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This assignment will be submitted to Turnitin®.Instructions
Course Project—Part 2
Instructional Unit: Goals, Objectives, and the Teaching Plans
This week you will submit your instructional unit, which should include three lesson plans: one focused on patient education, one on family education, and one on staff development. Remember, your plans should demonstrate a logical approach to teaching, communicate what is to be taught and how, and outline how objectives are to be evaluated. Click here for a refresher on what each final lesson should include.
Building on the work that you started in Week 2, for all three groups of learners:
- Write several broad instructional goals for the educational experience.
- Write several behavioral objectives based on Bloom’s taxonomy.
- Describe the lesson content.
- Provide a sequence for teaching activities.
- Describe instructional methods.
- Indicate time allotted for each activity.
- Identify and describe the instructional resources (materials, tools, etc.) and technology to be used.
- Describe how the learning will be evaluated.
On a separate references page, cite all sources using APA format.
- Use this APA Citation Helper as a convenient reference for properly citing resources.
- This handout will provide you the details of formatting your essay using APA style.
- You may create your essay in this APA-formatted template.
Submission Details:
- Submit your response in a 6- to 7-page paper to the Submissions Area by the due date assigned. Be sure to use appropriate APA formatting.
Due DateMar 6, 2019 11:59 PMHide Rubrics
Rubric Name: NSG4028 Week 4 Project Rubric
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsListed two broad instructional goals for the educational experience for each of the three groups of learners.
Student did not submit assignment
Did not include instructional goals for the educational experience and/or did not include all learners.
Minimally listed broad instructional goals for the educational experience and included two of the three groups of learners.
Listed several broad instructional goals for the educational experience and included all learners. Goals could be more clearly stated.
Expertly stated several broad instructional goals for the educational experience and included all learners.
/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsListed learning objectives that addressed the cognitive capabilities of each of the three groups of learners.
Student did not submit assignment
Did not include learning objectives that addressed the cognitive capabilities of the learner and/or did not include all groups of learners.
Minimally listed learning objectives that addressed the cognitive capabilities of the learner and included two of the three groups of learners
Listed learning objectives that addressed the cognitive capabilities of the learner and included all learners. Objectives could be more clearly stated.
Expertly stated learning objectives that addressed the cognitive capabilities of the learner and included all learners.
/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsListed learning objectives that addressed the affective capabilities for each of the three groups of learners.
Student did not submit assignment
Did not include learning objectives that addressed the affective capabilities of the learner and/or did not include all learners.
Minimally listed learning objectives that addressed the affective capabilities of the learner and included two of the three groups of learners.
Listed learning objectives that addressed the affective capabilities of the learner and included all learners identified. Objectives could be more clearly stated.
Expertly stated learning objectives that addressed the affective capabilities of the learner and included all three groups of learners.
/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsListed learning objectives that addressed the psychomotor capabilities of each of the three groups of learners.
Student did not submit assignment
Did not include learning objectives that addressed the psychomotor capabilities of the learner and/or did not include all learners.
Minimally listed learning objectives that addressed the psychomotor capabilities of the learner and included two of the three groups of learners.
Listed learning objectives that addressed the psychomotor capabilities of the learner and included all learners. Objectives could be more clearly stated.
Expertly stated learning objectives that addressed the psychomotor capabilities of the learner and included all learners identified.
/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsProvided an appropriate description of the lesson content
Student did not submit assignment
Provided a description of the lesson contentbut was not clearly focused or coherent.
Minimally Provided an appropriate description of the lesson content.
Provided an appropriate description of the lesson content, but could be more detailed.
Provided a description of the lesson content that was appropriate, thorough, and detailed.
/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsProvided a sequence for teaching activities and time allotted for each activity.
Student did not submit assignment
Provided a sequence for teaching activities and time allotted for each activity but was not clearly focused or coherent.
Minimally provided a sequence for teaching activities and time allotted for each activity
Provided an appropriate sequence for teaching activities and time allotted for each activity, but could be more detailed.
Provided a thoroughly detailed sequence for teaching activities and time allotted for each activity.
/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsDescribed the instructional strategies
Student did not submit assignment
Description of the instructional strategies was not clearly focused or coherent.
Provided a minimal description of the instructional strategies.
Provided an acceptable description of the instructional strategies, but could be more detailed.
Thoroughly described the instructional strategies in detail.
/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsIdentified and described the instructional resources and technology
Student did not submit assignment
Identified and described the instructional resources and technology but was not focused or coherent.
Minimally identified and described the instructional resources and technology
Identified and described the instructional resources and technology but could be more detailed.
Identified and thoroughly described the instructional resources and technology in detail.
/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsProvided an evaluation methodology
Student did not submit assignment
Provided an evaluation methodology but was not clearly focused or coherent.
Provided an evaluation methodology with minimal information.
Provided an acceptable evaluation methodology but could be more detailed.
Thoroughly provided an evaluation methodology in detail.
/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)5 pointsSatisfactory (C Range)6 pointsProficient (B Range)7 pointsExemplary (A Range)8 pointsOrganization Introduction Thesis Transitions Conclusion
Student did not submit assignment
Introduction is limited or missing entirely.
The paper lacks a thesis statement.
Transitions are infrequent, illogical, or missing entirely.
Conclusion is limited or missing entirely.
Introduction is present but incomplete or underdeveloped.
The paper is loosely organized around a thesis that may have to be inferred.
Transitions are sporadic.
Conclusion is present, but incomplete or underdeveloped.
Introduction has a clear opening, provides background information, and states the topic.
The paper is organized around an arguable, clearly stated thesis statement.
Transitions are appropriate and help the flow of ideas.
Conclusion summarizes main argument and has a clear ending.
Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic.
The paper is well organized around an arguable, focused thesis.
Thoughtful transitions clearly show how ideas relate.
Conclusion leaves the reader with a sense of closure and provides concluding insights.
/ 8This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsUsage and Mechanics Grammar Spelling Sentence structure
Student did not submit assignment
Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.
Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.
Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension.
The paper is basically error free in terms of mechanics. Grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic.
/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsAPA Elements Attribution Paraphrasing Quotations
Student did not submit assignment
No attempt at APA format.
APA format is attempted to paraphrase, quote, and cite, but errors are significant.
Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.
Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.
/ 12Total/ 160
Overall Score
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Lessons Plans Part Two For Pro R Only Do Not Send Bid If You Are Not Him
/in Uncategorized /by developerCourse Project—Part 2
Instructional Unit: Goals, Objectives, and the Teaching Plans
This week you will submit your instructional unit, which should include three lesson plans: one focused on patient education, one on family education, and one on staff development. Remember, your plans should demonstrate a logical approach to teaching, communicate what is to be taught and how, and outline how objectives are to be evaluated. Click here for a refresher on what each final lesson should include.
Building on the work that you started in Week 2, for all three groups of learners:
On a separate references page, cite all sources using APA format.
Submission Details:
Due DateMar 6, 2019 11:59 PM
Hide Rubrics
Rubric Name: NSG4028 Week 4 Project Rubric
This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsListed two broad instructional goals for the educational experience for each of the three groups of learners.
Student did not submit assignment
Did not include instructional goals for the educational experience and/or did not include all learners.
Minimally listed broad instructional goals for the educational experience and included two of the three groups of learners.
Listed several broad instructional goals for the educational experience and included all learners. Goals could be more clearly stated.
Expertly stated several broad instructional goals for the educational experience and included all learners.
/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsListed learning objectives that addressed the cognitive capabilities of each of the three groups of learners.
Student did not submit assignment
Did not include learning objectives that addressed the cognitive capabilities of the learner and/or did not include all groups of learners.
Minimally listed learning objectives that addressed the cognitive capabilities of the learner and included two of the three groups of learners
Listed learning objectives that addressed the cognitive capabilities of the learner and included all learners. Objectives could be more clearly stated.
Expertly stated learning objectives that addressed the cognitive capabilities of the learner and included all learners.
/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsListed learning objectives that addressed the affective capabilities for each of the three groups of learners.
Student did not submit assignment
Did not include learning objectives that addressed the affective capabilities of the learner and/or did not include all learners.
Minimally listed learning objectives that addressed the affective capabilities of the learner and included two of the three groups of learners.
Listed learning objectives that addressed the affective capabilities of the learner and included all learners identified. Objectives could be more clearly stated.
Expertly stated learning objectives that addressed the affective capabilities of the learner and included all three groups of learners.
/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsListed learning objectives that addressed the psychomotor capabilities of each of the three groups of learners.
Student did not submit assignment
Did not include learning objectives that addressed the psychomotor capabilities of the learner and/or did not include all learners.
Minimally listed learning objectives that addressed the psychomotor capabilities of the learner and included two of the three groups of learners.
Listed learning objectives that addressed the psychomotor capabilities of the learner and included all learners. Objectives could be more clearly stated.
Expertly stated learning objectives that addressed the psychomotor capabilities of the learner and included all learners identified.
/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsProvided an appropriate description of the lesson content
Student did not submit assignment
Provided a description of the lesson contentbut was not clearly focused or coherent.
Minimally Provided an appropriate description of the lesson content.
Provided an appropriate description of the lesson content, but could be more detailed.
Provided a description of the lesson content that was appropriate, thorough, and detailed.
/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsProvided a sequence for teaching activities and time allotted for each activity.
Student did not submit assignment
Provided a sequence for teaching activities and time allotted for each activity but was not clearly focused or coherent.
Minimally provided a sequence for teaching activities and time allotted for each activity
Provided an appropriate sequence for teaching activities and time allotted for each activity, but could be more detailed.
Provided a thoroughly detailed sequence for teaching activities and time allotted for each activity.
/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsDescribed the instructional strategies
Student did not submit assignment
Description of the instructional strategies was not clearly focused or coherent.
Provided a minimal description of the instructional strategies.
Provided an acceptable description of the instructional strategies, but could be more detailed.
Thoroughly described the instructional strategies in detail.
/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsIdentified and described the instructional resources and technology
Student did not submit assignment
Identified and described the instructional resources and technology but was not focused or coherent.
Minimally identified and described the instructional resources and technology
Identified and described the instructional resources and technology but could be more detailed.
Identified and thoroughly described the instructional resources and technology in detail.
/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)11 pointsSatisfactory (C Range)13 pointsProficient (B Range)14 pointsExemplary (A Range)16 pointsProvided an evaluation methodology
Student did not submit assignment
Provided an evaluation methodology but was not clearly focused or coherent.
Provided an evaluation methodology with minimal information.
Provided an acceptable evaluation methodology but could be more detailed.
Thoroughly provided an evaluation methodology in detail.
/ 16This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)5 pointsSatisfactory (C Range)6 pointsProficient (B Range)7 pointsExemplary (A Range)8 pointsOrganization Introduction Thesis Transitions Conclusion
Student did not submit assignment
Introduction is limited or missing entirely.
The paper lacks a thesis statement.
Transitions are infrequent, illogical, or missing entirely.
Conclusion is limited or missing entirely.
Introduction is present but incomplete or underdeveloped.
The paper is loosely organized around a thesis that may have to be inferred.
Transitions are sporadic.
Conclusion is present, but incomplete or underdeveloped.
Introduction has a clear opening, provides background information, and states the topic.
The paper is organized around an arguable, clearly stated thesis statement.
Transitions are appropriate and help the flow of ideas.
Conclusion summarizes main argument and has a clear ending.
Introduction catches the reader’s attention, provides compelling and appropriate background info, and clearly states the topic.
The paper is well organized around an arguable, focused thesis.
Thoughtful transitions clearly show how ideas relate.
Conclusion leaves the reader with a sense of closure and provides concluding insights.
/ 8This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsUsage and Mechanics Grammar Spelling Sentence structure
Student did not submit assignment
Writing contains numerous errors in spelling, grammar, and/or sentence structure that severely interferes with readability and comprehension.
Errors in spelling and grammar exist that somewhat interfere with readability and/or comprehension.
Writing follows conventions of spelling and grammar throughout. Errors are infrequent and do not interfere with readability or comprehension.
The paper is basically error free in terms of mechanics. Grammar and mechanics help establish a clear idea and aid the reader in following the writer’s logic.
/ 12This table lists criteria and criteria group name in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method.CriteriaNo Submission0 pointsEmerging (F through D Range)8 pointsSatisfactory (C Range)9 pointsProficient (B Range)11 pointsExemplary (A Range)12 pointsAPA Elements Attribution Paraphrasing Quotations
Student did not submit assignment
No attempt at APA format.
APA format is attempted to paraphrase, quote, and cite, but errors are significant.
Using APA format, accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors present are somewhat minor.
Using APA format, accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.
/ 12Total/ 160
Overall Score
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Let Me Know In The Bid If Doable By Friday
/in Uncategorized /by developerdirections and rubric attached. I need it by Friday.
Nursing 8 page paper “conducting a concept analysis ” in WORD FORMAT ONLY
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Let
/in Uncategorized /by developerIn nursing practice, accurate identification and application of research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student’s ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project.
For this assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Use the “Literature Evaluation Table” resource to complete this assignment.
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be 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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Letter 19178091
/in Uncategorized /by developerI need a professional letter for my job requesting a position as a Part Time for Patient Care Technician to the Critical Care Director. I need to be well thought of because I am a student who is going for her last semester. I am a full time who want to become a part time in the same department due to my last semester as a senior.
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Letter 19404481
/in Uncategorized /by developerFollow the steps outlined below to write a letter to your Congressperson or Senator to express your view on LOW PATIENT TO NURSE RATIO and the impact it will have in health care. The letter should be typed and proofread.
Address the following in about 4 paragraphs to include:
1. Introduce yourself; state the issue that you will address in the letter that is causing the problem
2. Your opinion on this issue. Why is your issue important for you as a registered nurse; research about the issue to support your argument;
3. Restate your purpose for writing the letter. Ask the Congressman/Senator to help to take action to address the issue.
4. Ensure that you thank the Congressman/Senator
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Letter Of Intent 19204439
/in Uncategorized /by developerWhat are your expectations of the Nurse Residency program and how will it help you achieve your goals?
why did you choose the profession of nursing?
Why do you want to begin your career at memorial healthcare system?
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Letter Of Recommendation 19352239
/in Uncategorized /by developerI need a letter of recommendation written from a psych professor
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Letter To Congressmen
/in Uncategorized /by developerNurses’ expertise and empathy are valued in the health care setting. As nurses, we should ensure that we each contribute to advancing the nursing profession through health policies that will improve health care. you will have the opportunity to become a grassroots nurse advocate by acting and speaking as one collective voice. Follow the steps outlined below to write a letter to your Congressperson or Senator to express your view on an issue in nursing that is negatively or will negatively impact health care. The letter should be typed and proofread with no plagiarism
Instructions==> Address the following in about 4 paragraphs to include:
1. Introduce yourself; state the issue that you will address in the letter that is causing the problem
2. Your opinion on this issue. Why is your issue important for you as a registered nurse; research about the issue to support your argument;
3. Restate your purpose for writing the letter. Ask the Congressman/Senator to help to take action to address the issue.
we have to include the bill. If the bill exist, use it, if not, make one. Your recommendations are the ones you want in your bill. Ask the Legislator to help take action to support your bill. Please look up Florida congressmen of Palm beach county and address them directly. And look up a bill. I have attached a sample copy of what the letter is suppose to look like. Please see attachment.
4. Ensure that you thank the Congressman/Senator
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Letter To Editor 19295127
/in Uncategorized /by developerNursing Staffing issues as the topic if possible.
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Letter To Editor Nursing
/in Uncategorized /by developerAPA format example attached
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