Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.
Purpose of General Education
Prepare: As you prepare to write your answer to the discussion question, think about the general education courses that you have taken as a university student. To help you address the prompts, carefully read the Week One required resources that address the purpose of general education courses.
Reflect: After reviewing the required resources, and in light of what you discovered in preparing to write your answer to the discussion question, consider, analyze, and explain why general education courses should be a significant part of every student’s education.
Write: For this discussion, address the following prompts:
Provide at least three reasons why every student should be required to take general education courses. Explain your rationale. Support your rationale with evidence from at least one scholarly source.
Describe what you have learned from at least three specific courses (e.g., philosophy, history, English, math, psychology, etc.) that has proved its usefulness in your daily life. For instance, what did you learn in history classes beyond just names, dates, and places? In literature courses, what did you learn about life, the university, and everything beyond the literary work itself?
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference information of all sources cited at the end of your response. Please use correct APA format when writing in-text citations and references.
Respond to Peers: Review your classmates’ posts, and respond to at least two of your peers by Day 7. Compare and contrast your reasons why general education courses are important with that of your peers’ reasons and rationale. Each participation post should be a minimum of 75 words.
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What are faculty perceptions of the effectiveness of EBP courses for graduate nursing students?
Evaluating Research Questions, Hypotheses, and Quantitative Research Designs Order Description a critique of the research study in which you:
Evaluate the research questions and hypotheses using the Research Questions and Hypotheses Checklist as a guide 1.Identify the type of quantitative research design used and explain how the researchers implemented the design 2.Analyze alignment among the theory, problem, purpose, research questions and hypotheses, and design
Research Questions and Hypotheses Checklist Use the following criteria to evaluate an author’s research questions and/or hypotheses. Look for indications of the following:
•Is the research question(s) a logical extension of the purpose of the study? •Does the research question(s) reflect the best question to address the problem? •Does the research question(s) align with the design of the study? •Does the research question(s) align with the method identified for collecting data?
If the study is qualitative, does the research question(s)do as follows?
•Relate the central question to the qualitative approach
•Begin with What or How (not Why) •Focus on a single phenomenon •Use exploratory verbs •Use no directional language •Use an open-ended format •Specify the participants and research site If the study is quantitative : •Do the descriptive questions seek to describe responses to major variables? •Do the inferential questions seek to compare groups or relate. variables? •Do the inferential questions follow from a theory? •Are the variables positioned consistently from independent /predictor to dependent/outcome in the inferential questions? •Is a null and/or alternative hypothesis provided as a Predictive statement?
•Is the hypothesis consistent with its respective research question? •Does the question(s) and/or hypothesis specify the participants and research site?
If the study is mixed methods, do the research questions and/or hypotheses do the following?
•Include the characteristics of a good qualitative research question (as listed above) •Include the characteristics of a good quantitative research and/or hypothesis (as listed above)
•Indicate how the researcher will mix or integrate the two approaches of the study •Specify the participants and research site •Convey the overall intent of the study that calls for a mixed method approach
Original Article Faculty Perception of the Effectiveness of EBP Courses for Graduate Nursing Students Ren´ata Zelen´ikov´a, RN, PhD•Michael Beach, DNP, ACNP-BC, PNP• Dianxu Ren, MD, PhD•Emily Wolff•Paula Sherwood, RN, PhD, CNRN, FAAN Keywords evidence-based practice, faculty, teaching, curricula ABSTRACT Background: Effective teaching is key in preparing students to become successful evidence- based healthcare professionals. The effectiveness of graduate evidence-based practice (EBP) pedagogy is not often a subject of research studies. Purpose: The purpose of this study was to determine how faculty from the 50 top graduate nursing schools in the United States perceived the effectiveness of EBP courses for graduate nursing students. Methods: A descriptive cross-sectional design was used to explore faculty perception of the effectiveness of EBP courses. A web-based survey was used for data collection. A total of 45 questionnaires were subjected to statistical analysis. Results: The mean perception of the effectiveness of EBP courses for the whole sample, on a scale from 1 to 7, was 5.58 (min. 4.29; max. 6.73), a higher score signifying higher perceived effectiveness. The highest rated item concerned a school’s access to different databases. The strongest correlations were found between the total score and the scores for items describing
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How to Do a Marketing Plan Many Business and MBA level courses require that college students know how to do a marketing plan. Many Business and MBA level courses require that college students do a marketing plan. Here is a suggestion on how Paper Masters lays out a plan like that. The marketing plan should be feasible, meaning that there will be costs for anything that is planned and you will need to list a dollar value to any implementations. For example, if you decide on an internet presence, please assign an annual cost to this as well as defining what makes up this cost. With respect to the internet presence, are you going to have in-house personnel handle this? If so, there are costs such as payroll to have someone maintain the site, or are you just going to have a “static” site that will provide information only. Please remember to assign costs for the various other proposed plans. Additionally there should be appropriate demographics and other pertinent information as part of your marketing plan. For example if you decide to open up a toy store then you need to make sure that it will be feasible with your location. Having a toy store on Wall Street in New York City might not be the appropriate location. This marketing plan should not only address your first year in business but unlike accounting your marketing plan needs to be larger than that. Another example, the name of your entity should not be so narrow that it may not allow for long-term growth. (Federal Express was the name of the business. Imagine the name if it would have been called Smith Express or Chicago express.)
Your plan at a minimum needs to include: 1. Defining your product or service. 2. Define your organizational structure 3. As we learned in chapter 2 there are key components to a marketing plan. They are:
Remember your marketing plan must not forget to address:
i. Who your competition is ii. Don’t forget to list your location, where your plan will be implemented iii. Don’t forget to have a well defined mission statement for your entity iv. Don’t forget your distribution channels. v. Don’t forget to define who your customer is (target market)
a. Including demographics b. Life cycle demographic c. Positioning of product or service d. Government, business, or consumer
vi. Is this a “growth industry”, “mature industry”, “declining industry” provide data and define. vii. Is your marketing plan addressing issues such as:
a. Follow-up b. Will you have repeat business by previous customers- if so, when?
Financials are also needed for this project.
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At the beginning of the course, you read two pieces about the value of studying, or doing, philosophy (Bertrand Russell’s essay “The Value of Philosophy” and Rebecca Newberger Goldstein’s article “Why Study Philosophy? To Challenge Your Own Point of View’”). Now that you are finishing a course in philosophy, read the article “Why We Should Require All Students to Take 2 Philosophy Courses” (text below) and answer the following: What reasons does Howard Gardner, the author of the article, offer for his argument that everyone should be required to take philosophy courses? Do you agree with his argument? Why or why not? And regardless of whether you agree that philosophy should be required, what have you gained/learned from taking a course in philosophy?
Why We Should Require All Students to Take 2 Philosophy Courses
By Howard Gardner
JULY 9, 2018
If I were the czar of higher education that is not explicitly vocational, I would require every undergraduate to study philosophy. And if I were both czar and czarina, I would require all students to take two philosophy courses — one in their first year and another just before graduation.
At first blush, that requirement may seem bizarre, especially coming from me. I am a psychologist and, more broadly, a social scientist — not a philosopher or a humanist. Even more deplorably, I have never taken a philosophy course myself.
But I’ve been thinking about philosophy in recent months because of two developments. A year ago, Mills College eliminated its philosophy major and merged the department into an interdisciplinary unit — just one example of a growing number of institutions that have eliminated majors in certain humanities fields. On a more positive note, in January, the Johns Hopkins University won a $75-million donation to bolster its philosophy department. It occurred to me that a good use of that money would be to design new required courses in philosophy for the benefit of both philosophy departments and undergraduates in general.
The goal: to equip graduates with a philosophical armamentarium they could draw from — and contribute to — for the rest of their lives.
The kinds of courses I would require probably wouldn’t even have “philosophy” in the name, although they would all be taught by academics trained in that field. Indeed, except in certain explicitly liberal-arts contexts, I might well avoid the word entirely, since it would frighten some students (and, even more, their parents) and confuse others (“Is this about my personal philosophy?”).
Instead, I would call the requirement something like “Big Questions of Life.” Every student in their first year of college would choose one course from a list with titles like:
“Questions of Identity” (Who am I? Who are we?).
“Questions of Purpose” (Why are we here? What’s it all for?).
“Questions of Virtues and Vices” (What is truth? What is beauty? What is morality?).
“Questions of Existence” (What does it mean to be alive, to die, indeed, to be? Or not to be?).
Those are the questions!
Moreover, I would start with the students’ own individual and collective answers to the Big Questions of Life. But — and here is the crucial move — I would not end there.
Instead, I would help students understand that reflective human beings have been asking and answering such questions for millennia, across many cultures and many epochs. Some of the answers those people came up with to the perennial riddles of life have been profound, as indeed have some of the subsequent critiques of their answers.
I want students to appreciate that this conversation over time and across cultures is important and — crucially — that they can and should join in. But they should do so with some humility and respect, building on what has been thought and said before.
There are two powerful reasons for requiring students to start (and end) their education with philosophical questions and thinking. First, scholarly disciplines, however they may have evolved in recent times, began because of human beings’ interest in understanding diverse aspects of their world — ranging from the movement of the stars to the strivings of the soul. A compelling way to understand the spectrum of knowledge is to encounter some of the intriguing ways in which our predecessors thought about those same issues. Second, for most of us, it’s only in late adolescence that we become able to reflect on bodies of knowledge and their relation to one another.
Philosophical ways of reading, thinking, and arguing would constitute good training for four years of college — whether or not the “ph” word is ever uttered.
In Years 2 and 3 of a student’s education, faculty members across the disciplines and at several degrees of sophistication could build on the initial exposure to philosophical thought, contouring it in ways appropriate to their particular courses. Whether you are teaching poetry, psychology, or physics, you should be able to talk about the ideas that originally motivated the practices in your discipline, the ways in which those ideas have remained constant or changed, and how they relate to ideas in other fields, both neighboring and more remote.
To do that, faculty members need not be masters of philosophy, just as a philosopher need not be a master of the other fields. But all professors should be able to — indeed, should want to — provide a context for their field of study. Imagine how inspiring and motivating those conversations could be from course to course, and discipline to discipline.
During an undergraduate’s senior year, philosophical topics and concerns would return as a required course, once again taught by philosophers or philosophically trained scholars. But this time, students would approach the discipline more directly using philosophical texts that deal with timeless as well as contemporary issues — for example, seminal texts on just and unjust wars, human and artificial intelligence, bioethics, the nature of consciousness.
The goal: to equip graduates with a philosophical armamentarium they could draw from — and contribute to — for the rest of their lives.
At Mills College, the loss of the philosophy department and major will decrease the likelihood that students will master the critical ways of thinking that have been the hallmark of philosophical thinking since classical times. It will be far more difficult for students there to understand the origin and development of different lines of scholarship and how they relate to one another. At Johns Hopkins, a generous donation should mean that more graduating students will be armed with powerful cognitive tools that should serve them well in whatever work and leisure pursuits they elect.
It would be disappointing — even tragic — if less-wealthy institutions elected to banish philosophical thinking from their campuses. Leaders of such campuses should, instead, be ingenious in drawing on philosophically trained instructors to inform foundational first-year courses and provide culminating courses of synthesis.
Indeed, in the 19th century, it was customary for the president of a college to provide an overview course at the end of the students’ education. Think of the powerful message that a president would send by advocating required philosophy courses for all incoming and graduating students. Why, that kind of initiative might even attract a multimillion-dollar donation.
Howard Gardner is a professor of cognition and education at the Harvard Graduate School of Education.
George wants to complete his Bachelors degree in nursing and the needed courses are only offered in the evenings..
George is a twelve year experienced registered nurse working the evening shift in the post-operative ward at Harmony Hill Memorial Hospital. George wants to complete his Bachelor’s degree in nursing and the needed courses are only offered in the evenings. George ‘s supervisor informs the staff of an upcoming opening in the morning shift and advises them of the application deadline. Based on some of the rumors that have circulated regarding past practices of his supervisor, George knows that his supervisor has already filled the position with one of her closest friends and that George’s completing an application and interviewing for the position is nothing more than an exercise in futility. George brings his concerns to you, the HR supervisor. He claims that his gender and sexual orientation has affected his nursing supervisor’s decision and that any complaint from him to the nursing supervisor will result in retaliation or termination.
In 4 pages respond to the following:
1. What would you say to George about the ideal legal and ethical hiring practices?
2. What can you do to ensure that the recruitment and selection process is fair and consistent with the requirements of federal and state laws on hiring practices?
3. How would you address this with George’s nursing supervisor?
4. What steps can be taken in addressing George’s concerns for retaliation or termination?
5. Where does the human resource department fit into this scenario?
Discuss content area studied in the nursing program or in core courses that allowed you further knowledge or insight into the situation..
Clinical journal
The clinical journal is a tool to assist you in the development of appropriate clinical judgments by reflecting on your clinical practice, own behaviors, thoughts, and feelings. These will be reviewed by your clinical faculty and incorporated in your mid-term and final clinical evaluations. Given thought and honest self-evaluation, your journal will help guide you in your learning.Each journal should be typed and double-spaced, with correct grammar, spelling, and punctuation. Ideas should be organized and clearly communicated. The first paragraph should describe the clinical situation. It should include who was involved, what exactly happened, where did this occur, and when did this occur. The second paragraph is your analysis.
This is a “thinking out loud” process that deals with reasons, motives and interpretation of your experience. Emotional responses are very telling so it is important to analyze how the situation made you feel. Some questions to think about when answering the analysis section are:How did the situation make you feel? What were you thinking at the time?How did you handle your reaction to the situation? What new things did you learn? In what way has this experience challenged your assumptions, prejudices, or biases? Discuss content area studied in the nursing program or in core courses that allowed you further knowledge or insight into the situation. In the third paragraph you need to reflect on your analysis and self-assessment. You want to determine the WHY. You might want to begin with “In retrospect I realize or When looking back I recognize that” Consider answering the following in this paragraph:How did this event impact you? This has taught me…Finally you want to improve your nursing practice. Look to the future and determine how you can use what you learnt and incorporate it into your personal life or nursing practice. Utilize these questions when developing this paragraph:How will you use the knowledge gained in the future? When a circumstance like this occurs again I will…? How will this experience alter your future behavior, attitudes, or career?Journaling Guidelines
Describe what you have learned from at least three specific courses (e.g. philosophy history English math psychology etc.) that has proved its usefulness in your daily life..
Describe what you have learned from at least three specific courses (e.g., philosophy, history, English, math, psychology, etc.) that has proved its usefulness in your daily life.
Purpose of General Education
Discussion Title
Prepare: As you prepare to write your answer to the discussion question, think about the general education courses that you have taken as a university student. To help you address the prompts, carefully read the Week One required resources that address the purpose of general education courses.
Reflect: After reviewing the required resources, and in light of what you discovered in preparing to write your answer to the discussion question, consider, analyze, and explain why general education courses should be a significant part of every student’s education.
Write: For this discussion, address the following prompts:
Provide at least three reasons why every student should be required to take general education courses. Explain your rationale. Support your rationale with evidence from at least one scholarly source.
Describe what you have learned from at least three specific courses (e.g., philosophy, history, English, math, psychology, etc.) that has proved its usefulness in your daily life. For instance, what did you learn in history classes beyond just names, dates, and places? In literature courses, what did you learn about life, the university, and everything beyond the literary work itself?
Your initial post should be at least 250 words in length, which should include a thorough response to each prompt. You are required to provide in-text citations of applicable required reading materials and/or any other outside sources you use to support your claims. Provide full reference information of all sources cited at the end of your response. Please use correct APA format when writing in-text citations and references.
Respond to Peers: Review your classmates’ posts, and respond to at least two of your peers by Day 7. Compare and contrast your reasons why general education courses are important with that of your peers’ reasons and rationale. Each participation post should be a minimum of 75 words.
George wants to complete his Bachelor’s degree in nursing and the needed courses are only offered in the evenings..
George is a twelve year experienced registered nurse working the evening shift in the post-operative ward at Harmony Hill Memorial Hospital. George wants to complete his Bachelor’s degree in nursing and the needed courses are only offered in the evenings. George ‘s supervisor informs the staff of an upcoming opening in the morning shift and advises them of the application deadline. Based on some of the rumors that have circulated regarding past practices of his supervisor, George knows that his supervisor has already filled the position with one of her closest friends and that George’s completing an application and interviewing for the position is nothing more than an exercise in futility. George brings his concerns to you, the HR supervisor. He claims that his gender and sexual orientation has affected his nursing supervisor’s decision and that any complaint from him to the nursing supervisor will result in retaliation or termination.
In 4 pages respond to the following:
1. What would you say to George about the ideal legal and ethical hiring practices?
2. What can you do to ensure that the recruitment and selection process is fair and consistent with the requirements of federal and state laws on hiring practices?
3. How would you address this with George’s nursing supervisor?
4. What steps can be taken in addressing George’s concerns for retaliation or termination?
5. Where does the human resource department fit into this scenario?
