Answer in APA

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1 Using the health issue you identified in your epidemiological analysis (shown below labeled as unit 2), identify at least 5 risk factors associated with your that health issue.

2 Using the risk factors associated with your health issue, write 1-2 program goals and 3-5 objectives for each goal.

3 For each of your program objectives, please identify an educational intervention you would use to address the objective. Explain in detail what you would do, all learning activities and information presented must be cited. If you plan to conduct an educational presentation, please put it in PowerPoint format. Everything else can be explained within a MS Word document.

4 Identify which health promotion behavioral theory you would base your program on and explain why.

Unit 2 health issues 

Chronic diseases are the leading causes of morbidity and death in union County Georgia.  Some of the chronic diseases that lead in death rates include heart disease, stroke, cancer, diabetes, and chronic respiratory diseases. Obesity is a serious health concern the increases the risk of other chronic diseases (CHRR, 2014). A good proportion of UCG’s population is obese with about 30% of adults 18 years and older being obese and about 12% of high school student aged between 14-18 years. Among the chronic diseases, cardiovascular disease was the leading cause of death accounting for about 35% of all deaths in Union County Georgia. Death rates resulting from cardiovascular disease were high among men than among women and higher for blacks than for whites (CHRR, 2014). Most of those who died from these diseases were also below the age of 65. Generally speaking of all the chronic diseases then females were likely to suffer more than one chronic disease than the males. Adults with public health insurance were also more likely to suffer one or more of the chronic diseases.

Most of the chronic diseases are caused by lifestyle people choose to live or by their preferred diets. Diet and eating habit are risk factors for most of these chronic diseases and therefore must be looked into. Taking obesity and stroke for instance, they are both caused by taking high fat foods and lack of physical exercise (OMMQT, 2014). High fat foods are usually cheap and readily available thus the habit of taking high fat foods often can be attributed to laziness or low socio economic status to afford the healthy food on a daily basis. Smoking lack of physical exercise, poor eating habits, obesity and diabetes are all risk factors for most of the chronic diseases which results in death and morbidity. Some of the cardiovascular diseases that often lead to hospitalization include heart disease, type II diabetes and stroke with heart disease being the reason for a majority of chronic diseases admissions.

Cancer is also a major cause of death in Union County Georgia and is among the chronic diseases. Cancer is caused by so many factors but still diet comes in among the many factors some of which include the genetics. Among the residents of Georgia there are about 100 new diagnosis of cancer reported daily with the exception of skin cancer and carcinoma. Prostate cancer among men and breast cancer in women are the leading types of cancer diagnosed in this community (UCB, 2014). Leukemia cases are the least heard of though they also exist among the residents here.

Health Needs Assessment in Union County Georgia

Cancer is the second leading cause of death in Union County Georgia after heart disease.  The burden associated with cancer can be used by appropriately using mammography, colorectal screening and early detection examinations. Most residents are unable to access the health facilities for early detection examination because they lack medical cover and are publicly insured only for some diseases excluding most of the chronic diseases. Cancer can however be prevented by reducing or stopping tobacco use, improving diet and increasing physical activity. The community should come up with ways that can help them identify the actual causes of death in order to implement plans to prevent the disease, and also identify the modifiable factors that can be modified to reduce the likelihood of occurrence of the disease. The community needs more education on cancer causes and screening methods. There is need to check the chemical content in the air to ensure that the air is safe for the residents. Chemical emissions into the air can be cancerous to the residents therefore the amount of chemicals emitted should always be regulated. Lower rates of screening as a measure for early detection of cancer can be explained by the fact that very few residents of Georgia are able access insurance. The community should put in some more effort to ensure that insurance is available for all the residents.

Heart disease and cardiovascular diseases are the leading causes of death and often affects adults aged 65 years and older. Cardiovascular diseases can result from modifiable risk factors such as high blood pressure, tobacco smoking, poor nutrition and obesity among others that can be impacted by the community outreach healthcare programs that focus on prevention and detection. There is need for more education and community awareness as it regards some of the risk factors related heart disease, stroke and other chronic diseases. Diseases like obesity and diabetes can also be controlled at the community level by ensuring that the high fat foods are not readily distributed in the community. Community members should join hand to promote healthy diet by advocating for healthy foods other than the high fat and high cholesterol foods.

Nursing Assignment: Clinical Labs and Instructional Videos

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Nursing Assignment: Clinical Labs and Instructional Videos

 

Consider the following scenario:

You have been teaching a clinical lab for a few months. During each session, you have noticed that learners spend more time participating in the introductory part of the lesson and less time involved in problem-based, hands-on activities. After consulting current literature on teaching best-practices, you learn that many instructors require learners to watch introductory videos before participating in clinical labs. These videos ‘set the stage’ for the lesson while also demonstrating the skills in which students will engage during their lab. You know that you will still need to review material at the start of the lab but are excited about the advantages that this video could bring. As such, you begin to search the Internet for a video that will introduce your clinical lab.

To prepare

·         Review this week’s Learning Resources. Reflect on the strategies and methods nurse educators use to elicit critical thinking and problem-based learning in clinical lab environments.

·         Consider a psychomotor or skills-based technique that an individual might learn in a clinical lab. (Note: Clinical labs are not just for nursing students. Nursing staff and patients might also engage in this environment.)

·         With these ideas in mind, search the Internet for a short video demonstration of a clinical lab. (Suggested search key words are clinical nursing skills videos). Once selected, carefully review the video, provide the link to the video, and identify the learning objectives and intended audience of learners. If these are not explicitly stated, use the content of the video to determine the objectives and intended audience.

·         Consider how you might use this video demonstration to better prepare learners for an upcoming clinical lab.

·         Use the Lesson Plan Template document as a guide to critique, create a lab-based lesson that could accompany the video demonstration that you have selected.

 

Questions to be addressed:

1.      A brief description of the video that you selected, including the objective(s), intended audience, and APA citation.

2.      Then, explain how you would use this video to prepare learners for an upcoming clinical lab.

 

Required Readings

Bradshaw, M. J., & Lowenstein, A. J. (2014). Innovative teaching strategies in nursing and related health professions. Sudbury, MA: Jones and Bartlett.

·         Chapter 5, “Clinical Reasoning: Action-Focused Thinking”

 

A large part of a nurse’s role is his or her ability to think critically. Chapter 5 outlines activities that nurse educators can use to prompt inquiry and the critical thinking process in nursing students.

 

·         Chapter 10, “Problem-Based Learning”

 

Problem-based learning (PBL) is a type of curriculum that requires active participation and problem-solving behaviors. This chapter describes the process of integrating PBL into nursing courses.

Herrman, J. W. (2016). Creative teaching strategies for the nurse educator (2nd ed.). Philadelphia, PA: F. A. Davis Company.

·         Chapter 5, “Strategies for Clinical Instruction and Orientation” (pp. 149–196)

 

Nurse educators can use Chapter 5 to generate learner-centered strategies to integrate into clinical environments.

 

Optional Resources

Bradshaw, M. J., & Lowenstein, A. J. (2011). Innovative teaching strategies in nursing and related health professions. Sudbury, MA: Jones and Bartlett.

·         Chapter 17, “Interprofessional Education” (pp. 265–278)

 

NEAT & Board of Regents, University of Wisconsin System. (2006). Nursing education and technology. Retrieved from http://webcls.utmb.edu/neat/

 

This website gives you access to learning objects that nurse educators can integrate into presentations, lessons, and learning activities. You may access the resources at this website for free. However, you must register to use the site. You might incorporate images from this site into your Screencast Assignment.

 

 

Nursing Skills Laboratory Online. (n.d.). Retrieved January 29, 2013, from http://hawknurse.weebly.com/index.html

 

This website consists of numerous video demonstrations. You may choose to investigate a demonstration from this website for your Discussion posting.

 

 

 

Nursing Assignment: Educational Program or Curriculum Development

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Educational Program or Curriculum Development

 

Setting: Arizona State University

Proposed program/curriculum: Doctor in Nursing Science (DNSc)

 

You will select the overarching philosophies, theories, and frameworks that will shape your curriculum. In addition, you will create the end-of-program learning objectives that will define the components and structure of the courses within your curriculum

 

Learning Theories & Organizational Frameworks

 

Conduct research to determine whether your selected setting reflects a particular theoretical philosophy and/or organizational framework. Use the following questions as a guide when determining the presence of theories and curriculum concepts:

 

Does your setting’s website present statements related to learning theories and the preparation of graduates for certain roles in society? What prominent conceptual frameworks, such as the Essentials of Baccalaureate Education (AACN) and Criteria for ADN Programs (NLN) might this setting draw from? Why?

 

 

1.    1. Identify the theories and concepts reflected by your setting (Arizona State University).

 

Learning Theory

 

2.    2. Discuss and identify the major theories that apply to your curriculum (DNSc) and why.

·         Explain how your curriculum will thread learning experiences and concepts associated with these theories throughout the curriculum.

·         Explain how these theories align with that of your setting (if applicable).

Organizational Framework

3.  3.  Identify the type of organizational framework and curriculum development approach that is most applicable to your program.

4.    4. Develop an organizational framework/approach that aligns with the following parameters:

·         It is congruent with the setting’s mission, vision, and philosophy.

·         It mirrors the academic needs of your intended nursing students, as well as the trends and regulations applicable to your setting and curriculum focus.

 

Curriculum Components

 

Reexamine the mission, vision, and philosophy of your selectedsetting. Then, begin to develop a mission, vision, and philosophy statement for your proposed curriculum. When creating these curriculum components, consider the following:

 

What is the ultimate, long-term aim of your curriculum? For example, a hypothetical setting such as the Nightingale School of Nursing might have a mission such as “The Nightingale School of Nursing prepares caring, competent, and professional advanced practice nurse leaders for meeting the healthcare needs of culturally diverse populations.” This mission serves as an overall guide for developing the objectives and learning activities of the curriculum. It also serves to measure the outcomes of the curriculum. The Nightingale School of Nursing’s mission provides actual goals and outcomes that could be measured by follow-up studies of the graduates. Their caring and competence could be measured by patient satisfaction surveys and skill analysis examinations. Their professionalism could be measured by their participation in professional nursing organizations, scholarly achievements, and community service.

 

 

1.    1. Create the mission for your nursing curriculum. Justify your mission by explaining how this statementsupports the learning needs of the curriculum as well as how it is congruent with the setting’s mission, vision, and philosophy.

 

2.    2. Create the vision for your nursing curriculum. Justify your vision by explaining how this statement supports the learning needs of the curriculum as well as how it is congruent with the setting’s mission, vision, and philosophy.

 

3.    3.  Create the philosophy of your nursing curriculum. Justify your philosophy by explaining how this statement supports the learning needs of the students/staff/patients as well as how it is congruent with the setting’s mission, vision, and philosophy.

 

4.    4. Describe how will the mission, vision, and philosophy of your curriculum help to guide the actions of both educators and students in your setting.

 

REMINDERS:

1)      At least 3 pages (addressing all the questions above excluding the title page and reference page).

2)      Kindly follow APA format for the citation and references! References should be between the period of 2011 and 2016. Please utilize the references at least three below as much as possible and the rest from yours.

 

 

 

 

 

 

Discussion 1

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DISCUSSION 1 – DUE IN 5 HOURS

300 WORDS ONLY

 

A person’s health may be greatly impacted by his or her access to timely, appropriate care. Yet, in the United States, there are marked differences in the quality of services that are available and in each individual’s use of those services. The cost of health care, for instance, can influence a person’s decision to visit the doctor or fill a prescription. What other factors impact health care-related decisions? In this Discussion, you will examine two case studies that illustrate dilemmas related to cost, quality, and access to health care, and consider the potential influence these dilemmas can have on a person’s health, financial standing, and quality of life.

 

Read the Module 2 Discussion 1 Case Studies, found in this module’s Learning Resources. Review the information presented in the Learning Resources, including Chapter 12 in the Shi and Singh (2015) textbook and the websites and articles. Analyze the circumstances presented in the two case studies, and consider the following questions:

 

• Analyze at least two barriers in the U.S. health care delivery system related to cost, quality, and/or access that are evident in each person’s scenario.

 

• Analyze how health insurance may influence concerns or decisions related to cost, quality, and/or access to health care for each person.

 

• Explain potential health care outcomes for each scenario.

 

Reminder: Use and identify sources to support your posting and responses.

 

 

 

 

 

Module 2 Discussion 1 Case Studies

 

Raymond

 

Raymond is a 54-year-old man who lives in a rural part of Mississippi. He is a skilled worker, but his job does not provide health insurance. Raymond does not qualify for Medicaid and cannot pay for health insurance. He has not received consistent or coordinated healthcare for most of his life. The closest clinic is over 30 miles away, and he does not have the money for both the healthcare and medical care services and gas. Raymond has been diagnosed with hypertension, and his family history includes pulmonary embolisms and heart disease.

 

Emmanuel

 

Emmanuel is a 55-year-old man who lives in Jackson, Mississippi. He is an office manager and receives insurance from his employer. Emmanuel has had annual medical and dental exams from the same providers for several years. Emmanuel has a family history of Type 2 diabetes and his latest blood test results showed his sugar levels were higher than expected. Emmanuel received a referral from his primary care provider (PCP) to an endocrinologist and a registered dietitian, and he was instructed by his PCP to increase his physical activity.

 

submit a 300-WORDS pape, due in 5 hours

 

Make a Powerpoint Presentation: The Pathophysiology of Disorders

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Make a Powerpoint Presentation:

The Pathophysiology of Disorders

In previous weeks, you explored various body systems: cardiovascular, respiratory, nervous, endocrine, musculoskeletal, gastrointestinal, and hematological. These seven systems work together, along with other body systems, to complete a myriad of functions. For this reason, when disorders occur within one body system, they can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems, from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.

To prepare:

·         From the list below, select a disorder of interest to you:

o    Alzheimer’s disease

o    Asthma in children

o    Congestive heart failure

o    Hepatic disease (liver disease)

o    Hypertension

o    Hyperthyroidism and hypothyroidism

o    Seizures

o    Sepsis

   Reflect on alterations associated with the disorder you selected. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.

   Think about the types of drugs that would be used to treat alterations associated with the disorder you selected.

   Reflect on how patient factors, such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified. Then, consider how these factors might impact the effects of prescribed drugs, as well as measures you might take to help reduce any negative side effects.

   Locate an agency that provides patient education on your selected disorder and review the available materials and curriculum. Consider how you might be able to use those materials to educate a patient on the disorder, treatment options, management, and self-care.

To complete:

Develop a 5- to 10-slide PowerPoint Presentation that addresses the following:

·         Describe the disorder you selected, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.

·         Describe the types of drugs that would be prescribed to treat alterations associated with the disorder.

·         Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified and the effects of prescribed drugs.  Then, describe measures you might take to help reduce any negative side effects.

·         Explain how you would use materials from a supporting agency to educate patients on the disorder, treatment options, management, and self-care.

  • References (at least 5 credible resources between 2011 and 2016)

 

 

Readings

·         Huether, S. E., & McCance, K. L. (2012). Understanding pathophysiology (Laureate custom ed.). St. Louis, MO: Mosby.

o    Chapter 28, “Structure and Function of the Renal and Urologic Systems”

This chapter introduces the structure and function of the renal and urologic systems. It covers renal blood flow, kidney function, and tests for renal and bladder function.

o    Chapter 29, “Alterations of Renal and Urinary Tract Function”

This chapter examines alterations of the renal and urinary tract function, including urinary tract obstruction, urinary tract infection, acute kidney injury, and chronic kidney disease. It focuses on the pathophysiology, clinical manifestation, evaluation, and treatment of those renal and urinary tract alterations.

o    Chapter 30, “Alterations of Renal and Urinary Tract Function in Children”

This chapter presents alterations of renal and urinary tract function that are common in children. These alterations include structural abnormalities, bladder disorders, nephroblastoma, and urinary incontinence.

   Poole Arcangelo, V., & Peterson, A. M. (Eds.). (2013). Pharmacotherapeutics for advanced practice: A practical approach (3rd ed.). Ambler, PA: Lippincott Williams & Wilkins.  

o    Chapter 32, “Urinary Tract Infection” 

This chapter covers drugs used to treat urinary tract infections. It also identifies special considerations when treating geriatric patients, pediatric patients, and women.

   Drugs.com. (2012). Retrieved from www.drugs.com 

This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.

Optional Resources

·         Centers for Disease Control and Prevention. (n.d.). Retrieved August 10, 2012, fromhttp://www.cdc.gov

·         Haymarket Media, Inc. (2012). Monthly prescribing reference [Online database]. Retrieved fromhttp://www.empr.com/

·         Institute for Safe Medication Practices. (2012). Retrieved from http://www.ismp.org/

·         Medscape. (2012). Retrieved from http://www.medscape.com/

·         National Kidney Foundation. (2012). Retrieved from http://www.kidney.org/index.cfm

 

 

test

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Project Deliverable 5: Capstone Final Project and Presentation

Due Week 10 and worth 180 points

Please do this paper on WALMART…I will do the power point presentation

This assignment consists of two (2) sections: a final capstone project plan and a closing process PowerPoint presentation. You must submit both sections as separate files for the completion of this assignment. Label each file name according to the section of the assignment it is written for. Section 1: Final Capstone Project Plan

You are now in the final stage of the capstone project development. All previous documentation should be combined into one (1) document that will serve as the statement of work for the project. Your goal is to have the CEO of your chosen company and his leadership team approve your strategy recommendations. The presentation should be very detailed in order to address potential concerns and provide support your recommendations. However, the executive team is only interested in a thirty (30) minute summation. Therefore, you also must create a compelling executive summary that is supported by your detail that convinces the executive team that it should move forward with your recommendation.

  1. Develop a twenty to thirty (20-30) page project plan in which you:

a. Write a two to three (2-3) page executive summary in which you provide a high-level technical overview of your project where you address the following from the case study:

i. Strategy Development

ii. Innovation and Competitive Analysis

iii. Exploiting Innovation

iv. The Organization’s Response to Change

b. Combine all previous documentation for Project Deliverables 1-4 in which you provide all aspects of the strategic management process into the project plan.

c. Compile all the quality resources from the previous deliverables. Note: Wikipedia and similar Websites do not qualify as quality resources.

Section 2: Closing Process PowerPoint Presentation

In addition to your detailed executive summary, you must present your findings to the executive team and the venture capital group that along with the executive summary will convince everyone that your solution is optimal. Your PowerPoint must have speaker notes and these speaker notes must be written as if you were presenting this project to your client. A template is provided for your use. You can modify the template based on your professor’s instructions. Do not omit any information from the template because the information aligns with the rubric. Note: The template can be found here.

  • 2. Prepare a nine to fifteen (9-15) slide presentation in which you:

a. Include a title slide and a slide in which you provide the purpose and objectives of the presentation.

b. Examine your chosen company’s competitive environment.

c. Determine your chosen company’s main strengths and weaknesses.

d. Determine and evaluate two to three (2-3) strategies to exploit its innovation breakthroughs.

e. Recommend a strategy for your chosen company.

f. Advise key strategic implementation approach.

g. Include a summation slide in which you provide the key takeaways for the CEO.

Your presentation must follow these formatting requirements:

  • Use the PowerPoint presentation template that can be found in the online course shell. Your professor will inform you if the template can be modified.
  • Provide a references slide. The Reference Slide must follow APA format. Create Speaker Notes to accompany each slide that emphasize and embellish the key points to the stakeholders. Please be clear and thorough as if you are actually presenting.

The specific course learning outcomes associated with this assignment are:

  • Demonstrate an understanding of the need for strategy and methods for developing a business strategy within an organization.
  • Apply analytical, technical, and research skills to assess and measure the value of organizations.
  • Examine competitive analysis strategies through the use of frameworks.
  • Determine competitive advantage strategies that fit an organization.
  • Assess methodologies and approaches to adapting organizations for the changing strategic environment.
  • Analyze competitive forces across dynamic and mature environments.
  • Assess value creation strategies by using a framework adaptable to the strategic environment (e.g., vertical integration, global strategy, and multinational corporation) that an organization operates in.
  • Analyze strategies for exerting the internal leadership needed to drive the implementation of diversification and corporate strategic initiatives in order to improve operating excellence.
  • Assess external growth strategies and the trends in strategic management in a competitive environment.
  • Use technology and information resources to research issues related to business strategic management.
  • Write clearly and concisely about topics related to business strategic management using proper writing mechanics and technical style conventions.

Answer all questions must have by 6pm today July 11 2017

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It is recommended that

 

 

 

Question 1 (20 points)

 

Explain the role of health education in health promotion programs.

 

 

 

 

 

Question 2 (20 points)

 

Pretend that you are a coordinator of health education who must defend his/her program to the local board of education. Make the case using your philosophy as well as practical benefits of health education, including economic, academic, and others.

 

 

 

 

 

 

Question 3 (20 points)

 

What is the importance of “health educator” being approved as a distinct classification by the Standard Occupational Classification Policy Review Committee? 

 

 

 

Question 4 (20 points)

 

Discuss the nature of communities that make churches and other faith community settings ideal for promoting health.

 

 

Question 5 (20 points)

 

Visit a local or state affiliate of the Epilepsy Foundation of America, American Lung Association, American Cancer Society, Planned Parenthood Federation, or other community health organization. Obtain information about any health education programs that are offered. These should be complete programs offered by the national office to affiliates rather than special one-time programs offered by the affiliates. Determine the following:

a.      Target group for the program

b.      Goals and objectives of the program

c.       Sample activities or lessons in the program

 

d.      Formal evaluation of the program

Nursing Discussion #2: Creating and Aligning Rubrics to Learning Experiences

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Creating and Aligning Rubrics to Learning Experiences

 

 

Respond to the discussion #2 below using the following approaches:

1.      Critique the alignment of a colleague’s rubric and learning objectives by offering additional insights from this week’s Learning Resources or current literature.

2.      Offer and support additional criteria a colleague could have used to assess learning.

 

Reminder:

1.      One page only

2.      Put APA citations and references between 2011 – 2016… References that are below 2010 are obsolete already….

 

Creating and Aligning Rubrics to Learning Experiences

 

 

Discussion #2:  End of Life Interventions: Can they cause more harm than good.

            This lesson plan explains why tube feeding, IV’s and forced feeding may not be beneficial to a patient at the end of life. The audience is student nurses and nurses. In the lesson plan, students are asked to create a video to explain to families why feeding may not be beneficial at the end of life.  In order to create a rubric for the video, I used 3 criteria:  Concept, Video, and Sound Set up.  The students must clearly be able articulate the concept they are presenting, the video must be complete and well presented and the sound must be clear. The students are graded on the completeness of each category. As the quality of the rubric criteria decline, so does the grade. The lesson plan and rubric are attached.Wk9Assgn1GarrisonR Updated.doc 

             I was surprised it was so easy to create a clear, concise and meaningful rubric. Truemper (2004) discusses how rubrics assist students by giving credit where it is due and by indicating areas needing improvement. Rubrics, as I have discovered, can be customized to fit the intended context (Truemper, 2004).

Isaacson and Stacy (2009) discuss more rubric benefits. The authors indicate that objective specific rubrics become more real to the student and allow critical thinking during self-evaluation (Isaacson & Stacy, 2009).  I have followed rubrics more closely in this current semester at Walden than any other. I have found that with Walden assignments, there is a direct correlation between the grade and the assignment. With a clear rubric, the grade is undisputable.

References

Isaacson, J. J., & Stacy, A. S. (2009). Rubrics for clinical evaluation: Objectifying the subjective experience. Nurse Education in Practice, 9(2), 134–140.

Truemper, C. (2004). Educational innovations. Using scoring rubrics to facilitate assessment and evaluation of graduate-level nursing students. Journal Of Nursing Education, 43(12), 562-564.

 

Additional References:

 

Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA: F. A. Davis Company.

·         Chapter 9, “E-Learning Assessment” (pp. 165–179)

 

Chapter 9 provides a brief description of each of the following e-learning assessments: rubrics, examinations, discussions, essays/papers, performance assessments, simulations/case studies, and portfolios.

 

Isaacson, J. J., & Stacy, A. S. (2009). Rubrics for clinical evaluation: Objectifying the subjective experience. Nurse Education in Practice, 9(2), 134–140. Retrieved from the Walden Library databases.

 

This article describes how nurse educators can and should use rubrics to evaluate student progress in clinical environments.

 

RubiStar. (n.d.). Retrieved from http://rubistar.4teachers.org/

 

RubiStar is a fairly well-known website that allows educators to quickly and easily create rubrics. Educators may choose to access rubrics shared by other educators, modify general RubiStar templates, or create their own rubric. Though RubiStar does allow users to create and export templates without using the free registration, it is highly recommended that you create an account. This will allow you to save, review, and edit your rubrics.

 

 

Rubric Tool Tips.(n.d.). http://p4cdn2static.sharpschool.com/UserFiles/Servers/Server_79451/File/Elmwood%20Park/director%20of%20testing/Rubrics_ToolsTips.pdf

 

 

Stanford Center for Teaching Excellence. (n.d.). Tomorrow’s professor Msg. #932 general guidelines for developing multiple-choice items. Retrieved February 21, 2013, from http://cgi.stanford.edu/~dept-ctl/cgi-bin/tomprof/posting.php?ID=932&search=general%20guidelines

 

At this website, review the nine “General Guidelines for Developing Multiple-Choice Items.”

 

Truemper, C. M. (2004). Using scoring rubrics to facilitate assessment and evaluation of graduate-level nursing students. Journal of Nursing Education, 43(12), 562–564. Retrieved from the Walden Library databases.

Optional Resources

 

Edtechteacher. (n.d.). Assessing student learning. Retrieved February 21, 2013, from http://edtechteacher.org/assessment/

 

This website focuses on rubric creation for multimedia assignments. Use this website to explore numerous rubric examples.

 

 

 

 

Miller, A. (2012). Tame the beast: Tips for designing and using rubrics. Retrieved from http://www.edutopia.org/blog/designing-using-rubrics-andrew-miller

Process 10

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 Details:

Previously, you employed academic writing to describe business decisions made related to a segment of a multi-year integrated case study, and you suggested research needs that result from your interaction with the case. In this assignment, you will use concise business writing to create a presentation of your decisions and rationale for delivery to a C-suite executive in a corporation.

General Requirements:

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

  • Refer to “DBA-815 Integrated Case Study” located in the Course Add-Ons for this course.
  • Refer to the paper you wrote in the Topic 5 assignment as well as related instructed feedback.
  • This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
  • APA style is not required for this assignment, but correct and appropriate business writing is expected.

Directions:

Using the case study paper your wrote in Topic 5, create an executive summary presentation of the paper (5-7 slides, exclusive of the title and reference slides) with appropriate speaker notes that could be delivered to a C-suite executive in a corporation in less than 4 minutes. Consider the feedback from your instructor on the case study paper you completed in Topic 5. Include the following in your presentation:

  1. A summary of the business issue emphasizing the economic concerns.
  2. An overview of at least two viable potential resolutions and the supporting research and theory. (Reinforces C.2.3: Recommend the application of newly developed or revised theories to specific business opportunities and challenges.)
  3. An overview of the ethical implications of each option and the extent to which these ethical implications are influenced by the mission, vision, and core values of Purple Cloud. (Reinforces C.2.2: Recognize that values and ethics are fundamental to business success and sustainability.)
  4. Your recommended solution, rationale, and influence on the long-term organizational health of Purple Cloud. (Reinforces C.2.3: Recommend the application of newly developed or revised theories to specific business opportunities and challenges and C. 2.5: Validate and advance business practice through the appropriate application of business theory.)

homework2

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 Standard performance measures are a way of collecting data across similar functions, processes, costs, and providers. Benchmarking against these standards has proven to be useful in healthcare as a tool to measure many facets of quality. Carefully evaluating these measures allows for management to design appropriate programs to assist with healthcare service needs and patients to make decisions about facility and provider services. Best Doctors, Inc. and WebMD are examples of these tools. Your discussions will focus on the use of information from these websites to make healthcare decisions. Using the South University Online Library or the Internet, research about these measures and how they allow management to design appropriate programs to assist with healthcare service needs. Based on your readings and research, answer the following: 

Present a brief overview of the purpose for each of the Best Doctors, Inc. products. How are the “Best Doctors” of each type determined? Click here to visit the official Best Doctors website. 

Next, click here to read a case study about Mary Jones. Mary faced several challenges in her ordeal, mainly dealing with her diagnosis and treatment. This was a result of her ability to seek additional assistance and to find diagnosis. She reviewed the WebMD website for additional data and other specialty physician sources. Click here to visit the official WebMD website. Do you feel this could have been addressed differently? Why ?Based on the information presented in this case, what are your observations about current consumer involvement in healthcare? What does this case teach about the use of computers to seek healthcare information?. As in all assignments, cite your sources in your work and provide references for the citations in APA format. Your initial posting should be addressed in 150 words.