Nursing Assignment: The Importance Of Alignment And Congruence
Nursing Assignment: The Importance Of Alignment And Congruence
The Importance of Alignment
and Congruence
When developing a curriculum or program, it is important to remember that the content created is just one piece of the institution or agency. Much like placing a snapshot into a collage, nurse educators must be mindful of the larger picture. They should analyze how this snapshot, this one piece, will fit with those around it. However, it is not uncommon for nurse educators to become so involved with the contents of their curriculum that they inadvertently develop content in isolation. They identify skills, procedures, and processes that are important but can forget to translate these ideas across the span of their curriculum. This can present problems for learners, especially in academic settings where the skills presented in one course generally build on those learned in previous courses.
One way nurse educators can place importance on the larger picture is to align the components of their curriculum with the components of the institution or agency. In fact, using the setting’s mission, vision, and philosophy to create the mission, vision, and philosophy of the curriculum is an effective way to build congruence. There are many strategies nurse educators can use when seeking alignment and congruence. In this Discussion, you explore these strategies and consider how you might align your team’s curriculum to that of your selected setting.
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To prepare:
· Review Chapter 9, “Components of the Curriculum,” in the Keating text to reexamine the meanings behind a setting’s mission, vision, and philosophy.
· Review this week’s media, Curriculum Components. Consider why nurse educators should be cognizant of their setting’s mission, vision, and philosophy when developing the mission, vision, and philosophy for their curriculum or program.
· Examine the chapter titles and overviews of Chapters 10-15 in the Keating text. Then, select and review the chapters that correspond with the focus of your Course Project.
· Use this week’s Learning Resources and your own independent research to identify strategies nurse educators can implement to achieve alignment and congruence of curriculum components. Consider how these strategies could help to align the components of your curriculum or program to the components of your team’s selected setting.
Questions to be addressed:
1. Post at least two strategies nurse educators can implement to achieve alignment and congruence between curriculum components.
2. Justify your response by providing authentic examples of how and why you would employ these strategies specific to your team’s selected setting and proposed curriculum.
3. Conclusion/Summary of the strategies that could help to align the components of your curriculum or program to the components of your team’s selected setting.
References
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier.
Chapter 7, “Philosophical Foundations of the Curriculum” (pp. 118–143)
Chapter 7 uses a concept model to illustrate how the alignment and congruence of curriculum components. The importance of aligning philosophy statements with these components is discussed. Many examples of philosophy statements are also provided.
Keating, S. B. (Ed.). (2015). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer.
Chapter 9, “The Components of the Curriculum” (pp. 185–228)
Chapter 9 begins with a brief introduction of the types of institutions and programmatic levels nursing curricula can be developed for. Then an in-depth exploration of curriculum components is provided.
Note: For the purposes of this course, you are only required to select and read the chapters below that will help you and your team to complete your Course Project.
Fontaine, K. E. (2011). Curriculum planning for associate degree nursing programs. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 195–208). New York, NY: Springer.
This chapter describes the curriculum process for AA nursing programs. According to the author, all of these programs follow a similar process that is affected by external factors such as social and political climates, the health care industry, and accreditation and regulatory standards.
Wros, P., Wheeler, P., & Jones, M. (2011). Curriculum planning for baccalaureate nursing programs. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 209–240). New York, NY: Springer.
Chapter 9 examines the development process of BSN nursing programs. AACN Essentials, pros and cons to residency and externship programs, and other internal and external factors are explored.
Keating, S. B. (Ed.). (2015). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer.
Chapter 10, “Curriculum Planning for Associate Degree Nursing Programs” (pp. 229–243)
The process of curriculum development for master’s programs is discussed in this chapter. Recommendations and issues associated with master’s programs are discussed.
Chapter 13, “The Doctor of Nursing Practice (DNP) (pp. 299–307)
The essentials for creating a doctorate program are highlighted in Chapter 13. The role of nurse educators is discussed, as well as the impact doctorate-prepared nurses have on the nursing profession, education, and the health care system.
Stotts, N. A. (2011). Curriculum planning for doctor of philosophy and other research-focused doctoral nursing programs. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 261–268). New York, NY: Springer.
Chapter 12 introduces the rationale behind researched-focused doctoral programs in nursing.
Richards, J. (2011). Curriculum development and evaluation in staff development. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 269–295). New York, NY: Springer.
Review Chapter 13 to explore the role of nurse educators who specialize in staff development. Key responsibilities such as conducting needs assessment on the external and internal frame factors influencing staff programs and educational needs, the preparation and maintenance of budgets, and adult learning theories are discussed.
Required Media
Laureate Education, Inc. (Executive Producer). (2012b). Curriculum components. Baltimore, MD: Author.
Optional Resources
How to write a program mission statement. (n.d.). Retrieved November 27, 2012, from http://www.assessment.uconn.edu/docs/HowToWriteMission.pdf
Walden University. (n.d.c). Vision and mission statements. Retrieved November 27, 2012, from http://www.waldenu.edu/About-Us/33598.htm
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Case Report: Application of Theory Instructions
Case Report: Application of Theory Instructions
In this assignment, learners are required to write a case report addressing the personal knowledge and skills gained in this course and potentially solving an identified practice problem.
General Guidelines:
Use the following information to ensure successful completion of the assignment:
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This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included. You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Directions:
Construct a 2,500-3,000-word (approximately 10-12 pages) case report that includes a problem or situation consistent with a DNP area of practice.
Requirements:
Use a minimum of any two theories discussed in the course to develop the case report.
Apply one or more theories to describe understanding of the problem or situation of focus.
Apply one or more theories to the recommended intervention or solution being proposed.
Develop the case report across the entire scenario from the identified clinical or health care problem through proposing an intervention, implementation, and evaluation using an appropriate research instrument.
Describe the evaluation of the selected research instrument in the case report.
Lastly, explain in full the tenets, rationale for selection (empirical evidence), and clear application using the language of the theory within the case report.
In addition, your case report must include the following:
Introduction with a problem statement.
Brief literature review.
Description of the case/situation/conditions explained from a theoretical perspective.
Discussion that includes a detailed explanation of the synthesized literature findings.
Summary of the case.
Proposed solutions to remedy gaps, inefficiencies, or other issues from a theoretical approach.
Identification of a research instrument to evaluate the proposed solution along with a description of how the instrument could be evaluated.
Conclusion.
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Counselor Ethics And Responsibilities Paper
Counselor Ethics And Responsibilities Paper
Access and review the “Counselor Ethics and Responsibilities Assignment Guidelines.” Complete the paper according to the assignment guidelines.
Include at least six scholarly resources in addition to the textbook in your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
This assignment meets the following CACREP Standards:
2.F.1.b. The multiple professional roles and functions of counselors across specialty areas, and their relationships with human service and integrated behavioral health care systems, including interagency and interorganizational collaboration and consultation.
2.F.1.c. Counselors’ roles and responsibilities as members of interdisciplinary community outreach and emergency management response teams.
2.F.1.d. The role and process of the professional counselor advocating on behalf of the profession.
2.F.1.e. Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.
2.F.1.l. Self-care strategies appropriate to the counselor role.
5.C.2.a. Roles and settings of clinical mental health counselors.
This assignment meets the following NASAC Standards:
15) Understand the variety of insurance and health maintenance options available, and appreciate the importance of helping clients access those benefits.
Below is textbook (must use for a reference) Attached is a sample assignment of how it should look please do not use.
The template for the assignment and the expectation.
textbook; https://viewer.gcu.edu/UWUHRK
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Process Safety Management 4
Process Safety Management 4
Unit VI Article Critique
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Locate the following article in the Business Source Complete database in the CSU Online Library:
Manuele, F. A. (2012). Management of change. Professional Safety, 57(7), 35-43. (See Attached)
Read the article and write a critique that includes the following elements:
a brief introduction to the article,
summary of the key points in the article,
discussion of how the article supports the Management of Change requirements in OSHA’s PSM Standard, and summary of the article’s conclusions and your own opinions.
Your critique should be a minimum of two pages in length, double-spaced, excluding the cover and reference pages. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations, and cited per APA guidelines.
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Discussion: Childrens Pain Management
Discussion: Childrens Pain Management
Discussion: Childrens Pain Management
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Question Description
submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
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Note: Research evidence must not be more than five years old.
Note: Upload a copy of the full text of the articles with your submission.
Note: You may use the same topic and research articles on both Task 1: Analyzing Research Articles and Task 2: Evidence-Based Practice Change.
B. Evaluate a primary, qualitative research, peer-reviewed journal article (suggested length of 3–5 pages) that has healthcare implications by doing the following:
Note: You may select an article focusing on a healthcare topic of your choice or an article focusing on one of the following topics: pain management in children
1. Describe how the researcher addresses the following four areas in the selected journal article:
background or introduction (e.g., the purpose of the study)
review of the literature (e.g., research used to support the study)
data analysis (e.g., how the researcher analyzed the data)
methodology (e.g., research type and sampling methods)
2. Evaluate whether the evidence presented in each of the four areas of the journal article from part B1 supports the outcome of the study and implications for future research.
3. Explain how the protection of human subjects and cultural considerations were addressed by the researcher, using specific information from the journal article from part B.
4. Identify one strength and one limitation of the study.
5. Describe how the evidence from the article in part B informs current nursing practices.
C. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.
D. Demonstrate professional communication in the content and presentation of your submission.
Rubric
B1:Qualitative: Article Areas
Not Evident
An article is not provided.
Approaching Competence
Does not identify a primary, qualitative research, peer-reviewed journal article (suggested length of 3–5 pages) that has healthcare implications. The description does not address all of the given points, or the description of any point is not supported by the article.
Competent
Identifies a primary, qualitative research, peer-reviewed journal article (suggested length of 3–5 pages) that has healthcare implications. Evaluates the article by doing the following: The description addresses all 4 of the given points, and the description of each point is supported by the article.
B2:Qualitative: Critique of Evidence
Not Evident
An evaluation of evidence is not provided for each area of the journal article from part B1.
Approaching Competence
The evaluation of evidence presented for any area of the journal article from part B1 does not logically show whether that section’s evidence supports the outcome of the study and implications for future research.
Competent
The evaluation of evidence presented for each area of the journal article from part B1 logically shows whether that section’s evidence supports the outcome of the study and implications for future research.
B3:Qualitative: Protection and Considerations
Not Evident
An explanation of how the protection of human subjects and cultural considerations were addressed by the researcher is not provided.
Approaching Competence
The explanation does not use specific information from the journal article from part B to show how the protection of human subjects and cultural considerations were addressed by the researcher.
Competent
The explanation uses specific information from the journal article from part B to show how the protection of human subjects and cultural considerations were addressed by the researcher.
B4:Qualitative: Strength and Limitation
Not Evident
A submission is not provided, or the submission does not identify 1 strength or 1 limitation of the study.
Approaching Competence
The submission is missing relevant information about the 1 identified strength or the 1 identified limitation of the study.
Competent
The submission provides relevant information about the 1 identified strength and the 1 identified limitation of the study.
B5:Qualitative: Evidence Application
Not Evident
A submission is not provided.
Approaching Competence
The submission does not describe how the evidence from the article in part B informs current nursing practices. Or the description is not supported with specific examples of currently used nursing practices.
Competent
The submission describes how the evidence from the article in part B informs current nursing practices. The description is supported with specific examples of currently used nursing practices.
C.:APA Sources
Not Evident
The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.
Approaching Competence
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.
Competent
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.
D.:Professional Communication
Not Evident
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
Approaching Competence
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
Competent
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.
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: Childrens Pain Management
Discussion: Childrens Pain Management
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Assignment: Required Discussion HCIS/140
Assignment: Required Discussion HCIS/140
Assignment: Required Discussion HCIS/140
Assignment: Required Discussion HCIS/140
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT:Assignment: Required Discussion HCIS/140
Review Figure 10.1 on p. 239 and the section “Billing Workflow” on pp. 238 to 239 of your textbook Health Information and Technology Management.
Write a 150- to 350-word response to the following:
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•Discuss at least two components described in the “Billing Workflow” section in Ch. 10 of Health Information and Technology Management.
•How do these components affect health care reimbursement?
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.
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