How can professional organizations assist APNs? What are the primary benefits of joining a professional organization? Are professional organizations always helpful or are there downsides? What would you consider in selecting an organization to join?
Must include reference
Must include 1 question for the class.
The oldest reference used should be no older than 5 years.
At least 2 references.
No title page.
NURSING THEORY APPLIED TO RESEARCH – Select any grand or middle-range nursing theory and apply a specific concept or tenet of the theory to nursing research. Consider how research could be used to test this theory or the element of the theory. Don’t get stuck in formal research methodology. Think about what would need to be done to ‘prove’ the theorem is true.
THEORY GUIDING RESEARCH – Consider each of the following questions, and then provide evidence to support your position.
Could the absence of a theoretical/conceptual framework that guides a research study result in isolated research results?
Does the over reliance on nursing theory/conceptual frameworks adversely impact nursing research?
The discussions this week will expand our look into theory with the way theory may guide the framework of research studies. To consider these above questions, read the assigned chapters in the textbook first; then consider if any negative or adverse results may occur if a theoretical/conceptual framework is NOT used to guide a research study? Make a list of these. Then consider if the lack of a framework could result in “isolated” research studies (be sure to consider what is meant by “isolate” or “non-interrelated” or “non-connected” research studies.
Most teachers have been trained to manage student behavior through rigid rules and consequences, flipping cards, notes and phone calls home, time-outs, taking away recess, and other types of stimulus-response techniques. In the first two units of this course, you have been asked to consider a completely different paradigm in regards to classroom management—a culture of responsibility and freedom, success and recognition, loyalty and caring.
You will need to spend some field experience time in your classroom, implementing your change and documenting the impact of your intervention. Suggested time: 2 hours over the course of the next couple of weeks.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competency and assessment criteria:
Competency 1: Analyze strengths and weaknesses of behavior management theory and practice. Identify one of the classroom management practices above that you would like to increase or decrease and describe what effect you hope to see from this change. Competency 2: Analyze strengths and weaknesses of behavior management theory and practice. Create a detailed description of your current classroom management. Competency 3: Integrate research-based classroom management practices into the learning environment. Propose an immediate implementation plan, describing specifically how you will make changes in your own management behavior. Describe how you will measure the change that you see in the classroom climate, based on the change that you make. Develop a short script (1 page) in which you describe how you would introduce and approach this change with your students
Classroom Culture Change
Type your name here
Instructions: Just as Shindler (2010) recommends the importance of accountability and responsibility in learning, it is highly suggested that you complete all steps for your own growth and learning.
Apply directions that follow each heading below. Do not change or delete any of the headings. Refer to the assignment instructions to determine the content to place under each heading.
Have a peer provide feedback on your paper and complete the Peer-Feedback Form. You may ask a fellow learner or someone you work with to complete the form. Include the complete Peer-Feedback Form with this assignment.
Carefully complete self-assessment requirements by following the steps in the Process of Self-Assessment section. The idea behind the use of the Self-Assessment of Competencies rubric is to assist you in critically analyzing your work and identifying assignment criteria that align to overall competency outcomes. Criteria for steps 3 and 4 will be key to completing assignment expectations.
Delete these instructions and any references that do not apply to your assignment. Your assignment will be returned if the instructions are not deleted and/or references do not align with references in your assignment.
Describe your current classroom management style and how it affects the management of diverse learners.
Describe a classroom management practice to change and describe the desired effects of the change in detail.
Propose an immediate implementation plan that targets a specific change in classroom management
Develop a script to introduce and approach this management change with students that includes specific, age-appropriate details.
Describe a way to measure changes in the classroom climate based on specific changes in instructor behaviors.
Instructions: These are examples and are formatted. Delete what you do not use and put your references in alphabetical order. Do not include references if you do not cite any in the body of your paper. Delete the reference page if you do not have any references. Delete these instructions before submission.
Author, A., Author, B. C. E., & Author, D. (2000). Title of chapter in a book. In E. E. Editor (Ed.), Book title (pp. 00-00). City: Publisher.
Author, A., Author, B. C. E., & Author, D. (2000). Title of article. Name of Journal, 3(7), 00-00. Doi:xx.xxxx/xxxxxxxxxxx (for articles with DOI)
Author, A., Author, B. C. E., & Author, D. (2000). Title of article. Name of Journal, 3(7), 00-00. Retrieved from http://www.xxxxxxx (for articles without DOI)
Rubric Instructions: Self-Assessment of Competencies
The idea behind rubrics is to assist you in critically analyzing your work and ability to meet competencies that are aligned to criteria on the rubrics. With self-assessment and reflection of the criteria on the rubric prior to submission, you will have a solid idea of your competency and quality of work. Regular use of self-assessment as a way to reflect will improve your writing and target assignments toward your instructor’s expectations.
You will use the same rubric that the instructor uses for each assignment. You will grade your own assignment using the rubric, as will your instructor. After submission, your instructor will compare the two rubrics. If they match, you will earn extra points. However, in the end, your instructor’s assessment will be the one that counts.
Process for Self-Assessment
Think critically about your work before filling out the rubric. So, be honest in your appraisal of your work.
Use this assignment template and rubric. Upload to the appropriate assignment area.
Assess your assignment according to the rubric. Include comments that share how your assignment meets the level you chose along with evidence from your assignment. Boldface words, phrases, or parts in your assignment that you feel support your level choice and comments.
Refer to the boldface when you type your comments in the comments column. This becomes evidence of how you have demonstrated your competency related to the chosen level.
Your instructor will assess using the same rubric; if the rubrics match, you will earn extra points.
Criteria Non-performance Basic Proficient Distinguished Comments
Describe current classroom management practices and how they impact management of diverse learners.
20% Does not describe classroom management practices or address how these practices impact the management of diverse learners. Does not describe classroom management practices or address how these practices impact the management of diverse learners. Describes current classroom management practices and addresses how they impact the management of diverse learners. Creates a detailed description of current classroom management practices, and includes multiple examples of most common practices and how these practices impact the management of diverse learners.
Describe the effects desired as a result of changing (increasing, decreasing, or eliminating) a specific classroom management practice.
20% Does not describe the effects desired as a result of changing (increasing, decreasing, or eliminating) a specific classroom management practice. Does not describe the effects desired as a result of changing (increasing, decreasing, or eliminating) a specific classroom management practice. Describes the effects desired as a result of changing (increasing, decreasing, or eliminating) a specific classroom management practice. Identifies a classroom management practice to change and describes the desired effects of the change in detail. Provides a strong rationale for the selection and supports the rationale with examples from other practitioners.
Describe a way to measure changes in the classroom climate that is based on specific changes in instructor behaviors.
20% Does not describe a way to measure changes in the classroom climate that is based on specific changes in instructor behaviors. Describes a classroom climate change, but does not connect it to specific changes in instructor behaviors. Describes a way to measure changes in the classroom climate that is based on specific changes in instructor behaviors. Describes in detail a way to measure change, demonstrating the appropriateness of the measurement based on the changes they make in their own behaviors.
Develop a script to introduce and approach this management change with students.
20% Does not develop a script to introduce and approach this management change with students. Develops a script that lacks sufficient detail in the description of how they would introduce and approach this management change with their students. Develops a short script in which a teacher describes how to introduce and approach the change with students. Develops a script to introduce and approach this management change with students that includes specific, age-appropriate details.
Propose an immediate implementation plan that targets a specific change in classroom management behaviors.
20% Does not propose an immediate implementation plan or target a specific change in classroom management behaviors. Proposes an immediate implementation plan but fails to include details about how they will make the change to their own management behavior. Proposes an immediate implementation plan and targets a specific change in classroom management behaviors. Proposes an immediate implementation plan and demonstrates a thoughtful rationale for the choice while providing a detailed description of how they will make the change in their own management behavior.
Advocacy & Nurse-Patient Ratios
WRITE a two (2) page paper (minimum 500 words) using the articles attached as references
1. a) Review the article about influencing legislation (Abood) (see above).
2. b) Read the three (3) articles (Aiken et al.; AFL-CIO; Kinnard) on staffing ratios (see above). You have decided that you want your state legislature to pass similar legislation on mandated nurse-patient ratios.
3. c) Using the attached article(s), develop a plan for influencing votes of legislators on nurse- patient ratios. Limit your submission to two (2) pages. You MUST include the following:
Title of Paper (top of page 2, centered) Advocacy and Nurse-Patient Ratios
1. PAGE 1 HEADING: [Level 1] My Personal/Professional Strategies to Increase My Power ONE PAGE ONLY
Using the Abood article as a reference, describe the strategies and/or the power(s) YOU would use professionally and/or personally as a nurse to persuade a busy legislator. Use I would/will terminology, NOT the
nurse/nurses or you terminology (referring to the reader).
How would you prepare YOURSELF, i.e., more education, organization memberships, etc.? Be specific.
How would YOU involve other nurses and potential patients (the public) in your strategies. i.e. petitions, meetings, social media, etc.? Be specific.
2. PAGE 2: HEADING: [Level 1] Legislator Information Sheet ONE PAGE ONLY
Using the above articles as references (Aiken et al.; AFL-CIO; Kinnaird), compose a one (1) page legislator information sheet on nurse-patient ratios for a busy state legislator who will only have time to read bullet points:
Bullet points ( ? ) are brief, pertinent, accurate, research-and/or data based statements that emphasize the advantages to his/her voter constituents (patients). Summarize and paraphrase. Be convincing! Citations are required for each of the bullet points. NOTE: Bullet points can easily be inserted into a document using MS WORD.
INCLUDE AN INTRODUCTION: To provide context for the legislator, include a short (1-2 sentences) introductory statement at the top of page 2 which addresses the legislator in explaining the purpose for the bullet point statements below.
FOCUS ON PATIENTS/FAMILIES (the legislators voters): Compose nurse- patient ratio statements that focus on advantages to patients/families, not nurses. An example: Higher nurse-patient ratios increase nurse burnout. Nurse burnout results in higher attrition and less job satisfaction which impacts the continuity and quality of patient care (Aiken et al., 2010).
APA FORMAT CITATIONS NOTE: Many other research studies are cited in the articles. If you cite these other research studies, they are considered secondary sources (See APA Manual, p. 178, 6.17). For example, the following is an example of a bullet point with a citation from a secondary source:
Patients diagnosed with acute myocardial infarction had a lower mortality rate as the number of registered nurse hours per patient day increased (Sochalski et al. [as cited in Aiken et al., 2010]).
Aiken at al. is then used as the source on the reference list.
d) In-text citations and a reference list MUST be found in your paper. See the Nursing Student Writing Guidelines Checklist for APA formatting.