term paper 2025

criteria for term paper : topic: learning defficulties 1- 3 case studies might have clues for topic 2- 10-15 pages witout references and cover page 3- double – space 4- `12` font 5- Times New Roman 6- at least 3 references 7- APA style 8- to be organized 9- use heading and subheading

Nursing Assignment Help 2025

Poster Abstract 2025

Poster Abstract Based on your Practicum Project, you will develop an abstract for a poster session that could be accepted and presented at the school Graduation. Review and complete the Scholarship of Practice Poster Session application located in this week’s Learning Resources. Minimum of 150 to 250 words in APA format!

Nursing Assignment Help 2025

Project Presentation 2025

Project Presentation Your PowerPoint presentation should exhibit a professional appearance that reflects thoughtful, thorough preparation. Consider the audience’s needs, and use your creativity to design an engaging presentation. Your audience is your classmates and Instructor. This presentation also serves as your Portfolio Assignment for this course. The use of PowerPoint as a presentation method allows you to create a narrative to convey essential aspects of your Practicum Project. As you develop your presentation, structure the information to provide a logical flow from the beginning (introduction) to the middle to the end (conclusion). Determine a title for each slide. As you create each slide, include the slide title at the top to help orient the audience, and make sure the slide text is concise and easy to read. While you may wish to include a few photos or graphics, be mindful that including too many of these items can be distracting and may result in problems with file size and downloading. The evaluation of your presentation will address not just the appropriateness and inclusion of all required content, but also the extent to which the slides are neat, organized, and visually appealing.

Nursing Assignment Help 2025

ASSIGNMENT 2025

Due Date: Apr 29, 2017 Max Points: 150 Details: The first step of the EBP process is to develop a question from the nursing practice problem of interest. Select a practice problem of interest to use as the focus of your research. Start with the patient and identify the clinical problems or issues that arise from clinical care. Following the PICOT format, write a PICOT statement in your selected practice problem area of interest, which is applicable to your proposed capstone project. The PICOT statement will provide a framework for your capstone project (the project students must complete during their final course in the RN-BSN program of study). Conduct a literature search to locate research articles focused on your selected practice problem of interest. This literature search should include both quantitative and qualitative peer-reviewed research articles to support your practice problem. Select six peer-reviewed research articles which will be utilized through the next 5 weeks as reference sources. Be sure that some of the articles use qualitative research and that some use quantitative research. Create a reference list in which the six articles are listed. Beneath each reference include the article’s abstract. The completed assignment should have a title page and a reference list with abstracts. Suggestions for locating qualitative and quantitative research articles from credible sources: Use a library database such as CINAHL Complete for your search. Using the advanced search page check the box beside “Research Article” in the “Limit Your Results” section. When setting up the search you can type your topic in the top box, then add quantitative or qualitative as a search term in one of the lower boxes. Research articles often are described as qualitative or quantitative. To narrow/broaden your search, remove the words qualitative and quantitative and include words that narrow or broaden your main topic. For example: Diabetes and pediatric and dialysis. To determine what research design was used, review the abstract and the methods section of the article. The author will provide a description of data collection using qualitative or quantitative methods. Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Nursing Assignment Help 2025

1 page due in 12 hours. Chose 1 topic 2025

only need 1 page and choose 1 topic not both Assisgnment Topic 1 Personal Philosophy: From your readings about teaching and learning theories, develop and discuss your personal philosophy of teaching in nursing. Or Topic 2 Recall a clinical learning experience you enjoyed. Describe the experience and identify specific aspects such as educational setting, motivational strategy, learning theory, and delivery of content (how was the material presented). Also this (copy and pasted below) is her example of the topics. Just to give you an idea. Topic One A variety of authors, in addition to my personal experiences, have contributed to my philosophy of learning and teaching, an amalgam of humanist and feminist influences. As a humanist, I believe that the motivation to learn is driven by the learner’s needs, a positive self-concept, and a desire to grow. As a feminist, I believe that learning is enhanced when heart and mind are connected. Through a combination of these philosophies, I have conceptualized a personal learning and teaching philosophy that promotes what Grauerholz refers to as “deep learning,” leading to “profound meaningful and lasting shifts in cognition, attitudes, emotions, and values.” (Grauerholz, 2001, pg. 44) Learning takes place on multiple levels, through multiple ways of knowing, which are unique to each individual and must be attended to by the teacher. Learning is a personal transaction, both between the learner and facilitator and between the learner and the material being learned. As a humanist and feminist, I believe my role as educator is to encourage curiosity, promote a positive self-concept, respect individuality and freedom of choice, and, most importantly, to be a facilitator, rather than an authority. My role is to promote a partnership in learning, fostering a non-judgmental atmosphere of mutual respect and trust. As a humanistic feminist educator, my instructional strategies are grounded in an appreciation of the various learning and personality styles of my students. They include a diversity of didactic methods, group projects, and peer mentoring. As an educator, my goal is to always include the five elements of humanistic teaching described by Chou et al – availability to my students, a caring teacher/student relationship, authenticity in my interactions, empowerment of my students’ learning, and a transformative curriculum which cultivates and liberates my students. (Chou, Tang, Teng, & Yen, 2003, pp. 59-60) References Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1997). Women’s ways of knowing: The development of self, voice, and mind (Tenth Anniversary Edition). New York: Basic Books. Braungart, M. M., & Braungart, R. G. (2003). Applying learning theories to healthcare practice. In S. B. Bastable (Ed.), Nurse as educator: Principles of teaching and learning for nursing practice (2nd ed., pp. 43-71). Sudbury, MA: Jones and Bartlett Publishers. Chou, S., Tang, F., Teng, Y., & Yen, M. (2003). Faculty’s perceptions of humanisitic teaching in nursing baccalaureate programs. Journal of Nursing Research, 11(1), 57-63. Grauerholz, L. (2001, Spring). Teaching holistically to achieve deep learning. College Teaching, 49(2), 44-51. Ohlson, M. M., (1997, March). Humanistic learning; Journal of Humanistic Education & Development, 35(3), 130-134. Topic Two The clinical learning experience that I recall most clearly took place in a small community hospital where I had a group of 8 third semester associate degree nursing students. One of our patients required Continuous Ambulatory Peritoneal Dialysis (CAPD), a procedure that I personally had not done in a few years. The primary nurse for that patient was a graduate of my nursing program and she had never done the procedure, either in school or as a clinician. The student had also not done CAPD, nor had she had that content yet during that semester. So this was going to be a re-learning experience for me and a learning experience for the other two people. To add to the mix, the patient herself was quite proficient at the procedure but due to her hospitalization was unable to perform it on her own. So this increased the anxiety for my student even more! The motivation for this learning experience was two-fold. First and foremost, to accomplish the procedure correctly and on time. Second, to have the student and/or the staff nurse perform as much of the procedure as possible. All of us were motivated by the desire to safely perform the task and feel comfortable to do the procedure the next time. My learning theory was based on constructivism, in which “learners create personal meaning from new information. In other words, they attempt to create a comfortable cognitive niche for the new information based on what they believe to be real and true in the world.”(SUO 2014) I needed to make sure both the student and primary nurse were fully comfortable with the procedure. My delivery of the content was a form peer coaching, in which “feedback provided by a trusted mentor is specific and directed at helping the protégé improve a particular performance or behavior. In that regard, it is collegial and not competitive, professional and not social, dynamic and not static.” (SUO 2014) I had the student pull the policy and procedure from the files and both she and the nurse read it thoroughly. After gathering the equipment, the three of us entered the room. The nurse explained to the patient that she and the student would be performing the procedure while I read the steps out loud. This was satisfactory for the patient, so we proceeded and had a successful outcome, not only for the patient, but for the student and the nurse. I was able to provide them with feedback later in a private setting, and both expressed a greater degree of comfort with the procedure. References South University. Nursing 4028: Week 1: Learning theories continued. (2014). Retrieved from http://myeclassonline.com/ South University. Nursing 4028: Week 1: Principles of learning. (2104). Retrieved from http://myeclassonline.com/

Nursing Assignment Help 2025