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Does the posted packet include handouts, such as charts, diagrams, or definitions, which facilitate understanding of the presentation and the theory?

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Advanced Theoretical Perspectives Peer Presentation Review

1 Does the presentation include all the specified components?

• A brief overview of the theorist’s background

• Discussion of the theorist’s view of the four basic meta-paradigms and two concepts unique to the theory

• Basic theoretical assertions or propositions

• An analysis and a critique of the model with a focus on elaboration of the theory’s implications for nursing practice, nursing education, and nursing research

2 Does the presentation demonstrate focused research effort and good writing ability?

3 Does the presentation reflect an understanding of theory?

4 Is the presentation comprehensive?

5 Does the presentation reveal any content gaps?

6 Does the presentation effectively compile the specified packet of materials?

7 Does the posted packet include handouts, such as charts, diagrams, or definitions, which facilitate understanding of the presentation and the theory?

8 Is the presentation style impressive?

9 Does the presentation reflect organization and clarity?

10 Was the presentation submitted on time, and with correct spelling and grammar?

11 Does the presentation exhibit consistent and accurate adherence to APA standards?

12 Did the presenter have effective communication skills?

Discuss your current leadership roles (formal and informal- ICU nurse), and describe the formal and informal leadership roles that you will have in your area of advanced nursing practice.

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Leadership Theory: Application to Advanced Nursing Practice

Consider the leadership theories and styles that have been addressed during Week 1, as well as their value to advanced nursing practice. Reflect upon your current leadership roles within the profession and respond to the following.

– Select one leadership theory or style (transformational leadership) that aligns with your personal philosophy and leadership stance. Explain the selected theory or style, and discuss how it can be applied in your future MSN role (nurse educator).

– Discuss your current leadership roles (formal and informal- ICU nurse), and describe the formal and informal leadership roles that you will have in your area of advanced nursing practice.

– In your future MSN role (nurse educator), what are the implications of your leadership for individuals, teams, organizations, and communities?

*Include current, peer-reviewed scholarly support (outside of class resources) to validate your work (must be dated within the last 5 years).

Which specific nursing assessments for this body system are most important?

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What assessment findings are abnormal?
What is the reason (pathophysiology) for these findings?(Reduction of Risk Potential/Health Promotion & Maintenance)
RELEVANT
Assessment Data:Clinical Significance:Put it All Together and Think Like a Nurse!
1.Interpreting relevant clinical data, what is the most likely primary problem?
What body system(s) will you assess most thoroughly based on the primary/priority concern?What’s the problem?
What’s causing the problem?(explain pathophysiology in OWN words)
PRIORITY
Body System to Assess:
GENERAL APPEARANCE: Obese-female is sitting upright in bed.Alert, oriented, pleasant, in moderate distress, dress appropriate for the season, hygiene and grooming normal for age and gender, anxious, body tense, +grimacing, appears to be uncomfortable.
RESP:Breath sounds clear on inspiration and expiration in all lobes anterior, posterior, and laterally,with equal aeration bilaterally ant/post, non-labored respiratory effort with + tachycardia.
Posture erect, sitting in bed, in moderate distress, on room air, AP diameter 1:2, symmetry of the thoracic cavity noted with inspiration and expiration
CARDIAC:Pink,warm & dry, no edema, heart sounds regular with no abnormal beats, pulses strong, equal with palpation at radial/pedal/post–tibial landmarks, brisk cap refill, carotid pulse 3+ and regular bilaterally. Heart tones audible and regular, S1 and S2,noted over the 5cardiac landmarks with no abnormal beats or murmurs. No JVD noted at 30–45 degrees.
NEURO:Alert & oriented to person, place, time, and situation (x4); muscle strength 5/5 in both upper and lower extremities bilaterally.
GI:Abdomen flat, soft, bowel sounds audible per auscultation in all four quadrants, non tender to gentle palpation in all four quadrants
GU:Voiding without difficulty, dark amber/rusty color with recent void to collect urine specimen
INTEGUMENT:Skin warm, dry, intact, normal color for ethnicity. No clubbing of nails, cap refill <3 seconds.Hair short, brown, soft. Hair distribution normal for age and gender. Skin integrity intact, skin turgor elastic, no tenting present

2.Which specific nursing assessments for this body system are most important? Validate successful completion of each nursing assessment on a manikin (if available) identified with peer or faculty initials.
PRIORITY
Nursing Assessments:Rationale:Validate Student Performance.
3.What is the current nursing priorityand plan of care? Nursing
PRIORITY:PRIORITY Nursing Interventions:Rationale:Expected Outcome:
4.State the rationale and expected outcomes for the medical plan of care.

How should a nurse balance the relationship between advocacy and case management?

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Public Health Nursing Priorities

The emphasis on public health nursing has changed over time. After careful review of the reading, answer the following questions:

What priorities would you set for the work of the public health nurse in today’s global society?

How should a nurse balance the relationship between advocacy and case management?

Describe how the case management process might occur for one of the following practices:

school nurse in an elementary school, occupational health nurse in a factory, or ambulatory care nurse in a well-child clinic at a health department. Provide a specific example or scenario to illustrate your response.

 

How do the events or characters in this book compare (or contrast) to contemporary issues.

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Glenn Tucker, “High Tide at Gettysburg” 394 pages. A comprehensive story of the Gettysburg Campaign and Battle.

Details of who, what, where, and when are outlined and the hard fought engagement is explained in detail.
Each formal critique must include the following elements:

History context: Set the stage, what is the purpose of the book?

What is the story line or narrative?

Key figures or agents of Change: Who were the main characters and what role did they play history?

Research: review and reference using Turabian footnote citation a scholarly reference to either key figures or historical events. Wikipedia or similar references are not permitted.

Relevance: How do the events or characters in this book compare (or contrast) to contemporary issues.

How do the various dimensions (such as differentiation, integration, specialization, centralization, etc.) of your organization’s social structure interrelate and affect organizational effectiveness?

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Organizational Theory and Design

Answer the below questions as if you are the student:

What is the organizational social structure of the organization you work in?

AND

How do the various dimensions (such as differentiation, integration, specialization, centralization, etc.) of your organization’s social structure interrelate and affect organizational effectiveness?

Discuss some of the general ways an anthropologist in this second sub-field investigates evolution.

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Be An Anthropologist Studying Change

1) Define evolution using the course materials.

2) Define physical anthropology. Discuss some of the general ways physical anthropologists investigate evolution.

3) Using the APUS Library, find at least one appropriate outside source that identifies one specific research project in which physical anthropologists are studying evolution (e.g. the Human Genome Project- conduct your own original research, do not use this example).

Describe the research project and its significance in our understanding of evolution. Be sure to cite your source.

4) Choose and define a second sub-field of anthropology (cultural anthropology, linguistic anthropology, or archaeology).

5) Discuss some of the general ways an anthropologist in this second sub-field investigates evolution.

6) Using the APUS Library, find at least one appropriate outside source that identifies one specific research project in which anthropologists in this second sub-field are studying evolution.

Describe the research project and its significance in our understanding of evolution. For example, an archaeologist may look at how tools have changed through time, and what has caused that change (conduct your own original research, do not use this example). Be sure to cite your source.

8) Discuss how the study of evolution between physical anthropology and your chosen sub-field compares and contrasts.

9) Conclude by discussing and reflecting on one new piece of information you learned about evolution.

Analyze your observations, identifying and defining four anthropological concepts that fit your observations.

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Mini Ethnography

1. Choose a time and location for where/when you are going to conduct your observations of an ethnographic scene (mall, public transportation, coffee shop, etc.). Go to the specified location and proceed with your observations. Find a place to sit quietly for 25 minutes and simply watch what is going on. Do not talk to or interview people during this time.

2.Take notes (handwritten recommended). Include details about the scene itself (time of day, lighting, furniture, plants, sounds, temperature, smell, vibe/energy, etc), with focus on the details about the people around you (their characteristics, their behavior). At this time, you should start to think about concepts that you’ve learned in class that fit with your observations. This step is critical.

3. Write a 4-6 page paper about your observations (your notes do not count toward this page estimate). Your paper should:

– Include a ‘thick description’ of the location with clear detail of your observations

-Analyze your observations, identifying and defining four anthropological concepts that fit your observations. Definitions should be supported with cited sources.

-Analyze how these anthropological concepts fit your observations.

-Reflect on this activity. What was it like to observe other people through the lens of an anthropologist?

-Include your field notes at the end of your paper

What specific actions should the organization or nurse take to ensure an appropriate outcome?

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Read the following case study from the Center for Practical Bioethics:

o Walking the Tightrope

Complete the Questions for Discussion following the case. Your answers may be brief.

Write an 875-to-1,050-word paper in which you:

o Summarize the case, explaining the legal and ethical aspects of it.

o Research and explain any laws that pertain to the situation.

o Define and explain the ethical principles that pertain to this case.

o Determine if the legal and ethical responsibilities are in alignment with each other.

o Explain how you would recommend this care team resolve the situation by answering the following questions:

o What specific details of the case require resolution?

o What specific actions should the organization or nurse take to ensure an appropriate outcome?

o What resources and dependencies exist for your recommendation?

Cite at least 3 peer-reviewed sources published within the last 5 years.

Note: At least 1 of the sources should provide evidence for your resolution recommendation or plan of action.

 

What tools/methods are used to make assessment for effective?

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Defining creativity and what it means in the classroom. how can it be achieved in science, what factors increase it, so what can you as a teacher do to facilitate it as much as possible, how do you know students work is creative?
Defining assessment, different types. what type will you be looking at and why? that’s AfL for us. how is effective assessment done? What tools/methods are used to make assessment for effective?

The lesson sequence – explaining the design of the lesson sequence based on everything you’ve found out in your lit review. e.g. ‘i did this because Dennis and Williams (2003) said blah blah’. justify everything in your lesson sequence design
include the lesson sequence table and reference lesson plans in appendix

findings and observations – reflect on how it went, did the students work creatively? why do you think so? any issues/problems in the class? why? reference students work in the appendix. is it creative? why? how did the assessment go? any issues?

recommendations and conclusions – so what would you change and why? what worked and what didn’t? what was useful and what was pointless? can the wider teaching community learn anything from your investigation?