NR536: Advanced Pathophysiology, Health Assessment, and Pharmacology for Nurse Educators Week 7 Assignment
Chamberlain University NR536: Advanced Pathophysiology, Health Assessment, and Pharmacology for Nurse Educators Week 7 Assignment –Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR536: Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators Week 7 Assignment assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NR536: Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators Week 7 Assignment
Whether one passes or fails an academic assignment such as the Chamberlain University NR536: Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators Week 7 Assignment depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NR536: Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators Week 7 Assignment
The introduction for the Chamberlain University NR536: Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators Week 7 Assignment is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NR536: Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators Week 7 Assignment
After the introduction, move into the main part of the NR536: Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators Week 7 Assignment assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NR536: Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators Week 7 Assignment
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NR536: Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators Week 7 Assignment
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Week 7 Assignment
Designing an Experiential Learning Activity
The Designing an Experiential Learning Activity assignment is due on Sunday of Week 7 at 11:59 p.m. MT. The guidelines and rubric are listed below, as well as in the downloadable document.
Designing an Experiential Learning Activity Guidelines and Rubric (Links to an external site.)
Purpose
This assignment provides a scenario that the students will use as the foundation for the design of an experiential learning activity that will emphasize interprofessional communication, ethics, and civility in the clinical setting. Focusing on their future practice setting of either academic or professional development, the student is able to select the level of student for this learning activity. Application of principles learned from previous weeks in this course is expected.
Course Outcomes
Through this assignment, the student will demonstrate the ability to do the following.
CO 1: Synthesize educational theories and knowledge from nursing and health sciences to foster experiential learning strategies and positive healthcare outcomes. (PO 1)
CO 2: Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize holistic, person-centered outcomes in complex disease states. (POs 1, 2, 3, 5)
CO 3: Integrate caring and person-centered concepts within diverse practice settings to maximize healthcare and learner outcomes. (PO 2)
CO 4: Employ a spirit of inquiry to foster professional development to facilitate the achievement of educational outcomes. (PO 3)
CO 5: Integrate ethics and values into teaching methods and professional practice. (PO 4)
CO 6: Promote positive health and education outcomes by fostering the use of evidence-based and interprofessional strategies in experiential settings. (PO 5)
Requirements
Description of the Assignment
This assignment presents a scenario that the student uses as the starting point to design an experiential learning activity for use in the clinical setting with academic nursing students or professional staff development. Learner objectives and other foundational information regarding the learning activity are required as Part 1. Following the foundational information needed for Part 1, the student completes the following parts.
Part 2: Development of an experiential learning activity using one of the following types
Evolving case study for use in a clinical setting
Simulation with HPS mannequins
Virtual reality (i.e., Second Life®)
Part 3: Development of Socratic questions for use during debriefing
The activity is to be described in detail by including the characters, roles, and dialogue occurring between the characters. Students can suggest an alternative experiential learning activity, but it must focus on clinical rather than classroom learning. Faculty approval of the alternative is required.
Conversation used as the starting point for the assignment follows.
Conversation participants:
Healthcare Provider (HCP): Female, about 50 years old, could be an MD, DO, APN, or PA
Registered Nurse (RN): Male about 35 years old, has been an RN for over 10 years; on this floor for the last eight years, charge nurse for the night shift of 7 p.m. to 7 a.m.
You: You are a nurse educator either in an academic setting working with nursing students OR in a practice setting working with professional staff development. Currently, you are completing a task in the nurses’ station and overhear the following conversation.
Overheard conversation:
HCP: I want to talk to you about Ms. J, the lady down the hall who has terminal pancreatic cancer.
RN: How can I help you? She has been so discouraged since chemotherapy was stopped yesterday. I gave her some information about alternatives to chemo.
HCP: (raising her voice) YOU admit it! Since when do you, an RN, prescribe medical treatments for my patients? I can have your license for this!
RN: I did NOT prescribe anything, I just provided information about …
HCP: And JUST how do YOU know if the treatment you prescribed would work for her?
RN: (in a loud voice) Just listen to ME! You are not listening to me! I DIDN’T prescribe anything! I just suggested …
HCP: Will YOU just keep your suggestions to yourself next time? Listen, I want to do what is best for my patients, and it is a terrible thing that someone so young to be as good as dead. And another thing, how can anyone take you seriously as a professional with those tattoos? Why don’t you …
At this point in the interchange, you (the educator) have finished your work and leave the nurses’ station.
Criteria for Content
Based upon the overheard conversation noted above, you (the nurse educator) decide to use the exchange as the foundation for a learning activity for your learners in order to teach interprofessional communication based upon both participants’ dialogue;
ethics based upon the nurse’s action; and
civility based upon both participants’ dialogue.
Based upon this information, you are required to develop an experiential learning activity for the learner based upon the setting you have selected. The learning activity must be focused on the experiential learning setting (i.e., academic or mentoring program for new graduates) and not the classroom. You may select from the following experiential learning activities.
Evolving case study to be used in post-conference
Simulation with HPS mannequins
Virtual reality (i.e., Second Life®)
Other experiential learning activity as approved by faculty member
Part 1: Foundation for the learning activity. In this section, the focus is on explaining the selected experiential learning activity. The required information includes the following.
Description of the selected experiential learning activity
Identification of the learner
Identification of learning objectives consistent with the level of learner
Explanation on how the identified learning activity fosters active learning
Part 2: Presentation of the learning activity. The required information includes the following.
Description of the setting for the learning activity
Identification of the characters and roles to be presented
An outline of the scenario that demonstrates progression
Identify interactions (i.e., dialogue) between the characters that demonstrates
interprofessional communication;
ethics; and
civility.
Part 3: Debriefing
Explain the role of debriefing with experiential learning activities.
Explain how debriefing of selected learners will occur.
Identify three Socratic questions that would be asked during the debriefing.
An introduction to the student’s assignment and conclusion is required.
Preparing the Assignment
Criteria for Format and Special Instructions
The assignment should not exceed eight pages in length, excluding the title page and reference page.
References regarding the selected experiential learning activity are required.
Expectations regarding graduate level include all of the following elements.
Correct spelling, grammar, and punctuation
Exceptional writing style with clarity, flow, and organization of information throughout the paper
Congruence with APA mechanics of style
APA format for citing and referencing sources
Introduction to the assignment is present
Conclusion to the assignment is present
References for selected experiential learning activity are required