Would conducting more studies, such as the current investigation, add to your understanding and the efficacy of acupuncture for chronic back pain?

/in /by

Physiological and Psychological Healing through CAM

Acupuncture is a traditional Chinese technique for curing various chronic pains. It has also been used as anesthesia for surgery and for curing postoperative nausea.

Using South University Online Library, search the article, “A randomized trial comparing acupuncture, simulated acupuncture, and usual care for chronic low back pain.”

On the basis of your research and understanding of the topic, summarize your thoughts and answer to the following questions:

· The study concludes that both real acupuncture and sham acupuncture are more effective than usual care for chronic back pain. This could be due to either the physiological stimulus provided by acupuncture needling or certain nonspecific effects, such as the therapist’s conviction and the patient’s enthusiasm for the treatment. Do you think that this study supports a combined model of treatment where both physical and psychological stimuli are used to cure chronic back pain? Why or why not?

· What are the shortcomings of this study? Would conducting more studies, such as the current investigation, add to your understanding and the efficacy of acupuncture for chronic back pain?

· Even in the absence of support for acupuncture, how does this article contribute to the study of CAM and our understanding of CAM research practices?

· What is your opinion on the modality discussed in the article? Do you see any outstanding benefits or detractions from the therapy’s use in contemporary wellness environments?

Combine your responses in a Microsoft Word document. Your responses should be 4- to 5-pages long.

Support your responses with reasoning and examples.

Cite any sources in APA format.

Reference:

Cherkin, D. C., Sherman, K. J., Avins, A. L., Erro, J. H., Ichikawa, L., Barlow, W. E., . . . Deyo, R. A. (2009). A randomized trial comparing acupuncture, simulated acupuncture, and usual care for chronic low back pain. Archives of Internal Medicine, 169(9), 858–866. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2832641/pdf/nihms164975.pdf

How will you motivate your staff if there is a mix of various personalities and each member may be motivated by different measures?

/in /by

Personalities and Communication

Myers-Briggs is a well-known personality typing test that identifies strong areas of personality. Personality tests can be taken as part of an interview process or in training to determine your best methods of communication and how you also communicate with others. Click here to take a 72-question personality test. You need to select the Jung Typology TestTM given on the website.

Once completed, click Submit and it provides the four letters that are your strengths in key areas. You may click Results and the page describes your strengths and areas of need. After knowing your personality type, answer the following questions by providing examples to support your thoughts:

· What is your four-letter typing result and what conclusions did you come to in terms of agreeing if it accurately describes your overall personality?

· Knowing this information, how will it help you communicate with someone who has the “opposite” personality type as you? How will you adjust your personality to better communicate with another individual?

· If you are a manager, how will this information about your staff members help you improve communication when providing instructions, directions, or presentations?

· What leadership traits are your strengths and what areas will you need to develop to be an effective leader?

· How will you motivate your staff if there is a mix of various personalities and each member may be motivated by different measures?

· How will you take the results and work to improve communication methods in the workplace?

Support your responses with examples.

Cite any sources in APA format.

Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards

/in /by
  • Introduce the conceptual frameworks of the ethical constructs of ethics, moral, or legal standards and the purpose of the paper.
  • Consider  an ethical, moral, or legal dilemma that you have encountered in your work environment and describe it.
  • Analyze the moral, ethical, and legal implications utilized in this situation. Describe your role as a moral agent or advocate for this specific issue.
  • Consider your leadership styles identified by your self-assessment and determine if they act as a barrier or facilitation during this dilemma.

 

Reflect on the ethical considerations you may need to take into account in your advocacy campaign.

/in /by

Application: Developing a Health Advocacy Campaign (continued): Ethical Considerations

The final application builds upon the applications (Parts One and Two) completed in weeks 4 and 7.

Week 10 Application

To complete the final section of your paper:

  • Review provisions 7, 8, and 9 of the ANA Code of Ethics in relation to advocacy for population health.
  • Reflect on the ethical considerations you may need to take into account in your advocacy campaign.
  • Research the ethical considerations and lobbying laws relevant to the location where your advocacy campaign will occur.
  • Consider potential ethical dilemmas you might face in your campaign.

To complete: Revise and combine Part one (week 4 application) and Part Two (week 7 application) with Part Three below.

  • Explain any ethical dilemmas that could arise during your advocacy campaign, and how you would resolve them.
  • Describe the ethics and lobbying laws that are applicable to your advocacy campaign.
  • Evaluate the special ethical challenges that are unique to the population you are addressing.
  • Provide a cohesive summary for your paper.

Reminder: You will submit one cogent paper that combines the previous applications from weeks 4 and 7 plus the new material mentioned in the week 8 application. Your paper should be about 10 pages of content, not including the title page and references. Be sure to paste the rubric at the end of your paper.

 

I have uploaded paper one and two-  I live in the united states, Colorado to be exact.  I need to get an A on this paper

  • attachment

    alcoholadvocacycampaign.docx
  • attachment

    legislationforresponsibledrinking.docx
  • attachment

    nurs_6050_applicationassignment

How will you evaluate whether your learners met their objectives?

/in /by

Develop a 2,100-word paper including a lesson plan (lesson plan is included in word count) for an education program that is intended for a particular target audience.  Include learning needs and characteristics of the target audience, outcome objectives including two of the three categories from Bloom’s Taxonomy of analysis, synthesis or evaluation levels.  Include content that will be taught, teaching methods/strategies, evaluation of these methods, and rationale for using each of the teaching methods and evaluation methods. — Use attached week 2 assignment in developing the word paper and lesson plan.

 

Include in your paper:

 

a)    Identification of the educational need and rationale.

b)    Identification and discussion of instructional design methods, learner characteristics, and learning theory to support the methods chosen

c)     Identification and discussion of outcome objectives from Bloom’s Taxonomy

d)    Identification and discussion of competencies needed to achieve the identified outcomes

e)    Identification and discussion of evaluation methods.

 

Include  your lesson plan: (use the table format as shown below)

a) Well formulated outcome objective using higher cognitive outcomes from Bloom’s Taxonomy

b) Goals/learner outcomes for the lesson that relate to the learning objective

c) Instructional methods to be used for delivery.

d)    Instructional materials and resources to be used (articles, videos, handouts, etc).

e)Time frame allocated for teaching each learning objective

 

  1. Outcome objective: Write your higher level objective here

 
Learner Goals/Outcomes

 

Write your learner goals here

 Content Outline

 

Provide an outline of the content you plan to teach here

 Method of Instruction

 

Identify what method of instruction you will use to teach here

 Time Frame

 

Identify how much time each segment of teaching will take

 Resources

 

 

What resources will you use to aid in your teaching?

 Method of Evaluation

 

How will you evaluate whether your learners met their objectives?
  • attachment

    week_2_assignment.docx

What are the learning advantages of a literature review?

/in /by

What is a Literature Review?

 

A literature review is a critical consideration of the current information available about a subject matter. The author of a literature review does not create a new primary source, but, instead, the author summarizes and analyzes existing primary sources to create a valuable secondary source that evaluates current, published theoretical, methodological, and experimental work in the field of the subject matter. Unlike a research paper, free- standing (not part of a larger paper) literature reviews do not seek to make a new argument; instead, a literature review synthesizes the arguments of other authors and collects a broad base of knowledge about a subject matter.

Often a literature review is the initial step of the research process of a thesis or other weighty research project, used to create the proposal, guide the writing, and provide evidence-based support for the findings of the writing. Also, the literature review provides the writing with a context within the subject matter for readers, equipping readers with the necessary knowledge regarding the subject matter so that they may correctly interpret the writing.

What are the learning advantages of a literature review?

From an instructional perspective, the learning advantages of assigning a literature review are numerous. Literature reviews encourage students to compare and contrast different authors’ arguments, methodology, writing styles, and conclusions about a particular subject matter. Furthermore, students are encouraged to evaluate sources, granting them insight into what characteristics make up a quality resource. By amassing a large number of resources about a single topic, literature reviews promote in-depth learning about that topic through a student-guided process. Though literature reviews often function as an early step in the process of writing research papers, literature reviews are also great for building academic writing skills in students.

From a student perspective, the writing tools developed by creating a literature review are also manifold. The critical skills built by comparing and contrasting how different authors research and present information reinforce students’ own abilities to research and present information. The process of determining which sources to use guides students to

Identify and use high-quality resources. Literature reviews allow students to select their own sources, building their decision-making process as well as their interest in the subject matter as they are the materials selectors. Considering that literature reviews are excellent starting points for all research assignments, even if only being conducted as informal notes for the writer, learning how to create a formal literature review will only improve future writings.

What are the basic components of a literature review?

Researching a literature review

Literature reviews have several steps involved in the composition process. First, writers must select a topic and the scope of that topic: how many sources should be included in the literature review? How much information must be included from each source? What aspects of the topic will be discussed? Will any aspects of the topic be ignored or only discussed to a lesser extent, and why? These questions and others that help writers discover limiters that clarify and focus their subject matter guide the further steps.

Depending on the scope of the literature review, the largest section of researching the literature review is often locating the sources necessary to write the review. Authors should always use resources that meet the quality standards of their given fields; usually, these standards include only using scholarly, peer-reviewed primary sources. Several strategies exist for finding these resources including: searching databases for relevant scholarly publications, browsing subject-specific databases for the most field-specific resources, using references pages or indexing resources to find further information, and searching library catalogs for print and digital holdings among many other search strategies. Use the limiters determined during the initial scope-determining process to enhance the search, reducing the time and effort necessary to complete this process.

In addition to merely gathering and organizing the writings to discuss in the literature review, authors must summarize the information contained in the resources within the context of the scope of the literature review. Authors also must critically consider the resources and provide scholarly feedback of the value of the resources within the subject matter of the literature review.

Writing a literature review

Often, much of the language of the introduction of the literature review can be gathered during the initial step of the process. The written introduction will include an overview of the topic, its relevance in the given field, and the purpose for composing the literature review. This section may also define key terms that appear within the body of the paper, especially if the paper includes technical language that may obfuscate the author’s ability to communicate effectively with the given audience.

Writing the body of the literature review requires thought into what organizational structure will best support the topic’s focus, such as in chronological order of publication, more broad subject matter to more specifically focused writings, different schools of thought about the same subject, or different theories addressing the given topic, among others. A large degree of comparing and contrasting the resources occurs at this level of the writing; the differences observed when contrasting the resources can sometimes suggest an organizational strategy. Beyond organization, authors must also decide the level of analysis to use in their literature reviews. Bloom’s Taxonomy helps guide writers about how to consider and express information to communicate different levels of thinking about a topic. Yet another important consideration at this step of the writing process is to consider how to provide in-text citations, a references page, and format the paper—the key tool for this consideration is the style guide that is prescribed for the assignment.

The literature review is not complete without a conclusion, results, or findings section that ties together the considerations of the author about the resources within the scope of the study. The research should be presented in such a way that the literature advances the knowledge of readers and the concluding section should summarize what information readers will have attained from reading the paper. This section serves as a final evaluation of the resources in a clear and concise manner for readers.

Key Terms of Literature Review

Discussion of literature reviews and the writing process can lead to confusion if students are unfamiliar with the key terms of researching. The following are some of the key terms that may require clear definition to ensure that students can successfully interpret assignment guidelines.

Evidence-based support: Defense of an argument with a foundation in other scholarly sources that reinforce the argument; outside sources valued in the relevant subject field that confirm the statement

Critical consideration:  Writers of literature reviews only use scholarly (peer-reviewed) sources to analyze a subject matter and evaluate

Limiters: Specific search criteria, such as a date range, full-text only, or publication titles, that limit the search to exclude data that does not fit within the criteria

Primary source: Original research about a subject matter composed by the scholar(s) participating in the process; historical artifacts or documents, scholarly research, and recordings of events are all examples of primary sources

Secondary source: Any composition for which the basis of the creation is a primary source and does not involve new information beyond analysis, synthesis, and/or evaluation of existing sources

NOTE: The Literature Review information was provided by WCU Anaheim librarian, Bethany Firch.

Discuss implications of the study for nursing practice.

/in /by

MSN5250: Statistics for Advanced Nursing Practice Team:____________ Critique Worksheet for Group Project Part A

Elements of Critique Discussion State the practice problem/issue that is the focus of the study. How does this practice problem/issue affect your nursing practice?

In your own words, state the purpose of the study.

Is the research question clearly stated? What is the research question? Does it match the purpose of the study?

Is the research hypothesis clearly stated? What is the research hypothesis? Does the hypothesis reflect the purpose of the study? Formulate a null hypothesis for this study.

Who is identified as the target population? How were the subjects chosen (e.g., randomly, conveniently)?

Who is included (e.g., males, females, children, adults)? Who is excluded (e.g., elderly, pregnant women, minorities)? How large is the sample? How was sample size determined?

List the research variables. How are the variables described? What instruments or tools were used to collect data? Are the instruments sufficient for measuring the study variables? How is this assessed? Are the instruments valid and reliable? Are the instruments adequately described for you to understand what the score means?

State the data collection procedures. How often was data collected and for how long?

Were data analysis procedures clearly described? Were data logically organized/presented in tables, graphs and/or charts? Describe. What statistical tests were used to analyze data? What assumptions in the data must be met for the type of statistical tests used? Were these assumptions met?

What were the levels of measurement for each variable in the study? Were statistical tests suitable to the types of data collected/levels of measurement? What was the alpha for each variable? Describe how statistical significance was demonstrated (or not) for each variable.

Discuss study results. What were the findings? Is the research question/hypothesis answered? Were study limitations described? Can generalizations be made? Were there any unexpected findings?

Discuss study recommendations. Is there an identified need for further research?

Do study findings have clinical significance? Who will benefit from results of the study? Discuss implications of the study for nursing practice. What changes could you make in your practice based on the results of this study?

What factors are most likely to affect health promotion and wellness for vulnerable and diverse populations?

/in /by

Overview

Develop a 2–4-page report that explains how an organization serves the health care concerns and needs of a population. The report should identify gaps in the health care service, explain strategies to bridge the gaps, and describe potential barriers to those strategies.

Note: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

•Competency 1: Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations. ◦Identify barriers to implementing evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.

•Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations. ◦Describe the primary health concern for a vulnerable or diverse population.

◦Identify gaps in the health care service provided by an organization to a vulnerable or diverse population.

◦Explain evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.

•Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations. ◦Explain how a health care organization serves the primary health care concerns of a vulnerable or diverse population.

•Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions. ◦Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.

◦Correctly format paper, citations, and references using APA style

Context

Pérez and Luquis (2014) stated, “Integrating cultural proficiency practices into the individual practices of health educators and public health organizational policies is a call to action” (p. 50). It is important for those in health care to be aware of the methods used to identify and evaluate the specific health care needs of individuals, communities, and populations, and to understand the meaning of health literacy as it pertains to the needs of a multicultural population or group.

With a growing diverse population, the incorporation of cultural and linguistic competence should be included into the planning, implementation, and evaluation of health education and promotion programs. “In this process, it is essential to employ theoretical models that describe and explain culture and related concepts (Pérez & Luquis, 2014, p. 165). Cultural constructs need to be applied to all health education, promotion, and prevention interventions targeting diverse communities (Pérez & Luquis, 2014).

Reference

Pérez, M. A., & Luquis, R. R. (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass.

Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

•What factors are most likely to affect health promotion and wellness for vulnerable and diverse populations?

•How would you assess your own cultural competence?

Suggested Resources

The following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.

Click the link provided below to view the following multimedia piece:

•Assessment Models in Public Health | Transcriptt

Library Resources

The following e-books or articles from the University Library are linked directly in this course:

•Gertner, E. J., Sabino, J. N., Mahady, E., Deitrick, L. M., Patton, J. R., Grim, M. K., … Salas-Lopez, D. (2010). Developing a culturally competent health network: A planning framework and guide. Journal of Healthcare Management, 55(3), 190–204.

•Soulé, I. (2014). Cultural competence in health care: An emerging theory. Advances in Nursing Science, 37(1), 48–60.

•Somerville, M. H., Seeff, L., Hale, D., & O’Brien, D. J. (2015). Hospitals, collaboration, and community health improvement. Journal of Law, Medicine & Ethics, 43(1), 56–59.

•McClimens, A., Brewster, J., & Lewis, R. (2014). Recognising and respecting patients’ cultural diversity. Nursing Standard, 28(28), 45–52.

•Henderson, S., Kendall, E., & See, L. (2011). The effectiveness of culturally appropriate interventions to manage or prevent chronic disease in culturally and linguistically diverse communities: A systematic literature review. Health and Social Care in the Community, 19(3), 225–249.

•Truong, M., Paradies, Y., & Priest, N. (2014). Interventions to improve cultural competency in healthcare: A systematic review of reviews. BMC Health Services Research, 14(1), 1–31.

•Dovidio, J. F., & Fiske, S. T. (2012). Under the radar: How unexamined biases in decision-making processes in clinical interactions can contribute to health care disparities. American Journal of Public Health, 102(5), 945–952.

Internet Resources

Access the following resource by clicking the link provided. Please note that URLs change frequently. Permissions for the following link has either been granted or deemed appropriate for educational use at the time of course publication.

•U.S. Department of Health and Human Services, Office of Minority Health. (n.d.). The National CLAS Standards. Retrieved from http://minorityhealth.hhs.gov/omh/browse.aspx?lvl=2&lvlid=53

Bookstore Resources

•Pérez, M. A., & Luquis, R. R. (Eds.). (2014). Cultural competence in health education and health promotion (2nd ed.). San Francisco, CA: Jossey-Bass. ◦Chapters 4 and 6.

Assessment Instructions

Preparation

Now that your team has a better understanding of the population served by the organization, you need to evaluate how able the organization is to serve the specific health care needs of the population identified in the Windshield Survey assessment.

•Use the Internet and the Capella library to locate at least three academic or professional resources to use in this assessment.

•Follow the same formatting instructions that you used in the Windshield Survey assessment. Your assessment should be done as a report for your team, using APA formatting for in-text citations and references.

Requirements

In your organizational evaluation, complete the following:

•Describe the primary health concern for a vulnerable or diverse population.

•Explain how the organization currently serves this health care concern. Be sure you include information on how the organization communicates to the population.

•Identify gaps in the health care service provided to the population.

•Explain evidence-based strategies to bridge the gaps in health care service provided to the population.

•Identify any possible barriers to implementing your strategies.

Additional Requirements

•Include a title page and reference page. The completed assessment should be 2–4 pages in length, not including the title page and reference page.

•Reference at least three current scholarly or professional resources.

•Use current APA format for citations and references. No more than 5 years old

•Use Times New Roman font, 12 point.

•Double space.

what challenges would you face when implementing your plan?

/in /by

IDS 402 Milestone Three Guidelines and Rubric

Overview: For this milestone, due in Module Five, you will submit a draft of the Plan section of your presentation. In this section, you will create the visual facet of your final project presentation. Keep in mind that in Module Six you will be submitting Milestone Four, which is the oral narration component, and your voice will be the primary carrier of your message and the visuals will play a supporting role. You want your voice and visuals to work together and not compete for attention, so you should minimize the number of words on each slide and maximize the use of visual elements, including photographs, illustrations, and graphs. You will submit this milestone as two documents: a presentation draft in PowerPoint that will include visuals and a Word document with your speaker notes. Milestone Three provides you with an opportunity to obtain valuable feedback from your instructor that you can incorporate into your final project submission. Prompt: In this milestone, you will start assembling your multimedia presentation. Create a multimedia presentation draft using visuals* to articulate your plan to address the issue you described in Milestone Two. Specifically, the following critical elements must be addressed:

III. Plan: For this part of the assessment, you will offer recommendations and a plan to improve your chosen issue as well as strategies for implementing your plan.

A. Explain the goals of your plan. What are the specific goals you are trying to accomplish with your plan? B. Make recommendations for how the current issue could be addressed in order to minimize its impact on the target population. Think of specific

strategies or tactics that you could implement to address the issue. C. Consider the implications of social attitudes and individual choices to lifelong health and wellness. If you were in charge of addressing your

chosen issue, what challenges would you face when implementing your plan? How would you address those challenges? Support your answer with relevant research or diverse perspectives.

D. Explain the strengths of your plan and why it is likely it would be successful. PowerPoint: You are required to include a combination of text, visuals, and speaker notes in order to support your PowerPoint presentation. Use the Check File Compatibility With Earlier Versions and Are You Having Video or Audio Playback Issues? resources to help you check compatibility between versions of Office. Also, follow the instructions on the Microsoft Support page to compress your presentation as a zipped file. Upload the zipped file when submitting Milestone Three. Reducing the size of the presentation file by compressing it will make it easier for your instructor to download and grade your presentation. *Note: The final presentation requires the use of both visuals and audio. In Module Four, you practiced adding audio to a PowerPoint slide to prepare for Milestone Four’s oral narration of your presentation.

Rubric Guidelines for Submission: Milestone Three should be approximately 4 to 5 presentation slides in length with 2 to 3 pages of speaker notes. The speaker notes should be submitted in a separate Word document with 12-point Times New Roman font, double spacing, and one-inch margins. You are required to include a

https://support.office.com/en-us/article/Check-file-compatibility-with-earlier-versions-d9856881-5875-4c58-915f-06859b2943a7
https://support.office.com/en-us/article/Check-file-compatibility-with-earlier-versions-d9856881-5875-4c58-915f-06859b2943a7
https://support.office.com/en-us/article/Are-you-having-video-or-audio-playback-issues-E0A94444-8EA7-4A00-974B-6AD0D6EDC4B1
https://support.office.com/en-us/article/Zip-a-file-054f6f8a-eda5-4974-8ac2-59deb78001c1

combination of text and visuals in order to support your work. Cite your supporting sources in APA or MLA format. If you require alternative accommodations for completing this assignment, reach out to your instructor directly for more information. Note that the grading rubric for this milestone submission is not identical to that of the final project. The Final Project Rubric will include an additional “Exemplary” category that provides guidance as to how you can go above and beyond “Proficient” in your final submission.

Critical Elements Proficient (100%) Needs Improvement (85%) Not Evident (0%) Value

Plan: Goals Explains the goals of the plan Explains the goals of the plan, but explanation is cursory

Does not explain the goals of the plan 20

Plan: Recommendations

Makes recommendations for how the current issue could be addressed in order to minimize its impact on the target population

Makes recommendations for how the current issue could be addressed in order to minimize its impact on the target population, but recommendations made are cursory

Does not make recommendations for how the current issue could be addressed in order to minimize its impact on the target population

25

Plan: Challenges Explains what challenges will be faced when implementing the plan and uses relevant research or diverse perspectives

Explains what challenges will be faced when implementing the plan and uses research or diverse perspectives, but explanation is cursory or use of research or diverse perspectives is inappropriate

Does not explain what challenges will be faced when implementing the plan or use relevant research or diverse perspectives

25

Plan: Strengths Explains the strengths of the plan and why it is likely to be successful

Explains the strengths of the plan and why it is likely to be successful, but explanation is cursory

Does not explain the strengths of the plan and why it is likely to be successful

20

Articulation of Response

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

10

Total 100%

Discuss the need assessment tool that would identify the nursing student’s knowledge concerning the nursing process.

/in /by
Practicum Learning Agreement

NUR/590AB Version 2

 2

University of Phoenix Material

Sample Educational Practicum Learning Agreement – Not Implemented

Student’s Name Manda Ragland- McIntyre Faculty A. Jean Pickus RN MSN
Student’s

Phone

Number

 919-923-5697 UPX

Campus

 Online
Name of Practicum Site N/A – Virtual project Address, City, State, and Zip Code of Practicum Site N/A – Not implemented
Mentor’s

Name and Educational

Credentials (Minimum of an RN MSN required)

 Sherri-Strain-Garner RN MSN Mentor’s

Agency

 850-225-0903
Mentor’s Job Title Child Psychiastric Nurse Mentor’s

Phone

Number and Email

 sl.garner@msn.com
Practicum Goal:

1. To analyze, develop, implement, and evaluate an educational program for nursing students on the nursing process first semester of school.

2. To utilize advanced nursing knowledge to assist nursing students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
Complete this column for Week One – NUR/590A Complete this column for Week Two – NUR/590A Complete this column for Week Two – NUR/590A Complete Before Midpoint Review Complete Before You Start NUR/590B
Learning Objectives Learning Strategies Evidence of Accomplishments Midpoint Review (at 30 hours of Practicum Project) Outcome- To Be Completed Prior to Starting NUR/590B
1.0 Analyze the educational needs of the novice nursing students related to the nursing process , critical thinking and implementation needed to deliver quality nursing care to patients.

 1a. Conduct an review for literature at least 15 peer reviewed articles on the nursing process learning needs of nursing students.

1b.Discuss with mentor the need assessment tool that would identify the nursing student’s knowledge concerning the nursing process.

 1a. Annotated of bibliography of peer reviewed articles.

1b. Submit a need assessment tool.

1c. Submit a need assessment result.

.
Learning Objectives Learning Strategies Evidence of Accomplishments Midpoint Review (at 30 hours of Practicum Project) Outcome- To Be Completed Prior to Starting NUR/590B
2.0 Develop an educational curriculum for incoming program nursing students that will provide knowledge and resources for understanding the nursing process and critical thinking skills and the implementation needed to deliver quality nursing care to patients first semester.

 2a. Literature search 15 articles that identify classroom instuctional methods.

2b. Develop lesson for classroom instruction to provide the nursing students in the knowledge of nursing and implementation include:

1. Learning objectives

2. Content outline

3. Teaching

strategies/resources

a. powerpoint

b. Handout materials

2c. Develop powerpoint at least 25 content slides and detail speaker notes on nursing process, critical thinking and implementation of nursing process.

 2a. Submit annotated bibliography of literature reviewed on content instructional methods.

2b. Submit written plan.

2c. Submit copy of powerpoint with detailed speaker notes.
Learning Objectives Learning Strategies Evidence of Accomplishments Midpoint Review (at 30 hours of Practicum Project) Outcome- To Be Completed Prior to Starting NUR/590B
3.0 Analyze the implications to students, faculty, and the organizational if the educational curriculum on the nursing process and critical thinking skills was actually implemented.

 3a. 3a.

.
Learning Objectives Learning Strategies Evidence of Accomplishments Midpoint Review (at 30 hours of Practicum Project) Outcome- To Be Completed Prior to Starting NUR/590B
4.0 Evaluate overall project with an emphasis on student’s learning in project completion

 4a.

 4a.