Nursing

Discussion:Developmental Stages in Language
Discussion:Developmental Stages in Language
Education
Create a PowerPoint presentation on language development to be presented at a faculty meeting. In 10-15 slides, include the following:
The developmental stages in language from first to eighth grade;
The effect of cultural factors on language development with 3-5 specific examples; and
Three to five strategies teachers can use to adapt instruction for students with diverse language abilities and needs in ways that incorporate students’ unique experiences and cultural backgrounds.
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.

Assignment 1: Applying Current Literature to Clinical
Assignment 1: Applying Current Literature to Clinical
Assignment 1: Applying Current Literature to Clinical Practice
Assignment 1: Applying Current Literature to Clinical Practice
Assignment 1: Applying Current Literature to Clinical
Question Description
I don’t know how to handle this Health & Medical question and need guidance.
Assignment 1: Applying Current Literature to Clinical Practice
Literature in psychotherapy differs from other areas of clinical practice. Generally, there are no clinical trials in psychotherapy because it is often neither appropriate nor ethical to have controls in psychotherapy research. This sometimes makes it more difficult to translate research findings into practice. In your role, however, you must be able to synthesize current literature and apply it to your own clients. For this Assignment, you begin practicing this skill by examining current literature on psychodynamic therapy and considering how it might translate into your own clinical practice.
Learning Objectives
Students will:
Evaluate the application of current literature to clinical practice
To prepare:
Review this week’s Learning Resources and reflect on the insights they provide.
Select one of the psychodynamic therapy articles from the Learning Resources to evaluate for this Assignment.
Note: In nursing practice, it is not uncommon to review current literature and share findings with your colleagues. Approach this Assignment as though you were presenting the information to your colleagues.
The Assignment
In a 5- to 10-slide PowerPoint presentation, address the following:
Provide an overview of the article you selected.
What population is under consideration? Couple
What was the specific intervention that was used? Is this a new intervention or one that was already used?
What were the author’s claims?
Explain the findings/outcomes of the study in the article. Include whether this will translate into practice with your own clients. If so, how? If not, why?
Explain whether the limitations of the study might impact your ability to use the findings/outcomes presented in the article. Support your position with evidence-based literature.
Note: The presentation should be 5–10 slides, not including the title and reference slides. Include presenter notes (no more than ½ page per slide) and use tables and/or diagrams where appropriate. Be sure to support your work with specific citations from the article you selected. Support your approach with evidence-based literature.
Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu, I. (2016). Couple psychoanalytic psychotherapy as the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20. doi:10.1037/a0038503
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.

Interaction Between Nurse Informaticists
Interaction Between Nurse Informaticists
Discussion: Interaction Between Nurse Informaticists and Other Specialists
Nature offers many examples of specialization and . Ant colonies and bee hives are but two examples of nature’s sophisticated organizations. Each thrives because their members specialize by tasks, divide labor, and collaborate to ensure food, safety, and general well-being of the colony or hive.
Of course, humans don’t fare too badly in this regard either. And healthcare is a great example. As specialists in the collection, access, and application of data, nurse informaticists collaborate with specialists on a regular basis to ensure that appropriate data is available to make decisions and take actions to ensure the general well-being of patients.
In this Discussion, you will reflect on your own observations of and/or experiences with informaticist collaboration. You will also propose strategies for how these collaborative experiences might be improved.
To Prepare:
Interaction Between Nurse Informaticists
Review the Resources and reflect on the evolution of nursing informatics from a science to a nursing specialty.
Consider your experiences with nurse Informaticists or technology specialists within your healthcare organization
Post a description of experiences or observations about how nurse informaticists and/or data or technology specialists interact with other professionals within your healthcare organization. Suggest at least one strategy on how these interactions might be improved. Be specific and provide examples. Then, explain the impact you believe the continued evolution of nursing informatics as a specialty and/or the continued emergence of new technologies might have on professional interactions.
Required Readings
McGonigle, D., & Mastrian, K. G. (2017). Nursing informatics and the foundation of knowledge (4th ed.). Burlington, MA: Jones & Bartlett Learning.
· Chapter 25, “The Art of Caring in Technology-Laden Environments” (pp. 525–535)
· Chapter 26, “Nursing Informatics and the Foundation of Knowledge” (pp. 537–551)
American Nurses Association. (2018). Inclusion of recognized terminologies supporting nursing practice within electronic health records and other health information technology solutions. Retrieved from https://www.nursingworld.org/practice-policy/nursing-excellence/official-position-statements/id/Inclusion-of-Recognized-Terminologies-Supporting-Nursing-Practice-within-Electronic-Health-Records/
Glassman, K. S. (2017). Using data in nursing practice. American Nurse Today, 12(11), 45–47. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2017/11/ant11-Data-1030.pdf
Macieria, T. G. R., Smith, M. B., Davis, N., Yao, Y., Wilkie, D. J., Lopez, K. D., & Keenan, G. (2017). Evidence of progress in making nursing practice visible using standardized nursing data: A systematic review. AMIA Annual Symposium Proceedings, 2017, 1205–1214. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5977718/
Office of the National Coordinator for Health Information Technology. (2017). Standard nursing terminologies: A landscape analysis. Retrieved from https://www.healthit.gov/sites/default/files/snt_final_05302017.pdf
Rutherford, M. A. (2008). Standardized nursing language: What does it mean for nursing practice? Online Journal of Issues in Nursing, 13(1), 1–12. doi:10.3912/OJIN.Vol13No01PPT05.
Note: You will access this article from the Walden Library databases.
Thew, J. (2016, April 19). Big data means big potential, challenges for nurse execs. Retrieved from https://www.healthleadersmedia.com/nursing/big-data-means-big-potential-challenges-nurse-execs
Wang, Y. Kung, L., & Byrd, T. A. (2018). Big data analytics: Understanding its capabilities and potential benefits for healthcare organizations. Technological Forecasting and Social Change, 126(1), 3–13.
2 – NURSING INFORMATIC
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.
Name: NURS_5051_Module02_Week03_Discussion_Rubric
Excellent Good Fair Poor
Main Posting
Points Range: 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
Points Range: 35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors.
Points Range: 0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
Points Range: 10 (10%) – 10 (10%)
Posts main post by day 3.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not post by day 3.
First Response
Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
Points Range: 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Second Response
Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English.
Points Range: 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English.
Points Range: 12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
Points Range: 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited.
Participation
Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_5051_Module02_Week03_Discussion_Rubric

Translation action plan Assignment
Translation action plan Assignment
Translation action plan
Educating Importance of proper handwashing
Translation Action Plan
Based on what is required, create an action plan for the change in practice, that is education needed, changes to documentation and a suggested outcome metric for each item.
Please include the timeline and person(s) responsible for each step.
Implement the change and define timeline;
Evaluate outcomes. List at least 3 ways to measure outcomes and what measures should be used to evaluate this data.
Follow-Up and Evaluation Plan
Research Question
In medical facilities, does frequent handwashing educational activities as compared with no educational program, impact the incidence of infectious illnesses, decrease transmission of cross infections or nosocomial infections amongst Nurses, healthcare workers, and patients?
PICO Components
Population – Nurses, Patients, and healthcare workers.
Intervention – Educating Importance of proper handwashing.
Comparison – No proper handwashing and use of hand sanitizer.
Outcome – Decrease transmission of cross infections or nosocomial infections amongst Nurses, healthcare workers, and patients.
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.

Competency in Practice Assignment
Competency in Practice Assignment
Competency in Practice Assignment
CONS OF CONTINUING HIGHER EDUCATION RELATED TO THE RELATIONSHIP TO PROFESSIONAL CERTIFICATION
Cons include:
Education does not assure competence.
Continuing education is expensive.
Evaluation tools are ineffective and not always accurate (Brunt).
Continuing education does not show evidence of better patient-care outcomes (Eustace, 2001).
Those opposed to mandatory continuing education maintain that as professionals, nurses are personally responsible to identify and acquire appropriate education (Brunt). Some have pointed out that mandatory continuing education does not necessarily address advanced practice nurses, or those in administration, research, and education. Others argue that it may be difficult to obtain continuing education in remote areas, and that most healthcare practitioners already take part in continuing education on their own (Brunt).
PROS TO CONTINUING EDUCATION RELATED TO ANA SCOPE AND STANDARDS OF PRACTICE
Improves quality of patient care
Expands knowledge and contribute to career growth
Ensures competency in practice
Providing best evidence based nursing care
The scope of practice is defined by the , “who”, “what”, “where”, “when”, “why”, and “how” of nursing practice. The practice of nursing requires specialized knowledge, skills and independent decision making. Every nurse should be knowledgeable and up to date with the latest evidence based practice in order to provide the best care to their patients. With higher education nurses are able to take on leadership roles. Leadership roles are important to help lead change to transform health care, and for “public, private, and governmental health care decision makers at every level” to “include representation from nursing on boards (Campaign for Action, 2014).CONS TO CONTINUING EDUCATION RELATED TO ANA SCOPE AND STANDARDS OF CARE
Cost of Tuition
Balancing Personal life
Lack of appropriate knowledge on the subject
Lack of a guarantee that the continuing education standards will assist the nurse in the nursing field
The cost of going back to school can be very expensive. There are programs to help pay for some of the cost for tuition, but you still are responsible for a portion of the tuition. Some may not even know about the different programs to help you pay for school. They may be paying out of pocket. And we all know once we graduate, loan repayment will be waiting on us.
Another disadvantage of returning to school is balancing personal life. Some of us work full time jobs and have kids like myself. I also have a part time job as well. It can become very difficult squeezing classes in on top of our already busy schedule. Sometimes I don’t get a chance to do my work until the last minute when its due. I know there were plenty of times I felt like just giving up on classes because I don’t have enough time in a day to get every thing done. Then I start thinking of all the benefits of higher education
9
CODE OF ETHICS provision 5 related to Continuing Education
As outlined by the ANA, provision 5 includes that nurses owe the same duties to self as others, this includes responsibility to preserve integrity and safety, maintain competence, and to continue personal professional growth (Fowler and American Nurse Association, 2010).
PROS
Fair and equal treatment
Safe patient care
Be competent
Be educated to provide the best care
Grow professional and personally
Expand career knowledge and skills
Integrity
Builds confidence
Helps guide better decision making
Creates trust
Extends positive influence
CONS
Personal and professional growth requires a time commitment
Being competent and advancing can include a financial commitment
Growing pains
Feeling out of comfort zone
The Code of Ethics is a public expression of what a nurse commits oneself to when entering the workforce as a nurse. The Code expresses values, duties, and commitments that all nurses will strive for (ANA, 2010). There are many pros and a few cons to nurses agreeing to follow the Code of Ethics. The pros mentioned above can greatly outweigh the cons. As nurses we are here to serve people, we extend ourselves to care for others. In caring for others we must also care for our self in the process. The ANA outlines for professional growth a nurse is responsible for “continued reading, study, observation, and investigation” (2010). All of the above are outlined by the ANA.
CODE OF ETHICS PROVISION 7 RELATED TO CONTINING EDUCATION
Fowler and the American Nurses Association defined provision 7 as, a nurses participation in the advancement of the profession through contributions to practice, education, administration, and knowledge development (2010).
PROS
Advancements
In education
In practices of care
In administration
Knowledge
CONS
Having the need to want advancement
Time commitment
Possible financial commitment
Growing pains

Assignment: Proposal Cervical Cancer Paper
Assignment: Proposal Cervical Cancer Paper
Question Description
I don’t know how to handle this Nursing question and need guidance.
Propose a topic for your Change Proposal (500-750 words).
If you are having trouble with your topic, please contact your instructor for assistance.
Use the feedback you have received on your proposed topics in the Main Forum and the availability of evidence in peer-reviewed nursing and medical journals to support your intervention, and choose a viable topic.
Approval of your topic is mandatory, and must be completed prior to beginning the assignments for the Capstone Project. Future assignments submitted with unapproved topics will not be accepted.
Include the following:
Describe a health care barrier or issue that needs addressed.
Based on your Logic Model, present a brief summary of the health care barrier or issue presented: (a) Describe the problem, (b) Describe your proposed solution. Briefly discuss how your proposed solution will resolve barrier or issue for in health care, and (c) Discuss the expected outcomes for you initiating your proposal.
This assignment requires that you support your position by referencing four to six scholarly resources. At least three of your supporting references must be from peer-reviewed resources.
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.

Assignment: Principles Of Persuasion
Assignment: Principles Of Persuasion
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An environmental organization would like to film a pro-recycling public service announcement and have brought you on as a consultant to help them better understand the principles of persuasion and how they should be applied in this PSA. As part of your presentation to the organization you will need to educate them on the principles of persuasion (using what has been learned through previous research) that will need to be applied to their PSA.
By Thursday, January 23, 2014 you should create a PowerPoint presentation.
In the first 4 to 6 slides of your presentation you will need to:
Summarize at least two previous research studies on persuasion.
How were the principles of persuasion studied?
Was the research valid? Why or why not?
What was learned through these studies that can be applied to the creation of the above PSA?
In your next 6 to 10 slides you will incorporate all you have learned about the art of persuasion to create your own PSA PowerPoint presentation to present to this organization that they will use to guide the filming of their video.
In this presentation you will need to:
Present a creative argument that will persuade the viewers of the need to recycle, which the video will be based on.
Use at least two primary principles of persuasion within this presentation.
In the final slide outline which two or more principles were used and why they were a good fit for this PSA.
Your total presentation should be a minimum of 10 to 16 slides (not including your title and reference slides). For your project you will need to be creative in the use of your graphics and fonts in addition to discussing and applying the principles of persuasion.
For this assignment, please use your text book along with additional resources from the Argosy Library.
Suggested additional resources:
Wood, W. (2000). Attitude change: Persuasion and social influence. Annual Review of Psychology, 51, 539-570.
Cialdini, R.B. & Goldstein, N.J. (2004). Social influence: Compliance and conformity. Annual Review of Psychology, 55, 591-621.
Schwarz, N. (1998). Warmer and more social: Recent developments in cognitive social psychology. Annual Review of Sociology, 24, 239-264.
Cialdini, R.B. (2003). Crafting normative messages to protect the environment. Current Directions in Psychological Science. 105-109.
Assignment 2 Grading Criteria
Maximum Points
Discuss at least two previous research studies on persuasion.
32
Analyze the two studies and discuss the principles of persuasion studied and whether the research conducted is valid.
32
Describe what is learned through the studies and how it can be applied to the creation of a pro-recycling PSA.
32
A creative argument is presented that will persuade the viewers of the need to recycle, which the video will be based on.
20
Use at least two primary principles of persuasion within the presentation.
20
Final slide outlines the principles that are used and why they are a good fit for this PSA.
20
Standard presentation components:
Organization (12 points): Introduction, transitions, and conclusion;
Style (4 points): Tone, audience, and word choice
Usage and Mechanics (12 points): Grammar, spelling, and sentence structure
APA Elements (16 points): In text citations and references, paraphrasing, and appropriate use of quotations and other elements of style
44
Total:
200

Discussion: Healthy People 2020 Study
Discussion: Healthy People 2020 Study
Discussion: Healthy People 2020 Study
Week 5 Disease Analysis Paper For this assignment, you will select a disease of your choice and conduct a detailed analysis of that disease, exploring it from a balanced traditional and alternative health perspective. Begin by searching the Center for Disease Control (CDC) website Diseases and Conditions Index to choose a disease or condition of interest to you. Next, review the website for Healthy People 2020 for information related to the disease or the disease category (e.g., mental health for ADHD). In your paper, discuss the following: Prominent aspects of this disease Current data and statistics related to the disease Health disparities related to the disease Prevention strategies including complementary and alternative health therapies Contemporary research and clinical studies related to the disease An analysis of the pathophysiologic effects of stress related to the disease Evidence-based stress management interventions that might help with prevention or cure The paper should be between 3–4 pages. Incorporate at least three scholarly sources within the paper. Sources should be no more than three years old. Use proper APA format to cite and reference sources. Review the rubric for further information on how your assignment will be graded. Due: Sunday, 11:59 p.m. (Pacific time)Week 7 Adolescent Health Risk Seminar For this assignment, you will develop and deliver a 10–15 minute seminar/workshop aimed at the teen or young adult audience on a specific health risk associated with the population. you will submit your presentation using the Kaltura recording tool within Blackboard. See the Getting Started with Kaltura link listed under the Resources area in your course menu to learn how to use this tool. * If you predominantly work with a specific population and would like to present a relevant health risk seminar to that population, you must seek instructor approval in advance. Email your instructor through the Virtual Office. 1. Choose a health risk associated with adolescence. Some categories to consider may include: Suicide Pregnancy Substance use and abuse Motor vehicle crashes Tobacco use Sexually transmitted disease Domestic violence Mental health issues Sexual identity issues Eating disorders Nutrition and fitness 2. As the health care advocate, you will present the following to the target audience (adolescents or young adults)in 10-15 slides or screens: An overview of the risk factor Contributing factors Prevalence of the health risk (meaningful data) Explain your role with the issue as a health care practitioner/advocate Ways to identify a problem and address the issue Present an activity or project or exercise for the audience to engage in related to the topic Help and support resources 3. In your research materials, incorporate 3–4 current sources with one containing the most current statistics. 4. Use age-appropriate creativity to ensure the message gets across to the selected audience. As you plan your seminar, consider: How will you initiate a conversation (rather than give a lecture)? How will you keep the attention and respect of this audience? 5. Use APA for citing and referencing your sources. 6. Keep your design and audio appropriate to the audience, yet professional. Your presentation must include both audio and visual components and be professional in nature. What is a seminar? See this week’s Resource folder for curriculum and topic ideas. Review the rubric for further information on how your assignment will be graded. Submit your final presentation here for grading and post a copy in the discussion board to share with your peers Due: Sunday, 11:59 p.m. (Pacific time) Points: 300

Assignment: Case Study Anthrax Bioterrorism
Assignment: Case Study Anthrax Bioterrorism
Assignment: Case Study Anthrax Bioterrorism
Week 8 Global Health Risk Paper Choose a global health issue. For this assignment, you will introduce the health issue and discuss the interventions necessary to prevent the issue and promote health. Some topics to consider may include: Anthrax Bioterrorism Cholera Clostridium botulinum infection Community-associated methicillin-resistant Staphylococcus Ebola virus disease Escherichia coli Human immunodeficiency virus disease Malaria Plague Severe respiratory distress syndrome Small pox Suicide Tuberculosis Vancomycin-resistant enterococcus infection West Nile virus Include the following in your paper: Introduction/overview of the health issue and the prevalence in the United States and worldwide Contributing factors Prevention strategies Signs and symptoms Diagnostic tests (if applicable) Advanced practice nursing role and management strategies Medical/pharmacological management (if applicable) Follow-up care Conclusion Write a 3–4 page paper following APA format. You must include 2–3 scholarly sources in your citations and references. Review the rubric for further information on how your assignment will be graded. Due: Sunday, 11:59 p.m. (Pacific time) Points: 100
Bioterrorism agents are pathogenic organisms or biological that are used to produce death and disease in humans, animals, or plants for terrorist purposes. These agents are typically found in nature, but it is possible that they could be modified to increase their , make them resistant to current or , or to enhance the ability of these agents to be into the environment.
Terrorists may find biological agents to be an attractive alternative to conventional weapons because of their relatively low costs, their relative accessibility, and the relative ease in which they could be produced, delivered, and avoid detection. Their use, or even threatened use, is potentially capable of producing widespread social disruption.
The concept of using biological agents in warfare is not new. There are many examples throughout recorded history – even as early as the 6th century BC when the Assyrians reportedly poisoned wells of their enemies with the fungus rye ergot. In the 1700s during the French-Indian War, it is suspected that the British gave blankets that had been used by smallpox victims to the Native Americans, resulting in decimation of the native population. More recently, in 1984, followers of the Bhagwan Shree Rajneesh contaminated salad bars in Oregon with Salmonella in an attempt to influence a local election (although hundreds were sickened, this attack did not impact the election).

Principles Of Operant Conditioning
Principles Of Operant Conditioning
1. Make sure you read the chapter in the book FIRST regarding operant conditioning and watch this video BEFORE you do this activity. If you cannot click on the link, copy and paste into your browser.
2. Go to the following link. (There are no instructions other than to select option 1, 2, or 3. It is up to you to figure out how to get things to happen. Some of the things you may encounter are “virtual candy” and noises. Make sure your speakers are on.) If you have any problems accessing the skinner box, try right clicking in the box and then click play. ALso, use the regular number keys above the letters on your keyboard and not the keypad.
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3. What principles of operant conditioning did the activity use (more specifically: positive or negative reinforcement or positive or negative punishment)? Discuss your experiences with the activity (how did you figure it out, etc.). (Warning.. you need to stick with the activity. It can be tricky to figure out, but don’t give up! Stating you could not figure it out will not provide credit for the assignment)
4. Provide a real-life example of operant conditioning. Describe the example and identify which principle of operant conditioning were used.
4. Then for fun (to de-stress from this activity!) , check out this link that demonstrates classical conditioning and this link that demonstrates operant conditioning (primarily positive reinforcement) https://www.youtube.com/watch?v=Mt4N9GSBoMI
Provide a response to a classmate.
1. Make sure you read the chapter in the book FIRST regarding operant conditioning and watch this video BEFORE you do this activity. If you cannot click on the link, copy and paste into your browser.
2. Go to the following link. (There are no instructions other than to select option 1, 2, or 3. It is up to you to figure out how to get things to happen. Some of the things you may encounter are “virtual candy” and noises. Make sure your speakers are on.) If you have any problems accessing the skinner box, try right clicking in the box and then click play. ALso, use the regular number keys above the letters on your keyboard and not the keypad.
3. What principles of operant conditioning did the activity use (more specifically: positive or negative reinforcement or positive or negative punishment)? Discuss your experiences with the activity (how did you figure it out, etc.). (Warning.. you need to stick with the activity. It can be tricky to figure out, but don’t give up! Stating you could not figure it out will not provide credit for the assignment)
4. Provide a real-life example of operant conditioning. Describe the example and identify which principle of operant conditioning were used.
4. Then for fun (to de-stress from this activity!) , check out this link that demonstrates classical conditioning and this link that demonstrates operant conditioning (primarily positive reinforcement) https://www.youtube.com/watch?v=Mt4N9GSBoMI
Provide a response to a classmate.