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ANTH 202 APUS Concepts & Definitions of Health & Health Related Values Discussion ANTH 202 APUS Concepts & Definitions of Health & Health Related Values Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS I don’t understand this Sociology question and need help to study. Purpose: Medical anthropologists have dedicated significant effort to documenting practices and health systems around the globe, from indigenous and tribal communities and urban metropolises to farming communities and groups of migrant workers. In the process they have identified a vast array of healing practices and health systems created by people worldwide- ideas about the causes of health and disease, and varied cultural strategies for addressing pain, curing illness, and promoting health. In this Assignment you will explore how health knowledge is constructed in your life and how culture has shaped your experience of disease and illness. Instructions: Consider your strategies for getting healthy or staying healthy. In a 4-6 page paper, answer the following questions: 1) Whom do you consult for health information? (examples- parent, doctor, pharmacist, religious figure, literature, friend, etc.). 2) How does culture shape how you receive and interpret information and communication about health, disease, and illness? 3) What strategies do you use to get well? How did you learn these strategies? (examples- eat particular food, take particular supplement, use medicines). 4) Is there a social cause of illness or disease? What role does social stigma play in whether we do or do not seek treatment 5) What do you think getting sick says about you as a person? Does this depend on symptoms? (example- cold, fever, diarrhea, sexually transmitted disease, heart attack). Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Biolohy Pool Gene Sample Questions Biolohy Pool Gene Sample Questions I have homework assignment. Check the question and complete it. Thank you ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS unit_4.pdf unit_4.pdf unit_4.pdf Test 4 Short Answer Pool Questions: 1. Using our core concept of flow-down gradients, explain the movement of glucose in and out of the nephron. 2. Using our core concept of homeostasis, explain how the kidneys are involved in controlling fluid osmolarity. 3. Compare the structure and functions of the major regions of the nephron. 4. Compare the structure and function of cortical and juxtamedullary nephrons. 5. Discuss the effect of renin, angiotensin, and aldosterone on blood pressure. (Be thorough, specific, and accurate). 6. Explain how the vertical concentration gradient in the medulla and the concentration of vasopressin influences the volume and osmolarity of urine produced. 7. Compare the mechanism and effect of loop diuretics, thiazide diuretics, ACE inhibitors, and ARBs (angiotensin II receptor blockers). 8. Explain the four stages of external respiration and identify the gradients (driving force) and resistance of each stage. 9. Explain and give the formula for Boyle’s law and how changes in thoracic volume is related to Boyle’s law. 10. Compare tidal volume, expiratory reserve volume, inspiratory reserve volume, residual volume, vital capacity, total lung capacity, inspiratory capacity, and functional residual capacity. List the average values for each volume and capacity. 12. Explain how local mechanisms allow for the matching of ventilation and perfusion. 13. Explain how the oxygen dissociation curve is related to the properties and function of hemoglobin. 14. Discuss how changes in temperature, PCO?2?, pH and 2,3 DPG concentration shift the oxygen dissociation curve. 15. Explain how oxygen dissociation curve shifts affect oxygen loading in the lungs and unloading at the tissues. Test 4 Short Answer Pool Questions: 1. Using our core concept of flow-down gradients, explain the movement of glucose in and out of the nephron. 2. Using our core concept of homeostasis, explain how the kidneys are involved in controlling fluid osmolarity. Cuyamaca College Biolohy Pool Gene Questions 3. Compare the structure and functions of the major regions of the nephron. 4. Compare the structure and function of cortical and juxtamedullary nephrons. 5. Discuss the effect of renin, angiotensin, and aldosterone on blood pressure. (Be thorough, specific, and accurate). 6. Explain how the vertical concentration gradient in the medulla and the concentration of vasopressin influences the volume and osmolarity of urine produced. 7. Compare the mechanism and effect of loop diuretics, thiazide diuretics, ACE inhibitors, and ARBs (angiotensin II receptor blockers). 8. Explain the four stages of external respiration and identify the gradients (driving force) and resistance of each stage. 9. Explain and give the formula for Boyle’s law and how changes in thoracic volume is related to Boyle’s law. 10. Compare tidal volume, expiratory reserve volume, inspiratory reserve volume, residual volume, vital capacity, total lung capacity, inspiratory capacity, and functional residual capacity. List the average values for each volume and capacity. 12. Explain how local mechanisms allow for the matching of ventilation and perfusion. 13. Explain how the oxygen dissociation curve is related to the properties and function of hemoglobin. 14. Discuss how changes in temperature, PCO?2?, pH and 2,3 DPG concentration shift the oxygen dissociation curve.Biolohy Pool Gene Sample Questions 15. Explain how oxygen dissociation curve shifts affect oxygen loading in the lungs and unloading at the tissues. Test 4 Short Answer Pool Questions: 1. Using our core concept of flow-down gradients, explain the movement of glucose in and out of the nephron. 2. Using our core concept of homeostasis, explain how the kidneys are involved in controlling fluid osmolarity. 3. Compare the structure and functions of the major regions of the nephron. 4. Compare the structure and function of cortical and juxtamedullary nephrons. 5. Discuss the effect of renin, angiotensin, and aldosterone on blood pressure. (Be thorough, specific, and accurate). 6. Explain how the vertical concentration gradient in the medulla and the concentration of vasopressin influences the volume and osmolarity of urine produced. 7. Compare the mechanism and effect of loop diuretics, thiazide diuretics, ACE inhibitors, and ARBs (angiotensin II receptor blockers). 8. Explain the four stages of external respiration and identify the gradients (driving force) and resistance of each stage. 9. Explain and give the formula for Boyle’s law and how changes in thoracic volume is related to Boyle’s law. 10. Compare tidal volume, expiratory reserve volume, inspiratory reserve volume, residual volume, vital capacity, total lung capacity, inspiratory capacity, and functional residual capacity. List the average values for each volume and capacity. 12. Explain how local mechanisms allow for the matching of ventilation and perfusion. 13. Explain how the oxygen dissociation curve is related to the properties and function of hemoglobin. 14. Discuss how changes in temperature, PCO?2?, pH and 2,3 DPG concentration shift the oxygen dissociation curve. 15. Explain how oxygen dissociation curve shifts affect oxygen loading in the lungs and unloading at the tissues. … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Use of the Principle of Strict Egalitarianism in the US Government Questions Use of the Principle of Strict Egalitarianism in the US Government Questions ORDER NOW FOR CUSTOMIZED AND ORIGINAL NURSING PAPERS I’m working on a Philosophy exercise and need support. answer the first two and respond to the classmates answer to the third question 1.What would you say is the purpose of a government? Has the government done anything during the last five years that you think goes beyond its purpose? 2. Do you think the United States should use the principle of strict egalitarianism as an ideal to aim for? Should it use the principle of moderate egalitarianism this way? Explain.Use of the Principle of Strict Egalitarianism in the US Government Questions respond to the classmates answer to the third question. Do you agree or disagree and reason 3.Rawls says a society is just only if its inequalities somehow produce benefits for the least advantaged. What do you think he means by “inequalities”? Do you think your society meets this requirement? Why? – I would say Rawl means the inequalities of wealth. If you’re one of the people who are poor or just have less than most. I believe to an extent society meets this requirement. The United States alone has way too many homeless people. Some are homeless because of their own choices where other’s had no other choice. Maybe their parents didn’t have the same chances so they have to eat when they can. Other’s milk the system that does help those who may need food stamps or cash assistance. Some stay on these programs for years because the government has made it easy for them. They don’t want better when they are given just enough. They don’t think about those who really need the help and can’t get it. You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Discussion: Academic Success and Professional Development Plan ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Academic Success and Professional Development Plan Clearly identify the topic of interest you have selected. Provide an accurate and complete APA formatted citation of the article you selected, along with link or search details. Discussion: Academic Success and Professional Development Plan Clearly identify and describe in detail a professional practice use of the theories/concepts presented in the article. Provide a clear and accurate analysis of the article using the Research Analysis Matrix section of the template. Write a 1-paragraph justification that clearly and accurately explains in detail whether you would recommend the use of this article to inform professional practice. Note: You can use the CARP method as presented in the Resources for this week on evaluating resources. Write a 2- to 3-paragraph summary that you will add to your Academic Success and Professional Development Plan that includes the following: Clearly and accurately describe in detail your approach to identifying and analyzing peer-reviewed research. Clearly identify and accurately describe in detail at least two strategies that you would use that you found to be effective in finding peer-reviewed research. Provide a complete, detailed, and specific synthesis of at least one resource you intend to use in the future to find peer-reviewed research. Integrate at least one outside resource and 2-3 course specific resources to fully support your summary. This is the article that you will be using: https://bmcproc.biomedcentral.com/articles/10.1186… You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Discussion: Academic Success and Professional Development Plan Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Simonsons Equivalency Theory Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Simonsons Equivalency Theory Discussion You are required to post a thread to each discussion topic by 11:59 p.m. (ET) on Thursday of the assigned module/week. When you are posting a text-based thread, it must be substantive and a minimum of 250 words. (Remember this is discussion). Each thread must contain 3 APA style, peer-reviewed references. Current APA reference format is required for citations, and a reference list in current APA format is required at the conclusion of each thread. Proper grammar, as outlined in the APA manual, is expected. Simonsons Equivalency Theory Discussion Simonson et al.: chs. 11–12 Spector et al.: chs. 20, 68 After this module/week’s lesson and reading, discuss Simonson’s Equivalency Theory and how it might affect how universities or K–12, handle development, implementation, and management of a distance learning program. ch_11.zip ch_12.zip grades__student_satisfaction_and_retention_in_online_and_face_to_face_introductory_psychology_units_a_test_of_equivalency_theory.pdf ORIGINAL RESEARCH published: 10 May 2016 doi: 10.3389/fpsyg.2016.00673 Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory David Garratt-Reed 1*, Lynne D. Roberts 1* and Brody Heritage 2 1 School of Psychology and Speech Pathology, Curtin University, Bentley, WA, Australia, 2 School of Psychology and Exercise Science, Murdoch University, Murdoch, WA, Australia Edited by: Stephen Wee Hun Lim, National University of Singapore, Singapore Reviewed by: Ludmila Nunes, Purdue University, USA and University of Lisbon, Portugal Junhong Yu, The University of Hong Kong, China *Correspondence: David Garratt-Reed [email protected]; Lynne D. Roberts [email protected] Specialty section: This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology Received: 19 February 2016 Accepted: 22 April 2016 Published: 10 May 2016 Citation: Garratt-Reed D, Roberts LD and Heritage B (2016) Grades, Student Satisfaction and Retention in Online and Face-to-Face Introductory Psychology Units: A Test of Equivalency Theory. Front. Psychol. 7:673. doi: 10.3389/fpsyg.2016.00673 There has been a recent rapid growth in the number of psychology courses offered online through institutions of higher education. The American Psychological Association has highlighted the importance of ensuring the effectiveness of online psychology courses (Halonen et al., 2013). Despite this, there have been inconsistent findings regarding student grades, satisfaction, and retention in online psychology units. Equivalency Theory (Simonson, 1999; Simonson et al., 1999) posits that online and classroom-based learners will attain equivalent learning outcomes when equivalent learning experiences are provided. We present a study of an online introductory psychology unit designed to provide equivalent learning experiences to the preexisting face-to-face version of the unit. Using quasi-experimental methods, academic performance, student feedback, and retention data from 866 Australian undergraduate psychology students were examined to assess whether the online unit developed to provide equivalent learning experiences produced comparable outcomes to the ‘traditional’ unit delivered face-to-face. Student grades did not significantly differ between modes of delivery, except for a group-work based assessment where online students performed more poorly. Student satisfaction was generally high in both modes of the unit, with group-work the key source of dissatisfaction in the online unit. The results provide partial support for Equivalency Theory. The group-work based assessment did not provide an equivalent learning experience for students in the online unit highlighting the need for further research to determine effective methods of engaging students in online group activities. Consistent with previous research, retention rates were significantly lower in the online unit, indicating the need to develop effective strategies to increase online retention rates. Simonsons Equivalency Theory Discussion While this study demonstrates successes in presenting students with an equivalent learning experience, we recommend that future research investigate means of successfully facilitating collaborative group-work assessment, and to explore contributing factors to actual student retention in online units beyond that of non-equivalent learning experiences. Keywords: equivalency theory, online learning, introductory psychology, group-work, student retention Frontiers in Psychology | www.frontiersin.org 1 May 2016 | Volume 7 | Article 673 Garratt-Reed et al. Equivalency Online Psychology is no definitive answer as to whether online psychology units foster similar student grades to face-to-face versions of those units. The inconsistent findings regarding student grades in psychology-specific units and courses are mirrored in the literature comparing online and face-to-face classes across disciplines (e.g., Wang and Newlin, 2000; Poirier and Feldman, 2004). The variability in study results is reflected in meta-analytic effect sizes indicating no overall difference in student grade outcomes for online and face-to-face units, despite widespread variability in individual study findings (e.g., Bernard et al., 2004a,b; Sitzmann et al., 2006; Lahti et al., 2014). It seems that the question of whether online units (psychology-specific or otherwise) can produce educational outcomes comparable to face-to-face courses has been settled (Bernard et al., 2004b; Borokhovski et al., 2012). However, the question of whether and when they actually do appears to be more complicated, as indicated by the inconsistency in results of studies comparing student grades across the two delivery media. Bernard et al. (2004b) suggested that that a variety of factors, including instructional techniques, can lead to students in online units achieving different grades to their classroom-based peers, contributing to this inconsistency in findings throughout the literature. One reason for the inconsistency in student grades is that, in most cases, online units are designed with the assumption that online learning is fundamentally different to face-to-face learning, in that learners and instructors are separate from one another. As a result, the majority of online courses have not been designed to provide directly equivalent learning experiences to their face-to-face counterparts (Karatas and Simsek, 2009). Consequently, most studies comparing face-to-face and online learning do so using courses that have not been specifically designed to be equivalent, even if the instructor, content, and/or some other variables are the same (Karatas and Simsek, 2009). Consequently, it is difficult to ascertain whether grade differences observed are the result of variables related to study mode, or instead reflective of differences in course structure and content presentation (e.g., Clark, 1994). v Equivalency Theory (Simonson, 1999, p. 7; Simonson et al., 1999) is based on the notion that “instructional experiences are essential to learning” and that no student, regardless of study mode, should be forced to endure lesser instructional experiences. Consequently, students who study in the online mode require learning experiences that are specifically tailored to their learning environment. This theory stipulates that online and classroom-based learners will attain equivalent learning outcomes only when equivalent learning experiences are afforded to them and that, therefore, online units should be designed to provide equivalent learning experiences to faceto-face units: “Such an approach suggests that course designers create learning experiences of equivalent value for learners regardless of the course delivery medium, allowing that the experiences themselves could be different” (Lapsley et al., 2008, p. 2). This assertion is consistent with Clark (1994) argument that content delivery, rather than format, is likely to be the key variable determining student outcomes. It is also INTRODUCTION In contemporary higher education there is a significant movement toward offering online units and courses as an alternative to traditional, face-to-face study (e.g., Mandernach et al., 2012; Xin et al., 2015). This applies to the discipline of psychology, despite faculty skepticism regarding teaching psychology online (Tanner et al., 2009; Mandernach et al., 2012). Indeed, the American Psychological Association (APA) has indicated the importance of ensuring the effectiveness of online psychology units (Halonen et al., 2013). Where a unit is offered in face-to-face and online format, it is important to demonstrate that online students are not at a disadvantage to their classroombased peers (or vice-versa). Consequently, it is pertinent to examine the equivalence of learning outcomes for students who study psychology online compared to those studying in the faceto-face mode. When comparing the effectiveness of online units with face-to-face units, three variables are of importance. The first of these is student grades, the second is student satisfaction, and the third is student retention (Bernard et al., 2004b; Lyke and Frank, 2012; Xin et al., 2015). Research on student grades in online psychology units has, to date, produced inconsistent findings. For example, Xin et al. (2015) found that, despite no pre-existing differences in grade point average, students in a traditional undergraduate exercise psychology course performed better on the examination and on overall course grade when compared to students in the online or hybrid versions of the course. Similar results were obtained by Edmonds (2006) upon analyzing the examination results of 175 undergraduates who completed a general psychology unit either online or in face-to-face mode between 1998 and 2003. Students in the face-to-face classroom performed significantly better on examinations after controlling for prior academic performance (there were no differences before applying this control). Simonsons Equivalency Theory Discussion In contrast, Lyke and Frank (2012) found no differences in the performance on unit quizzes of online compared to face-to-face students in a theories of counseling course. Other studies have mirrored this finding of no difference in student grades (e.g., Lawson, 2000; Graham, 2001; Waschull, 2001; Dell et al., 2010) between the modes of unit delivery. However other research has indicated that students studying online psychology courses achieve higher grades than those in the equivalent classroom-based course (e.g., Maki et al., 2000; Taylor, 2002; Upton and Cooper, 2003; Nguyen, 2013). However, it has been suggested that students who are driven to study online are likely to be more organized and selfmotivated than their classroom-based peers (Lapsley et al., 2008), highlighting the need for studies that randomly assign students to study mode (something that is not always feasible or ethically defensible). Poirier and Feldman (2004) randomly allocated students to either an online or face-to-face method of teaching in an introductory psychology course. They found that online students (n = 12) outperformed face-to-face students (n = 9) on exams, but that there were no differences in assignment grades between the two groups. However, given the small sample size in Poirier and Feldman’s study, these results cannot be generalized with confidence. To date, there Frontiers in Psychology | www.frontiersin.org 2 May 2016 | Volume 7 | Article 673 Garratt-Reed et al. Equivalency Online Psychology equivalent learning experiences to the face-to-face version of the unit. It remains unclear whether equivalent learning experiences will result in equivalent levels of satisfaction for students, as indicated by studies showing that online students can achieve higher marks, yet be less satisfied with the unit, compared to face-to-face students (e.g., Maki et al., 2000). Another important factor to consider, in terms of the effectiveness of online units, is student retention. Online courses typically involve much higher attrition rates than face-to-face courses (El-Tigi and Branch, 1997; Olson and Wisher, 2002; Van Doorn and Van Doorn, 2014), possibly due to feelings of isolation caused by lack of face-to-face interaction. From a review of the literature, Bowers and Kumar (2015) suggested that higher rates of attrition that are typically observed in online courses are related to students’ low perceived sense of connectedness and perceived lack of instructor presence. Consequently, “carefully designed interactions, faculty student contact and ongoing instructor feedback” (Bowers and Kumar, 2015, p. 29) are critical for student retention. There has been limited research regarding student attrition/retention in online psychology courses, although evidence suggests higher attrition rates compared to face-to-face classes (Neff and Donaldson, 2013). Simonsons Equivalency Theory Discussion Nevertheless, Nguyen (2013) did not find different rates of retention for face-to-face and online psychology courses across 92 different psychology classes within the same institution. The current study therefore aims to compare student grades and satisfaction, as well as retention rates, in online and face-toface versions of an introductory psychology unit. Unlike previous studies in this area, the online unit was explicitly designed with Equivalency Theory (Simonson, 1999) in mind, with the aim of providing equivalent learning experiences as those afforded in the face-to-face version of the unit. The online version of introductory psychology was designed to be equivalent to the face-to-face version that was running concurrently. We provide the following summary of the design of the face-to-face and fully online psychology units to provide context to the forthcoming analyses. In terms of the format of presentation to students, both versions of the unit were run through a learning management system (BlackboardTM ), with relevant course materials posted into online folders for student access. The unit coordinators (DG-R and BH) posted announcements relating to course materials and assessments which were equivalent for both study modes. Discussion Boards within Blackboard were used for posting and answering assessment and general unit-related questions in both versions of the unit. The same textbook was used in both versions of the unit. Content organization in the online version of the unit was divided into the same six modules covered in the face-to-face version of the unit. Each module focused on different topic areas in psychology (e.g., personality) and a new module was available for students every two teaching weeks, corresponding to the timing of the equivalent module release schedule in the face-to-face unit. This was done to enhance equivalence between the study modes by allowing the unit coordinators to provide focused feedback on each individual module for consistent with meta-analytic findings from Sitzmann et al. (2006) that online and face-to-face units produced equivalent student outcomes when the same instructional methods (such as providing online lectures for online students, rather than written materials) were used. Consistent with this, Bernard et al. (2004b, p. 108) suggested that their meta-analytic findings indicated that online courses should be made “more like face-to-face instruction” to be maximally effective. Dell et al. (2010) suggested that class format is less important than the educational strategies employed in teaching psychology classes. Nevertheless, few studies have set out to directly test Equivalency Theory by comparing student grades across delivery modes whereby the online unit has been designed to be directly equivalent to its face-to-face counterpart. It is therefore pertinent to compare student learning outcomes in online units and face-to-face units where the instructional methods (including provision of feedback) have been designed to be equivalent (Lapsley et al., 2008). Simonsons Equivalency Theory Discussion This should provide a more stringent test of whether online and face-to-face units afford students similar learning opportunities. It should also facilitate further exploration of other factors that might mediate differences in outcomes. In the current study this is achieved through the comparison of an online and face-to-face version of an introductory psychology unit that have been designed to be equivalent. Beyond the consideration of student grades, student satisfaction is important because it positively predicts student retention and is linked to student learning outcomes (Lyke and Frank, 2012). Mixed results have been reported when comparing student satisfaction in face-to-face and online psychology courses. Poirier and Feldman (2004) reported that students enrolled in an online introduction to psychology course were more satisfied with their instructors and with the amount and quality of interactions than were their classroombased counterparts, although there were no differences in overall course satisfaction. However, Taylor (2002) found that introductory psychology students were more satisfied with the face-to-face course than its online equivalent, despite overall high levels of satisfaction. Maki et al. (2000) also found that online introductory psychology students were less satisfied with the unit than were their face-to-face counterparts, despite achieving higher grades. Waschull (2001) reported no difference in course satisfaction in two studies comparing online and face-to-face students in an introductory psychology course. Meta-analytic studies across disciplines provide further insight into student satisfaction across media. In their metaanalysis, Sitzmann et al. (2006) reported that levels of student satisfaction were similar for online and classroom-based courses. Allen et al. (2002) conducted a meta-analysis which suggested that online students prefer online learning formats involving more visual information, including visualization of the instructor (compared to text-only). Boling et al. (2012) found similar results in a more recent qualitative study. Again, it is important to examine student satisfaction with online learning in a psychology unit designed to provide Frontiers in Psychology | www.frontiersin.org 3 May 2016 | Volume 7 | Article 673 Garratt-Reed et al. Equivalency Online Psychology a presentation. However, to ensure that students were not disadvantaged due to lack of access to appropriate technology, students were required to submit a PowerPoint presentation, with speaker notes. Simonsons Equivalency Theory Discussion Although this was designed to approximate equivalence to the classroom-based presentations, it is unclear to what extent this assignment was actually providing equivalent learning experiences for students, especially given Biasutti’s (2011) finding that online students typically are dissatisfied with the requirement to conduct group work. A summary of the differences between the face-to-face and online unit is presented in Table 1. online students at the same time as providing that feedback for the face-to-face students. To start each module, online students clicked on the module heading in Blackboard. Module content was presented in sequenced pages, allowing students to progress through the module content in a sequential order that reflected the content ordering in the face-to-face version of the unit. In terms of lecture delivery, lectures in the face-to-face unit consisted of 50 min presentations, which were recorded and could be re-watched by students at their convenience. Lecture content for the online students consisted of brief (typically 5-15 min) lecture segments, specifically recorded for the online unit, which provided the same content as lectures in the face-to-face unit, but in smaller chunks (e.g., Kahn, 2012, as cited in Glance et al., 2013). Consequently, online students were not required to conduct extra reading compared to face-to-face students, unlike in many online units (e.g., O’Neill and Sai, 2014). This design decision aimed to enhance equivalence between the study modes. Lecture segments were typically presented by the same staff member who presented the face-to-face lectures. In addition, following each lecture segment, linking text invited students to participate in various activities that were designed to be equivalent to tutorials in the face-to-face unit. For example, they would be invited to use the Blog posts to discuss and apply the content of lecture segments or invited to complete questionnaires online and discuss the outcomes in the same manner as students would in the face-to-face tutorials. Blogs in particular were designed to provide interaction opportunities between students that would occur in tutorial classes. The equivalency-based design of the online unit, including the visual presentation of material (Allen et al., 2002), and the provision of equivalent support and guidance and opportunities … Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Discussion: women’s health ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: women’s health Have a soap note 90% done just need rest of it done. Will provide info The purpose of this a ssignment is to develop a w orking diagnosis and differentiate from others. There should be an acute problem that leads to a main diagnosis followed by a minimum of 3 differentials. Each of t hese is w orth 4 points a nd are to be supported w ith information that wo uld rule in or rule out the diagnosis (in paragraph form). References should be included in the information used to support your thought process. Discussion: women’s health Also, a reflection piece is required. It is w orth 25 points and should be detailed a nd i nsightful . References should be included as well when discussing what was learned. Share what you may do differently, why or why not? Are there any a lternative therapies to consider? Anything y ou w ould change from the p lan of care? You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes. Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Discussion: women’s health Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Interdisciplinary Plan Proposal Assignment ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Interdisciplinary Plan Proposal Assignment 1. For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a culture of ownership and shared responsibility (Berkow et al., 2012). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality. Rasmussen College NURSFPX4010 Interdisciplinary Plan Proposal Assignment DEMONSTRATION OF PROFICIENCY Competency 1: Explain strategies for managing human and financial resources to promote organizational health. Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes. Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes. Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature. Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals. Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes. Communicate the interdisciplinary plan with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style. Reference Berkow, S., Workman, J., Aronson, S., Stewart, J., Virkstis, K., & Kahn, M. (2012). Strengthening frontline nurse investment in organizational goals. JONA: The Journal of Nursing Administration, 42 (3), 165–169. PROFESSIONAL CONTEXT This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment. SCENARIO Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue. Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization. INSTRUCTIONS For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score. Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes. Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan. Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature. Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made. Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style. ADDITIONAL REQUIREMENTS Length of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan. Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old. APA formatting: Make sure that in-text citations and reference list follow current APA style. 2 For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter. DEMONSTRATION OF PROFICIENCY Competency 1: Explain strategies for managing human and financial resources to promote organizational health. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed. Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal. Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal. Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes. Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style. PROFESSIONAL CONTEXT This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem. SCENARIO In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA.When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization. INSTRUCTIONS Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX] . If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations .Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score. Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal. Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue. Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed. Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal. Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style. There are various ways to structure your presentation; following is one example: Part 1: Organizational or Patient Issue. What is the issue that you are trying to solve or improve? Why should the audience care about solving it? Part 2: Relevance of an Interdisciplinary Team Approach. Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue? How will it help to achieve improved outcomes or reach a goal? Part 3: Interdisciplinary Plan Summary. What is the objective? How likely is it to work? What will the interdisciplinary team do? Part 4: Implementation and Resource Management. How could the plan be implemented to ensure effective use of resources? How could the plan be managed to ensure that resources were not wasted? How does the plan justify the resource expenditure? Part 5: Evaluation. What would a successful outcome of the project look like? What are the criteria that could be used to measure that success? How could this be used to show the degree of success? Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide. ADDITIONAL REQUIREMENTS Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation. Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no mor e than five years old. APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format. Rasmussen College NURSFPX4010 Interdisciplinary Plan Proposal Assignment nurs_fpx_4010_interview_and_in Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Applying An Ethical Decision-making Model Assignment ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Applying An Ethical Decision-making Model Assignment Assignment Content This assignment reinforces the importance of ethical decision-making in nursing. You will apply an ethical decision making model from this week’s readings to an ethical issue. Phoenix NSG426 Week 3 Applying An Ethical Decision-making Model Assignment Review “An Integrated Ethical-Decision-Making Model for Nurses” from this week’s University Library Readings . Apply the ethical decision-making model in the article to access to care or an ethical issue of your choice. Note: If you have questions about your chosen topic, contact your faculty member to ensure it is appropriate. Follow the steps provided in the model, including the following. Label each of the five steps below. State the ethical issue and its relevance for nursing practice. Collect and analyze additional information: What populations does this serve? Who are the key stakeholders? What information is needed to overcome the problem? After looking at additional information, decide whether the initial problem was correctly stated. Develop alternatives and compare them: What alternative programs address the issues? Justify the decision: Explain why this is important, needed, or beneficial for vulnerable populations. Find strategies to implement the plan: What ethical arguments could you use to dissuade someone who disagrees with the program? Format your assignment as one of the following: 18- to 20-slide presentation preferred for this assignment 5-10 minute oral presentation 875-word paper Another format approved by your instructor You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages. Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor. The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument. ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Phoenix NSG426 Week 3 Applying An Ethical Decision-making Model Assignment Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Healthcare Quality Management Discussion Healthcare Quality Management Discussion According to Spath (2018), quality is a characteristic of a product or service. I would say quality to me means that when I buy a good or service, I feel that I received my money’s worth. Quality of a product or a service can be subjective. One person can report a good experience and while they received the same service, another person may feel they have not received good quality care or a quality product. In health care, we provide a service. Hospitals, hospice and home health companies, skilled facilities all want you to use their service. They will advertise their quality of care and are always striving to be better with the constantly evolving health care system. I am a hospice case manager and my job is to provide end of life care to patients and support the families and the facilities where they reside. When I do my job well, and families and patients feel their needs are being met, we receive good scores. On the later side, when families or patients feel they did not receive good care, we receive bad scores. This is where reliability comes into play. People want good quality that is reliable (Spath 2018). These scores are listed for anyone looking for a reputable hospice service to assist in determining what service they will use. NURS 4220 Walden University Healthcare Quality Management Discussion W. Edwards Deming was always striving to provide quality. He viewed quality as a responsibility of everyone (Guru Guide, 2010). This is very truthful for health care. Patients need quality of care by all members of the team including the doctor, therapy, aides and even housekeeping. A common practice problem I come across is education with families. Frequently we have unlicensed staff at assisted living facilities give medical advice and assessments to hospice patient’s families. This can cause an issue because families can feel that they are getting conflicting opinions. Education is imperative to facility staff to always practice within their scope and allow hospice to educate the families on their loved ones decline towards end of life. Good communication is crucial from all members of our hospice team to ensure patients and families feel they are getting quality of care. This is indicative of what Deming stated that good quality comes from everyone. Healthcare Quality Management Discussion QP staff (2010). Guru Guide: Six thought leaders who changed to quality world forever. Quality Progress 43 (11), 14-21. Spath, P. (2018). Introduction to healthcare quality management (3rd ed). Chicago, IL: Health Administration Press. Kendra Pauley RE: Discussion – Week 1 COLLAPSE Week 1 Initial Discussion Post: To me, quality means doing things the best you can, doing things right the first time, having pride in what you do, and continually improving. According to the text, quality is attributed to a product or service (Spath, 2018). Quality is influenced by a person using a product or service, there is no one definition of quality, but there are common elements (Spath, 2018). Quality products or services meet or exceed expectations; expectations change, so we need to improve continually (Spath, 2018). I am a nurse at a family practice office. We are continually striving to meet quality measures for healthcare to improve our patients’ health. I work in a small town that has few resources for patients. Getting patients to follow-up and do tests ordered was a problem that our facility noticed. To eliminate wasteful practices, our facility expanded by offering additional services. The facility added a lab, radiology services that offer ultrasounds, computerized tomography scans, magnetic resonance imaging, an infusion center, cancer center, and a specialty suite with cardiology, neurology, rheumatology, and general surgery services. Having services available in one location provides quality service to patients, so patients do not have to go to multiple facilities to have tests done or struggle to get to different places to get quality healthcare. The services offered at my facility allow patients to go to their doctor’s appointment, have labs, or radiology services done at one place and the same day. Philip B. Crosby stated, “You as a manager have an obligation to demand continual quality improvement from your operation, whether you are in the accounting business or machine shop. You have an obligation to provide thoughtful and imaginative leadership. What you put out is what you get back” (Guru Guide, 2010). This applies to my definition of quality by always striving for improvement, doing things right the first time, and the best you can. Doing this will help improve patients experiences and satisfaction with the services they receive. When you put your best into your work or services, you will get back better satisfaction scores and comments from the patients receiving those services. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS References QP staff. (2010). Guru guide: Six thought leaders who changed the quality world forever. Quality Progress, 43(11), 14–21. Spath, P. (2018). Introduction to healthcare quality management (3rd ed.). Chicago, IL: Health Administration Press. Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

Instructions: Final Care Coordination Plan Instructions: Final Care Coordination Plan For this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session and collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan.NOTE: You are required to complete this assessment after Assessment 1 is successfully completed.Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.This assessment provides an opportunity for you to apply communication, teaching, and learning best practices to the presentation of a care coordination plan to the patient.You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment. Instructions: Final Care Coordination Plan DEMONSTRATION OF PROFICIENCY ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria: Competency 1: Adapt care based on patient-centered and person-focused factors. Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system. Competency 2: Collaborate with patients and family to achieve desired outcomes. Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with a patient. Competency 3: Create a satisfying patient experience. Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators. Competency 4: Defend decisions based on the code of ethics for nursing. Make ethical decisions in designing patient-centered health interventions. Competency 5: Explain how health care policies affect patient-centered care. Identify relevant health policy implications for the coordination and continuum of care. PREPARATION In this assessment, you will implement the preliminary care coordination plan you developed in Assessment 1 and communicate the plan to the patient in a professional, culturally sensitive, and ethical manner.To prepare for the assessment, consider the patient experience and how you will present the plan. Make sure you schedule time accordingly.Note: Remember that you can submit all, or a portion of, your plan to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback. INSTRUCTIONS Note: You are required to complete Assessment 1 before this assessment.For this assessment: Complete the preliminary care coordination plan you developed in Assessment 1. Present the plan to the patient in a face-to-face clinical learning session. Communicate in a professional, culturally sensitive, and ethical manner. Collaborate with the patient in evaluating session outcomes and addressing possible revisions to the plan. Reminder: The time you spend presenting your final care coordination plan must be logged in the CORE ELMS system. The total time spent in securing individual participation in this activity in Assessment 1 and presenting your plan in this assessment must be at least three hours. The CORE ELMS link is located in the courseroom navigation menu. Please be advised that the Volunteer Experience form requires that you provide the name and contact information for at least one individual with whom you worked as part of your direct clinical activity. Your faculty may reach out to this individual to verify that you have accurately documented and completed your clinical hours. Document Format and Length Build on the preliminary plan document you created in Assessment 1. Your final plan should be 5–7 pages in length. Supporting Evidence Support your care coordination plan with peer-reviewed articles, course study resources, and Healthy People 2020 resources. Cite at least three credible sources. Grading Requirements The requirements, outlined below, correspond to the grading criteria in the Final Care Coordination Plan Scoring Guide, so be sure to address each point. Read the performance-level descriptions for each criterion to see how your work will be assessed. Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system. Address three patient health issues. Design an intervention for each health issue. Identify three community resources for each health intervention, so the patient may make an informed decision about what resources to use. Make ethical decisions in designing patient-centered health interventions. Consider the practical effects of specific decisions. Include the ethical questions that generate uncertainty about the decisions you have made. Identify relevant health policy implications for the coordination and continuum of care. Cite specific health policy provisions. Evaluate learning session outcomes and the attainment of mutually agreed-upon health goals, in collaboration with the patient. What aspects of the session would you change? How might revisions to the plan improve future outcomes? Evaluate patient satisfaction with the care coordination plan and progress made toward Healthy People 2020 goals and leading health indicators. What changes would you recommend to improve patient satisfaction and better align the session with Healthy People 2020 goals and leading health indicators? Additional Requirements Before submitting your assessment, proofread your final care coordination plan to minimize errors that could distract readers and make it more difficult for them to focus on the substance of your plan.You must submit your hours to the CORE ELMS system before you can complete this assessment and course.Portfolio Prompt: Save your presentation to your ePortfolio . Submissions to the ePortfolio will be part of your final Capstone course. Student has agreed that all tutoring, explanations, and answers provided by the tutor will be used to help in the learning process and in accordance with Studypool’s honor code & terms of service . Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10