Assignment: Taking Parenting Classes
Assignment: Taking Parenting Classes
Assignment: Taking Parenting Classes
Assignment: Taking Parenting Classes
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Read this to answer the question
FEMALE SPEAKER: They’ve missed four of their parenting classes so far.
FEMALE SPEAKER: So they haven’t completed their parenting group?
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FEMALE SPEAKER: I have to call the ACS worker and let her know. They’re probably going to have to take the classes over again, and that’s going to be tough. The classes caused the father to miss overtime at work, and they really rely on that money to make ends meet.
FEMALE SPEAKER: But they have to finish the program. They’re only allowed three missed classes. There’s another problem. You know the agency’s been conducting a study of our performance. Well, it lowers our completion numbers. Lower numbers put our funding at risk. Our bosses start questioning the credibility of what we’re trying to do here.
FEMALE SPEAKER: But I can’t give the Hernandez family the post test. They won’t be able to complete it.
FEMALE SPEAKER: No, that’s not why I brought this up. The agency needs data to determine how effective these parenting classes are. The more attrition we have when parents don’t finish the program, there’s no data. No data means no support for what we’re teaching or how it might benefit other populations.
FEMALE SPEAKER: Maybe we should account for the attrition then. Maybe there’s something we can learn from it?
This week’s video introduces you to the Hernandez family. Juan and Elena Hernandez are mandated to attend parenting classes. As part of the parenting classes, they are required to participate in both a pretest (taken before classes begin) and a posttest (taken after classes end). Pretests and posttests can yield very useful information. They can measure the learning that has or has not taken place as a result of the education being provided. For this Discussion, imagine what kinds of questions would be on a pretest and posttest for this particular study sample (the parents who are taking parenting classes).
your explanation of what you think the social workers wanted to know when they designed the pre/posttest for evaluating the parenting classes. Be sure to address the concept of attrition and whether or not you believe they took that into account. Be sure to explain why. Then, analyze potential lessons learned from attrition. Finally, explain how you might design a study to gather data about the effectiveness of these parenting classes. Use the following questions to focus your thinking:
Would you recommend a pre-experimental, experimental, or quasi-experimental design?
Would the study involve measurement over time?
Would there be a control group?
In this group research design you imagine, what or who will be compared?
What limitations in terms of generalizability and internal validity can you anticipate based on the research plan you envision?
What can you tell the social worker about the issue of client drop out (also called attrition or experimental mortality)?
If there is no control group, what type of research design could answer the question: Is this parent training class effective in reducing abusive parenting practices?
Please use the resources to support your answer.
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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Discussion Question: Healthcare Management
Discussion Question: Healthcare Management
Discussion Question: Healthcare Management
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Discussion Question 1 contains:
Summarize the problem from the news regarding healthcare management that you identified for your Week 2 individual assignment. Do NOT post what you proposed as a resolution to the situation. Avoid posting your entire assignment. Respond to at least a minimum of two classmates
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.
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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.
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Phi 208 Ethics And Moral Reasoning Final Paper
Phi 208 Ethics And Moral Reasoning Final Paper
Week 5 – Final Paper
Ethical Reasoning
[WLO: 3] [CLOs: 1, 2, 3, 4]
Please read these assignment instructions before writing your paper as they contain very precise and specific instructions on both the content and format requirements. You should download the provided outline and use that to structure your paper, and consult the assignment guidance and modeled example for additional help. Finally, before submitting your assignment please use the checklist to ensure that you have completed all of the requirements.
Overview
This course has three written assignments that build upon one another and are designed to take you step-by-step through a process of writing a paper that identifies an ethical question, examines the context, issues, and arguments surrounding the question, and attempts to defend an answer to that question using strong moral reasoning.
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In the Week 1 assignment, “Ethical Question,” you chose an ethical question, provided an introduction, a position statement and supporting reason, and an opposing position statement and supporting reason.
In the Week 3 assignment, “Applying an Ethical Theory,” you explained utilitarianism, deontology, or virtue ethics, including its core moral principle or ideal, and applied that theory to the topic by demonstrating how its principles would support a particular position on your ethical question.
In this final written assignment, you will combine what you have done in these two exercises by examining an ethical issue and defending your own position on an ethical question regarding that issue.
This final written assignment should be written in essay form with the following clearly labeled sections:
Introduction
Ethical Argument
Explanation and Defense
Objection and Response
Conclusion
The paper should be between 1,300 and 1,500 words, utilize three scholarly resources, and include a title page and reference page.
Part 1: Introduction
In this section of the paper, you will begin with your ethical question, introduce the topic and paper, and close with a thesis statement.
The ethical question may be the same as your Week 3 written assignment (“Applying an Ethical Theory”) or a revised version of it.
The introduction should be revised in a way that reflects your additional thinking on the issue and question.
End this section with a thesis statement that states your position on the issue (the answer to the ethical question you believe is strongest) and provides a brief summary of the main ideas you will be presenting in the paper. Please see the assignment guidance for examples of thesis statements.
Place the introduction under the Part 1: Introduction heading.
Part 2: Ethical Argument
In this section of the paper, you will present the strongest argument you can in support of the position you have stated in your introduction.
This will be similar to the “supporting reasons” you offered in the first assignment; however, this argument should reflect your research into the key ethical issues that need to be identified and addressed, the arguments on different sides of this problem, and the theories of moral reasoning we have studied in the class (you will discuss the specific details and implications of the moral theories in the next two sections).
You can think of this as a summary of the main argument you would give if you were an attorney trying to convince a jury of your position.
Place this information under the Part 2: Ethical Argument heading.
Part 3: Explanation and Defense
In this section, you will explain and defend your argument by drawing on the moral theory that aligns most closely with the argument you presented in Part 2. This may be the same theory you discussed in your second assignment, but it may also be a different theory.
You must first explain the theory in general terms similar to how you explained a theory in your second assignment, including a brief account of the historical background of the theory and the philosopher(s) associated with it and general overview of the core moral ideal or principle of the theory, including the way it guides and constrains moral reasoning.
You should then clearly show how your argument represents an application of that form of moral reasoning.
In other words, if the argument you present in Part 2 is utilitarian, deontological, or virtue-based (teleological), you will want to explain utilitarianism, deontology, or virtue ethics in general terms, then explain how your argument from Part 2 reflects or draws upon the core principles and values of that theory. Please refer to the Week 3 assignment instructions for directions on how to explain and apply the moral theory.
Place this section under the Part 3: Explanation and Defense heading.
Part 4: Objection and Response
In this section of the paper, you will present the strongest objection you can to your argument, and briefly defend that objection by appealing to a different ethical theory than the one you focused on in Part 3.
Briefly explain the core moral ideal or principle of the theory and how that could be the basis of an objection to your argument. For instance, if you explained and defended your own argument by applying the principles of virtue ethics, you could raise an objection from the perspective of utilitarianism by briefly explaining the core utilitarian principle and how applying that principle could lead someone to a different conclusion than the one you are defending.
Next, you should respond to the objection by explaining why it is not strong enough to undermine the main argument in defense of your position.
See the assignment guidance for suggestions on how to effectively respond to the objection.
Place this section under the Part 4: Objection and Response heading.
Part 5: Conclusion
In this section of the paper, provide a summary of what you have done in the paper by briefly describing what you accomplished in each of the above sections.
Place this section under the Part 5: Conclusion heading.
Resource Requirement
You must use at least three scholarly resources, only one of which may be the textbook. In other words, you must use at least two scholarly resources in addition to the textbook.
Acceptable ways of using a source include providing a quotation, summary, or paraphrase; merely providing a citation, especially when it is unclear how or where the text supports your claim, is not sufficient.
If you need help with finding additional resources or are unsure about whether a particular resource will count toward the requirement, please contact your instructor.
For sources to count toward the resources requirement, they must be cited within the text of your paper and on the reference page. Sources that are listed on the references page but not cited within the paper do not count toward fulfilling the resources requirement.
In your paper,
Introduce the topic and paper.
Provide a thesis statement.
Present an argument in support of the position.
Defend the argument by explaining and applying the ethical theory that most closely aligns with the argument.
Present an objection to the argument by appealing to a different ethical theory.
Respond to the objection.
Provide a conclusion that describes what was accomplished in each of the sections of the paper.
The Ethical Reasoning Final Paper
Must be 1,300 to 1,500 words in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center’s APA Style (Links to an external site.)Links to an external site.resource.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
For further assistance with the formatting and the title page, refer to APA Formatting for Word 2013 (Links to an external site.)Links to an external site..
Must utilize academic voice. See the Academic Voice (Links to an external site.)Links to an external site. resource for additional guidance.
Must use at least two scholarly sources in addition to the course text.
The Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)Links to an external site. table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document any information used from sources in APA style as outlined in the Ashford Writing Center’s Citing Within Your Paper (Links to an external site.)Links to an external site. guide.
(Links to an external site.)Links to an external site.Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center. See the Formatting Your References List (Links to an external site.)Links to an external site. resource in the Ashford Writing Center for specifications.
Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.
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Executive Summary : Annual Marketing Plan
Executive Summary : Annual Marketing Plan
Develop a 750-1,000-word executive summary of your organization’s (or one you know
well) annual marketing plan.
Summary should and include a brief situation analysis, marketing objectives, strategies, tactics, financial considerations, and a timetable for implementation.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center. Only Word documents can be submitted to Turnitin.
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Assignment: Clinical Decision Support and Evidence-Based Practice
Assignment: Clinical Decision Support and Evidence-Based Practice
Just as global positioning systems (GPS) provide drivers with directions, detours, alternative routes, and alerts, clinical decision support (CDS) systems provide health care professionals with guidance for important decisions related to patient care. CDS systems have many capabilities, such as synthesizing patient information, recommending diagnostic tests, presenting alerts for life-threatening conditions, suggesting options for treatment, and offering relevant evidence and best practices. However, like GPSs, CDS systems are not always perfect, and many of their design specifications and functionalities are still evolving. In particular, issues such as alert fatigue and the integration of evidence-based practice (EBP) resources and clinical guidelines are still developing for CDS systems.
In this Assignment (due this Thursday), you identify the established EBP databases and clinical guidelines for your specialization area. You also consider how to integrate these elements into a CDS system specific to your specialization area. In addition, you analyze the benefits and drawbacks of integrating EBP and clinical guidelines within specialized CDS systems.
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To prepare:
Review this week’s Learning Resources on CDS systems, EBP, and clinical guidelines. Focus on the Hammond, Jaffe, and Kush article, “Healthcare Standards Development: The Value of Nurturing Collaboration”(http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_043995.hcsp?dDocName=bok1_043995) and consider how CDS systems could be used to achieve integration of standards, guidelines, and EBP within your specialization area.
Identify at least two databases that can be considered “gold standards” for current research and EBP recommendations within your specialization area (Cardiology, I’m a cardiac nurse).
Identify at least two condition-specific clinical guidelines that are applicable to your specialization area. One possible resource for locating clinical guidelines is http://www.guidelines.gov
Consider how the databases and guidelines you identified could be integrated into a CDS system. For example, would you recommend an alert system, a side panel within an electronic health record (EHR) system, a separate computer or device for health care professionals to consult at their discretion, or an alternative system?
Reflect on the benefits and disadvantages of the type of CDS system you selected to integrate your EBP databases and clinical guidelines.
To complete:
Write a 3-page paper in APA format, due on Thursday 9/15/16, that addresses the following:
Identify the two databases you selected as “gold standards” for EBP within your specialization area ( My specialization is Cardiac nursing ). Justify your selections.
Identify the two condition-specific clinical guidelines you selected, and explain their significance within your specialization area. (http://www.guidelines.gov)
Explain how the databases and guidelines you identified could be integrated into a CDS system. Describe the type of system you would recommend, and justify your recommendation.
Identify at least two benefits and at least two challenges of the CDS system you recommended.
Cite at least 4 references using APA style.
This Assignment is due by Thursday 9/15/2016 by 12 noon
Required Readings
Bredemeyer, J., & Androwich, I. (2012). Transitional research: Generating evidence for practice. In D. McGonigle & K. G. Mastrian (Eds.), Nursing informatics and the foundation of knowledge (pp. 471–485). Burlington, MA: Jones and Bartlett.
This chapter describes information gathering and application processes of translational research. The authors also identify the importance of self-critique and persistent answer-seeking in evidence-based practice.
McGonigle, D., & Mastrian, K. G. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning.
Chapter 25, “Translational Research: Generating Evidence for Practice”
Chapter 16, “Informatics Tools to Promote Patient Safety and Clinical Outcomes”
Ensuring the safety of patients is the responsibility of everyone within a health care organization. This chapter analyzes the role that technological advancements in information storage and delivery plays in supporting safety practices.
Brokel, J. M. (2009). Infusing clinical decision support interventions into electronic health records. Urologic Nursing, 29(5), 345–352.
Retrieved from the Walden Library databases.
This article describes a variety of decision support systems interventions that are available to nurses while using electronic health records. The author suggests how these interventions can be used by nurses for assessments, for diagnosing problems and identifying preferences, for performing interventions, and for evaluating outcomes.
Glaser, J. (2008). Clinical decision support: The power behind the electronic health record. Healthcare Financial Management, 62(7), 46–48, 50–51.
Retrieved from the Walden Library databases.
In this article, the author considers the impact that clinical decision support has on patient care by establishing the relationship between EHR-based patient care and CDS-based applications.
Kesselheim, A. S., Cressweel, K., Phansalkar, S., Bates, D. W., & Shiekh, A. (2011). Clinical decision support systems could be modified to reduce “alert fatigue” while still minimizing the risk of litigation. Health Affairs, 30(12), 2310–2317.
Retrieved from the Walden Library databases.
Clinical decision support (CDS) systems implemented to assist health care personnel with decision making help health care organizations use their resources most effectively. This article deals specifically with the ways CDSSs can help health care organizations save money.
Agency for Healthcare Research and Quality. (n.d.). National Guideline Clearinghouse. Retrieved January 2, 2014, from http://www.guideline.gov/
NGC is a public resource for evidence-based clinical practice guidelines. Provided by the Agency for Healthcare Research and Quality (AHRQ) a part of the U.S. Department of Health & Human Services.
Hammond, W. E., Jaffe, C., & Kush, R. D. (2009). Healthcare standards development: The value of nurturing collaboration. Journal of AHIMA, 80(7), 44–52. Retrieved from http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_043995.hcsp?dDocName=bok1_043995
The authors examine how standards developing organizations (SDOs) collaborate to create technical standards. Those standards clarify communication between health care personnel and improve patient care.
McMaster University. (2012). Evidence-based practice resources. Retrieved from http://hsl.mcmaster.ca/resources/topic/eb/
This collection of resources on evidence-based practice (EBP) covers basic information about its methodologies. This includes a list of useful references, charts, and definitions pertaining to different facets of EBP application in health care organizations.
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Aim of Assessment Assignment
Aim of Assessment Assignment
Aim of Assessment Assignment
ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT: Aim of Assessment Assignment
Aim of assessment
The purpose of this guided essay is to enable students to consolidate nursing/midwifery issues covered in class materials and to determine students' understanding of the topics and applications, in preparation for transition into the professional nursing and midwifery workforce. This is a guided essay based on a case study where the students respond by answering a series of questions.
Details
Using EITHER Scenario A or Scenario B- please answer the following Questions:
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1. Investigate and outline the prevalence/incidence of depression AND suicide in Australia – Ensure your answer covers: gender, age groups, specific risk groups, hospitalisation and recovery.
Aim of Assessment Assignment
2. Using current literature discuss factors that may have contributed to the development of the client's presentation, mental health concerns and risks. Ensure you highlight at least 2 factors.
3. Using current literature discuss the ethical and legal issues related to your scenario (ensure you discuss at least one ethical issue AND at least one legal issue). Your work should include reference to ethical principles.
4. Identify TWO (2) nursing/midwifery concerns/needs with evidence from your chosen scenario-
These should be directly related to the person's mental health presentation. Ensure you discuss why you have included these two particular concerns or needs. Your risk identification should be focused on the next 1-5 days of nursing/midwifery care for your client.
5. For each nursing / midwifery concern / problem you have identified in Question 4. outline and describe TWO (2) evidence based nursing / midwifery interventions (ie: what you would actually do as a nurse / midwife to support the person and how you would do it). You should present a total of 4 interventions. Your interventions should be focused on nursing / midwifery care for your client over the next 1-5 days. They must be interventions which you would actually undertake directly with your client within your role as a nurse or midwife.
Ensure your intervention states what you would exactly do, how, who would carry this out and when. You are also required to provide a clear rationale for each nursing / midwifery intervention (i.e. why have you chosen the particular nursing interventions? How will the interventions support the person or positively contribute to the person's recovery journey?) Each intervention and rationale must be supported by current literature.
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.
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