NURS 6331 Screencast Script An Example © 2013 Laure.docx
•Download as DOCX, PDF•
0 likes•8 views
NURS 6331: Screencast Script: An Example © 2013 Laureate Education, Inc. 1 Lesson Overview Name: Dr. Tim Bristol Screencast Title: Sympathetic Drugs Environment: (on-site, online, or hybrid) This lesson is intended for the hybrid environment. Nursing students will watch this Screencast before engaging in an on-site activity. Screencast Goal: This Screencast will increase student awareness of sympathetic drugs. Specifically, it will provide students with strategies that will assist them in providing care to patients who have been administered this type of medication. Description of Screencast lesson: This Screencast is directed towards graduate nursing students taking a pharmacology course. Basic pharmacology concepts will be reviewed. Specific sympathetic medications will be identified and potential indications/side effects will be discussed. Students will participate in various check points to independently assess their learning. At the end of the Screencast, students will be given an assignment to complete, which will be used during the on-site activity that follows this Screencast. Learning Objectives Analyze indications of sympathetic medications Describe strategies for providing care for the patient using these medications Identify at Least One in Each Area Pre-Licensure QSEN Competencies Integrated Processes Clinical Relationships 1. Patient-centered care 2. Teamwork and collaboration 3. Evidence-based practice (EBP) 4. Quality Improvement (QI) 5. Safety 6. Informatics 1. Nursing process 2. Caring 3. Communication and documentation 4. Teaching/ Learning 1. Varied sources of data 2. Similar options 3. Prioritization 4. Teaching 5. Notes: ______________ Rationale: Rationale: Rationale: When administering sympathetic medications, nurses must use evidence-based practices to safely provide patient-centered care. After administering sympathetic medications, nurses must engage in care practices that will correctly assess, analyze, and evaluate a patient’s condition. After administering medication, nurses must prioritize their care based upon the patient’s condition. NURS 6331: Screencast Script: An Example © 2013 Laureate Education, Inc. 2 Script Actions on Screen Audio/Narrative PowerPoint Slide: Title Screen PowerPoint will begin with a basic introduction. Define sympathetic drugs Identify materials needed (PowerPoint handouts, diagram, textbook) PowerPoint Slide: Learning Objectives State objectives and describe rationale PowerPoint Slide: A tiger is chasing you! Engage students in a tiger analogy to introduce key ideas PowerPoint Slide: Symphathetics Continue tiger analogy to provide instructional content on pharmacological concepts Require active participation o Direct students to open textbooks and circle three sympa.
Report
Share
Report
Share
Recommended
1. Please define a case control study. What are the components of
1. Please define a case control study. What are the components of a case control study?
2. Suppose that a case–control study was conducted in the United States to find out whether a Black woman’s exposure to racism during pregnancy influenced her risk of giving birth prematurely. Investigators selected 500 cases who were hospitalized for premature delivery and 1,000 controls. The study found that 90 case mothers and 50 control mothers reported overt incidents of racism during their pregnancy.
A. Set up the two-by-two table for these data.
B. Calculate the odds ratio.
C. State in words your interpretation of this odds ratio.
D. Suppose that the investigators hire you as an epidemiological consultant to help them design this study. They ask you what type of control group is most appropriate for the study. Briefly describe the control group that you would advise them to select, and justify your choice.
E. The investigators also ask you to describe the purpose of the control group in a case–control study. What would you tell them?
NR452 Capstone CourseCapstone Evidence-Based Paper Guidelines
Purpose
The student previously analyzed their performance on the integrated comprehensive assessments and reflected on areas of opportunity and strategies to promote NCLEX-RN success and transition into practice. The student will now apply the priority concept (topic) to evidence-based professional practice upon which nurses have the ability to resolve or have a positive impact. There is a focus on the healthcare disparities of the individual, as well as ethical and legal implications to professional practice. The student will discuss how an interdisciplinary approach promotes quality improvement for the patient and evidence-based professional practice, driving positive outcomes.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as consumers of healthcare in a patient-centered environment. (PO#1)
CO # 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with health team members and consumers of care. (PO#3)
CO # 3: Utilize information technology to manage knowledge, mitigate error, and support decision making with health team members and consumers of care. (PO# 8)
CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient/family preferences/values in the implementation of the nursing process. (PO# 4)
CO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 230 pointsPreparing the assignment: Follow these gui ...
1. Please define a case control study. What are the components of
The document describes guidelines for a capstone evidence-based paper assignment for an NR452 Capstone course. The paper is to focus on a priority concept or topic identified from the student's NCLEX-RN assessment performance. The paper must include an introduction identifying the priority concept, its importance, potential healthcare disparities and interventions, legal/ethical considerations, an interdisciplinary approach, and how addressing the concept impacts quality improvement and patient outcomes. Sections on participants, resources, and a conclusion are also required. The paper will be evaluated based on inclusion of required elements in each section and use of APA style formatting.
Transitioning Critical Thinking Skills from the Academic Setting to the Globa...
This document discusses strategies for teaching critical thinking skills to nursing students and transitioning those skills from the academic to clinical setting. It identifies different strategies to use in theory, lab/simulation, and clinical courses. Some key strategies mentioned include using case studies, unfolding case studies, simulations, and assigning activities involving multiple patients to compare findings and make clinical judgments. The goal is to better prepare students for the NCLEX exam and real-world client care where critical thinking and decision making are important for safety and positive outcomes.
1. You have been presented with the following cost function repres.docx
1. You have been presented with the following cost function representing the relationship between the prices of the three inputs used in production (wi,i = 1,2,3), output (Y) and the minimum cost of production (C):
(1)
(a) Write out the formula for the output elasticity of cost (
(b) What are the implications of the linear homogeneity and symmetry properties of the cost function for the coefficient values in the above equation?
(c) Use Shephard’s lemma to derive the three cost share equations. Write down the equations.
(d) Part-1
Briefly discuss how you would econometrically estimate the parameters of the function if you had data on input prices, input use levels, output and cost of production. Your answer should include a description of the equations you would estimate, parameter restrictions you would impose, the number of coefficients estimated and the econometric technique you would employ.
Part-2
Now, suppose you wanted to check if a simpler version with constant returns to scale (CRS) was sufficient to model the data. Write out the CRS version of the cost function and then describe how you would econometrically test the hypothesis of a CRS technology.
2. Given a production process that can be described by a CobbDouglas production technology, (), do the following:
(a) Describe the technology set T (the set of all feasible input and output combinations)
T = {(x1,x2,y) : }
(b) Provide the definition for an input distance function using the set T
D(x1,x2,y) = {θ : }
(c) Show, step by step, how you would derive the equation for the input distance function, D(x1 ,x2, y).
(d) Pick any three properties of input distance functions and show that your equation satisfies those (e.g. linear homogeneity in inputs, quasi-concavity in output, etc.)
(e) If A = 2, α = 0.4, β = 0.4, what are the input-oriented efficiency (TE) scores of the following input-output combinations:
1
1
1
NURS 6331: Role-Play Demonstration: An Example
© 2013 Laureate Education, Inc. 1
Lesson Overview
Name: Dr. Tim Bristol
Lesson Title: Identifying Child Abuse
Environment:
(on-site, online,
or hybrid)
This lesson is intended for nursing students in a web-enhanced on-site
environment. Nursing students will be required to watch this video before
attending an on-site lab simulation.
Lesson Goal:
Upon viewing this video, students will be prepared to engage in a mental
health nursing simulation.
Description of
Lesson/
Learning-
centered activity:
This role-play lesson will depict an interaction between a young patient and
a nurse. Through the role-play and instructional dialogue, students will be
introduced to priority concerns of nurses caring for victims of abuse.
ASSURE Model
Analyze
Learners
Intended Audience of learners:
Nursing students in an undergraduate, pre-licensure nursing program
Prerequisite skills or knowledge needed:
Basic growth and development, some background on child abuse and
general mental h ...
1_Introduction to Simulation and its components INC Jas Mam.pptx FOR NURSING ...
IT IS A SIMULATION LEARNING PPT
Interprofessional Simulation: An Effective Training Experience for Health Car...
Background
This descriptive study measured the effectiveness of and participants' satisfaction with an interprofessional simulation education workshop as a teaching strategy for health care professionals.
Method
Health care professionals completed a 1-day clinical simulation workshop on interprofessional collaboration, after which they had the opportunity to fill out 4 evaluative instruments
Perception of Medical Students About the use of Simulators in Classes
This document summarizes the results of a survey given to medical students at the Catholic University of Santiago de Guayaquil about their perceptions of using simulators in classes. Some key findings:
- 39% of students said simulators were sometimes used by teachers, while 28% said they were frequently used.
- The majority of students felt their teachers integrated existing knowledge from other subjects into simulator lessons.
- However, over 60% of students said they never had access to simulation labs for extra practice.
- While 63% of students felt they acquired clinical skills through simulators, 38% were not convinced simulators helped acquire skills.
Connecting the dot with the Nursing Process and Critical thinki.docx
Connecting the dot with the Nursing Process and Critical thinking
Manda McIntyre
Debra Hunt
1
Overview
Develop a educational program on the nursing process to first semester students.
Utilize advance nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
This practicum experience will involve teaching novice-nursing students beginning their first semester of the nursing program. It is at this time that students are introduced to the nursing process and critical thinking skills. Nurse educator teaches the students that the American Nurses Association Standards hold the nursing process as the framework for critical thinking. The writer chose the nursing as an educational curriculum to provide a thorough understanding of the nursing process for the nursing students to gain knowledge of critical thinking, problem soloing, and passing of the NCLEX-RN examination. The nursing process is used by nurses worldwide to explore the delivery of care.
2
The nursing process was developed in the 1950’s as an educational tool to promote patient centered nursing.
It provides a solid framework for the nursing practice.
It is integrated throughout in the nursing curricular in most of the nursing colleges and the National Council Licensure Examination-Registered Nurse (NCLEX-RN).
It provides the student the ability to use critical thinking skills and response on the basic of the scientific method.
A scientific method that us a step-by-step process to identify and problem solve.
Critical thinking is a vital process for the students to connect the dot in the nursing process.
Introduction
The nursing process was introduced in the 1955 by Hall and Johnson (1959). Nursing process is the essential core of practice for the nurse to provide holistic, patient-centered care. It is provide critical thinking competency that should be taught through out the nursing curriculum. The nursing process is a systematic approach to identifying patient’s actual problem or potential problems and establish a plan to meet the identified needs. It is a process that can be implemented in all areas of nursing. The nursing process is a framework that nursing students and nurses should use consistently and methodically use throughout their career to enable them to organize data and deliver evidenced based practice-nursing care.
3
Nursing students will:
Define and explain the importance of the nursing process.
Discuss the components of nursing process.
Analyze critical thinking in nursing practice's
Implement the nursing process to a patient
care assignment.
Demonstrate the use of critical thinking to prior-
itize for a client assignment.
Program Objectives
The nursing process and critical thinking is the essential core of practice for nursing students to deliver holistic, patient, patient-centered care. It is important t.
Recommended
1. Please define a case control study. What are the components of
1. Please define a case control study. What are the components of a case control study?
2. Suppose that a case–control study was conducted in the United States to find out whether a Black woman’s exposure to racism during pregnancy influenced her risk of giving birth prematurely. Investigators selected 500 cases who were hospitalized for premature delivery and 1,000 controls. The study found that 90 case mothers and 50 control mothers reported overt incidents of racism during their pregnancy.
A. Set up the two-by-two table for these data.
B. Calculate the odds ratio.
C. State in words your interpretation of this odds ratio.
D. Suppose that the investigators hire you as an epidemiological consultant to help them design this study. They ask you what type of control group is most appropriate for the study. Briefly describe the control group that you would advise them to select, and justify your choice.
E. The investigators also ask you to describe the purpose of the control group in a case–control study. What would you tell them?
NR452 Capstone CourseCapstone Evidence-Based Paper Guidelines
Purpose
The student previously analyzed their performance on the integrated comprehensive assessments and reflected on areas of opportunity and strategies to promote NCLEX-RN success and transition into practice. The student will now apply the priority concept (topic) to evidence-based professional practice upon which nurses have the ability to resolve or have a positive impact. There is a focus on the healthcare disparities of the individual, as well as ethical and legal implications to professional practice. The student will discuss how an interdisciplinary approach promotes quality improvement for the patient and evidence-based professional practice, driving positive outcomes.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO # 1: Synthesize knowledge from sciences, humanities, and nursing in managing the needs of humans as consumers of healthcare in a patient-centered environment. (PO#1)
CO # 2: Integrate communication and relationship skills in teamwork and collaboration functioning effectively with health team members and consumers of care. (PO#3)
CO # 3: Utilize information technology to manage knowledge, mitigate error, and support decision making with health team members and consumers of care. (PO# 8)
CO # 4 Integrate critical thinking, clinical reasoning skills, best current evidence, clinical expertise, and patient/family preferences/values in the implementation of the nursing process. (PO# 4)
CO # 5: Explore the impact of professional standards, legislative issues, ethical principles, and values on professional nursing, using data to monitor outcomes and improve quality and safety. (PO# 5, 6)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 230 pointsPreparing the assignment: Follow these gui ...
1. Please define a case control study. What are the components of
The document describes guidelines for a capstone evidence-based paper assignment for an NR452 Capstone course. The paper is to focus on a priority concept or topic identified from the student's NCLEX-RN assessment performance. The paper must include an introduction identifying the priority concept, its importance, potential healthcare disparities and interventions, legal/ethical considerations, an interdisciplinary approach, and how addressing the concept impacts quality improvement and patient outcomes. Sections on participants, resources, and a conclusion are also required. The paper will be evaluated based on inclusion of required elements in each section and use of APA style formatting.
Transitioning Critical Thinking Skills from the Academic Setting to the Globa...
This document discusses strategies for teaching critical thinking skills to nursing students and transitioning those skills from the academic to clinical setting. It identifies different strategies to use in theory, lab/simulation, and clinical courses. Some key strategies mentioned include using case studies, unfolding case studies, simulations, and assigning activities involving multiple patients to compare findings and make clinical judgments. The goal is to better prepare students for the NCLEX exam and real-world client care where critical thinking and decision making are important for safety and positive outcomes.
1. You have been presented with the following cost function repres.docx
1. You have been presented with the following cost function representing the relationship between the prices of the three inputs used in production (wi,i = 1,2,3), output (Y) and the minimum cost of production (C):
(1)
(a) Write out the formula for the output elasticity of cost (
(b) What are the implications of the linear homogeneity and symmetry properties of the cost function for the coefficient values in the above equation?
(c) Use Shephard’s lemma to derive the three cost share equations. Write down the equations.
(d) Part-1
Briefly discuss how you would econometrically estimate the parameters of the function if you had data on input prices, input use levels, output and cost of production. Your answer should include a description of the equations you would estimate, parameter restrictions you would impose, the number of coefficients estimated and the econometric technique you would employ.
Part-2
Now, suppose you wanted to check if a simpler version with constant returns to scale (CRS) was sufficient to model the data. Write out the CRS version of the cost function and then describe how you would econometrically test the hypothesis of a CRS technology.
2. Given a production process that can be described by a CobbDouglas production technology, (), do the following:
(a) Describe the technology set T (the set of all feasible input and output combinations)
T = {(x1,x2,y) : }
(b) Provide the definition for an input distance function using the set T
D(x1,x2,y) = {θ : }
(c) Show, step by step, how you would derive the equation for the input distance function, D(x1 ,x2, y).
(d) Pick any three properties of input distance functions and show that your equation satisfies those (e.g. linear homogeneity in inputs, quasi-concavity in output, etc.)
(e) If A = 2, α = 0.4, β = 0.4, what are the input-oriented efficiency (TE) scores of the following input-output combinations:
1
1
1
NURS 6331: Role-Play Demonstration: An Example
© 2013 Laureate Education, Inc. 1
Lesson Overview
Name: Dr. Tim Bristol
Lesson Title: Identifying Child Abuse
Environment:
(on-site, online,
or hybrid)
This lesson is intended for nursing students in a web-enhanced on-site
environment. Nursing students will be required to watch this video before
attending an on-site lab simulation.
Lesson Goal:
Upon viewing this video, students will be prepared to engage in a mental
health nursing simulation.
Description of
Lesson/
Learning-
centered activity:
This role-play lesson will depict an interaction between a young patient and
a nurse. Through the role-play and instructional dialogue, students will be
introduced to priority concerns of nurses caring for victims of abuse.
ASSURE Model
Analyze
Learners
Intended Audience of learners:
Nursing students in an undergraduate, pre-licensure nursing program
Prerequisite skills or knowledge needed:
Basic growth and development, some background on child abuse and
general mental h ...
1_Introduction to Simulation and its components INC Jas Mam.pptx FOR NURSING ...
IT IS A SIMULATION LEARNING PPT
Interprofessional Simulation: An Effective Training Experience for Health Car...
Background
This descriptive study measured the effectiveness of and participants' satisfaction with an interprofessional simulation education workshop as a teaching strategy for health care professionals.
Method
Health care professionals completed a 1-day clinical simulation workshop on interprofessional collaboration, after which they had the opportunity to fill out 4 evaluative instruments
Perception of Medical Students About the use of Simulators in Classes
This document summarizes the results of a survey given to medical students at the Catholic University of Santiago de Guayaquil about their perceptions of using simulators in classes. Some key findings:
- 39% of students said simulators were sometimes used by teachers, while 28% said they were frequently used.
- The majority of students felt their teachers integrated existing knowledge from other subjects into simulator lessons.
- However, over 60% of students said they never had access to simulation labs for extra practice.
- While 63% of students felt they acquired clinical skills through simulators, 38% were not convinced simulators helped acquire skills.
Connecting the dot with the Nursing Process and Critical thinki.docx
Connecting the dot with the Nursing Process and Critical thinking
Manda McIntyre
Debra Hunt
1
Overview
Develop a educational program on the nursing process to first semester students.
Utilize advance nursing knowledge to assist students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
This practicum experience will involve teaching novice-nursing students beginning their first semester of the nursing program. It is at this time that students are introduced to the nursing process and critical thinking skills. Nurse educator teaches the students that the American Nurses Association Standards hold the nursing process as the framework for critical thinking. The writer chose the nursing as an educational curriculum to provide a thorough understanding of the nursing process for the nursing students to gain knowledge of critical thinking, problem soloing, and passing of the NCLEX-RN examination. The nursing process is used by nurses worldwide to explore the delivery of care.
2
The nursing process was developed in the 1950’s as an educational tool to promote patient centered nursing.
It provides a solid framework for the nursing practice.
It is integrated throughout in the nursing curricular in most of the nursing colleges and the National Council Licensure Examination-Registered Nurse (NCLEX-RN).
It provides the student the ability to use critical thinking skills and response on the basic of the scientific method.
A scientific method that us a step-by-step process to identify and problem solve.
Critical thinking is a vital process for the students to connect the dot in the nursing process.
Introduction
The nursing process was introduced in the 1955 by Hall and Johnson (1959). Nursing process is the essential core of practice for the nurse to provide holistic, patient-centered care. It is provide critical thinking competency that should be taught through out the nursing curriculum. The nursing process is a systematic approach to identifying patient’s actual problem or potential problems and establish a plan to meet the identified needs. It is a process that can be implemented in all areas of nursing. The nursing process is a framework that nursing students and nurses should use consistently and methodically use throughout their career to enable them to organize data and deliver evidenced based practice-nursing care.
3
Nursing students will:
Define and explain the importance of the nursing process.
Discuss the components of nursing process.
Analyze critical thinking in nursing practice's
Implement the nursing process to a patient
care assignment.
Demonstrate the use of critical thinking to prior-
itize for a client assignment.
Program Objectives
The nursing process and critical thinking is the essential core of practice for nursing students to deliver holistic, patient, patient-centered care. It is important t.
· Discussion Board ClarificationAttached Files· Discussion B.docx
· 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.
Advanced Nursing Inquiry and Evidence Based Research (subject).C.docx
This course examines the progression from nursing inquiry to nursing practice under nursing theory frameworks. Students will analyze the historical foundations of nursing theory and how these models have impacted nursing research. They will evaluate models used to guide evidence-based practices and critically assess relevant research. Students will also learn how to apply research findings to develop healthcare delivery improvements and achieve the program's student learning outcomes, including integrating sciences into care delivery and creating effective leadership.
Chronic Illnesses - DiscussionsSection 2Here you will b.docx
Chronic Illnesses - Discussions
Section 2:
Here you will be evaluating and critiquing a scholarly article from a professional journal that is relevant to the course. CalSouthern has fabulous data bases where you will be able to locate articles in their entirely such as ProQuest.
https://learners.calsouthern.edu/Library/Default.aspx pageType=DW&parent_id=108
<https://learners.calsouthern.edu/Library/Default.aspx?pageType=DW&parent_id=108>
Using the University Virtual Library, find an article from a professional journal dated within the past 2 years that has significance to this course or you can select one of the resources listed in the Bibliography section, which is located under the course Resources tab. Include the following:
o title, author, date, and source
o a brief summary of the article and relevance to the course
o discuss the strengths and limitations
o discuss your interpretation of the findings or conclusions.
Section 3:
For this assignment you are required to watch a video on chronic illness
Your posting must include:
Summary of the information presented in the video
What you found as the most enlightening and educational in the video
Your own understanding of the application of the video to the course
Relevance of the video presentation to your own life or work experience
One specific area covered in the video that you would like to learn more about
Watch the following video in its entirety.
How to Live With a Chronic Illness
https://www.youtube.com/watch?v=DYnUaX67VbU
Section 4:
For this assignment you are required to watch a 3 brief videos on chronic pain
Your posting must include:
Summary of the information presented in the videos
What you found as the most enlightening and educational in the videos
Your own understanding of the application of the videos to the course
Relevance of the video presentations to your own life or work experience
One specific area covered in the videos that you would like to learn more about
Watch all 3 of the following videos in their entirety.
Dr Mark Morningstar Chronic Pain Workshop- Sources Of Pain 1of 6https://www.youtube.com/watch?v=GNNrAN_0F60
Dr Mark Morningstar - Chronic Pain - Auto Immune Disorders 2 of 6https://www.youtube.com/watch?v=LX89LfDKncA
Dr Morninstar Chronic Pain Workshop-Heavy Metal and Chemical Toxicity 3 of 6
https://www.youtube.com/watch?v=KKmRMVzM8cc
Section 5:
For this assignment you are required to watch 3 brief videos on chronic pain
Your posting must include:
Summary of the information presented in the videos
What you found as the most enlightening and educational in the videos
Your own understanding of the application of the videos to the course
Relevance of the video presentations to your own life or work experience
One specific area covered in the videos that you would like to learn more about
Watch all 3 of the following videos in their entirety.
Dr Morninstar Chronic Pain Workshop-Heavy Metal and Chemical To.
Instructional plan final
This instructional plan outlines a 10-week CNA training course to be offered at a local community college. The plan identifies a need for CNAs at the local hospital and a gap in available training programs. It recommends the college assist the hospital by providing instructors and materials to teach the class. The plan details learner characteristics, instructional strategies including lectures, demonstrations and role plays, formative and summative assessments, and recommendations to improve the program based on evaluation outcomes.
Teaching Models for Outpatient Clinic
The document describes three teaching models for use in an outpatient clinic: the traditional preceptor model, the One-Minute Preceptor (OMP) model, and the SNAPPS model. It defines the components and process of each model, compares their differences, and evaluates their effectiveness and appropriate usage contexts. The traditional model focuses on patient care over teaching, while OMP and SNAPPS emphasize learner engagement and clinical reasoning by providing feedback and guiding the learner through case discussions. The presenter applies OMP and SNAPPS in their own surgical clinic depending on learner level. External sources support the models' positive impact on teaching skills and clinical reasoning.
introduction to research its importance in nursing roll of nurse in research
its about intro of research its important
Chnaging trends in Medical Education Oct 23.pptx
Teaching : Latest concepts in medical education
how best to optimize medical education
new trends in undergraduate and post graduate teaching in pediatrics
NurseReview.Org - Test Taking Strategies For Nursing Students
1) The document provides test taking strategies for nursing students, including identifying critical thinking as the cornerstone of functioning in society and applying the nursing process to test questions.
2) It recommends preparing for tests by reading material before class, taking notes during lecture, and outlining notes according to concepts like ABCs and Maslow's hierarchy of needs.
3) The document reviews components of test questions and provides examples of questions and answers to demonstrate strategies for identifying correct responses and distractor answers.
Test Taking Strategies For Nursing Students
1) The document provides test taking strategies for nursing students, including identifying critical thinking as the cornerstone of functioning in society and applying the nursing process to test questions.
2) It recommends preparing for tests by reading material before class, taking notes during lecture, and outlining notes according to concepts like ABCs and Maslow's hierarchy of needs.
3) The document reviews components of test questions and provides examples of questions and answers to demonstrate strategies for identifying correct responses and distractor answers.
Simulation design template(revised may 2019)(name of pat
1. The document provides a template for designing a nursing student simulation, including sections for patient details, learning objectives, scenario progression, roles, equipment, and debriefing questions.
2. It includes details needed to plan the simulation such as the patient profile, location, timeline of events, expected interventions, and roles of participants like nurses and physicians.
3. The debriefing section outlines themes to discuss and questions to prompt reflection on clinical decision making, communication, and improving quality of care.
Please do each part on separate attachement (do them individually .docx
Please do each part on separate attachement (do them individually as they are not related to each other)
Part1: 2 pages aoa style, reference page required.
The “Average Man”? Daniels (1952)
https://apps.dtic.mil/dtic/tr/fulltext/u2/010203.pdf
Beyond Average Hough (2020)
https://www.gse.harvard.edu/news/ed/15/08/beyond-average
Directions:
Please respond to the following prompts. Be sure to copy and paste the prompts into your report and place your response directly below the prompt to which you are responding.
Use of complete sentences (minimally 5 - 8 sentences in response to each prompt) , APA format when referencing either article, good layout and formatting, and use of a 12 pt font are expected.
Question Prompts:
1) Considering what you've read in these article, what do you think of when you hear the term 'individualized (or personalized) learning'? What do you believe individualized learning should like for students in an online classroom?
2) Use Google Scholar to find ONE online accessible resources on the topic of individualized learning in an online classroom. Cite your resource using APA format. After reading your resource, summarize in detail at least 2 key take-aways from your resource.
Part2:
See attached pdf reading for A section and youtube video for B secontion answer the below in one page (short answers) no reference page needed for part 2 (discussion style)
A-
(Mertler, 2007) defines data-driven instructional decision making (or D-DIDM) as a “process by which educators examine [data] in order to identify student strengths and deficiencies” .
1) What are Mertler's thoughts regarding the history of instructional decision making? Do you agree? Why or why not?
2) Mertler refers to the 'art of teaching'. After reading his thoughts, what do you interpret this phrase to mean? How might student learning in an online classroom be impacted by the 'art of teaching'?
3) Review what Mertler implies distinctions between the art of teaching responsibilities of researchers and those of practitioners (instructors). If you were advising an online education practitioner based on Mertler's writings, how would you describe what ONE of their responsibilities might look like? Please ensure that your response applies specifically to the role of a facilitator of online instruction.
B-
https://www.youtube.com/watch?v=-kHm6YiboHA
1) Discuss your perspective on ONE comparable and/or contrasted position taken by the two lecturers. Try to provide perspectives that have not been previously shared by other student posters to this forum.
2) List ONE characteristic that you believe the 'average online student' may possess? What could potentially be done within an online classroom to support a student possessing this characteristic? How might your suggestion support better learning outcomes for the student? Try to provide perspectives that have not been previously shared by other student posters to this forum.
Part3
Why is it import ...
Please do each part on separate attachement (do them individually .docx
Please do each part on separate attachement (do them individually as they are not related to each other)
Part1: 2 pages aoa style, reference page required.
The “Average Man”? Daniels (1952)
https://apps.dtic.mil/dtic/tr/fulltext/u2/010203.pdf
Beyond Average Hough (2020)
https://www.gse.harvard.edu/news/ed/15/08/beyond-average
Directions:
Please respond to the following prompts. Be sure to copy and paste the prompts into your report and place your response directly below the prompt to which you are responding.
Use of complete sentences (minimally 5 - 8 sentences in response to each prompt) , APA format when referencing either article, good layout and formatting, and use of a 12 pt font are expected.
Question Prompts:
1) Considering what you've read in these article, what do you think of when you hear the term 'individualized (or personalized) learning'? What do you believe individualized learning should like for students in an online classroom?
2) Use Google Scholar to find ONE online accessible resources on the topic of individualized learning in an online classroom. Cite your resource using APA format. After reading your resource, summarize in detail at least 2 key take-aways from your resource.
Part2:
See attached pdf reading for A section and youtube video for B secontion answer the below in one page (short answers) no reference page needed for part 2 (discussion style)
A-
(Mertler, 2007) defines data-driven instructional decision making (or D-DIDM) as a “process by which educators examine [data] in order to identify student strengths and deficiencies” .
1) What are Mertler's thoughts regarding the history of instructional decision making? Do you agree? Why or why not?
2) Mertler refers to the 'art of teaching'. After reading his thoughts, what do you interpret this phrase to mean? How might student learning in an online classroom be impacted by the 'art of teaching'?
3) Review what Mertler implies distinctions between the art of teaching responsibilities of researchers and those of practitioners (instructors). If you were advising an online education practitioner based on Mertler's writings, how would you describe what ONE of their responsibilities might look like? Please ensure that your response applies specifically to the role of a facilitator of online instruction.
B-
https://www.youtube.com/watch?v=-kHm6YiboHA
1) Discuss your perspective on ONE comparable and/or contrasted position taken by the two lecturers. Try to provide perspectives that have not been previously shared by other student posters to this forum.
2) List ONE characteristic that you believe the 'average online student' may possess? What could potentially be done within an online classroom to support a student possessing this characteristic? How might your suggestion support better learning outcomes for the student? Try to provide perspectives that have not been previously shared by other student posters to this forum.
Part3
Why is it import.
Clinical Teaching Techniques
The document discusses the current method used for training nuclear medicine technologists in Ontario and provides suggestions for improving it. The current method involves students rotating through clinical sites where they are supervised by technologists as they perform procedures. The document proposes adding elements of reflective practice, where students and technologists debrief after abnormal cases, and adapting established clinical education models to the nuclear medicine context. This is intended to enhance students' learning and development of problem-solving skills when faced with unusual situations.
Anecdote And Evidence A Comparison Of Student Performance Using Two Learning ...
This study compared student performance on an exam when information was presented using two different teaching styles - one emphasizing the lecturer's personal experiences with patients, and the other emphasizing formal sources like textbooks and journals. Students scored higher overall and in specific domains when the personal experience style was used. Most student comments also indicated they found the personal experience style more useful for learning. The study argues anecdotal teaching can be an effective method by enhancing authenticity, providing context, and giving students a sense of ownership over the material. Hearing real stories from experienced clinicians makes the information seem more believable and realistic to students.
Cognitivism as a means to teach it in a healthcare environment, are there alt...
This document is a cover sheet for a submission to a Learning Theories module. It includes information such as the participant's name and student number, date of submission, type of submission, and module tutor name. It also lists the programme learning outcomes related to knowledge, know-how and skill, and competence for the MSc Applied eLearning programme. The submission checklist declares that the assignment has been proofread and meets formatting requirements.
The benchmark assesses the following competency4.2 Communicate .docx
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
RUBRICS: The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.
All assignment criteria are thoroughly completed. Rational and detail is provided throughout.
The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
Writer is clearly in command of standard, written, academic English. All format elements are correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
For initial post talk about the charts compositions: the chart size, .
NR283 Pathophysiology Concept Process Assignment Guidel.docx
NR283 Pathophysiology
Concept Process Assignment Guidelines
NR283_Concept Process Assignment Guideline_V3 Revised: 11/14/2019 1
Purpose
To integrate and build on basic concepts in support of critical thinking.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO 1: Correlate lifestyle, environmental, and other influences with changes in levels of wellness. (POs 1 and 7)
CO 2: Explain the pathophysiologic processes of select health conditions. (PO 1)
CO 3: Predict clinical manifestations and complications for select disease processes. (POs 1 and 8)
Due date: Your faculty member will inform you when this assignment is due . The Late Assignment Policy applies to
this assignment.
Total points possible: 50 points
Preparing the assignment
Select a pathophysiology concept that you have not previously completed an active learning template for. Some
examples include but are not limited to: pathophysiology, etiology, iatrogenic, exogenous, prevention, mortality,
morbidity, manifestations, symptoms, communicable diseases, apoptosis, hyperplasia, ischemia, impaired gas exchange,
impaired mobility, or impaired perfusion.
Complete the three areas of the template describing in detail this concept.
Select a disease process from the current organ system you are studying, that you have not previously completed an
active learning template for. Some examples include but are not limited to: pneumonia, heart failure, hyperthyroidism,
colon cancer, renal failure, arthritis.
Complete the top three boxes, the Assessment and Safety Concerns area of the form. Be prepared to submit, present
and/or teach this concept to others based on your faculty member’s instructions. In addition, complete as much of the
Patient Centered Care area as you are able based on your own research and/or collaboration with your peers or faculty.
Create a 1 page analysis describing how the selected concept relates to the selected systems disorder. Be prepared to
present and/or submit your paper.
The following is an example to help clarify the assignment guidelines:
After completing the two templates below, the analysis paper might include a discussion of how immobility will affect
the particular selected disorder (in this case fracture). The analysis might include how immobility will increase
complications if patient is unable to walk, or if the patient does not have access to a walker. It may also include the
possibility the patient will be immobile in a bed right after surgical repair, and how this may affect the outcome of the
patient. Furthermore, highlights on how a specific patient age could affect immobility (i.e. elderly are more likely to
fracture hips). Reviewing how immobility may affect other types of fractures could be included.
For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.
Please note .
NR283 Pathophysiology Concept Process Assignment Guidel.docx
NR283 Pathophysiology
Concept Process Assignment Guidelines
NR283_Concept Process Assignment Guideline_V3 Revised: 11/14/2019 1
Purpose
To integrate and build on basic concepts in support of critical thinking.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO 1: Correlate lifestyle, environmental, and other influences with changes in levels of wellness. (POs 1 and 7)
CO 2: Explain the pathophysiologic processes of select health conditions. (PO 1)
CO 3: Predict clinical manifestations and complications for select disease processes. (POs 1 and 8)
Due date: Your faculty member will inform you when this assignment is due . The Late Assignment Policy applies to
this assignment.
Total points possible: 50 points
Preparing the assignment
Select a pathophysiology concept that you have not previously completed an active learning template for. Some
examples include but are not limited to: pathophysiology, etiology, iatrogenic, exogenous, prevention, mortality,
morbidity, manifestations, symptoms, communicable diseases, apoptosis, hyperplasia, ischemia, impaired gas exchange,
impaired mobility, or impaired perfusion.
Complete the three areas of the template describing in detail this concept.
Select a disease process from the current organ system you are studying, that you have not previously completed an
active learning template for. Some examples include but are not limited to: pneumonia, heart failure, hyperthyroidism,
colon cancer, renal failure, arthritis.
Complete the top three boxes, the Assessment and Safety Concerns area of the form. Be prepared to submit, present
and/or teach this concept to others based on your faculty member’s instructions. In addition, complete as much of the
Patient Centered Care area as you are able based on your own research and/or collaboration with your peers or faculty.
Create a 1 page analysis describing how the selected concept relates to the selected systems disorder. Be prepared to
present and/or submit your paper.
The following is an example to help clarify the assignment guidelines:
After completing the two templates below, the analysis paper might include a discussion of how immobility will affect
the particular selected disorder (in this case fracture). The analysis might include how immobility will increase
complications if patient is unable to walk, or if the patient does not have access to a walker. It may also include the
possibility the patient will be immobile in a bed right after surgical repair, and how this may affect the outcome of the
patient. Furthermore, highlights on how a specific patient age could affect immobility (i.e. elderly are more likely to
fracture hips). Reviewing how immobility may affect other types of fractures could be included.
For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.
Please note .
EDUCATION TEACHING PRACTICUM 1EDUCATION TEACHING PRACTICUM
EDUCATION TEACHING PRACTICUM 1
EDUCATION TEACHING PRACTICUM 6
Coping strategies of nurses in the ICU when faced with the death of pediatric patients.
Coping strategies of nurses in the ICU when faced with the death of pediatric patients.
Objectives for and standards of the lessons
Patient-centered Care: Show empathy with the grief of the patient's relatives.
Teamwork and Collaboration: Demonstrate assertive communication with family members and other professionals at pediatric patients' end of life.
Evidence-Based Practice: Adequate ability to understand the concept of diagnosis, grief, and death
Quality Improvement: Identify risk factors and precipitants to reduce the probability of recurrence in future cases.
Safety: Minimize the suffering of the pediatric patient through Best-practice.
Informatics: Report all events surrounding the patient's death.
Nursing theory
The theory that will be used to guide the lesson is Elisabeth Kuebler ross's nursing theory. The Elisabeth Kuebler Ross nursing theory was proposed in the 1960s where she proposed five distinctive stages that people go through after they have lost a loved one. In the theory, the first stage is the denial stage, which helps people who have lost loved ones to reduce pain. The second stage is anger which is a common emotional feeling when one starts to ask why the beloved person died. In this stage, people who lost a loved one try to adjust to a new situation that might be hard for them. The third stage is bargaining, where people tend to bargain with anything around them so that they can be able to relieve the pain they are feeling. The fourth stage of grief is depression that develops as the events of loss sink into an individual. The last stage of griefing is acceptance, where people acknowledge that they have lost a loved one and plan on how to move on with life without the person (Corr, 2018S).
Describe student audience
Novice nurses in pediatric ICU unit with basic practical functions and support to experienced nurses. These nurses lack experience with pediatric patients in the ICU unit; hence they are undertaken through general rules that will enable them to perform various procedures.
Demographics of the student nurses
The nurses are aged between thirty years and forty years. The nursing group comprises both men and women who have little or no experience in ICU pediatric.
Interventions may be needed to account for varied learning styles.
In the learning process, the educator will need to involve different interventions to account for the different learning styles. Therefore, VARK MODEL will be used to identify the transverse learning style in the group. One of the interventions is to know and understand the students' different learning abilities. Once the appropriate learning style for the group has been identified, the educator will provide unique experiences that allow the learners to think critically to understand the concepts being taught. Al ...
Newer Methods of Assessment in Medical Education
The document discusses various methods for assessing clinical skills in medical education, including mini-clinical evaluation exercises (MiniCEX), direct observation of procedural skills (DOPS), multi-source feedback (MSF), logbooks, portfolios, simulations, record reviews, and patient surveys. It emphasizes that the assessment method should be tailored based on the domain and level being tested, available resources, and whether the goal is formative or summative. Objective methods are preferred over traditional methods to reduce bias. A variety of approaches can provide insights into different aspects of clinical competency.
Based on your course reading assignments and your pending research p.docx
Based on your course reading assignments and your pending research problem, what type of study do you believe you are conducting, and please explain why?
Extra materials:
Descriptive
research
is a study designed to depict the participants in an accurate way. More simply put, descriptive analysis is all about describing people who take part in the survey.
There are three ways a researcher can go about doing a descriptive research project, and they are:
Observational, defined as a method of viewing and recording the participants
Case study, defined as an in-depth study of an individual or group of individuals
Survey, defined as a brief interview or discussion with an individual about a specific topic
Mixed
methods
research
(Extracted from the article below) is the use of quantitative and qualitative methods in a single study or series of studies. It is a new methodology that is increasingly used by health researchers, especially within health services research. There is a growing literature on the theory, design, and critical appraisal of mixed methods research. However, few papers summarize this methodological approach for health practitioners who wish to conduct or critically engage with mixed methods studies.
Article: Using Mixed Methods in Health Research
Meta-Analysis
Meta
-
analysis
is a statistical technique for combining data from multiple studies on a particular topic. A Meta-analysis is an analytical tool for estimating the mean and variance of underlying population effects from a collection of empirical studies addressing ostensibly the same research question. Meta‐analysis has become an increasingly popular and valuable tool in psychological research, and significant review articles typically employ these methods.
Article: Meta-Analysis in Medical Research
Epidemiology
According to the Centers for Disease Control,
Epidemiology
is the method used to find the causes of health outcomes and diseases in populations. In epidemiology, the patient is the community and individuals are viewed collectively. By definition, epidemiology is the study (scientific, systematic, and data-driven) of the distribution (frequency, pattern) and determinants (causes, risk factors) of health-related states and events (not just diseases) in specified populations (neighborhood, school, city, state, country, global).
Article: Epidemiology is a Science of High Importance
Longitudinal Studies
Longitudinal Study, an epidemiologic study that follows a population forward over time, evaluating the effects of one or more variables on a process. If individuals are followed, it is termed a longitudinal cohort study. If classes—e.g., age classes—are studied, it is a longitudinal cross-sectional study. Longitudinal studies are the converse (opposite) of horizontal (parallel) studies.
Article Longitudinal Studies
.
Based on yesterday Assignment (Green Machine)1. Provide a Com.docx
The document provides instructions for an assignment to analyze competitors in the green machine industry. Students are asked to assess the overall industry strategy, describe each major competitor's current marketing positioning and strategy, and identify the main sources of competitive advantage for each key rival firm.
More Related Content
Similar to NURS 6331 Screencast Script An Example © 2013 Laure.docx
· Discussion Board ClarificationAttached Files· Discussion B.docx
· 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.
Advanced Nursing Inquiry and Evidence Based Research (subject).C.docx
This course examines the progression from nursing inquiry to nursing practice under nursing theory frameworks. Students will analyze the historical foundations of nursing theory and how these models have impacted nursing research. They will evaluate models used to guide evidence-based practices and critically assess relevant research. Students will also learn how to apply research findings to develop healthcare delivery improvements and achieve the program's student learning outcomes, including integrating sciences into care delivery and creating effective leadership.
Chronic Illnesses - DiscussionsSection 2Here you will b.docx
Chronic Illnesses - Discussions
Section 2:
Here you will be evaluating and critiquing a scholarly article from a professional journal that is relevant to the course. CalSouthern has fabulous data bases where you will be able to locate articles in their entirely such as ProQuest.
https://learners.calsouthern.edu/Library/Default.aspx pageType=DW&parent_id=108
<https://learners.calsouthern.edu/Library/Default.aspx?pageType=DW&parent_id=108>
Using the University Virtual Library, find an article from a professional journal dated within the past 2 years that has significance to this course or you can select one of the resources listed in the Bibliography section, which is located under the course Resources tab. Include the following:
o title, author, date, and source
o a brief summary of the article and relevance to the course
o discuss the strengths and limitations
o discuss your interpretation of the findings or conclusions.
Section 3:
For this assignment you are required to watch a video on chronic illness
Your posting must include:
Summary of the information presented in the video
What you found as the most enlightening and educational in the video
Your own understanding of the application of the video to the course
Relevance of the video presentation to your own life or work experience
One specific area covered in the video that you would like to learn more about
Watch the following video in its entirety.
How to Live With a Chronic Illness
https://www.youtube.com/watch?v=DYnUaX67VbU
Section 4:
For this assignment you are required to watch a 3 brief videos on chronic pain
Your posting must include:
Summary of the information presented in the videos
What you found as the most enlightening and educational in the videos
Your own understanding of the application of the videos to the course
Relevance of the video presentations to your own life or work experience
One specific area covered in the videos that you would like to learn more about
Watch all 3 of the following videos in their entirety.
Dr Mark Morningstar Chronic Pain Workshop- Sources Of Pain 1of 6https://www.youtube.com/watch?v=GNNrAN_0F60
Dr Mark Morningstar - Chronic Pain - Auto Immune Disorders 2 of 6https://www.youtube.com/watch?v=LX89LfDKncA
Dr Morninstar Chronic Pain Workshop-Heavy Metal and Chemical Toxicity 3 of 6
https://www.youtube.com/watch?v=KKmRMVzM8cc
Section 5:
For this assignment you are required to watch 3 brief videos on chronic pain
Your posting must include:
Summary of the information presented in the videos
What you found as the most enlightening and educational in the videos
Your own understanding of the application of the videos to the course
Relevance of the video presentations to your own life or work experience
One specific area covered in the videos that you would like to learn more about
Watch all 3 of the following videos in their entirety.
Dr Morninstar Chronic Pain Workshop-Heavy Metal and Chemical To.
Instructional plan final
This instructional plan outlines a 10-week CNA training course to be offered at a local community college. The plan identifies a need for CNAs at the local hospital and a gap in available training programs. It recommends the college assist the hospital by providing instructors and materials to teach the class. The plan details learner characteristics, instructional strategies including lectures, demonstrations and role plays, formative and summative assessments, and recommendations to improve the program based on evaluation outcomes.
Teaching Models for Outpatient Clinic
The document describes three teaching models for use in an outpatient clinic: the traditional preceptor model, the One-Minute Preceptor (OMP) model, and the SNAPPS model. It defines the components and process of each model, compares their differences, and evaluates their effectiveness and appropriate usage contexts. The traditional model focuses on patient care over teaching, while OMP and SNAPPS emphasize learner engagement and clinical reasoning by providing feedback and guiding the learner through case discussions. The presenter applies OMP and SNAPPS in their own surgical clinic depending on learner level. External sources support the models' positive impact on teaching skills and clinical reasoning.
introduction to research its importance in nursing roll of nurse in research
its about intro of research its important
Chnaging trends in Medical Education Oct 23.pptx
Teaching : Latest concepts in medical education
how best to optimize medical education
new trends in undergraduate and post graduate teaching in pediatrics
NurseReview.Org - Test Taking Strategies For Nursing Students
1) The document provides test taking strategies for nursing students, including identifying critical thinking as the cornerstone of functioning in society and applying the nursing process to test questions.
2) It recommends preparing for tests by reading material before class, taking notes during lecture, and outlining notes according to concepts like ABCs and Maslow's hierarchy of needs.
3) The document reviews components of test questions and provides examples of questions and answers to demonstrate strategies for identifying correct responses and distractor answers.
Test Taking Strategies For Nursing Students
1) The document provides test taking strategies for nursing students, including identifying critical thinking as the cornerstone of functioning in society and applying the nursing process to test questions.
2) It recommends preparing for tests by reading material before class, taking notes during lecture, and outlining notes according to concepts like ABCs and Maslow's hierarchy of needs.
3) The document reviews components of test questions and provides examples of questions and answers to demonstrate strategies for identifying correct responses and distractor answers.
Simulation design template(revised may 2019)(name of pat
1. The document provides a template for designing a nursing student simulation, including sections for patient details, learning objectives, scenario progression, roles, equipment, and debriefing questions.
2. It includes details needed to plan the simulation such as the patient profile, location, timeline of events, expected interventions, and roles of participants like nurses and physicians.
3. The debriefing section outlines themes to discuss and questions to prompt reflection on clinical decision making, communication, and improving quality of care.
Please do each part on separate attachement (do them individually .docx
Please do each part on separate attachement (do them individually as they are not related to each other)
Part1: 2 pages aoa style, reference page required.
The “Average Man”? Daniels (1952)
https://apps.dtic.mil/dtic/tr/fulltext/u2/010203.pdf
Beyond Average Hough (2020)
https://www.gse.harvard.edu/news/ed/15/08/beyond-average
Directions:
Please respond to the following prompts. Be sure to copy and paste the prompts into your report and place your response directly below the prompt to which you are responding.
Use of complete sentences (minimally 5 - 8 sentences in response to each prompt) , APA format when referencing either article, good layout and formatting, and use of a 12 pt font are expected.
Question Prompts:
1) Considering what you've read in these article, what do you think of when you hear the term 'individualized (or personalized) learning'? What do you believe individualized learning should like for students in an online classroom?
2) Use Google Scholar to find ONE online accessible resources on the topic of individualized learning in an online classroom. Cite your resource using APA format. After reading your resource, summarize in detail at least 2 key take-aways from your resource.
Part2:
See attached pdf reading for A section and youtube video for B secontion answer the below in one page (short answers) no reference page needed for part 2 (discussion style)
A-
(Mertler, 2007) defines data-driven instructional decision making (or D-DIDM) as a “process by which educators examine [data] in order to identify student strengths and deficiencies” .
1) What are Mertler's thoughts regarding the history of instructional decision making? Do you agree? Why or why not?
2) Mertler refers to the 'art of teaching'. After reading his thoughts, what do you interpret this phrase to mean? How might student learning in an online classroom be impacted by the 'art of teaching'?
3) Review what Mertler implies distinctions between the art of teaching responsibilities of researchers and those of practitioners (instructors). If you were advising an online education practitioner based on Mertler's writings, how would you describe what ONE of their responsibilities might look like? Please ensure that your response applies specifically to the role of a facilitator of online instruction.
B-
https://www.youtube.com/watch?v=-kHm6YiboHA
1) Discuss your perspective on ONE comparable and/or contrasted position taken by the two lecturers. Try to provide perspectives that have not been previously shared by other student posters to this forum.
2) List ONE characteristic that you believe the 'average online student' may possess? What could potentially be done within an online classroom to support a student possessing this characteristic? How might your suggestion support better learning outcomes for the student? Try to provide perspectives that have not been previously shared by other student posters to this forum.
Part3
Why is it import ...
Please do each part on separate attachement (do them individually .docx
Please do each part on separate attachement (do them individually as they are not related to each other)
Part1: 2 pages aoa style, reference page required.
The “Average Man”? Daniels (1952)
https://apps.dtic.mil/dtic/tr/fulltext/u2/010203.pdf
Beyond Average Hough (2020)
https://www.gse.harvard.edu/news/ed/15/08/beyond-average
Directions:
Please respond to the following prompts. Be sure to copy and paste the prompts into your report and place your response directly below the prompt to which you are responding.
Use of complete sentences (minimally 5 - 8 sentences in response to each prompt) , APA format when referencing either article, good layout and formatting, and use of a 12 pt font are expected.
Question Prompts:
1) Considering what you've read in these article, what do you think of when you hear the term 'individualized (or personalized) learning'? What do you believe individualized learning should like for students in an online classroom?
2) Use Google Scholar to find ONE online accessible resources on the topic of individualized learning in an online classroom. Cite your resource using APA format. After reading your resource, summarize in detail at least 2 key take-aways from your resource.
Part2:
See attached pdf reading for A section and youtube video for B secontion answer the below in one page (short answers) no reference page needed for part 2 (discussion style)
A-
(Mertler, 2007) defines data-driven instructional decision making (or D-DIDM) as a “process by which educators examine [data] in order to identify student strengths and deficiencies” .
1) What are Mertler's thoughts regarding the history of instructional decision making? Do you agree? Why or why not?
2) Mertler refers to the 'art of teaching'. After reading his thoughts, what do you interpret this phrase to mean? How might student learning in an online classroom be impacted by the 'art of teaching'?
3) Review what Mertler implies distinctions between the art of teaching responsibilities of researchers and those of practitioners (instructors). If you were advising an online education practitioner based on Mertler's writings, how would you describe what ONE of their responsibilities might look like? Please ensure that your response applies specifically to the role of a facilitator of online instruction.
B-
https://www.youtube.com/watch?v=-kHm6YiboHA
1) Discuss your perspective on ONE comparable and/or contrasted position taken by the two lecturers. Try to provide perspectives that have not been previously shared by other student posters to this forum.
2) List ONE characteristic that you believe the 'average online student' may possess? What could potentially be done within an online classroom to support a student possessing this characteristic? How might your suggestion support better learning outcomes for the student? Try to provide perspectives that have not been previously shared by other student posters to this forum.
Part3
Why is it import.
Clinical Teaching Techniques
The document discusses the current method used for training nuclear medicine technologists in Ontario and provides suggestions for improving it. The current method involves students rotating through clinical sites where they are supervised by technologists as they perform procedures. The document proposes adding elements of reflective practice, where students and technologists debrief after abnormal cases, and adapting established clinical education models to the nuclear medicine context. This is intended to enhance students' learning and development of problem-solving skills when faced with unusual situations.
Anecdote And Evidence A Comparison Of Student Performance Using Two Learning ...
This study compared student performance on an exam when information was presented using two different teaching styles - one emphasizing the lecturer's personal experiences with patients, and the other emphasizing formal sources like textbooks and journals. Students scored higher overall and in specific domains when the personal experience style was used. Most student comments also indicated they found the personal experience style more useful for learning. The study argues anecdotal teaching can be an effective method by enhancing authenticity, providing context, and giving students a sense of ownership over the material. Hearing real stories from experienced clinicians makes the information seem more believable and realistic to students.
Cognitivism as a means to teach it in a healthcare environment, are there alt...
This document is a cover sheet for a submission to a Learning Theories module. It includes information such as the participant's name and student number, date of submission, type of submission, and module tutor name. It also lists the programme learning outcomes related to knowledge, know-how and skill, and competence for the MSc Applied eLearning programme. The submission checklist declares that the assignment has been proofread and meets formatting requirements.
The benchmark assesses the following competency4.2 Communicate .docx
The benchmark assesses the following competency:
4.2 Communicate therapeutically with patients.
The RN to BSN program meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.
Note: The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.
Select one of the following as the focus for the teaching plan:
1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues
Use the "Community Teaching Work Plan Proposal" resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.
1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the "Community Teaching Experience" form with the provider. You will submit this form in Topic 5.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion
RUBRICS: The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.
All assignment criteria are thoroughly completed. Rational and detail is provided throughout.
The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.
Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.
Writer is clearly in command of standard, written, academic English. All format elements are correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
For initial post talk about the charts compositions: the chart size, .
NR283 Pathophysiology Concept Process Assignment Guidel.docx
NR283 Pathophysiology
Concept Process Assignment Guidelines
NR283_Concept Process Assignment Guideline_V3 Revised: 11/14/2019 1
Purpose
To integrate and build on basic concepts in support of critical thinking.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO 1: Correlate lifestyle, environmental, and other influences with changes in levels of wellness. (POs 1 and 7)
CO 2: Explain the pathophysiologic processes of select health conditions. (PO 1)
CO 3: Predict clinical manifestations and complications for select disease processes. (POs 1 and 8)
Due date: Your faculty member will inform you when this assignment is due . The Late Assignment Policy applies to
this assignment.
Total points possible: 50 points
Preparing the assignment
Select a pathophysiology concept that you have not previously completed an active learning template for. Some
examples include but are not limited to: pathophysiology, etiology, iatrogenic, exogenous, prevention, mortality,
morbidity, manifestations, symptoms, communicable diseases, apoptosis, hyperplasia, ischemia, impaired gas exchange,
impaired mobility, or impaired perfusion.
Complete the three areas of the template describing in detail this concept.
Select a disease process from the current organ system you are studying, that you have not previously completed an
active learning template for. Some examples include but are not limited to: pneumonia, heart failure, hyperthyroidism,
colon cancer, renal failure, arthritis.
Complete the top three boxes, the Assessment and Safety Concerns area of the form. Be prepared to submit, present
and/or teach this concept to others based on your faculty member’s instructions. In addition, complete as much of the
Patient Centered Care area as you are able based on your own research and/or collaboration with your peers or faculty.
Create a 1 page analysis describing how the selected concept relates to the selected systems disorder. Be prepared to
present and/or submit your paper.
The following is an example to help clarify the assignment guidelines:
After completing the two templates below, the analysis paper might include a discussion of how immobility will affect
the particular selected disorder (in this case fracture). The analysis might include how immobility will increase
complications if patient is unable to walk, or if the patient does not have access to a walker. It may also include the
possibility the patient will be immobile in a bed right after surgical repair, and how this may affect the outcome of the
patient. Furthermore, highlights on how a specific patient age could affect immobility (i.e. elderly are more likely to
fracture hips). Reviewing how immobility may affect other types of fractures could be included.
For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.
Please note .
NR283 Pathophysiology Concept Process Assignment Guidel.docx
NR283 Pathophysiology
Concept Process Assignment Guidelines
NR283_Concept Process Assignment Guideline_V3 Revised: 11/14/2019 1
Purpose
To integrate and build on basic concepts in support of critical thinking.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO 1: Correlate lifestyle, environmental, and other influences with changes in levels of wellness. (POs 1 and 7)
CO 2: Explain the pathophysiologic processes of select health conditions. (PO 1)
CO 3: Predict clinical manifestations and complications for select disease processes. (POs 1 and 8)
Due date: Your faculty member will inform you when this assignment is due . The Late Assignment Policy applies to
this assignment.
Total points possible: 50 points
Preparing the assignment
Select a pathophysiology concept that you have not previously completed an active learning template for. Some
examples include but are not limited to: pathophysiology, etiology, iatrogenic, exogenous, prevention, mortality,
morbidity, manifestations, symptoms, communicable diseases, apoptosis, hyperplasia, ischemia, impaired gas exchange,
impaired mobility, or impaired perfusion.
Complete the three areas of the template describing in detail this concept.
Select a disease process from the current organ system you are studying, that you have not previously completed an
active learning template for. Some examples include but are not limited to: pneumonia, heart failure, hyperthyroidism,
colon cancer, renal failure, arthritis.
Complete the top three boxes, the Assessment and Safety Concerns area of the form. Be prepared to submit, present
and/or teach this concept to others based on your faculty member’s instructions. In addition, complete as much of the
Patient Centered Care area as you are able based on your own research and/or collaboration with your peers or faculty.
Create a 1 page analysis describing how the selected concept relates to the selected systems disorder. Be prepared to
present and/or submit your paper.
The following is an example to help clarify the assignment guidelines:
After completing the two templates below, the analysis paper might include a discussion of how immobility will affect
the particular selected disorder (in this case fracture). The analysis might include how immobility will increase
complications if patient is unable to walk, or if the patient does not have access to a walker. It may also include the
possibility the patient will be immobile in a bed right after surgical repair, and how this may affect the outcome of the
patient. Furthermore, highlights on how a specific patient age could affect immobility (i.e. elderly are more likely to
fracture hips). Reviewing how immobility may affect other types of fractures could be included.
For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.
Please note .
EDUCATION TEACHING PRACTICUM 1EDUCATION TEACHING PRACTICUM
EDUCATION TEACHING PRACTICUM 1
EDUCATION TEACHING PRACTICUM 6
Coping strategies of nurses in the ICU when faced with the death of pediatric patients.
Coping strategies of nurses in the ICU when faced with the death of pediatric patients.
Objectives for and standards of the lessons
Patient-centered Care: Show empathy with the grief of the patient's relatives.
Teamwork and Collaboration: Demonstrate assertive communication with family members and other professionals at pediatric patients' end of life.
Evidence-Based Practice: Adequate ability to understand the concept of diagnosis, grief, and death
Quality Improvement: Identify risk factors and precipitants to reduce the probability of recurrence in future cases.
Safety: Minimize the suffering of the pediatric patient through Best-practice.
Informatics: Report all events surrounding the patient's death.
Nursing theory
The theory that will be used to guide the lesson is Elisabeth Kuebler ross's nursing theory. The Elisabeth Kuebler Ross nursing theory was proposed in the 1960s where she proposed five distinctive stages that people go through after they have lost a loved one. In the theory, the first stage is the denial stage, which helps people who have lost loved ones to reduce pain. The second stage is anger which is a common emotional feeling when one starts to ask why the beloved person died. In this stage, people who lost a loved one try to adjust to a new situation that might be hard for them. The third stage is bargaining, where people tend to bargain with anything around them so that they can be able to relieve the pain they are feeling. The fourth stage of grief is depression that develops as the events of loss sink into an individual. The last stage of griefing is acceptance, where people acknowledge that they have lost a loved one and plan on how to move on with life without the person (Corr, 2018S).
Describe student audience
Novice nurses in pediatric ICU unit with basic practical functions and support to experienced nurses. These nurses lack experience with pediatric patients in the ICU unit; hence they are undertaken through general rules that will enable them to perform various procedures.
Demographics of the student nurses
The nurses are aged between thirty years and forty years. The nursing group comprises both men and women who have little or no experience in ICU pediatric.
Interventions may be needed to account for varied learning styles.
In the learning process, the educator will need to involve different interventions to account for the different learning styles. Therefore, VARK MODEL will be used to identify the transverse learning style in the group. One of the interventions is to know and understand the students' different learning abilities. Once the appropriate learning style for the group has been identified, the educator will provide unique experiences that allow the learners to think critically to understand the concepts being taught. Al ...
Newer Methods of Assessment in Medical Education
The document discusses various methods for assessing clinical skills in medical education, including mini-clinical evaluation exercises (MiniCEX), direct observation of procedural skills (DOPS), multi-source feedback (MSF), logbooks, portfolios, simulations, record reviews, and patient surveys. It emphasizes that the assessment method should be tailored based on the domain and level being tested, available resources, and whether the goal is formative or summative. Objective methods are preferred over traditional methods to reduce bias. A variety of approaches can provide insights into different aspects of clinical competency.
Similar to NURS 6331 Screencast Script An Example © 2013 Laure.docx (20)
· Discussion Board ClarificationAttached Files· Discussion B.docx
· Discussion Board ClarificationAttached Files· Discussion B.docx
Advanced Nursing Inquiry and Evidence Based Research (subject).C.docx
Advanced Nursing Inquiry and Evidence Based Research (subject).C.docx
Chronic Illnesses - DiscussionsSection 2Here you will b.docx
Chronic Illnesses - DiscussionsSection 2Here you will b.docx
introduction to research its importance in nursing roll of nurse in research
introduction to research its importance in nursing roll of nurse in research
NurseReview.Org - Test Taking Strategies For Nursing Students
NurseReview.Org - Test Taking Strategies For Nursing Students
Simulation design template(revised may 2019)(name of pat
Simulation design template(revised may 2019)(name of pat
Please do each part on separate attachement (do them individually .docx
Please do each part on separate attachement (do them individually .docx
Please do each part on separate attachement (do them individually .docx
Please do each part on separate attachement (do them individually .docx
Anecdote And Evidence A Comparison Of Student Performance Using Two Learning ...
Anecdote And Evidence A Comparison Of Student Performance Using Two Learning ...
Cognitivism as a means to teach it in a healthcare environment, are there alt...
Cognitivism as a means to teach it in a healthcare environment, are there alt...
The benchmark assesses the following competency4.2 Communicate .docx
The benchmark assesses the following competency4.2 Communicate .docx
NR283 Pathophysiology Concept Process Assignment Guidel.docx
NR283 Pathophysiology Concept Process Assignment Guidel.docx
NR283 Pathophysiology Concept Process Assignment Guidel.docx
NR283 Pathophysiology Concept Process Assignment Guidel.docx
EDUCATION TEACHING PRACTICUM 1EDUCATION TEACHING PRACTICUM
EDUCATION TEACHING PRACTICUM 1EDUCATION TEACHING PRACTICUM
More from cherishwinsland
Based on your course reading assignments and your pending research p.docx
Based on your course reading assignments and your pending research problem, what type of study do you believe you are conducting, and please explain why?
Extra materials:
Descriptive
research
is a study designed to depict the participants in an accurate way. More simply put, descriptive analysis is all about describing people who take part in the survey.
There are three ways a researcher can go about doing a descriptive research project, and they are:
Observational, defined as a method of viewing and recording the participants
Case study, defined as an in-depth study of an individual or group of individuals
Survey, defined as a brief interview or discussion with an individual about a specific topic
Mixed
methods
research
(Extracted from the article below) is the use of quantitative and qualitative methods in a single study or series of studies. It is a new methodology that is increasingly used by health researchers, especially within health services research. There is a growing literature on the theory, design, and critical appraisal of mixed methods research. However, few papers summarize this methodological approach for health practitioners who wish to conduct or critically engage with mixed methods studies.
Article: Using Mixed Methods in Health Research
Meta-Analysis
Meta
-
analysis
is a statistical technique for combining data from multiple studies on a particular topic. A Meta-analysis is an analytical tool for estimating the mean and variance of underlying population effects from a collection of empirical studies addressing ostensibly the same research question. Meta‐analysis has become an increasingly popular and valuable tool in psychological research, and significant review articles typically employ these methods.
Article: Meta-Analysis in Medical Research
Epidemiology
According to the Centers for Disease Control,
Epidemiology
is the method used to find the causes of health outcomes and diseases in populations. In epidemiology, the patient is the community and individuals are viewed collectively. By definition, epidemiology is the study (scientific, systematic, and data-driven) of the distribution (frequency, pattern) and determinants (causes, risk factors) of health-related states and events (not just diseases) in specified populations (neighborhood, school, city, state, country, global).
Article: Epidemiology is a Science of High Importance
Longitudinal Studies
Longitudinal Study, an epidemiologic study that follows a population forward over time, evaluating the effects of one or more variables on a process. If individuals are followed, it is termed a longitudinal cohort study. If classes—e.g., age classes—are studied, it is a longitudinal cross-sectional study. Longitudinal studies are the converse (opposite) of horizontal (parallel) studies.
Article Longitudinal Studies
.
Based on yesterday Assignment (Green Machine)1. Provide a Com.docx
The document provides instructions for an assignment to analyze competitors in the green machine industry. Students are asked to assess the overall industry strategy, describe each major competitor's current marketing positioning and strategy, and identify the main sources of competitive advantage for each key rival firm.
Based on what youve learned from the material on incidental teachin.docx
Based on what you've learned from the material on incidental teaching, in a two page (minimum) double spaced paper, describe in detail how you would implement an incidentaI teaching model in a preschool classroom with 10 children. Include: methods of target behavior identification, methods of reinforcement, and expected outcomes as a result of IT implementation.
.
Based on what you have learned related to cybercrime and technol.docx
Based on what you have learned related to cybercrime and technology, write 2 pages outlining your opinion of what might happen in the future with the emergence of artificial intelligence and/or autonomous vehicles (any kind) and other emerging technologies.
What kind of crimes do you think might be possible?
How might our legal system have to change in order to keep up?
Do we need stricter laws or better technology? or both?
.
Based on what you have learned in this class, write a letter to a fu.docx
Based on what you have learned in this class, write a letter to a future employer that explains how religion, language, philosophy, material culture, non-material culture, and/or interaction with the environment have shaped the origins and evolution of world civilizations. Please provide at least two concrete examples.
pick on and write about it. 3 pages
.
Based on what you have learned about using unified communication.docx
Based on what you have learned about using unified communication platforms in a collaborative environment,
create
a 5-slide presentation to a department head or the CEO of a company to convince the audience that this would benefit their business.
Remember to use this format:
Introduction
State the business problem
The current set up
What is Unified Communication Platforms
State how Unified Communication Platforms will help the business
Cite at least two apps that are part of Unified Communication Platforms that is recommended by you
Cost of moving to Unified Communication Platform
Conclusion
Click
the Assignment Files tab to submit your assignment.
.
Based on what you have learned about using cloud-based office pr.docx
Based on what you have learned about using cloud-based office productivity software,
create
a 5-slide presentation to the department head or CEO to convince him or her that using a cloud-based office productivity suite would benefit the company.
Include
the following in your presentation:
The stated business problem
The current set up
The benefits of moving to the cloud:
The benefits of collaboration
The difference moving to the cloud will be over current practice
Cost of moving to the cloud
Be sure that you also
include
an Introduction and Conclusion slide, along with graphics, Speaker Notes, and a properly formatted APA Reference slide.
Click
the Assignment Files tab to submit your assignment.
.
Based on week 13 reading assignment wh,describe an IT or simil.docx
Based on week 13 reading assignment wh,
describe an IT or similar business project you have done or are currently doing. In your discussion, provide information on the following:
1. What is that project? Provide complete description.
2. What was the scope, deliverable, and results of the project?
3. What constraints did you experience and how did you handle them?
4. If you had to do the same project again, what changes will you recommend?
Week 13 reading assignment attached
.
Based on the video, how do we make ourselves vulnerable or not so vu.docx
Based on the video, how do we make ourselves vulnerable or not so vulnerable with decision-making. Sometimes do we try to make the uncertain, certain, by making a decision without the facts and taking into consideration everyone's perspective of the decision at hand? Do we pretend that the other perspective doesn't even exist when we are making decisions?
https://www.ted.com/talks/brene_brown_the_power_of_vulnerability/up-next
.
Based on the video (specifically Section 1 Understanding the Comm.docx
Based on the video (specifically Section 1:
Understanding the Communications Plan
) think of a presentation or proposal you have given or observed, or may be giving in the future, and complete a Stakeholder Register (
Stakeholder Register example
). Requirements include a brief synopsis of the presentation or proposal (1 page maximum) and a completed register. You may use whatever format for the register (word document, spreadsheet, etc.) that is convenient
.
Based on the texts by Kafka and Eliot, (writing on one or the other .docx
Based on the texts by Kafka and Eliot, (writing on one or the other or both), discuss how the writers seem critical of modern culture, as they portray modern man as a self-conscious functionary who fears an acute loss of spirituality and identity, as well as the ability to achieve authenticity and happiness, overcome by the dehumanizing forces of industrialization and capitalism in post-WWI Europe.
- at least 700 words.
- MLA style
.
Based on the texts by Kafka and Eliot, (writing on one or the ot.docx
Based on the texts by Kafka and Eliot, (writing on one or the other or both), discuss how the writers seem critical of modern culture, as they portray modern man as a self-conscious functionary who fears an acute loss of spirituality and identity, as well as the ability to achieve authenticity and happiness, overcome by the dehumanizing forces of industrialization and capitalism in post-WWI Europe.
.
Based on the techniques discussed for hiding data on a computer, w.docx
Based on the techniques discussed for hiding data on a computer, which method would you use for the following:
Hiding information from a young family member who uses the same computer
Hiding information from a colleague who is a network administrator
Hiding information from an intelligence agency, such as the CIA
data hiding techniques
: -
1.hide in the properties
2.rename/change extension
3.steganography
4.hash
5.encryption
6.bit shifting
.
Based on the readings, there are specific components that encompass .docx
Based on the readings, there are specific components that encompass SW-PBIS. Please describe any additional components that you think should also be included in the SW-PBIS plan. State why you think this(these) component(s) should be included.
An initial posting of roughly 150 words is due by January 12th.
.
Based on the readings titled ‘Lost Trust’, ‘Chinese Port Cities’ a.docx
Based on the readings titled ‘Lost Trust’, ‘Chinese Port Cities’ and ‘Emerging Urban Form of Accra’, identify and describe emerging URBAN spatial patterns in the United States, Shanghai (China) and Accra (Ghana) under globalization.
Instructions. This is a 3-2-paragraph essay and should fit onto one page, 1.5 spacing and 1-inch margins (About 400 words).
Your second paragraph should identify and describe the emerging spatial patterns for the core (USA). This paragraph should be about 100 words.
Your second third paragraph should identify and describe the spatial patterns for the semi-periphery (China). This paragraph should be about 100 words.
Your fourth paragraph should make spatial patterns for the periphery (Ghana). This paragraph should be about 100 words.
Your first paragraph should be a very, very brief introduction (no more than 2 sentences or about 50 words) and the fifth should be a very brief conclusion (no more than two sentences or about 50 words). These make up the 2 in the 3-2- paragraph essay.
By putting these five paragraphs together, you would have written an essay about emerging geographies of urbanization under globalization in the core, semi-periphery and periphery focusing on spatial patterns ONLY.
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsHCA-807HCA-807-O500Contrast of Health Care Structures200.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (73.00%)Satisfactory (82.00%)Good (91.00%)Excellent (100.00%)CommentsPoints EarnedContent70.0%Contrast of Public and Private Structures20.0%A contrast of public and private structures is either missing or not evident to the reader.A contrast of public and private structures is present, but incomplete or inaccurate.A contrast of public and private structures is presented, but is cursory and lacking in depth. The research used for support is outdated.A contrast of public and private structures is thoroughly presented and includes a discussion of all necessary elements. The contrast is moderately well supported though some sources of support are outdated.A contrast of public and private structures is thoroughly presented with rich detail and includes a discussion of all necessary elements. The contrast is well supported with current and/or seminal research.Analysis of Current Viability and Future Sustainability of Each Structure20.0%An analysis of current viability and future sustainability of each structure is either missing or not evident to the reader.An analysis of current viability and future sustainability of each structure is present, but incomplete or inaccurate.An analysis of current viability and future sustainability of each structure is present, but cursory. The research used for support is outdated.An analysis of current viability and future sustainability of each structure is present and thorough. The analysis is moderately well supported though some sources of support are outdated.An analysis of current viability and .
Based on the readings this week, answer the two following questions .docx
Based on the readings this week, answer the two following questions in 150 words per question:
1. In this weeks' readings the Puerto Rican and Jamaican voice (specifically DJ Kool Herc losing his accent) were omitted from hip hop/rap culture while the Chicano voice was avidly expressed. In your opinion, what factors contributed to this binary of resistance and conformity? In other words, why do you think Chicanos held on to their language and slang, where other ethnic groups did not?
2. In hip hop/rap culture, how important is a name in the quest for identity formation? Use examples from the texts.
.
Based on the readings for the week, discuss your opinion on the need.docx
Based on the readings for the week, discuss your opinion on the need for variance analysis in either a service provider setting (retail or restaurant), or manufacturing setting.
VanZante, N. (2007, April). Helping students see the "big picture" of variance analysis. Management Accounting Quarterly, 8(3), 39-40, 42-47. Retrieved March 17, 2010, from ProQuest Database.
.
Based on the reading assignment, your experience, and personal r.docx
Based on the reading assignment, your experience, and personal research, please answer the following questions:
Thoroughly explain what is recovering, data, and validation as it relates to cell phone forensics?
What is evidence contamination as it relates to digital forensics?
List and describe at least two forms of contamination and how they can be avoided
What is the Faraday method?
List and explain three of the strategies associated with Faraday Methods
.
Based on the reading assignment (and in your own words), why are MNE.docx
Based on the reading assignment (and in your own words), why are MNEs better able to exploit global opportunities (versus purely domestic competitors)?
Your response should be at least
200 words
in length. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations.
[removed] [removed] [removed] [removed]
Moffett, M. H., Stonehill, A. I., & Eiteman, D. K. (2012).
Fundamentals of multinational finance
. (IV ed., pp. 14-14). New York: Pearson.
In-text citation
(Moffett, Stonehill & Eiteman, 2012)
No Wiki, no dictionary.com, please cite all work.
.
Based on the primary documents from chapter 23 of AmericanYawp, plea.docx
Based on the primary documents from chapter 23 of AmericanYawp, please answer the following questions in a thoughtful, well-written essay of approximately 750 words:
1: What is Herbert Hoover’s fear about the New Deal? What does he mean when he warns that a new deal “would destroy the very foundations of our American system”?2: What was Huey Long’s plan? Would Hoover have approved of it? Why or why not?3: What was FDR’s plan, as outlined in his re-nomination speech? Would Long and Hoover have approved or disapproved of this plan? Why or why not?
Papers should be double-spaced with normal fonts and margins and include an introduction and conclusion
.
More from cherishwinsland (20)
Based on your course reading assignments and your pending research p.docx
Based on your course reading assignments and your pending research p.docx
Based on yesterday Assignment (Green Machine)1. Provide a Com.docx
Based on yesterday Assignment (Green Machine)1. Provide a Com.docx
Based on what youve learned from the material on incidental teachin.docx
Based on what youve learned from the material on incidental teachin.docx
Based on what you have learned related to cybercrime and technol.docx
Based on what you have learned related to cybercrime and technol.docx
Based on what you have learned in this class, write a letter to a fu.docx
Based on what you have learned in this class, write a letter to a fu.docx
Based on what you have learned about using unified communication.docx
Based on what you have learned about using unified communication.docx
Based on what you have learned about using cloud-based office pr.docx
Based on what you have learned about using cloud-based office pr.docx
Based on week 13 reading assignment wh,describe an IT or simil.docx
Based on week 13 reading assignment wh,describe an IT or simil.docx
Based on the video, how do we make ourselves vulnerable or not so vu.docx
Based on the video, how do we make ourselves vulnerable or not so vu.docx
Based on the video (specifically Section 1 Understanding the Comm.docx
Based on the video (specifically Section 1 Understanding the Comm.docx
Based on the texts by Kafka and Eliot, (writing on one or the other .docx
Based on the texts by Kafka and Eliot, (writing on one or the other .docx
Based on the texts by Kafka and Eliot, (writing on one or the ot.docx
Based on the texts by Kafka and Eliot, (writing on one or the ot.docx
Based on the techniques discussed for hiding data on a computer, w.docx
Based on the techniques discussed for hiding data on a computer, w.docx
Based on the readings, there are specific components that encompass .docx
Based on the readings, there are specific components that encompass .docx
Based on the readings titled ‘Lost Trust’, ‘Chinese Port Cities’ a.docx
Based on the readings titled ‘Lost Trust’, ‘Chinese Port Cities’ a.docx
Based on the readings this week, answer the two following questions .docx
Based on the readings this week, answer the two following questions .docx
Based on the readings for the week, discuss your opinion on the need.docx
Based on the readings for the week, discuss your opinion on the need.docx
Based on the reading assignment, your experience, and personal r.docx
Based on the reading assignment, your experience, and personal r.docx
Based on the reading assignment (and in your own words), why are MNE.docx
Based on the reading assignment (and in your own words), why are MNE.docx
Based on the primary documents from chapter 23 of AmericanYawp, plea.docx
Based on the primary documents from chapter 23 of AmericanYawp, plea.docx
Recently uploaded
Wound healing PPT
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Fix the Import Error in the Odoo 17
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 Diamonds of 2023-2024 in the IGRA collection
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.
Recently uploaded (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
NURS 6331 Screencast Script An Example © 2013 Laure.docx
- 1. NURS 6331: Screencast Script: An Example © 2013 Laureate Education, Inc. 1 Lesson Overview Name: Dr. Tim Bristol Screencast Title: Sympathetic Drugs Environment: (on-site, online, or hybrid) This lesson is intended for the hybrid environment. Nursing students will watch this Screencast before engaging in an on-site activity. Screencast Goal: This Screencast will increase student awareness of sympathetic drugs. Specifically, it will provide students with strategies that will assist them in
- 2. providing care to patients who have been administered this type of medication. Description of Screencast lesson: This Screencast is directed towards graduate nursing students taking a pharmacology course. Basic pharmacology concepts will be reviewed. Specific sympathetic medications will be identified and potential indications/side effects will be discussed. Students will participate in various check points to independently assess their learning. At the end of the Screencast, students will be given an assignment to complete, which will be used during the on-site activity that follows this Screencast. Learning Objectives Describe strategies for providing care for the patient using these medications Identify at Least One in Each Area
- 3. Pre-Licensure QSEN Competencies Integrated Processes Clinical Relationships 1. Patient-centered care 2. Teamwork and collaboration 3. Evidence-based practice (EBP) 4. Quality Improvement (QI) 5. Safety 6. Informatics 1. Nursing process 2. Caring 3. Communication and documentation 4. Teaching/ Learning 1. Varied sources of data 2. Similar options 3. Prioritization 4. Teaching 5. Notes: ______________ Rationale: Rationale: Rationale: When administering sympathetic medications, nurses must use evidence-based practices to safely provide patient-centered care.
- 4. After administering sympathetic medications, nurses must engage in care practices that will correctly assess, analyze, and evaluate a patient’s condition. After administering medication, nurses must prioritize their care based upon the patient’s condition. NURS 6331: Screencast Script: An Example © 2013 Laureate Education, Inc. 2 Script Actions on Screen Audio/Narrative PowerPoint Slide: Title Screen PowerPoint will begin with a basic introduction.
- 5. y materials needed (PowerPoint handouts, diagram, textbook) PowerPoint Slide: Learning Objectives State objectives and describe rationale PowerPoint Slide: A tiger is chasing you! Engage students in a tiger analogy to introduce key ideas Po provide instructional content on pharmacological concepts o Direct students to open textbooks and circle three sympathomimetics and three sympatholytics sympathomimetic medications that patients may take and why o Identify possible side effects to look for
- 6. o Direct students to write down the top three things that a nurse needs to do for a patient after giving them Albuterol nurse might have cared for a patient who was administered Albuterol sympatholytic medications that patients may take and why o Describe possible side effects to look for o Direct students to write down the top three things that a nurse needs to do for a patient after giving them Atenolol vide feedback by explaining how a nurse might have cared for a patient who was administered Atenolol NURS 6331: Screencast Script: An Example
- 7. © 2013 Laureate Education, Inc. 3 Script Actions on Screen Audio/Narrative ctivity o Create a puzzle with the medications from Chapter 12 and 14 o Bring them as your ticket to class Evaluate and Revise If I were to recreate my Screencast, I would: Not applicable at this time NURS 6331: Lesson Plan Template Lesson Overview
- 8. Name: Lesson Title: Environment: (on-site, online, or hybrid) Lesson Goal: Description of Lesson/ Learning-centered activity: ASSURE Model Analyze Learners Intended Audience of learners: Prerequisite skills or knowledge needed: Learner Motivation: State Objectives The learner will: Select Methods, Media, and Materials Teaching method: Media/Technology (if applicable): Materials (if applicable):
- 9. Utilize Media and Materials Learners will prepare for the media by: Require Learner Participation Learners will participate/engage with the activity by: Evaluate and Revise Noteworthy comments from colleagues/Instructor revised into final Lesson Plan: Identify at Least One in Each Area Pre-Licensure QSEN Competencies Integrated Processes Clinical Relationships 1. Patient-centered care FORMCHECKBOX 2. Teamwork and collaboration FORMCHECKBOX 3. Evidence-based practice (EBP) FORMCHECKBOX 4. Quality Improvement (QI) FORMCHECKBOX 5. Safety FORMCHECKBOX 6. Informatics FORMCHECKBOX 1. Nursing process FORMCHECKBOX 2. Caring FORMCHECKBOX 3. Communication and documentation FORMCHECKBOX 4. Teaching/ Learning FORMCHECKBOX 1. Varied sources of data FORMCHECKBOX
- 10. 2. Similar options FORMCHECKBOX 3. Prioritization FORMCHECKBOX 4. Teaching FORMCHECKBOX 5. Notes: FORMCHECKBOX ______________ Rationale: Rationale: Rationale: © 2013 Laureate Education, Inc. 1 NURS 6331: Screencast Template Lesson Overview Name: Screencast Title: Environment: (on-site, online, or hybrid) Screencast Goal: Description of Screencast lesson: Learning Objectives
- 11. Identify at Least One in Each Area Pre-Licensure QSEN Competencies Integrated Processes Clinical Relationships 1. Patient-centered care FORMCHECKBOX 2. Teamwork and collaboration FORMCHECKBOX 3. Evidence-based practice (EBP) FORMCHECKBOX 4. Quality Improvement (QI) FORMCHECKBOX 5. Safety FORMCHECKBOX 6. Informatics FORMCHECKBOX 1. Nursing process FORMCHECKBOX 2. Caring FORMCHECKBOX 3. Communication and documentation FORMCHECKBOX 4. Teaching/ Learning FORMCHECKBOX 1. Varied sources of data FORMCHECKBOX 2. Similar options FORMCHECKBOX 3. Prioritization FORMCHECKBOX 4. Teaching FORMCHECKBOX 5. Notes: FORMCHECKBOX ______________ Rationale: Rationale: Rationale:
- 12. Script Actions on Screen Audio/Narrative [Describe what you will show on your screen here.] [Summarize or script out what you will say while showing this specific part of your lesson.] Evaluate and Revise If I were to recreate my Screencast, I would:
- 13. [Insert applicable feedback from colleagues and your own personal reflections here.] © 2013 Laureate Education, Inc. 1