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  • [Solved] Wendy Lewis

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  • [Solved] Extra time on your hand

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    Can you help to organize this project for my grand son. He’ has great insight of helping others achieve positive goal setting and a creating a 1-3 page solution with slides would be the ideal \ IMG_8262.jpeg](https://www.sweetstudy.com/files/img-8262-jpeg "IMG_8262.jpeg")

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    Can you help to organize this project for my grand son. He’ has great insight of helping others achieve positive goal setting and a creating a 1-3 page solution with slides would be the ideal
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  • [Solved] catherine owens

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  • [Solved] edu 599 week 11 discussion

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    – Reflect on learning of identifying how you can meet diverse needs in your student population by embedding one or more specific strategies that include students with special needs or diverse characteristics. Addressing student mental health in higher education is vital for academic success and well…

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    – Reflect on learning of identifying how you can meet diverse needs in your student population by embedding one or more specific strategies that include students with special needs or diverse characteristics.  Addressing student mental health in higher education is vital for academic success and well-being
    – what you have learned from these projects and how you will apply it in your future in education or another professional environment.
    – Consider the following ideas as you prepare your reflection:
    – The role of diversity as a major component in a unit of K–12 or adult curriculum or a corporate training module.
    – How ethical practices in education must be applied in teaching.
    – The application of a learning theory to real-world issues today

  • [Solved] Tif week 7

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    Tiff week 7 – ## NU730Week6StrategicPlanTemplate_11749598…docx – Week5AssignmentOperationalAnalysisReviewTemplate3.261.PDF **## NU730Week6StrategicPlanTemplate_11749598…docx** ## Strategic Plan: Hoshin-Kanri Model 1.1.1, 1.2, 1.2.1, 1.2.2 Launch three mobile clinics within high-need areas to i…

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    Tiff week 7

    – ## NU730Week6StrategicPlanTemplate_11749598…docx

    – Week5AssignmentOperationalAnalysisReviewTemplate3.261.PDF

    **## NU730Week6StrategicPlanTemplate_11749598…docx**

    ## Strategic Plan: Hoshin-Kanri Model 1.1.1, 1.2, 1.2.1, 1.2.2 Launch three mobile clinics within high-need areas to improve physical healthcare access. Enhance access to integrated primary and preventative care. Implement simplified intake processes to reduce registration barriers by 50% within the first year. Integrate behavioral health services at 100% of fixed clinic and shelter sites within 18 months. Vision: Establish a comprehensive, integrated healthcare service model for the under/uninsured homeless population, emphasizing patient-centered care, accessibility, and care coordination. Mission: Provide compassionate, equitable, and accessible healthcare services that promote well-being and dignity among unhoused individuals. · Improve health outcomes via holistic, coordinated services. Increase chronic disease follow-up appointment adherence by 40% using care navigators and EHR tracking. Establish hospital-to-clinic referral pathways to reduce non-urgent ER visits by 30% over two years. Reduce disparities and ER usage with sustainable models. Develop and implement a peer navigator support system to improve patient engagement and continuity of care.

    ## **Strategic Plan: Hoshin-Kanri 1.2.1, 1.2.2, 2.1, 2.1.1** **Enhance Access to Integrated Primary and Preventative Care** **Activity 1: Conduct community needs assessment and mapping of underserved location Resources: Public health analysts, GIS software, community data. Timeframe: Months 1–2** **Launch three mobile clinics within high-need areas to improve physical healthcare access.** **Activity 2: Acquire and outfit three mobile medical units with necessary equipment. Resources: Capital funding, vendors for medical supplies, maintenance contracts. Timeframe: Months 2–5** **Activity 3: Recruit and onboard multidisciplinary outreach care teams. Resources: HR support, salary funding, clinical training materials. Timeframe: Months 3–6** ****Strategic Plan: Hoshin-Kanri 1.2.1, 1.2.2, 2.1, 2.1.1**** ****Activity 1: Redesign intake forms to reduce documentation requirements. Resources: EHR specialists, policy consultants, legal review. Timeframe: Months 1–2**** ****Implement simplified intake processes to reduce registration barriers by 50% within the first year.**** ****Activity 2: Pilot digital and verbal intake options in mobile and fixed sites. Resources: Tablets/mobile devices, translation services, intake staff training. Timeframe: Months 3–4**** ****Activity 3: Provide cultural competency and trauma-informed training to admin staff. Resources: Professional development budget, trainers, feedback tools. Timeframe: Months 4–6**** ******Activity 1: Recruit and train peers with lived experience. Resources: Outreach networks, training stipends, curriculum. Timeframe: Months 2–4****** ****Develop a peer navigator program to support patient engagement and care continuity.**** ****Activity 2: Assign peer navigators to mobile and clinic sites. Resources: Coordination team, scheduling system. Timeframe: Months 4–6**** ****Activity 3: Evaluate impact on patient retention and outcomes. Resources: Surveys, outcome metrics, peer feedback tools. Timeframe: Starting Month 7, ongoing**** ****Activity 1: Partner with local hospitals and ER departments. Resources: MOUs, liaison staff, workflow agreements. Timeframe: Months 1–3**** ****Establish ER-to-primary-care referral pathways to reduce non-urgent ED visits by 30% in 2 years.**** ****Activity 2: Embed referral navigators in EDs. Resources: On-site staff, orientation protocols, space allocation. Timeframe: Months 3–6**** ****·**** ****Activity 3: Monitor ER diversions and primary care follow-ups. Resources: Data analysts, dashboards, reporting tools. Timeframe: Ongoing, starting Month 6**** ****Reduce Healthcare Disparities and Emergency Department Utilization**** ******Activity 1: Develop follow-up tracking protocols in HER. Resources: EHR developers, clinical advisors, templates. imeframe: Months 1–2****** ****Increase chronic disease follow-up adherence by 40% using care navigators and EHR tracking.**** ****Activity 2: Assign care navigators to high-risk patients. Resources: Staffing plan, care coordination software. Timeframe: Months 2–4**** ****Activity 3: Launch reminder calls/texts for follow-ups. Resources: Patient communication systems, contact staff. Timeframe: Months 3–6**** ****Activity 1: Hire behavioral health professionals. Resources: Recruiting team, salary funding, licensing support. Timeframe: Months 2–4**** ****Integrate behavioral health services at all clinic and shelter sites.**** ****Activity 2: Establish co-location and virtual service workflows. Resources: Facility space, telehealth platforms, IT staff. Timeframe: Months 3–6**** ****Activity 3: Train staff in collaborative care and referral processes. Resources: Trainers, manuals, CME incentives. Timeframe: Months 4–6**** ****Improve Health Outcomes via Holistic and Coordinated Services**** ******image1.png****** ******image2.png******

    **Week5AssignmentOperationalAnalysisReviewTemplate3.261.PDF**

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    **Week5AssignmentOperationalAnalysisReviewTemplate3.261.PDF**

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    **## NU730Week6StrategicPlanTemplate_11749598…docx**

    ## Strategic Plan: Hoshin-Kanri Model 1.1.1, 1.2, 1.2.1, 1.2.2 Launch three mobile clinics within high-need areas to improve physical healthcare access. Enhance access to integrated primary and preventative care. Implement simplified intake processes to reduce registration barriers by 50% within the first year. Integrate behavioral health services at 100% of fixed clinic and shelter sites within 18 months. Vision: Establish a comprehensive, integrated healthcare service model for the under/uninsured homeless population, emphasizing patient-centered care, accessibility, and care coordination. Mission: Provide compassionate, equitable, and accessible healthcare services that promote well-being and dignity among unhoused individuals. · Improve health outcomes via holistic, coordinated services. Increase chronic disease follow-up appointment adherence by 40% using care navigators and EHR tracking. Establish hospital-to-clinic referral pathways to reduce non-urgent ER visits by 30% over two years. Reduce disparities and ER usage with sustainable models. Develop and implement a peer navigator support system to improve patient engagement and continuity of care.

    ## **Strategic Plan: Hoshin-Kanri 1.2.1, 1.2.2, 2.1, 2.1.1** **Enhance Access to Integrated Primary and Preventative Care** **Activity 1: Conduct community needs assessment and mapping of underserved location Resources: Public health analysts, GIS software, community data. Timeframe: Months 1–2** **Launch three mobile clinics within high-need areas to improve physical healthcare access.** **Activity 2: Acquire and outfit three mobile medical units with necessary equipment. Resources: Capital funding, vendors for medical supplies, maintenance contracts. Timeframe: Months 2–5** **Activity 3: Recruit and onboard multidisciplinary outreach care teams. Resources: HR support, salary funding, clinical training materials. Timeframe: Months 3–6** ****Strategic Plan: Hoshin-Kanri 1.2.1, 1.2.2, 2.1, 2.1.1**** ****Activity 1: Redesign intake forms to reduce documentation requirements. Resources: EHR specialists, policy consultants, legal review. Timeframe: Months 1–2**** ****Implement simplified intake processes to reduce registration barriers by 50% within the first year.**** ****Activity 2: Pilot digital and verbal intake options in mobile and fixed sites. Resources: Tablets/mobile devices, translation services, intake staff training. Timeframe: Months 3–4**** ****Activity 3: Provide cultural competency and trauma-informed training to admin staff. Resources: Professional development budget, trainers, feedback tools. Timeframe: Months 4–6**** ******Activity 1: Recruit and train peers with lived experience. Resources: Outreach networks, training stipends, curriculum. Timeframe: Months 2–4****** ****Develop a peer navigator program to support patient engagement and care continuity.**** ****Activity 2: Assign peer navigators to mobile and clinic sites. Resources: Coordination team, scheduling system. Timeframe: Months 4–6**** ****Activity 3: Evaluate impact on patient retention and outcomes. Resources: Surveys, outcome metrics, peer feedback tools. Timeframe: Starting Month 7, ongoing**** ****Activity 1: Partner with local hospitals and ER departments. Resources: MOUs, liaison staff, workflow agreements. Timeframe: Months 1–3**** ****Establish ER-to-primary-care referral pathways to reduce non-urgent ED visits by 30% in 2 years.**** ****Activity 2: Embed referral navigators in EDs. Resources: On-site staff, orientation protocols, space allocation. Timeframe: Months 3–6**** ****·**** ****Activity 3: Monitor ER diversions and primary care follow-ups. Resources: Data analysts, dashboards, reporting tools. Timeframe: Ongoing, starting Month 6**** ****Reduce Healthcare Disparities and Emergency Department Utilization**** ******Activity 1: Develop follow-up tracking protocols in HER. Resources: EHR developers, clinical advisors, templates. imeframe: Months 1–2****** ****Increase chronic disease follow-up adherence by 40% using care navigators and EHR tracking.**** ****Activity 2: Assign care navigators to high-risk patients. Resources: Staffing plan, care coordination software. Timeframe: Months 2–4**** ****Activity 3: Launch reminder calls/texts for follow-ups. Resources: Patient communication systems, contact staff. Timeframe: Months 3–6**** ****Activity 1: Hire behavioral health professionals. Resources: Recruiting team, salary funding, licensing support. Timeframe: Months 2–4**** ****Integrate behavioral health services at all clinic and shelter sites.**** ****Activity 2: Establish co-location and virtual service workflows. Resources: Facility space, telehealth platforms, IT staff. Timeframe: Months 3–6**** ****Activity 3: Train staff in collaborative care and referral processes. Resources: Trainers, manuals, CME incentives. Timeframe: Months 4–6**** ****Improve Health Outcomes via Holistic and Coordinated Services**** ******image1.png****** ******image2.png******

    **Week5AssignmentOperationalAnalysisReviewTemplate3.261.PDF**

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    **## NU730Week6StrategicPlanTemplate_11749598…docx**

    ## Strategic Plan: Hoshin-Kanri Model 1.1.1, 1.2, 1.2.1, 1.2.2 Launch three mobile clinics within high-need areas to improve physical healthcare access. Enhance access to integrated primary and preventative care. Implement simplified intake processes to reduce registration barriers by 50% within the first year. Integrate behavioral health services at 100% of fixed clinic and shelter sites within 18 months. Vision: Establish a comprehensive, integrated healthcare service model for the under/uninsured homeless population, emphasizing patient-centered care, accessibility, and care coordination. Mission: Provide compassionate, equitable, and accessible healthcare services that promote well-being and dignity among unhoused individuals. · Improve health outcomes via holistic, coordinated services. Increase chronic disease follow-up appointment adherence by 40% using care navigators and EHR tracking. Establish hospital-to-clinic referral pathways to reduce non-urgent ER visits by 30% over two years. Reduce disparities and ER usage with sustainable models. Develop and implement a peer navigator support system to improve patient engagement and continuity of care.

    ## **Strategic Plan: Hoshin-Kanri 1.2.1, 1.2.2, 2.1, 2.1.1** **Enhance Access to Integrated Primary and Preventative Care** **Activity 1: Conduct community needs assessment and mapping of underserved location Resources: Public health analysts, GIS software, community data. Timeframe: Months 1–2** **Launch three mobile clinics within high-need areas to improve physical healthcare access.** **Activity 2: Acquire and outfit three mobile medical units with necessary equipment. Resources: Capital funding, vendors for medical supplies, maintenance contracts. Timeframe: Months 2–5** **Activity 3: Recruit and onboard multidisciplinary outreach care teams. Resources: HR support, salary funding, clinical training materials. Timeframe: Months 3–6** ****Strategic Plan: Hoshin-Kanri 1.2.1, 1.2.2, 2.1, 2.1.1**** ****Activity 1: Redesign intake forms to reduce documentation requirements. Resources: EHR specialists, policy consultants, legal review. Timeframe: Months 1–2**** ****Implement simplified intake processes to reduce registration barriers by 50% within the first year.**** ****Activity 2: Pilot digital and verbal intake options in mobile and fixed sites. Resources: Tablets/mobile devices, translation services, intake staff training. Timeframe: Months 3–4**** ****Activity 3: Provide cultural competency and trauma-informed training to admin staff. Resources: Professional development budget, trainers, feedback tools. Timeframe: Months 4–6**** ******Activity 1: Recruit and train peers with lived experience. Resources: Outreach networks, training stipends, curriculum. Timeframe: Months 2–4****** ****Develop a peer navigator program to support patient engagement and care continuity.**** ****Activity 2: Assign peer navigators to mobile and clinic sites. Resources: Coordination team, scheduling system. Timeframe: Months 4–6**** ****Activity 3: Evaluate impact on patient retention and outcomes. Resources: Surveys, outcome metrics, peer feedback tools. Timeframe: Starting Month 7, ongoing**** ****Activity 1: Partner with local hospitals and ER departments. Resources: MOUs, liaison staff, workflow agreements. Timeframe: Months 1–3**** ****Establish ER-to-primary-care referral pathways to reduce non-urgent ED visits by 30% in 2 years.**** ****Activity 2: Embed referral navigators in EDs. Resources: On-site staff, orientation protocols, space allocation. Timeframe: Months 3–6**** ****·**** ****Activity 3: Monitor ER diversions and primary care follow-ups. Resources: Data analysts, dashboards, reporting tools. Timeframe: Ongoing, starting Month 6**** ****Reduce Healthcare Disparities and Emergency Department Utilization**** ******Activity 1: Develop follow-up tracking protocols in HER. Resources: EHR developers, clinical advisors, templates. imeframe: Months 1–2****** ****Increase chronic disease follow-up adherence by 40% using care navigators and EHR tracking.**** ****Activity 2: Assign care navigators to high-risk patients. Resources: Staffing plan, care coordination software. Timeframe: Months 2–4**** ****Activity 3: Launch reminder calls/texts for follow-ups. Resources: Patient communication systems, contact staff. Timeframe: Months 3–6**** ****Activity 1: Hire behavioral health professionals. Resources: Recruiting team, salary funding, licensing support. Timeframe: Months 2–4**** ****Integrate behavioral health services at all clinic and shelter sites.**** ****Activity 2: Establish co-location and virtual service workflows. Resources: Facility space, telehealth platforms, IT staff. Timeframe: Months 3–6**** ****Activity 3: Train staff in collaborative care and referral processes. Resources: Trainers, manuals, CME incentives. Timeframe: Months 4–6**** ****Improve Health Outcomes via Holistic and Coordinated Services**** ******image1.png****** ******image2.png******

    **Week5AssignmentOperationalAnalysisReviewTemplate3.261.PDF**

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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

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    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**

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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…

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    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] week7: Theoretical framework and Literature review funnel/organizer

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    week7: Theoretical framework and Literature review funnel/organizer This post has 2 assignments, provide answers in 2 separate documents. **7.1 Assignment-7.1 Theoretical Framework** Develop a 1 page (more is fine) theoretical framework for your mock dissertation topic. Consider (but do NOT directly…

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    Assignment Prompt & Instructions

    week7: Theoretical framework and Literature review funnel/organizer
    This post has 2 assignments, provide answers in 2 separate documents.
    **7.1 Assignment-7.1 Theoretical Framework**
    Develop a 1 page (more is fine) theoretical framework for your mock dissertation topic. Consider (but do NOT directly answer) the following questions when you write your theoretical framework:
    – Is the theoretical foundation strong?
    – Are the theoretical sources apparent?
    – Are they appropriate for the topic?
    – Do they need further explanation?
    Overview: Rather than writing a full-length literature review for your topic, you will practice developing your theoretical framework for your mock dissertation topic in this assignment and then develop your literature review funnel for the second assignment
    – The purpose of the theoretical framework is to tie the dissertation together. As the researcher, you should approach the proposed research from a theory or set of theories that provide the backdrop for the work (researchers do not create theory; they use established theory in which to embed their work).
    – This section should describe how this study will relate to existing theories and discuss how the methodology being used in the study links to those theories
    – The theoretical framework justifies the methods you plan to use for conducting the study and presents how this research will contribute to the body of knowledge and/or practice. Further, it describes the context within which to locate the intended project and suggests why doing such a study is worthwhile.
    Directions:
    1. Review the rubric to make sure you understand the expectations of this assignment.
    **DSRT 837 Rubric Adapted from Doctoral Research Handbook(4).docx**
    1. Develop a 1 page (more is fine) theoretical framework for your mock dissertation topic. Consider (but do NOT directly answer) the following questions when you write your theoretical framework:
    2. Is the theoretical foundation strong?
    3. Are the theoretical sources apparent?
    4. Are they appropriate for the topic?
    5. Do they need further explanation?
    **7.2 Assignment- Use the template provided.**
    Research your topic to find the logical starting point to your topic. Then, write your literature review funnel – Research Funnel Example BABB.docx
    Overview: While the literature review funnel is not necessarily a part of the actual dissertation, the purpose here is to think about the most logical way to organize your future lengthy chapter 2.
    Directions:
    1. View the rubric to make sure you understand the expectations of this assignment.
    **DSRT 837 Rubric Adapted from Doctoral Research Handbook(5).docx**
    1. View the [3 ways to structure your Literature Review.mp4 – YouTube](https://www.youtube.com/watch?v=PU2uqFY-l4s)  to review organizational methods.
    2. Research your topic to find the logical starting point to your topic. Then, write your literature review funnel.
    **previous feedbacks received:**
    The assignments I have provided appears to be a review article rather than an original empirical research study.  See more information at **Empirical research vs review articles**
    – Missing sections such as conclusion and suggestions for future research.
    – Poor critical & reflective thinking –  Minimally discussed the topic without supporting facts and reasons. Poor organization of the information and limited level of detail.
    – poor consideration of impact –  Demonstrates a minimal understanding of the topic’s relationship to leadership, information technology, or business.
    – poor communication –  Needs significant improvement in skills associated formatting, grammar, spelling, syntax, and use of numbers.
    – subject area is not established
    –  The assignment lacks the detail needed to meet the requirements for the components of the assignment as listed in the assignment directions.
    **- last week feedback:**  You are missing a lot of information that is required in each section. Please see the template and include all requirements for your next assignment.
    **Additional support:**
    within 8hrs, with references, APA format, plagiarism check required, AI check required
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