Culture and Cultural Space Chapter 4.docxAASTHA76
(Dis) Placing Culture and Cultural Space
Chapter 4
+
Chapter Objectives
Describe the relationships among culture, place, cultural space, and identity in the context of globalization.
Explain how people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces.
Explain how cultures are simultaneously placed and displaced in the global context leading to segregated, contested and hybrid cultural spaces.
Describe the practice of bifocal vision to highlight the linkages between “here” and “there” as well as the connections between present and past.
+
Introduction
Explore the cultural and intercultural communication dimensions of place, space and location. We will examine:
The dynamic process of placing and displacing cultural space in the context of globalization.
How people use communicative practices to construct, maintain, negotiate, and hybridize cultural spaces
How segregated, contested, and hybrid cultural spaces are both shaped by the legacy of colonialism and the context of globalization.
How Hip hop culture illustrates the cultural and intercultural dimensions of place, space, and location in the context of globalization
+
Placing Culture and Cultural Space
Culture, by definition, is rooted in place with a reciprocal relationship between people and place
Culture:
“Place tilled” in Middle English
Colere : “to inhabit, care for, till, worship” in Latin
In the context of globalization, what is the relationship between culture and place?
Culture is both placed and displaced
+
Cultural Space
The communicative practices that construct meanings in, through and about particular places
Cultural space shapes verbal and nonverbal communicative practices
i.e. Classrooms, dance club, library.
Cultural spaces are constructed through the communicative practices developed and lived by people in particular places
Communicative practices include:
The languages, accents, slang, dress, artifacts, architectural design, the behaviors and patterns of interaction, the stories, the discourses and histories
How is the cultural space of your home, neighborhood, city, and state constructed through communicative practices?
+
Place, Cultural Space and Identity
Place, Culture, Identity and Difference
What’s the relationship between place and identity?
Avowed identity:
The way we see, label and make meaning about ourselves and
Ascribed identity:
The way others view, name and describe us and our group
Examples of how avowed and ascribed identities may conflict?
How is place related to standpoint and power?
Locations of enunciation:
Sites or positions from which to speak.
A platform from which to voice a perspective and be heard and/or silenced.
+
Displacing Culture and Cultural Space
(Dis) placed culture and cultural space:
A notion that captures the complex, contradictory and contested nature of cultural space and the relationship between culture and place that has emerged in the context o.
(1) Define the time value of money. Do you believe that the ave.docxAASTHA76
(1) Define the time value of money. Do you believe that the average person considers the time value of money when they make investment decisions? Please explain.
(2) Distinguish between ordinary annuities and annuities due. Also, distinguish between the future value of an annuity and the present value of an annuity.
.
(chapter taken from Learning Power)From Social Class and t.docxAASTHA76
This document summarizes Jean Anyon's observations of 5 elementary schools that served different socioeconomic classes. In working-class schools, classroom activities focused on rote memorization and following procedures without explanation of underlying concepts. Work involved copying steps and notes from the board. In contrast, more affluent schools emphasized conceptual learning, creativity, and preparing students for professional careers through activities like experiments and projects. Anyon concluded schools were preparing students for different roles in the economy and society based on their social class.
(Accessible at httpswww.hatchforgood.orgexplore102nonpro.docxAASTHA76
(Accessible at https://www.hatchforgood.org/explore/102/nonprofit-photography-ethics-and-approaches)
Nonprofit Photography: Ethics
and Approaches
Best practices and tips on ethics and approaches in
humanitarian photography for social impact.
The first moon landing. The Vietnamese ‘napalm girl’, running naked and in agony. The World
Trade Centers falling.
As we know, photography carries the power to inspire, educate, horrify and compel its viewers to
take action. Images evoke strong and often public emotions, as people frequently formulate their
opinions, judgments and behaviors in response to visual stimuli. Because of this, photography
can wield substantial control over public perception and discourse.
Moreover, photography in our digital age permits us to deliver complex information about
remote conditions which can be rapidly distributed and effortlessly processed by the viewer.
Recently, we’ve witnessed the profound impact of photography coupled with social media:
together, they have fueled political movements and brought down a corrupt government.
Photography can - and has - changed the course of history.
Ethical Considerations
Those who commission and create photography of marginalized populations to further an
organizations’ mission possess a tremendous responsibility. Careful ethical consideration should
be given to all aspects of the photography supply chain: its planning, creation, and distribution.
When planning a photography campaign, it is important to examine the motives for creating
particular images and their potential impact. Not only must a faithful, comprehensive visual
depiction of the subjects be created to avoid causing misconception, but more importantly, the
subjects’ dignity must be preserved. Words and images that elicit an emotional response by their
sheer shock value (e.g. starving, skeletal children covered in flies) are harmful because they
exploit the subjects’ condition in order to generate sympathy for increasing charitable donations
or support for a given cause. In addition to violating privacy and human rights, this so-called
'poverty porn’ is harmful to those it is trying to aid because it evokes the idea that the
marginalized are helpless and incapable of helping themselves, thereby cultivating a culture of
paternalism. Poverty porn is also detrimental because it is degrading, dishonoring and robs
people of their dignity. While it is important to illustrate the challenges of a population, one must
always strive to tell stories in a way that honors the subjects’ circumstances, and (ideally)
illustrates hope for their plight.
Legal issues
Legal issues are more clear cut when images are created or used in stable countries where legal
precedent for photography use has been established. Image use and creation becomes far more
murky and problematic in countries in which law and order is vague or even nonexistent.
Even though images created for no.
(a) The current ratio of a company is 61 and its acid-test ratio .docxAASTHA76
(a) The current ratio of a company is 6:1 and its acid-test ratio is 1:1. If the inventories and prepaid items amount to $445,500, what is the amount of current liabilities?
Current Liabilities
$
89100
(b) A company had an average inventory last year of $113,000 and its inventory turnover was 6. If sales volume and unit cost remain the same this year as last and inventory turnover is 7 this year, what will average inventory have to be during the current year? (Round answer to 0 decimal places, e.g. 125.)
Average Inventory
$
96857
(c) A company has current assets of $88,800 (of which $35,960 is inventory and prepaid items) and current liabilities of $35,960. What is the current ratio? What is the acid-test ratio? If the company borrows $12,970 cash from a bank on a 120-day loan, what will its current ratio be? What will the acid-test ratio be? (Round answers to 2 decimal places, e.g. 2.50.)
Current Ratio
2.47
:1
Acid Test Ratio
:1
New Current Ratio
:1
New Acid Test Ratio
:1
(d) A company has current assets of $586,700 and current liabilities of $200,100. The board of directors declares a cash dividend of $173,700. What is the current ratio after the declaration but before payment? What is the current ratio after the payment of the dividend? (Round answers to 2 decimal places, e.g. 2.50.)
Current ratio after the declaration but before payment
:1
Current ratio after the payment of the dividend
:1
The following data is given:
December 31,
2015
2014
Cash
$66,000
$52,000
Accounts receivable (net)
90,000
60,000
Inventories
90,000
105,000
Plant assets (net)
380,500
320,000
Accounts payable
54,500
41,500
Salaries and wages payable
11,500
5,000
Bonds payable
70,500
70,000
8% Preferred stock, $40 par
100,000
100,000
Common stock, $10 par
120,000
90,000
Paid-in capital in excess of par
80,000
70,000
Retained earnings
190,000
160,500
Net credit sales
930,000
Cost of goods sold
735,000
Net income
81,000
Compute the following ratios: (Round answers to 2 decimal places e.g. 15.25.)
(a)
Acid-test ratio at 12/31/15
: 1
(b)
Accounts receivable turnover in 2015
times
(c)
Inventory turnover in 2015
times
(d)
Profit margin on sales in 2015
%
(e)
Return on common stock equity in 2015
%
(f)
Book value per share of common stock at 12/31/15
$
Exercise 24-4
As loan analyst for Utrillo Bank, you have been presented the following information.
Toulouse Co.
Lautrec Co.
Assets
Cash
$113,900
$311,200
Receivables
227,200
302,700
Inventories
571,200
510,700
Total current assets
912,300
1,124,600
Other assets
506,000
619,800
Total assets
$1,418,300
$1,744,400
Liabilities and Stockholders’ Equity
Current liabilities
$291,300
$350,400
Long-term liabilities
390,800
506,000
Capital stock and retained earnings
736,200
888,000
Total liabilities and stockholders’ equity
$1.
(1) How does quantum cryptography eliminate the problem of eaves.docxAASTHA76
Quantum cryptography eliminates eavesdropping by using the principles of quantum mechanics, where any interception of encrypted information can be detected. However, quantum cryptography has limitations in the distance over which it can be effectively implemented and requires specialized equipment. Developments in both theoretical and applied cryptography will be influenced by advances in computing power, communication technologies, user needs for security and privacy, and socioeconomic or geopolitical factors.
#transformation
10
Event
Trends
for 2019
10 Event Trends for 2019
C O P Y R I G H T
All rights reserved. No part of this report may be
reproduced or transmitted in any form or by any
means whatsoever (including presentations, short
summaries, blog posts, printed magazines, use
of images in social media posts) without express
written permission from the author, except in the
case of brief quotations (50 words maximum and
for a maximum of 2 quotations) embodied in critical
articles and reviews, and with clear reference to
the original source, including a link to the original
source at https://www.eventmanagerblog.com/10-
event-trends/. Please refer all pertinent questions
to the publisher.
page 2
https://www.eventmanagerblog.com/10-event-trends/
https://www.eventmanagerblog.com/10-event-trends/
10 Event Trends for 2019
CONTENTS
INTRODUCTION page 5
TRANSFORMATION 8
10. PASSIVE ENGAGEMENT 10
9. CONTENT DESIGN 13
8. SEATING MATTERS 16
7. JOMO - THE JOY OF MISSING OUT 19
6. BETTER SAFE THAN SORRY 21
5. CAT SPONSORSHIP 23
4. SLOW TICKETING 25
3. READY TO BLOCKCHAIN 27
2. MARKETING BUDGETS SHIFTING MORE TO EVENTS 28
1. MORE THAN PLANNERS 30
ABOUT THE AUTHOR 31
CMP CREDITS 32
CREDITS AND THANKS 32
DISCLAIMER 32
page 3
INTERACTIVITY
AT THE HEART OF YOUR MEETINGS
Liven up your presentations!
EVENIUM
ConnexMe
San Francisco/Paris [email protected]
AD
https://eventmb.com/2PvIw1f
10 Event Trends for 2019
I am very glad to welcome you to the 8th edition of our annual
event trends. This is going to be a different one.
One element that made our event trends stand out from
the thousands of reports and articles on the topic is that we
don’t care about pleasing companies, pundits, suppliers, star
planners and the likes. Our only focus is you, the reader, to
help you navigate through very uncertain times.
This is why I decided to bring back this report, by far the most
popular in the industry, to its roots. 10 trends that will actually
materialize between now and November 2019, when we will
publish edition number nine.
I feel you have a lot going on, with your events I mean.
F&B, room blocks, sponsorship, marketing security, technology.
I think I failed you in previous editions. I think I gave you too
much. This report will be the most concise and strategic piece
of content you will need for next year.
If you don’t read anything else this year, it’s fine. As long as you
read the next few words.
INTRODUCTION
INTRODUCTION -
Julius Solaris
EventMB Editor
page 5
https://www.eventmanagerblog.com
10 Event Trends for 2019
How did I come up with these trends?
~ As part of this report, we reviewed 350 events. Some of the most successful
worldwide.
~ Last year we started a community with a year-long trend watch. That helped
us to constantly research new things happening in the industry.
~ We have reviewed north of 300 event technology solutions for our repor.
$10 now and $10 when complete Use resources from the required .docxAASTHA76
$10 now and $10 when complete
Use resources from the required readings or the GCU Library to create a 10‐15 slide digital presentation to be shown to your colleagues informing them of specific cultural norms and sociocultural influences affecting student learning at your school.
Choose a culture to research. State the country or countries of origin of your chosen culture and your reason for selecting it.
Include sociocultural influences on learning such as:
Religion
Dress
Cultural Norms
Food
Socialization
Gender Differences
Home Discipline
Education
Native Language
Include presenter’s notes, a title slide, in‐text citations, and a reference slide that contains three to five sources from the required readings or the GCU Library.
.
#include <string.h>
#include <stdlib.h>
#include <sys/types.h>
#include <sys/wait.h>
#include <stdio.h>
#include <unistd.h>
#include <string.h>
// Function: void parse(char *line, char **argv)
// Purpose : This function takes in a null terminated string pointed to by
// <line>. It also takes in an array of pointers to char <argv>.
// When the function returns, the string pointed to by the
// pointer <line> has ALL of its whitespace characters (space,
// tab, and newline) turned into null characters ('\0'). The
// array of pointers to chars will be modified so that the zeroth
// slot will point to the first non-null character in the string
// pointed to by <line>, the oneth slot will point to the second
// non-null character in the string pointed to by <line>, and so
// on. In other words, each subsequent pointer in argv will point
// to each subsequent "token" (characters separated by white space)
// IN the block of memory stored at the pointer <line>. Since all
// the white space is replaced by '\0', every one of these "tokens"
// pointed to by subsequent entires of argv will be a valid string
// The "last" entry in the argv array will be set to NULL. This
// will mark the end of the tokens in the string.
//
void parse(char *line, char **argv)
{
// We will assume that the input string is NULL terminated. If it
// is not, this code WILL break. The rewriting of whitespace characters
// and the updating of pointers in argv are interleaved. Basically
// we do a while loop that will go until we run out of characters in
// the string (the outer while loop that goes until '\0'). Inside
// that loop, we interleave between rewriting white space (space, tab,
// and newline) with nulls ('\0') AND just skipping over non-whitespace.
// Note that whenever we encounter a non-whitespace character, we record
// that address in the array of address at argv and increment it. When
// we run out of tokens in the string, we make the last entry in the array
// at argv NULL. This marks the end of pointers to tokens. Easy, right?
while (*line != '\0') // outer loop. keep going until the whole string is read
{ // keep moving forward the pointer into the input string until
// we encounter a non-whitespace character. While we're at it,
// turn all those whitespace characters we're seeing into null chars.
while (*line == ' ' || *line == '\t' || *line == '\n' || *line == '\r')
{ *line = '\0';
line++;
}
// If I got this far, I MUST be looking at a non-whitespace character,
// or, the beginning of a token. So, let's record the address of this
// beginning of token to the address I'm pointing at now. (Put it in *argv)
.
$ stated in thousands)Net Assets, Controlling Interest.docxAASTHA76
$ stated in thousands)
Net Assets, Controlling Interest
–
–
Net Assets, Noncontrolling Interest
AUDIT COMMITTEE
of the
Executive Board of the Boy Scouts of America
Francis R. McAllister, Chairman
David Biegler Ronald K. Migita
Dennis H. Chookaszian David Moody
Report of Independent Auditors
To the Executive Board of the National Council of the Boy Scouts of America
We have audited the accompanying consolidated financial statements of the National Council of the Boy Scouts
of America and its affiliates (the National Council), which comprise the consolidated statement of financial position
as of December 31, 2016, and the related consolidated statements of revenues, expenses, and other changes in net
assets, of functional expenses and of cash flows for the year then ended.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation and fair presentation of the consolidated financial statements
in accordance with accounting principles generally accepted in the United States of America; this includes the
design, implementation and maintenance of internal control relevant to the preparation and fair presentation of
consolidated financial statements that are free from material misstatement, whether due to fraud or error.
Auditors’ Responsibility
Our responsibility is to express an opinion on the consolidated financial statements based on our audit. We
conducted our audit in accordance with auditing standards generally accepted in the United States of America.
Those standards require that we plan and perform the audit to obtain reasonable assurance about whether the
consolidated financial statements are free from material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures in the
consolidated financial statements. The procedures selected depend on our judgment, including the assessment of
the risks of material misstatement of the consolidated financial statements, whether due to fraud or error. In making
those risk assessments, we consider internal control relevant to the National Council’s preparation and fair
presentation of the consolidated financial statements in order to design audit procedures that are appropriate in the
circumstances, but not for the purpose of expressing an opinion on the effectiveness of the National Council’s
internal control. Accordingly, we express no such opinion. An audit also includes evaluating the appropriateness of
accounting policies used and the reasonableness of significant accounting estimates made by management, as well as
evaluating the overall presentation of the consolidated financial sta.
#include <stdio.h>
#include <stdlib.h>
#include <pthread.h>
#include <time.h>
#include <unistd.h>
// Change the constant below to change the number of philosophers
// coming to lunch...
// This is a known GOOD solution based on the Arbitrator
// solution
#define PHILOSOPHER_COUNT 20
// Each philosopher is represented by one thread. Each thread independenly
// runs the same "think/start eating/finish eating" program.
pthread_t philosopher[PHILOSOPHER_COUNT];
// Each chopstick gets one mutex. If there are N philosophers, there are
// N chopsticks. That's the whole problem. There's not enough chopsticks
// for all of them to be eating at the same time. If they all cooperate,
// everyone can eat. If they don't... or don't know how.... well....
// philosophers are going to starve.
pthread_mutex_t chopstick[PHILOSOPHER_COUNT];
// The arbitrator solution adds a "waiter" that ensures that only pairs of
// chopsticks are grabbed. Here is the mutex for the waiter ;)
pthread_mutex_t waiter;
void *philosopher_program(int philosopher_number)
{ // In this version of the "philosopher program", the philosopher
// will think and eat forever.
while (1)
{ // Philosophers always think before they eat. They need to
// build up a bit of hunger....
//printf ("Philosopher %d is thinking\n", philosopher_number);
usleep(1);
// That was a lot of thinking.... now hungry... this
// philosopher (who knows his own number) grabs the chopsticks
// to her/his right and left. The chopstick to the left of
// philosopher N is chopstick N. The chopstick to the right
// of philosopher N is chopstick N+1
//printf ("Philosopher %d wants chopsticks\n",philosopher_number);
pthread_mutex_lock(&waiter);
pthread_mutex_lock(&chopstick[philosopher_number]);
pthread_mutex_lock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
pthread_mutex_unlock(&waiter);
// Hurray, if I got this far I'm eating
printf ("Philosopher %d is eating\n",philosopher_number);
//usleep(1); // I spend twice as much time eating as thinking...
// typical....
// I'm done eating. Now put the chopsticks back on the table
//printf ("Philosopher %d finished eating\n",philosopher_number);
pthread_mutex_unlock(&chopstick[philosopher_number]);
pthread_mutex_unlock(&chopstick[(philosopher_number+1)%PHILOSOPHER_COUNT]);
//printf("Philosopher %d has placed chopsticks on the table\n", philosopher_number);
}
return(NULL);
}
int main()
{ int i;
srand(time(NULL));
for(i=0;i<PHILOSOPHER_COUNT;i++)
pthread_mutex_init(&chopstick[i],NULL);
pthread_mutex_init(&waiter,NULL);
for(i=0;i<PH.
#Assessment BriefDiploma of Business Eco.docxAASTHA76
#
Assessment BriefDiploma of Business Economics for Business
Credit points : 6 Prerequisites : None Co-requisites :
Subject Coordinator : Harriet Scott
Deadline : Sunday at the end of week 10 (Turnitin via CANVAS submission). Reflection due week 11 in tutorials.
ASSESSMENT TASK #3: FINAL CASE STUDY REPORT 25%
TASK DESCRIPTION
This assessment is a formal business report on a case study. Case studies will be assigned to students in the Academic and Business Communication subject. Readings on the case study are available on Canvas, in the Economics for Business subject. Students will also write a reflection on learning in tutorial classes in week 11.
LEARNING OUTCOMES
· Demonstrates understanding of microeconomic and macroeconomic concepts
· Applies economic concepts to contemporary issues and events
· Evaluates possible solutions for contemporary economic and business problems
· Communicates economic information in a business report format
INSEARCH CRICOS provider code: 00859D I UTS CRICOS provider code: 00099F INSEARCH Limited is a controlled entity of the University of Technology, Sydney (UTS), a registered non-self accrediting higher education institution and a pathway provider to UTS.
1. Refer to the case study you are working on for your presentation in Academic and Business Communication. Read the news stories for your case study, found on Canvas.
2. Individually, write a business report that includes the following information:
· Description of the main issue/problem and causes
· Description of the impact on stakeholders
· Analysis of economic concepts relevant to the case study (3-5 concepts)
· Recommendations for alternate solutions to the issue/problem
3. In your week 11 tutorial, write your responses to the reflection questions provided by your tutor, describing your learning experience in this assessment.
Other Requirements Format: Business Report
· Use the Business Report format as taught in BABC001 (refer to CANVAS Help for more information)
· Write TEEL paragraphs (refer to CANVAS Help for more information)
· All work submitted must be written in your own words, using paraphrasing techniques taught in BABC001
· Check Canvas — BECO — Assessments — Final Report page and ‘Writing a report' flyer for more information
Report Presentation: You need to include:
· Cover page as taught in BABC001
· Table of contents - list headings, subheadings and page numbers
· Reference list - all paraphrased/summarised/quoted evidence should include citations; all citations should be detailed in the Reference List
Please ensure your assignment is presented professionally. Suggested structure:
· Cover page
· Table of contents (bold, font size 18)
· Executive summary (bold, font size 18)
· 1.0 Introduction (bold, font size 16)
· 2.0 Main issue (bold, font size 16)
o 2.1 Causes (italics, font size 14)
· 3.0 Stakeholders (bold, font size 16)
o 3.1 Stakeholder 1 (italics, font size 14) o 3.2 Stakeholder 2 (italics, font size 14) o 3.3 Stakeholde.
#include <stdio.h>
#include <stdint.h>
#include <stdbool.h>
// Prototype of FOUR functions, each for a STATE.
// The func in State 1 performs addition of "unsigned numbers" x0 and x1.
int s1_add_uintN(int x0, int x1, bool *c_flg);
// The func in State 2 performs addition of "signed numbers" x0 and x1.
int s2_add_intN(int x0, int x1, bool *v_flg);
// The func in State 3 performs subtraction of "unsigned numbers" x0 and x1.
int s3_sub_uintN(int x0, int x1, bool *c_flg);
// The func in State 3 performs subtraction of "signed numbers" x0 and x1.
int s4_sub_intN(int x0, int x1, bool *v_flg);
// We define the number of bits and the related limits of unsigned and
// and signed numbers.
#define N 5 // number of bits
#define MIN_U 0 // minimum value of unsigned N-bit number
#define MAX_U ((1 << N) - 1) // maximum value of unsigned N-bit number
#define MIN_I (-(1 << (N-1)) ) // minimum value of signed N-bit number
#define MAX_I ((1 << (N-1)) - 1) // maximum value of signed N-bit number
// We use the following three pointers to access data, which can be changed
// when the program pauses. We need to make sure to have the RAM set up
// for these addresses.
int *pIn = (int *)0x20010000U; // the value of In should be -1, 0, or 1.
int *pX0 = (int *)0x20010004U; // X0 and X1 should be N-bit integers.
int *pX1 = (int *)0x20010008U;
int main(void) {
enum progState{State1 = 1, State2, State3, State4};
enum progState cState = State1; // Current State
bool dataReady = false;
bool cFlg, vFlg;
int result;
while (1) {
dataReady = false;
// Check if the data are legitimate
while (!dataReady) {
printf("Halt program here to provide correct update of data\n");
printf("In should be -1, 0, and 1 and ");
printf("X0 and X1 should be N-bit SIGNED integers\n");
if (((-1 <= *pIn) && (*pIn <= 1)) &&
((MIN_I <= *pX0) && (*pX0 <= MAX_I)) &&
((MIN_I <= *pX1) && (*pX1 <= MAX_I))) {
dataReady = true;
}
}
printf("Your input: In = %d, X0 = %d, X1 = %d \n", *pIn, *pX0, *pX1);
switch (cState) {
case State1:
result = s1_add_uintN(*pX0, *pX1, &cFlg);
printf("State = %d, rslt = %d, Cflg = %d\n", cState, result, cFlg);
cState += *pIn;
if (cState < State1) cState += State4;
break;
case State2:
result = s2_add_intN(*pX0, *pX1, &vFlg);
printf("State = %d, rslt = %d, Vflg = %d\n", cState, result, vFlg);
cState += *pIn;
break;
case State3:
case State4:
default:
printf("Error with the program state\n");
}
}
}
int s1_add_uintN(int x0, int x1, bool *c_flg) {
if (x0 < 0) x0 = x0 + MAX_U + 1;
if.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Meeting TimesOnline ClassesMonday, 1200 a.m. to Sunday, .docx
1. Meeting Times
Online Classes
Monday, 12:00 a.m. to Sunday, 11:59 p.m. (Pacific time)
Class Length
8 weeks
Your instructor may schedule optional synchronous/live
sessions using the Virtual Classroom (Blackboard
Collaborate) meeting space. Please check your course
announcements for specific dates and times. All meetings
will be recorded and will be accessible in the Virtual
Classroom.
Contact Information
Course Description
This course is designed to provide an opportunity to explore the
role of educator in both academic and clinical
settings as advanced practice nurses. Understanding how people
learn and the various theories about learning is
fundamental to being able to develop solid educational plans.
Faculty roles are changing to meet the needs of
learners in a world experiencing explosive technological
advances. The educator role now synthesizes a broader
range of scholarship, which emphasizes discovery, integration,
application, and the scholarship of Teaching. A
variety of both traditional and innovative Teaching and
evaluation methodologies will be explored as well as
appraising the four major components of the educator role:
Teaching, curriculum, information technology, and
evaluation of students and programs.
Total Course Credits:
2. 3
Total Course Hours:
45
Lecture Hours Online:
45
Lab Hours:
0
Supervised Clinical/Practicum
Hours:
0
Externship/Internship Hours:
0
Course Learning Outcomes
1. Discuss the faculty role and responsibilities in nursing
education.
2. State your philosophy of teaching and learning.
3. Examine the major determinants of learning.
4. Compare the instructional paradigm with the learning
paradigm.
5. Analyze the concepts of pedagogy and andragogy for their
similarities and differences.
6. Analyze the characteristics of the learner in today's
educational programs.
7. Evaluate current trends in nursing classroom and clinical
education, discussing advantages and
disadvantages of each.
8. Assess legal and ethical issues related to academic
performance, and issues related to students with
3. West Coast University • WCU Orange County • College of
Nursing
NURS 535 PRINCIPLES OF TEACHING AND LEARNING
201809FAIOL OL-3
201809FAIOL 2018 Section ALL 09/03/2018 to 10/28/2018
Modified 08/20/2018
disabilities.
9. Assess the environments for clinical teaching and learning,
and roles and responsibilities of clinical teachers.
10. Develop a plan for creating a safe learning environment in
the classroom and in the clinical setting.
11. Create a class for a group of diverse learners.
12. Examine the use of technology and various forms of media
in nursing classes.
13. Evaluate classroom and clinical assessment methods, noting
the advantages and disadvantages of each.
14. Compare program evaluation methods used to assess student
learning outcomes in classroom and clinical
instruction
Week CLOs PLOs ILOs AACN Essentials
4. 1 1, 2, 3, 6, 9, 10 1, 8, 9 1, 2 I, IV
2 3, 6, 7, 8, 9, 11 1, 8, 9 1, 3 I, IV
3 2, 4, 5, 7, 9 1, 8, 9 1, 2 I, IV
4 3, 4, 5, 7, 9 1, 8, 9 1, 2 I, IV
5 6, 7, 8, 13, 14 1, 8, 9 1, 2 I, IV
6 1, 2, 3, 4, 5, 6 1, 2, 3, 4 1, 2, 6, 7 I, II, III, IV, VI
7 1, 2, 3, 4, 5, 6 1, 4 1, 3 II, VI, VII
8 1, 2, 4, 5, 6 1, 2, 3, 4, 5 1, 2 I, II, V, VII, IX
Program Learning Outcomes
Program Mission
The mission of the College of Nursing is to provide evidence-
based and innovative nursing education to culturally
diverse learners, preparing nurses to provide quality and
compassionate care that is responsive to the needs of
the community and the global society.
Graduate Nursing Program Purpose
The purpose of the graduate program in nursing is to promote
foundational competencies that are core to all
advanced nurse practice in an ever-changing and globally
reaching healthcare environment. Both academic,
practicum, and interpersonal preparation is characterized by
increased depth in organizational and systems’
leadership within a culture of integrity and personal
accountability in a community that values the dignity and
contributions of our members. Standards of ethical behavior and
decision-making are essential foundations of
our graduate education programs, which guide individuals to
distinguish ethical principles and understand the
consequences and implications beyond personal and
organizational self-interest. By pursuing more effective and
5. innovative methodologies through which students utilize
administrative expertise with the foresight to analyze
problems, structure and facilitate development, and find and
implement solutions, WCU graduates can and will
make a positive impact on society.
Program Learning Outcomes
1. Support professional nursing practice decisions with concepts
and theories from the biological, physical, and
social sciences.
2. Plan preventative and population-focused interventions with
attention to effectiveness, efficiency, cost, and
equity.
3. Support therapeutic nursing interventions for patients and
families in a variety of healthcare and community
settings using evidence-based practice.
4. Apply nursing process and critical thinking when providing
holistic, patient-centered nursing care to diverse
populations.
5. Design healthcare education for individuals, families, and
communities.
6. Comply with the professional standards of moral, ethical, and
legal conduct in practice.
7. Develop an effective communication style to interact with
patients, families, and the interdisciplinary health
team.
8. Model leadership when providing safe, quality nursing care,
6. coordinating the healthcare team, and when
tasked with oversight and accountability for care delivery.
9. Use patient care technology and information systems when
providing nursing care in a variety of settings.
AACN MSN Essentials
The purpose of this section of the syllabus is to guide the
student in understanding how the specific AACN MSN
Essentials are incorporated into the curriculum. The essentials
can be found here:
http://www.aacn.nche.edu/Education/pdf/Master'sEssentials11.p
df
(https://learn.westcoastuniversity.edu/bbcswebdav/xid-
13611000_1)
Course Materials
Your textbook is available in the Blackboard course under the
E-Text menu item. Please note that some books
do have a print on demand option. If that option is available for
the text, pricing and ordering directions will be
provided in the course.
Teaching in Nursing: A Guide for Faculty
Author: Diane M. Billings and Judith A. Halstead
Publisher: Elsevier
Edition: 5th (2016)
Availability: Available in your Vital Source Bookshelf
Clinical Teaching Strategies in Nursing
Author: Kathleen B. Gaberson, Marilyn H. Oermann, and Teresa
Shellenbarger
Publisher: Springer
Edition: 4th (2014)
Availability: Available in your Vital Source Bookshelf
7. WCU has partnered with several publishers to obtain special
discounted pricing on printed
textbooks through a print-on-demand (POD) service. In this
course, a printed copy of your e-
textbook is available for order through POD. For ordering
directions, please see the E-Text menu
item in your Blackboard course.
*Please note: POD texts may take 5–10 days to be delivered.
POD is serviced through your E-text
provider. If there are issues with your POD order, please
contact support through
support.vitalsource.com (https://support.vitalsource.com/hc/en-
us/requests/new?
ticket_form_id=56343)
A Pocket Style Manual (APA Version)
Author: Hacker, Diana
Publisher: Bedford St. Martins
Edition: 7th
Availability: Available in your Vital Source Bookshelf (from
previous terms)
Evaluation
https://learn.westcoastuniversity.edu/bbcswebdav/xid-
13611000_1
https://support.vitalsource.com/hc/en-
us/requests/new?ticket_form_id=56343
West Coast University
8. Grading Scale (Reflective
of final course grade; see
associated policy in
Catalog)
Grade Points WCU Grading Scale
A 4 93–100
A- 3.7 90–92
B+ 3.3 87–89
B 3.0 83–86
B- 2.7 80–82
C+ 2.3 76–79
C 2.0 73–75
C- 1.7 70–72
D+ 1.3 66–69
D 1.0 63–65
D- 0.7 60–62
F 0.0 59 or below
AU 0.0 Audit
CR 0.0 Credit
P 0.0 Pass
9. NP 0.0 Not Passed
I 0.0 Incomplete
TC 0.0 Transfer Credit
W 0.0 Withdrawal
(Before Drop Deadline)
WF 0.0 Withdrawal
(After Drop Deadline)
Note: AU, CR, P, NP, I, TC, W, and WF are used on the
Academic Record but have no point values and are
not computed in the Cumulative Grade Point Average (CGPA)
(http://westcoastuniversity.smartcatalogiq.com/en/Fall-
2017/West-Coast-University-Catalog/Academic-Policies-
and-Procedures/Calculating-the-Cumulative-Grade-Point-
Average)
A minimum passing grade is required for each course and varies
by program. Earned grades below the
minimum passing grade reflect that the course has not been
successfully completed. Each academic program
has unique prerequisite requirements. Please see the specific
program section for additional information.
Students should review the program specific grading scale in
the University Catalog.
(http://westcoastuniversity.edu/admissions/catalog.html)
http://westcoastuniversity.smartcatalogiq.com/en/Fall-
2017/West-Coast-University-Catalog/Academic-Policies-and-
Procedures/Calculating-the-Cumulative-Grade-Point-Average
http://westcoastuniversity.edu/admissions/catalog.html
10. Evaluation Criteria
The evaluation criteria consists of Formative and Summative
assessments of student learning.
Formative: Assessment that occurs throughout the course to
provide feedback and
support for improved performance as part of an ongoing
learning process.
Examples: Evidence-based research, presentations, case studies,
specific class projects, weekly
quizzes, homework assignments, clinical or lab assignments,
practice exams
Summative: Assessment that occurs at the conclusion of the
course to
determine whether student learning outcomes have been
achieved.
Examples: Final exam, term paper, or term project
Signature Assignments, where applicable, are course
assignments designed to comprehensively
measure student achievement of course and program learning
outcomes.
Additional Information:
All assignments are to be submitted via the online classroom
except where otherwise noted. Email
submissions will not be accepted. Grades and comments on
graded items will be posted in the Blackboard
Gradebook, unless otherwise specified. All assignments
submitted for each course must be created
for that particular course. Any assignment (a paper or
presentation) submitted for credit in one
11. course may not be duplicated and submitted for credit in any
other course unless approved by
the faculty or noted in the syllabus.
Please review all rubrics in the course for assignment grading
criteria, found under the My
Grades tab.
It is important that you save all of your completed assignments
for your records.
Please ensure that you have saved copies of all your work on a
drive such as Dropbox or a personal hard
drive as you may be asked to recall these assignments as you
near the end of your program.
Criteria
Assignment
Weight /
Points
Week
Due Details
Formative
Weekly Discussion 200 Weeks
1-8
Each week you will participate in the discussion
board.
Week 1 Paper 100 Week 1 Personal Teaching Philosophy Part I
Week 2 Interview Activity 50 Week 2 Develop Nurse Educator
Interview Questions and
Schedule Interview
12. Week 4 Reflection 150 Week 4 Nurse Educator Interview
Reflection
Week 5 Syllabus 200 Week 5 Nursing Course Syllabus
Summative
Week 6 Signature Assignment
Teaching Plan
125 Week 6 Nursing Lesson Teaching Plan
Week 7 Presentation 75 Week 7 Teaching Plan Presentation
Week 8 Paper 100 Week 8 Revised Personal Teaching
Philosophy Part II
Total 1000
Assignment
Weight /
Points
Week
Due Details
Course and Program Specific Policies
Nursing
Nursing students may repeat no more than one failed or
unsuccessfully completed course. Please see the
university catalog for more information under Course Withdraw
and Dismissal Policies. A student who
previously withdrew from a course may not subsequently
withdraw from the same course. In addition, a
student who fails a course may not subsequently withdraw from
13. the same course. In either case, if a student
chooses to withdraw from a course being repeated before
successfully completing the course, the student
will receive a grade of “F” in the course. Please see the
university catalog for more information under Course
Withdrawal and Dismissal Policies.
All written assignments will be submitted to the Blackboard
assignments area using the SafeAssign
Plagiarism Detection. Students may resubmit a previous
assignment from the same course only with prior
instructor approval.
Please see the RN Student Handbook
(https://westcoastuniversity.edu/student-affairs/student-
services.html) for specific policies.
Practicums
The practicum provides the Master of Science in Nursing
students with the opportunity to observe, actively
participate in, and influence the delivery of health care in roles
that meet the needs of individuals,
population-focused care, administration, informatics, education,
or health policy, incorporating advanced
nursing practice concepts to influence healthcare outcomes.
Practicum experiences are associated with every MSN program,
track, or concentration. Required hours will
vary based on concentration or track.
Please download and review the MSN Practicum Handbook
(https://learn.westcoastuniversity.edu/bbcswebdav/xid-
10111532_1) for policies pertaining to practicums in
the MSN program.
Minimum Passing Grade
Students must earn a minimum grade of “C+” in all NURS
courses, using the scale outlined in the Grading
(http://westcoastuniversity.smartcatalogiq.com/2014-
2015/California-Edition/Academic-Policies-and-
14. Procedures/Calculating-the-Cumulative-Grade-Point-
Average/Grading-Scale) section of the University catalog.
Courses in which a “C+” or better is not achieved must be
repeated.
Students must maintain a cumulative GPA of 3.0 or higher in
the program, or they will be placed on
probation.
MSN Essentials
The purpose of this section of the syllabus is to guide the
student in understanding how the specific AACN
MSN Essentials are incorporated into the curriculum:
http://www.aacn.nche.edu/Education/pdf/Master'sEssentials11.p
df
(https://learn.westcoastuniversity.edu/bbcswebdav/xid-
13611000_1)
The Essentials that are met by this course include the following:
https://westcoastuniversity.edu/student-affairs/student-
services.html
https://learn.westcoastuniversity.edu/bbcswebdav/xid-
10111532_1
http://westcoastuniversity.smartcatalogiq.com/2014-
2015/California-Edition/Academic-Policies-and-
Procedures/Calculating-the-Cumulative-Grade-Point-
Average/Grading-Scale
https://learn.westcoastuniversity.edu/bbcswebdav/xid-
13611000_1
Essential I: Scientific and Humanistic Background for Practice
Recognizes that the master’s-prepared nurse integrates
scientific findings from nursing, biopsychosocial
15. fields, genetics, public health, quality improvement, and
organizational sciences for the continual
improvement of nursing care across diverse settings.
Essential II: Organizational and Systems Leadership
Recognizes that organizational and systems leadership are
critical to the promotion of high-quality and
safe patient care. Leadership skills are needed that emphasize
ethical and critical decision-making,
effective working relationships, and a systems perspective.
Essential III: Quality Improvement and Safety
Recognizes that a master’s-prepared nurse must be articulate in
the methods, tools, performance
measures, and standards related to quality, as well as be
prepared to apply quality principles within an
organization.
Essential IV: Translating and Integrating Scholarship into
Practice
Recognizes that the master’s-prepared nurse applies research
outcomes within the practice setting,
resolves practice problems, works as a change agent, and
disseminates results.
Essential V: Informatics and Healthcare Technologies
Recognizes that the master’s-prepared nurse uses patient-care
technologies to deliver and enhance care
and uses communication technologies to integrate and
coordinate care.
Essential VI: Health Policy and Advocacy
16. Recognizes that the master’s-prepared nurse is able to intervene
at the system level through the policy
development process and to employ advocacy strategies to
influence health and health care.
Essential VII: Interprofessional Collaboration for Improving
Patient and Population Health
Outcomes
Recognizes that the master’s-prepared nurse, as a member and
leader of interprofessional teams,
communicates, collaborates, and consults with other health
professionals to manage and coordinate
care.
Essential VIII: Clinical Prevention and Population Health for
Improving Health
Recognizes that the master’s-prepared nurse applies and
integrates broad, organizational, client-
centered, and culturally appropriate concepts in the planning,
delivery, management, and evaluation of
evidence-based clinical prevention and population care and
services to individuals, families, and
aggregates/identified populations.
Essential IX: Master’s-Level Nursing Practice
Recognizes that nursing practice, at the master’s level, is
broadly defined as any form of nursing
intervention that influences healthcare outcomes for individuals,
populations, or systems. Master’s-level
nursing graduates must have an advanced level of understanding
of nursing and relevant sciences as
well as the ability to integrate this knowledge into practice.
17. Nursing practice interventions include both
direct and indirect care components.
Discussion Board Requirements
The Online Discussion Board is designed to stimulate class
dialogue that would normally take place in a face-
to-face didactic setting. Participation in the Discussion Board
serves as a learning strategy to help
demonstrate student knowledge of course content. Each
Discussion Board post will be assessed using a
rubric (located under the “My Grades” menu). In addition to
reviewing the grading criteria in the rubric,
please note the following Discussion Board post expectations,
which must all be met to earn full weekly
discussion credit:
Discussion posts must be completed during the week they are
assigned. Discussion posts made in
advance of the assigned week will not count toward the weekly
discussion grade. If you wish to work
ahead, please compose your responses in a Word document, then
post when the week arrives.
Each week, you are required to submit a reply to each initial
prompt and replies to your peers or
instructors in the Discussion Board. An automatic 10% point
deduction will be assessed for all late
initial postings.
Note: There may be more than one initial prompt per week,
depending on the course and
material covered. It is your responsibility to reply accordingly.
The required posts per initial prompt are described as follows:
No later than Wednesday, 11:59 p.m. (Pacific time) each week,
18. you must post one (1) response to
each initial prompt posted by the instructor AND
Throughout the week, and no later than the conclusion of each
week, you must reply to a minimum
of two (2) peers and/or instructors, per initial prompt, although
replying to more is highly
encouraged. Replies must be made throughout the week to show
active participation.
Any post made in the Discussion Board must be well-developed.
A well-developed post is meaningful, clearly demonstrates
relevance to the topic, reflects critical
thinking and your knowledge of the material, demonstrates
synthesis of the subject matter,
extends the discussion by building on previous posts, and
includes proper source citations, when
applicable. Posts limited to “I agree,” “Great posting,” or
“Thank you” will not be assessed as well-
developed and will therefore not be considered a contribution to
the number of required weekly
posts.
Late Discussions
Weekly discussion posts will be assessed according to the
Discussion Board rubric in the My Grades area.
Late postings that occur after Wednesday will reflect an
automatic 10% point deduction. Discussion postings
made after the week will not count toward the weekly
discussion grade.
Assignments submitted after the due date will be penalized at
5% per day. Late assignments will not be
accepted more than 5 days after the due date, unless preapproval
from the instructor has been obtained in
writing. Note due dates and times posted in the course. Be sure
to contact the instructor if you believe you
must submit an assignment after the due date. Contact with the
19. instructor regarding late assignments after
the allowable 5 days does not guarantee approval to submit the
assignment outside this time frame.
Approvals outside the 5 days are generally provided for
extenuating circumstances only.
Late work is not accepted after the close of the course without
prior approval from the
instructor unless there are extenuating circumstances.
Course Outline
The Course Outline below serves as a course roadmap,
displaying the topics and activities intended to be
covered each week. This schedule is subject to change in the
event of extenuating circumstances. Please see
the weekly agenda and announcements page in the Blackboard
course for further information.
Objectives reflect the teaching activities that, if engaged in, are
intended to lead to specific, measurable
student learning outcomes.
Course Activities and Assignments outline the teaching
strategies used and the assessment
requirements that students are to fulfill throughout the duration
of the course.
*Refer to the assignment rubrics in your course for specific
grading criteria. Rubrics can be found in
the My Grades section and/or in your assignment dropbox.
Week Topic Objectives Activities & Assignments
20. 1 Introduction to
Teaching and
Learning in
Nursing
Education
Determine the various competencies,
rights and responsibilities of a faculty
member.
Identify generational differences
among nursing students.
Distinguish between various learning
styles and learning needs of students.
Explain the elements and philosophy
of clinical teaching that provide a
framework and environment for
learning activities.
Billings & Halstead: Read Chapters 1, 2, 8
Gaberson & Oermann: Read Chapter 1
Access the following website to determine your
learning style:
http://www.personal.psu.edu/bxb11/LSI/LSI.htm
Personal Philosophy of Teaching Part I
Discussion Prompt #1 and #2
2 Legal and
Ethical Issues
in Nursing.
Student Faculty
Relationships.
Explain the legal and ethical concepts
that guide student and faculty
interactions.
Discuss boundaries that guide the
21. development of student-faculty
relationships.
Differentiate between student
concerns or grievances based on
academic performance and those
based on disciplinary circumstances.
Examine methods of assisting
students through academic failure
while ensuring their rights to due
process.
Evaluate the special needs of
culturally diverse students and
discuss approaches to meet their
individual needs.
Explain the process of clinical
Teaching (needs, outcomes,
activities).
Describe the elements of negligence
and unsafe practice as they pertain to
students in the clinical setting.
Billings & Halstead: Read Chapters 3, 4, 16
Gaberson & Oermann: Read Chapters 5-6
Clinical Teaching Scenario Video
Submit Interview Questions
Discussion Prompt #1 and #2
Week Topic Objectives Activities & Assignments
3 Nursing
Curriculum
Analyze the changes in today’s
society that have impacted the
22. restructuring of curricula in health
care.
Discuss the process, barriers, and
facilitators of change in curriculum
development and program
improvement.
Evaluate changes that are necessary
to lower the cost of nursing education
while maintaining high quality
curricula based on sound educational
principles.
Debate the types of organizational
culture that are most likely to
facilitate innovative and successful
curriculum in nursing education.
Discuss the relationship of philosophy
to educational practice.
Critique personal educational
experiences and philosophical beliefs,
and assess how they serve as both
the source of and influence for
curriculum development.
Billings & Halstead: Read Chapters 5-7
Gaberson & Oermann: Read Chapter 3
Discussion Prompt #1 and #2
4 Nursing
Curriculum
Development
Analyze the factors that affect
program design in nursing
Explain the guiding principles that
should be taken into consideration
when designing nursing curricula.
23. Provide examples of outcomes and
competencies in nursing education,
and illustrate their link between
curricula, faculty expectations, and
student learning.
Discuss the principles for selecting
learner-centered experiences and
explain how the principles help to
ensure that the learning activities will
maximize student learning.
Appraise sources of constraints that
may interfere with choosing and
implementing learning activities.
Compare and contrast the teaching
models used to support a successful
clinical experience.
Billings & Halstead: Read Chapters 8-11
Gaberson & Oermann: Read Chapter 2
Discussion Prompt #1 and 2
Nurse Educator Interview Paper
Week Topic Objectives Activities & Assignments
5 Student
Misconduct and
Incivility
Differentiate between the processes
of teaching and the processes of
learning.
Summarize selected learning theories
and pedagogical frameworks that can
24. be used to guide faculty and learners
to discover nursing knowledge.
Analyze developmental, legal and risk
management aspects of student
misconduct and learning, and discuss
steps faculty can take to minimize
disruptive student conduct and
maintain a well-managed learning
environment.
Evaluate how critical thinking tools
that are evidence-based can be used
to measure student progress with
critical thinking.
Discuss the steps involved with
designing learning experiences that
assist in the development of critical
thinking abilities, and enhance
retention of the body of knowledge
required for licensed nurses.
Examine classroom assessment
techniques as formative evaluation
tools and procedures, and analyze
how nursing faculty can use the
techniques to improve teaching and
learning.
Billings & Halstead: Read Chapters 13, 14, 15,
17
Gaberson & Oermann: Read Chapter 4
Classroom Management Scenario Video
Discussion Prompt #1 and 2
Develop Course Syllabus
Week Topic Objectives Activities & Assignments
25. 6 Teaching and
Life-Long
Learning.
Teaching in the
Clinical
Environment.
Describe the functions of the LRC, the
management and operational issues
for the administration of an LRC, and
opportunities the LRC offers for
research and evaluation.
Examine clinical simulations as an
experiential, student-centered
pedagogical approach.
Discuss the advantages, challenges
and barriers of using simulation in the
curriculum.
Explain the steps in designing and
writing simulation scenarios.
Explore the use of various forms of
media and technology-rich learning
environments in nursing education,
and discuss their advantages and
disadvantages.
Describe the process for selecting
appropriate media for instruction.
Billings & Halstead: Read Chapters 18, 19
Gaberson & Oermann: Read Chapters 7, 9
Clinical Teaching Scenario Video
Discussion Prompt #1 and 2
Teaching Plan Paper
7 Distance
26. Education
Examine factors that must be
considered in planning and
implementing online learning, and
describe online course design issues.
Explore evidence of the effectiveness
of online teaching and learning.
Analyze how online learning has
revolutionized higher education in
nursing.
Investigate how faculty can evaluate
outcomes and report results to
stakeholders.
Discuss the uses, advantages,
disadvantages, and issues related to
a variety of strategies that faculty
can use to assess student learning.
Explain how nursing faculty can
select learning strategies, improve
their validity and reliability, and
increase the effectiveness of their
use.
Examine delivery strategies used to
educate nursing students in a
distance education program, and
discuss their advantages and
disadvantages.
Billings & Halstead: Read Chapters 20, 21
Grade Dispute Scenario Video
Discussion Prompt #1 and 2
Teaching Plan Mini Presentation
Week Topic Objectives Activities & Assignments
27. 8 Assessment
and Evaluation
Describe the approach to planning,
developing, administering, and
revising classroom tests.
Explore issues in assessment of
clinical performance, clinical
evaluation methods and tools, and
the evaluation process.
Explain how to conduct a
comprehensive evaluation of nursing
education programs.
Summarize the accreditation process
with regional and programmatic
accrediting agencies.
Discuss how to prepare a self-study
report, the value of a consultant and
the site visit for accreditation of a
nursing program.
Billings 7 Halstead: Read Chapters 22, 23, 24,
25, 26, 27
Discussion Prompt #1 and 2
Revised Personal Philosophy of Teaching (Part
II)
Week Topic Objectives Activities & Assignments
Institutional Policies
University Mission
28. At West Coast University, we embrace a student-centric
learning partnership that leads to professional success.
We deliver transformational education within a culture of
integrity and personal accountability. We design
market-responsive programs through collaboration between
faculty and industry professionals. We continuously
pursue more effective and innovative ways through which
students develop the competencies and confidence
required in a complex and changing world.
Institutional Learning Outcomes
Institutional learning outcomes are designed by the University
as a whole, taking into account the role that both
instruction and student services play in contributing to a
student’s success. Institutional learning outcomes
assume achievement of the stated programmatic learning
outcomes of one’s discipline. Upon graduating from a
degree program offered by West Coast University, students will
be able to:
1. Implement intellectual and practical problem-solving skills
through information assessment and critical
thinking.
2. Demonstrate effective written communication skills.
3. Demonstrate effective oral communication skills.
4. Demonstrate computer proficiency and information literacy.
5. Describe ethical standards and legal guidelines associated
with one’s chosen career field.
6. Explain why knowledge of and respect for the societal
contributions of diverse cultures and perspectives is
an important quality in one’s discipline.
7. Articulate the importance of working collaboratively with
other healthcare providers in support of the
client/patient.
Academic Integrity and Dishonesty
29. Students should review the Academic Dishonesty Policy in the
University Student Handbook.
(http://westcoastuniversity.edu/student-affairs/student-
services.html) Students are expected to approach their
http://westcoastuniversity.edu/student-affairs/student-
services.html
academic endeavors with the highest academic integrity. They
must cite sources and submit original work.
Academic honesty is central to the institution/student
partnership toward student success. Students are
accountable for adhering to the Academic Integrity and
Academic Dishonesty policies in the University Student
Handbook. (http://westcoastuniversity.edu/student-
affairs/student-services.html)
Attendance Policy
West Coast University has a clear requirement for students to
attend courses. Students should review the
Attendance Policy in the University Catalog.
(http://westcoastuniversity.edu/admissions/catalog.html)
Reasonable Accommodations
West Coast University strives to provide reasonable
accommodations to students who have a defined need and
who follow the appropriate steps toward seeking the
accommodation. The Reasonable Accommodations Policy is
found in the University Catalog
(http://westcoastuniversity.edu/admissions/catalog.html) and the
Student
Handbook. (http://westcoastuniversity.edu/student-
affairs/student-services.html)
Classroom Policies
Students are expected to dress professionally during class time
30. as required by the Code of Conduct in the
Catalog and any rules in your programmatic handbook. No
children are allowed in classes or to be unattended
on campus. Use of cell phones, smart phones, or any other
electronic devices in the classroom during class time
is strictly prohibited. Unauthorized use may lead to faculty
member confiscation of the device for the remainder
of the class. Behavior that persistently or grossly interferes with
classroom activities is considered disruptive
behavior and may be subject to disciplinary action. A student
responsible for disruptive behavior may be
required to leave the class.
Grade Rounding
At West Coast University, scores are not rounded to the whole
number until the end of the term. All student
assignments, quizzes, and examinations will be rounded to the
first decimal point. At the end of the terms, final
course grades will be rounded to the nearest whole point. For
programs that use the exam average to determine
whether other course assignments are included in the final
scoring (e.g., Nursing), the end-of-term exam
average may be rounded (using the above rules) to make that
determination.
WCU Quiz, Test, and Exam Policies
Quiz, test, and exam policies vary by course objectives and
programmatic expectations. Some quizzes, tests,
and exams utilize a timed approach, password verification,
authentication process, proctoring protocols, and
academic integrity software. Students must follow the policies
as outlined in the syllabus and in accordance with
the university, program, and any third-party company (i.e.,
ATI®) policies. Refer to the Code of Conduct and
Academic Honor Code found in the University Student
Handbook. Reference the Late and Make-Up Work policy
for specifics regarding missed quizzes, tests, and exams.
31. Late and Make-Up Work Policy
All students are expected to submit evidence of learning as
established by the academic program, which is
outlined in the course syllabus. Students are required to meet
the course objectives by submitting coursework
no later than the assigned due date. In order to demonstrate
achievement of the course learning outcomes,
students may be allowed to submit late work. Specifics
regarding late work are listed in the program and/or
course section of the course syllabus. If a student submits late
coursework, the instructor, at her or
his discretion, may deny acceptance of the assignment or award
partial to full credit in alignment with the
program policies. Technological issues are not an excuse for
late submissions unless the problem stems from
university equipment, Blackboard outages, or third-party
content providers.
Missed Quizzes, Tests, and Exams
All quizzes, tests, and exams must be completed by the date
they are assigned. If a quiz, test, or exam is missed
due to a documented emergency situation (e.g., death in the
immediate family), it is the student’s responsibility
to contact the faculty member within 48 hours of the original
due date and follow the program policies for
missed work. Students who do not make up the quiz, test, or
assessment as scheduled or who do not contact the
instructor within 48 hours will receive a zero score for that
assessment.
Technology
http://westcoastuniversity.edu/student-affairs/student-
services.html
http://westcoastuniversity.edu/admissions/catalog.html
http://westcoastuniversity.edu/admissions/catalog.html
32. http://westcoastuniversity.edu/student-affairs/student-
services.html
West Coast University utilizes the Blackboard Learning
Management System. Technical support for Blackboard is
offered 24 hours per day, 7 days per week. There are minimum
system requirements to access not only
Blackboard but also any resources that may be posted in
Blackboard or utilized in a course. Please refer to
the University Student Handbook.
(http://westcoastuniversity.edu/student-affairs/student-
services.html) for
minimum technical requirements. For tech support options,
please click on the Support tab located at the top of
your Blackboard home page. Blackboard can be accessed here:
www.learn.westcoastuniversity.edu
(https://learn.westcoastuniversity.edu)
Library Information
You can access the library through the Library tab at the top of
your Blackboard home page or here:
https://westcoastuniversity.edu/academics/library-
resources.html
(https://westcoastuniversity.edu/academics/library-
resources.html)
Course Related Policies
West Coast University has specific course related policies for
overload, auditing, repeats, courses passed but not
successfully completed, add/drop and withdrawal. Please see the
University Catalog
(http://westcoastuniversity.edu/admissions/catalog.html) for
course related policies.
http://westcoastuniversity.edu/student-affairs/student-
services.html
https://learn.westcoastuniversity.edu
33. https://westcoastuniversity.edu/academics/library-
resources.html
http://westcoastuniversity.edu/admissions/catalog.htmlNURS
535 Principles of Teaching and Learning 201809FAIOL OL-
3Meeting TimesContact InformationCourse DescriptionCourse
Learning OutcomesProgram Learning OutcomesCourse
MaterialsTeaching in Nursing: A Guide for FacultyClinical
Teaching Strategies in NursingA Pocket Style Manual (APA
Version)EvaluationCriteriaCourse and Program Specific
PoliciesNursingMinimum Passing GradeMSN
EssentialsDiscussion Board
RequirementsLate DiscussionsCourse OutlineInstitutional
Policies