APA format 2 pages 3 references

Discussion Topic 1: Creating Online Quizzes

You will be assigned to Discussion Topic Group 1 or 2 to post your initial assignment and will be posting your responses to your colleagues in the other Discussion Group. For example, students assigned to Discussion Topic 1 will be posting their initial assignment in the Discussion Topic Group 1 Forum and post their responses to their colleagues in the Discussion Topic Group 2 Forum.

The testing and assessment process is often a struggle for educators. For many, finding the balance between a seemingly “hard” or “easy” question takes much practice. Furthermore, the development of question formats and stems can be a difficult concept to master. To aid in quiz development, nurse educators can use models such as The 3Cs (illustrated below) to focus more on the content of their questions and less on the actual construction. Nurse educators can also use prompts and templates provided at quiz development websites to assist quiz design. These websites can also help instructors easily administer quizzes in the online environment.

The 3Cs Model of Test Item Writing:

• Content, concepts, and criterion. Use the content of the lesson as well as overarching concepts and nursing criterion (like NCLEX and other formal assessments) as a blueprint for your questions. In addition, consider the ideas and teachable moments that have occurred in the classroom or during clinical rotations.
• Clarity and complexity. Be sure that your question stems are clear, straightforward, and use simple language. In addition, write your questions at the application or analysis level of Bloom’s Taxonomy. This will prompt students to move beyond basic comprehension and memorization.
• Critique. Always go back and examine the questions that you have created. This process should be completed both before and after examinations. As with all teaching strategies, evaluation and revision is imperative to ensure the effectiveness of instruction.

To prepare

• Review this week’s Learning Resources on developing multiple-choice quiz questions. How might you use the 3Cs and other best practices to craft your own quiz questions?
• Reflect on a Lesson Plan that you have created in this course. Which lesson might lend itself towards a pre- or post-quiz?
• Select one Lesson Plan you will use as the focus of your online quiz. Then, craft three quiz questions that are closely linked to the learning objectives and learning need of the lesson.
• Consider the challenges that you experienced in developing your quiz questions.
• Browse the available websites that educators can use to create online quizzes. After reviewing the format and capabilities of various sites, select one to upload your three questions.
• Be sure to copy the web address (URL link) that your colleagues will need to view your quiz.
• Update your Lesson Plan with your three quiz questions and resave with the word “updated” at the end of the file name.
• Consider any challenges that you may have experienced in using the platform that you chose and how you dealt with those challenges.

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Prepare a pamphlet presentation – 1 to 2 pages  to accompany the teaching plan. The information will be presented to a adult care center. APA format is required

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Please I am asking for help from someone who is well diversed in nursing and writing teaching/careplans for patients.

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WEEK 4 PROJECT PART 2

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 (PLEASE SEE  FIRST ATTACHED) for a refresher on what each final lesson should include.

Building on the work that you started in Week 2, (PLEASE SEE  SECOND  ATTACHED, ATTACHMENT IS THE PROJECT THAT I SUBMITTED 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.

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.

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Part 1/IN

Topic 2

Identify an experience where you had to assess the needs, interests, and goals of a patient with an ethnic background, different from yours, that resulted in a positive learning experience. How did you turn the situation into a positive learning experience? Did you personally have to deal with any stereotypical beliefs?

PART2)

The learning experience I remember was taking care of a fifteen-year old African American boy who lived in the projects. This patient refused to wear hospital clothing as well as his own pajamas; instead he wanted to wear his extremely baggy clothing and his ball cap sideways. This young man was diagnosed with type I diabetes after complaining of sudden headaches, blurred vision, fatigue, and polydipsia. This patient was a sophomore in high school and his mother was a single mom who had not graduated from high school.

           This young man and his mother did not have an understanding of diabetes or the hospital setting. “The nurse educator must always find out what the learner knows prior to teaching and build on this knowledge base to encourage readiness to learn” (Bastable, 2014). After assessing this patient and his mother’s understanding of his new diagnosis of diabetes it was time to get started. Next I started teaching the patient and his mother the basics of diabetes and the treatment that would be required daily. I was surprised at how receptive they were to learning this new information. There were times when I had to repeat information, give-step-by-step instructions numerous times, and write it down for them. I had given them both pamphlets that I read and explained all the information slowly and carefully, stopped several times to let them ask questions, and made sure they understood everything presented. After interacting with the mother of the patient, it became apparent that she may have some learning disabilities. “Individuals with cognitive impairment present a special challenge to the educator and require simple explanations and step-by-step instruction with frequent repetition” (Bastable, 2014). The patient had exhibited a low reading level, but he was able to understand new diabetic material via a gaming method. I played a fun card game with the patient and he really enjoyed playing and winning. The playing cards were about diabetes, how to manage it, and how to live with it.

           Upon being discharged from the pediatric unit, the patient and his mother were both knowledgeable about diabetes, how to live with it, and how to get in contact with the pediatric diabetic team. They were given discharge follow-up care instructions and I even walked them downstairs to the pediatric diabetic clinic so they could meet the staff, showed them where they needed to go for the patient’s follow up visits, and demonstrated how they would check in upon arrival to appointments. I worked hard to make this a positive experience for the patient and his mother because this was the start of a new lifestyle for both of them. It seemed time consuming and tiring at times, but this family needed the extra support and teaching techniques to make this a successful journey of living with diabetes.    

           Although the patient and his mother came from a completely different background from me, we still were able to work together well after some initial hesitation. Thepatient learned about his disease as well as how to make his diabetes treatment part of his everyday life. Every person learns differently and at different paces. I am so glad I was able to cater to the patient and his mother learning needs and they were both successful in learning all the information I presented to them about diabetes. Ultimately, it is truly inspiring when people from completely different backgrounds and upbringings can come together in order to achieve the same goal successfully.

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