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  • [Solved] Include chief complaint; history of present illness; any pertinent past psychiatric, substance use, medical, social, family history;

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  • [Solved] Res to disc

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    – ## WK4DIS.docx **## WK4DIS.docx** Change Theories, Systems ThInking, Implementation Science ![A person looking at a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/res-to-disc) Never have we had vast amounts of data at our fingertips like we do today. H…

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    – ## WK4DIS.docx

    **## WK4DIS.docx**

    Change Theories, Systems ThInking, Implementation Science

    ![A person looking at a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/res-to-disc)

    Never have we had vast amounts of data at our fingertips like we do today. However, before we can meaningfully access and use data for interpretation, it must be transformed. To derive meaning from the data collected, you need to understand that data collection is rapidly changing and constantly evolving. The methods with which data is collected, analyzed, and used to justify, support, or lend credibility to research aims, are all important considerations for the nurse researcher. As it relates to Big Data, the methods of how data is collected, analyzed, and used for implementation is also important. While the availability of data collection certainly has its advantages, many researchers point to the concerns over Big Data.

    For this Discussion, reflect on your understanding of Big Data and the implications for implementation. Consider the impact of research as it relates to collection via Big Data and consider how this impact might lead to potential barriers in implementation and practice gaps. Reflect on your experience and consider how these key issues might impact nursing practice.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883293)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-4-learning-resources?module_item_id=6883293)

    · Sipes, C. (2025).
    _Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing.

    · Chapter 4, “Planning: Project Management—Phase 2” (pp. 85–130)

    · Chapter 2, “Foundational Project Management Theories that Support Decision-Making” (pp. 22–54)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_  (2nd ed.).

    · “Standard 1: Assessment” (pp. 68–69)

    · “Standard 2: Diagnosis, Problems and Issues Identification” (p. 70)

    · “Standard 3: Outcomes Identification” (p. 71)

    · “Standard 4: Planning” (p. 72)

    · Cato, K. D. (2020).
    [Transforming clinical data into wisdom: Artificial intelligence implications for nurse leadersLinks to an external site.](https://doi.org/10.1097/01.NUMA.0000719396.83518.d6).
    _Nursing Management_,
    _51_(11), 24–30. https://doi.org/10.1097/01.NUMA.0000719396.83518.d6

    [Required Media](https://waldenu.instructure.com/courses/175732/pages/week-4-learning-resources?module_item_id=6883293)

    · Analytics Guy. (2020, August 25).
    [_Developing understanding using the DIKW pyramidLinks to an external site._](https://www.youtube.com/watch?v=u9DoQ9gY4z4)[Video]. YouTube. https://www.youtube.com/watch?v=u9DoQ9gY4z4

    · Massachusetts DESE. (2020, February 25).
    [_Introduction to implementation scienceLinks to an external site._](https://www.youtube.com/watch?v=eJoNkAavMEY)[Video]. YouTube. https://www.youtube.com/watch?v=eJoNkAavMEY

    · Project Manager. (2018, July 2).
    [_Risk Analysis How to Analyze Risks on Your Project – Project Management TrainingLinks to an external site._](https://www.youtube.com/watch?v=r5ZrPeQW8HQ) _._ [Video]. YouTube. https://www.youtube.com/watch?v=r5ZrPeQW8HQ

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-4-learning-resources?module_item_id=6883293)

    · IRL – Research and Science Course. (2019, August 30).
    [_What is implementation science_ Links to an external site.](https://www.youtube.com/watch?v=Cvk-cpDptOc)? [Video]. YouTube. https://www.youtube.com/watch?v=Cvk-cpDptOc

    · Sustainability Science Education. (2019, August 23).
    [_What is systems thinking_ Links to an external site.](https://www.youtube.com/watch?v=FW6MXqzeg7M)? [Video]. YouTube. https://www.youtube.com/watch?v=FW6MXqzeg7M

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883288)

    [Next](https://waldenu.instructure.com/courses/175732/modules/items/6883298)

    To Prepare

    · Review the Learning Resources for this week, focusing specifically on the implementation science articles and web resources.

    · Consider the issues related to research and Big Data.

    · Review Lewin’s Change Theory, systems thinking, and implementation science resources provided in the media this week.

    · Consider the importance of these theories and frameworks to your healthcare organization or nursing practice.

    · Explore two additional theories or models related to change, systems, or implementation science to focus on for this discussion.

    By Day 3 of Week 4

    Analyze informatics frameworks and models that are applicable to healthcare organizations and nursing practice. What are the key principles and best practices that you can leverage from these frameworks to support your practice?

    By Day 6 of Week 4

    **Read** a selection of your colleagues’ responses and
    **respond** to
    **at least two** of your colleagues on
    **two different days.** Expand upon your colleague’s posting or offer an alternative perspective.

    **RESPOND TO THIS DISCUSSION POST**

    Charline

    **Change Theories, Systems Thinking, Implementation Science**

    In healthcare organizations, especially hospital settings, informatics frameworks help structure the development, adoption, and evaluation of health information technologies (HIT). These models guide nurse leaders and stakeholders in aligning digital tools with clinical workflows, safety standards, and patient outcomes.

    The DIKW framework (Data-Information-Knowledge-Wisdom) remains fundamental in nursing informatics. It illustrates how raw data becomes actionable wisdom through contextualization and application, supporting decision-making and clinical judgment. Key principles in hospitals
    are to
    **i** mprove documentation structure to ensure high-quality data input, implement clinical decision support systems (CDSS) that convert information into meaningful knowledge, and train staff to interpret and apply data for safe patient care (Cato, 2020).

    TAM (Technology Acceptance Model) explains how users adopt technology based on perceived usefulness and ease of use. In hospitals, this is crucial for nurses’ adoption of EHRs, barcode scanning, and mobile health apps. Best Practices
    **i** nvolve nurses in HIT design to ensure systems meet workflow needs, conduct usability testing, provide firsthand training, and monitor and evaluate ongoing user satisfaction (Rahimi et al., 2018).

    The SLC framework (Systems Life Cycle) outlines structured phases for HIT projects: planning, analysis, design, implementation, and evaluation. It ensures that informatics tools are aligned with both technical and clinical needs. Applications in hospitals are to perform stakeholder analysis and workflow mapping before implementation, use of pilot-test systems in selected units, and use of iterative feedback for optimization and sustainability (Sipes, 2025).

    The American Nurses Association (ANA) defines informatics practice standards that parallel the nursing process. These include assessment, diagnosis, outcomes identification, planning, and evaluation—all tailored for technology-driven environments. Hospital integration would include using Standard 1 (Assessment) to evaluate existing EHR functionality, applying Standard 4 (Planning) for strategic rollout of clinical tools, and leveraging outcomes metrics (Standard 3) to assess success (ANA, 2022).

    Nursing and health informatics frameworks such as DIKW, TAM, SLC, and ANA Standards help guide strategic implementation and evaluation of health technologies in hospital settings. By applying these models, healthcare leaders can improve care quality, boost technology adoption, and foster data-driven nursing practices.

    **References**

    American Nurses Association. (2022).
    _Nursing Informatics: Scope and standards of practice_ (3rd ed.). ANA.

    Cato, K. D. (2020). Transforming clinical data into wisdom: Artificial intelligence implications for nurse leaders.
    _Nursing Management, 51_(11), 24–30.
    [https://doi.org/10.1097/01.NUMA.0000719396.83518.d6Links to an external site.](https://doi.org/10.1097/01.NUMA.0000719396.83518.d6)

    Rahimi, B., Nadri, H., Lotfnezhad Afshar, H., & Timpka, T. (2018). A systematic review of the technology acceptance model in health informatics.
    _Applied Clinical Informatics_,
    _9_(3), 604–634.
    [https://doi.org/10.1055/s-0038-1668091Links to an external site.](https://doi.org/10.1055/s-0038-1668091)

    Sipes, C. (2025).
    _Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing.

    · Reply to post from Charline Bethea
    **Reply**

    · Mark as Unread
    **Mark as Unread**

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883272)

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    **Reply**

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    ## image1.jpeg

    **## WK4DIS.docx**

    Change Theories, Systems ThInking, Implementation Science

    ![A person looking at a computer screen AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/res-to-disc)

    Never have we had vast amounts of data at our fingertips like we do today. However, before we can meaningfully access and use data for interpretation, it must be transformed. To derive meaning from the data collected, you need to understand that data collection is rapidly changing and constantly evolving. The methods with which data is collected, analyzed, and used to justify, support, or lend credibility to research aims, are all important considerations for the nurse researcher. As it relates to Big Data, the methods of how data is collected, analyzed, and used for implementation is also important. While the availability of data collection certainly has its advantages, many researchers point to the concerns over Big Data.

    For this Discussion, reflect on your understanding of Big Data and the implications for implementation. Consider the impact of research as it relates to collection via Big Data and consider how this impact might lead to potential barriers in implementation and practice gaps. Reflect on your experience and consider how these key issues might impact nursing practice.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/175732/modules/items/6883293)

    Learning Resources

    [Required Readings](https://waldenu.instructure.com/courses/175732/pages/week-4-learning-resources?module_item_id=6883293)

    · Sipes, C. (2025).
    _Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing.

    · Chapter 4, “Planning: Project Management—Phase 2” (pp. 85–130)

    · Chapter 2, “Foundational Project Management Theories that Support Decision-Making” (pp. 22–54)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_  (2nd ed.).

    · “Standard 1: Assessment” (pp. 68–69)

    · “Standard 2: Diagnosis, Problems and Issues Identification” (p. 70)

    · “Standard 3: Outcomes Identification” (p. 71)

    · “Standard 4: Planning” (p. 72)

    · Cato, K. D. (2020).
    [Transforming clinical data into wisdom: Artificial intelligence implications for nurse leadersLinks to an external site.](https://doi.org/10.1097/01.NUMA.0000719396.83518.d6).
    _Nursing Management_,
    _51_(11), 24–30. https://doi.org/10.1097/01.NUMA.0000719396.83518.d6

    [Required Media](https://waldenu.instructure.com/courses/175732/pages/week-4-learning-resources?module_item_id=6883293)

    · Analytics Guy. (2020, August 25).
    [_Developing understanding using the DIKW pyramidLinks to an external site._](https://www.youtube.com/watch?v=u9DoQ9gY4z4)[Video]. YouTube. https://www.youtube.com/watch?v=u9DoQ9gY4z4

    · Massachusetts DESE. (2020, February 25).
    [_Introduction to implementation scienceLinks to an external site._](https://www.youtube.com/watch?v=eJoNkAavMEY)[Video]. YouTube. https://www.youtube.com/watch?v=eJoNkAavMEY

    · Project Manager. (2018, July 2).
    [_Risk Analysis How to Analyze Risks on Your Project – Project Management TrainingLinks to an external site._](https://www.youtube.com/watch?v=r5ZrPeQW8HQ) _._ [Video]. YouTube. https://www.youtube.com/watch?v=r5ZrPeQW8HQ

    [Optional Resources](https://waldenu.instructure.com/courses/175732/pages/week-4-learning-resources?module_item_id=6883293)

    · IRL – Research and Science Course. (2019, August 30).
    [_What is implementation science_ Links to an external site.](https://www.youtube.com/watch?v=Cvk-cpDptOc)? [Video]. YouTube. https://www.youtube.com/watch?v=Cvk-cpDptOc

    · Sustainability Science Education. (2019, August 23).
    [_What is systems thinking_ Links to an external site.](https://www.youtube.com/watch?v=FW6MXqzeg7M)? [Video]. YouTube. https://www.youtube.com/watch?v=FW6MXqzeg7M

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883288)

    [Next](https://waldenu.instructure.com/courses/175732/modules/items/6883298)

    To Prepare

    · Review the Learning Resources for this week, focusing specifically on the implementation science articles and web resources.

    · Consider the issues related to research and Big Data.

    · Review Lewin’s Change Theory, systems thinking, and implementation science resources provided in the media this week.

    · Consider the importance of these theories and frameworks to your healthcare organization or nursing practice.

    · Explore two additional theories or models related to change, systems, or implementation science to focus on for this discussion.

    By Day 3 of Week 4

    Analyze informatics frameworks and models that are applicable to healthcare organizations and nursing practice. What are the key principles and best practices that you can leverage from these frameworks to support your practice?

    By Day 6 of Week 4

    **Read** a selection of your colleagues’ responses and
    **respond** to
    **at least two** of your colleagues on
    **two different days.** Expand upon your colleague’s posting or offer an alternative perspective.

    **RESPOND TO THIS DISCUSSION POST**

    Charline

    **Change Theories, Systems Thinking, Implementation Science**

    In healthcare organizations, especially hospital settings, informatics frameworks help structure the development, adoption, and evaluation of health information technologies (HIT). These models guide nurse leaders and stakeholders in aligning digital tools with clinical workflows, safety standards, and patient outcomes.

    The DIKW framework (Data-Information-Knowledge-Wisdom) remains fundamental in nursing informatics. It illustrates how raw data becomes actionable wisdom through contextualization and application, supporting decision-making and clinical judgment. Key principles in hospitals
    are to
    **i** mprove documentation structure to ensure high-quality data input, implement clinical decision support systems (CDSS) that convert information into meaningful knowledge, and train staff to interpret and apply data for safe patient care (Cato, 2020).

    TAM (Technology Acceptance Model) explains how users adopt technology based on perceived usefulness and ease of use. In hospitals, this is crucial for nurses’ adoption of EHRs, barcode scanning, and mobile health apps. Best Practices
    **i** nvolve nurses in HIT design to ensure systems meet workflow needs, conduct usability testing, provide firsthand training, and monitor and evaluate ongoing user satisfaction (Rahimi et al., 2018).

    The SLC framework (Systems Life Cycle) outlines structured phases for HIT projects: planning, analysis, design, implementation, and evaluation. It ensures that informatics tools are aligned with both technical and clinical needs. Applications in hospitals are to perform stakeholder analysis and workflow mapping before implementation, use of pilot-test systems in selected units, and use of iterative feedback for optimization and sustainability (Sipes, 2025).

    The American Nurses Association (ANA) defines informatics practice standards that parallel the nursing process. These include assessment, diagnosis, outcomes identification, planning, and evaluation—all tailored for technology-driven environments. Hospital integration would include using Standard 1 (Assessment) to evaluate existing EHR functionality, applying Standard 4 (Planning) for strategic rollout of clinical tools, and leveraging outcomes metrics (Standard 3) to assess success (ANA, 2022).

    Nursing and health informatics frameworks such as DIKW, TAM, SLC, and ANA Standards help guide strategic implementation and evaluation of health technologies in hospital settings. By applying these models, healthcare leaders can improve care quality, boost technology adoption, and foster data-driven nursing practices.

    **References**

    American Nurses Association. (2022).
    _Nursing Informatics: Scope and standards of practice_ (3rd ed.). ANA.

    Cato, K. D. (2020). Transforming clinical data into wisdom: Artificial intelligence implications for nurse leaders.
    _Nursing Management, 51_(11), 24–30.
    [https://doi.org/10.1097/01.NUMA.0000719396.83518.d6Links to an external site.](https://doi.org/10.1097/01.NUMA.0000719396.83518.d6)

    Rahimi, B., Nadri, H., Lotfnezhad Afshar, H., & Timpka, T. (2018). A systematic review of the technology acceptance model in health informatics.
    _Applied Clinical Informatics_,
    _9_(3), 604–634.
    [https://doi.org/10.1055/s-0038-1668091Links to an external site.](https://doi.org/10.1055/s-0038-1668091)

    Sipes, C. (2025).
    _Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing.

    · Reply to post from Charline Bethea
    **Reply**

    · Mark as Unread
    **Mark as Unread**

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883272)

    [Next](https://waldenu.instructure.com/courses/175732/modules/items/6883288)

    **Reply**

    [Previous](https://waldenu.instructure.com/courses/175732/modules/items/6883272)

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    ## image1.jpeg

  • [Solved] Education Assignment 3

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Appendix.pdf – ## Assignment3.docx **## Appendix.pdf** Appendix B Lesson Plan Format Lesson Title: Grade Level: Subject Area: Lesson Duration: Lesson's Goal: (What do I want the students to come away with from this lesson?) Objectives: (S.M.A.R.T. Objectives) Standards : (What are the state {Fl…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Appendix.pdf

    – ## Assignment3.docx

    **## Appendix.pdf**

    Appendix B
    Lesson Plan Format

    Lesson Title: Grade Level: Subject Area: Lesson Duration:
    Lesson's Goal: (What do I want the students to come away with from this lesson?)
    Objectives: (S.M.A.R.T. Objectives)
    Standards : (What are the state {Florida}standards according to the grade level I will use
    for this content?)
    Pre-assessment: Teacher Materials/
    Technology:
    Student Materials/Technology:
    Essential Question: Key Vocabulary:
    Proactive Classroom Management Planning: (Describe your management plan to
    ensure smooth transitions and prevent any potential behavior problems. Include how the students will be grouped.)
    Instructional Procedures: (Indicate how you intend to sequence the activities in the lesson from initiation to closure, estimating the time necessary to complete each major component of the lesson.)

    Lesson lead in/opening:
    Core Activities: (include steps to deliver the lesson)
    Differentiated Instruction: (ESOL/ESE/Gifted strategies)
    Critical Thinking Strategy:
    Guided Practice:
    Independent Practice:
    Lesson Closure:
    Assessment: (Did the students learn based on the objectives? Describe the assessment.)
    Follow-up Activities: (Are there any follow-
    up activities to extend or refine the lesson taught?)

    Reflections: (What aspects of the lesson were successful? What aspects of the lesson could be improved?)

    Generated: 4/8/2025 Page 13 of 16

    Appendix C
    Assignment Rubrics

    Assignment 1 Rubric
    Instructional Strategies for Critical Thinking Rubric

    Requirement Exceeds
    Expectations

    Meets
    Expectations

    Does Not Meet
    Expectations

    Strategies Identifies 3
    strategies or
    activities and
    identifies how they
    can be used to help
    develop critical
    thinking/problem
    solving skills
    4 points

    Identifies 2
    strategies or
    activities and
    identifies how they
    can be used to help
    develop critical
    thinking/problem
    solving skills
    2-3 points

    Identifies only
    1strategy or activity
    and identifies how
    they can be used to
    help develop critical
    thinking/problem
    solving skills
    0-1 point

    Use of
    Strategies

    Describes in detail
    how strategies will
    be used, including
    the activity(s)
    identified that will
    utilize each strategy.
    Includes how the
    strategy will impact
    learning.
    4 points

    Describes the
    strategy use in
    detail but does not
    indicate the
    activities that utilize
    each strategy.
    2-3 points

    Does not describe
    the activities that
    will incorporate
    each strategy.
    0-1 point

    Assessment Indicates how the
    strategies will be
    assessed to measure
    candidate learning,
    and uses a graphic
    display of data (self-
    generated data) to
    give a picture of
    progress over time.
    4 points

    Indicates how the
    strategies will be
    assessed to
    measure candidate
    learning, but does
    not use a graphic
    display of data
    (self-generated
    data) to give a
    picture of progress
    over time.
    2-3 points

    Does not indicate
    how strategies will
    be assessed for
    effectiveness.
    0-1 point

    References Provides 3
    professional
    references relating
    to the strategies
    identified
    4 points

    Provides 2
    professional
    references relating
    to the strategies
    identified
    2-3 points

    Provides only 1
    professional
    reference relating to
    the strategies
    identified
    0-1 point

    Generated: 4/8/2025 Page 14 of 16

    **## Assignment3.docx**

    Assignment 3

    This assignment will provide the candidate with an opportunity to explore a variety of instructional and assessment practices and techniques. Begin with an introduction and end with a conclusion.

    Important substantive content should not be sacrificed for the sake of brevity. The activity log will be evaluated on content and writing style. Outlines and lists are not recommended, except where necessary. In the case of discussions, students are expected to provide a concise summary of the most important points or information. Students should follow rules of Standard English grammar, spelling, and syntax, and adhere to guidelines specified in the APA manual. Save the assignment with the file name in the following format:

    Assessment Activities

    1. Standardized test analysis: Given an example of your state's standardized test scores or using your own students' test scores, identify the needs of your students and suggest THREE strategies to improve student achievement. Follow all confidentiality rules and mandates.

    2. Pre/posttest data analysis: Design a pre-test and a post-test. Administer the pre-test to your students. Write a short analysis stating where you were successful in teaching the topics and where students need support and re-teaching. Explain how you came to this conclusion. Suggest strategies to improve student achievement.

    3. Select a specific student population (e.g. gifted, learning disabled, ESL). Identify a unit of study (content) and describe THREE ways you will differentiate the curriculum, including the alternative performance assessment strategies, that you will use for this student population.

    4. Write TWO S.M.A.R.T. objectives and identify the corresponding state standards. Analyze and identify each objective in terms of the level of Bloom's Taxonomy. Then, write TWO test items for each objective addressing the identified level of Bloom's Taxonomy. For example, an objective written on the "analysis" level of Bloom's Taxonomy must include two test items that speak to that particular level.

    5. Describe how each of the following can be used effectively in instruction and assessment:

    | | |
    | — | — |
    | a) Use of Technology | f) Use of Reflective Practices |
    | b) Use of Questioning | g) Understanding of ESOL Students |
    | c) Use of Cooperative learning | h) Understanding of Diversity |
    | d) Understanding of Students with Special Needs | i) Use of Rubrics |
    | e) Use of Standards and Benchmarks | j) Understanding of FCAT expectations |

    Use the title page that is provided in Appendix A in this syllabus.  See the grading rubric for this assignment in Appendix C of this syllabus.

    **## Assignment3.docx**

    Assignment 3

    This assignment will provide the candidate with an opportunity to explore a variety of instructional and assessment practices and techniques. Begin with an introduction and end with a conclusion.

    Important substantive content should not be sacrificed for the sake of brevity. The activity log will be evaluated on content and writing style. Outlines and lists are not recommended, except where necessary. In the case of discussions, students are expected to provide a concise summary of the most important points or information. Students should follow rules of Standard English grammar, spelling, and syntax, and adhere to guidelines specified in the APA manual. Save the assignment with the file name in the following format:

    Assessment Activities

    1. Standardized test analysis: Given an example of your state's standardized test scores or using your own students' test scores, identify the needs of your students and suggest THREE strategies to improve student achievement. Follow all confidentiality rules and mandates.

    2. Pre/posttest data analysis: Design a pre-test and a post-test. Administer the pre-test to your students. Write a short analysis stating where you were successful in teaching the topics and where students need support and re-teaching. Explain how you came to this conclusion. Suggest strategies to improve student achievement.

    3. Select a specific student population (e.g. gifted, learning disabled, ESL). Identify a unit of study (content) and describe THREE ways you will differentiate the curriculum, including the alternative performance assessment strategies, that you will use for this student population.

    4. Write TWO S.M.A.R.T. objectives and identify the corresponding state standards. Analyze and identify each objective in terms of the level of Bloom's Taxonomy. Then, write TWO test items for each objective addressing the identified level of Bloom's Taxonomy. For example, an objective written on the "analysis" level of Bloom's Taxonomy must include two test items that speak to that particular level.

    5. Describe how each of the following can be used effectively in instruction and assessment:

    | | |
    | — | — |
    | a) Use of Technology | f) Use of Reflective Practices |
    | b) Use of Questioning | g) Understanding of ESOL Students |
    | c) Use of Cooperative learning | h) Understanding of Diversity |
    | d) Understanding of Students with Special Needs | i) Use of Rubrics |
    | e) Use of Standards and Benchmarks | j) Understanding of FCAT expectations |

    Use the title page that is provided in Appendix A in this syllabus.  See the grading rubric for this assignment in Appendix C of this syllabus.

    **## Appendix.pdf**

    Appendix B
    Lesson Plan Format

    Lesson Title: Grade Level: Subject Area: Lesson Duration:
    Lesson's Goal: (What do I want the students to come away with from this lesson?)
    Objectives: (S.M.A.R.T. Objectives)
    Standards : (What are the state {Florida}standards according to the grade level I will use
    for this content?)
    Pre-assessment: Teacher Materials/
    Technology:
    Student Materials/Technology:
    Essential Question: Key Vocabulary:
    Proactive Classroom Management Planning: (Describe your management plan to
    ensure smooth transitions and prevent any potential behavior problems. Include how the students will be grouped.)
    Instructional Procedures: (Indicate how you intend to sequence the activities in the lesson from initiation to closure, estimating the time necessary to complete each major component of the lesson.)

    Lesson lead in/opening:
    Core Activities: (include steps to deliver the lesson)
    Differentiated Instruction: (ESOL/ESE/Gifted strategies)
    Critical Thinking Strategy:
    Guided Practice:
    Independent Practice:
    Lesson Closure:
    Assessment: (Did the students learn based on the objectives? Describe the assessment.)
    Follow-up Activities: (Are there any follow-
    up activities to extend or refine the lesson taught?)

    Reflections: (What aspects of the lesson were successful? What aspects of the lesson could be improved?)

    Generated: 4/8/2025 Page 13 of 16

    Appendix C
    Assignment Rubrics

    Assignment 1 Rubric
    Instructional Strategies for Critical Thinking Rubric

    Requirement Exceeds
    Expectations

    Meets
    Expectations

    Does Not Meet
    Expectations

    Strategies Identifies 3
    strategies or
    activities and
    identifies how they
    can be used to help
    develop critical
    thinking/problem
    solving skills
    4 points

    Identifies 2
    strategies or
    activities and
    identifies how they
    can be used to help
    develop critical
    thinking/problem
    solving skills
    2-3 points

    Identifies only
    1strategy or activity
    and identifies how
    they can be used to
    help develop critical
    thinking/problem
    solving skills
    0-1 point

    Use of
    Strategies

    Describes in detail
    how strategies will
    be used, including
    the activity(s)
    identified that will
    utilize each strategy.
    Includes how the
    strategy will impact
    learning.
    4 points

    Describes the
    strategy use in
    detail but does not
    indicate the
    activities that utilize
    each strategy.
    2-3 points

    Does not describe
    the activities that
    will incorporate
    each strategy.
    0-1 point

    Assessment Indicates how the
    strategies will be
    assessed to measure
    candidate learning,
    and uses a graphic
    display of data (self-
    generated data) to
    give a picture of
    progress over time.
    4 points

    Indicates how the
    strategies will be
    assessed to
    measure candidate
    learning, but does
    not use a graphic
    display of data
    (self-generated
    data) to give a
    picture of progress
    over time.
    2-3 points

    Does not indicate
    how strategies will
    be assessed for
    effectiveness.
    0-1 point

    References Provides 3
    professional
    references relating
    to the strategies
    identified
    4 points

    Provides 2
    professional
    references relating
    to the strategies
    identified
    2-3 points

    Provides only 1
    professional
    reference relating to
    the strategies
    identified
    0-1 point

    Generated: 4/8/2025 Page 14 of 16

    **## Assignment3.docx**

    Assignment 3

    This assignment will provide the candidate with an opportunity to explore a variety of instructional and assessment practices and techniques. Begin with an introduction and end with a conclusion.

    Important substantive content should not be sacrificed for the sake of brevity. The activity log will be evaluated on content and writing style. Outlines and lists are not recommended, except where necessary. In the case of discussions, students are expected to provide a concise summary of the most important points or information. Students should follow rules of Standard English grammar, spelling, and syntax, and adhere to guidelines specified in the APA manual. Save the assignment with the file name in the following format:

    Assessment Activities

    1. Standardized test analysis: Given an example of your state's standardized test scores or using your own students' test scores, identify the needs of your students and suggest THREE strategies to improve student achievement. Follow all confidentiality rules and mandates.

    2. Pre/posttest data analysis: Design a pre-test and a post-test. Administer the pre-test to your students. Write a short analysis stating where you were successful in teaching the topics and where students need support and re-teaching. Explain how you came to this conclusion. Suggest strategies to improve student achievement.

    3. Select a specific student population (e.g. gifted, learning disabled, ESL). Identify a unit of study (content) and describe THREE ways you will differentiate the curriculum, including the alternative performance assessment strategies, that you will use for this student population.

    4. Write TWO S.M.A.R.T. objectives and identify the corresponding state standards. Analyze and identify each objective in terms of the level of Bloom's Taxonomy. Then, write TWO test items for each objective addressing the identified level of Bloom's Taxonomy. For example, an objective written on the "analysis" level of Bloom's Taxonomy must include two test items that speak to that particular level.

    5. Describe how each of the following can be used effectively in instruction and assessment:

    | | |
    | — | — |
    | a) Use of Technology | f) Use of Reflective Practices |
    | b) Use of Questioning | g) Understanding of ESOL Students |
    | c) Use of Cooperative learning | h) Understanding of Diversity |
    | d) Understanding of Students with Special Needs | i) Use of Rubrics |
    | e) Use of Standards and Benchmarks | j) Understanding of FCAT expectations |

    Use the title page that is provided in Appendix A in this syllabus.  See the grading rubric for this assignment in Appendix C of this syllabus.

    **## Appendix.pdf**

    Appendix B
    Lesson Plan Format

    Lesson Title: Grade Level: Subject Area: Lesson Duration:
    Lesson's Goal: (What do I want the students to come away with from this lesson?)
    Objectives: (S.M.A.R.T. Objectives)
    Standards : (What are the state {Florida}standards according to the grade level I will use
    for this content?)
    Pre-assessment: Teacher Materials/
    Technology:
    Student Materials/Technology:
    Essential Question: Key Vocabulary:
    Proactive Classroom Management Planning: (Describe your management plan to
    ensure smooth transitions and prevent any potential behavior problems. Include how the students will be grouped.)
    Instructional Procedures: (Indicate how you intend to sequence the activities in the lesson from initiation to closure, estimating the time necessary to complete each major component of the lesson.)

    Lesson lead in/opening:
    Core Activities: (include steps to deliver the lesson)
    Differentiated Instruction: (ESOL/ESE/Gifted strategies)
    Critical Thinking Strategy:
    Guided Practice:
    Independent Practice:
    Lesson Closure:
    Assessment: (Did the students learn based on the objectives? Describe the assessment.)
    Follow-up Activities: (Are there any follow-
    up activities to extend or refine the lesson taught?)

    Reflections: (What aspects of the lesson were successful? What aspects of the lesson could be improved?)

    Generated: 4/8/2025 Page 13 of 16

    Appendix C
    Assignment Rubrics

    Assignment 1 Rubric
    Instructional Strategies for Critical Thinking Rubric

    Requirement Exceeds
    Expectations

    Meets
    Expectations

    Does Not Meet
    Expectations

    Strategies Identifies 3
    strategies or
    activities and
    identifies how they
    can be used to help
    develop critical
    thinking/problem
    solving skills
    4 points

    Identifies 2
    strategies or
    activities and
    identifies how they
    can be used to help
    develop critical
    thinking/problem
    solving skills
    2-3 points

    Identifies only
    1strategy or activity
    and identifies how
    they can be used to
    help develop critical
    thinking/problem
    solving skills
    0-1 point

    Use of
    Strategies

    Describes in detail
    how strategies will
    be used, including
    the activity(s)
    identified that will
    utilize each strategy.
    Includes how the
    strategy will impact
    learning.
    4 points

    Describes the
    strategy use in
    detail but does not
    indicate the
    activities that utilize
    each strategy.
    2-3 points

    Does not describe
    the activities that
    will incorporate
    each strategy.
    0-1 point

    Assessment Indicates how the
    strategies will be
    assessed to measure
    candidate learning,
    and uses a graphic
    display of data (self-
    generated data) to
    give a picture of
    progress over time.
    4 points

    Indicates how the
    strategies will be
    assessed to
    measure candidate
    learning, but does
    not use a graphic
    display of data
    (self-generated
    data) to give a
    picture of progress
    over time.
    2-3 points

    Does not indicate
    how strategies will
    be assessed for
    effectiveness.
    0-1 point

    References Provides 3
    professional
    references relating
    to the strategies
    identified
    4 points

    Provides 2
    professional
    references relating
    to the strategies
    identified
    2-3 points

    Provides only 1
    professional
    reference relating to
    the strategies
    identified
    0-1 point

    Generated: 4/8/2025 Page 14 of 16

    **## Assignment3.docx**

    Assignment 3

    This assignment will provide the candidate with an opportunity to explore a variety of instructional and assessment practices and techniques. Begin with an introduction and end with a conclusion.

    Important substantive content should not be sacrificed for the sake of brevity. The activity log will be evaluated on content and writing style. Outlines and lists are not recommended, except where necessary. In the case of discussions, students are expected to provide a concise summary of the most important points or information. Students should follow rules of Standard English grammar, spelling, and syntax, and adhere to guidelines specified in the APA manual. Save the assignment with the file name in the following format:

    Assessment Activities

    1. Standardized test analysis: Given an example of your state's standardized test scores or using your own students' test scores, identify the needs of your students and suggest THREE strategies to improve student achievement. Follow all confidentiality rules and mandates.

    2. Pre/posttest data analysis: Design a pre-test and a post-test. Administer the pre-test to your students. Write a short analysis stating where you were successful in teaching the topics and where students need support and re-teaching. Explain how you came to this conclusion. Suggest strategies to improve student achievement.

    3. Select a specific student population (e.g. gifted, learning disabled, ESL). Identify a unit of study (content) and describe THREE ways you will differentiate the curriculum, including the alternative performance assessment strategies, that you will use for this student population.

    4. Write TWO S.M.A.R.T. objectives and identify the corresponding state standards. Analyze and identify each objective in terms of the level of Bloom's Taxonomy. Then, write TWO test items for each objective addressing the identified level of Bloom's Taxonomy. For example, an objective written on the "analysis" level of Bloom's Taxonomy must include two test items that speak to that particular level.

    5. Describe how each of the following can be used effectively in instruction and assessment:

    | | |
    | — | — |
    | a) Use of Technology | f) Use of Reflective Practices |
    | b) Use of Questioning | g) Understanding of ESOL Students |
    | c) Use of Cooperative learning | h) Understanding of Diversity |
    | d) Understanding of Students with Special Needs | i) Use of Rubrics |
    | e) Use of Standards and Benchmarks | j) Understanding of FCAT expectations |

    Use the title page that is provided in Appendix A in this syllabus.  See the grading rubric for this assignment in Appendix C of this syllabus.

    – 1
    – 2

  • [Solved] discussion 7

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    – ## Discussion7.docx **## Discussion7.docx** Discussion 7 Discuss the Response to Intervention initiative. How can RtI be used by teachers to help increase student success in the classroom? **## Discussion7.docx** Discussion 7 Discuss the Response to Intervention initiative. How can RtI be used by …

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    – ## Discussion7.docx

    **## Discussion7.docx**

    Discussion 7

    Discuss the Response to Intervention initiative.

    How can RtI be used by teachers to help increase student success in the classroom?

    **## Discussion7.docx**

    Discussion 7

    Discuss the Response to Intervention initiative.

    How can RtI be used by teachers to help increase student success in the classroom?

  • [Solved] nursing, ipsum

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Ref….docx **## Ref….docx** This last discussion requires a substantial posting but no response postings. **Course Learning Objectives**: 1. Differentiate between the distinctive perspective and knowledge of nursing science, and the knowledge from other disciplines which can inform practice…

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    Assignment Prompt & Instructions

    – ## Ref….docx

    **## Ref….docx**

    This last discussion requires a substantial posting but no response postings.

    **Course Learning Objectives**:

    1. Differentiate between the distinctive perspective and knowledge of nursing science, and the knowledge from other disciplines which can inform practice.

    2. Identify and appraise evidence for translation.

    3. Using the Knowledge-To-Action (KTA) framework develop a process for the translation and evaluation of knowledge to improve practice.

    **Please answer the following questions for your reflection post:**

    Now that you have explored the value of theory to frame and evidence to promote best practice, construct a discussion that provides an answer to each of the following questions. Support your response with appropriate references from scholarly literature.

    · What value does use of theory have when planning for and designing a healthcare improvement process have?

    · How does the ability to review the literature and discern the strength of the evidence impact approaches for designing a healthcare improvement process?

    · Select one course learning objective and reflect on the assignment(s) that helped you meet the objective and explain how the assignment(s) added to your professional practice knowledge.

    Direct access to cited/referenced literature is essential for evaluation and grading of an assignment. Either upload all literature evidence along with your assignment or be sure an
    activated link to the full referenced article is provided.

    **## Ref….docx**

    This last discussion requires a substantial posting but no response postings.

    **Course Learning Objectives**:

    1. Differentiate between the distinctive perspective and knowledge of nursing science, and the knowledge from other disciplines which can inform practice.

    2. Identify and appraise evidence for translation.

    3. Using the Knowledge-To-Action (KTA) framework develop a process for the translation and evaluation of knowledge to improve practice.

    **Please answer the following questions for your reflection post:**

    Now that you have explored the value of theory to frame and evidence to promote best practice, construct a discussion that provides an answer to each of the following questions. Support your response with appropriate references from scholarly literature.

    · What value does use of theory have when planning for and designing a healthcare improvement process have?

    · How does the ability to review the literature and discern the strength of the evidence impact approaches for designing a healthcare improvement process?

    · Select one course learning objective and reflect on the assignment(s) that helped you meet the objective and explain how the assignment(s) added to your professional practice knowledge.

    Direct access to cited/referenced literature is essential for evaluation and grading of an assignment. Either upload all literature evidence along with your assignment or be sure an
    activated link to the full referenced article is provided.

  • [Solved] Discussion 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Discussion2.docx **## Discussion2.docx** Discussion 2 Step 1) Select a country (NOT the United States, Canada, Mexico, or China). Look up information about employee benefit practices in that country. Select specific employee benefits and compare and contrast them with similar benefits in the Un…

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    Assignment Prompt & Instructions

    – ## Discussion2.docx

    **## Discussion2.docx**

    Discussion 2

    Step 1) Select a country (NOT the United States, Canada, Mexico, or China). Look up information about employee benefit practices in that country. Select specific employee benefits and compare and contrast them with similar benefits in the United States. Provide industry and/or employer examples (by name), if possible. Select a different country than your classmates. Also focus on different benefits (if possible) than those chosen by your classmates.

    Step 2) Answer the following 5 questions using question and answer (Q&A) format for your response; in other words, include the original question along with your response. Within your post support your responses with information from at least 2 reputable sources (library and/or Web-based), and provide the full citation at the end. Use APA format for your references. Share your own personal experiences if applicable.

    1. What country other than the United States, Mexico, Canada, or China did you analyze?

    2. What specific benefit did you analyze? Describe it.

    3. How does the benefit work in the United States?

    4. How is the benefit in the country identified in Question 1 similar to the benefit in the United States?

    5. How is the benefit in the country identified in Question 1 different from the benefit in the United States?

    **## Discussion2.docx**

    Discussion 2

    Step 1) Select a country (NOT the United States, Canada, Mexico, or China). Look up information about employee benefit practices in that country. Select specific employee benefits and compare and contrast them with similar benefits in the United States. Provide industry and/or employer examples (by name), if possible. Select a different country than your classmates. Also focus on different benefits (if possible) than those chosen by your classmates.

    Step 2) Answer the following 5 questions using question and answer (Q&A) format for your response; in other words, include the original question along with your response. Within your post support your responses with information from at least 2 reputable sources (library and/or Web-based), and provide the full citation at the end. Use APA format for your references. Share your own personal experiences if applicable.

    1. What country other than the United States, Mexico, Canada, or China did you analyze?

    2. What specific benefit did you analyze? Describe it.

    3. How does the benefit work in the United States?

    4. How is the benefit in the country identified in Question 1 similar to the benefit in the United States?

    5. How is the benefit in the country identified in Question 1 different from the benefit in the United States?

  • [Solved] Reduce the number of diabetes cases diagnosed yearly — D‑01

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    This is the topic that I choose ## **Reduce the number of diabetes cases diagnosed yearly — D‑01** – ## NR222_RUA_Health_Promotion_Guidelines_V6_0021.docx **## NR222_RUA_Health_Promotion_Guidelines_V6_0021.docx** ### **NR222 Health and Wellness** ### **Required Uniform Assignment: Health…

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    Assignment Prompt & Instructions

    This is the topic that I choose
    ## **Reduce the number of diabetes cases diagnosed yearly — D‑01**

    – ## NR222_RUA_Health_Promotion_Guidelines_V6_0021.docx

    **## NR222_RUA_Health_Promotion_Guidelines_V6_0021.docx**

    ### **NR222 Health and Wellness**

    ### **Required Uniform Assignment: Health Promotion Project Guidelines**

    ## Purpose

    This assignment allows the learner to apply knowledge gained about health promotion concepts and strategies, enhance written communication skills, and demonstrate a beginning understanding of cultural competency.

    **Course outcomes:** This assignment enables the student to meet the following course outcomes:

    1. Discuss the professional nurse’s role in health promotion activities. (PO 1 and 2)

    3. Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in relation to the nurse’s role in working with various populations. (PO 1, 2, and 8)

    7. Identify health promotion strategies throughout the life span. (PO 1, 2, and 4)

    **Due date:** Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

    **Total points possible:** 100 points

    ## Preparing the assignment

    Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    1) Identify a health problem or need for health promotion for a particular stage in the life span of a population from a specific culture in your area.

    2) Choose one of the Leading Health Indicator (LHI) priorities from Healthy People.
    [https://health.gov/healthypeople/objectives-and-data/leading-health-indicators](https://health.gov/healthypeople/objectives-and-data/leading-health-indicators)

    3) Research a topic related to health and wellness associated with one of the Healthy People topic areas.

    4) Submit your topic to the instructor for approval at least 2 weeks prior to the final assignment due date, but earlier if desired. All topics must be approved.

    5) You will develop an educational health promotion project addressing the population/culture in your area.

    6) Use TurnItIn in time to make any edits that might be necessary based on the Similarity Index prior to submitting your paper to your faculty. Consult with your faculty about the acceptable Similarity Index for this paper.

    7) For writing assistance, visit the Writing Center page
    [https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/WC](https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/WC).

    8) Include the following sections
    _(detailed criteria listed below and in the Grading Rubric)._

    a.
    _Introduction and Conclusion- 15 points/15%_

    ·
    _Introduction establishes the purpose of the paper and describes why topic is important to health promotion in the target population in your area._

    ·
    _Introduction stimulates the reader’s interest._

    ·
    _Conclusion includes the main ideas from the body of the paper._

    ·
    _Conclusion includes the major support points from the body of the paper._

    b.
    _Relate Topic to Target Population- 25 points/25%_

    ·
    _Describes the topic and target cultural population._

    ·
    _Includes statistics to support significance of the topic._

    ·
    _Explains how the project relates to the selected Healthy People topic area._

    ·
    _Applies health promotion concepts._

    c.
    _Summary of Articles- 25 points/25%_

    ·
    _A minimum of three (3) scholarly articles, from the last 5 years, are used as sources._

    ·
    _Articles meet criteria of being from scholarly journals and include health promotion and wellness content._

    ·
    _At least one article is related to the chosen cultural group._

    ·
    _Summaries all key points and findings from the articles._

    ·
    _Includes statistics to support significance of the topic._

    ·
    _Discusses how information from the articles is used in the Health Promotion Project, including specific examples._

    d.
    _Health Promotion Discussion – 25 points/25%_

    ·
    _Describes approaches to educate the target population about the topic._

    ·
    _The approaches are appropriate for the cultural target population._

    ·
    _Identifies specific ways to promote lifestyle changes within the target population._

    ·
    _Applies health promotion strategies._

    e.
    _APA Style and Organization – 10 points/10%_

    ·
    _TurnItIn is used prior to submitting paper for grading._

    ·
    _Revisions are made based on TurnItIn originality report._

    ·
    _References are submitted with assignment._

    ·
    _Use current APA format and is free of errors._

    ·
    _Grammar and mechanics are free of errors._

    ·
    _Paper is 3-4 pages, excluding title and reference pages._

    ·
    _Information is organized around required components and flows in a logical sequence._

    ### ![](https://www.sweetstudy.com/questions/reduce-the-number-of-diabetes-cases-diagnosed-yearly-d01)

    ### **NR283 Pathophysiology**

    ### **RUA: Pathophysiological Processes Guidelines**

    ### ![](https://www.sweetstudy.com/questions/reduce-the-number-of-diabetes-cases-diagnosed-yearly-d01)

    ### **NR222 Health and Wellness**

    ### **Required Uniform Assignment: Health Promotion Paper Guidelines**

    NR283 Pathophysiological Processes Guidelines V2.docx Revised: 04/2018

    11

    NR222 Health Promotion Project Guidelines V6.docx ®2022 Chamberlain University. All Rights Reserved

    41

    4

    ## Grading Rubric

    Criteria are met when the student’s application of knowledge within the paper demonstrates achievement of the outcomes for this assignment.

    | | | | | | |
    | — | — | — | — | — | — |
    | **Assignment Section and**<br>**Required Criteria**<br>**(Points possible/% of total points available)** | **Highest Level of Performance** | **High Level of Performance** | **Satisfactory Level of Performance** | **Unsatisfactory Level of Performance** | **Section not present in paper** |
    | **Introduction and Conclusion**<br>(15 points/15%) | **15 points** | **13 points** | **12 points** | **8 points** | **0 points** |
    | **Required criteria**<br>1. Introduction establishes the purpose of the paper and describes why topic is important to health promotion in the target population in your area. <br>2. Introduction stimulates the reader’s interest. <br>3. Conclusion includes the main ideas from the body of the paper.<br>4. Conclusion includes the major support points from the body of the paper. | Includes no fewer than 4 requirements for section. | Includes no fewer than 3 requirements for section. | Includes no fewer than 2 requirements for section. | Includes 1 or fewer requirements for section. | No requirements for this section presented. |
    | **Relate Topic to Target Population**<br>(25 points/25%) | **25 points** | **20 points** | **15 points** | **10 points** | **0 points** |
    | **Required criteria**<br>1. Describes the topic and target cultural population.<br>2. Includes statistics to support significance of the topic.<br>3. Explains how the project relates to the selected Healthy People topic area. <br>4. Applies health promotion concepts. | Includes no fewer than 4 requirements for section. | Includes no fewer than 3 requirements for section. | Includes no less than 2 requirements for section. | Includes 1 or fewer requirements for section. | No requirements for this section presented. |
    | **Summary of Articles**<br>(25 points/25%) | **25 points** | **23 points** | **21 points** | **10 points** | **0 points** |
    | **Required criteria**<br>1. A minimum of three (3) scholarly articles, from the last 5 years, are used as sources. <br>2. Articles meet criteria of being from scholarly journals and include health promotion and wellness content.<br>3. At least one article is related to the chosen cultural group. <br>4. Summaries all key points and findings from the articles.<br>5. Includes statistics to support significance of the topic.<br>6. Discusses how information from the articles is used in the Health Promotion Project, including specific examples. | Includes no fewer than 6 requirements for section. | Includes no fewer than 5 requirements for section. | Includes no fewer than 4 requirements for section. | Includes 1-3 requirements for section. | No requirements for this section presented. |
    | **Health Promotion Discussion**<br>(25 points/25%) | **25 points** | **23 points** | **21 points** | **10 points** | **0 points** |
    | **Required criteria**<br>1. Describes approaches to educate the target population about the topic. <br>2. The approaches are appropriate for the cultural target population.<br>3. Identifies specific ways to promote lifestyle changes within the target population.<br>4. Applies health promotion strategies. | Includes no fewer than 4 requirements for section. | Includes no fewer than 3 requirements for section. | Includes no fewer than 2 requirements for section. | Includes 1 or fewer requirement for section. | No requirements for this section presented. |
    | **APA Style and Organization**<br>(10 points/10%) | **10 points** | **9 points** | **8 points** | **4 points** | **0 points** |
    | **Required criteria**<br>1. TurnItIn is used prior to submitting paper for grading. <br>2. Revisions are made based on TurnItIn originality report.<br>3. References are submitted with assignment.<br>4. Uses current APA format and is free of errors.<br>5. Grammar and mechanics are free of errors.<br>6. Paper is 3-4 pages, excluding title and reference pages.<br>7. Information is organized around required components and flows in a logical sequence. | Includes no fewer than 7 requirements for section. | Includes no fewer than 6 requirements for section. | Includes no fewer than 5 requirements for section. | Includes 1-4 requirements for section. | No requirements for this section presented. |
    | **Total Points Possible = 100 points** |

    ## image1.png

    **## NR222_RUA_Health_Promotion_Guidelines_V6_0021.docx**

    ### **NR222 Health and Wellness**

    ### **Required Uniform Assignment: Health Promotion Project Guidelines**

    ## Purpose

    This assignment allows the learner to apply knowledge gained about health promotion concepts and strategies, enhance written communication skills, and demonstrate a beginning understanding of cultural competency.

    **Course outcomes:** This assignment enables the student to meet the following course outcomes:

    1. Discuss the professional nurse’s role in health promotion activities. (PO 1 and 2)

    3. Discuss health promotion, illness prevention, health maintenance, health restoration, and rehabilitation in relation to the nurse’s role in working with various populations. (PO 1, 2, and 8)

    7. Identify health promotion strategies throughout the life span. (PO 1, 2, and 4)

    **Due date:** Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

    **Total points possible:** 100 points

    ## Preparing the assignment

    Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    1) Identify a health problem or need for health promotion for a particular stage in the life span of a population from a specific culture in your area.

    2) Choose one of the Leading Health Indicator (LHI) priorities from Healthy People.
    [https://health.gov/healthypeople/objectives-and-data/leading-health-indicators](https://health.gov/healthypeople/objectives-and-data/leading-health-indicators)

    3) Research a topic related to health and wellness associated with one of the Healthy People topic areas.

    4) Submit your topic to the instructor for approval at least 2 weeks prior to the final assignment due date, but earlier if desired. All topics must be approved.

    5) You will develop an educational health promotion project addressing the population/culture in your area.

    6) Use TurnItIn in time to make any edits that might be necessary based on the Similarity Index prior to submitting your paper to your faculty. Consult with your faculty about the acceptable Similarity Index for this paper.

    7) For writing assistance, visit the Writing Center page
    [https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/WC](https://mychamberlain.sharepoint.com/sites/StudentResourceCenter/WC).

    8) Include the following sections
    _(detailed criteria listed below and in the Grading Rubric)._

    a.
    _Introduction and Conclusion- 15 points/15%_

    ·
    _Introduction establishes the purpose of the paper and describes why topic is important to health promotion in the target population in your area._

    ·
    _Introduction stimulates the reader’s interest._

    ·
    _Conclusion includes the main ideas from the body of the paper._

    ·
    _Conclusion includes the major support points from the body of the paper._

    b.
    _Relate Topic to Target Population- 25 points/25%_

    ·
    _Describes the topic and target cultural population._

    ·
    _Includes statistics to support significance of the topic._

    ·
    _Explains how the project relates to the selected Healthy People topic area._

    ·
    _Applies health promotion concepts._

    c.
    _Summary of Articles- 25 points/25%_

    ·
    _A minimum of three (3) scholarly articles, from the last 5 years, are used as sources._

    ·
    _Articles meet criteria of being from scholarly journals and include health promotion and wellness content._

    ·
    _At least one article is related to the chosen cultural group._

    ·
    _Summaries all key points and findings from the articles._

    ·
    _Includes statistics to support significance of the topic._

    ·
    _Discusses how information from the articles is used in the Health Promotion Project, including specific examples._

    d.
    _Health Promotion Discussion – 25 points/25%_

    ·
    _Describes approaches to educate the target population about the topic._

    ·
    _The approaches are appropriate for the cultural target population._

    ·
    _Identifies specific ways to promote lifestyle changes within the target population._

    ·
    _Applies health promotion strategies._

    e.
    _APA Style and Organization – 10 points/10%_

    ·
    _TurnItIn is used prior to submitting paper for grading._

    ·
    _Revisions are made based on TurnItIn originality report._

    ·
    _References are submitted with assignment._

    ·
    _Use current APA format and is free of errors._

    ·
    _Grammar and mechanics are free of errors._

    ·
    _Paper is 3-4 pages, excluding title and reference pages._

    ·
    _Information is organized around required components and flows in a logical sequence._

    ### ![](https://www.sweetstudy.com/questions/reduce-the-number-of-diabetes-cases-diagnosed-yearly-d01)

    ### **NR283 Pathophysiology**

    ### **RUA: Pathophysiological Processes Guidelines**

    ### ![](https://www.sweetstudy.com/questions/reduce-the-number-of-diabetes-cases-diagnosed-yearly-d01)

    ### **NR222 Health and Wellness**

    ### **Required Uniform Assignment: Health Promotion Paper Guidelines**

    NR283 Pathophysiological Processes Guidelines V2.docx Revised: 04/2018

    11

    NR222 Health Promotion Project Guidelines V6.docx ®2022 Chamberlain University. All Rights Reserved

    41

    4

    ## Grading Rubric

    Criteria are met when the student’s application of knowledge within the paper demonstrates achievement of the outcomes for this assignment.

    | | | | | | |
    | — | — | — | — | — | — |
    | **Assignment Section and**<br>**Required Criteria**<br>**(Points possible/% of total points available)** | **Highest Level of Performance** | **High Level of Performance** | **Satisfactory Level of Performance** | **Unsatisfactory Level of Performance** | **Section not present in paper** |
    | **Introduction and Conclusion**<br>(15 points/15%) | **15 points** | **13 points** | **12 points** | **8 points** | **0 points** |
    | **Required criteria**<br>1. Introduction establishes the purpose of the paper and describes why topic is important to health promotion in the target population in your area. <br>2. Introduction stimulates the reader’s interest. <br>3. Conclusion includes the main ideas from the body of the paper.<br>4. Conclusion includes the major support points from the body of the paper. | Includes no fewer than 4 requirements for section. | Includes no fewer than 3 requirements for section. | Includes no fewer than 2 requirements for section. | Includes 1 or fewer requirements for section. | No requirements for this section presented. |
    | **Relate Topic to Target Population**<br>(25 points/25%) | **25 points** | **20 points** | **15 points** | **10 points** | **0 points** |
    | **Required criteria**<br>1. Describes the topic and target cultural population.<br>2. Includes statistics to support significance of the topic.<br>3. Explains how the project relates to the selected Healthy People topic area. <br>4. Applies health promotion concepts. | Includes no fewer than 4 requirements for section. | Includes no fewer than 3 requirements for section. | Includes no less than 2 requirements for section. | Includes 1 or fewer requirements for section. | No requirements for this section presented. |
    | **Summary of Articles**<br>(25 points/25%) | **25 points** | **23 points** | **21 points** | **10 points** | **0 points** |
    | **Required criteria**<br>1. A minimum of three (3) scholarly articles, from the last 5 years, are used as sources. <br>2. Articles meet criteria of being from scholarly journals and include health promotion and wellness content.<br>3. At least one article is related to the chosen cultural group. <br>4. Summaries all key points and findings from the articles.<br>5. Includes statistics to support significance of the topic.<br>6. Discusses how information from the articles is used in the Health Promotion Project, including specific examples. | Includes no fewer than 6 requirements for section. | Includes no fewer than 5 requirements for section. | Includes no fewer than 4 requirements for section. | Includes 1-3 requirements for section. | No requirements for this section presented. |
    | **Health Promotion Discussion**<br>(25 points/25%) | **25 points** | **23 points** | **21 points** | **10 points** | **0 points** |
    | **Required criteria**<br>1. Describes approaches to educate the target population about the topic. <br>2. The approaches are appropriate for the cultural target population.<br>3. Identifies specific ways to promote lifestyle changes within the target population.<br>4. Applies health promotion strategies. | Includes no fewer than 4 requirements for section. | Includes no fewer than 3 requirements for section. | Includes no fewer than 2 requirements for section. | Includes 1 or fewer requirement for section. | No requirements for this section presented. |
    | **APA Style and Organization**<br>(10 points/10%) | **10 points** | **9 points** | **8 points** | **4 points** | **0 points** |
    | **Required criteria**<br>1. TurnItIn is used prior to submitting paper for grading. <br>2. Revisions are made based on TurnItIn originality report.<br>3. References are submitted with assignment.<br>4. Uses current APA format and is free of errors.<br>5. Grammar and mechanics are free of errors.<br>6. Paper is 3-4 pages, excluding title and reference pages.<br>7. Information is organized around required components and flows in a logical sequence. | Includes no fewer than 7 requirements for section. | Includes no fewer than 6 requirements for section. | Includes no fewer than 5 requirements for section. | Includes 1-4 requirements for section. | No requirements for this section presented. |
    | **Total Points Possible = 100 points** |

    ## image1.png

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    MR 28 white male soap – ## AGPCSOAPNoteAssignmentInstructions.pdf **## AGPCSOAPNoteAssignmentInstructions.pdf** 1 SOAP Note Assignment Instructions Consider constructing a Word document ‘SOAP note template’ and use it to assemble your note. By doing this you can use the template for efficiently cons…

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    MR 28 white male soap

    – ## AGPCSOAPNoteAssignmentInstructions.pdf

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

    **## AGPCSOAPNoteAssignmentInstructions.pdf**

    1

    SOAP Note Assignment Instructions

    Consider constructing a Word document ‘SOAP note template’ and use it to assemble your
    note. By doing this you can use the template for efficiently constructing your SOAP notes such
    that you will be able to copy-and-paste for your weekly assignments. NOTE: If your faculty
    person requests to see your SOAP note template you will be required to send it to them for
    review.

    Sections of the SOAP note should be addressed if they are pertinent to the presenting chief
    complaint.

    Typhon Encounter #:

    Type of Note: Focused or Comprehensive

    Subjective (S):

    CC: chief complaint – What are they being seen for? This is the reason that the patient sought
    care, stated in their own words/words of their caregiver, or paraphrased.

    HPI: Who is the historian? Is the historian reliable? History of Present Illness – use the “OLDCART”
    approach for collecting data and documenting findings. [O=onset, L=location, D=duration,
    C=characteristics, A=associated/aggravating factors, R=relieving factors, T=treatment,
    S=summary]

    Past medical history (PMH) – This should include illness/diagnosis, conditions, traumas,
    hospitalizations, and surgical history that is pertinent to the visit. Include dates if possible.

    Reproductive history: GTPAL, STIs, prenatal care, LMP, contraceptive methods, sexual and
    menstrual history. Include dates if possible.

    Allergies: State the offending medication/food and the reactions.

    Medications: Names, dosages, routes, frequency, and indications.

    Social history: Related to the problem, educational level/literacy, smoking, alcohol, drugs, HIV
    risk, sexually active, caffeine, work, and other stressors. Cultural and spiritual beliefs that
    impact health and illness. Financial resources.

    Family history: Use terms like maternal, paternal and the diseases and the ages they were
    deceased or diagnosed if known.

    Health Maintenance/Promotion – Required for all SOAP notes: Immunizations, exercise, diet,
    screening, etc. Remember to use the United States Clinical Preventative Services Task Force
    (USPSTF) guidelines for age-appropriate indicators, Healthy People 2030, and Centers for
    Disease Control and Prevention (CDC). This should reflect patient’s current recommendations.
    Up to date on health maintenance/promotion will NOT be accepted. Requires references.

    Review of systems (ROS) –

    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when
    conducting your ROS to make sure you have not missed any important symptoms,

    2


    particularly in areas that you have not already thoroughly explored while discussing the
    history of present illness.]

    You would also want to include any pertinent negatives or positives that would help with your
    differential diagnosis. For acute episodic or follow-up visits (focused note) you may be omitting
    certain areas such as GYN, Rectal, GI/Abd, etc. As opposed to a comprehensive visit which
    would address each system.

    Perform either a focused or comprehensive ROS based on the visit type.

    General: May include if patient has had a fever, chills, fatigue, malaise, etc.

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GYN: gynecologic

    GU: genito-urinary

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Objective (O):

    Physical exam (PE) –
    • [Refer to your course modules and the Bickley E-text (Bates Guide) as a guide when

    determining what physical assessments, you want to include to further explore what you
    have learned from your subjective data collection]

    Perform either a focused or comprehensive exam based on the visit type.

    This area should confirm your findings related to the diagnosis. For acute episodic or follow-up
    visits (focused) you may be omitting certain areas such as GYN, Rectal, Abd, etc. While a
    comprehensive visit will exam each area.

    Ensure that you include appropriate male and female specific physical assessments when
    applicable to the encounter. Your physical exam information should be organized using the

    3

    same body system format as the ROS section. Appropriate medical terminology describing the
    objective examination is mandatory.
    Gen: general statement of appearance if there is any acute distress.

    VS: vital signs, height and weight, BMI

    Skin:

    HEENT: head, eyes, ears, nose, and throat

    Neck:

    Breast:

    CV: cardiovascular

    Resp: respiratory

    GI: gastrointestinal

    GU: genito-urinary

    Gyn: gynecologic

    PV: peripheral vascular

    MSK: musculoskeletal

    Neuro: neurological

    Endo: endocrine

    Psych:

    Diagnostic Tests: This area is for tests that were completed during the patient’s appointment
    that ruled the differential diagnosis in or out (e.g. – Rapid Strep Test, CXR, etc.).

    Assessment (A):
    This section should be a write-up utilizing your clinical decision-making with your
    diagnosis/diagnoses being supported by your ‘S’ data set and the ‘O’ data set. Pertinent
    positives and negatives must be found in the write-up. References required.

    Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each
    diagnosis.

    Remember to include the appropriate ICD-10 code for each diagnosis.

    A statement of current condition and all other chronic illnesses that were addressed during the
    visit must be included (i.e., HTN-well managed on medication).

    Plan (P):

    Your plan should be supported by evidence-based guidelines with appropriate citations utilizing
    APA formatting. Your evidence-based plan may be deviated from your preceptor’s plan. Be sure
    to comment if there is a deviation in standard of care.

    4

    Document individual plans directly after each corresponding assessment (i.e., Diagnosis #1
    found in the assessment should correlate with Plan #1). Address the following aspects (it should
    be separated out as listed below):

    Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter
    that you plan to review/evaluate relative to your work up for the patient’s chief complaint.
    Therapeutic: changes in meds, skin care, counseling, include full prescribing information for
    any pharmacologic interventions including the name of the medication, dose, route,
    quantity, and number of refills for any new or refilled medications.

    Educational: information clients need in order to address their health problems including the
    diagnosis itself, education on diagnostics, and therapies. Include follow-up care. Anticipatory
    guidance and counseling.

    Consultation/Collaboration: referrals or consult while in clinic with another provider. If no
    referral made was there a possible referral you could make and why? Advance care planning.

    CPT:

    References
    Reference should support your patient’s management plan, including evidence-based practice,
    and utilize APA formatting.

  • [Solved] What details did the patient provide regarding their chief complaint and symptomology to derive your differential diagnosis? What is the duration and severity of their symptoms? How are their symptoms impacting their functioning in life?

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.