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p-j-edagogy · 4 years

Text

Week 1 (again!): Failures of CCSSs

1. In Ch. 3 of In the Best Interest of Students, Gallagher shares eight concerns he has related to the ways in which the CCSS anchor reading standards fall short. Choose ONE of these concerns that you also share with Gallagher, and discuss why you share it. Then, brainstorm 3-5 CONCRETE curricular choices and/or classroom activities you could use with secondary students that would assist you in addressing this concern in your future classroom.

The one that stood out to me the most was Concern 3 about recreational reading. As a kid, I was constantly reading anywhere from 1-5 books for fun and it makes my heart ache that for so many people the only reading they do is the reading they have to do (and even then, not everyone is doing that reading). I want to at least attempt to create a classroom environment that encourages and supports recreational reading and here are at least preliminary ideas of how I could do that:

1. Gallagher mentions having students keep a reading log and I am going to steal that idea from him. I love the idea of supporting and rewarding students for reading in their free time, but making it an activity that isn’t tied to a grade. For some students, finding time to read outside of the classroom isn’t possible and I don’t want to punish them for not being able to read, but I would love to create a system that rewards recreational reading.

2. Utilizing student opinion in text selection. While this isn’t *technically* a recreational move, I think that allowing students to help choose the books that we look at as a class can be incredibly beneficially in supporting and encouraging them to actually read them. It’s one thing is the uncool English teacher tells them they have to read something, but I think that involving students in those decisions can help them to both look into the sorts of books that they want to read and keep them involved in the activities and assignments that come along with reading the text for class.

3. Give them time to read. Holy shit, I loved when we had time in class to actually just sit and read and it wasn’t followed by poking and prodding and asking questions. Like, to be able to have dedicated time to just sit with a book and read it and not have to think about other assignments or starting getting anxious about what I was going to say about what I read that would make me sound smart. I feel like “silent reading time” is looked at as being a waste of class time because you aren’t necessarily “doing anything” but you are doing something, you’re reading and you’re reading in a way that is safe and comfortable and hopefully at least a little bit fun.

4. Book recommendations. Whether they’re coming from me or from other students, I think that having space on the wall or the white board or even a moment to share with the class any book recommendations that people have could be a simple way to encourage reading. Again, no need for a grade to be attached to it, but just a way for people to excite each other about reading. I know I would have loved to hear what my teachers and peers were reading in high school.

2. Re-familiarize yourself with the NCTE/IRA standards linked below, paying careful attention to the ones focused on reading and literature. Keeping in mind Gallagher's discussion of the pros and cons of the CCSS reading standards in Ch. 2-3, compare and contrast the CCSS reading standards with the NCTE/IRA reading standards. Which align more with your teaching philosophy regarding reading and literature? Why? Do the NCTE/IRA reading standards help address some of what Gallagher believes the CCSS reading standards get wrong?

I definitely think that I prefer the NCTE standards to the CCSS standards in regards to reading. I love that they use the phrase “wide range” ... a lot. I think that is a big shortcoming in the CCSS standards and in the way that a lot of people approach the English classroom and it’s something that in both my personal and professional life I hope to work to move away from. Not everyone enjoys the same types of texts and I don’t think that everyone should love the exact same books. For many years I found myself trying to read books that would make me look smart (not sure who exactly I was trying to impress) and it has been only in the last year or two that I’ve really embraced trying a wider variety of genres and authors and types of texts and it has been one of the healthiest ways to reconnect with reading that I have found for myself. How else was I supposed to realize that I love Eastern European literature and non-fiction texts on food history? I certainly didn’t pick those ones up in the high school classroom.

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nerdypeanutwolfland · 4 years

Photo

‏‎ https://www.facebook.com/groups/1373006942835998/‎‏ (في ‏‎برج العرب القديم شارع المحطه‎‏) https://www.instagram.com/p/CCssS-bHTbE/?igshid=1ts76nesppjo2

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lovenothingbuteverything-blog · 4 years

Video

Mellow and Mayuri💞 https://www.instagram.com/p/CCsss-kJZsC/?igshid=1as2q9fqivz81

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crevillam · 4 years

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Diputado Avendaño califica de “vacío” el informe presidencial

El diputado de Restauración Nacional Carlos Avendaño. CP/AL

San José, 06 may 2020 (CPNews).-El diputado de Restauración Nacional, Carlos Avendaño, señaló hoy que la exposición del mandatario ante los diputados el pasado lunes careció del abordaje de todas las aristas que urgen al país como la atención a las finanzas de la Caja Costarricense del Seguro Social (CCSSS), la sostenibilidad al régimen…

View On WordPress

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lagoncalvesdevaneios · 5 years

Text

Terça-feira, 31 de janeiro de 2017

Código de conduta social sapiens sapiens

SÓ PERCEBO QUE INFLIGI ESSE CÓDIGO DE CONDUTA DEPOIS DE TOMAR UM ESPORRO OU DE PERCEBER QUE ALGUÉM FICOU CHATEADO. Não é de propósito, eu juro!

Caso não tenha entendido, o “código de conduta social sapiens sapiens” é o nome que eu dei para todas as regras sociais que ninguém diz, mas que mesmo assim estão impregnadas na vida de todo mundo. Um bom exemplo é quando você oferece o que está comendo ou pergunta se a pessoa quer ajuda para lavar a louça. Ninguém quer dividir comida e nem lavar louça, mesmo assim você faz, porque o código de conduta social sapiens sapiens te obriga.

Agora que estou escrevendo, percebi que esse nome é enorme. Vamos abreviar para CCSSS. É uma boa sigla.

Não deve ter nem uma hora que acabei de infringir – de novo – o CCSSS. E foi algo tão simples que me pergunto o porquê que estou me sentindo tão mal quanto a isso.

Basicamente alguém me chamou para ir ao shopping e eu disse não. Minha motivação é razoável. Eu não quero gastar dinheiro, eu sei que vou acabar me afundando em comidas gordurosas, açucares e voltar com algum livro novo.

Até ai tudo bem. Levando em consideração que ninguém sabia o porquê de eu ter negado o convite. Mas enfim, levei um esporro por simplesmente não ter seguido o CCSSS e a pessoa responsável por chamar minha atenção é respeitada pelo meu inconsciente.

Resumindo, estou sozinha em casa me agarrando no teclado do PC para não cair no abismo da bad.

Já percebeu como o inconsciente equivale a aquele amigo inconveniente para caralho, que só serve para jogar na sua cara todas as suas merdas e traumas? Em 10/5 vezes (essa contagem errada é de propósito) que você tem um momento ruim dentro da própria cabeça, ou uma reação involuntária, é culpa do seu inconsciente que tenta ajudar, mas normalmente só atrapalha!

Freud, nesse primeiro semestre de 2017 eu vou começar a estudar suas teorias. Vou preparar meu corpo, trata de me mandar uma epifania porque até hoje não estamos sendo capazes de te entender o que você tava dizendo nos seus arquivos.

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lancenewassignments-blog · 5 years

Text

NR305 Week 6 Course Project Milestone 2 Patient Teaching Plan PowerPoint

Follow Below Link to Download File

https://homeworklance.com/downloads/nr305-week-6-course-project-milestone-2-patient-teaching-plan-powerpoint-risk-of-smoking/

We also Do 100% Original and Plagiarism Free Assignment / Homework and Essay

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Topic For Presentation ( Risk of Smoking )

Course Project Milestone 2:

Patient Teaching Plan PowerPoint

Guidelines and Grading Rubric

Purpose

The purpose of this PowerPoint presentation is to apply information gathered from the Family Genetic History and Milestone 1assignments to aid with identifying one modifiable risk factor and develop an evidence-based teaching plan that promotes health as well as improves patient outcomes.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO #4:Identify teaching/learning needs from the health history of an individual. (PO#2)

Points

This assignment is worth a total of 250 points.

Due Date

The assignment is to be submitted to the Dropbox by Sunday, 11:59 p.m. MTat the end of Week 6. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your assignment to the Dropbox on time may result in a deduction of points.

Directions

Prepare a patient teaching plan for your participant based on the information you discovered in your previous assignments. Present your plan using Microsoft PowerPoint.

· Title slide (first slide): Include a title slide with your name and title of the presentation.

· Introduction/Identification (two to three slides): Introduce a modifiable risk factor(diet, smoking, activity, etc.)that will be the focus of your presentation.

o Identify at least one important finding you discovered in Milestone 1 that is associated with this risk factor.

o Explain how this places your adult participant at increased risk for developing a preventable disease(obesity, Type II Diabetes, etc.), which is described.

o List short and long-term goals.

· Intervention(four to five slides): Choose one evidence-based intervention related to the modifiable risk factor chosen that has been shown to be effective at reducing an individual’s risk for developing the preventable disease.

o Describe the intervention in detail.

o Provide rationale to support the use of this intervention. Support your rationale with information obtained from one scholarly source as well as Healthy People 2020 (http://healthypeople.gov).Include any additional resources (websites, handouts, etc.) that you will share with your adult participant, if applicable.

· Evaluation (three to four slides):Describe at least one evaluation method that you would use to determine whether your intervention is effective. Outcome measurement is a crucial piece when implementing interventions.

o Describe at least one method (weight, lab values, activity logs, etc.) you would use to evaluate whether your intervention was effective.

o Describe the desired outcomes you would track that would show whether your intervention is working.

o Include additional steps to be considered if your plan proved to be unsuccessful.

· Summary (one to two slides):Reiterate the main points of the presentation and conclude with what you are hoping to accomplish as a result of implementing the chosen intervention.

· References (last slide):List the references for sources that were cited in the presentation.

Remember, you are creating a patient teaching plan so be sure to include terms easily understood by the general population and limit your use of medical jargon. Slides should include the most important elements for them to know in short bullet-pointed phrases. You may add additional comments in the notes section to clarify information for your instructor.

Guidelines

· Application: Use Microsoft PowerPoint 2010 (or later).

· Length: The PowerPoint slide show is expected to be no more than 14 slides in length (not including the title slide and References list slide).

· Submission: Submit your files to the Dropbox: Milestone 2: Patient Teaching Plan, by 11:59 p.m. Sunday end of Week 6.

· Save the assignment with your last name in the file’s title: Example: Smith Patient Teaching Plan.

· Late Submission: See the Policies under Course Home on late submissions.

· Tutorial: For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful. http://office.microsoft.com/en-us/support/training-FX101782702.aspx The Chamberlain Student Success Strategies (CCSSS) offers a module on Computer Literacy that contains a section on PowerPoint. The link to SSP CCSSS may be found under the Special Courses list in eCollege.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this presentation.

· Be creative.

· Incorporate graphics, clip art, or photographs to increase interest.

· Make easy to read with short bullet points and large font.

· Review directions thoroughly.

· Cite all sources within the slides with (author, year) as well as on the Reference slide.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

· Abide by the Chamberlain academic integrity policy.

Grading Criteria

Category

Points

Description

Introduction/ Identification

Based on information gathered from the completion of the Family Genetic History and Milestone 1 assignments, identify one preventable diseasethat the adult participant is at increased risk for developing and choose one modifiable risk factorthat is contributing to their increased risk for developing this disease.Provide rationale why this modifiable risk factor is contributing to this individual’s risk for developing this specific disease. Cite family history, current symptoms, and cultural considerations if present.

Intervention

100

Choose one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the preventable disease identified. Create a teaching plan to present this information to your adult participant. Support the use of this intervention with at least onecurrent scholarly source and information gathered from Healthy People 2020.Relate one or two additional, relevant resources such as handouts or websites as applicable.

Evaluation

You will not have an opportunity to evaluate the effectiveness of your teaching plan. Instead, comment on what criteria you would measure in order to evaluate the effectivenessof your plan. Include additional steps to be considered if the plan would prove to be unsuccessful.

Summary

The summary reiterates the main points of the presentation and concludes with what you are hoping to accomplish as a result of implementing the use of the chosen intervention

Clarity of Presentation

Total of 10–14 slides (not including title and Reference slides), appropriate graphics that add visual appeal, proper grammar, spelling, and professional terminology to aid in patient understanding,no medical jargon. Detailed speaker notes are required.

Total

250 points

100%

A quality presentation will meet or exceed all of the above requirements.

Grading Rubric

Assignment Criteria

Outstanding or highest level of performance

(92–100%)

Very good or high level of performance

(84–91%)

Competent or satisfactory level of performance

(76–83%)

Poor or failing or unsatisfactory level of performance

(0–75%)

Patient Teaching Plan

Identification

70 points

Correctly identifies one preventable disease and corresponding modifiable risk factor. Provides in-depth rationale including family history, current symptoms, and cultural considerations for why the adult participant is at increased risk for developing this disease.

64–70 points

Correctly identifies one preventable disease and corresponding modifiable risk factor. Provides some rationale for why the adult participant is at increased risk for developing this disease but does not include family history, current symptoms, or cultural considerations

59–63 points

Correctly identifies one preventable disease and corresponding modifiable risk factor but does not provides rationale for why the adult participant is at increased risk for developing this disease.

53–58 points

Does not identify one preventable disease or corresponding modifiable risk factor.

0–52 points

Intervention

100 points

Chooses one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the specific disease chosen. Thoroughly supports the use of this intervention with at least one current scholarly source and information gathered from Healthy People 2020. Additional resources that may be of value to the individual such as handouts or websites are included.

92–100 points

Chooses one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the specific disease chosen. Supports the use of this intervention with current but not scholarly sources and information gathered from Healthy People 2020. Additional resources that may be of value to the individual such as handouts or websites are included.

84–91 points

Chooses one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the specific disease chosen. Supports the use of this intervention information gathered from Healthy People 2020. Additional resources that may be of value to the individual such as handouts or websites is included.

76–83 points

Chooses one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the specific disease chosen but does not support the use of this intervention with anysources.

0–75 points

Evaluation

30 points

Criteria listed to thoroughly evaluate effectiveness of health education provided in meeting established short and long-term goals. Includes measures to be implemented if initial plan were shown to be ineffective.

28–30 points

Criteria listed mostly evaluates effectiveness of health education provided in meeting established short or long-term goals. Includes measures to be implemented if initial plan were shown to be ineffective.

25–27 points

Criteria listed partially evaluates effectiveness of health education ordoes not Include measures to be implemented if initial plan were shown to be ineffective.

23–24 points

No evaluation criteria listed.

0–22 points

Summary

20 points

Summary thoroughly reiterates the main points of the presentation and concludes with an in-depth description of what you are hoping to accomplish by implementing the chosen intervention.

18–20 points

Summary mostly reiterates the main points of the presentation and concludes with a description of what you are hoping to accomplish by implementing the chosen intervention.

16–17 points

Summary reiterates a few main points and concludes with a brief description of what you are hoping to accomplish by implementing the chosen intervention.

15 points

No summary included or fails to reiterate main points of the presentation.

0–14 points

Clarity of Presentation

30 points

Includes 10–14 slides (not including title and reference slides), uses appropriate graphics for visual appeal, uses proper grammar, spelling, and professional terminology to aid in patient understanding rather than medical jargon.

Includes detailed speaker notes, introduction, and summary.

28–30 points

Includes 10–14 slides (with title and reference slides), uses appropriate graphics for visual appeal, uses proper grammar, spelling, and professional terminology to aid in patient understanding rather than medical jargon.

Includes speaker notes, but they are lacking detail.

Introduction and summary are included.

25–27 points

Includes 10–14 slides (withtitle and reference slides), uses inappropriate or visually unappealing graphics, uses proper grammar, spelling, and professional terminology rather than medical jargon.

No speaker notesincluded. Introduction or summary is missing.

23–24 points

Presentation does not meet the required number of slides even when including title and reference slides, contains multiple spelling or grammatical errors or contains excessive amounts of medical jargon not appropriate for patient teaching.

0–22 points

Total Points Possible = 250 points

#NR305 Week 6 Course Project Milestone 2 Patient Teaching Plan PowerPoint

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yourjeffreywalsh-blog · 5 years

Text

NR305 Week 6 Course Project Milestone 2 Patient Teaching Plan PowerPoint

Follow Below Link to Download File

https://homeworklance.com/downloads/nr305-week-6-course-project-milestone-2-patient-teaching-plan-powerpoint-risk-of-smoking/

We also Do 100% Original and Plagiarism Free Assignment / Homework and Essay

Email us for original and Plagiarism Free Work At ( [email protected] ) or order us at (https://homeworklance.com/custom-order/ )

Topic For Presentation ( Risk of Smoking )

Course Project Milestone 2:

Patient Teaching Plan PowerPoint

Guidelines and Grading Rubric

Purpose

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO #4:Identify teaching/learning needs from the health history of an individual. (PO#2)

Points

This assignment is worth a total of 250 points.

Due Date

Directions

Prepare a patient teaching plan for your participant based on the information you discovered in your previous assignments. Present your plan using Microsoft PowerPoint.

· Title slide (first slide): Include a title slide with your name and title of the presentation.

· Introduction/Identification (two to three slides): Introduce a modifiable risk factor(diet, smoking, activity, etc.)that will be the focus of your presentation.

o Identify at least one important finding you discovered in Milestone 1 that is associated with this risk factor.

o Explain how this places your adult participant at increased risk for developing a preventable disease(obesity, Type II Diabetes, etc.), which is described.

o List short and long-term goals.

o Describe the intervention in detail.

o Describe at least one method (weight, lab values, activity logs, etc.) you would use to evaluate whether your intervention was effective.

o Describe the desired outcomes you would track that would show whether your intervention is working.

o Include additional steps to be considered if your plan proved to be unsuccessful.

· Summary (one to two slides):Reiterate the main points of the presentation and conclude with what you are hoping to accomplish as a result of implementing the chosen intervention.

· References (last slide):List the references for sources that were cited in the presentation.

Guidelines

· Application: Use Microsoft PowerPoint 2010 (or later).

· Length: The PowerPoint slide show is expected to be no more than 14 slides in length (not including the title slide and References list slide).

· Submission: Submit your files to the Dropbox: Milestone 2: Patient Teaching Plan, by 11:59 p.m. Sunday end of Week 6.

· Save the assignment with your last name in the file’s title: Example: Smith Patient Teaching Plan.

· Late Submission: See the Policies under Course Home on late submissions.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this presentation.

· Be creative.

· Incorporate graphics, clip art, or photographs to increase interest.

· Make easy to read with short bullet points and large font.

· Review directions thoroughly.

· Cite all sources within the slides with (author, year) as well as on the Reference slide.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

· Abide by the Chamberlain academic integrity policy.

Grading Criteria

Category

Points

Description

Introduction/ Identification

Intervention

100

Evaluation

Summary

The summary reiterates the main points of the presentation and concludes with what you are hoping to accomplish as a result of implementing the use of the chosen intervention

Clarity of Presentation

Total

250 points

100%

A quality presentation will meet or exceed all of the above requirements.

Grading Rubric

Assignment Criteria

Outstanding or highest level of performance

(92–100%)

Very good or high level of performance

(84–91%)

Competent or satisfactory level of performance

(76–83%)

Poor or failing or unsatisfactory level of performance

(0–75%)

Patient Teaching Plan

Identification

70 points

64–70 points

59–63 points

Correctly identifies one preventable disease and corresponding modifiable risk factor but does not provides rationale for why the adult participant is at increased risk for developing this disease.

53–58 points

Does not identify one preventable disease or corresponding modifiable risk factor.

0–52 points

Intervention

100 points

92–100 points

84–91 points

Chooses one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the specific disease chosen. Supports the use of this intervention information gathered from Healthy People 2020. Additional resources that may be of value to the individual such as handouts or websites is included.

76–83 points

0–75 points

Evaluation

30 points

28–30 points

25–27 points

Criteria listed partially evaluates effectiveness of health education ordoes not Include measures to be implemented if initial plan were shown to be ineffective.

23–24 points

No evaluation criteria listed.

0–22 points

Summary

20 points

Summary thoroughly reiterates the main points of the presentation and concludes with an in-depth description of what you are hoping to accomplish by implementing the chosen intervention.

18–20 points

Summary mostly reiterates the main points of the presentation and concludes with a description of what you are hoping to accomplish by implementing the chosen intervention.

16–17 points

Summary reiterates a few main points and concludes with a brief description of what you are hoping to accomplish by implementing the chosen intervention.

15 points

No summary included or fails to reiterate main points of the presentation.

0–14 points

Clarity of Presentation

30 points

Includes detailed speaker notes, introduction, and summary.

28–30 points

Includes speaker notes, but they are lacking detail.

Introduction and summary are included.

25–27 points

Includes 10–14 slides (withtitle and reference slides), uses inappropriate or visually unappealing graphics, uses proper grammar, spelling, and professional terminology rather than medical jargon.

No speaker notesincluded. Introduction or summary is missing.

23–24 points

0–22 points

Total Points Possible = 250 points

#NR305 Week 6 Course Project Milestone 2 Patient Teaching Plan PowerPoint

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ccssconsultants · 11 months

Text

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charleneletendre · 5 years

Text

NR305 Week 6 Course Project Milestone 2 Patient Teaching Plan PowerPoint

Follow Below Link to Download File

https://homeworklance.com/downloads/nr305-week-6-course-project-milestone-2-patient-teaching-plan-powerpoint-risk-of-smoking/

We also Do 100% Original and Plagiarism Free Assignment / Homework and Essay

Email us for original and Plagiarism Free Work At ( [email protected] ) or order us at (https://homeworklance.com/custom-order/ )

Topic For Presentation ( Risk of Smoking )

Course Project Milestone 2:

Patient Teaching Plan PowerPoint

Guidelines and Grading Rubric

Purpose

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO #4:Identify teaching/learning needs from the health history of an individual. (PO#2)

Points

This assignment is worth a total of 250 points.

Due Date

Directions

Prepare a patient teaching plan for your participant based on the information you discovered in your previous assignments. Present your plan using Microsoft PowerPoint.

· Title slide (first slide): Include a title slide with your name and title of the presentation.

· Introduction/Identification (two to three slides): Introduce a modifiable risk factor(diet, smoking, activity, etc.)that will be the focus of your presentation.

o Identify at least one important finding you discovered in Milestone 1 that is associated with this risk factor.

o Explain how this places your adult participant at increased risk for developing a preventable disease(obesity, Type II Diabetes, etc.), which is described.

o List short and long-term goals.

o Describe the intervention in detail.

o Describe at least one method (weight, lab values, activity logs, etc.) you would use to evaluate whether your intervention was effective.

o Describe the desired outcomes you would track that would show whether your intervention is working.

o Include additional steps to be considered if your plan proved to be unsuccessful.

· Summary (one to two slides):Reiterate the main points of the presentation and conclude with what you are hoping to accomplish as a result of implementing the chosen intervention.

· References (last slide):List the references for sources that were cited in the presentation.

Guidelines

· Application: Use Microsoft PowerPoint 2010 (or later).

· Length: The PowerPoint slide show is expected to be no more than 14 slides in length (not including the title slide and References list slide).

· Submission: Submit your files to the Dropbox: Milestone 2: Patient Teaching Plan, by 11:59 p.m. Sunday end of Week 6.

· Save the assignment with your last name in the file’s title: Example: Smith Patient Teaching Plan.

· Late Submission: See the Policies under Course Home on late submissions.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this presentation.

· Be creative.

· Incorporate graphics, clip art, or photographs to increase interest.

· Make easy to read with short bullet points and large font.

· Review directions thoroughly.

· Cite all sources within the slides with (author, year) as well as on the Reference slide.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

· Abide by the Chamberlain academic integrity policy.

Grading Criteria

Category

Points

Description

Introduction/ Identification

Intervention

100

Evaluation

Summary

The summary reiterates the main points of the presentation and concludes with what you are hoping to accomplish as a result of implementing the use of the chosen intervention

Clarity of Presentation

Total

250 points

100%

A quality presentation will meet or exceed all of the above requirements.

Grading Rubric

Assignment Criteria

Outstanding or highest level of performance

(92–100%)

Very good or high level of performance

(84–91%)

Competent or satisfactory level of performance

(76–83%)

Poor or failing or unsatisfactory level of performance

(0–75%)

Patient Teaching Plan

Identification

70 points

64–70 points

59–63 points

Correctly identifies one preventable disease and corresponding modifiable risk factor but does not provides rationale for why the adult participant is at increased risk for developing this disease.

53–58 points

Does not identify one preventable disease or corresponding modifiable risk factor.

0–52 points

Intervention

100 points

92–100 points

84–91 points

Chooses one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the specific disease chosen. Supports the use of this intervention information gathered from Healthy People 2020. Additional resources that may be of value to the individual such as handouts or websites is included.

76–83 points

0–75 points

Evaluation

30 points

28–30 points

25–27 points

Criteria listed partially evaluates effectiveness of health education ordoes not Include measures to be implemented if initial plan were shown to be ineffective.

23–24 points

No evaluation criteria listed.

0–22 points

Summary

20 points

Summary thoroughly reiterates the main points of the presentation and concludes with an in-depth description of what you are hoping to accomplish by implementing the chosen intervention.

18–20 points

Summary mostly reiterates the main points of the presentation and concludes with a description of what you are hoping to accomplish by implementing the chosen intervention.

16–17 points

Summary reiterates a few main points and concludes with a brief description of what you are hoping to accomplish by implementing the chosen intervention.

15 points

No summary included or fails to reiterate main points of the presentation.

0–14 points

Clarity of Presentation

30 points

Includes detailed speaker notes, introduction, and summary.

28–30 points

Includes speaker notes, but they are lacking detail.

Introduction and summary are included.

25–27 points

Includes 10–14 slides (withtitle and reference slides), uses inappropriate or visually unappealing graphics, uses proper grammar, spelling, and professional terminology rather than medical jargon.

No speaker notesincluded. Introduction or summary is missing.

23–24 points

0–22 points

Total Points Possible = 250 points

#NR305 Week 6 Course Project Milestone 2 Patient Teaching Plan PowerPoint

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hwlancehelped-blog · 6 years

Text

NR305 Week 6 Course Project Milestone 2 Patient Teaching Plan PowerPoint

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Topic For Presentation ( Risk of Smoking )

Course Project Milestone 2:

Patient Teaching Plan PowerPoint

Guidelines and Grading Rubric

Purpose

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO #4:Identify teaching/learning needs from the health history of an individual. (PO#2)

Points

This assignment is worth a total of 250 points.

Due Date

Directions

Prepare a patient teaching plan for your participant based on the information you discovered in your previous assignments. Present your plan using Microsoft PowerPoint.

· Title slide (first slide): Include a title slide with your name and title of the presentation.

· Introduction/Identification (two to three slides): Introduce a modifiable risk factor(diet, smoking, activity, etc.)that will be the focus of your presentation.

o Identify at least one important finding you discovered in Milestone 1 that is associated with this risk factor.

o Explain how this places your adult participant at increased risk for developing a preventable disease(obesity, Type II Diabetes, etc.), which is described.

o List short and long-term goals.

o Describe the intervention in detail.

o Describe at least one method (weight, lab values, activity logs, etc.) you would use to evaluate whether your intervention was effective.

o Describe the desired outcomes you would track that would show whether your intervention is working.

o Include additional steps to be considered if your plan proved to be unsuccessful.

· Summary (one to two slides):Reiterate the main points of the presentation and conclude with what you are hoping to accomplish as a result of implementing the chosen intervention.

· References (last slide):List the references for sources that were cited in the presentation.

Guidelines

· Application: Use Microsoft PowerPoint 2010 (or later).

· Length: The PowerPoint slide show is expected to be no more than 14 slides in length (not including the title slide and References list slide).

· Submission: Submit your files to the Dropbox: Milestone 2: Patient Teaching Plan, by 11:59 p.m. Sunday end of Week 6.

· Save the assignment with your last name in the file’s title: Example: Smith Patient Teaching Plan.

· Late Submission: See the Policies under Course Home on late submissions.

Best Practices in Preparing PowerPoint

The following are best practices in preparing this presentation.

· Be creative.

· Incorporate graphics, clip art, or photographs to increase interest.

· Make easy to read with short bullet points and large font.

· Review directions thoroughly.

· Cite all sources within the slides with (author, year) as well as on the Reference slide.

· Proofread prior to final submission.

· Spell check for spelling and grammar errors prior to final submission.

· Abide by the Chamberlain academic integrity policy.

Grading Criteria

Category

Points

Description

Introduction/ Identification

Intervention

100

Evaluation

Summary

The summary reiterates the main points of the presentation and concludes with what you are hoping to accomplish as a result of implementing the use of the chosen intervention

Clarity of Presentation

Total

250 points

100%

A quality presentation will meet or exceed all of the above requirements.

Grading Rubric

Assignment Criteria

Outstanding or highest level of performance

(92–100%)

Very good or high level of performance

(84–91%)

Competent or satisfactory level of performance

(76–83%)

Poor or failing or unsatisfactory level of performance

(0–75%)

Patient Teaching Plan

Identification

70 points

64–70 points

59–63 points

Correctly identifies one preventable disease and corresponding modifiable risk factor but does not provides rationale for why the adult participant is at increased risk for developing this disease.

53–58 points

Does not identify one preventable disease or corresponding modifiable risk factor.

0–52 points

Intervention

100 points

92–100 points

84–91 points

Chooses one evidence-based intervention shown to be effective at reducing an individual’s risk for developing the specific disease chosen. Supports the use of this intervention information gathered from Healthy People 2020. Additional resources that may be of value to the individual such as handouts or websites is included.

76–83 points

0–75 points

Evaluation

30 points

28–30 points

25–27 points

Criteria listed partially evaluates effectiveness of health education ordoes not Include measures to be implemented if initial plan were shown to be ineffective.

23–24 points

No evaluation criteria listed.

0–22 points

Summary

20 points

Summary thoroughly reiterates the main points of the presentation and concludes with an in-depth description of what you are hoping to accomplish by implementing the chosen intervention.

18–20 points

Summary mostly reiterates the main points of the presentation and concludes with a description of what you are hoping to accomplish by implementing the chosen intervention.

16–17 points

Summary reiterates a few main points and concludes with a brief description of what you are hoping to accomplish by implementing the chosen intervention.

15 points

No summary included or fails to reiterate main points of the presentation.

0–14 points

Clarity of Presentation

30 points

Includes detailed speaker notes, introduction, and summary.

28–30 points

Includes speaker notes, but they are lacking detail.

Introduction and summary are included.

25–27 points

Includes 10–14 slides (withtitle and reference slides), uses inappropriate or visually unappealing graphics, uses proper grammar, spelling, and professional terminology rather than medical jargon.

No speaker notesincluded. Introduction or summary is missing.

23–24 points

0–22 points

Total Points Possible = 250 points

#NR305 Week 6 Course Project Milestone 2 Patient Teaching Plan PowerPoint

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p-j-edagogy · 4 years

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Week 4: Exploring Lesson Plans

1. Characteristics of the lesson planning genre: List and briefly describe 3-5 characteristics of the genre of lesson planning that you noticed across all of the lesson plans you explored (my examples on our module as well as others you found in your investigation).

- Divided sections/topic: All of the lesson plans I looked at separated each element of the plan into either a labelled section or into its own section in a graphic organization tool.

- Timeline: A breakdown of the days/hours/minutes/etc. that would be required for the lesson or its elements

- Standard(s) being met: Included the CCSSs that the lesson plan covered

- List of materials, texts, etc. needed: Some included more than others, but all of them included a list of various things that both the teacher and students would need for the lesson.

2. Differences across lesson plan models and structures: List and briefly describe 3-5 differences you noticed across the different lesson plans you explored (my examples on our module as well as others you found in your investigation).

- Method of organization: It seemed that there were two basic schools of organization being either a list format or a table style graphic organizer. Many of the templates and full examples that I looked at combined elements of both of these systems while some followed exclusively one or the other

- Specificity of timeline: Some of the lesson plans gave just a general “here’s what to do on each day” timeline while others broke down each activity into how long to allot for it within a given class meeting

- Detail included outside of the instructional plan: This is kind of a vague difference, but it sort of catches all of the variation in goals for the lesson, types of standards included, homework, and other information about the overall lesson that was included in the plan

2. Criteria for Excellence in Lesson Planning: Based on the lesson plans you explored as well as your own thinking about what determines a successful lesson plan, list 3-5 characteristics, traits, or evidence of effectiveness in this genre.

Variety in activities: Most of the lesson plans I looked at were for just single day or two long lessons, but a couple were larger plans for teaching an entire text or topic and in those I found myself most impressed with the variety of ways to get students thinking and engaged in the overall topic

Balance of teacher involvement: Lessons where every activity is the teacher talking and lecturing and showing examples seemed to be generally less engaging and interesting than lessons where there were blocked off sections for teachers to be less involved in a lecture and shift the focus to student work

Adaptability: While I don’t think that this is something that necessarily would show up in the lesson plan itself, being able to adapt either parts of the lesson or move things around or delete them entirely depending on student reaction, efficacy of the activity, or other unforeseen circumstances seems like it has to kind of be key

5. Potential Difficulties: List 3-5 difficulties that you project you may face as a pre-service teacher working within this genre.

Miscommunication of goals: I think that going into a lesson or activity with a goal or goals and not being able to effectively communicate those goals to students whether it be because of the natural variability in what students get from a lesson

Misjudgment of timing: While there are certain elements of a lesson plan that you can predict the timing of pretty accurately, things like estimating the time it will take students to complete a discussion or brainstorm can be a lot more difficult to estimate and a misjudgment could alter the timing of the rest of the lesson plan

Misjudgment of the efficacy of a mini lecture: I know that I assume that when I say something that everyone automatically understands what I mean, but this is usually not the case at all and if there is a key idea or topic in the mini lecture that I am not able to accurately get across to students it would kinda derail the entire lesson.

Just not knowing where to start!: This is the one that I worry the most about because there are so many possibilities of things to teach even within the constraints of CCSS and state/district expectations and requirements, like, how do you even pick a place to start when everything is so interesting and amazing.

6. Question: Pose a question or concern you have about the process of lesson planning, the differing structure of lesson plans, etc. This will shape my mini-lectures on lesson planning!

What are some of the key things to keep in mind regarding organization of lesson plan elements? The variety in the examples was both comforting and overwhelming, but what are some of the main thoughts that you have when choosing a method to organize.

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chaoticpatrolmoon-blog · 7 years

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NR 361 All Assignments-Latest 2017 November

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NR361 Week 2 Assignment Latest 2017 November

Purpose

The purpose of this assignment is to demonstrate the skills of the professional nurse as an educator. You are to prepare a guide that will serve as a handout to assist a specific patient that you identify. Your guide or handout should help this patient find and evaluate a reliable mobile health, or mHealth application (app) that is already developed. This may be related to the patient's disease process or diagnosis, or may be an app that can help a patient maintain or improve good health, and prevent illness.

You will develop the guide using Microsoft PowerPoint. PowerPoint is a versatile application that lets you design slideshows and handouts. For this assignment, you will be using PowerPoint to create a guide or handout that you may print and give to patients and families. You will be submitting this PowerPoint file for grading.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO 1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO 1)

CO 5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO 5)

Points

This assignment is worth a total of 175 points.

Due Date

The Patient Education Technology Guide to a Mobile Health Application PowerPoint assignment is due in Week 2.Submit your completed assignment. You may consult the Policies section in the Introduction & Resources module for details regarding late assignments. Late assignments will result in loss of points. Post questions about this assignment in the Course Q & A Forum.

Directions

Use Microsoft PowerPoint to create slides, which will be the basis of the guide or handout. You are required to cite your source(s) as it relates to your application slide. Other citations are permitted, but this is not a requirement for the assignment.

Title slide (first slide): Include a title slide with your name and the title of the presentation.

Scenario Slide (one slide): This slide should include a brief scenario, then identify a patient who is experiencing a specific disease process or diagnosis who would benefit from an already developed and reliable mHealth app. Or it could identify a person who is currently healthy and would like to maintain or improve health and prevent illness.Be sure to include the nurse's assessment of the patient's learning needs and readiness to learn. Be specific.

Example:

Scenario for Ms. Ellis

Jane Doe (your name here)

Jennifer Ellis, a 62-year-old African American woman, has been recently diagnosed with chronic kidney disease (CKD). She has been prescribed several medications she must take every day.

The nephrologist has stressed the importance of leading a healthy lifestyle to slow or stop the progression of CKD.

She is interested in ways in which she can better track her health and make healthier choices.

She is a high school graduate and iPhone user, mostly to send text messages to family and friends.

She is eager to learn how to use an app that can help her manage her CKD.

Prepare the following slides as if you are presenting them to the patient.

mHealth application slide (one to three slides): Identify a developed and reliable mHealth app that could benefit the patient. Describe the app, including the following.

Name

Purpose

Intended audience

Mobile device(s) upon which it will operate

Where to download or obtain it (include a working link if it is to be downloaded from a website)

Any other information you believe would be pertinent to this situation

Be sure to cite all sources you use.

Teaching slides (one to three slides): Prepare slides that contain important points about the app that you want to teach to the patient, such as how to use the app safely and effectively (including how to interpret and act on the information that is provided).

Evaluation slide (one to three slides): Describe how you would determine the success of the patient's use of this app. For example, include ways to evaluate the effectiveness of the teaching plan that are a good fit for the type of app or focus on specific ways that this app benefits the patient's health and wellness.

References (last slide): List any references for sources that were used or cited in the presentation.

Writing and design: There should be no spelling or grammatical errors. Writing is concise and clear. Avoid words that the patient may not understand. Slides are visually appealing, incorporating graphics, photographs, colors, and themes.

Review the section on Academic Integrity Policy found in the RNBSN Policies. All work must be original (in your own words) unless properly cited.

Best Practices in Preparing PowerPoint Slideshows

Be creative but realistic.

Incorporate graphics, color, themes, or photographs to increase interest.

Make it easy to read with short bullet points and large font.

Review directions thoroughly.

Cite all sources within the slides with (author, year), as well as on the reference slide.

Proofread prior to final submission.

Check for spelling and grammar errors prior to final submission.

Abide by the Chamberlain academic integrity policy.

Tutorial: For those not familiar with the development of a PowerPoint slideshow, the following link to the Microsoft website may be helpful. http://office.microsoft.com/en-us/support/training-FX101782702.aspx (Links to an external site.)Links to an external site. The Chamberlain Student Success Strategies (CCSSS) offers a module on Computer Literacy that contains a section on PowerPoint. The link to SSPRNBSN may be found in your student portal.

NR361 Week 4 Information Systems Paper Latest 2017 November

Week 4: Information Systems Paper (graded, 200 points)

Information Systems in Healthcare Paper Guidelines

Purpose

The purpose of this assignment is to select a topic related to information systems in healthcare from the list provided, research and analyze the topic, and describe how you will apply your newfound knowledge to your nursing practice.

Course Outcomes

This assignment enables the student to meet one or more of the following Course Outcomes depending on the topic selected.

CO 1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO 1)

CO 2: Analyze data from all relevant sources, including technology, to inform the delivery of care. (PO 2)

CO 3: Define standardized terminology that reflects nursing's unique contribution to patient outcomes. (PO 3)

CO 4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO 4)

CO 5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO 5)

CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client's right to privacy. (PO 6)

CO 7: Examine the use of information systems to document interventions related to achieving nurse sensitive outcomes. (PO 7)

CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO 8)

Points

This assignment is worth a total of 200 points.

Due Date

Your completed paper is due in Week 4. Be sure to submit your assignment. Post your questions to the Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments and academic integrity. Failure to submit your paper on time will result in a deduction of points.

Topics

Select one of these topics for the focus of your paper.

Standard terminologies (CO 3, CO 8)

Decision-making support tools (CO 4, CO 8)

Patient education technology (CO 5, CO 8)

Data integrity and its legal and ethical implications (CO 7, CO 8)

Directions

You are to research, analyze, and write an APA-formatted scholarly paper about the topic that you have selected.

Write an introduction that defines and describes the topic. Address what purpose the topic serves and how it impacts the delivery of healthcare in general and nursing care in particular. Keep in mind that APA guidelines state you are not to use the heading "Introduction," but you should include it at the beginning of your paper.

Search for scholarly sources and relevant websites. Include a minimum of two scholarly sources. The course textbook does not qualify as a scholarly source. Cite all sources in the body of the paper and include them in the References list following proper APA formatting.

Provide one example of this topic. Describe the main features or aspects of the example with support from your sources.

Describe an experience where the topic impacted you personally, either when you were receiving healthcare or when you were providing nursing care.Relate one positive aspect or one negative aspect of this experience and how it could have been improved.

Write a conclusion that summarizes the topic, the purpose, and how your newfound insight will influence your nursing care.

Use Microsoft Word to develop your paper. Use APA formatting. Refer to the Publication Manual of the APA, sixth edition. Review the various APA documents included in this course and the Chamberlain Care Student Success Strategies (CCSSS) that can help you with your writing. Take advantage of the tutoring services that are available to Chamberlain students for free.

The length of the paper should be a maximum of 4–5 pages, excluding the title page and the reference page. There should only be one small quote maximum in the paper. Citations should primarily include summary and restatement.

NR361 Week 6 Interview With a Nurse Information Expert Latest 2017 November Purpose

The purpose of this assignment is to

communicate your understanding of the importance of quality information in everyday nursing practice;

discuss the roles and responsibilities of a nursing information expert; and

articulate how the professional nurse uses information and data in everyday practice to improve outcomes.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes.

CO 1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO 1)

CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO 8)

Points

This assignment is worth a total of 225 points.

Due Date

This assignment, Interview With a Nursing Information Expert, is due in Week 6. Post questions to the Q & A Forum. Contact your instructor if you need additional assistance.See the Policies regarding late assignments.Failure to submit your paper on time will result in a deduction of points. Be sure to submit your assignment.

Directions

Select your interviewee and schedule an interview. This individual must be a Registered Nurse. Job titles of RNs who may be considered include, but are not limited to, nursing clinical information manager, super user, director/manager clinical education, chief information officer, quality assurance or performance improvement nurse, nurse informaticist, telenursing specialist, nurse abstractor, case manager, or compliance nurse.If you have any concerns about whether the RN is suitable for this assignment, contact your instructor before you schedule the interview.

Review all questions (areas of inquiry) on the Interview Form prior to conducting the interview. You may print the form and take it with you to the interview.

Note that there are five required questions to ask the RN.

Note that there are four optional questions. You need to select only one of these to ask the RN.

Note that there are two follow-up questions you must answer.

Prior to conducting your interview, review two scholarly resources. These resources should guide your understanding of the RN's role and responsibilities or make you more knowledgeable about GIGO, interprofessional communication, or other key concepts in the questions that you may not fully understand. For example, if your interviewee is a telenurse, you would want to review information on this specialty. If you do not know what GIGO means, look it up.

Conduct your interview. The length of your interview will vary but should not exceed 1 hour.

Submit the completed interview form prior to the deadline outlined above.

#NR 361 All Assignments-Latest 2017 November

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