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C921 NURS 6004 Developing A Summative Performance Assessment Paper Example

C921 NURS 6004 Developing a Summative Performance Assessment Paper Assignment

Assessment and Evaluation Strategies for Measuring Student Learning – C921 PRFA – YNMl

C921 NURS 6004 Assessment and Evaluation Strategies for Measuring Student Learning Course

C921 NURS 6004 Developing a Summative Performance Assessment Paper Assignment Brief

Assignment Instructions Overview

The purpose of this assignment is to develop a summative performance assessment that evaluates student learning within a selected course module. The assignment requires the application of assessment theories, design principles, and evaluation strategies to create an authentic, performance-based assessment tool that measures competency attainment. The assessment must align with course objectives and student learning outcomes while incorporating best practices in assessment development, security, and analysis.

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Understanding Assignment Objectives

This assignment aims to ensure that students can:

• Validate measurement tools used to assess student learning in nursing education.
• Propose and implement effective assessment strategies aligned with learning outcomes.
• Develop summative performance assessments that evaluate real-world skills.
• Analyze assessment data to improve student learning outcomes.
• Recommend instructional improvements based on performance data.

The summative assessment will be designed using evidence-based educational frameworks and will incorporate feedback mechanisms to guide future instructional strategies.

The Student’s Role

Students must take on the role of a nurse educator, designing an assessment tool for a prelicensure baccalaureate nursing (BSN) course. The task involves:

• Creating clear assessment instructions – specifying the assessment duration, completion process, and allowed resources.
• Developing an authentic assessment – designing five detailed prompts that assess knowledge application.
• Constructing an assessment blueprint – identifying course objectives, student learning outcomes, and Bloom’s Taxonomy levels.
• Ensuring assessment security and integrity – implementing security measures for assessment administration.
• Analyzing assessment results – using qualitative and quantitative methods to evaluate student performance and inform future teaching strategies.
• Applying assessment theories – justifying the assessment design using relevant theories, such as constructivism and experiential learning models.

Competencies Measured

This assignment evaluates several core competencies in nursing education:

• Validating Student Learning Measurements (7056.1.1): Understanding and applying assessment principles to measure student learning effectively.
• Proposing Assessment Strategies (7056.1.2): Designing structured assessment methods aligned with curriculum goals.
• Developing Assessments (7056.1.3): Creating performance-based assessment tools to measure knowledge and skills.
• Evaluating Assessment Effectiveness (7056.1.4): Analyzing student performance data to assess the validity of the assessment tool.
• Recommending Instructional Actions (7056.1.5): Using assessment results to enhance teaching methods and student learning experiences.

Check out another task that our nursing essay writing services have assisted another student on NURS 6432 D156 Healthcare Improvement Project (HIP) Paper Example.

C921 NURS 6004 Developing A Summative Performance Assessment Paper Example

Developing a Summative Performance Assessment

Introduction

Assessment is a fundamental aspect of nursing education, ensuring that students acquire the necessary competencies to function effectively in professional practice. Summative assessments, particularly performance-based assessments, provide a structured approach to evaluating students’ ability to apply theoretical concepts to real-world scenarios (Billings & Halstead, 2019). This paper presents a summative performance assessment for the Community Health Nursing course module titled “Health Promotion Strategies in Vulnerable Populations.” The assessment is designed to evaluate students’ proficiency in analyzing, planning, and implementing community health interventions that address health disparities.

1. Design and Development of the Summative Performance Assessment
2. Student-Facing Instructions

• Duration of the Assessment: The assessment will be conducted over one week, allowing students sufficient time to conduct research, perform a thorough analysis, and submit their work.
• Completion Process: Students will be required to develop a comprehensive community health intervention plan based on a given case scenario. The assessment includes a written report and a recorded presentation detailing their intervention strategies. A structured rubric will be provided to guide expectations and ensure clarity in grading.
• Resources Allowed: Students may use course materials, peer-reviewed journal articles, credible websites, and public health reports to support their responses. Proper citation of all sources using American Psychological Association (APA) 7th edition guidelines is required to maintain academic integrity.

2. Authentic Summative Performance Assessment

Summative assessments should align with course objectives and student learning outcomes to ensure a comprehensive evaluation of competency (Oermann & Gaberson, 2021). This assessment consists of five prompts that require students to engage in critical thinking, problem-solving, and evidence-based application relevant to community health nursing.

Prompts:

• Assessment and Analysis – Analyze the provided community health scenario and identify the key social determinants of health influencing the population. Support the analysis with epidemiological data and recent research findings.
• Intervention Development – Develop a culturally sensitive intervention strategy addressing the identified health issues. Justify the approach using public health models such as the Health Belief Model or the Social-Ecological Model.
• Implementation Plan – Create a detailed implementation plan, outlining steps for executing the intervention, collaboration with community stakeholders, and resource allocation. Include a timeline and potential challenges.
• Evaluation and Outcomes – Propose methods to assess the effectiveness of the intervention and expected health outcomes. Use established health indicators and frameworks such as the Logic Model.
• Ethical and Legal Considerations – Discuss ethical principles and legal regulations that must be adhered to when implementing the intervention, referencing professional guidelines such as the American Nurses Association (ANA) Code of Ethics.

Each prompt includes specific performance criteria assessed through a rubric with three levels: proficient, developing, and needs improvement. The rubric ensures consistency in grading and objective evaluation of student performance.

3. Assessment Blueprint

Type of Assessment: Performance-based summative assessment.

Purpose of Assessment: To evaluate students’ ability to apply knowledge and skills in designing effective community health interventions.

Module Title: “Health Promotion Strategies in Vulnerable Populations.”

Course Objectives:

Apply evidence-based strategies to promote health in diverse communities.

Develop community-based interventions addressing social determinants of health.

Student Learning Outcomes:

Evaluate health disparities within a community setting.

Design and implement culturally appropriate health interventions.

Bloom’s Taxonomy Domains:

Cognitive: Application and analysis levels.

Affective: Valuing and organization levels.

Assessment Alignment: Each prompt corresponds to at least one course objective or student learning outcome, ensuring comprehensive evaluation.

1. Description of Assessment Elements
2. Alignment of Prompts with Course Objectives and Student Learning Outcomes

Each prompt is explicitly linked to the course objectives and student learning outcomes. For example, the first prompt (Assessment and Analysis) aligns with the learning outcome of evaluating health disparities. The third prompt (Implementation Plan) supports the objective of developing community-based interventions, ensuring that students are prepared for practical application in their fieldwork (McDonald, 2020).

2. Communication of Assessment Results and Constructive Feedback

Assessment results will be communicated through a detailed rubric and written feedback. Students will receive individualized feedback highlighting their strengths and areas for improvement. Constructive feedback will be provided using the “What, Why, How” approach:

What was done well.

Why it is important.

How to improve in future assessments.

2a. Pass or Fail Criteria

Students must achieve a minimum of “Proficient” in at least three out of the five rubric categories to pass the assessment. Scores falling below “Proficient” in two or more areas will require remediation, following guidelines for formative improvement strategies (Guskey, 2018).

3. Assessment Theory, Concept, or Principle Guiding the Design

The assessment is based on constructivist learning theory, which emphasizes active engagement and real-world application. This approach supports deeper learning and retention of knowledge by enabling students to construct their understanding through problem-solving (Kolb, 2015).

4. Test Security Procedures

To ensure the integrity of the assessment, the following security measures will be implemented:

Prevention: Clear academic integrity policies and plagiarism detection software.

Detection: Turnitin similarity reports to identify unauthorized content use.

Response: If academic dishonesty is detected, students will undergo a review process and may be required to redo the assessment.

5. Potential Implementation Barriers and Solutions

One potential barrier in the online environment is limited student engagement in discussions or presentations. To address this, the assessment design incorporates interactive elements such as peer reviews and instructor-facilitated discussions to enhance engagement.

6. Analytical Methods for Evaluating Assessment Results

Assessment results will be analyzed using a combination of qualitative and quantitative methods:

Rubric-based grading to ensure objective scoring.

Descriptive statistics to evaluate overall performance trends.

Thematic analysis of student responses to identify common strengths and areas for curriculum improvement.

7. Importance of Authenticity in Performance-Based Assessment

Authentic assessments mirror real-world professional challenges, making learning more meaningful and applicable (Mueller, 2019).

7a. Authenticity in Community Health Nursing

The assessment requires students to design interventions applicable to real community health settings. This hands-on approach ensures they develop critical skills necessary for professional practice.

8. Using Performance-Based Assessment Results to Improve Teaching Strategies and Student Learning

Assessment results provide valuable insights for refining instructional strategies. By analyzing common student challenges, educators can adjust lesson plans and introduce targeted learning activities to address gaps (Brookhart, 2020).

1. Influence of the ADDIE Instructional Design Model on Assessment Development

The ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—played a significant role in shaping this assessment:

• Analysis: Identified learning needs and curriculum gaps.
• Design: Created clear, measurable objectives aligned with learning outcomes.
• Development: Developed performance-based assessment with rubric criteria.
• Implementation: Incorporated online tools and structured engagement strategies.
• Evaluation: Used student performance data to refine assessment and instruction.

1. References

Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.

Brookhart, S. M. (2020). How to make decisions with different kinds of student assessment data. ASCD.

Guskey, T. R. (2018). On your mark: Challenging the conventions of grading and reporting. Solution Tree Press.

Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson.

McDonald, M. E. (2020). The nurse educator’s guide to assessing learning outcomes (5th ed.). Jones & Bartlett Learning.

Mueller, J. (2019). Authentic assessment toolbox: Enhancing student learning through real-world tasks. Jossey-Bass.

Detailed Assessment Instructions for the C921 NURS 6004 Developing A Summative Performance Assessment Paper Example

Heat maps

YNM1 – YNM1 TASK 3: DEVELOPING A SUMMATIVE PERFORMANCE ASSESSMENT

ASSESSMENT AND EVALUATION STRATEGIES FOR MEASURING STUDENT LEARNING – C921 PRFA – YNMl

TASK OVERVIEW               SUBMISSIONS    EVALUATION REPORT

COMPETENCIES

 7056.1.1: Validate Measurement of Student Learning

The learner validates the theories, concepts, and principles used to assess, evaluate, and measure student learning in various educational settings.

7056.1.2: Propose Assessment Strategies and Implementation Plans

The learner proposes assessment strategies and implementation plans based on the principles of effective assessment design.

7056.1.3:  Develop Assessments

The learner develops performance-based and objective assessments useful for measuring the knowledge and skills applicable to real-world scenarios.

7056.1.4: Evaluate Assessment Effectiveness

The learner evaluates the effectiveness of performance and objective assessments by analyzing student achievement and learning outcomes data.

7056.1.5: Recommend Nurse Educator Action

The learner recommends nurse educator actions based on student performance measures at the course level.

INTRODUCTION

The work of a nurse educator does not end after teaching materials have been designed, developed, and delivered to students. In any learning environment, it is necessary to evaluate the impact of those teaching materials on student learning. Assessment is the process of gathering data in order to evaluate and make decisions regarding student learning.

There are many approaches to measuring student acquisition of knowledge, skills, attitudes, and behaviors. A successful nurse educator will rely on the full breadth of evidence-based assessment theories and strategies to design an assessment implementation plan that is most appropriate for their setting. After designing an assessment tool, nurse educators must construct it using best practices to support reliability, validity, and fairness. Once designed and implemented, data gathered by the assessment must be analyzed using rigorous methods to evaluate student performance. Finally, the results of this analysis must be used to continually improve both the assessment tool and the teaching materials.

Note: You must submit and pass C920 before submitting tasks in C921.

 SCENARIO

 You are the lead faculty in the Community Health Nursing Course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experiences, age groups, and cultures reflective of their diverse community population.

The director of the nursing program has charged you with developing an eight-week course titled “The Role of the BSN Nurse in Promoting Community Health:’ The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In C920, you created two of the eight weekly course modules, including course objectives, student learning outcomes, and learning resources and activities.

In this task, you will choose one of the modules you created in C920 and develop a summative performance assessment intended to measure student learning after they have completed the module. This summative assessment must be a performance-based assessment to measure students’ ability to apply skills or knowledge by creating a product or completing a process.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyper/inks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be fife types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt}.

The completed template (sections A) should be submitted as a separate attachment from the narrative paper (sections B); both submitted at the same time.

1. Design and develop a summative performance assessment for your chosen module using the attached “Summative Performance Assessment Template” by doing the following:
   1. Develop student-facing instructions, including the following:
      • duration of the assessment
      • how to complete the assessment
      • what resources may be used
2. Design and develop an authentic summative performance assessment aligned to each course objective and student learning outcome in the module and include the following criteria:
   • total of 5 prompts (excluding Sources and Professional Communication)
   • one measurable verb per prompt
   • scenario or background information
   • relevance to the role of a community health nurse
   • a rubric that corresponds to the prompts with a total of three performance levels
   • must be an individual assessment (not a group project)
3. Design an assessment blueprint by doing the following:
4. Identify the type of assessment.
5. Briefly describe the purpose of the assessment.
6. Identify the module title, two course objectives, and two student learning outcomes (developed in C920) for the chosen module.
7. Identify the Bloom’s Taxonomy domain (cognitive, psychomotor, affective) and level of each course objective and student learning outcome.
8. Show the alignment of each prompt with at least one course objective or student learning outcome in the module (use the table in the attached “Summative Performance Assessment Template”).
9. Describe the elements of your assessment by doing the following:

Note: A formal narrative paper will be submitted that includes parts 81 through C.

1. Describe how each prompt in this assessment aligns with at least one course objective or student learning outcome in the module.
2. Describe how assessment results, including constructive feedback, will be communicated to students

for this assessment and how it was determined.

1. Describe the pass or fail criteria for this assessment.
2. Describe an assessment theory, concept, or principle that guided your design choices for this assessment.
3. Describe the procedures that will ensure test security for this assessment, including the following:
   • prevention
   • detection
   • response
4. Describe a potential barrier to implementing this assessment (not related to test security) in the online environment and how your assessment design choices will minimize its impact.
5. Describe how you will analyze your summative performance assessment results.
6. Discuss the importance of authenticity in designing a performance assessment.
7. Explain how your performance assessment represents an authentic activity relevant to community health nursing.
8. Discuss how the results of a performance-based assessment can be used to improve teaching strategies

and student learning.

1. Describe how the applicable phases of the ADDIE instructional design model influenced the design and development of the module assessment.
2. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
3. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _. *’ ()

File size limit: 200 MB

File types allowed: doc, docx, rtf, xis, xlsx, ppt, pptx, odt, pdf, txt, qt,mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A1:ASSESSMENT INSTRUCTIONS

A2:SUMMATIVE PERFORMANCE ASSESSMENT

A3A:TYPE OF ASSESSMENT

A3B:PURPOSE OF ASSESSMENT

A3C:THE MODULE TITLE, COURSE, OBJECTIVES, AND STUDENT LEARNING OUTCOMES

A3D:DOMAIN AND LEVEL

A3E:ASSESSMENT ALIGNMENT

B1:ALIGNMENT

B2:ASSESSMENT RESULTS

B2A:PASS OR FAIL CRITERIA

B3:ASSESSMENT THEORY, CONCEPT, OR PRINCIPLE

B4:TEST SECURITY PROCEDURES

ures are not rigorous, reason­ able, or appropriate for the assessment.

d appropriate for the assessment.

B5:POTENTIAL IMPLEMENTATION BARRIERS

B6:ANALYTICAL METHODS

B7:IMPORTANCE OF AUTHENTICITY

B7A:EXPLANATION OF AUTHENTICITY

B8:USING ASSESSMENT RESULTS

C:ADDIE MODEL AND COURSE ASSESSMENTS

D:SOURCES

E:PROFESSIONAL COMMUNICATION

SUPPORTING DOCUMENTS

Summative Performance Assessment Template.docx

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Factors That Influence the Development of Psychopathology

Factors That Influence the Development of Psychopathology Assignment Brief

Course Title: NURS 6635 – Psychiatric Mental Health Nurse Practitioner (PMHNP)

Assignment Title: Factors That Influence the Development of Psychopathology

Assignment Type: Written Essay

Assignment Overview:

In the field of psychiatric mental health, understanding the multifaceted nature of psychopathology is essential for effective practice. This assignment aims to deepen your knowledge of the various factors that influence the development of psychopathology. You will explore how age and development, biological factors, psychological factors, and social, cultural, and interpersonal factors interplay to shape mental health outcomes.

Assignment Instructions:

1. Introduction (10%): Begin your essay with an introduction that provides an overview of psychopathology and its significance in psychiatric mental health practice. Briefly introduce the key factors that influence the development of psychopathology.
2. Factors and Their Impact (50%):
   1. Developmental Factors (15%): Discuss the role of age and developmental stages in the manifestation of psychopathological issues. Highlight the differences between psychopathology in children and adolescents compared to adults. Include insights from Butcher & Kendall (2018) and Masten & Kalstabakken (2018) to support your points.
   2. Biological Factors (15%): Explore the contribution of biological factors, such as genetics and neuroscientific elements, to the development of mental disorders. Discuss psychiatric disorders that have a genetic predisposition and provide evidence from Sadock et al. (2015) and Jackson & Milberg (2018). Explain the relevance of monitoring signs like eating and sleeping pattern changes, hallucinations, and irritability.
   3. Psychological Factors (10%): Investigate how psychological factors, including behavioral, cognitive, emotional, and developmental aspects, influence psychopathology. Pay particular attention to the psychopathological signs exhibited by adolescents and children in response to stressors, referencing Butcher & Kendall (2018).
   4. Social, Cultural, and Interpersonal Factors (10%): Analyze the impact of sociocultural and interpersonal factors on the development of psychopathology. Discuss how cultural beliefs, societal norms, peer influence, and social support systems affect mental health outcomes. Utilize insights from Cheung & Mak (2018) to support your arguments.
3. Conclusion (10%): Summarize the key points discussed in your essay and emphasize the importance of a holistic and multidimensional approach in psychiatric mental health practice. Discuss the implications of understanding these factors for healthcare providers.
4. References (10%): Provide a comprehensive list of academic sources and cite them appropriately throughout your essay using APA (7th edition) citation style.

Introduction

Psychopathology is the study of maladaptive behavior and mental disorders, and understanding the factors that contribute to its development is essential for healthcare practitioners, including Psychiatric Mental Health Nurse Practitioners (PMHNPs). Unlike many medical conditions with objective diagnoses, psychopathology deals with psychological phenomena and behaviors that may be influenced by a complex interplay of biological, psychological, and social factors. This paper explores these factors from a different perspective, emphasizing their dynamic nature and the need for a holistic approach to the assessment and treatment of psychopathological conditions.

Developmental Factors

Age and developmental stages are critical in the manifestation of psychopathological issues. While adults may exhibit more stable symptoms, children and adolescents often experience rapid changes in behavior, emotions, and thinking as part of their normal growth and development (Butcher & Kendall, 2018). It is important to recognize that developmental changes can sometimes mimic psychopathological symptoms, and healthcare providers should exercise caution before jumping to conclusions. Additionally, there is a common misconception that children will naturally outgrow certain problems, which can delay early intervention (Masten & Kalstabakken, 2018). PMHNPs should consider the developmental context when evaluating and diagnosing psychopathological conditions, as age-related factors may significantly impact the clinical presentation.

Biological Factors

Biological factors, including genetic and neuroscientific components, play a substantial role in the development of psychopathology. Some psychiatric disorders, such as bipolar disorder, schizophrenia, mood disorders, and ADHD, are known to have a genetic predisposition (Sadock et al., 2015). Research suggests that individuals with a family history of mental illness are at a higher risk of developing similar conditions (Sadock et al., 2015). Moreover, biological factors can be linked to brain structure and function, with neurological changes influencing an individual’s psychosocial development and susceptibility to mental disorders (Jackson & Milberg, 2018). For example, maternal substance abuse during pregnancy can negatively affect a child’s neurological development. PMHNPs must be vigilant in assessing a patient’s family history and considering the potential genetic and neurological contributors to their condition.

Psychological Factors

Psychological factors encompass various aspects, including behavioral, cognitive, emotional, and developmental elements. Children and adolescents often exhibit psychopathological symptoms as they navigate the challenges of growing up. These challenges may manifest as mood fluctuations, defiance, social withdrawal, and low energy levels (Butcher & Kendall, 2018). Moreover, daily stressors related to academics, social interactions, and peer pressure can impact the emotional, behavioral, and cognitive processes of young individuals. PMHNPs should be aware of the unique psychological stressors faced by children and adolescents and consider these factors when assessing and treating psychopathological conditions.

Social, Cultural, and Interpersonal Factors

Social, cultural, and interpersonal factors add another layer of complexity to the development of psychopathology. Cultural beliefs and societal norms influence how individuals perceive and address mental health issues (Cheung & Mak, 2018). In some cultures, discussing mental problems may be considered taboo, leading to underreporting and stigmatization. Additionally, social factors like peer influence can drive behaviors such as substance abuse as individuals seek acceptance within their social circles (Cheung & Mak, 2018). Socioeconomic status and environmental stressors also play a significant role in the development of psychiatric disorders.

Moreover, interpersonal relationships and support systems are crucial for mental well-being. Neglect and lack of social or family support can lead to isolation, contributing to conditions like depression and anxiety (Cheung & Mak, 2018). PMHNPs must recognize the impact of these social, cultural, and interpersonal factors on their patients and consider them when developing treatment plans.

Conclusion

Psychopathology is a multifaceted field influenced by various interacting factors, including developmental, biological, psychological, social, cultural, and interpersonal elements. PMHNPs must adopt a multidimensional, integrative approach to assess, diagnose, and treat psychopathological conditions effectively. Understanding the dynamic nature of these factors and their impact on different age groups is essential for providing evidence-based, quality care and improving the identification and prevention of mental disorders in healthcare practice.

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Systems Engineering: Neural Network Model Essay Example

Systems Engineering: Neural Network Model Essay Assignment Brief

Title: Nonlinear Dynamic Artificial Neural Network Model for Human-Centric Systems

Overview:

In this assignment, you will explore the application of a nonlinear dynamic artificial neural network model for memory in the context of complex and dynamic human-centric systems. You will analyze key aspects of the model, including weighting, bipolar pairs, two interconnected layers, and three types of attractors, as described in the reference material by Chartier, Renaud, and Boukadoum (2008). Your task is to determine whether this model is suitable for selected complex and dynamic human-centric systems and to articulate how these aspects either support or challenge its applicability.

Understanding Systems Engineering: Neural Network Model Essay Assignment:

Context and Background:

Nonlinearity has gained prominence in various fields such as psychology, neuroscience, and cognitive science due to its ability to address the complexity of human neural mechanisms (Brivio et al., 2018). The nonlinear dynamic artificial neural network model for memory offers a bridge between behavioral memory models and biological memory neural models. It is characterized by specific features that make it a potential tool for understanding complex human-centric systems.

Key Aspects to Investigate:

• Weighting and Interconnected Layers: Examine how weighting matrices W and V are utilized in the model for monitoring iterations. Investigate the role of the two interconnected layers and the bidirectional flow of information between them. Compare these features to traditional neural network designs and assess their flexibility and significance.
• Three Types of Attractors: Explore the three types of attractors employed by the model: region-constrained, multi-valued, and aperiodic. Discuss their significance in simulating human development and memory. Analyze how the model adapts to these attractors and produces real-time values without continuous experimenter intervention.

The Student’s Role:

As a student undertaking this assignment, your role is to:

• Review the Reference Material: Carefully study the paper by Chartier, Renaud, and Boukadoum (2008), titled “A nonlinear dynamic artificial neural network model of memory” (available at https://doi.org/10.1016/j.newideapsych.2007.07.005). This paper provides essential background information on the neural network model and its key components.
• Analyze the Model: Analyze the nonlinear dynamic artificial neural network model for memory as described in the reference material. Pay specific attention to the aspects of weighting, bipolar pairs, two interconnected layers, and the three types of attractors.
• Evaluate Suitability: Based on your analysis, make an informed judgment regarding the model’s suitability for selected complex and dynamic human-centric systems. Provide evidence to support your evaluation, considering how the model aligns with the dynamics of organic brain models and any potential challenges it may face.
• Consider NDS Principles: Discuss whether the model satisfies the principles of the Nonlinear Dynamic Systems (NDS) approach to psychology, as recommended by Brivio et al. (2018). Explain how adherence to NDS principles may facilitate the model’s ability to bridge the gap between brain processes and human actions.

Introduction

Nonlinearity plays a pivotal role in understanding complex human phenomena across various domains such as psychology, neuroscience, and cognitive science (Brivio et al., 2018). The intricate nature of the human neural mechanism necessitates innovative approaches to decipher decision-making processes. Chartier, Renaud, and Boukadoum (2008) present a nonlinear dynamic artificial neural network model for memory, offering a bridge between behavioral memory models and biological memory neural models. In this essay, we explore the suitability of this model for selected complex and dynamic human-centric systems. We will focus on key aspects, including weighting, bipolar pairs, two interconnected layers, and three types of attractors, and evaluate how these aspects support or challenge its applicability.

Weighting and Interconnected Layers

The model employs weighting matrices, W and V, to facilitate network iterations (Ghiassi & Nangoy, 2009). It consists of two interconnected layers that exchange processed information between the matrices. Information flows from W to V, and V returns the information in a repetitive process (Chartier et al., 2008). This bi-directional operation makes it a bottom-up and top-down process, offering flexibility in the dimensions of the two layers. Unlike conventional BAM designs, this model does not require one side’s weight vector to be the inversion of the other side (Brivio et al., 2018). Moreover, each unit in the network represents a brain population, not an individual neuron.

Three Types of Attractors

The model employs three types of attractors during operation: region-constrained, multi-valued, and aperiodic (Ghiassi & Nangoy, 2009). These attractors play a crucial role in simulating human development, and their stability is vital. Notably, the model operates autonomously, adapting to attractors and producing real-time values without the need for constant experimenter intervention (Brivio et al., 2018).

Suitability for Complex and Dynamic Human-Centric Systems

The model’s ability to process multi-valued stimuli aligns well with the dynamic nature of organic brain models. This feature makes it suitable for selected complex and dynamic human-centric systems. Additionally, the model exhibits characteristics recommended in the Nonlinear Dynamic Systems (NDS) approach to psychology (Brivio et al., 2018). By satisfying NDS features, the model can bridge the gap between brain processes and human actions.

Conclusion

Chartier, Renaud, and Boukadoum’s nonlinear dynamic artificial neural network model for memory presents a promising approach to understanding complex human-centric systems. Its utilization of weighting matrices, interconnected layers, and three types of attractors offers a flexible and adaptable framework. The model’s capacity to process multi-valued stimuli and adhere to NDS principles positions it as a valuable tool for studying complex and dynamic human phenomena. As we continue to explore the intricacies of human behavior and cognition, this model may play a pivotal role in advancing our understanding of human-centric systems.

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C920 NURS 6003 Developing Course Elements Paper Example

C920 NURS 6003 Developing Course Elements Paper Assignment

C920 NURS 6003 Contemporary Curriculum Design and Development in Nursing Education Course

C920 NURS 6003 Developing Course Elements Paper Assignment Brief

Assignment Instructions Overview

This assignment focuses on designing key elements of a nursing education course that enhances student learning and skill development. You will develop course modules that incorporate instructional design principles, scenario-based learning, and evidence-based educational strategies. The goal is to create an engaging and intellectually stimulating environment that prepares students for contemporary nursing practice.

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Understanding Assignment Objectives

This task requires the development of three unique course modules within an eight-week nursing course titled The Role of the BSN Nurse in Promoting Community Health. Each module should include:

• A title and topic relevant to community health nursing.
• Measurable course objectives that define what students will learn.
• Student learning outcomes that describe demonstrable skills or knowledge students will acquire.
• A content overview outlining key topics and their connection to learning outcomes.
• Learning resources that supplement instructional materials, utilizing various sources.
• Scenario-based learning activities to enhance skill development and reflective practice.

Additionally, a formal narrative paper is required, justifying course design decisions, learning theories applied, and the effectiveness of chosen learning resources and activities.

The Student’s Role

As the lead faculty member for the course, you are responsible for:

• Designing structured and meaningful online learning experiences.
• Integrating evidence-based instructional strategies to support student success.
• Aligning course components with nursing education competencies.
• Ensuring that course content is relevant to contemporary nursing practice.
• Justifying the effectiveness of course elements in fostering critical thinking and professional skill development.

Competencies Measured

The assignment evaluates your ability to design and develop course elements that meet the following competencies:

• Designing and Developing for the Future – Creating a stimulating and challenging intellectual environment that fosters nursing knowledge and competency development.
• Designing and Developing for Quality – Incorporating instructional design models and continuous improvement strategies to promote safe, high-quality patient care through nursing education.
• Designing and Developing for Nursing Practice – Implementing scenario-based learning approaches that support skill development and reflective practice.
• Designing and Developing for Knowledge Acquisition – Using contemporary educational principles and evidence-based research to enhance student-centered learning and achievement of learning outcomes.

Check out another task that our nursing essay writing services have assisted another student on C921 NURS 6004 Developing Course Assessments Paper Example.

C920 NURS 6003 Developing Course Elements Paper Example

Developing Course Elements: The Role of the BSN Nurse in Promoting Community Health

Course Description

The course “The Role of the BSN Nurse in Promoting Community Health” is designed to prepare nursing students to effectively engage with diverse communities and address public health challenges. Through an evidence-based and student-centered approach, this course provides an overview of community health nursing, emphasizing the role of the BSN nurse in health promotion, disease prevention, and patient advocacy. Students will develop essential skills in community assessment, intervention planning, and interprofessional collaboration. By the end of the eight-week course, students will be equipped with the competencies necessary to contribute to public health initiatives and address social determinants of health.

Module 1: Introduction to Community Health Nursing

Course Objectives

1. Define the role and scope of community health nursing in modern healthcare.
2. Examine the historical evolution and future trends in community health nursing.
3. Identify key public health initiatives that impact community health nursing practice.

Student Learning Outcomes

• Summarize the roles and responsibilities of a community health nurse.
• Analyze the impact of historical developments on contemporary community health nursing.

Content Overview

This module provides an introduction to community health nursing, exploring the foundational principles and responsibilities of nurses in community settings. Students will examine the historical roots of community health nursing, including significant public health movements and policy changes. A discussion on the evolving role of community health nurses in addressing population health needs will be included, linking theory to practice through case studies and real-world applications.

Learning Resources

• Holsinger, J. Jr., & Scutchfield, F. (2021). Contemporary Public Health: Principles, Practice, and Policy. University Press of Kentucky.
• NHS Health Centers (2020). Nursing in the community. [Video]. YouTube.

Scenario-Based Learning Activity

Students will participate in a small group discussion where each group is assigned a different historical public health event that shaped community health nursing. Groups will present their findings, focusing on how past events influence present-day community health nursing practices.

Module 2: Community Assessment and Public Health Interventions

Course Objectives

1. Explain the principles of community assessment in nursing practice.
2. Identify key social determinants of health that impact community health outcomes.
3. Develop strategies for effective public health interventions.

Student Learning Outcomes

• Conduct a basic community health assessment using evidence-based tools.
• Propose an intervention plan to address an identified community health need.

Content Overview

This module focuses on the importance of assessing community health needs and implementing public health interventions. Students will learn about data collection methods, including surveys, interviews, and epidemiological tools. The module will explore social determinants of health and their influence on health disparities. Practical case studies will illustrate effective intervention planning and execution.

Learning Resources

• World Health Organization (2022). Community Health Assessment Toolkit. WHO Publications.
• Centers for Disease Control and Prevention (CDC) (2021). Social Determinants of Health: Definitions and Implications. CDC Website.

Scenario-Based Learning Activity

Students will complete a simulated community health assessment using online public health data. They will identify key health concerns and propose a tailored intervention strategy for improving health outcomes within a selected population.

Module 3: Health Promotion and Disease Prevention in the Community

Course Objectives

1. Evaluate evidence-based health promotion strategies used in community settings.
2. Develop culturally competent approaches to disease prevention.
3. Explore the role of technology in community health education.

Student Learning Outcomes

• Design a health education campaign tailored to a specific community.
• Assess the effectiveness of a selected disease prevention strategy.

Content Overview

This module explores methods for promoting health and preventing disease in diverse populations. Students will examine best practices in health promotion and the role of community partnerships in fostering sustainable health initiatives. Culturally competent care and ethical considerations in public health education will also be addressed. The module will highlight the increasing role of digital tools in community health outreach.

Learning Resources

• Healthy People 2030 (2023). National Health Promotion Objectives. U.S. Department of Health and Human Services.
• Online Course Module: Digital Strategies for Community Health Outreach (2022).

Scenario-Based Learning Activity

Students will create a health promotion campaign addressing a prevalent public health issue (e.g., smoking cessation, diabetes prevention). They will design educational materials and propose an implementation plan suitable for an online or in-person community setting.

Justification of Course Elements

Intellectually Stimulating Learning Environment

The course is designed to challenge students through interactive and reflective learning activities. The use of scenario-based learning, real-world case studies, and collaborative discussions fosters critical thinking and problem-solving skills. By engaging with contemporary public health issues, students enhance their ability to apply theoretical knowledge in practical settings.

Learning Theory Application

One student learning outcome from Module 1—summarizing the roles and responsibilities of a community health nurse—aligns with the constructivist learning theory. This theory emphasizes knowledge acquisition through active engagement and personal experience. The use of small-group discussions and reflective practice supports students in constructing new knowledge by integrating prior learning with newly acquired concepts.

Justification of Learning Resources

Each learning resource was selected for its relevance and ability to engage students in critical thinking. The textbook chapter provides foundational knowledge, while digital resources such as videos and toolkits offer real-world perspectives. The diversity in resource types ensures that students with different learning preferences can access content in a meaningful way.

Support for Student Skill Development and Reflective Practice

The scenario-based learning activities encourage students to apply theoretical knowledge to practical situations, promoting skill development in assessment, intervention planning, and health education. These activities also encourage reflective practice, as students evaluate their decision-making processes and adapt their strategies based on peer feedback and evidence-based guidelines.

Conclusion

This course is structured to equip nursing students with the essential competencies for community health practice. By incorporating interactive learning experiences, diverse educational resources, and evidence-based methodologies, the course fosters a dynamic and engaging learning environment. Through scenario-based activities and reflective discussions, students will be prepared to address real-world public health challenges and make meaningful contributions to community health nursing.

References

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.

Centers for Disease Control and Prevention (CDC). (2021). Social Determinants of Health: Definitions and Implications.

Holsinger, J. Jr., & Scutchfield, F. (2021). Contemporary Public Health: Principles, Practice, and Policy. University Press of Kentucky.

NHS Health Centers. (2020). Nursing in the Community [Video]. YouTube.

World Health Organization (WHO). (2022). Community Health Assessment Toolkit. WHO Publications.

Detailed Assessment Instructions for the C920 NURS 6003 Developing Course Elements Paper Assignment

MHP2 — MHP TASK 1: DEVELOPING COURSE ELEMENTS

CONTEMPORARY CURRICULUM DESIGN AND DEVELOPMENT IN NURSING EDUCATION — C920 PRFA — MHP2 

TASK OVERVIEW              SUBMISSIONS    EVALUATION REPORT

COMPETENCIES

7055.1.1 : Designing and Developing for the Future

The graduate creates an environment that is intellectually stimulating, challenging, and encourages student development of contemporary nursing knowledge, skills, and competencies.

7055.1.2 : Designing and Developing for Quality

The graduate incorporates instructional design models, principles, theories, and continuous improvement methods in the development of high quality course design in a nursing education environment to promote safe and quality patient care.

7055.1.3 : Designing and Developing for Nursing Practice

The graduate develops scenario-based learning approaches to support student skill development and encourage reflective practice.

7055.1.4 :  Designing and Developing for Knowledge Acquisition

The graduate develops course elements based on contemporary educational principles and evidence-based research that facilitate student-centered learning and achievement of learning outcomes.

INTRODUCTION

Online learning has become a major modality for the delivery of education. In order to be able to prepare the nursing workforce to meet the demands of the healthcare marketplace, nurse educators need to be able to design and deliver dynamic online education. Although the mode of delivery of the learning differs from traditional classroom learning, faculty must still create an environment that is intellectually stimulating and challenging and encourages student development of contemporary nursing knowledge, skills, and competencies.

SCENARIO

You are the lead faculty in the Community Health Nursing Course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience, age groups, and cultures reflective of their diverse community population.

The director of the nursing program has charged you with developing an eight-week course titled, “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In this task, you will create three of these weekly course modules. Each of these modules

should include the module title and topic, course objectives, student learning outcomes, content overview, learning resources, and detailed online learning activities.

REQUIREMENTS

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

1. Develop a course description for “The Role of the BSN Nurse in Promoting Community Health” that gives a high-level overview of the content and purpose of the course.

Note: Prompts B through F will guide you through the creation of three unique course modules for “The Role of the BSN Nurse in Promoting Community Health.” Organize each prompt by module. Present Module 1 with all the information required by prompts B through G. Then present Module 2 and 3 in the same manner. Each prompt will be evaluated on whether the required information is included for each of the three modules.

1. Provide a title for each
2. Develop three measurable course objectives for each module that describe what the students will learn in the module.
3. Develop two measurable student learning outcomes for each module that describe what the student will be able to do at the end of the module to demonstrate learning.
4. Develop a brief content overview for each module that describes each topic that will be covered in the module. Be sure to describe how each topic connects with one of the student outcomes for the module provided in part D.
5. Identify a unique learning resource for each module that will supplement your course materials and facilitate student learning. Be sure to choose two or more different types of learning resources (e.g., textbook, website, research article).
6. Describe a scenario-based learning activity for each module that will support student skill development and encourage reflective practice.

Note: A formal narrative paper in APA format will be submitted that includes aspects H1, H2, H3, and H4.

2. Use the information in your weekly course modules to complete the following:
   1. Justify how the course elements you included in each module will create an environment that is intellectually stimulating and challenging and encourages student development of nursing knowledge, skills, and competencies.
3. Describe how one student learning outcome from part D reflects an established learning theory and how that theory applies to an online learning environment.
4. Justify why each learning resource from part F is best-suited for your course.
5. Justify how one scenario-based learning activity from part G will support student skill development and encourage reflective practice.
6. Submit your formal narrative paper in APA style, including but not limited to title page, headers, in-text citations, and references.
7. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB

File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

RUBRIC

A:COURSE DESCRIPTION

B:MODULE TITLES

C:COURSE OBJECTIVES

D:STUDENT LEARNING OUTCOMES

 E:CONTENT OVERVIEWS

F:LEARNING RESOURCES

 G:LEARNING ACTIVITIES

 H1:LEARNING ENVIRONMENT

H2:LEARNING THEORY

 H3:LEARNING RESOURCE JUSTIFICATION

 H4:SCENARIO-BASED  LEARNING  ACTIVITY

I:APA

 J:PROFESSIONAL  COMMUNICATION

This Document for C920 is aligned with your Assessment Instructions for this Task. It included additional clarifying information so please review while you are working on the Task for MHP- 2 C920

 CONTEMPORARY CURRICULUM DESIGN & DEVELOPMENT IN NURSING EDUCATION

 Competencies:

7055.1.1: Designing and Developing for the Future – The graduate creates an environment that is intellectually stimulating, challenging, and encourages student development of contemporary nursing knowledge, skills, and competencies.

7055.1.2: Designing and Developing for Quality – The graduate incorporates instructional design models, principles, theories, and continuous improvement methods in the development of high quality course design in a nursing education environment to promote safe and quality patient care.

7055.1.3: Designing and Developing for Nursing Practice – The graduate develops scenario-based learning approaches to support student skill development and encourage reflective practice.

7055.1.4: Designing and Developing for Knowledge Acquisition – The graduate develops course elements based on contemporary educational principles and evidence- based research that facilitate student-centered learning and achievement of learning outcomes.

Task 1: Developing Course Elements

Introduction:

Online learning has become a major modality for the delivery of education. In order to be able to prepare the nursing workforce to meet the demands of the healthcare marketplace, nurse educators need to be able to design and deliver dynamic online education. Although the mode of delivery of the learning differs from traditional classroom learning, faculty must still create an environment that is intellectually stimulating and challenging and encourages student development of contemporary nursing knowledge, skills, and competencies.

Scenario:

You are the lead faculty in the Community Health Nursing Course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience, age groups, and cultures reflective of their diverse community population.

The director of the nursing program has charged you with developing an eight-week course titled, “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In C919, you created a course outline that listed eight weekly course module topics. In this task, you will create three of these weekly course modules. Each of these modules should include the module title and topic, course objectives, student learning outcomes, content overview, learning resources, and detailed online learning activities.

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperl inks to relevant portions of the course.

1. Develop a course description for “The Role of the BSN Nurse in Promoting Community Health” that gives a high-level overview of the content and purpose of the course. Your course description should include the module topics along with how the course aligns with professional standards (contemporary educational principles).

Note: Prompts B through G will guide you through the creation of three unique course modules for “The Role of the BSN Nurse in Promoting Community Health.” Organize each prompt by module. Present Module 1 with all the information required by prompts B through

1. Then present Module 2 and 3 in the same manner. Each prompt will be evaluated on whether the required information is included for each of the three modules.
2. Provide a title for each
3. Develop three measurable course objectives using SMART criteria for each module that describe what the students will learn in the module. Please use the Bloom’s taxonomy with one action verb to develop the course objectives. The Bloom’s table is in the course tips. Review Course of Study unit 4 page 23 including essential readings.
4. Develop two measurable student learning outcomes using SMART criteria

for each module that describe what the student will be able to do at the end of the module to demonstrate learning.

1. Develop a brief content overview for each module that describes each the topics topic that will be covered in the module. This is a synopsis of the topics that will be presented in the module. Be sure to describe how each topic connects with one of the student outcomes for the module provided in part D.
2. Identify a unique learning resource for each module that will support your course content and facilitate student learning (Active learning strategy?). Be sure to choose two or more different types of learning resources (e.g., textbook, website, research article).
3. Describe a scenario-based learning activity for each module that will support student skill development and encourage reflective practice. Provide sufficient detail about the context-relevant scenario, including clear and precise instructions to be able to complete the activity without additional directions

Note: A separate formal narrative paper in APA format will be submitted that includes aspects H1, H2, H3, and H4.

1. Use the information in your weekly course modules to complete the following:
2. Justify how the course elements you included in each module will create an environment that is intellectually stimulating and challenging and encourages student development of nursing knowledge, skills, and competencies.
3. Describe how one student learning outcome from part D reflects an established learning theory and how that theory applies to an online learning environment. You will discuss challenges that are unique to the online learning environment to achieving that student learning outcome and provide specific examples of how to address each of those challenges.
4. Justify why each learning resource from part F is best suited for your course.
5. Justify how one scenario-based learning activity from part G will support skill development and reflective practice. Your justification should include:
   • A description of skills that the scenario-based context relevant activity is intended to develop (may be derived from established research, educational principles, or logical reasoning).
   • How scenario-based context relevant scenarios facilitate student learning.
   • The elements of the scenario-based context relevant activity that promote reflective practice.

1. Submit your formal narrative paper in APA style, including but not limited to title page, headers, in-text citations, and references.

Task Tips for C920

As you get started in C920, please be sure to review your Course of Study, learning resources, Course Tips, recorded cohort, and assessment instructions. In the Task for this course, you will be continuing to work o n the Community Health Nursing Course you began in C919. You will select 3 out of 8 course modules, and more fully develop each of these modules. There is a template in your Course Tips, be sure to use this template to build each of your three course modules (you will be submitting 3 templates). After completing the template for each of the three modules, then start working on your narrative paper.

Course Outline Template for C920

919. Course Description – For each module, you will be providing the Course Overview (which should be more detailed than the 75 word overview provided in C919). Your Course Overview will be the same for each of the modules. Remember to include all the module topics from your original Course Outline and be sure to reference back to the professional standards or guidelines you discussed in C919. Discuss how your course overview aligns with the professional standards (AACN Essentials, Quad Council, QSEN, or ACEN). Be sure to reference your professional standards at the end of each of your module templates. (No word limit)

1. Module Titles – Within the template, you will provide the Title of your Module, this title can be the same title you gave your module in C919 but you may modify it if you choose to.
2. Course Objectives and D. Student Learning Outcomes – The primary difference between course objectives and student learning outcomes is that course objectives focus on student acquisition of knowledge and skills over the time spent in the entire course; student learning outcomes focuses on student acquisition of knowledge and skills over a unit of study or the module. Course Objectives and Student Learning Outcomes should contain the following 4 components:
   1. The Condition– ie: After completing the module or the course (module for SLOs and Course for COs)
   2. The student (learner) will be able to…..
   3. Behavior which is your Action verb from Bloom’s Taxonomy – What will the student be able to do or demonstrate? (insert one Action Verb) such as describe, explain, apply, analyze as appropriate to the cognitive level
   4. Criterion – what will the student be able to do after completing the module or course? ie:

The student will be able to describe four social determinants of health within a community setting.

Example of a Student Learning Outcome: After completing the module, the student will be able to describe four social determinants of health within a community.

Example of a Course Objective: After completing the course, the student will be able to

analyze  (higher cognitive level) the impact social determinants have on the health of a community

It is important to keep your Course Objectives and Student Learning Outcomes clear, distinct and measurable statements.

Course Objectives are written using action verbs f rom Blooms Taxonomy at the higher cognitive level such as applying, analyzing, or evaluating levels. This is because the knowledge related to that specific module is higher at the end of the course. So, your course objectives are what the student’s are expected to be able to do or demonstrate at the end of the entire course, are more broad, and are specific to the knowledge related to the module but at a different point in time.

The Student Learning Outcomes are what the students are expected to be able to do or demonstrate right after you have taught the module, so the cognitive level is at the Remembering or Understanding levels, since this is the knowledge expected right after the module has been taught. In the course tips, there is a Bloom’s taxonomy list. We recommend this list be used in the development of your course objectives and student learning outcomes as you work on completing your Course Outline Template. Keep in mind that you should use only ONE ACTION VERB in each of your course objectives and student learning outcomes. In the cohort as well as in the course of study in Unit 4 there are excellent resources to help support your efforts in the development of these two concepts.

Please review the following learning resource: Bastable, Nurse as Educator Chapter 10 pg 428-432. Also be sure to review the Cohort Recording in the Course Tips!

1. Content Overviews – In this section of the template, you will provide a detailed overview of the Content that will describe what you will be teaching in each specific module. Be sure to indicate the topics and/or main areas of focus that you will be teaching in each specific module. This is about what your students will learn in each module. You can get some great insights about what the content for modules should be by looking at community health textbooks (i.e. check Amazon for textbooks and review); look at websites – i.e. the CDC website (https://www.cdc.gov/ )

or Healthypeople website (https://www.healthypeople.gov/) are excellent resources. Be sure that each content overview connects each topic to one student outcome in the module, be detailed in the description and be clear which student learning outcome you are discussing and how it aligns with the content you will be teaching.

1. Learning Resources – You will provide at least one learning resource for each of the 3 modules (this resource may be in the form of a textbook, website, research article etc…) You will need to have two different types of learning resources overall. Remember to utilize just one resource per module, but at least two different types across all three modules. Please be sure to reference each of your learning resources using APA formatting.
2. Scenario Based Learning Activities – In this section of the template, you will describe the scenario based learning activity that you will be providing to the student. Billings and Halstead book – chapter 10 – starting on page 163 has great information on designing learning experiences.

Describe the scenario ( you will need to describe that in detail such as the case study, description of a community, role play scenario or simulation) that you will base your activity on, then indicate what the activity will be to follow, such as: follow up questions, short paper, reflection, community

assessment etc… based on that scenario.  Some examples of scenario based learning activities may include: case studies with questions that follow, role play with debriefing or reflection questions,

simulation, conducting a windshield survey based on observations of a community setting etc. Scenario

Based means that you are actually providing the students with a real like lif e scenario (context based) to work through. This description should be so detailed that any student and/or any faculty

member would be able to carry out the learning activity and know exactly what to do. Scenario based

activities engage the student in the activity to facilitate deeper learning. Quizzes alone, questions alone, powerpoint presentations, papers, tests, gaming are not scenario based activities unless these activities are based on a scenario that you create.

Narrative APA formatted Paper

H1. Learning Environment

In this section you include a discussion of each of the 3 modules (one paragraph per module) providing an explanation and examples of how each of the elements within each particular module (the learning resources and learning activity) will challenge, stimulate and promote nursing knowledge, skills and competencies of the students. Be sure to use the words “knowledge, skills, and competencies” within your discussion for each course module and address each of these elements (K,S,A). How will the learning resource and learning activity for each module build the knowledge, skills, and competencies of the student?

H2. Learning Theory

In this section, you will need to select a Learning Theory and link it to one of your student learning outcomes. Refer to your COS Unit 5, Billings and Halstead, Teaching in Nursing pg. 212, and Iwasiw & Goldenberg, Curriculum Development in Nursing Education Chapter 10 for information on learning theories. Some examples include: Constructivism, Cognitivism, Social Learning Theory, Humanism, Situated Learning etc… Discuss the Learning Theory your selected and demonstrate how that particular learning theory can be used to support the student learning outcome.

You will then discuss how the online learning environment can pose challenges to achieving that student learning outcome and provide examples of how to address each of these challenges (Time,

flexibility, accessibility to resources, use of various teaching strategies).

H3. Learning Resource Justification

In this section, you will need to discuss each learning resource (ie. Website, peer reviewed article, textbook, video etc…) for each of your modules and discuss how that specific resource supports the course elements in the module. Be sure to cite each resource and discuss how it supports or aligns with your module topic and content. Think about how that resource will enhance learning of the content, achievement of the student learning outcomes, promote critical thinking, meet various learning styles of the student, enhance knowledge and skills etc…

H4. Scenario Based Learning Activity

Several elements need to be addressed in this section. You will select one of your scenario based learning activities and discuss the following:

1. How is the learning activity context based? What context or scenario did you create for the student to make the activity more engaging and life like?
2. How does context based learning scenarios facilitate or enhance learning? Refer to C919 pg. 8 for a refresher on context based learning
3. How does your learning activity encourage reflective practice and describe the elements of the learning activity that involve student reflection.

Be sure to include citations and/or logical reasoning to provide the justification in this section as you address a, b, and c.

C920 Frequently Asked Questions

1. Where can I find the welcome letter for the course?
   1. The welcome letter is located under “Course Tips.”

2. Is there a cohort for C920?
   1. You may enroll in the C920 cohort directly from the Course of Study under “Explore Cohort Offerings” tab. Your attendance and participation may facilitate your understanding of course content and success in the course.

3. Which three (3) modules from the C919 course should I use for the C920 PA?
   1. It’s up to you which 3 modules you select for the C920 course. Choose wisely;

look at modules that you have a good grasp of the concepts which are discussed in the module. Keep in mind that you will be developing assessments for these modules in C921.

5. Can I change or modify the course objectives (C0) and student learning outcomes (SLO) that I developed in C919?
   919. Yes, you may change or revise the CO and SLOs that you developed in C919.

6. Do I have to follow APA format for the tables (A to G)
   1. No, you do not have to follow APA format in completing the tables (template); however, if you cite a source, you may indicate the reference citation using APA format on the bottom of the table.

7. What does it mean to develop course elements?
   1. Course elements are present in all academic courses. You began the development of course elements in the C919 course, now in C920 you will continue to develop those elements. To review, course elements include the following:
      • The title of your course
      • your course description
      • CO and SLOs
      • Content overview of your course
      • Learning strategies/methods
      • Learning resources
      • Course assessments – the development of formative and summative assessments is the focus of the C921 course

Helpful resources in the COS include Iwasiw’s eBook, Curriculum Development in Nursing Education, chapter 13 (Creating courses for an evidence informed, conext- relevant unified program); and Bastable’s eBook, Nurse as Educator, chapter 10 on writing behavioral objectives. Be sure to review pg. 32 in the COS which provides an excellent introduction to building a course.

8. What are Scenario-based learning activities?
   1. They are learning activities designed to fully engage students using realistic scenarios. They are active, learner centric, interactive activities that are great for developing skills such as communication, collaboration, reflection and critical thinking. Excellent resources in the COS for developing scenario based learning activities include:
      • Iwasiw’s eBook, Curriculum Development in Nursing Education, chapter 13; specifically the topic on strategies to ignite learning, starting on page 348

• Billings and Halsted’s eBook, Teaching in Nursing, chapter 15 (Strategies to promote student engagement and active learning).
• You may want to review the C919 COS on p. 24, there’s a discussion on scenario based learning activities along with an excellent article, ‘Seeing the bigger picture through context-based learning.’

9. Q. Please suggest a resource to use for the learning theories section of the paper.
   1. Almost all of your textbooks have a section on learning theories, however, the

Billings and Halstead’s eBook, provides an excellent layout of learning theories with implications for nursing education. This is found in chapter 13, Theoretical Foundations of Teaching and Learning.

10. What should I do if I have a task revision?
    1. While every student’s needs will be different, here is a generalized plan for working with revisions. We recommend that you work with your Course Instructor for

your individualized needs.

Revisions:

• Units of study should be reviewed for content areas where performance competency was not met;
• Carefully review and complete the evaluator’s guidance for revising the task;
• Meet with your course instructor for any questions about the revision(s);
• When competency is not achieved in APA or professional communication, please schedule an appointment with the Writing Center. Be sure to bookmark your APA manual on your computer and use this as you work on revisions.
• Grade yourself with the rubric prior to resubmitting the task.

Locked task:

• Meet with your course instructor
• For content revisions on locked task, you must meet with your course instructor; for APA and/or professional communication revisions, you must meet with an instructor from the writing center;
• After meeting with your course instructor, and your understanding regarding the revisions is verified, your Task will be unlocked.

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