Part 1: Introduction to Information and Communication Tools in Nursing Practice
Choose a social media platform (i.e., X, Facebook, Instagram, Reddit, TikTok). Create a social media post to address healthcare misinformation using a relevant digital tool. For example, if you chose Instagram, you may create an image or video. If you chose Facebook, you may write a post that includes an image, video, and/or graphic.
State which social media platform you chose and explain why you chose it.
Explain what type of “misinformation” you chose to address. Explain why you think it may be classified as “misinformation.” Be specific and support your claims with factual information.
Share your social media post below. Do not post in the actual platform.
Explain your rationale for the post based on best practices of using social networking applications in addressing health misinformation.
Write a short paragraph discussing misinformation in online environments and how it may impact patient safety.
Part 2: Healthcare Apps in Nursing Practice
Find two healthcare apps that can be used in nursing practice to help improve patient healthcare outcomes (i.e., diabetes, weight loss, self-care, mental health, pregnancy). You may go to Playstore (Android) or Appstore (iPhone) to find and download the apps.
Describe the app. How can it be used by nurses and patients? Explain the relevance of the apps to patient care.
Evaluate the function and usability of each app.
Evaluate the healthcare applications in terms of usability, cost, and user satisfaction.
Identify any barriers to the use of these technologies to advance health literacy and improve patient outcomes.
Explain the social, ethical, and legal considerations of the use of each application, including HIPAA.
Are any of the apps connected to social media? What are the implications?
Consider underrepresented populations. How might these apps potentially improve health equity?
Provide a recommendation for use for patients. How can it be used to improve health outcomes?
How might it be used to overcome any barriers to the use of informatics to improve patient health literacy and health outcomes?
Part 1: Introduction to Information and Communication Tools in Nursing Practice
Choose a social media platform (i.e., X, Facebook, Instagram, Reddit, TikTok). Create a social media post to address healthcare misinformation using a relevant digital tool. For example, if you chose Instagram, you may create an image or video. If you chose Facebook, you may write a post that includes an image, video, and/or graphic.
State which social media platform you chose and explain why you chose it.
Explain what type of “misinformation” you chose to address. Explain why you think it may be classified as “misinformation.” Be specific and support your claims with factual information.
Share your social media post below. Do not post in the actual platform.
Explain your rationale for the post based on best practices of using social networking applications in addressing health misinformation.
Write a short paragraph discussing misinformation in online environments and how it may impact patient safety.
Part 2: Healthcare Apps in Nursing Practice
Find two healthcare apps that can be used in nursing practice to help improve patient healthcare outcomes (i.e., diabetes, weight loss, self-care, mental health, pregnancy). You may go to Playstore (Android) or Appstore (iPhone) to find and download the apps.
Describe the app. How can it be used by nurses and patients? Explain the relevance of the apps to patient care.
Evaluate the function and usability of each app.
Evaluate the healthcare applications in terms of usability, cost, and user satisfaction.
Identify any barriers to the use of these technologies to advance health literacy and improve patient outcomes.
Explain the social, ethical, and legal considerations of the use of each application, including HIPAA.
Are any of the apps connected to social media? What are the implications?
Consider underrepresented populations. How might these apps potentially improve health equity?
Provide a recommendation for use for patients. How can it be used to improve health outcomes?
How might it be used to overcome any barriers to the use of informatics to improve patient health literacy and health outcomes?
1. Briefly explain in your own words the meanings of cybercrime and cybersecurity, and distinguish between the two terms. 2. Why is it difficult to measure cybercrimes? 3. What are the different theories behind cybercriminal activity? 4. Summarize the different threats to computers discussed by Kremling and Sharp-Parker in Chapter 3. Which would you consider the greatest threat to society and human life in general? Please post a question based on the readings. It must also be evident from reading your responses that you have a solid grasp and familiarity of the assigned reading material. If possible, try to do much more than the minimum requirement for this assignment. Please ensure you cite and reference one additional source (apart from your texts) to support at least one or more of your responses.
Exam Content Question While the DSM-5 is considered a reputable standard for determining psychopathology, it has been criticized by some professionals in the behavioral health fields. As you study psychopathology, it is important for you to understand the varied viewpoints regarding this diagnostic tool and to be able to critique and evaluate its relevance. In this assignment, you will demonstrate your ability to critique the role of the DSM in determining psychopathology. Assume you are an intern at a psychologist’s office. You are questioning the use of the DSM for diagnosing clients. Your supervisor has asked you to write a critique of the DSM in reference to the diagnosis of PTSD, which she asks you to present in your next supervision meeting. Write a 700- to 1,050-word executive summary of your critique of the DSM’s diagnostic accuracy and cultural sensitivity in diagnosing PTSD. Include each of the following in your summary: Critique the diagnostic accuracy and cultural sensitivity of the DSM-5 diagnosis of PTSD. Include an analysis of the strengths and opportunities for how PTSD is characterized in the DSM-5. Evaluate the strengths and weaknesses of other available diagnostic systems, including their evaluation technique for PTSD. Review the DSM-5 for other diagnoses that contain the DSM-5 criteria for PTSD. Describe any you find. Cite at least 2 peer-reviewed or similar references to support your assignment. Format your assignment according to APA guidelines.
Write a critical analysis of the article you chose. The scope for this analysis is 3 to 5 pages. Be sure to include an introduction that shares a summary of the article, key findings and arguments, implications for practice, reflection and critique, and conclusion.
Choose 1 topic from the list below which interests you, and research it in a scholarly journal. (Use of Google Scholar may be helpful, as well as accessing the Franklin University Library Journal Database).
Topic List:
Data Analysis for Instructional Improvement:
Implementing Data Analysis Techniques to Inform Instructional Decision-Making
Identifying Trends and Patterns in Student Performance Data
Using Data to Differentiate Instruction and Support Student Learning Needs
Collaborating with Teachers to Analyze Classroom-Level Data for Improvement
Developing Your Portfolio #3
Action Items
As principal of your school, outline a one-day in-service program to help your teachers understand student motivation so they can apply it in the classroom.
What motivational theories will be discussed? Why? How?
What hands-on approaches to motivation will be demonstrated and discussed? Why? How?
How will you and your teachers decide on a motivational program to be implemented in your school? Consider the pros and cons of various approaches, then develop a rationale for your choice(s).
Describe how you and your teachers will develop and design a comprehensive plan for working with parents and families to improve motivation and instruction in your school.
Of what utility are the various motivation theories? Which theories seem most promising, given the makeup of your student body?
How can parents and teachers work cooperatively to set goals?
Consider plans that have both intrinsic and extrinsic rewards.
Workplace Problem 3-3
Overview
As you gathered your data and pertinent information, you most likely began to identify possible alternative paths of action. For this assignment, you will brainstorm alternate solutions to a problem, and then narrow these solutions to those that appear most viable to resolve the problem. Additionally, clear problem statements often contain implicit ideas for their resolution. In decision making and problem solving, it is essential that you remain focused and objective.
In this assignment, you will practice the technique of devil’s advocacy. This technique allows an individual or individuals to voice concerns regarding weaknesses, inadequacies, or unconsidered factors posed by a primary solution. This practice injects a sense of realism into solution considerations and is too often underutilized in decision-making processes. The core advantage of devil’s advocacy is its ability to engage decision makers in seeing potential gaps in their plans and propose improved ways to approach a problem.
See the Divergent and Convergent Analysis TechniquesLinks to an external site. video for guidance in your work.
Action Items
Prepare a 3-5 page paper. The paper should be organized as follows (use the bold words as major section headings). Compile all work into a single document.
Introduction: Include a brief recap of the problem and where you are in the problem-solving process so far (1-2 paragraphs).
Divergent Thinking Process: Include the discussion of your divergent thinking process and a list of the solutions you developed.
Apply divergent thinking (brainstorming) to determine as many possible solutions to your workplace problem as you can think of. Involve others in this process to get a wide range of solutions from different perspective. Include your discussion of the divergent thinking process, with a bulleted list or a mind map of the solutions (if you create a mind map diagram, include it as an appendix). Refer to Part 1 below for additional details on conducting the session. A high-quality paper will include a description of divergent thinking, an explanation of its value, some key observations about the brainstorming session, and a list or diagram of the possible solutions.
Convergent Thinking Process: Include the discussion of your convergent thinking process, and the narrowed-down list or table showing your solutions.
See the additional discussion in Part 2 below for more details. A high-quality paper will include a discussion of what convergent thinking is, why it is valuable, and good rationale for why certain solutions will likely prove successful. Revise your list or diagram showing the solutions that made the cut.
Devil’s Advocate Thinking: Include the discussion and question-and-answer portion of the devil’s advocate thinking process.
Demonstrate your 3-4 best possible (or most plausible) solutions, based on addressing the 6 devil’s advocate questions listed in Part 3 below. You can write this section in paragraph and bullet-point style, and/or create a table that shows a question-and-answer format for the devil’s advocate questions. A high-quality paper will include a discussion of what devil’s advocate thinking is, why it is valuable, and good rationale for why certain solutions will likely prove successful.
Conclusion: Write a brief conclusion (about 1 paragraph) with your findings, observations, and a clear and direct statement indicating what you think the primary and secondary solutions are at this stage.
See below for more detailed guidelines on the main sections of the paper.
Part 1: Divergent Thinking
Meet with several people at work, or with others who have a vested interested in your problem.
Use divergent thinking (brainstorming) with them to generate as many possible solutions to your problem as you can (aim for 12-15).
Make notes about this process – not only the solutions offered, but a description of how the session went. Were members hesitant? Did ideas flow smoothly? Observe the process overall, and comment on it along with your list of solutions. Some people like to supplement the written description/list by creating a mind-map diagram or other illustration showing the possible solutions in a visual, creative way. These diagrams can be valuable and more telling than a list.
Adhere to the following rules of divergent thinking in order to generate solutions and alternate solutions:
Do not evaluate or criticize any responses during your brainstorming session.
Remember: the more ideas, the better.
Set a time limit (e.g., 15-30 minutes).
Build upon or “piggyback” on others’ ideas.
Part 2: Convergent Thinking
Use convergent thinking to narrow down your list of possible solutions and group them into like categories (winnow and cluster, as Jones calls it).
Review, consolidate, and narrow down your divergent list until you can analyze each possible solution separately and systematically.
Place your solutions into as few as possible themes or categories.
List your possible solutions that are practical and have a high potential for success.
Write 1-2 sentences for each of the possible solutions justifying why those solutions have a high probability for success.
Combine the answers that are similar or repetitive.
Combine like concepts.
Eliminate responses that do not fit.
Compare your solutions to your problem statement for fit.
Part 3: Devil’s Advocate Process
Examine 3-4 of the best possible solutions from your narrowed-down list, using the devil’s advocate point of view. Use the questions below as a question-and-answer approach to devil’s advocacy. Approach this part as though you really have to know your possible solutions inside and out so that you can defend them. You may find that some of the solutions won’t hold up well to scrutiny.
Use the following 6 key questions to guide your thinking, and where appropriate, be sure to focus on the opposite or defensive viewpoint of your potential solutions:
Why should this solution be implemented?
What could go wrong if this solution is implemented?
What are the weaknesses and risks of this solution?
Research and respond authoritatively to the below questions, making sure your positions have interdisciplinary applicability and are supported by peer-reviewed sources:
What are the advantages and disadvantages of constructing a WBS using objectives or deliverables rather than activities?
A project is planned to produce some desired result. Should the project planners be concerned with any results that are not to be produced? Why or why not?
Define project scope and discuss the ramifications of scope creep.
What are the four primary elements of consideration in any project plan?
Discuss your preference for constructing the WBS in chart or list format.
What is an appropriate level of detail in the WBS? Why?
What is the primary reason for establishing CAs?
Where are WPs depicted, and what do they describe?
What would you include in an SOW that describes a WP?
Do you think you could use the “Obstacles and Required Conditions” technique to effectively solicit the intermediate and minor objectives of the project? Why or why not?
Application of Porter’s Five Force Strategy to the U.S. Auto Industry
Porter’s five-force strategy is a framework for qualitatively evaluating a firm’s strategic position at the industry level, a marketplace in which closely related substitutable products or services are sold. Porter’s analytical framework consists of those forces that affect a producer’s ability to serve its customers and profitability. A change in any of these five forces requires a re-assessment of the firm position in the industry.
According to this model, business success is primarily based on managers’ knowledge of the power of customers, the power of suppliers, competition in the industry, potential entrants, and substitute products. The extended rivalry from all five forces defines an industry’s structure and shapes the nature of competitive interaction within an industry.
2. Abstract 3. The U.S. Auto Industry 3.1. U.S. Auto Industry Definition
3.2. U.S. Auto Industry Profile 3.3. U.S. Auto Industry Market Structure 3.4. U.S. Industry Future Outlook
4. Application and Analysis of Porter’s Five Forces Strategy to the U.S. auto industry 4.1. Bargaining Power of Buyers in the U.S. auto industry. 4.2. Bargaining Power of Suppliers in the U.S. auto industry. 4.3. Competitive Rivalry in the Industry in the U.S. auto industry. 4.4. Threat of New Entrants to the U.S. auto industry. 4.5. Threat of Substitutes in the U.S. auto industry.
5. Conclusion 6. References
Burke, A., van Stel, A., & Thurik, R. (2010). Blue ocean vs. five forces. Harvard Business Review, 88(5), 28-29.
Dobbs, M. (2014). Guidelines for applying Porter’s five forces framework: a set of industry analysis templates. Competitiveness Review, 24(1), 32-45.
Cole, Fulton, and Akridge. Industry Analysis: The Five Forces
DIRECTIONS: Congratulations! You have done A LOT of work building your annotation skills. Keep annotating and using your annotation resources! That is a habit you must keep in order to be successful.
For this assignment, you will use your annotations (which I am not grading) to synthesizethe research you have done and draw connections to your research question.
In this source chart, reflect upon your sources that connect to your research question: 2-3 expert articles and 2-4 student/teacher interviews. These sources should include student perspectives and expert perspectives.
NOTE: This step will be done BEFORE you write your thesis statement. You are in the research part of the writing process where you are exploring possible answers to your research question. This activity will help you write your thesis statement.
You will be graded on:
Key ideas: You are able to identify key ideas from the article and state them in a few of your own words.
Evidence to support key ideas: The evidence you cite (direct quotes or paraphrase) directly connects to the key ideas you identified.
Connection to research question: You are drawing thoughtful connections between the resource and your research question. You are able to effectively identify ways the source addresses the research question.
My research question: What are effective strategies educators use to prepare students
to lead in today’s world?
Type of Source:
Source Title/Author Name
2-3 Key Ideas
Evidence to support key ideas
Synthesis: How does this source compare to other sources andaddress my research question?
Academic article
“6 Reasons We Should See Students as
Changemakers” / Michael Fullen
1.Students have never been more
prepared to change the world around them.
2.Educators must be prepared to honor
their desire to lead for change.
1. 1. “Students born since 2000 are different. No other
generation has experienced as much fantastic technology, bombardment of
innovation, ravages of a pandemic, awareness and immediacy of the planet and
the universe, and uncertain and aimless futures.”
2. 2. “Changemakers are not isolated…Young individuals
and groups, working equally with adults will problem-solve—and will have a
vested interest in having good ideas stick…We have to give kids the
opportunity and experience to get better at this transformational work. There
is no better way to learn.”
Student centered classrooms are key
to encouraging student leadership today that leads to community leadership
tomorrow.
Classrooms should be centered on
students because their lived experiences are often vastly different from
those of their teachers.
To make sure our classrooms are
student centered, students should have the opportunities to walk alongside
their peers and teachers to problem solve. This way, the teacher is mentoring
the student, and the student sees their own problem solving skills which
encourages future leadership.
For this assignment, you will use the Unit 9 Assignment Template and the Oxfam America Annual Report 2021 to evaluate organization’s financial statement. Be sure to research the Oxfam America organization and the work they do.
Please address each of the following:
Mission
What is the organization’s mission?
Is the mission consistent with the stakeholders’ values?
How does that translate into goals and objectives?
What are present obstacles to fulfilling the mission?
Service Delivery
What is the demand for these services?
Are these services compatible with the mission?
Are they meeting goals and objectives?
What are present obstacles in service delivery?
Organizational Funding
What cash funds are available?
What non-cash contributions (goods, services, volunteers) are used and available?
Is there continuity of support and diversity of income streams?
How compatible is the funding with the mission?
How efficient is fundraising and development?
What are present obstacles in funding and support?
Financial Health
What is the cash flow position?
How financially stable is the organization?
Does it have accumulated wealth to sustain it if funding is reduced?
Challenges & History, Using Science, & Social-Emotional Development
Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).
(Note: The citations below are provided for your research convenience. Students should always cross-reference the current APA guide for correct styling of citations and references in their academic work.)
Read
Durwin, C. C., & Reese-Weber, M. J. (2020). EdPsych Modules (4th ed.). SAGE Publications.
Chapter 1: Using Science to Inform Classroom Practices
Chapter 2: Contexts of Development
Chapter 3: Social-Emotional Development
Heller, R. (2017). On the science and teaching of emotional intelligence: an interview with Marc Brackett. Phi Delta Kappan, 98(6), 20-24.
On the science and teaching of.pdfDownload On the science and teaching of.pdf
As part of your readings in this Module, please also review the following:
Syllabus
APA and Research Guides
Watch
Comparing descriptive, correlational, and experimental studies (10:44) Miller, B. (2014, June 6). Comparing descriptive, correlational, and experimental studies [Video]. YouTube.Comparing Descriptive, Correlational, and Experimental StudiesLinks to an external site.
Quasi-Experimental Designs (3:13) Miller, B. (2014, June 6). Quasi-Experimental Designs [Video]. YouTube.Quasi-Experimental DesignsLinks to an external site.
Inside Chicago Public Schools: SEL at Marcus Garvey Elementary (4:47) CASEL. (2013, January 11). Inside Chicago Public Schools: SEL at Marcus Garvey Elementary [Video]. YouTube.Inside Chicago Public Schools: SEL at Marcus Garvey ElementaryLinks to an external site.
Daniel Goleman introduces emotional intelligence (5:31) Big Think. (2012, April 23). Daniel Goleman introduces emotional intelligence [Video]. YouTube.Daniel Goleman Introduces Emotional Intelligence | Big ThinkLinks to an external site.
Supplemental Materials & Resources
Robert Gagne Hierarchies of Learning PDF
Module 1 Assignment
Topic: Cognitive Disabilities
Educational Psychology Paper Introduction & Research
Choose a topic related to Educational Psychology. Break down the topic into 3 main ideas and research Educational Psychology literature to support your ideas (2-3 articles per idea). Write a 2-3 paragraph introduction and include a reference page of 6-9 sources.
You may select from the following examples or choose your own:
· Theories
· Testing
· Policies (e.g. No Child Left Behind)
· Cognitive Disabilities
· Behavioral Issues
· Digital Instruction/Remote Learning
Submission Instructions:
· Your paper should be formatted per current APA and should include a 2-3 paragraph introduction and references page with 6-9 sources.
· The paper is to be clear and concise and students will lose points for improper grammar, punctuation, and misspelling.
· The reference page is to show you have researched your topic. You are not required to cite all of them in the introduction.
References
Li, S., Yong, Y., Li, Y., Li, J., & Xie, J. (2024). Cognitive-Based Interventions for Improving Psychological Health and Well-Being for Parents of Children with Developmental Disabilities: A Systematic Review and Meta-analysis. Journal of Autism & Developmental Disorders, 54(9), 3316–3335. https://doi.org/10.1007/s10803-023-06063-x
Fynn, G., Porter, M., Borchard, T., Kazzi, C., Zhong, Q., & Campbell, L. (2023). The effectiveness of cognitive behavioural therapy for individuals with an intellectual disability and anxiety: a systematic review. Journal of Intellectual Disability Research, 67(9), 816–841. https://doi.org/10.1111/jir.13046
Miller, A. L. (2022). Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities. Research and Practice for Persons with Severe Disabilities, 47(3), 158–175. https://doi.org/10.1177/15407969221119848
Kulnazarova, G., Namazbaeva, Z., Butabayeva, L., & Tulepova, L. (2023). Cognitive Therapy for Children with Intellectual Disabilities: A New Look at Social Adaptation Skills and Interpersonal Relationships. Occupational Therapy International, 1–8. https://doi.org/10.1155/2023/6466836
Barclay, L. (2023). Cognitive Disability and Social Inequality. Social Theory & Practice, 49(4), 605–628. https://doi.org/10.5840/soctheorpract2023817200
Hronis, A., Roberts, R., Roberts, L., & Kneebone, I. (2020). Potential for children with intellectual disability to engage in cognitive behaviour therapy: the parent perspective. Journal of Intellectual Disability Research, 64(1), 62–67. https://doi.org/10.1111/jir.12694
Giannaki, R., & Hewitt, O. (2021). A multiple methods evaluation of a cognitive behavioural therapy group for people with learning disabilities and anxiety. British Journal of Learning Disabilities, 49(1), 87–99. https://doi.org/10.1111/bld.12344
