Environment and Method of Instruction Delivery Assignment Help
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Environment and Method of Instruction Delivery Assignment Help
discusses only the process of developing your frame factor model. To this answer the question, who identified the internal and external factors? What are these factors? No additional explanation about the elements is necessary for this first section. Be sure your frame factors mentioned here are the same as in table 2, at the end of identifying the frame factors intext (for details, see Table 2).
Example: Learning environment and method of delivery. As previously discussed, learners enrolled in this program are already practicing registered nurses who are looking to advance their degrees. As such, the learning environment and method used to deliver instructions to learners is an online asynchronous format. What makes this learning environment unique is that learners can take advantage of completing coursework whenever, and wherever they please, as long as they complete it before the deadline. Learners review course materials, such as pre-recorded lectures, PowerPoints, and online virtual reality simulations on their own from any chosen convenient location they desire. Other methods of delivery and interaction take place via email, e-learning modules, online discussion boards, and audio and video recordings.
Table 2
Frame Factor Model
External Factor Impact
- Future Employees
- Demographics 1. School District will be more welcoming nurses that have background in adulecent drug intoxication triage. Module will provide a better quality care for students/patients.
- Demographics: Immigrant/ American-born Latino/African American/white decent adolescence in an urban/city public school setting. Nurses that are trained in this module will be able to provide care for students that have drug and alcohol addiction, assess for symptoms, provide first aid. Students will be safe with nurses that are trained in this module.
Internal Factor Impact
- Resourses within the institution and nursing
- Potential students
1.School already has resources. Educators already have experience and library has the references. Therefore there is no need for additional funds.
- Students will notice that potential employees (School District) give a preference in nurses that are educated in this module, more students will be drawn to take the nursing program at West Coast University.
Needs Assessment and Gap Analysis Creation Procedures
Discuss the current state of the curriculum and the desired state, including the identified gap or need in the academic setting. Support your discussion with evidential information from your “Frame Factor Model” (Table 2) and your “Curriculum Need-Gap Analysis Table” (Table 3). This description must include a persuasive and reasonable explanation of how the proposal will resolve the curricular gap to move it to the desired state for the curriculum. The “Curriculum Need-Gap Analysis Table” will be used to support this discussion. Sections D2 contains a lot of information, if you look at the work template it aligns the headings for this section.
D2 be sure that you discuss the need-gap analysis procedure (the process for conducting the needs assessment and the gap analysis. Be sure that you follow the steps you outlined in Table 3 for this process discussion, at the end of the introduction of the need-gap analysis intext cite (see Table 3). As part of this discussion, you will also discuss the impact of each of your factors (internal and external).
Current and Desired Curriculum
Discuss the current state of the curriculum and the desired state of the curriculum including the identified gap or need in the academic setting. Support your discussion with evidential information from your “Frame Factor Model” (Table 2) and your “Curriculum Need-Gap Analysis Table” (Table 3). This description must include a persuasive and reasonable explanation of how the proposal will resolve the curricular gap to move it to the desired state for the curriculum. The “Curriculum Need-Gap Analysis Table” will be used to support this discussion. Be sure that in this section D2 you also discuss the current and desired curriculum (what is currently being taught in the course and what you are proposing for the desired curriculum. This discussion needs to align with what you included in table 3). This discussion needs to demonstrate a clear difference between the current and the desired course (just as you did in the need-gap table columns 2 and 3).
Curriculum Changes
In D2 you are going to end with the curriculum change, here you are supporting the ideas you expounded upon in your literature review to make the argument for this proposal, your citations from your literature review.
Curriculum Need-Gap Analysis Table” (Table 3)
Instructional objectives Current curriculum Desired curriculum Need-gap Action steps to meet the need-gap
Distinguish signs and symptoms of behavioral crisis in school-aged children
Illustrate triage and first aid interventions for behavioral concerns The curriculum covers only prescription drugs such as Adderall, excluding illicit drug use, common in this population/group.
- Respiratory Dysfunction; Cognitive, Sensory, and Communication Impairment; Drug Therapy-ADHD
- Child Health and Pediatric Nursing
- Children With Cardiovascular Dysfunction; Immunizations and Communicable Disease
- Musculoskeletal Defects, Integumentary System, Child Maltreatment, and Chronic Illnesses and Disabilities
Incorporating module into the BSN program that will train nursing students to use the nursing process to identify, assess, triage, provide nursing quality care when providing first aid/intervention when working with adolescence/school-aged children in the public health setting. Nursing students need to demonstrate physical assessment skills in identifying signs and symptoms of mental health crisis
Nursing students need to be prepared to provide school-age children first aid in case of a mental health crisis
- Present idea to stakeholders (University Faculty (Peds), administration).
- Create a PowerPoint presentation with information about statistics or drug use in Schools systems and gaps in the curriculum.
3.Brainstrom ideas with faculty on how to fit this module into the 9 weeks class.
4.Create a course outline.
Organizational Strengths and Weaknesses
Describe the results of your Force Field Analysis (Figure 1) to include each of the following:
- organizational strengths that could support the adoption of your curriculum proposal (i.e., desired state of the curriculum). Describe how you can leverage these forces to promote your curricular change. Use evidence from force field Analysis and the literature in support. organizational strengths that could support the adoption of your curriculum proposal (i.e., desired state of the curriculum). Describe how you can leverage these forces to promote your curricular change. Use evidence from force field Analysis and the literature in support.
- organizational weaknesses that could limit the adoption of your curriculum proposal. Describe how the negative impact of these organizational forces can be mitigated. Use evidence from force field analysis and the literature in support.
organizational weaknesses that could limit the adoption of your curriculum proposal. Describe how the negative impact of these organizational forces can be mitigated. Use evidence from force field analysis and the literature in support.
Discuss how you will leverage the forces in support of the proposal and how you will mitigate the weaknesses and forces against the proposed change. You will need in-text citations as evidence from the literature. Look at the change theory or organizational behavioral articles.
Force Filed Analysis / Figure 1
Forces FOR Curriculum Proposal Curriculum Proposal Forces AGAINST Curriculum Proposal
Improve Quality Care for Pediatric population Role of a School Nurse in Mental Health Crisis Assessment and Intervention for Adolescent Students Not enough time in a term
Increasing knowledge, confidence, nursing skills in public health competences that can improve NCLEX overall scores
Staff resistance to revise curriculum and syllabus
Students will be drawn to enter the course with this University due to the increased chance to get employed by a school district. This topic is too broad, needs to be a specific type of a problem
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!