Interview

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 Describe the educator’s background and experience in education but without identifying information.  Present the results of your interview. Be sure to address the mandatory interview topics, then discuss information that was most valuable to you.  For example, was anything unexpected or surprising about the educator’s experience? What information will you use in your career as an educator or leader? This does not have to be a formal question and answer format.  Direct quotes are not required. Just summarize the highlights of the interview. 

English 101

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Assignment Guide: The Compare/Contrast Essay

Assignment Prompt

For this assignment, you will be writing a 
compare/
contrast essay–an 
exploratory piece of writing in which you attempt to show readers how two topics are similar, different, or a combination of the two: both similar and different. Whether you 
focus exclusively on comparing, exclusively on contrasting, or a mix of both, is totally up to you. However, regardless of which approach you decide to take, you will want to include a strong 
thesis/
claim statement, at least three effective 
supporting points, and a streamlined 
point-by-point organizational strategy. 

Assignment-Specific Requirements:

Length: This assignment should be at least 750 words. 


Thesis

: Underline your 
thesis statement or the main 
claim of your essay.

Sources Needed: Two reliable and 
credible sources are required for this assignment. Be sure to use 
MLA guidelines for all in-text and 
Works Cited citations. 

While we encourage you to acquire sources from Gale’s Opposing Viewpoints, you may access credible, 
scholarly sources from other resources.  Tertiary sources, such as online encyclopedias, dictionaries and Wikipedia, are not 
scholarly sources, and should not be cited within your work; however, they may offer helpful foundational information as you develop your understanding of an issue. (For more information, please review Berkley University’s resource on scholarly and popular sources: 
“Evaluating Resources.”)

Page Formatting: See 
Appendix C – Formatting and Submitting Your Work


MLA

 Requirements: See 
Formatting your Essay: MLA 8th Edition

Rhetorical Mode

Compare/
contrast essays are both creative and 
analytical in nature. They are typically more formal than a personal narrative in the sense that they are written from a 
third-person perspective, where a writer is not injecting their own opinion directly using “I” or “me” 
language. 

To prove points–
compare/
contrast essays rely on 
researched evidence, and not personal opinion or experience, per se. When you choose two topics, you will have numerous options for comparing and contrasting them–much more than you can actually use in a single paper. Therefore, you will need to decide what elements are worth comparing and contrasting, and why. This is the seek and discover part of the essay, but also the creative part. For example, another writer may choose the same two topics as you, but their essay may rest entirely on 
thesis and 
supporting points. When you limit your 
supporting points to those points you think you can prove most effectively, you are maximizing your creative and 
analytical writing abilities.  

Rhetorical Considerations

Purpose:

Remember that this is an 
exploratory paper: The piece of writing should show readers, through the inclusion of careful detail and specifics, and strong 
supporting points, how your two topics are similar, different, or a combination of the two: similar and different. 

Audience:

The 
compare/
contrast essay is written for someone else–either a single 
reader or a community of readers. When choosing the points you want to use to show readers that your topics are similar, different, or a combination of the two, you should keep this 
audience in mind, making sure that you are choosing the most effective points possible to show how your two topics are similar or different.     

In this instance, you are writing to show readers that your two topics are similar, different, or a combination of the two (similar and different). Keep this 
audience in mind by emphasizing the 
compare/
contrast 
claims throughout the essay. 

Form:

This is a formal writing project, written in 
third-person, relying on strong 
organizational strategies, integrating 
researched evidence, and following 
MLA formatting guidelines. 

Six Features of a 
Compare and 
Contrast Essay

1.

Compare

/

Contrast

 

Thesis

: Contains a strong and succinct 
thesis/
claim statement that outlines whether the two topics are similar, different, or a combination of the two, and at least three 
supporting points that can boost that 
claim. A sample 
compare/
contrast 
thesis might look like this:

Although curriculum A and curriculum B are similar in their student success goals, they are very different when it comes to their structure, topics, and scoring. 

2.

Transition

s: Utilizes 
transitional words and phrases that help the 
audience (or 
reader) move more easily from idea to idea, sentence to sentence, and paragraph to paragraph.  

1. *Note–
transitions do not only occur in topic sentences but throughout the essay. When you are moving from one idea to the next, whether between two sentences or between two paragraphs, you will want to include 
language that can help bridge your ideas (and sentences/paragraphs). Some examples might be “in addition to,” “next.”  

3.

Compare

/

Contrast

 Signals: In addition to more typical 
transitional words and phrases, this essay should also include 
compare/
contrast specific signals, emphasizing for readers how and why your topics are alike or different. Here are some example: 

1. similar: in addition, by comparison, similarly

2. different: however, in 
contrast, differing from

4.

Point-by-Point Organizational Strategy

: The essay should follow the point-by-point approach to showcase the use of 
transitions, 
synthesize your own 
supporting points with 
researched evidence, and build a fully developed essay with an 
introduction, several body paragraphs, and a 
conclusion. For this kind of 
organization, you will create a 
topic sentence for each 
body paragraph that outlines a 
compare/
contrast point regarding both topics and use the 
body paragraph to show readers how your two topics are similar, different, or similar and different. 

5.
Reliable and 

Credible Sources

: The essay should integrate at least two reliable and 
credible sources (also known as “
scholarly sources”) to help prove the 
compare/
contrast 
claims to readers and to boost or substantiate the 
supporting points that you have created for your two topics. 


Proofreading

 and 

Revising

: As with any writing project, the final draft of this essay should be carefully reviewed for clarity and correctness. This includes checking 
word choice, 
sentence structure, 
organization, 
transitions/coherence, and 
MLA formatting.

Choosing a Topic for Your 
Compare/
Contrast Essay

Selecting the right topic is an important step in ensuring your success in writing a 

Compare

/

Contrast

 essay. You’ll want to choose a topic that has the following features:

· Of interest to you

· Relevant

· Current

· Debatable 

· Well-researched

·
Narrow in scope

· Academic or “scholarly” in nature

Topics to avoid, as they are either too complex to 

compare

 and/or 

contrast

 in a single essay, or not considered appropriate for an academic or scholarly argument, are as follows:


For/against . . .

· The death penalty

· Euthanasia or self-assisted death

· Abortion 

· The (il)legalization of drugs (e.g. marijuana) 

· Religion or religious readings (e.g. existence of a higher order/being, or life after death)

· Gun rights/rules

· Global warming 

Please do not select one of the above topics, as your essay may be returned without grading, and you will be asked to rewrite it. 

Need assignment ideas?  

Take a look at this valuable resource from the University of North Carolina at Chapel Hill's Writing Center: 
 Topic Ideas

Evidence-Based Population Health Improvement Plan

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For this assessment, you will create a 5-7 slide PowerPoint presentation about a population health improvement plan. You will then record a video of no more than five minutes presenting your PowerPoint.

Introduction

Master’s-level nurses need to be able to think critically about the evidence, outcomes data, and other relevant information they encounter throughout their daily practice. Often the evidence or information that a nurse encounters, researches, or studies is not presented in the exact context of that nurse’s practice. A key skill of the master’s-level nurse is to transfer evidence from the context in which it was presented and apply it to a different context in order to maximize the benefit to patients in that new context.

Professional Context

Master’s-level nurses need to be able to think beyond the bedside. It is important to be able to research, synthesize, and apply evidence that will result in improved health outcomes for the communities and populations that are part of your care setting. Improving outcomes at a community or population level, even incrementally, can create noticeably significant, aggregate health improvements for patients across all of a care setting.

Scenario

Your organization has created an initiative to improve one of the pervasive and chronic health concerns in the community. Some examples of possibilities for health improvement initiatives include type 2 diabetes, HIV, obesity, and communicable diseases. You will need to do your own research to gather and evaluate the relevant data for your chosen issue.

Once you have created a presentation for the initiative, you have been asked to present to a group of community stakeholders. The purpose of your presentation is to inform and enlist support for the initiative from your audience.

Instructions

The optional Evidence-Based Population Health Improvement Plan Presentation Template [PPTX] is provided to help you prepare your slides. If you choose to work without the template, consider referring to Creating a Presentation: A Guide to Writing and Speaking and Guidelines for Effective PowerPoint Presentations.

The suggested headings for your presentation are:

  • Community Data Evaluation.
  • Meeting Community Needs.
  • Measuring Outcomes.
  • Communication Plan.
  • Evidence.

In your presentation, you will:

  • Evaluate the environmental and epidemiological data about your community to determine a population-focused priority for care.
    • Identify the relevant data. This can be communicated in a table or chart. 
    • Describe the major population health issue suggested by the data within your community.
    • Explain how environmental factors affect the health of community residents.
    • Identify the level of evidence, validity, and reliability for each source.
    • Explain what evidence in the current literature (within the last 5 years) supports your evaluation of the data and the population focused priority of care you have selected.
  • Develop an ethical health improvement plan with outcome criteria that addresses the population health priority that you identified in your evaluation.
    • Consider the environmental realities and challenges existing in the community.
    • Include interventions that will meet community needs.
    • Address potential barriers or misunderstandings related to various cultures prevalent in the community.
    • Propose criteria that can be used to evaluate the achievement of the plan’s outcomes for your population health improvement.
      • Explain why your proposed criteria are appropriate and useful measures of success.
  • Explain a plan to collaborate with a specific community organization to support the implementation of the population health improvement in an ethical, culturally sensitive, and inclusive way.
    • Identify the community stakeholders that are relevant to your Population Health Improvement Plan.
    • Develop a clear communication strategy that is mindful of the cultural and ethical expectations of colleagues and community members regarding data privacy.
    • Ensure that your strategy enables you to make complex medical terms and concepts understandable to members of the community regardless of disabilities, language, or level of education.
  • Explain the value and relevance of the evidence and technology resources used as the basis of a population health improvement plan.
    • Explain why the evidence is valuable and relevant to the community health concern you are addressing.
    • Explain why each piece of evidence is appropriate and informs the goal of improving the health of the community.
  • Communicate the Evidence-Based Population Health Improvement Plan in a professional, effective manner that engages the community organization stakeholders and the community-at-large to implement and sustain change.
    • What specific actions can the community stakeholders take themselves to build a feeling of community ownership in your plan?
  • Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.

Submission Requirements

  • Length of submission: 5–7 slides. Balance text with visuals. Avoid text-heavy slides. Use speaker’s notes for additional content.
  • Length of Video Presentation: No more than five minutes.
  • Font and font size: Appropriate size and weight for a presentation, generally 24–28 points for headings; no smaller than 18 points for bullet-point text. Use a suitable professional typeface, such as Times or Arial, throughout the presentation.
  • Number of references: Cite a minimum of 3–5 sources of scholarly or professional evidence that support your evaluation, recommendations, and plans. Current source material is defined as no older than five years unless it is a seminal work.
  • APA formatting: Resources and citations are formatted according to current APA style.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

  • Competency 1: Apply evidence-based practice to plan patient-centered care.
    • Explain a plan to collaborate with a specific community organization to support the implementation of the population health improvement in an ethical, culturally sensitive, and inclusive way.
  • Competency 2: Apply evidence-based practice to design interventions to improve population health.
    • Develop an ethical health improvement plan with outcome criteria that addresses the population health priority for care identified in the evaluation.
  • Competency 3: Evaluate the value, relevance, and ethics of available evidence upon which clinical decisions are made.
    • Evaluate the environmental and epidemiological data about your community to determine a population-focused priority for care.
    • Explain the value and relevance of the evidence and technology resources used as the basis of a population health improvement plan
  • Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
    • Communicates the Evidence-Based Population Health Improvement Plan in a professional, effective manner that engages the community organization stakeholders and the community-at-large to implement and sustain change.
    • Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.

CLARIFYING CONNECTIONS: PRACTICE PROBLEM, EVIDENCE, CHANGING PRACTICE

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To prepare:

  • Review the Module 4 Learning Resources with guidance for analyzing and synthesizing evidence from your literature review.
  • Complete your analysis of outcomes and synthesis of evidence to inform a practice change.
  • Consider the linkage between your practice problem, evidence to address it, and the need for a practice change initiative.
  • Assess the strength of this linkage and how to present it to colleagues.

With these thoughts in mind …

Post an explanation of the results of your literature review and the connection to your practice problem. Then, explain your synthesis of evidence on which to base a practice change, and the need for a practice change initiative. Be specific and provide examples. PLEASE INCLUDE AT LEAST 3 REFERENCES

module 4 learning resources:

w4,1

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Discuss how you intend to implement your evidence-based findings. What are your anticipated challenges? How do you intend to overcome some of those challenges?

Expectations

Initial Post:

  • use US sources and topic is nurse retention 
  • Length: A minimum of 250 words, not including references
  • Citations: At least one high-level scholarly reference in APA from within the last 5 years

Strategic Planning

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Preparation

The feedback you received on your care setting environmental analysis has been positive. Consequently, you have been asked to select one of the potential improvement projects you noted in your analysis and create a full, 5–10-year strategic plan to achieve the desired quality and safety improvement outcomes. You will develop your strategic plan, using either an AI approach (addressing the design stage), or by building on your SWOT analysis and applying a strategic planning model of your choice.

How you structure your plan should be based on whether you are taking an appreciative inquiry approach or using a specific strategic planning model. Regardless of the approach you choose, the requester of the plan has asked that you address the key points outlined below in the strategic plan requirements. In addition, your plan should be 6–8 pages in length.

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

Strategic planning models aid in setting goals, establishing time frames, and forging a path toward achieving those goals. Consider the strategic planning models you are familiar with:

  • Which model would you choose to create goals and outcomes that could address the area of concern you identified in your Assessment 1 SWOT analysis?
  • Why is this model the best choice among alternatives?
  • How does goal setting through appreciative inquiry provocative propositions differ from goal setting in the strategic planning model you selected?

 Strategic Plan

  • Develop strategic goal statements and outcomes that reflect specific quality and safety improvements for your care setting. You should have at least one short-term goal (just-in-time to one year) and one long-term goal (five years or longer).
    • Determine realistic timelines for achieving your goals.
    • Explain how your short-term goals support your long-term goals.

Note: For plans based on an AI approach, the goal statements and outcomes are provocative propositions that may be refinements of the positive, yet attainable, goals that you proposed during the dream phase of your inquiry. For plans based on a SWOT analysis, the goal statements and outcomes are specific, measurable, and applicable to the area of concern in your analysis for which you proposed pursuing improvements.

  • Justify the relevance of your proposed strategic goals and outcomes in relation to the mission, vision, and values of your care setting.
  • Analyze the extent to which your strategic goals and outcomes, and your approach to achieving them, address:
    • The ethical environment.
    • The cultural environment.
    • The use of technology.
    • Applicable health care policies, laws, and regulations.
  • Explain, in general, how you will use relevant leadership and health care theories to help achieve your proposed strategic goals and outcomes.
    • Consider whether different theories are more applicable to the short-term or long-term goals of your strategic plan.
  • Evaluate the leadership qualities and skills that are most important to successfully implementing your proposed plan and sustaining strategic direction.
    • Identify those leadership qualities and skills that are essential to achieving your goals and outcomes and sustaining strategic direction.
    • Identify those leadership qualities and skills that will have the greatest effect on the success of your plan.

Discussion post

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need someone to complete a discussion post 

 

To successfully complete your discussion question, complete the Recent Life Changes Questionnaire (R-RLCQ) by Michelle Cederberg which is located in Unit 1. After you evaluate your personal findings, review the lesson from chapter 13 on Posttraumatic stress disorder (PTSD) and submit a 250-word discussion on your reaction to the stressor. What assessment findings did you identify? How did you respond to the stressor(s)? Identify at least two treatment options.

Provide at least one current scholarly article to support your discussion. (Not older than 5 years).

Review the rubric for required elements.

TEACHING OUTCOMES

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My topic is on DIMENTIA.

I WILL LOVE TO HAVE 4 MULTIPLE CHOICE QUESTIONS AND ITS ANSWERS WITH EXPLANATION TO THE ANSWER

Nursing

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1. Identify a local, national, or global crisis that has occurred in the past 10 years. 

2. What are key strategies to address your specified crisis (search and reference disaster management strategies used by WHO, CDC, State Department of Health, and/or Public Health Emergency Preparedness Agency (national, state, or local community).

3. For your specified crisis, describe applicable health and safety hazards of disasters and public health emergencies. 

4. Emergency preparedness brings up rights of the individual versus the good of all (ethics/social justice). Identify and discuss an issue from the course resources that illustrate this potential conflict related to your specified crisis.

5. As nurses you will be on the front line in emergency preparedness. Describe moral/ethical issues that may arise for you personally/professionally related to responding to crises? Refer to course content.

NURSING

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Student Instructions for i-Human Virtual Simulation

NR325/NR330 Eva Smith


PURPOSE:

The following information is to be used in guiding your preparation and participation in the virtual simulation scenario for this course. This document will provide applicable course outcomes in preparation for your simulation.

SCENARIO OVERVIEW:

78-year-old female is being admitted to the neurology unit for observation and pain management.

LEARNER OBJECTIVES:

1. Define the components of a comprehensive nursing assessment. (CO1, 2)

2. Explain the approach for a comprehensive nursing assessment for an older adult admitted to the neurology unit for observation and pain management of worsening headache. (CO1, 2)

3. Demonstrate an appropriate assessment for an older adult admitted to the neurology unit for observation and pain management of worsening headache. (CO1, 2)

4. Distinguish between the treatment/interventions options for an older adult admitted to the neurology unit for observation and pain management of worsening headache. (CO1, 2, 4, 6)

5. Recommend appropriate treatment/interventions for an older adult admitted to the neurology unit for observation and pain management of worsening headache. (CO1, 2, 3, 4, )

6. Design an appropriate care plan for an older adult admitted to the neurology unit for observation and pain management of worsening headache. (CO1, 2, 3, 4, 6)

STUDENT ROLES DURING SIMULATION:

You are the staff nurse at the hospital who will be conducting a comprehensive assessment. After completing your assessment, you are expected to document your findings as a nurses note in SBAR format.

KEY FEATURES OF i-HUMAN:

· As the nurse, you are expected to complete the case scenario using the following tabs: EHR, History, Physical, Nursing Notes, Summary

· There are required questions and/or additional information provided related to this case. The questions, information, and videos must be completed/reviewed prior to progressing to the next tab.

· Nursing Notes: At the end of the simulation, you will document your assessment findings using ISBAR.

CONFIDENTIALITY:

To preserve the educational value, integrity, and safety of the learning environment, you agree to maintain strict confidentiality about the proceedings of the simulation session, details of the training scenarios, and the performance of all participants. You acknowledge that this expectation aligns with the guidelines related to the Health Insurance Portability and Accountability Act (HIPAA) as well as laws governing Protected Health Information (PHI) in client care environments.  You will not view, discuss, share, record, or disclose any confidential information pertaining to the session. You understand that lapses in confidentiality are considered academic misconduct and could result in dismissal from the academic program. 

 

FICTION AGREEMENT:

You will suspend judgment of realism for any given simulation in exchange for the promise of learning new knowledge and skills, treating the simulated patients with the same care due an actual patient, act with a genuine desire to learn even when it may be difficult to do so.  

DUE DATE:

The virtual simulation must be completed during

Week 2
.

SIMULATION TIMING:

· Pre-simulation preparation: 30-60 minutes

· Pre-brief: 15 minutes

· Run Time: 2.75 hours

· Debriefing: 60 minutes

ASSESSMENT & EVALUATION

Faculty will utilize your participation measurements in the i-Human case, and debriefing discussions to identify areas of opportunity for enhancement of your clinical growth. Your experiences in i-Human will contribute to your overall completion of clinical requirements for the course as documented on the Clinical Learning Evaluation tool.

i-Human Evaluation – What does my total score mean?

A screenshot of a computer Description automatically generated with medium confidence

REVIEW AND COMPLETE PRIOR TO THE START OF THE VIRTUAL SIMULATION:

To prepare for the simulation, you are
required to complete the pre-simulation questions below and submit this prework to the faculty via uploading your Word document in Canvas prior to the start of the virtual simulation. If you do not complete the pre-simulation questions and upload them, you will

not
be able to access or participate in the simulation.

1. Create a list of specific nursing interventions to perform when a patient is a fall risk.

2. Describe the components of a neurological assessment and the expected findings for a client with a subdural hematoma.

3. What clinical findings/cues would a nurse anticipate for a client with:

a. Worsening neurological cues

b. Improving neurological cues

**Immediately following the completion of the virtual simulation, you will complete the evaluation of the simulation using the link provided.

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