Guidelines for Writing Learning Objectives Paragraph

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Guidelines for Writing Learning Objectives Paragraph

Guidelines for Writing Learning Objectives Measurable Behavioral Learning Objectives Clear and measurable

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behavioral learning objectives are the foundation for planning an educational activity. Here are some guidelines to assist with this process. Learning objectives use an active verb to specify the behavior change you expect to be able to measure as a result of the learning. A learning objective is measurable when the participant can perform a task (list) identified in the learning objective. An example of a clear and measurable learning objective is: The participant will: “List two nonsteroidal anti-inflammatory agents used in the treatment of rheumatoid arthritis”. An example of an unmeasurable objective is: The participant will: “Increase his/her knowledge of anti-inflammatory agents used in the treatment of arthritis.” “Increase knowledge” can not be directly demonstrated, therefore it is not a measurable objective. The words “know” and “understand” are not measurable verbs. When planning how to achieve the purpose of the class, ask yourself: 1. What do I want the participants to accomplish/learn? 2. How will the participants demonstrate that the desired information has been learned? 3. What verb (see samples listed below) will I use in the objective to indicate what the participant will do to demonstrate information learned? Use of an Action Verb The verb should correspond with what opportunities are given for the participants to demonstrate the newly learned information. For example, if your objective contains the verb discuss, then there must be opportunities for the participant to discuss (one of your teaching methods must include “discussion”). Following is a list of the six levels of cognitive learning with some of their accompanying verbs which are used when writing learning objectives. KNOWLEDGE COMPREHENSION APPLICATION (to recall facts) (to understand) (to apply concepts/demonstrate skills) Identify List Define Label Match Name Describe Locate Discuss Give examples Explain Paraphrase Perform Demonstrate Use Practice Construct Operate ANALYSIS SYNTHESIS EVALUATION (use information/make connections) (formulation) (judgment) Diagram Examine Analyze Compare/contrast Differentiate Formulate Categorize Design, plan Organize Prepare Rate Evaluate Appraise Revise Interpret Use of an Action Verb for Affective/Attitude Categories Here are affective or attitude categories with some verbs and examples: Receiving Phenomena: Awareness, willingness to hear, selected attention. Listen to others with respect. Listen for and remember the name of newly introduced people. Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a particular phenomenon. Participates in class discussions. Gives a presentation. Questions new ideals. Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior : Demonstrates belief, is sensitive towards Organization: Organizes values into priorities by contrasting different values, resolving conflicts between them, and creating a unique value system. The emphasis is on comparing, relating, and synthesizing values. Internalizing values (characterization): Has a value system that controls behavior. The behavior is pervasive, consistent, predictable, and most importantly, characteristic of the learner. Instructional objectives are concerned with the student’s general patterns of adjustment (personal, social, emotional). discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies, questions, revises, serves, solves, verifies. Use of an Action Verb for Psychomotor Categories Here are some psychomotor (skill) categories and examples: Imitation: Observing and patterning behavior after someone else. Performance may be of low quality. Example: Copying a work of art. Manipulation: Being able to perform certain actions by following instructions and practicing. Example: Creating work on one’s own, after taking lessons, or reading about it. Precision: Refining, becoming more exact. Few errors are apparent. Example: Working and reworking something, so it will be “just right.” Articulation: Coordinating a series of actions, achieving harmony and internal consistency. Example: Producing a video that involves music, drama, color, sound, etc. Naturalization: Having high level performance become natural, without needing to think much about it Examples: Michael Jordan playing basketball, Nancy Lopez hitting a golf ball, etc. Courtesy of Maine Nurses Association
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APA Style

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APA Style

Grand Canyon University American Psychological Association [APA] Style Guide for Writing Introduction Students of

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Grand Canyon University (GCU) are required to use the Publication Manual of the American Psychological Association (6th ed.) for preparing written assignments, except where otherwise noted. All students should have a personal copy of the APA Publication Manual, which is available through the GCU Bookstore or local bookstores. In the interest of providing resource material for student use, this guide to APA style and format has been developed and made available. It is based on the current 6th edition of the APA Manual. However, the guide only highlights aspects of APA style and format, and so it is recommended that students use the APA Manual as a resource when writing APA-style papers. An APA template has been provided in the Student Success Center’s Writing Center for student download and use. PLEASE NOTE: The curriculum materials (Syllabus, Lectures/Readings, Resources, etc.) created and provided by GCU in the online or Web-enhanced modalities are prepared using an editorial format that relies on APA as a framework but that modifies some formatting criteria to better suit the nature and purpose of instructional materials. Students and faculty are advised that GCU course materials do not adhere strictly to APA format and should not be used as examples of correct APA format, or in place of the APA Manual, when preparing written work for class. © 2013 Grand Canyon University 1 Last updated: January 2, 2013 APA Format and Style General Academic writing, which is independent thought supported by reliable and relevant research, depends on the ability to integrate and cite the sources that have been consulted. Use APA style for all references, in-text citations, formatting, etc. Write in first- and second-person sparingly, if ever. This means, avoid using I, we, and you; instead, use he, she, and they. Do not use contractions. Paper Format 1) 2) 3) 4) 5) 6) Use standard-sized paper of 8.5″ x 11″. Margins should be 1″ all around (top, bottom, left, right). Use Times New Roman 12-point font. For emphasis, use italics (not quotation marks, bold, etc.). Double-space. Align the text flush left. Organization The basic organization of an APA-style paper includes the title page, abstract, body, and reference section, though students are encouraged to follow any specific directions given in their Overview assignment. Title Page The title page includes four elements that should be centered in the middle of the page: title, author byline, institutional affiliation followed by the course prefix and number (e.g., Grand Canyon University: PSY 351), and date of submission. Please note that even though APA does not require the date on a title page, it is a requirement for GCU papers. Being the first page, the title page is where to set up your page header, which includes the running head and the page number. The running head—an abbreviated title that is a maximum of 50 characters—should appear flush left in all uppercase letters in the header on all pages. Page numbers should be in the header, flush right. To format your running head and page numbers in Microsoft Word, click ViewHeader and Footer. In the header box that shows up, type Running head: ABBREVIATED TITLE HERE. On the Header/Footer dialog box that pops up, click Insert Page Number (last button on the left). Put the cursor between the running head and the page number, and click the tab button a few times until the running head is flush left and the page number is flush right. © 2013 Grand Canyon University 2 Last updated: January 2, 2013 Abstract The abstract covers the main points of the paper and is not always required in a GCU writing assignment. Read the assignment instructions carefully to determine whether the assignment requires an abstract or not. 1) 2) 3) 4) Abstract is page 2 of the assignment. The word Abstract should be centered at the top of the page. As per GCU policy, the abstract should not exceed 120 words. Do not indent the abstract paragraph. Body The body will contain all of the author’s main points as well as detailed and documented support for those ideas. 1) The body begins on its own page. 2) The title of the paper should be centered at the top of the first page of the body, in initial caps. 3) The introduction follows the title, but is not labeled. 4) Use headings to separate sections of the paper, but none of the sections should start their own page. The first level of heading is centered and bolded with each word of four letters or more capitalized (see template for an example). The second level of heading (subheading) is flush left and bolded, with each word of four letters or more capitalized. Note that not all papers will have headings or subheadings in them. APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all. References The references page will contain a list of all sources actually cited in the paper. 1) 2) 3) 4) This should start its own page. The word References, though not in italics, is centered at the top of the page. Include all, any, and only sources that were actually cited in the paper. Arrange the sources in alphabetical order using the authors’ last names. © 2013 Grand Canyon University 3 Last updated: January 2, 2013 Style, Punctuation, and Mechanics Numbers 1) Use numerals for numbers 10 and above (12 of the subjects); for numbers above and below 10 grouped for comparison (2 of 16 responses); for numbers representing times, dates, measurements, and ages (2-year-olds, 2 hr 15 min); for statistics and percentages (multiplied by 5, 5% of the sample); and for numbers denoting a specific place in a series, book, or table (Table 3, Group 3, page 32). 2) Spell out numbers below 10 that do not represent precise measurements (eight items, nine pages); for numbers beginning a sentence, title, or heading (Forty-eight people responded. Ten subjects improved.); for common fractions (one fifth of the class); and for approximations of numbers of days, months, and years (about three months ago). Acronyms An acronym uses the first letter of each word in a name or title. 1) Acronyms must be spelled out completely on initial appearance in text. The abbreviation or acronym should appear in parentheses after that initial spelling out. Example: The No Child Left Behind Act (NCLB) had a profound impact on public education in the United States. The NCLB was an initiative of President George W. Bush in 2002. Spelling and Word Usage Use Merriam-Webster’s Collegiate Dictionary as a default for spelling words. The dictionary can also be used as a resource for hyphenation, capitalization, etc. In-Text Punctuation 1) Use one space after punctuation marks at the end of a sentence. 2) Use ellipses when omitting material within a quote. 3) Place a comma after the penultimate word in a series. For example: Your books, ball, and bat are under the bed. 4) If a compound word is not in Merriam-Webster’s Collegiate Dictionary, use hyphens for clarity rather than omit them. 5) Hyphenate compound adjectives that precede the noun they modify, except when the first word of the compound is an adverb ending in -ly. For example: role-playing technique, twoway analysis, middle-class families, widely used method 6) Do not hyphenate a compound adjective if its meaning is established or it cannot be misread. For example: grade point average, health care management 7) See page 98 of the APA Manual for further rules on hyphenation. © 2013 Grand Canyon University 4 Last updated: January 2, 2013 Initial Capitalization 1) Capitalize all words of four or more letters in titles (books, articles, etc.) used in text. This rule does not apply within the References section, except for the titles of periodicals. 2) Capitalize proper nouns and names. In-Text Citations In-text citations are used in the body of a paper to show which sources a student used for particular material. When you use material from a source, you need to document that source by using a citation and reference note. All quotations, paraphrases, and summaries must be referenced. Using material from a source without citing that source is considered plagiarism; please reference GCU’s policy on Plagiarism in the University Policy Handbook. Citation Rules 1) In-text citations should note the author information, plus the publication year. 2) For a work by one author, cite last name followed by year on every reference. This citation can be placed at the end of the sentence, or it can be incorporated into the grammatical structure of the sentence. Examples: Researchers have concluded that food and comfortable setting were more important than games available to most students (Liu, 1999). According to Liu (1999), researchers have concluded that food and comfortable setting were more important than games available to most students. 3) For a work by two authors, cite both last names followed by year on every reference. Examples: (Walker & Allen, 2004) According to Walker and Allen (2004)… 4) For a work by three to five authors, cite all last names followed by year on first reference, and the first author’s last name followed by et al. and year upon subsequent references. Examples: (Bradley, Ramirez, Soo, & Walsh, 2006) (Bradley et al., 2006) © 2013 Grand Canyon University 5 Last updated: January 2, 2013 5) For a work by six or more authors, cite last name of the first author followed by et al. and the year on all references. Examples: (Wasserstein et al., 2005) According to Wasserstein et al. (2005)… 6) If no author exists for the source, use the first few words of the title. Example: Students were more concerned about having a place to socialize with other students than about all-out competition (“Philosophy and the Science,” 2001). 7) If the material is a direct quote, the page or paragraph number of the source should immediately follow. Examples: “Ethics examines moral values and the standards of ethical behavior” (Ornstein et al., 2008, p. 162). Basu and Jones (2007) went so far as to suggest the need for a new “intellectual framework in which to consider the nature and form of regulation in cyberspace” (para. 4). 8) Quotations with 40 or more words should be in block format. a) Omit the encompassing quotation marks. b) Start a block quote on a new line. c) Indent the entire block 0.5 inches from the left margin (in the same position as a new paragraph) d) Additional paragraphs within a block quote should have the first line indented an additional 0.5 inches. e) The in-text citation for a block quote is placed outside the final punctuation for the quote. f) Double space. © 2013 Grand Canyon University 6 Last updated: January 2, 2013 Sample Paragraph With In-Text Citations Liu and Berry (1999) conducted a survey of college campuses to determine the best design for a student lounge. They concluded that food and comfortable seating were more important than games available to most students. Students were more concerned about having a place to socialize with other students than about all-out competition. In fact, they continue, arcade games could be a turn-off for some students because they did not want to compete with the noise to talk. These same students said that they would prefer to have a place where they could study and casually socialize at the same time, so seating, lighting, and noise level were all crucial. (Liu & Berry, 1999, p. 14) This study and others (Wendell, 1978; Hartford, Herriford, & Hampshire, 2001; Johnson et al., 2004) confirm that while having activities is important, students are more drawn to comfortable multi-purpose environments. In-Text Citation Examples Book Reference: Ellis, D. (2006). Becoming a master student. Boston, MA: Houghton Mifflin Company. With a direct quote: Ellis (2006) notes that “creative thinking is more appropriate in the early stages of planning and problem solving” (p. 223). Without a direct quote: It may be more appropriate to think creatively during earlier planning and problem-solving stages (Ellis, 2006). © 2013 Grand Canyon University 7 Last updated: January 2, 2013 APA References The reference list should appear at the end of a paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text. Your references should begin on a new page separate from the text of the essay; label this page References (with no quotation marks, underlining, etc.), centered at the top of the page. The References page should be double-spaced just like the rest of your essay. 1) All lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is called hanging indentation. 2) Invert all authors’ names; give surnames and initials for up to and including seven authors (e.g., Author, A. A., Author B. B., Author, C. C.). When authors number eight or more, include the first six authors’ names, then insert three ellipses, and add the last author’s name. Example: Gilber, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C., Asgaard, G., … Botros, N. (2004). Effects of quitting smoking on EEG activation and attention. Nicotine and Tobacco Research, 6, 249-267. doi:10.1080/14622200410001676305 3) Reference list entries should be alphabetized by the last name of the first author of each work. 4) If you have more than one article by the same author, single-author references or multipleauthor references with the exact same authors in the exact same order are listed in order by the year of publication, starting with the earliest. 5) When referring to any work that is NOT a journal—such as a book, article, or Web page title—capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize the first letter of the second word in a hyphenated compound word. © 2013 Grand Canyon University 8 Last updated: January 2, 2013 Reference Examples: Books, Reference Books, and Book Chapters Entire Book — Print Version Format: Author, A. A. (Year). Title of work. Location: Publisher. Example: Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin. Electronic Version of a Print Book Format: Author, A. A., & Author, B. B. (Year). Title of work. Retrieved from http://www.xxxxx Example: Shotton, M.A. (1989). Computer addiction? A study of computer dependency [DX Reader version]. Retrieved from http://www.ebookstore.tandf.co.uk/html/index.asp Format: Author, A. A. (Year). Title of work. doi:xxxx Example: Schiraldi, G. R. (2001). The post-traumatic stress disorder sourcebook: A guide to healing, recovery, and growth [Adobe Digital Editions version]. doi:10.1036/0071393722 Electronic-Only Book Format: Author, A. A. (Year). Title of work. Retrieved from http://www.xxxxx Example: O’Keefe, E. (n.d.). Egoism and the crisis in Western values. Retrieved from http://www.onlineoriginals.com/showitem.asp?itemID=135 © 2013 Grand Canyon University 9 Last updated: January 2, 2013 Edited Book Format: Editor, A. A. (Ed.). (Year). Title of work. Location: Publisher. Example: Feldman, P. R. (Ed.). (1997). British women poets of the romantic era. Baltimore, MD: Johns Hopkins University. Chapter in a Book Format (Print): Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Location: Publisher. Example (Print): Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). New York, NY: Guilford Press. Format (Online): Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Retrieved from http://www.xxxx Example (Online): Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). Retrieved from http://www.science.com/ Philosophy and the science.pdf Format (Online with DOI): Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). doi:xxxxxxx Example (Online with DOI): Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). doi:10.1037/10762000 © 2013 Grand Canyon University 10 Last updated: January 2, 2013 Multiple Editions of a Book Format: Author, A. A. (Year). Title of work (xx ed.). Location: Publisher. Example: Parker, F., & Riley, K. (2004). Linguistics for non-linguists: A primer with exercises (4th ed.). Boston, MA: Allyn & Bacon. Entry in an Online Reference Work — Byline Available Format: Author, A. A. (Year). Entry title. In B. B. Editor (Ed.), Title of reference work (xx ed.). Retrieved from http://www.xxxxx Example: Graham, G. (2005). Behaviorism. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Fall 2007 ed.). Retrieved from http://plato.stanford.edu/entries/ behaviorism Entry in an Online Reference Work — No Byline Available Format: Entry title. (Year). In Title of reference work (xx ed.). Retrieved from http://www.xxxx Example: Heuristic. (n.d.). In Merriam-Webster’s online dictionary (11th ed.). Retrieved from http://www.m-w.com/dictionary/heuristic Entry in Reference Work — No Byline Format: Entry title. (Year). In A. Editor (Ed.), Title of reference work (xx ed., Vol. xx, pp. xxx-xxx). Location: Publisher. Example: Heuristic. (2007). In J. Smith (Ed.), The book of words (7th ed., Vol 3, pp. 65-66). New York, NY: Jones and Lawrence. © 2013 Grand Canyon University 11 Last updated: January 2, 2013 Book Written and Published by Organization Format: Organization Name. (Year). Title of work. Location: Publisher. Example: American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author. Note that the organization is both the publisher and the author, so the word “Author” is noted in place of the publisher’s name. Reference Examples: Periodicals Journal Article With DOI Format: Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. doi:xxxxxx Example: Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, 225-229. doi:10.1037/0278-6133.24.2.225 Journal Article Without DOI and Retrieved From Internet Format: Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. Retrieved from http://www.xxxxxxxx Example: Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence and self-esteem mediate between perceived early parental love and adult happiness. E-Journal of Applied Psychology, 2(2), 38-48. Retrieved from http://ojs.lib.swin.edu.au/index.php/ejap © 2013 Grand Canyon University 12 Last updated: January 2, 2013 Journal Article Without DOI and Retrieved From Print Version Format: Author, A. A. (Year). Title of article. Journal Title, Volume(Issue), xxx-xxx. Example: Light, M. A., & Light, I. H. (2008). The geographic expansion of Mexican immigration in the United States and its implications for local law enforcement. Law Enforcement Executive Forum Journal, 8(1), 73-82. Article in a Magazine — Print Format: Author, A. A. (Year, Month). Article title. Magazine Title, Volume(Issue), xxx-xxx. Example: Mehta, P. B. (1998, June). Exploding myths. New Republic, 290(25), 17-19. Article in a Magazine — Online Format: Author, A. A. (Year, Month). Article title. Magazine Title, Volume(Issue). Retrieved from http://www.homepage Example: Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the misuse of research. Monitor on Psychology, 39(6). Retrieved from http://www.apa.org/monitor Article in a Newspaper — Print Format: Author, A. A. (Year, Month Day). Article title. Newspaper Title, pp. xx, xx. Example: Schwartz, J. (1993, September 30). Obesity affects economic, social status. The Washington Post, pp. A1, A4. © 2013 Grand Canyon University 13 Last updated: January 2, 2013 Article in Newspaper — Online Format: Author, A. A. (Year, Month Day). Article title. Newspaper Title. Retrieved from http://www.homepage.com Example: Brody, J. E. (2007, December 11). Mental reserves keep brain agile. The New York Times. Retrieved from http://www.nytimes.com Report from University or Government Organization, Corporate Author Format: Organization name. (Year). Title of report (Publication No. xx). Retrieved from http://www.xxxx Example: U.S. Department of Health and Human Services, National Institutes of Health, National Heart, Lung, and Blood Institute. (2003). Managing asthma: A guide for schools (NIH Publication No. 02-2650). Retrieved from http://www.nhlbi.nih.gov/health/prof/asthma/asth_sch.pdf Authored Report from Nongovernmental Organization Format: Author, A. A., & Author, B. B. (Year). Title of report (Research Report No. xxx). Retrieved from Agency name website: http://www.xxxxxxxxx Example: Kessy, S. S. A., & Urio, F. M. (2006). The contribution of microfinance institutions to poverty reduction in Tanzania (Research Report No. 06.3). Retrieved from Research on Poverty Alleviation website: http://www.repoa.or.tz/documents_storage/Publications/Reports/06.3_Kessy_and_Uri o.pdf © 2013 Grand Canyon University 14 Last updated: January 2, 2013 Informally Published Work Format: Author, A. A., & Author, B. B. (Year). Title of work. Retrieved from http://www.xxxxxxxxx Example: Black, C. (2011). Women and addiction: From Betty Ford to Amy Winehouse. Retrieved from http://www.psychologytoday.com/blog/the-many-facesaddiction/201107/women-and-addiction-betty-ford-amy-winehouse © 2013 Grand Canyon University 15 Last updated: January 2, 2013
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Nursing Discussion Reply

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Nursing Discussion Reply

When it comes to the author’s EBP, much of the project’s strength revolves around the acclimation of DSME and how

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the difference self-management education can make in the life of diabetics versus those who do not benefit from the system. After discussion aspect of this project with the author’s mentor, it become clear that one of best attributes of this project is the fact that it costs very little to implement, and the project cost would be limited to providing visual information that patients can take with them that can double as daily notes. Funding towards this project involves covering the financial cost of printed material that very well would go into deeper level of information regarding DSME. The effectiveness of education, especially one that is done for the sake of health for a patient to continue living as best they can under the right amount of discipline, self-care, and steady regiment, is dependent on the one conveying the education, so there is a chance that an effective educator might require compensation for providing the education. The nature of this EBP project is very much steeped in change in quality for patients living with type II diabetes. This project proposed change in quality involves better glycemic control for patients, more efficient ways to manage glycemic control and how to administer self-management correctly, and better quality of life for the patient. DSME’s invaluable role in making sure the elderly are managing their own path towards a prolonged and healthy life is the heart of this project. With proper education comes better handling of one’s health, which is reflected by fewer number of inflicted patients consulting hospitals and doctors in regards to their diabetic conditions. The clinical aspect here is to lessen the readmission rates by providing a program that is sustainable and lends proper self-care and management to patients. According to a recent study (Cheney, 2018), hospital readmissions were “more likely to be amenable to interventions within the hospital and to be caused by factors for which the hospital is directly accountable, such as problems with physician decision making”. The net result here is less financial obligations on the hospital, less financial burden on the patient from accruing hospital bills, and more freedom given to afflicted patients to handle things in a proactive manner. Reference: Cheney, C. (2018, May 1). 30-Day Readmissions Penalty Draws Fire. Retrieved from http://www.healthleadersmedia.com/quality/30-day-readmissions-penalty-draws-fire Hospital responsible for the patient’s readmission and financial obligations. When considering the idea of revising EBP in the healthcare setting, or implementing new EBP, several things must be considered and analyzed prior to the implementation phase of the project. EBP changes do not go without impacts financially, in regard to quality, and with clinical implications. The end result may produce positive results with an increase in revenue, quality and safety, and with a positive clinical outcome, but not without the potential for possible barriers or challenges in the beginning. All of the previously listed areas must be addressed and taken into account long before any final decisions should be made and before EBP changes or introductions are introduced (Fineout-Overholt, 2011). After speaking with this authors mentor B. Bird, a better understanding of the financial, quality, and clinical implications were produced. Although somewhat minor in the realm of healthcare cost, there were still costs to consider when developing and implementing the new early ACS assessment tool. The Acute Coronary Syndrome (ACS) tool will guide nurses in early and better detection of ACS upon Emergency Room arrival and for those with atypical ACS symptoms. The cost for development of this tool would fall under education and would consist of a short session top train nurses in its use and to provide evidence as to its importance. Wages for the attendees would be paid if became mandatory to attend the training session. A marginal cost would also be involved with printing copies of the tool to have the initial triage area. The quality aspect that was brought to my attention, and discussed with this authors mentor consisted of mostly positive outcomes. The quality of patient care would greatly increase and has shown to do so by many studies evaluated throughout the course. From a quality control or quality improvement standpoint, B. Bird suggested that it would have to be standardized and would have to have policies backing its use and reinforcing it importance. This tool would need t be accepted as best practice uniformly throughout the department. Like the quality discussion, the clinical implications would be directed towards triage nurses and would need to be understood as to its use. This tool, if accepted as new EBP, would reduce the time it takes for diagnosis and treatment of ACS before irreversible damage occurs to the heart. Clinically, we would see lower mortality rates and improved patient outcomes. The early detection tool would need to be implemented into the clinical setting after training has been conducted and with constant feedback as to its strengths and weaknesses. A revaluation would need to be done often to produce a revised tool that fits the needs of the nurses using it and to produce the best possible patient outcomes. Reference Fineout-Overholt, E. (2011). Following the Evidence: Planning for Sustainable Chang [PDF]. American Journal of Nursing.
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Week 4 Project
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Instructions
Before beginning work on this assignment, please review the expanded grading rubric for specific instructions relating to content and formatting.

Labor Union Issues
In this assignment, you will research labor relations and common labor union issues for the nursing staff in an acute care organization.

Tasks:
On the basis of your research, present an analysis addressing the following:

What are the common labor union issues for nursing staff in an acute care organization? (You may select another setting of interest to you.) Explain at least five such issues.
How can these issues be addressed by HRM?
How do these issues impact contract negotiations and organizational performance?
What challenges do you foresee related to labor union issues for nursing staff in an acute care organization?
Submission Details:
To support your work, use your course and textbook readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Your assignment should be addressed in a 2- to 3-page document

Purnell Model

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Purnell Model

ranscultural Health Care: A Culturally Competent Approach, 4th Edition Purnell Model for Cultural Competence Larry

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Purnell, PhD, RN, FAAN Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Purnell Model: Assumptions ▪ All healthcare professions need much of the same information about cultural diversity and share the metaparadigm concepts of global society, community, family, person, and health. ▪ One culture is not better than another culture; they are just different. Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Purnell Model: Assumptions ▪ There are core similarities shared by all cultures. ▪ There are differences within, between, and among cultures. ▪ Cultures change over time, but slowly. ▪ Culture has powerful influences on one’s interpretations and responses to health care. Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Purnell Model: Assumptions ▪ If clients are co-participants in care and have a choice in health-related goals, plans, and interventions, health outcomes will be improved. ▪ Variant cultural characteristics determine the degree to which people vary from their dominant culture beliefs, values, and practices. Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Purnell Model: Assumptions ▪ Individuals and families belong to several cultural groups, usually known as subcultures. ▪ Each individual has the right to be respected for his or her unique differences and cultural heritage. ▪ Caregivers who can assess, plan, and intervene in a culturally competent manner will improve the care of clients for whom they care. Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Purnell Model: Assumptions ▪ Caregivers know themselves better by learning about their own cultures. ▪ Professions, organizations, and associations have their own cultures. ▪ Healthcare teams can benefit from a Model and Organizing Framework that is useable by all healthcare disciplines. Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Variant Cultural Characteristics ▪ ▪ ▪ ▪ ▪ ▪ Nationality Race Color Gender Age Religious affiliation Copyright © 2013 F.A. Davis Company ▪ ▪ ▪ ▪ ▪ ▪ Educational status Socioeconomic status Occupation Military experience Political beliefs Urban versus rural residence Transcultural Health Care: A Culturally Competent Approach, 4th Edition Variant Cultural Characteristics ▪ ▪ ▪ ▪ ▪ Marital status Parental status Physical characteristics Sexual orientation Gender issues Copyright © 2013 F.A. Davis Company ▪ Length of time away from the home country ▪ Reason for immigration— sojourner, immigrant, undocumented status Transcultural Health Care: A Culturally Competent Approach, 4th Edition Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Metaparadigm Concept: Global Society ▪ Seeing the world as one large community of multicultural people ▪ Evidence of global society ▪ What happens in other parts of the world affects each community Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition ClickerCheck What determines a person’s adherence with his/her dominant culture? a. Metaparadigm concepts b. Variant characteristics c. Global society d. Cultural worldview Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Correct Answer Correct answer: B Variant cultural characteristics determine the degree to which a person adheres to his/her dominant cultural beliefs and practices. Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Metaparadigm concept: Community ▪ A group or class of people having a common interest or identity living in a specified locality but can be an online community as well now ▪ What happens in the community has an effect on the family. Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Metaparadigm concept: Family ▪ Two or more people who are emotionally involved with each other ▪ They may, but not necessarily, live in close proximity to each other. ▪ What affects the individual, affects the person. Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Metaparadigm concept: Person ▪ A human being, one who is constantly adapting to his or her environment biologically, physically, socially, or psychologically ▪ Person is defined differently in other cultures. Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: Overview/Heritage ▪ ▪ ▪ ▪ ▪ ▪ ▪ Origins Residence Topography Economics Politics Education Occupation Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: Communication ▪ ▪ ▪ ▪ ▪ ▪ ▪ Dominant language and dialects Contextual use of the language Paralanguage—volume and tone Temporality—time—and spatial distancing Use of touch Eye contact and facial expressions Greetings and name format Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: Family Organization ▪ ▪ ▪ ▪ ▪ ▪ ▪ Head of household Gender roles Goals and priorities Developmental tasks Roles of the aged and extended family Social status Alternative lifestyles Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: Workforce Issues ▪ Acculturation ▪ Autonomy ▪ Language barriers Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: Biocultural Ecology ▪ ▪ ▪ ▪ ▪ ▪ Biological variations Skin color Heredity Genetics Endemics Drug metabolism Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: High-Risk Behaviors ▪ ▪ ▪ ▪ ▪ ▪ Tobacco Alcohol Recreational drugs Physical activity Safety Sexual behavior Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: Nutrition ▪ ▪ ▪ ▪ ▪ ▪ Meaning of food Common foods Rituals Deficiencies Limitations Health promotion Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: Pregnancy and Childbearing ▪ ▪ ▪ ▪ ▪ ▪ Fertility practices Views toward pregnancy Pregnancy beliefs Birthing practices Postpartum Prescriptive, restrictive, and taboo practices Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: Death and Dying ▪ Death rituals during the dying process ▪ Post mortem practices ▪ Bereavement Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: Spirituality ▪ ▪ ▪ ▪ ▪ Religious practices Use of prayer Meaning of life Individual strength Spirituality and health Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition ClickerCheck Contextual aspect of cultural communication includes a. Dominant language b. Dialects c. Explicit versus implicit communication d. Translation versus interpretation Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Correct Answer Correct answer: C Contextual use of a language is concerned with the number of words used to express a thought. Highcontexted communication uses fewer words to express a thought. Low-contexted communication uses a lot of words to express a thought Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: Health-care Practices ▪ ▪ ▪ ▪ ▪ Focus of health care Traditional practices Magicoreligious beliefs Responsibility for health Self-medication practices Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: Health-care Practices ▪ ▪ ▪ ▪ ▪ ▪ ▪ Responses to pain Sick role Mental health Rehabilitation Chronicity Blood transfusion Transplantation Copyright © 2013 F.A. Davis Company Transcultural Health Care: A Culturally Competent Approach, 4th Edition Domain: Health-care Practitioners ▪ ▪ ▪ ▪ Perceptions of practitioners Folk practitioners Gender and health care Status of healthcare providers Copyright © 2013 F.A. Davis Company
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Answer 15 nursing professional questions

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Answer 15 nursing professional questions

NUR 225: Professional Nursing Issues Pre Class Assignment: Week 5 Leadership Task Clustering related information

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Comparing and contrasting Below is an assignment you completed for week 6 of Nursing 205. Compare and contrast leadership and care coordination. How are they the same? How are they different? Leadership Care Coordination How are they the same? How are they the different? Definition Scope and Categories Attributes and Criteria Review what you put in that table. Question: How will you change the table based on what you have learned since Nursing 205. NUR 225: Professional Nursing Issues Pre Class Assignment: Week 5 Task Comparing and contrasting Compare and contrast the terms “manager” and “leader” based on your readings from Chapter 10. How are they the same? How are they different? Manager Leader Task Evaluating data Think back about unit managers for whom you have worked; or, managers on a clinical unit; or a manager in a job outside of nursing. Describe two managers who had different management styles using the three management styles described in the book. Describe what it was like to work for each manager referencing the characteristics of that management style. Manager #1: Type of manager and experience working for that manager. ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________ NUR 225: Professional Nursing Issues Pre Class Assignment: Week 5 Manager #2: Type of manager and experience working for that manager. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Task Evaluating data Now do the same thing for a leader using the types of leadership theories described in the book. Leader #1: Type of leader and experience working for that leader. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Manager #2: Type of leader and experience working for that leader. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ NUR 225: Professional Nursing Issues Pre Class Assignment: Week 5 Task Determining the importance of information Comparing and contrasting Review the concept of collaboration. Based on your descriptions above, select one manager and one leader and discuss how that management style and leadership style affected teamwork and collaboration in the workplace you experienced. The effect of MANAGEMENT style on teamwork and collaboration. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ The effect of LEADERSHIP style on teamwork and collaboration. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ NUR 225: Professional Nursing Issues Pre Class Assignment: Week 5 Task Determining the importance of information Evaluating data Again, using the above experience, discuss how the different management and leadership styles affected patient safety and patient outcomes. ______________________________________________________________________ ______________________________________________________________________ Task Assessing systematically and comprehensively Determining the importance of information Study the URL for the NCSBN’s page on their Transition to Practice initiative. Discuss: 1. How does that new initiative relate to patient safety? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ____________________________________________________________________________ 2. How can that initiative affect quality improvement processes in the healthcare system to decrease errors? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ NUR 225: Professional Nursing Issues Pre Class Assignment: Week 5 Task Evaluating Data Consider the chapter reading on power. Do you believe nurses have power? If so, how? If not, why not? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Task Determining the importance of information Relate the chapter information about evidence-based management to improving quality care. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ NUR 225: Professional Nursing Issues Pre Class Assignment: Week 5 Task Determining the importance of information Answer the following questions: Why is change so difficult? ______________________________________________________________________ ______________________________________________________________________ ____________________________________________________________________________ How will you handle change as you move from the LPN level of functioning to the RN level of functioning? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________
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Quality and Sustainability Paper Part Two: Analysis and Application.

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Quality and Sustainability Paper Part Two: Analysis and Application.

Details:

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The Quality and Sustainability Paper is a practice immersion assignment designed to be completed in three sections. This is part two of the assignment. Learners are required to analyze the quality outcomes and/or patient safety measures of a health care entity to determine its successes and failures, identify potential obstacles to the implementation of the measures, and determine what collaborative efforts are needed to create sustainability.

General Guidelines:

Use the following information to ensure successful completion of the assignment:

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.
This assignment requires that you support your position by referencing at least six to eight scholarly resources. At least three of your supporting references must be from scholarly sources other than the assigned readings.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Directions:

Write a 1,250-1,500 word paper that provides the following:

Identify or create a health care entity. (Provide an overall description of this entity without using the real name; i.e. location, size, profit or nonprofit, years in operation). Do not give the real name of any entity or person you are describing.
Using defined quality outcomes and/or patient safety measures, describe the health care entity’s successes and failures. Include identified criteria and data that demonstrate why this entity is successful and in what areas.
Using the quality outcomes data, identify a quality or safety area that nursing science can impact. Describe the specific variables.
Identify potential obstacles that may hinder the implementation of the quality or safety measure.
Identify those groups or leadership roles within the entity with whom you may need to collaborate.

Quality and Sustainability Paper Part Two – Analysis and Application

1
Unsatisfactory
0.00%

2
Less than Satisfactory
74.00%

3
Satisfactory
79.00%

4
Good
87.00%

5
Excellent
100.00%

70.0 %Content

5.0 %Completed Changes and Corrected Errors to Subsequent Paper, Including Transitions for a Scholarly Paper

Learner did not attach previous paper and did not make changes as indicated.

N/A

Learner attached previous paper and has made changes as indicated. Learner needs to incorporate transitions to connect the ideas between the papers

Learner attached previous paper and has made changes as indicated. Learner needs to incorporate better transitions to connect the ideas between the papers.

Learner attached previous paper and has made changes as indicated. Learner has includes all necessary transitions to create a scholarly paper.

15.0 %Description of Health Care Entity and Identification of Successes and Failures

A heath care entity is not described; the success and failures are not identified.

A heath care entity is identified, but a description is not provided. Quality outcomes or patient safety measures are not utilized to identify the success and failures. Criteria and data are not used to substantiate why the entity is successful.

A heath care entity is identified and an overall description is provided, but many significant details are missing. The quality measures or patient safety measures utilized fail to accurately identify the successes and failures for the health care entity. Criteria and data do not fully substantiate why the entity is successful, or in what areas.

A heath care entity is identified and described, including relevant details. Quality outcomes and /or patient safety measures are utilized to identify the success and failures. Criteria and data are presented that help substantiate why the entity is successful in certain areas.

A heath care entity is identified with details that provide insight into the organization. Quality outcomes or patient safety measures clearly define its success and failures. Very detailed criteria and data are presented to substantiate why the entity is successful, and in what areas.

20.0 %Identification of Quality or Safety Measure That Nursing Science Can Improve, and Analysis of Supporting Data

Quality or safety measure that nursing science can improve is not identified. Analysis of data is not performed.

Quality or safety measure that nursing science can improve is suggested, but analysis of data is not performed.

Quality or safety measure that nursing science can improve is presented, but analysis of data does not completely support claim.

Quality or safety measure that nursing science can improve is presented. Analysis offers support, but more explanation is required to fully demonstrate how data supports claim.

Quality or safety measure that nursing science can improve is presented. Analysis is thorough and the data presented supports claim. A very good explanation of the how the data supports the claim is provided.

10.0 %Identification of Potential Obstacles to Implementation of Quality or Safety Measures

Potential obstacles that may hinder implementation of quality or safety measures are not identified.

Potential obstacles are identified, but a correlation to how these obstacles will hinder the implication of quality or safety measures is not established.

Potential obstacles are identified, but a correlation to how these obstacles will hinder the implication of quality or safety measures is unclear.

Potential obstacles are identified. A correlation to how these obstacles will hinder the implication of quality or safety measures is generally established.

Potential obstacles are identified. A correlation of how these obstacles will hinder the implication of quality or safety measures is clearly established and shows insight.

10.0 %Identification of Stakeholders and Leaders Needed for Collaboration

Stakeholders needed for collaboration are not identified.

Stakeholders needed for collaboration are referenced, but no groups or leaders are identified.

Stakeholders needed for collaboration are identified, but the roles of the groups or leaders in the implementation are unclear.

Stakeholders needed for collaboration are identified, and the roles of the groups or leaders in the implementation are generally discussed.

Stakeholders needed for collaboration are identified, and the roles of the groups or leaders in the implementation are generally discussed.

10.0 %Six to Eight Additional Scholarly Research Sources With In-Text Citations

None of the required elements (minimum of six topic-related scholarly research sources and six in-text citations) are present.

Not all required elements are present. One or more elements are missing, or included sources are not scholarly research or topic-related.

All required elements are present. Scholarly research sources are topic-related, but the source and quality of one or more references is questionable.

All required elements are present. Scholarly research sources are topic-related, and obtained from reputable professional sources.

All required elements are present. Scholarly research sources are topic-related, and obtained from highly respected, professional, original sources.

20.0 %Organization and Effectiveness

7.0 %Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis is insufficiently developed or vague. Purpose is not clear.

Thesis is apparent and appropriate to purpose.

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes

Essay – Provide an example.​

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Essay – Provide an example.​

Diversity among individuals, as well as cultures, provides a challenge for nurses when it comes to delivering meaningful health promotion and illness prevention-based education. How do teaching principles, varied learning styles (for both nurses and patients), and teaching methodologies impact the approach to education? How do health care providers overcome differing points of view regarding health promotion and disease prevention? Provide an example.

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Heritage Assessment- APA style

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Heritage Assessment- APA style

Details:

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The learning activity and corresponding assignment in this topic requires students to perform a heritage assessment with families selected by students from their local communities.

– Please see attachment below of “Heritage Assessment Tool.” form.

-Interview three families from different cultures. One family should be from your own culture. ( My Family is from Cuban Culture, you can use as an example for the other 2 the culture you prefer ). Compare the differences in health traditions between these cultures.

-Assess the three families using the “Heritage Assessment Tool.” In 1,000-1,500 words, discuss the usefulness of applying a heritage assessment to evaluate the needs of families and develop plans for health maintenance, health protection, and health restoration. Include the following:

Perform a heritage assessment on three families. One of these families should be from your own culture.
Complete the “Heritage Assessment Tool” for each of the three families interviewed and submit the three assessments .
Identify common health traditions based on cultural heritage. Evaluate and discuss how the families subscribe to these traditions and practices. Address health maintenance, health protection, and health restoration as they relate to your assessment.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the attachment bellow as a guide. An abstract is not required.

Nursing philosophy

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Nursing philosophy

I need help writing a nursing philosphy. I am not good with writing these types of things and have a hard time finding the right words. It does not have to be more than 2 pages. If citations are to be used (please use minimal), please use APA format.

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