APA format 1 page long 3 references and please include one from discussion post

MSN degree Need ASAP for 9/7/19.

Audience

 First-year nursing students come in an associate degree nursing program have typical prerequisite coursework, yet often come with a high degree of variable life experiences. Nursing students, in general, are academic achievers who could not be admitted to their program without a high grade point average. Prerequisite coursework, such as anatomy and physiology, resides at the knowledge and comprehension level of Bloom’s taxonomy, which requires students to explain, memorize, and describe concepts (Bristol & Kerwekh, 2011).  Early nursing coursework begins to include application and analysis where students must criticize, compare, and develop ideas. For many, this is a big leap. Bradshaw and Hultquist (2017) describe that students’ progress through learning via set steps. The first step is dualistic thinking where concepts are black and white. This progresses to multiplicity, where more diverse ideas are tolerated. Nursing students also experience a difficult transition to understanding the conceptual grey areas.

Learning Need

            Early in the nursing program, students are expected to identify scholarly versus non-scholarly sources of information. Students are expected to include scholarly sources in their self-directed learning and include these in their assignments. Being able to evaluate evidence is critical for patient safety as they advance in their training and career (Horntvedt, Nordsteien, Fermann, & Severinsson, 2018).  The following are two learning objectives for this lesson:

• Summarize the difference between academic and non-academic sources of nursing knowledge
• Provide two examples of academic sources of knowledge

Horntvedt et al. (2018) found that interactive teaching and integration into clinical practice were effective strategies for teaching students to evaluate evidence.  The learning activity will provide necessary information about scholarly sources of information in an online format. This lesson will use a video presentation to highlight critical concepts related to assessing academic sources of information. During the lesson, students will be shown five different sources of information and be asked to rank the sources in order of most reliable to least reliable.

Evaluation

            Shank (2005) emphasizes the need to match the skill level of the learner with the learning objectives and activities. For first-year nursing students, a basic understanding of scholarly versus non-scholarly work is appropriate. An analysis of formal research study validity is beyond the scope of what is needed at their level. The verb summarize corresponds with the knowledge level of learning in Bloom’s taxonomy. The second objective asks the student to provide two examples, which demonstrates comprehension-level understanding in Bloom’s. Both objectives, if successfully met, will allow the student to complete the required work, accessing scholarly work, successfully.

References

Bradshaw, M. J., & Hultquist, B. L.  (2017). Innovative teaching strategies in nursing and

            related health professions (7th ed.). Burlington, MA: Jones and Bartlett.

Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia,

            PA: F. A. Davis Company.

Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for

teaching evidence-based practice in nursing education: a thematic literature review. BMC MEDICAL EDUCATION, 18. https://doi-org.ezp.waldenulibrary.org/10.1186/s12909-018-1278-z

Shank, P. (2005). Writing learning objectives that help you teach and students learn (Part 1).

 Online Classroom, 4–7. Retrieved from the Walden Library databases.

Discuss the various ways in which Florence Nightingale’s model of care can be applied in current nursing practice. Identify the most important factor of Nightingale’s theory that you utilize in your current practice.

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3. All discussion posts must be minimum 250 words, references must be cited in APA format, and must include minimum of 2 scholarly resources published within the past 5-7 years.  Please be sure to cite your reference(s) in APA format, at the end of your posting. .

APA format 1 and half pages long 3 references and 1 from walden university library.  Will like it to include education to nursing student on starting an IV on a patient 

Crafting Meaningful and Measurable Learning Objectives

Medical education uses a range of terms—aims, learning outcomes, learning objectives, competencies—to describe what learners should achieve as a result of educational interventions. This can be confusing, but it is often important that end points are clearly defined before the learning takes place. It is like planning a journey—if you don’t know where you intend to go before you start, you may end up somewhere you don’t want to be.
—McKimm, J., & Swanwick, T.

Learning objectives lay the foundation for a lesson. As the quote above alludes to, they (learning objectives) provide not only a starting point, but also a destination. When crafted meaningfully, learning objectives can provide nurse educators with measurable and observable behaviors. In addition, when communicated early, often, and clearly, learning objectives can better address student, staff, and patient learning needs.

Learning needs, or gaps in knowledge, range from concepts and attitudes to psychomotor skills. In addition, the learning needs of baccalaureate nursing students will differ greatly from the learning needs of doctoral nursing students. Likewise, the learning needs of cardiac patients will differ from those of diabetic patients. In effect, the learning experiences in which each audience engages must be carefully and meaningfully tailored towards their specific needs.

To prepare

• Select an audience of learners (nursing students, nursing staff, or patients) that you are interested in teaching.
• Reflect on the diverse learning needs of this specific audience and select one to further investigate for your Discussion*.
• Review the article, Writing Learning Objectives that Help You Teach and Students Learn (Part 1), and the links to the Lesson Plan Tutorials, which are located in this week’s Learning Resources. Reflect on the examples and non-examples of action verbs. Then, consider the action verbs that you might select to address the identified learning need.
• Review the Crafting Learning Objectives document, which is located in this week’s Learning Resources. Then, craft at least two learning objectives—relevant to the learning need that you identified, which follow the format required of the Nursing Education specialization.
• Consider learning activities that might align to these learning objectives. For example, if the learning objective is to demonstrate the ability to accurately take a patient’s blood pressure, the activity should involve students practicing the process of blood pressure readings; if the learning objective is to compare learning theories, the activity may include a small group discussion.
• Consider how each activity could be used to meaningfully assess student, staff, or patient learning.
• Keeping the audience and learning need in mind, create a description of a learning activity that aligns to the objectives.

* Select an audience and learning need about which you are genuinely interested. You will keep this focus (audience, learning need, learning objectives) and expand on it over the next three Discussions.

DPI Project Milestone: 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement ProjecIn the prospectus, proposal, and scholarly project there are 10 strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. The 10 strategic points emerge from researching literature on a topic that is based on or aligned with the learner’s personal passion, future career purpose, and degree area. These 10 points provide a guiding vision for DPI Project. In this assignment, you will continue the work begun in DNP-815, working on your draft of a document addressing the 10 key strategic points that define your intended research focus and approach.

The DNP-815 10 Strategic Points-ATTACHED

In the prospectus, proposal, and scholarly project there are 10 strategic points that need to be clear, simple, correct, and aligned to ensure the research is doable, valuable, and credible. The 10 strategic points emerge from researching literature on a topic that is based on or aligned with the learner’s personal passion, future career purpose, and degree area. These 10 points provide a guiding vision for DPI Project. In this assignment, you will continue the work begun in DNP-815, working on your draft of a document addressing the 10 key strategic points that define your intended research focus and approach.h

General Requirements:

Use the following information to ensure successful completion of the assignment:

· Locate the “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” that you completed in DNP-815.

· Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center. An abstract is not required.

· This assignment uses a rubric. Please Review the rubric prior to the beginning to become familiar with the expectations for successful completion.

· You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

Directions:

Use the “The 10 Strategic Points for the Prospectus, Proposal, and Direct Practice Improvement Project” resource to draft statements for each of the 10 points for your intended research study.

Portfolio Practice Hours:

Practice immersion assignments are based on your current course objectives, and are intended to be application-based learning using your real-world practice setting. These assignments earn practice immersion hours, and are indicated in the assignment by a Portfolio Practice Hours statement which reminds you, the learner, to enter in a corresponding case log in Typhon. Actual clock hours are entered, but the average hours associated with each practice immersion assignment is 10.

You are required to complete your assignment using real-world application. Real-world application requires the use of evidence-based data, contemporary theories, and concepts presented in the course. The culmination of your assignment must present a viable application in a current practice setting. For more information on parameters for practice immersion hours, please refer to DNP resources in the DC Network.