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Review Chapter 23 in Evidence-Based Practice in Nursing and Healthcare.

Lessons for Achieving Health Equity Comparing Aotearoa/New Zealand and the United States

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Read “Lessons for Achieving Health Equity Comparing Aotearoa/New Zealand and the United States

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GCU NUR-550 Translational Research and Population Health ManagementGCU NUR-550 T ...

GCU NUR-550 Translational Research and Population Health Management

GCU NUR-550 Translational Research and Population Health Management

Translational Research and Population Health Management, NUR 550 Course Description

In this course, learners examine the process of scientific inquiry, knowledge generation, utilization, and dissemination of evidence into advanced nursing practice in order to propose quality-improvement initiatives that advance the delivery of safe, high-quality care for patient populations.

Learners critically evaluate evidence, including scientific findings from the biopsychosocial fields, epidemiology, biostatistics, genetics, and genomics, and apply levels of evidence and theoretical frameworks to design culturally appropriate clinical prevention interventions and population-based care that reduces risks, prevents disease, and promotes health and well-being.

Learners also consider strategies to evaluate health policy and advocacy issues, the state of health care delivery, patient-centered care, and ethical principles related to health beliefs, health promotion, and risk reduction for diverse populations.

Learners apply these strategies to work towards recognizing gaps in nursing and health care knowledge, identifying potential solutions or innovations for those gaps, planning and implementing practice changes, and evaluating the outcomes in order to improve practice. Prerequisite: NUR-513.

Pre-Requisites NUR-513.
Co-Requisites – None
NUR-550

GCU NUR-550 Translational Research and Population Health Management Course Materials

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

DeNisco, S. M. (Ed.). (2021). Advanced practice nursing: Essential knowledge for the profession (4th ed.). Jones & Bartlett Learning. ISBN-13: 9781284176124

Population Health: Creating a Culture of Wellness

Description:

Nash, D. B., Fabius, R. J., Skoufalos, A., Clarke, J. L., & Horowitz, M. R. (2019). Population health: Creating a culture of wellness (3rd ed.). Jones & Bartlett Learning. ISBN-13: 9781284047929

Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice

Description:

Melnyk, B. M., & Fineout-Overholt, E. (2019). Evidence-based practice in nursing and healthcare: A guide to best practice (4th ed.). Wolters Kluwer. ISBN-13: 9781496384539

GCU NUR-550 Translational Research and Population Health Management Resources

Advanced Practice Nursing: Essential Knowledge for the Profession
Read Chapters 13 and 24 in Advanced Practice Nursing: Essential Knowledge for the Profession. https://bibliu.com/app/#/view/books/9781284176216/epub/EPUB/xhtml/9781284176124_Title.html#page_i
Lessons for Achieving Health Equity Comparing Aotearoa/New Zealand and the United States
Read “Lessons for Achieving Health Equity Comparing Aotearoa/New Zealand and the United States,” by Chin et al., from Health Policy (2018). https://doi.org/10.1016/j.healthpol.2018.05.001
Achieving Health Equity: Examining Telehealth in Response to a Pandemic
Read “Achieving Health Equity: Examining Telehealth in Response to a Pandemic,” by Smith and Raskin, from The Journal for Nurse Practitioners (2021). https://doi.org/10.1016/j.nurpra.2020.10.001
Nurse Advocacy: Adopting a Health in All Policies Approach
Read “Nurse Advocacy: Adopting a Health in All Policies Approach,” by Williams, Phillips, and Koyama, from Online Journal of Issues in Nursing (2018). https://www-proquest-com.lopes.idm.oclc.org/docview/2186985477?accountid=7374
Population Health: Creating a Culture of Wellness
Read Chapters 11, 13, and 14 in Population Health: Creating a Culture of Wellness. https://bibliu.com/app/#/view/books/9781284166613/
Evidence-Based Practice in Nursing and Healthcare
Review Chapter 23 in Evidence-Based Practice in Nursing and Healthcare. https://bibliu.com/app/?bibliuMagicToken=JBA4IXqpGzoApunn311EyPSMzzKHPglY#/view/books/9781496386892/
Climate Change and Population Health: Incorporating Stages of Nursing’s Political Development
Read “Climate Change and Population Health: Incorporating Stages of Nursing’s Political Development,” by Nicholas et al., from Nursing Outlook (2021). https://doi.org/10.1016/j.outlook.2020.08.001
Writing Center
Refer to the resources located in the Writing Center for PowerPoint guidelines, APA style, writing and library tutorials, and research and writing assistance. https://ssc.gcu.edu/#/page/writing-center/3542
The Future of Maternal and Child Health
Read “The Future of Maternal and Child Health,” by Lu, from Maternal and Child Health (2019). https://www-doi-org.lopes.idm.oclc.org/10.1007/s10995-018-2643-6

APA Writing Style

GCU NUR-550 Translational Research and Population Health Management

Description:

APA Style is required for all writing assignments in this course, where indicated. Please prepare these assignments according to the APA Style Guide, located in the in the Student Success Center.

You may want to consider purchasing a copy of the APA style guide, as this will be a useful resource throughout your program

The Writing Process Access

Description:

View “The Writing Process” media presentation for information on how to strengthen your writing for future assignments.

University Policy Handbook

Description:

Read the Code of Conduct and Academic Standards section of the University Policy Handbook.

Library Walk Through Tutorial

Description:

View the “Library Walk Through Tutorial.”

Academic Integrity

Description:

Read the “About LopesWrite” and “Plagiarism” sections of the Academic Integrity page of the GCU website.

GCU Library: General Research Guide

Description:

Review the “General Research” guide, located on the GCU Library website.

GCU Library: Persistent Links.

Description:

Review “Persistent Links,” located on the GCU Library website, to learn how to locate persistent links for library articles, videos, etc.

RefWorks and EndNote: RefWorks and EndNote Login

Description:

Manage your citations with the RefWorks tool, located on the GCU Library website. RefWorks automates the creation of your reference lists in the format of your choice (APA, MLA, etc.).

GCU Library Research Guides: Citing Sources

Description:

Reference the “GCU Library Research Guides: Citing Sources” resource for information on how to cite sources properly.

Writing Center

Description:

Refer to the resources located in the Writing Center for PowerPoint guidelines, APA style, writing and library tutorials, and research and writing assistance

Statement on the Integration of Faith and Work

Description:

“Grand Canyon University prepares learners to become global citizens, critical thinkers, effective communicators, and responsible leaders by providing an academically-challenging, values-based curriculum from the context of our Christian heritage” (GCU Mission Statement).

Review the “Statement on the Integration of Faith and Work” to become familiar with many fundamental Christian worldviews and consider how they may apply in the context of this course.

LopesWrite

Description:

Refer to the LopesWrite webpage for guidance regarding assignments requiring submission to LopesWrite.

APA Writing Checklist

Description:

Use the “APA Writing Checklist” to act as a checklist for each paper you will write throughout your GCU graduate program.

Discussion Forum Guidelines and Example

Description:

Review the “Discussion Forum Guidelines and Example” document for your weekly discussion forum participation.

Evidence-Based Practice Project Proposal –Assignment Overview

Description:

Learners are required to develop an evidence-based practice project proposal. The project begins in NUR-550 and culminates in NUR-590. The project will be completed in sections throughout both courses and culminate in NUR-590, during which the project elements are synthesized into a final written paper that details the evidence-based practice project proposal.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments. This document serves only to provide context for the overall project and how the assignments interact. Refer to each assignment in the classroom for the assignment criteria and rubric information.

Optional: ThinkingStorm

Description:

For additional information, the following is recommended:

ThinkingStorm is an online tutoring resource that provides flexible support to supplement traditional educational environments. The tutoring center is remotely accessible to GCU learners with a computer and an Internet connection and offers convenient hours for learners with busy schedules.

ThinkingStorm tutoring includes a writing center that offers 24/7 submission-based writing support, as well as live writing support across the curriculum.

If you are interested in utilizing ThinkingStorm’s writing support, submit your documents chapter by chapter, rather than as a full manuscript.

To assist learners with their success at the university, GCU will pay for the first 10 hours of a learner’s annual ThinkingStorm activity. Learners are responsible for usage charges after the first 10 hours.

To access ThinkingStorm, click on the link provided and select the yellow “Go to ThinkingStorm” button.

Optional: Grammarly

Description:

For additional information, the following is recommended:

Grammarly is an online writing assistance application that reviews written submissions and suggests context-specific corrections for grammar, spelling, word usage, wordiness, style, punctuation, and plagiarism. The reasoning for each suggested correction is provided, allowing users to make informed decisions about how to correct writing issues.

Grammarly can be installed as free browser extension, though Grammarly Premium requires an annual subscription. This subscription is not a GCU-required purchase.

GCU NUR-550 Translational Research and Population Health Management Course Objectives

Description:

In this course, the student will:

Explore research articles, nursing and related theories, applying levels of evidence, and theoretical frameworks to identify quality research studies.
Demonstrate understanding of scientific inquiry, knowledge generation, utilization, and dissemination in advanced nursing practice.
Evaluate the evidence for potential solutions/innovations that can potentially solve a health care issue and improve patient outcomes.
Identify gaps in nursing knowledge and evidence-based practice that can potentially be resolved by planning and implementing a practice change project.
Formulate a clinically researchable question amenable to an innovative evidence-based practice change
Write a scholarly literature review that supports a clinically researchable question amenable to an innovative evidence-based practice change proposal.
Evaluate health policy and advocacy issues for the purpose of improving health care outcomes.
Engage in scientific inquiry into the state of health care delivery, patient-centered care, and ethical principles related to health beliefs, health promotion, and risk reduction of diverse populations.
Propose quality improvement initiatives that advance the delivery of safe, high-quality health care.
Use principles from epidemiology, biostatistics, genetics, genomics, and cultural competence to guide comparisons of various patient populations.

Also Read:

NUR 550 Topic 8: Using Research to Support Health Policy, Advocacy, and Policy Development

NUR 550 Topic 2: Epidemiology, Biostatistics, Genetics, and Genomics

NUR 550 Topic 3 Translational Research Framework and Legal and Ethical Considerations

NUR 550 Topic 4: Critical Appraisal of Research

GCU NUR-550 Translational Research and Population Health Management Topic 1: Quality Research and Theoretical Frameworks

Description

Objectives:

Identify the different levels of translational
Differentiate translational research from evidence-based
Discuss the application of translational research to population health
Evaluate sources of translational
Select a valid nursing practice problem for an evidence-based practice project.

Study Materials

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Read Chapters 22 and 23 in Advanced Practice Nursing: Essential Knowledge for the Profession.

Evidence-Based Practice in Nursing and Healthcare

Description:

Read Chapter 1 in Evidence-Based Practice in Nursing and Healthcare.

World Health Organization (WHO)

Description:

Explore the World Health Organization (WHO) website.

Centers for Disease Control and Prevention (CDC)

Description:

Explore the Centers for Disease Control and Prevention (CDC) website.

State and County Departments of Health

Description:

Explore the websites of your state and county departments of health and access mortality and morbidity data. The link to the Arizona Department of Health Services website is provided, but students living in other states should access their county and state departments.

Non-Communicable Diseases (NCD) Burden of Disease

Description:

Read “Non-Communicable Diseases (NCD) Burden of Disease,” by the U.S. Department of Health and Human Services, located on the Centers for Disease Control and Prevention website.

GCU Library: Nursing and Health Sciences Research Guide

Description:

Review the “Nursing and Health Sciences” research guide, located on the GCU Library website.

The Electronic Health Record: A Friend or Foe of Translational Research and Evidence-Based Practice?

Description:

Read “The Electronic Health Record: A Friend or Foe of Translational Research and Evidence-Based Practice?” by Chipps et al., from Worldviews on Evidence-Based Nursing (2019).

Evidence-Based Practice

Description:

Read “Evidence-Based Practice” by Melnyk and Fineout-Overholt, from Encyclopedia of Nursing Research (2017).

Translation Research in Practice: An Introduction

Description:

Read “Translation Research in Practice: An Introduction,” by Titler, from Online Journal of Issues in Nursing (2018).

On Biostatistics and Clinical Trials: PICO, PICOTS, PICOTT Framework for Clinical Questions as a Way to Design Clinical Trials

Description:

Read “PICO, PICOTS, PICOTT Framework for Clinical Questions as a Way to Design Clinical Trials,” by Deng, from

On Biostatistics and Clinical Trials (2020).

Tasks

Evidence-Based Practice Project Proposal: Identification of Nursing Practice Problem

Description:

Learners will select a valid nursing practice problem for an evidence-based practice project proposal. The project will be completed in sections, beginning in NUR-550 and culminating in a final written paper detailing the evidence-based practice proposal in NUR-590.

The purpose of this assignment is to select a relevant nursing practice problem for your evidence-based practice project proposal. To identify a relevant problem, consider problems generally faced in nursing practice (coordination of health care, assessment, education, patient support, trauma prevention, recovery, health screenings, etc.). Use the “PICOT Draft” template to complete this assignment.

Use a national, state or local population health care database to research indicators of disparity. Choose a mortality/morbidity indicator to identify a clinical problem or issue that you want to explore pertaining to a population of focus. Use this indicator to begin to formulate a PICOT statement.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite one peer-reviewed source to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

GCU NUR-550 Translational Research and Population Health Management Topic 1 DQ 1

Description:

Identify the different levels of translational research. Explain how translational research is different from evidence-based practice and discuss application to population health management.

GCU NUR-550 Translational Research and Population Health Management Topic 1 DQ 2

Description:

Using the GCU Library (notably the GCU Library: Nursing and Health Sciences Research Guide), find a database, journal, or other collection of resources that focuses on translational research. Select a population health problem or issue of interest from the available studies. What type of translational research is used for the study? Provide rationale as to why this is the best.

GCU NUR-550 Translational Research and Population Health Management Topic 1 Participation

Description:

GCU NUR-550 Translational Research and Population Health Management Topic 2: Epidemiology, Biostatistics, Genetics, and Genomics

Description

Objectives:

Describe the role of epidemiology in researching population health
Describe the role of epidemiology in addressing population health
Explain the value of biostatistics in population health
Discuss the application of translational research to global

GCU NUR-550 Translational Research and Population Health Management Study Materials

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Read Chapter 19 in Advanced Practice Nursing: Essential Knowledge for the Profession.

Population Health: Creating a Culture of Wellness

Description:

Read Chapters 2 and 3 in Population Health: Creating a Culture of Wellness.

Evidence-Based Practice in Nursing and Healthcare

Description:

Read Chapters 2 and 3 in Evidence-Based Practice in Nursing and Healthcare.

Biostatistics

Description:

Read “Biostatistics,” by Minkoff, from Magill’s Medical Guide (2018).

Population Health

Description:

Read “Population Health” by Bibb, from Encyclopedia of Nursing Research (2017).

A Research Utilisation Framework for Informing Global Health and Development Policies and Programmes

Description:

Read “A Research Utilisation Framework for Informing Global Health and Development Policies and Programmes,” by Christine et al., from Health Research Policy and Systems (2018).

Description:

Read “Translational Research” by White, from Encyclopedia of Nursing Research (2017)

Overview and Summary: Translational Research: From Knowledge to Practice

Description:

Read “Overview and Summary: Translational Research: From Knowledge to Practice,” by Naylor, from Online Journal of Issues in Nursing (2018).

Genomics

Description:

Explore “Genomics” located on HealthPeople.gov website.

Tasks

Evidence-Based Practice Project Proposal: Research Design Comparison

Description:

The purpose of this assignment is to conduct a comparison on different research designs to better understand their designs and application. Understanding the different types of research design is important so that nurses can effectively apply evidence-based research into practice to address issues and offer better patient care.

You will utilize your approved nursing practice problem to complete the evidence-based practice project proposal assignments for this course and NUR-590, during which you will synthesize all of the sections into a final written paper detailing your evidence-based practice project proposal.

Review feedback from your instructor on your “Evidence-Based Practice Project Proposal: Identification of Nursing Practice Problem,” submitted in Topic 1. If your original proposed nursing problem was outside the scope of nursing practice or not conducive to an evidence-based practice project proposal, work with your instructor to identify a new topic prior to beginning this assignment. If your proposed topic requires revision, complete this prior to beginning this assignment.

Conduct a literature search on your approved nursing practice problem. Find two translational research articles, one quantitative article, and one qualitative article. Using the “Translational Research Graphic Organizer,” present your proposed topic and, in the tables provided, compare one translational study to the quantitative study, and one translational study to the qualitative study.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

GCU NUR-550 Translational Research and Population Health Management Topic 2 DQ 1

Description:

Explain the value of biostatistics in population health research. Describe the role of epidemiology in researching and addressing population health challenges. How are epidemiology and biostatistics significant to your evidence-based practice proposal?

Topic 2 DQ 2

Description:

Consider ecological and global issues, social determinants of health, principles of genetics, and genomics. Explain how translational research can be applied in these areas to address the burden of global disease.

Topic 2 Participation

Description:

GCU NUR-550 Translational Research and Population Health Management Topic 3: Translational Research Framework and Legal and Ethical Considerations

Description

Objectives:

Discuss ethical guidelines for conducting translational
Examine ethical considerations related to translating research into practice .
Examine legal considerations related to translating research into
Discuss ethical research considerations specific to population

Study Materials

Advanced Practice Nursing: Essential Knowledge for the Profession

Description:

Read Chapter 26 in Advanced Practice Nursing: Essential Knowledge for the Profession.

Population Health: Creating a Culture of Wellness

Description:

Read Chapter 10 in Population Health: Creating a Culture of Wellness.

A Few Ethical Issues in Translation Research for Gene and Cell Therapy

Description:

Read “A Few Ethical Issues in Translation Research for Gene and Cell Therapy,” by Riva and Petrini, from Journal of Translational Medicine (2019).

The Underappreciated and Misunderstood PICOT Question: A Critical Step in EBP Process

Description:

Read “The Underappreciated and Misunderstood PICOT Question: A Critical Step in EBP Process,” by Gallagher-Ford and Melnyk, from Worldviews on Evidence-Based Nursing (2019).

Life After PICOT: Taking the Next Step in a Clinical Inquiry Project

Description:

Read “Life After PICOT: Taking the Next Step in a Clinical Inquiry Project,” by Granger, from AACN Advanced Critical Care (2020).

The Belmont Report

Description:

Read “The Belmont Report,” by The National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research, located on the U.S. Department of Health and Human Services website (1979).

PICO: A Model for Evidence-Based Research

Description:

View “PICO: A Model for Evidence-Based Research,” by Binghamton University Libraries, located on YouTube (2017).

What is Evidence-Based Practice?

Description:

View “What is Evidence-Based Practice?” by Lippincott NursingCenter.com, located on YouTube (2016).

Tasks GCU NUR-550 Translational Research and Population Health Management

Evidence-Based Practice Project Proposal: PICOT

Description:

PICOT (Population/Problem, Intervention, Comparison, Outcome, and Time to achieve the outcome) is a method that helps clarify the qualities needed to create a good question out of a practice issue or problem affecting a population of focus.

The purpose of this assignment is to complete your PICOT for your selected nursing practice problem. Refer to your “Evidence-Based Practice Project Proposal: Identification of Nursing Practice Problem” assignment from Topic 1 to complete this assignment.

If your nursing practice problem or PICOT required revision, include those revisions in this assignment. The final PICOT you develop in this assignment will provide the framework for developing your evidence-based practice project proposal. Use the “PICOT-Final” template to complete this assignment.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite at least four peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Topic 3 DQ 1

Description:

Discuss the ethical guidelines that would need to be implemented when conducting translational research. What are the ethical and legal considerations related to translating research into practice? Discuss what steps you would take as a member of a translational research team in order to establish ethical guidelines for conducting translational research.

Topic 3 DQ 2

Description:

Discuss the role of the Institutional Review Board. Discuss ethical research considerations specific to population health. How are respect for the persons, potential benefits and burdens of the research, and justice kept in balance? Provide an example.

Topic 3 Participation

Description:

Topic 4: Critical Appraisal of Research

Description

Objectives:

Distinguish between reliability and validity in research
Analyze the reliability and validity of methods and results in a translational research
Describe strategies to maintain the integrity of translational
Discuss challenges of research design and data

GCU NUR-550 Translational Research and Population Health Management Study Materials

Population Health: Creating a Culture of Wellness

Description:

Read Chapters 1 and 6 in Population Health: Creating a Culture of Wellness.

Evidence-Based Practice in Nursing and Healthcare

Description:

Read Chapters 5 and 6 in Evidence-Based Practice in Nursing and Healthcare.

Work as an Inclusive Part of Population Health Inequities Research and Prevention

Description:

Read “Work as an Inclusive Part of Population Health Inequities Research and Prevention,” by Ahonen et al., from American Journal of Public Health(2018).

Aligning Evidence-Based Practice With Translational Research: Opportunities for Clinical Practice Research

Description:

Read “Aligning Evidence-Based Practice With Translational Research: Opportunities

NUR-590 Topic 5 Evidence-Based Practice ImplementationTopic 5: Evidence-Based Pr ...

NUR-590 Topic 5 Evidence-Based Practice Implementation

Topic 5: Evidence-Based Practice Implementation

Sep 09, 2021 – Sep 15, 2

GCU NUR-590 Topic 5 Evidence-Based Practice Implementation

021

Max Points:150

Objectives:

Propose an implementation plan for the evidence-based practice proposal.
Propose strategies for overcoming barriers to the implementation of the evidence-based practice proposal.

Assessments

Collapse All

Topic 5 DQ 1

GO TO DISCUSSION

Points 5 Status

Upcoming

Assessment Description

What are some of the obstacles or barriers to implementing evidence-based practice (EBP) in nursing? Explain how at least one of the obstacles you have described could impact the implementation for your EBP project. GCU NUR-590 Topic 5: Evidence-Based Practice Implementation

Topic 5 DQ 2

Points 5 StatusUpcoming

Assessment Description

Identify two stakeholder barriers you might experience during the implementation phase of your evidence-based practice project. What strategies can you implement to gain stakeholder support for the project implementation. Provide a suggestion you would give to a colleague who is struggling with obtaining stakeholder support.

Evidence-Based Practice Project Proposal: Implementation Plan

SUBMIT ASSIGNMENT

Requires LopesWrite

Points 120

Rubric

View Rubric

Status

Upcoming

Assessment Description

In 1,250-1,500 words, discuss the implementation plan for your evidence-based practice project proposal. When required, create the appropriate form, table, image, or graph to fully illustrate that aspect of the intervention plan and include them in an appendix of your paper.

You will use the implementation plan, including the associated documents in your appendices, in the Topic 8 assignment, during which you will synthesize the various aspects of your project into a final paper detailing your evidence-based practice project proposal.

Include the following:

Describe the setting and access to potential subjects. If there is a need for a consent or approval form, then one must be created. Include a draft of the form as an appendix at the end of your paper.
Create a timeline. Make sure the timeline is general enough that it can be implemented at any date. Based on the timeline you created, describe the amount of time needed to complete this project. Include a draft of the timeline as an appendix at the end of your paper. GCU NUR-590 Topic 5: Evidence-Based Practice Implementation
Develop a budget and resource list. Consider the clinical tools or process changes that would need to take place. Based on the budget and resource list you developed: (a) describe the resources (human, fiscal, and other) or changes needed in the implementation of the solution; (b) outline the costs for personnel, consumable supplies, equipment (if not provided by the institute), computer-related costs (librarian consultation, database access, etc.), and other costs (travel, presentation development). Include a draft of the budget and resource list as an appendix at the end of your paper.
Explain whether you would select a qualitative or quantitative design to collect data and evaluate the effectiveness of your evidence-based practice project proposal. Provide rationale to support your selection.
Describe the methods and instruments (questionnaire, scale, or test) to be used for monitoring the implementation of the proposed solution. Include the method or instrument as an appendix at the end of your paper.
Explain the process for delivering the intervention and indicate if any training will be needed.
Discuss the stakeholders that are needed to implement the plan.
Consider all of the aspects of your implementation plan and discuss potential barriers or challenges to the plan. Propose strategies for overcoming these.
Establish the feasibility of the implementation plan.

Refer to the “Evidence-Based Practice Project Proposal – Assignment Overview” document for an overview of the evidence-based practice project proposal assignments.

You are required to cite a minimum of five peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Complete the “APA Writing Checklist” to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Evidence-Based Practice Proposal – Section E: Implementation Plan Sample Approach

Implementation Plan

The act of implementing any change within a healthcare facility involves many aspects.

Different parties, stages, barriers, and drivers are all involved in the process (Sanders et al., 2014). The methods that will be used to implement the suggested solution are the main topic of this section. The answer pertains to the issue that the hypothesis statement’s previous identification of.

The medical intervention to lessen agitation in dementia patients has a variety of limitations. The main remedy entails altering one’s conduct. Therefore, the utilization of alternative interventions would be crucial to the healing process. Participating in alternative therapies, which include music and art, is one of the best ways to calm agitation. Therefore, it will be crucial for the victims to exercise physically.

Setting and Access to Potential Subjects

Implementation of the recommended solutions will be observed in five main care centers. The recruitment of the subjects to take part in the study will be voluntary. Advertisement will be done for one week to make sure that as many people with dementia find the message. It is required that all the studies which involve human beings as the participants need to have informed consent from all the participants (Barber, 2018).

All the old patients who have dementia will be required to offer their willingness to take part in the study by signing the informed consent. The signing of the form will indicate that the patients have been educated on the expectations of the study.

Time needed

To implement the issue of physical activities in dementia patients, it is important to have a specific time frame. The use of exercises will be essential in reducing agitation in dementia patients. The entire project will take a period of eight weeks.

Resources Needed

In the implementation stage, resources are needed to make work easier. The process means that a budget must be provided to cater for the costs of resources required. The implementation stage is one of the most expensive stages and has found many of the change projects failing as a result of failing to collect all the required resources.

In the process of implementing the proposed solutions to reduce the rate of agitation in dementia patients, the following resources will be necessary. The first important resources will be the physical trainers who will be in charge of the physical exercises, the physical facilities needed for training, medical doctors as well as dieticians.

Methods and Instruments for Monitoring the Implementation

The main item that will be used to evaluate the implementation of the recommended solution will be the use of a questionnaire. These questionnaires will be administered to the patients after every one month. The method is preferred since it offers an easy time to analyze. It is also a familiar method with the staff and the leadership of many healthcare organizations. The use of the questionnaire will also be vital since it will lower the cost of the study.

The price will be reduced since the amount used to photocopy the papers will be limited (Yarosh, Markopoulos & Abowd, 2014). Many of the respondents have, in most cases, filled a questionnaire earlier in their life or have heard of it. Since they are required to put a tick or an X against the given question, it is easily coupled with simple questions about their progress. Another benefit is that the response will be honest as it is filled individually and in private.

Process of Intervention Delivery

The delivery of the proposed solution will be on the use of an integrated approach (Hill, Jones & Schilling, 2014). The primary interventions to be used include behavior change, nutritional education, as well as involvement in physical activities. The participants will be educated on eating healthy for the exercises as well as the type of activities to take part in to avoid straining. All the participants will take part in the intervention without leaving anyone behind.

Simple tasks will be chosen at first, which will progress with advanced exercises with time to strengthen their muscles and regain the lost energy. Training and education on what to do and what not to do are essential before rolling out the exercise.

Data Collection Plan

In the entire period of eight weeks that the study will be running, data will be collected continuously in the data collection phase through the use of a questionnaire. The participants will be the source of information regarding their progress after being subjected to the intervention.

Each week, the participants will fill the form of the results obtained after they were subjected to physical exercises. The results will indicate the effectiveness of the intervention in reducing the rate of agitation within the first two to three hours. The collected data will then be entered into excel spreadsheets.

The other step will involve interpretation and analysis when the study is done. The questionnaire used for data collection will be similar to the one used in the monitoring of the implementation.

Strategies to Deal with Challenges

The main challenges in the study include the high costs of training and lack of physical training materials. Many sick people fail to afford healthy food due to their price. During the exercising period, the patients will be required to eat healthily an issue that will cost the amounts of money.

Partnering with producers of organic food in the study will help in obtaining the menu at a relatively lower price or even for free. Many hospitals do not have the required physical training facilities more so free ones. Partnerships with institutions of higher learning will be effective as many of them have the best facilities for training in their sports departments.

Feasibility of the Implementation Plan

The entire project will incur different costs more so during the implementation phase. Some of the costs incurred include the physical trainer fee. It would be cost-effective to hire trainers as opposed to paying them since the study will be limited to a short period. The following are some of the costs that will be incurred in the course of the implementation. The other issue relates to the subsidy for the healthy food required by the patients during the study period.

The presence of healthy, subsidized food will help the participants take part in physical activities. The subsidy will help manage the costs of the project since a healthy diet cannot be afforded by many people (Allcott, Diamond & Dubé, 2017). There will be a need to have a data storage device that will store the data collected over the eight week time when the study will run. Plan for Maintenance, Extension, Revision, and Discontinuation of the Proposed Solution

The decision involved to extend, maintain, and revise, or even to discontinue the intervention is taken based on the collected data. The questionnaire administered to the participants forms the basis of the decision making process. The success of the data collection method used to give positive feedback is essential to enable reaching the primary decision.

GCU NUR-590 Topic 5 Evidence-Based Practice Implementation References

Allcott, H., Diamond, R., & Dubé, J. P. (2017). The geography of poverty and nutrition: Food deserts and food choices across the United States. National Bureau of Economic Research.
Barber, B. (2018). Research on human subjects: Problems of social control in medical experimentation. Routledge
Hill, C. W., Jones, G. R., & Schilling, M. A. (2014). Strategic management: theory: an integrated approach. Cengage Learning
Sanders, T., Nio Ong, B., Sowden, G., & Foster, N. (2014). Implementing change in physiotherapy: professions, contexts and interventions. Journal of health organization and management, 28(1), 96-114
Yarosh, S., Markopoulos, P., & Abowd, G. D. (2014, February). Towards a questionnaire for measuring affective benefits and costs of communication technologies. In Proceedings of the 17th ACM conference on Computer supported cooperative work & social computing (pp. 84-96). ACM

GCU NUR-590 Topic 5 Evidence-Based Practice Implementation Participation

GO TO DISCUSSION

Points 20 Status Upcoming

Assessment Description

There is no description for this assessment.

Resources

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Strategies, Facilitators and Barriers to Implementation of Evidence-Based Practice in Community Nursing: A Systematic Mixed-Studies Review and Qualitative Synthesis

Read “Strategies, Facilitators and Barriers to Implementation of Evidence-Based Practice in Community Nursing: A Systematic Mixed-Stu

https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/strategies-facilitators-barriers-implementation/docview/2186617926/se-2?accountid=7374

Advanced Nursing Research: From Theory to Practice

Read Chapter 25 in Advanced Nursing Research: From Theory to Practice.

View Resource

30 Safe Practices for Better Health Care

Read “30 Safe Practices for Better Health Care,” located in the Archive section of the Agency for Healthcare Research and Quality

http://archive.ahrq.gov/research/findings/factsheets/errors-safety/30safe/30-safe-practices.html

Implementation Science Training and Resources for Nurses and Nurse Scientists

Read “Implementation Science Training and Resources for Nurses and Nurse Scientists,” by Boehm, Stolldorf, and Jeffery, from

https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/implementation-science-training-resources-nurses/docview/2338944244/se-2?accountid=7374

Improving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department

Read “Improving 3-Hour Sepsis Bundled Care Outcomes: Implementation of a Nurse-Driven Sepsis Protocol in the Emergency Department,

https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/improving-3-hour-sepsis-bundled-care-outcomes/docview/2312493328/se-2?accountid=7374

Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice

Review Chapter 1 in Evidence-Based Practice in Nursing and Healthcare: A Guide to Best Practice. GCU NUR-590 Topic 5: Evidence-Based Practice Implementation

View Resource

Center for Theory of Change

Explore the Center for Theory of Change website.

http://www.theoryofchange.org/

Advanced Practice Nursing: Essential Knowledge for the Profession

Read Chapter 20 in Advanced Practice Nursing: Essential Knowledge for the Profession.

View Resource

The Teach Back Project: A System-Wide Evidence Based Practice

Read “The Teach Back Project: A System-Wide Evidence Based Practice,” by Klingbeil and Gibson, from Journal of Pediatric Nurs

https://www-sciencedirect-com.lopes.idm.oclc.org/science/article/pii/S0882596317305523

GCU NUR-590 Topic 3: Theoretical Framework and Models for ChangeObjectives:Apply ...

GCU NUR-590 Topic 3: Theoretical Framework and Models for Change

Objectives:

Apply a change model or framework to the evidence-based practice project proposal.
Describe the relationship between bias and a framework or model.

Assessments

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Topic 3 DQ 1

GO TO DISCUSSION

Start Date

Aug 26, 12:00 AM

Due Date

Aug 28, 11:59 PM

Points

Status

Upcoming

Assessment Description

Discuss the significance of frameworks or models in guiding research or evidence-based practice projects. How can choosing an incorrect framework or model create bias in research?

Example DQ Response

Research studies are systematic and objective and thus follow a specific structure that informs their design, population of interest, and data collection and analysis and information dissemination processes. Evidence-based practices are also systematic, and their implementation is an organized, complex, and resource-intensive process that requires precision to prevent resource wastage and enhance their success. These processes could benefit from change frameworks or models.

Models and frameworks are integral in evidence-based practice because they give a solid, evidence-based path for action (Speroni et al., 2020). Change models help researchers maintain focus on the project/research and its objectives and prevent deviations from these objectives. They assist with decision-making as they categorize the changes depending on the theory used.

The frameworks provide precision in decision-making and help with precision as they outline assistive steps that help implement change or carry out interventions (Fineout-Overholt, 2022). They also simplify the complex change process hence their significance. Their reliability is grounded on advanced research and experience backing these theories.

Selecting the wrong change framework has various implications in research and can lead to biased results. It makes meeting the set objectives and the desired outcomes challenging (Nilsen, 2020). Biases such as selection bias occur when the wrong framework is selected. It alters research implementation and data collection, analysis, and dissemination.

Nilsen (2020) notes that selecting the wrong framework makes reading and understanding research difficult because they do not resonate. The research findings are thus often weak and hardly usable due to the mismatch in the concepts in the research and the theory or framework. Thus, selecting the suitable model or framework impacts the results and quality of outcomes.

References

Melnyk, B. M., & Fineout-Overholt, E. (2022). Evidence-based practice in nursing & healthcare: A guide to best practice. Lippincott Williams & Wilkins.

Nilsen, P. (2020). Overview of theories, models, and frameworks in implementation science. In Handbook on implementation science (pp. 8-31). Edward Elgar Publishing. https://doi.org/10.4337/9781788975995.00008

Speroni, K. G., McLaughlin, M. K., & Friesen, M. A. (2020). Use of Evidence?based practice models and research findings in Magnet?Designated hospitals across the United States: national survey results. Worldviews on Evidence?Based Nursing, 17(2), 98-107. https://doi.org/10.1111/wvn.12428

Topic 3 DQ 2

GO TO DISCUSSION

Start Date

Aug 26, 12:00 AM

Due Date

Aug 30, 11:59 PM

Points

Status

Upcoming

Assessment Description

Review the different models and frameworks that can be used to facilitate change. Compare two and explain which is best for your evidence-based practice proposal and why. Provide rationale.

Example DQ Answer

Various change management models can be used. These models include the IOWA model, Lewin’s 3-stage change theory, McKinsey 7-S, Kotter’s 8 Steps, Nudge theory, Settlers, and the ARCC model. Some models, such as the IOWA, are suited for implementing evidence-based practice, while others, such as the McKinsey 7-s, are suitable for implementing and testing new practices. This essay reviews two change models and selects one for this project.

The Two change models of interest are the IOWA model and Kurt Lewin’s change theory. The theories selected are based on the fact that the project is implementing an evidence-based healthcare practice. The IOWA model, developed in 2015, aims to implement evidence-based practices.

The project guides the project managers to implement evidence-based practices, unlike Lewin’s change theory which focuses on overall organizational changes, including evidence-based practices (Hussain et al., 2018). Kurt Lewin’s theory focuses more on preventing and managing change resistance, while the IOWA model focuses on developing evidence-based practices and implementing and evaluating them.

Speroni et al. (2020) note that the IOWA model is complex and is one of the most applied change models in healthcare to implement evidence-based practices. The IOWA model contains pilot testing in one of its steps. However, Lewin’s theory only implies its possible use, making Lewin’s theory suitable for changes that do not require a pilot study (Collaborative et al., 2017). These two models are widely applied in healthcare to lead change and implement evidence-based practices.

The best model for the change model is Lewin’s change management model. Most of the project’s interventions and validation as an evidence-based project are complete; hence, the model will be vital in implementing and evaluating the EBP. The research in earlier assignments revealed that BMCA is a hardly implemented technology, and some of the reasons include nurses;’ lack of knowledge (Bedot et al., 2019).

The project’s main aim is to ensure BMCA technology is implemented with optimal resource use, is accepted, faces less resistance, and is embedded in the organizational culture to cement its effectiveness. The model will help evaluate the EBP before its implementation and guide it to achieve the desired results.

References

Berdot, S., Boussadi, A., Vilfaillot, A., Depoisson, M., Guihaire, C., Durieux, P., Le Maï, L. M., & Sabatier, B. (2019). Integration of a commercial barcode-assisted medication dispensing system in a teaching hospital. Applied clinical informatics, 10(04), 615-624. https://doi.org/10.1055/s-0039-1694749

Collaborative, I. M., Buckwalter, K. C., Cullen, L., Hanrahan, K., Kleiber, C., McCarthy, A. M., Rakel, B., Steelman, V., Tripp-Reimer, T., & Tucker, S. (2017). Iowa model of evidence-based practice: Revisions and validation. Worldviews on evidence-based nursing, 14(3), 175-182. https://doi.org/10.1111/wvn.12223

Hussain, S. T., Lei, S., Akram, T., Haider, M. J., Hussain, S. H., & Ali, M. (2018). Kurt Lewin’s change model: A critical review of the role of leadership and employee involvement in organizational change. Journal of Innovation & Knowledge, 3(3), 123-127. https://doi.org/10.1016/j.jik.2016.07.002

GCU NUR 665 Nursing Education Practicum All AssignmentsGCU NUR 665 Nursing Educa ...

GCU NUR 665 Nursing Education Practicum All Assignments

GCU NUR 665 Nursing Education Practicum All Assignments – Week 3 Assignment

Evidence-Based Teaching Strategies

An effective nurse educator is aware of evidence-based teaching strategies and how to use them in an educational setting. The purpose of this GCU NUR 665 Nursing Education Practicum All Assignments is to immerse yourself in the literature to determine relevant and current evidence-based teaching strategies.

Using the Topic Materials and your own research on teaching strategies, determine five evidence-based teaching strategies that you plan to utilize in your practicum setting. Use the “Evidence-Based Teaching Strategies” graphic organizer to complete this assignment.

Explain how the nurse educator fosters the development of learners in these three areas: cognitive, psychomotor, and affective domains.
In-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address.
Explanation of how each teaching strategy creates effective learning to foster the development of learners.
Explanation of how each teaching strategy aligns to learning styles.
An explanation of how each teaching strategy can be used to implement generational lessons.
An explanation of how each teaching strategy can be used to implement culturally diverse lessons.

This assignment requires two or three peer-reviewed/scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

GCU NUR 665 Nursing Education Practicum All Assignments

GCU NUR 665 Nursing Education Practicum All Assignments – Week 5 Assignment

Best Practice Teaching Strategies

An effective nurse educator has current, researched knowledge of teaching strategies to use in the educational setting. Effective teaching strategies allow students to collaborate with peers and participate in higher order thinking.

The purpose of this GCU NUR 665 Nursing Education Practicum All Assignments is to compile an annotated bibliography of teaching strategies within your practicum setting.

Provide a 10-entry annotated bibliography of peer-reviewed/scholarly literature related to your chosen practicum topic and appropriate teaching strategies. Include a 150-word summary for each resource that includes the following:

Description of the teaching strategy and its application to your practicum topic.
Description of the relevancy and accuracy of the source.
Description of the quality of the source.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

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GCU NUR 665 Nursing Education Practicum All Assignments – Week 7 Assignment

Learning Needs Assessment

The effective nurse educator is able to use student learning needs to create specific and measurable learning outcomes for a lesson or curriculum.

The purpose of this assignment is to create a learning needs assessment in order to determine learning outcomes for the topic identified for the student’s education focus.

Part 1: Develop a short needs assessment of 10-20 open-ended or closed-ended questions for a learning needs assessment related to your education focus to administer to your practicum audience. Administer a learning needs assessment in your practicum setting. This data will be used to develop your lesson plan in Topic 8 assignment.

Part 2: To accompany your assessment, write a 350-500 word data collection plan with the following information:

Explanation of data collection techniques such as the format and how you will administer the learning needs assessment to your students.
Description of how you will use the data collected from this learning needs assessment.

Submit both parts to the assignment dropbox.

Cite one or two peer reviewed/scholarly resources in your paper.

This assignment uses a rubric GCU NUR 665 Nursing Education Practicum All Assignments. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

NUR665 Nursing Education Practicum All Assignments – Week 8 Assignment

Practicum Lesson Plan

The purpose of this assignment is to create a lesson plan to be delivered in the practicum setting. Refer to your student learning needs assessment data and annotated bibliography to complete this assignment.

Write a detailed lesson plan that includes the following information.

Description of practicum setting and population.
Lesson outcomes with rationale and alignment to student learning needs that were identified in your learning needs assessment.
Teaching strategies with research-based rationale for effectiveness.
Description of how different learning styles are addressed in your chosen teaching strategies.
Outline of content that will be covered in the lesson plan.

This resource requires a minimum of 2-3 scholarly sources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

GCU NUR 665 Nursing Education Practicum All Assignments – Week 9 Assignment

Lesson Evaluation

The effective nurse educator employs a variety of formative and summative techniques during curriculum implementation to monitor student learning. A well-developed lesson plan employs both formative and summative assessments GCU NUR 665 Nursing Education Practicum All Assignments. A nurse educator should plan to use data from these assessments to guide instruction.

Concept maps describe the relationships between concepts and allow for an improved understand through critical thinking and analysis. To understand the link between formative and summative assessment strategies, develop a concept map describing the flow of assessment strategies throughout your own lesson plan. Be creative in your design GCU NUR 665 Nursing Education Practicum All Assignments. A rationale should be included for your choice of assessments.

Use the Topic Materials and your own research, to develop your concept map. Include the following criteria to create your concept map for this assignment:

Description of one formative assessment strategy to be used in lesson plan with rationale.
Explanation of how the data from the formative assessment will guide your instruction.
Description of one summative assessment strategy to be used in the lesson plan with rationale.
Explanation of how the data from the summative assessment will guide your future lesson plan revisions.
Description of the instructor satisfaction survey to be administered to students.
Explanation of how data from the instructor satisfaction survey will guide your teaching practice.
Cite two or three peer?reviewed/scholarly resources no more than 5 years old in your paper.

Prepare this assessment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

NUR 665 Nursing Education Practicum

GCU NUR 665 Nursing Education Practicum All Assignments – Week 13 Assignment

Implementation Reflection

An effective nurse educator participates in continuous reflection of instruction. Reflection allows the nurse educator to identify areas of needs in order to improve practice and student success.

The purpose of this assignment is to reflect on lesson plan implementation in the practicum setting.

After implementing your lesson plan, write a 350-500 word short answer reflection on the following questions:

Were students actively engaged in the learning? How do you know?
Did you make changes to your lesson during implementation? What were the changes and why did you make that change?
What refinements will be necessary before implementing this lesson again? Support your answer with at least one evidence-based practice.
What went well that you will repeat in future lesson plan implementations?
This assignment requires 2-3 scholarly sources.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

GCU NUR 665 Nursing Education Practicum All Assignments – Week 15 Assignment

Benchmark – Reflective Analysis

The effective nurse educator reflects on their practice through analysis of feedback from mentors, peers, and students. Feedback from all stakeholders within education guide a nurse educator towards effective instruction, the realization of career goals, and success in student learning.

The purpose of this assignment is to analyze the lesson plan feedback provided by your preceptor and students in the practicum setting. Write a 500-800 word analysis with the following information:

A description of the lesson plan feedback from your preceptor.
A description of the instructor feedback from your students.
A comparison of preceptor feedback, student feedback, and your own reflection.
An explanation of how you will use the feedback from stakeholders to engage in the professional role of the nurse educator through systematic self-reflection, reflective teaching practice, and exploring opportunities for scholarship.
Plan for continuing professional development and refinement of practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competency:

MSN Nursing with Emphasis in Nursing Education

6.4: Engage in the professional role of the nurse educator through systematic self-reflection, reflective teaching practice, and exploring opportunities for scholarship.

GCU NUR 665 Nursing Education Practicum All Assignments Week 1 Assignment

Nursing Education Practicum Documentation (NEPD) Form

In your first entry for your Nursing Education Practicum Documentation (NEPD) Form you will write the overall goals for your practicum. Only these overall goals are due Week 1 on your NEPD form.

Use the S.M.A.R.T. goal format to write goals you have for your overall practicum experience. What do you want to accomplish during this practicum course? Keep this statement broad enough to cover everything that you would like to do during your practicum course. You may choose to focus in on a specific aspect of nursing education or may choose to sample a variety of nursing education experiences within your selected practicum experience

APA format is not required, but solid academic writing is expected.

GCU NUR 665 Nursing Education Practicum All Assignments Directions:

Complete the documentation form. Click on the highlighted text field and type in your response. The form will expand for as long as you type.

Student Name:
Semester/Dates of Practicum Course:Overall Practicum Goals: Use the S.M.A.R.T. goal format to write goals you have for your overall practicum experience. Type your five practicum goals in the space below. What do you want to accomplish during this practicum course? Keep this statement broad enough to cover everything that you would like to do during your practicum course. You may choose to focus in on a specific aspect of nursing education or may choose to sample a variety of nursing education experiences within your selected practicum experience.Learning Goals: What do you want to accomplish during this practicum course? Be sure that your course goals are measurable. Some goals should reflect higher cognitive learning levels in Bloom’s TaxonomyThis column is to be completed before you begin the week’s clinical.Resources and Strategies: What type of resources or strategies will you utilize to accomplish your learning goals? Include both human and material resources.This column is to be completed before you begin the week’s clinical.

Measurement:

How will you know that you have accomplished your learning objective?

What criteria will you use to measure this?

This column is to be completed before you begin the week’s clinical.

Evaluation: What did you accomplish that you can use as evidence that you met your learning goals?This column is to be completed after you complete the week’s clinical.Competency 1 (Week 2) Nurse Educator Competency 1 – Strategies to Facilitate LearningCompetency 1 – Week 2:
Date: My objective(s) for this competency is/are to:To meet my weekly goal, I need:I will know I have met my weekly goal when:I know I met/did not meet my weekly goal because:Student weekly reflection analyzing the practicum experience in relation to Competency 1:Clinical Hours completed this Topic:Total Clinical Hours completed to date:Date:
Faculty Comments:

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GCU NUR 665 Nursing Education Practicum All Assignments – Week 2 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Using the “Nursing Education Practicum Documentation (NEPD) Form,” write objectives for what you will accomplish in this topic’s competency – Strategies to Facilitate Learning and how you will evaluate your accomplishment.

Be sure to read the instructions (in blue font at the top of the columns on the first page) on how to use the form before you begin. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you. Under the student weekly reflection addressing the identified competency, reflect on how you met the competency in practicum and how the experience improved your nurse educator skills.

You will turn in this NEPD form multiple times throughout this course. Each week in the gradebook, your instructor will upload a version of your submitted assignment with comments. Download this version and add to it. Each NEPD document that is submitted must have the previous NEPD work along with the instructor comments.

The written objectives, resources, and criteria for evaluation columns (first three columns) must be posted prior to the clinical experience for the topic.

Complete the fourth column (evaluation) at the end of each topic’s clinical experience as you evaluate how you met the objectives you wrote.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

GCU NUR 665 Nursing Education Practicum All Assignments Directions:

Complete the documentation form. Click on the highlighted text field and type in your response. The form will expand for as long as you type.

Measurement:

How will you know that you have accomplished your learning objective?

What criteria will you use to measure this?

This column is to be completed before you begin the week’s clinical.

GCU NUR 665 Nursing Education Practicum All Assignments – Week 4 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Use the “Nursing Education Practicum Documentation (NEPD) Form” to complete the Nursing Education Practicum Documentation assignment. Students must also create a time log within Lopes Activity Tracker (LAT) in order for hours to be counted toward graduation requirements. Time logs are mandatory in addition to the NEPD form GCU NUR 665 Nursing Education Practicum All Assignments.

The form itself is an active document meant for the student and faculty to exchange comments during practicum experience. This form is the weekly documentation of clinical practicum activities. The first week is only the overall practicum goal – S.M.A.R.T goals or objectives the student would like to achieve during the experience.

Week 2 students only document the Weeks 1 and 2 of clinical and from then on, the NEPD form is due every 2 weeks and addresses the competency that mirrors the coursework. For each week, the student should develop objectives, resources, and strategies to meet the objectives along with how they will measure these objectives, and finally the evaluation of how they did for the week.

Columns 1-3 should be planned at the beginning of the week to direct activities and Column 4 should be completed after the week’s experience is complete GCU NUR 665 Nursing Education Practicum All Assignments.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

Competency 2 (Weeks 3-4) Nurse Educator Competency 2 – Strategies to Facilitate Learner Development and SocializationCompetency 2 – Week 3:
Date: My objective(s) for this competency is to:To meet my weekly goal, I need:I will know I have met my weekly goal when:I know I met/did not meet my weekly goal because:Competency 2 – Week 4:
Date: My objective(s) for this Competency is/are to:To meet my weekly goal, I need:I will know I have met my weekly goal when:I know I met/did not meet my weekly goal because:Student weekly reflection analyzing the practicum experience in relation to Competency 2:Clinical Hours completed this Topic:Total Clinical Hours completed to date:Date:
Faculty Comments:

GCU NUR 665 Nursing Education Practicum All Assignments – Week 6 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Using the “Nursing Education Practicum Documentation (NEPD) Form,” write objectives for what you will accomplish in this topic and how you will evaluate your accomplishment.

Be sure to read the instructions (in blue font at the top of the columns on the first page) on how to use the form before you begin. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you GCU NUR 665 Nursing Education Practicum All Assignments. Under the student weekly reflection addressing the identified competency, reflect on how you met the competency in practicum and how the experience improved your nurse educator skills.

Refer to materials from previous courses in the nursing education track to be sure that your objectives are written appropriately.

The written objectives, resources, and criteria for evaluation columns (first three columns) must be posted prior to the clinical experience for this topic’s competency – Use of Assessment and Evaluation Strategies.

Complete the fourth column (evaluation) at the end of each topic’s clinical experience as you evaluate how you met the objectives you wrote.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

APA format is not required, but solid academic writing is expected.

Competency 3 (Weeks 5-6) Nurse Educator Competency 3 – Use of Assessment and Evaluation StrategiesCompetency 4 – Week 5:
Date: My objective(s) for this week/Topic is/are to:To meet my weekly goal, I need:I will know I have met my weekly goal when:I know I met/did not meet my weekly goal because:Competency 4 – Week 6:
Date: My objective(s) for this Competency is/are to:To meet my weekly goal, I need:I will know I have met my weekly goal when:I know I met/did not meet my weekly goal because:Student weekly reflection analyzing the practicum experience in relation to Competency 3:Clinical Hours completed this Topic:Total Clinical Hours completed to date:Date:
Faculty Comments:

GCU NUR665 Nursing Education Practicum All Assignments – Week 8 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Using the “Nursing Education Practicum Documentation (NEPD) Form,” write objectives of what you will accomplish in this topic and how you will evaluate your accomplishment.

Under the student weekly reflection addressing the identified competency, reflect on how you met the competency in practicum and how the experience improved your nurse educator skills.

Refer to materials from previous courses in the nursing education track to be sure that your objectives are written appropriately.

The written objectives, resources, and criteria for evaluation columns (first three columns) must be posted prior to the clinical experience for this topic’s competency – Participation in Curriculum Design and Evaluation of Program Outcomes.

Complete the fourth column (evaluation) at the end of each topic’s clinical experience as you evaluate how you met the objectives you wrote.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

Competency 4 (Weeks 7-8) Nurse Educator Competency 4 – Participation in Curriculum Design and Evaluation of Program OutcomesCompetency 3 – Week 7:
Date: My objective(s) for this Competency is/are to:To meet my weekly goal, I need:I will know I have met my weekly goal when:I know I met/did not meet my weekly goal because:Competency 3 – Week 8:
Date: My objective(s) for this Competency is/are to:To meet my weekly goal, I need:I will know I have met my weekly goal when:I know I met/did not meet my weekly goal because:Student weekly reflection analyzing the practicum experience in relation to Competency 4:Clinical Hours completed this Topic:Total Clinical Hours completed to date:Date:
Faculty Comments:

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GCU NUR 665 Nursing Education Practicum All Assignments – Week 10 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Using the “Nursing Education Practicum Documentation (NEPD) Form,” write objectives for what you will accomplish in this topic and how you will evaluate your accomplishment.

Be sure to read the instructions (in blue font at the top of the columns on the first page) on how to use the form before you begin GCU NUR 665 Nursing Education Practicum All Assignments. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you.

Under the student weekly reflection addressing the identified competency, reflect on how you met the competency in practicum and how the experience improved your nurse educator skills.

Refer to materials from previous courses in the nursing education track to be sure that your objectives are written appropriately.
The written objectives, resources, and criteria for evaluation columns (first three columns) must be posted prior to the clinical experience for this topic’s competency – Functions of a Change Agent and Leader.
Complete the fourth column (evaluation) at the end of each topic’s clinical experience as you evaluate how you met the objectives you wrote.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

Competency 5 (Weeks 9-10) Nurse Educator Competency 5 – Functions of a Change Agent and LeaderCompetency 5 – Week 9:
Date: My objective(s) for this Competency is/are to:To meet my weekly goal, I need:I will know I have met my weekly goal when:I know I met/did not meet my weekly goal because:Competency 5 – Week 10:
Date: My objective(s) for this Competency is/are to:To meet my weekly goal, I need:I will know I have met my weekly goal when:I know I met/did not meet my weekly goal because:Student weekly reflection analyzing the practicum experience in relation to Competency 5:Clinical Hours completed this Topic:Total Clinical Hours completed to date:Date:
Faculty Comments:

GCU NUR 665 Nursing Education Practicum All Assignments – Week 12 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Using the “Nursing Education Practicum Documentation (NEPD) Form,” write objectives for what you will accomplish in this topic and how you will evaluate your accomplishment.

Refer to materials from previous courses in the nursing education track to be sure that your objectives are written appropriately GCU NUR 665 Nursing Education Practicum All Assignments.

The written objectives, resources, and criteria for evaluation columns (first three columns) must be posted prior to the clinical experience for this topic’s competency – Pursuit of Continuous Quality Improvement in the Nurse Educator Role.

Complete the fourth column (evaluation) at the end of each topic’s clinical experience as you evaluate how you met the objectives you wrote.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

Competency 6 (Weeks 11-12) Nurse Educator Competency 6 – Pursuit of Continuous Quality Improvement in the Nurse Educator RoleCompetency 6 – Week 11:
Date: My objective(s) for this Competency is/are to:To meet my weekly goal, I need:I will know I have met my weekly goal when:I know I met/did not meet my weekly goal because:Competency 6 – Week 12:
Date: My objective(s) for this Competency is/are to:To meet my

Grand Canyon University GCU SPD 200 Field Student Differences and Individual Lea ...

Grand Canyon University GCU SPD 200 Field Student Differences and Individual Learning Experience B

GCU SPD 200 Field Student Differences and Individual Learning Experience B

Special education teachers play a significant role in the IEP process, delivery of services, and advocacy for students and their families. These teachers are teachers of content, classroom leaders, managers of behavior, consultants, case managers, advocates, and collaborators.

Within these various responsibilities, it is also important to maintain confidentiality while still providing appropriate consultative services, delivery of instruction, and collaboration with faculty, staff, administration, and parents.

ORDER NOW FOR WELL-WRITTEN, PLAG-FREE ASSIGNMENTS

Allocate up to 1.5 hours hours in the field to support this field experience.

Because this course does not require you to have a fingerprint clearance card, your field experience must be completed before or after school, or during another designated time when students are not present.

In person or via phone, interview a certified special education teacher specific to a grade range relevant to your program of study. Be prepared to take notes, as these will be submitted as part of the assignment deliverable.

GCU SPD 200 Field Student Differences and Individual Learning Experience B

In the interview, address the following.

Discuss the similarities and differences among students with and without disabilities.
Describe the characteristics of various disabilities and their educational implications for students at your school.
Explain the effects disabilities can have on students’ academic and social development, attitudes, interests, and values.
Describe how factors such as cultural diversity and human issues affect students with disabilities.
Explain how you address the unique learning needs of students with disabilities in the classroom, including those students with culturally and linguistically diverse backgrounds.
Explain strategies you use when collaborating and co-teaching with general education teachers. Include discussion of why it is important to avoid becoming a silo, behavior enforcer, or aid in the classroom rather than a co-teacher.
Describe how you use various types of technology to support students with disabilities in both the special education and regular education classroom.
Describe the legal responsibilities you have to protect the rights and privacy of students with disabilities. Include discussion of IDEA, procedural safeguards, FERPA, HIPAA, etc. Include examples of some dilemmas associated with upholding these standards.
Discuss how you collaborate with general education teachers to communicate, create, and store student documentation.
Describe one or two of your favorite co-teaching strategies.

In 250-500 words, reflect on what you learned from the interview and discuss the following:

Describe the unique needs of students with disabilities and the effects disabilities can have not just on students’ academic progress, but also on their social development, attitudes, interests, and values. Include discussion of additional factors related to culturally and linguistically diverse students.
Explain why it is critical for special education teachers and general education teachers to communicate, collaborate, and co-teach to meet the needs of students with disabilities. Include explanations why this is important not just for teaching students, but also in documenting and communicating information related to progress and meeting IEP goals.
Summarize why it is important to properly execute the IEP process and maintain confidentiality for students with disabilities. Include discussion of the challenges and dilemmas that can result when collaborating with general education teachers to ensure compliance in these areas.
Summarize what you learned from the interview and discuss how it can be applied in your future professional practice.

Course Code: SPD-200Class Code: SPD-200-O501Assignment Title: Field Experience B: Student Differences and Individual Learning NeedsTotal Points: 40.0Criteria Percentage1: No Submission (0.00%)2: Insufficient (65.00%)3: Approaching (75.00%)4: Acceptable (85.00%)5: Target (100.00%)

Comments
Points Earned

Group 1 100.0%

Effects of Disabilities 20.0%

Not addressed. Description of the unique needs of students with disabilities and the effects disabilities have on academic progress, social development, attitudes, interest, and values along with factors related to culturally and linguistically diverse students is incomplete.
Description of the unique needs of students with disabilities and the effects disabilities have on academic progress, social development, attitudes, interest, and values along with factors related to culturally and linguistically diverse students is cursory.
Description of the unique needs of students with disabilities and the effects disabilities have on academic progress, social development, attitudes, interest, and values along with factors related to culturally and linguistically diverse students is complete.
Description of the unique needs of students with disabilities and the effects disabilities have on academic progress, social development, attitudes, interest, and values along with factors related to culturally and linguistically diverse students is comprehensive.

Communication, Collaboration, and Co-Teaching 20.0%

Not addressed. Explanation of why it is critical for special education and general education teachers to communicate, collaborate, co-teach, and ensure proper documentation and communication of information related to progress and meeting IEP goals for students with disabilities is poor.
Explanation of why it is critical for special education and general education teachers to communicate, collaborate, co-teach, and ensure proper documentation and communication of information related to progress and meeting IEP goals for students with disabilities is vague.
Explanation of why it is critical for special education and general education teachers to communicate, collaborate, co-teach, and ensure proper documentation and communication of information related to progress and meeting IEP goals for students with disabilities is sound.
Explanation of why it is critical for special education and general education teachers to communicate, collaborate, co-teach, and ensure proper documentation and communication of information related to progress and meeting IEP goals for students with disabilities is thorough.

The IEP Process and Confidentiality 20.0%

Not addressed. Summary of why it is important to properly execute the IEP process and maintain confidentiality, including discussion of the challenges and dilemmas that can result when collaborating with general education teachers to ensure compliance in these areas, is inaccurate and/or lacks details and examples.
Summary of why it is important to properly execute the IEP process and maintain confidentiality, including discussion of the challenges and dilemmas that can result when collaborating with general education teachers to ensure compliance in these areas, is overly simplistic and includes superficial details and examples.
Summary of why it is important to properly execute the IEP process and maintain confidentiality, including discussion of the challenges and dilemmas that can result when collaborating with general education teachers to ensure compliance in these areas, is accurate and includes details and examples.
Summary of why it is important to properly execute the IEP process and maintain confidentiality, including discussion of the challenges and dilemmas that can result when collaborating with general education teachers to ensure compliance in these areas, is insightful and includes substantial details and examples.

Professional Practice 20.0%

Not addressed. Interview summary and how what was learned can be applied in professional practice is unrealistic and/or lacks relevant details. I
Interview summary and how what was learned can be applied in professional practice is underdeveloped and provides rudimentary details.
Interview summary and how what was learned can be applied in professional practice is reasonable and provides relevant details.
Interview summary and how what was learned can be applied in professional practice is realistic and in-depth.

Interview Notes 10.0%

Not addressed. Interview notes for both the special and general education teachers are incomplete. Interview notes for both the special and general education teachers are partially complete but lack relevant details.
Interview notes for the special education teacher are complete and include relevant details. Interview notes for the special education teacher are thorough and substantial.

Mechanics of Writing (includes spelling, punctuation, grammar, language use) 10.0%

Not addressed. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present.
Sentence structure is correct but not varied. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present.
Sentence structure is correct but not varied. Submission includes some mechanical errors, but they do not hinder comprehension.
A variety of effective sentence structures are used, as well as some practice and content-related language. Submission is virtually free of mechanical errors.
Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.

Total Weightage 100%

GCU UNV103 Week 1 Assignment Navigating Loud CloudTo become familiar with the GC ...

GCU UNV103 Week 1 Assignment Navigating Loud Cloud

To become familiar with the GCU Learning Management System (LMS) LoudCloud and the GCU website.

Use the attached document, “Navigating LoudCloud” to complete the assignment.

Be sure to address all 18 questions in Part 1 & 2 and complete the matching in Part 3. When you have finished, save the document. While in the assignment drop box: 1) click NEW ATTEMPT, 2) upload your saved document, 3) SUBMIT to FINAL SUBMISSION.

Purpose of Assignment: To become familiar with the GCU learning management system we refer to as the LoudCloud classroom, explore important GCU student resources, and become familiar with GCU’s collegiate level writing expectations GCU UNV103 Week 1 Assignment Navigating Loud Cloud.

GCU UNV103 Week 1 Assignment Navigating Loud Cloud

Grading Criteria: The assignment will be graded with an instructor answer key.

Directions: Type directly into this document. Please locate the correct response(s) to each of the questions below, and then provide your answer found, in one to two sentences, or short answer format. (The spacing will be adjusted as you type your responses.

Please DO NOT forget to SAVE once you begin to answer the questions, so you do not lose any information.) GCU UNV103 Week 1 Assignment Navigating Loud Cloud GCU UNV103 Week 1 Assignment Navigating Loud Cloud

1. Click on the DASHBOARD tab in the Loud Cloud classroom. Describe the following tabs (table will expand as needed):

2. From the DASHBOARD in Loud Cloud, explain the steps to find your grades and instructor feedback.

3. Under the DASHBOARD tab in Lou Read More

dCloud, click on the STUDENT RESOURCES link and locate the STUDENT SUCCESS CENTER. Search for RESOURCES and locate THE WRITING CENTER. From there click on STYLE GUIDE AND TEMPLATES and locate GCU Style Guide and Template documents. (Right click and save these to your computer for future reference). Once you have read the Style Guide, why do you think academic writing requires such strict formatting? GCU UNV103 Week 1 Assignment Navigating Loud Cloud

4. Inside the Student Success Center, type “Tutorials & Webinars” in the search bar. List three tutorials or webinars that will help you most as you begin this course. For each, explain how you feel they will help.

5. From the Course Home page in Loud Cloud, click on the DASHBOARD tab and then click on CONNECT link and then FORUMS. Locate (at the top of the page) and explain the purpose of the Discussion Question Forum, Private Forum, and Questions to Instructor Forum.

6. Click on the DASHBOARD tab in the Loud Cloud classroom and select PATH. List the three headings across the top of the page and list their content.

7. Go to the DASHBOARD tab and click on STUDENT RESOURCES and then LIBRARY. Under About Us click on the Frequently Asked Questions link. Describe how to get help from the librarian.

8. Use the DASHBOARD tab, click on CONNECT, and then ROSTER. Review your instructor’s profile, provide his/her contact information, including office hours.

9. There are two different locations to review the ANNOUNCEMENTS. Locate and share the steps to find the Announcements through the DASHBOARD tab. In addition, where else on the homepage can you go directly to the Announcements (hint: it is an icon)?

10. Once logged into the LoudCloud classroom, locate the GCU TECHNICAL SUPPORT tab within the DASHBOARD. List three ways in which you can contact them, and also provide their email address and phone number (hint: look for the “need help” Tab)? GCU UNV103 Week 1 Assignment Navigating Loud Cloud

The following question is directed towards the GCU Website at:

11. On the Home page, hover over Academics and click the Major and Programs tab. Locate your Major and list one core (Major) course that looks most interesting to you? Why? Include course name, number and description along with your explanation.

The following questions are directed towards the GCU Website at:

12. On the Home Page, locate and click Student Life, then locate and click Spiritual Life. Describe which sections of this page interest you. Why?

13. On the Home page, locate and click Student Resources. Locate and click Learning Resources then locate and click Learning Lounge. What can you expect during your tutoring session with a learning advocate (LEAD)?

GCU UNV103 Week 1 Assignment Navigating Loud Cloud Part 2: LoudCloud Quick Quiz

Directions: Please highlight the correct response for the following questions.

14. What would you do if you wanted to ask your instructor a question in which you felt your classmates could benefit from the answer as well?

a) Send him or her a personal email

b) Post the question in the Discussion Question Forum

c) Post the question in the Private Forum

d) Post the question in the Questions to Instructor Forum

15. Where is the syllabus found in Loud Cloud?

a) Student Resources tab

b) Classroom Policies tab

c) In the Forums

d) Within the Path tab

16. Where is the planner found?

a) The Syllabus

b) Dashboard

c) Main Forum

d) Library

17. Where do you find the “Announcements” tab for a course in LoudCloud?

a) Messages tab

c) The instructor emails them to you at the start of each week.

d) Both A and B

18. LoudCloud gives you the ability to personalize your “Planner”?

a) True

b) False

PART 3: GCU Writing Expectations

This section aims to help you understand some of the academic writing expectations at GCU and in higher education. Included is a comprehensive list of writing expectations or guidelines you will want to adhere to during your academic career as well as ways to overcome common errors in college-level writing.

Complete the sections below after reviewing the Developing Academic Skills Guide and the Academic Writing Guidelines Resource under Resources and the accompanying links. In addition to this, you are welcome to use external resources such as the GCU Library, Google Scholar, or similar search engines to understand these guidelines and common errors more fully To become familiar with the GCU learning management system we refer to as the LoudCloud classroom.

Instructions:

Place the correct guideline (the capital letters), next to the correct description of that guideline.

Guidelines:

A Contractions F 1st Lines of Paragraphs indent 0.5” K Spell Check

B Writing in 3rd person G Conciseness L Margins

C Times New Roman 12pt Font H Run-on Sentences M Text/Slang language

D Double Space I Fragmented Sentences N Capitalization

E Align Left J Idioms O Essay Formatting

Guideline Descriptions:

Microsoft Word has a sophisticated “checker” to identify most spelling, grammar, & consistency errors. Remove all before submission.

An extra line between sentences accomplished by using the “Line and Paragraphing Spacing” option in Microsoft Word & selecting 2.0 Spacing

The TAB key often makes a perfect 0.5-inch indentation by default To become familiar with the GCU learning management system we refer to as the LoudCloud classroom.

All four sides of each page in your document must default to 1.0” for the top, bottom, left, and right sides.

Separates creative writing from formal academic writing including APA, MLA, & GCU Style. Strict adherence is required.

Clichés slang or figurative language should be avoided. Instead, write out or use the definition instead of the cliché.

Avoid the shortened forms of one or two words combined. Spell out both words To become familiar with the GCU learning management system we refer to as the LoudCloud classroom.

Be sure to use this appropriately for the first word in every sentence, proper nouns, and Netiquette.

LOL is an example of a term that should not be used in academic writing.

Most common standardized lettering and size in college level writing.

Microsoft Word will underline these errors with a blue line. Rewrite the sentence until the blue line disappears To become familiar with the GCU learning management system we refer to as the LoudCloud classroom.

Paragraphs should be aligned to the left at the zero or null point on the Microsoft Word ruler To become familiar with the GCU learning management system we refer to as the LoudCloud classroom.

Avoid extraordinarily long sentences. The word “and” can often be a place to split up a Run-on.

Avoid wordiness by deleting needless words and using Microsoft Word thesaurus for word ideas, synonyms, and antonyms.

One would, A person could, They should, She, He, It are examples of writing in this point of view.

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Generalized Anxiety Disorder Case Bert ParmaleeGeneralized Anxiety Disorder Case ...

Generalized Anxiety Disorder Case Bert Parmalee
Generalized Anxiety Disorder Case Bert Parmalee
For most of his adult life, Bert had been “a worry-wart.” At age 35, he still had dreams that he was flunking all of his college electrical engineering courses. But recently he had felt that he was walking a tightrope Generalized Anxiety Disorder Case Bert Parmalee. For the past year he had been the administrative assistant to the chief executive officer of a Fortune 500 company, where he had previously worked in product engineering.
“I took the job because it seemed a great way to move up the corporate ladder,” he said, “but almost every day I have the feeling my foot’s about to slip off the rung.” Generalized Anxiety Disorder Case Bert Parmalee
Each of the company’s six ambitious vice-presidents saw Bert as a personal pipeline to the CEO. His boss was a hard-driving workaholic who constantly sparked ideas and wanted them implemented yesterday. Several times he had told Bert that he was pleased with his performance. In fact, Bert was doing the best job of any administrative assistant he had ever had, but that didn’t seem to reassure Bert.
“I’ve felt uptight just about every day since I started this job. My chief expects action and results. He has zero patience for thinking about how it should all fit together. Our vice-presidents all want to have their own way Generalized Anxiety Disorder Case Bert Parmalee. Several of them hint pretty broadly that if I don’t help them, they’ll put in a bad word with the boss. I’m always looking over my shoulder.”
Bert had trouble concentrating at work; at night he was exhausted but had trouble getting to sleep. Once he did, he slept fitfully. He had become chronically irritable at home, yelling at his children for no reason. He had never had a panic attack, and he didn’t think he was depressed. In fact, he still took a great deal of pleasure in the two activities he enjoyed most: Sunday afternoon football on TV and Saturday night lovemaking with his wife.
But recently, she had offered to take the kids to her mother’s for a few weeks, to relieve some of the pressure. This only resurrected some of his old concerns that he wasn’t good enough for her—that she might find someone else and leave him Generalized Anxiety Disorder Case Bert Parmalee.
Bert was slightly overweight and balding, and he looked apprehensive. He was carefully dressed and fidgeted a bit; his speech was clear, coherent, relevant, and spontaneous. He denied having obsessions, compulsions, phobias, delusions, or hallucinations. On the MMSE, he scored a perfect 30. He said that his main problem—his only problem—was his nagging uneasiness.
Valium made him drowsy. He had tried meditating, but it only allowed him to concentrate more effectively on his problems Generalized Anxiety Disorder Case Bert Parmalee. For a few weeks he had tried having a cocktail before dinner; that had both relaxed him and prompted worries about alcoholism. Once or twice he even went with his brother-in-law to an Alcoholics Anonymous meeting. “Now I’ve decided to try dreading one day at a time.”
Evaluation of Bert Parmalee
Bert worried about multiple aspects of his life (his job, being an alcoholic, losing his wife); each of these worries was excessive for the facts (criterion A). The excessiveness of his worries would differentiate them from the usual sort of anxiety that is not pathological. Despite repeated efforts (meditation, medication, reassurance), he had been unable to control these fears (B).
In addition, he had at least four physical or mental symptoms (only three are required): trouble concentrating (C3), fatigue (C2), irritability (C4), and sleep disturbance (C6). He had been having difficulty nearly every day for longer than the required 6 months (A). And his symptoms caused him considerable distress, perhaps even more than is usual for patients with GAD (D).
One of the difficulties in diagnosing GAD is that so many other conditions must be excluded (E). A number of physical conditions can cause anxiety symptoms; a complete workup of Bert’s anxiety would have to consider these possibilities. From the information contained in the vignette, a substance-induced anxiety disorder would appear unlikely. Generalized Anxiety Disorder Case Bert Parmalee
Anxiety symptoms can be found in nearly every category of mental disorder, including psychotic, mood (depressed or manic), eating, somatic symptom, and cognitive disorders. From Bert’s history, none of these would seem remotely likely (F). For example, an adjustment disorder with anxiety would be eliminated because Bert’s symptoms met the criteria for another mental disorder.
It is important that the patient’s worry and anxiety not focus solely on feature of another mental disorder, especially another anxiety disorder. For example, it shouldn’t be “merely” worry about weight gain in anorexia nervosa, about contamination (OCD), separation from attachment figures (separation anxiety disorder), public embarrassment (social anxiety disorder), or having physical symptoms (somatic symptom disorder). Generalized Anxiety Disorder Case Bert Parmalee
Nevertheless, note that a patient can have GAD in the presence of another mental disorder—most often, mood and other anxiety disorders—provided that the symptoms of GAD are independent of the other condition. Generalized Anxiety Disorder Case Bert Parmalee
The only specifier for GAD is is the optional with panic attacks. Bert’s diagnosis, other than a GAF score of 70, would be a plain vanilla:
F41.1 [300.02]Generalized anxiety disorder
It is reasonable to ask this question: Does diagnosing GAD in a depressed patient help with your evaluation? After all, the anxiety symptoms may disappear once the depression has been sufficiently treated Generalized Anxiety Disorder Case Bert Parmalee. The value, I suppose, is that flagging the anxiety symptoms gives a more complete picture of the patient’s pathology. Also, you may have to treat the anxiety symptoms independently later on.

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