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  • [Solved] help with AP assgn due in 48 hours

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    attached – a year ago **files (1)** – ## APoutlineandthesis.docx **## APoutlineandthesis.docx** AP: Argument Outline Top of Form | | | | — | — | | Instructions | | | **ASSIGNMENT DESCRIPTION**: Submit a working outline ("roadmap" or "skeleton") of your argument paper for feedback during your dra…

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    Assignment Prompt & Instructions

    attached

    – a year ago

    **files (1)**

    – ## APoutlineandthesis.docx

    **## APoutlineandthesis.docx**

    AP: Argument Outline

    Top of Form

    | | |
    | — | — |
    | Instructions | |
    | **ASSIGNMENT DESCRIPTION**: Submit a working outline ("roadmap" or "skeleton") of your argument paper for feedback during your drafting phase. Your outline should include plans to incorporate the following elements: an introduction with your thesis, body paragraphs including major claims, evidence, and reasoning, rhetorical appeals, 1-2 counterarguments, and a conclusion.<br> <br>_._<br>**OBJECTIVE**: To develop a clear, purposeful organizational structure that promotes a writing style that clearly communicates meaning, builds credibility, and inspires belief or action.<br> <br>**PREP STEPS**: Finalize your working thesis by participating in the class workshop and by submitting the <br>[AP: Thesis Statement](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=dropbox&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6826364) assignment. <br> <br>**INSTRUCTIONS**:<br> <br>1. After completing the above prep steps, develop a map of your main claims and evidence. Remember that your thesis should guide each section and paragraph in your essay overall, so be sure to connect each claim and piece of evidence back to your thesis.<br>2. Pick at least TWO of the four exercises listed below to further support your outline development. Each is designed to help you visualize how each part of your argument works towards the overall effectiveness and power of your claim. Note: Submission of this step is not required, unless you would like feedback on your exercises. <br>3. Review your work individually or with instructor feedback by utilizing the checklist at the bottom of this assignment description.<br>4. Format your outline and notes in a file, then submit it. <br>5. For extra support or a visual of a solid outline, here are two resources to refer to: <br>[Why and How to Create a Useful Outline](https://owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/how_to_outline.html) and <br>[Valencia College: Sample Outline_Classic Argumentation Model](https://valenciacollege.edu/students/learning-support/winter-park/communications/documents/SampleArgumentOutline.pdf). [Note: This sample outline is just one of many patterns of argumentation that are common. You are not required to pattern your paper in this exact manner. I linked this specifically to give you a visual example of what a outline can look like!]<br> <br>**EXERCISES TO SUPPORT YOUR WORK:**<br>**Exercise 1: Evidence Mapping (Mind-mapping/Listing)**<br>· List key pieces of research evidence (statistics, case studies, expert opinions) that bolster your working thesis.<br>· For each piece of evidence, note how it supports your claim. If some evidence doesn’t connect, set it aside or rethink how it might fit.<br>· Create a simple outline entry for each supporting point:<br>1. Claim A → Evidence 1, Evidence 2<br>2. Claim B → Evidence 3, Evidence 4<br>**Exercise 2: Counterarguments (Brainstorming/Freewriting)**<br>· Brainstorm potential objections to your thesis. What might a skeptical reader say?<br>· For each objection, gather or revisit evidence that addresses it (a nuance in your research, an alternative study, expert rebuttal).<br>· Plan to incorporate 1-2 counterarguments at appropriate points in your outline. State the counterargument fairly, then counter it with evidence to further support your own position. <br>**Exercise 3: Paragraph Structure (Listing)**<br>· Map out the purpose and plan for each paragraph in your outline<br>· Follow the Claim–Evidence–Reasoning (CER) model in each paragraph (as reviewed in class):<br>· Claim: Topic sentence that clearly states one supporting point.<br>· Evidence: Present the research data or source.<br>· Reasoning: Explain how this evidence connects back to the thesis.<br>**Exercise 4: Rhetorical Appeals (Freewriting/Mind-mapping)**<br>· Use the following prompts to plan out your incorporation of the appeals to logos, pathos, and ethos. For each prompt, set a timer for 3-6 minutes, then journal or record your ideas nonstop.<br>· Ethos: How can I can show my credibility in my writing? What respected sources or experiences can I draw on to boost my credibility?<br>· Pathos: How can I invite my audience's sympathetic imagination? What story, image, or emotional hook would draw my audience in? What feeling am I trying to invoke, and what are some strategies I could use to highlight this?<br>· Logos: What are my strongest pieces of evidence that I've found in my research? How can I explain them in an engaging way that best develops my thesis? Do I have any claims that need more/better support? What types of evidence will best develop those claims? <br>**Final Checklist Before Submission**<br>· ❏ Thesis is arguable, thoughtful, and clearly located in the introduction section<br>· ❏ Body paragraphs purposefully develop thesis statement and generally follow the Claim–Evidence–Reasoning model.<br>· ❏ Rhetorical appeals are incorporated appropriately to effectively persuade readers<br>· ❏ Counterarguments are acknowledged and effectively refuted<br>· ❏ Transitions are clear, and coherence is maintained throughout.<br>· ❏ Conclusion leaves a strong "last impression;" reinforces thesis and leaves the audience with something to think about or do |

    Bottom of Form

    AP: Thesis Statement

    Top of Form

    | | |
    | — | — |
    | Instructions | |
    | ASSIGNMENT DESCRIPTION: Submit a working thesis for feedback and refinement as you continue to revise and expand your research paper into an argument essay. A working thesis is 1-2 sentences that state your main claim, qualifiers, and functionally lay out a plan for your paper. <br>OBJECTIVE: To develop and refine the thesis statement that will form the backbone of your <br>[Argument Paper](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=dropbox&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6709484).<br> <br>PREP STEPS: Complete a review of your research project with the recommended freewriting exercises. Watch and engage with the microlecture linked in the Week 14-15 Checklist!<br>STEPS TO COMPLETE: After completing the prep steps above, submit your working thesis statement(s) to the text box. Recommended – include any questions or concerns you would like me to focus on in your feedback. |

    Bottom of Form

    **## APoutlineandthesis.docx**

    AP: Argument Outline

    Top of Form

    | | |
    | — | — |
    | Instructions | |
    | **ASSIGNMENT DESCRIPTION**: Submit a working outline ("roadmap" or "skeleton") of your argument paper for feedback during your drafting phase. Your outline should include plans to incorporate the following elements: an introduction with your thesis, body paragraphs including major claims, evidence, and reasoning, rhetorical appeals, 1-2 counterarguments, and a conclusion.<br> <br>_._<br>**OBJECTIVE**: To develop a clear, purposeful organizational structure that promotes a writing style that clearly communicates meaning, builds credibility, and inspires belief or action.<br> <br>**PREP STEPS**: Finalize your working thesis by participating in the class workshop and by submitting the <br>[AP: Thesis Statement](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=dropbox&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6826364) assignment. <br> <br>**INSTRUCTIONS**:<br> <br>1. After completing the above prep steps, develop a map of your main claims and evidence. Remember that your thesis should guide each section and paragraph in your essay overall, so be sure to connect each claim and piece of evidence back to your thesis.<br>2. Pick at least TWO of the four exercises listed below to further support your outline development. Each is designed to help you visualize how each part of your argument works towards the overall effectiveness and power of your claim. Note: Submission of this step is not required, unless you would like feedback on your exercises. <br>3. Review your work individually or with instructor feedback by utilizing the checklist at the bottom of this assignment description.<br>4. Format your outline and notes in a file, then submit it. <br>5. For extra support or a visual of a solid outline, here are two resources to refer to: <br>[Why and How to Create a Useful Outline](https://owl.purdue.edu/owl/general_writing/the_writing_process/developing_an_outline/how_to_outline.html) and <br>[Valencia College: Sample Outline_Classic Argumentation Model](https://valenciacollege.edu/students/learning-support/winter-park/communications/documents/SampleArgumentOutline.pdf). [Note: This sample outline is just one of many patterns of argumentation that are common. You are not required to pattern your paper in this exact manner. I linked this specifically to give you a visual example of what a outline can look like!]<br> <br>**EXERCISES TO SUPPORT YOUR WORK:**<br>**Exercise 1: Evidence Mapping (Mind-mapping/Listing)**<br>· List key pieces of research evidence (statistics, case studies, expert opinions) that bolster your working thesis.<br>· For each piece of evidence, note how it supports your claim. If some evidence doesn’t connect, set it aside or rethink how it might fit.<br>· Create a simple outline entry for each supporting point:<br>1. Claim A → Evidence 1, Evidence 2<br>2. Claim B → Evidence 3, Evidence 4<br>**Exercise 2: Counterarguments (Brainstorming/Freewriting)**<br>· Brainstorm potential objections to your thesis. What might a skeptical reader say?<br>· For each objection, gather or revisit evidence that addresses it (a nuance in your research, an alternative study, expert rebuttal).<br>· Plan to incorporate 1-2 counterarguments at appropriate points in your outline. State the counterargument fairly, then counter it with evidence to further support your own position. <br>**Exercise 3: Paragraph Structure (Listing)**<br>· Map out the purpose and plan for each paragraph in your outline<br>· Follow the Claim–Evidence–Reasoning (CER) model in each paragraph (as reviewed in class):<br>· Claim: Topic sentence that clearly states one supporting point.<br>· Evidence: Present the research data or source.<br>· Reasoning: Explain how this evidence connects back to the thesis.<br>**Exercise 4: Rhetorical Appeals (Freewriting/Mind-mapping)**<br>· Use the following prompts to plan out your incorporation of the appeals to logos, pathos, and ethos. For each prompt, set a timer for 3-6 minutes, then journal or record your ideas nonstop.<br>· Ethos: How can I can show my credibility in my writing? What respected sources or experiences can I draw on to boost my credibility?<br>· Pathos: How can I invite my audience's sympathetic imagination? What story, image, or emotional hook would draw my audience in? What feeling am I trying to invoke, and what are some strategies I could use to highlight this?<br>· Logos: What are my strongest pieces of evidence that I've found in my research? How can I explain them in an engaging way that best develops my thesis? Do I have any claims that need more/better support? What types of evidence will best develop those claims? <br>**Final Checklist Before Submission**<br>· ❏ Thesis is arguable, thoughtful, and clearly located in the introduction section<br>· ❏ Body paragraphs purposefully develop thesis statement and generally follow the Claim–Evidence–Reasoning model.<br>· ❏ Rhetorical appeals are incorporated appropriately to effectively persuade readers<br>· ❏ Counterarguments are acknowledged and effectively refuted<br>· ❏ Transitions are clear, and coherence is maintained throughout.<br>· ❏ Conclusion leaves a strong "last impression;" reinforces thesis and leaves the audience with something to think about or do |

    Bottom of Form

    AP: Thesis Statement

    Top of Form

    | | |
    | — | — |
    | Instructions | |
    | ASSIGNMENT DESCRIPTION: Submit a working thesis for feedback and refinement as you continue to revise and expand your research paper into an argument essay. A working thesis is 1-2 sentences that state your main claim, qualifiers, and functionally lay out a plan for your paper. <br>OBJECTIVE: To develop and refine the thesis statement that will form the backbone of your <br>[Argument Paper](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=dropbox&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6709484).<br> <br>PREP STEPS: Complete a review of your research project with the recommended freewriting exercises. Watch and engage with the microlecture linked in the Week 14-15 Checklist!<br>STEPS TO COMPLETE: After completing the prep steps above, submit your working thesis statement(s) to the text box. Recommended – include any questions or concerns you would like me to focus on in your feedback. |

    Bottom of Form

  • [Solved] help with ameri hist assgn due in 72 hours

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history) attached – a year ago **files (1)** – ## VirtualMuseumExhibitFinalProject.pdf **## VirtualMuseumExhibitFinalProject.pdf** Virtual Museum Exhibit You can upload the completed project on Canvas from May 2 – M…

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    Assignment Prompt & Instructions

    [>American history homework help](https://www.sweetstudy.com/fields/history-american-history)

    attached

    – a year ago

    **files (1)**

    – ## VirtualMuseumExhibitFinalProject.pdf

    **## VirtualMuseumExhibitFinalProject.pdf**

    Virtual Museum Exhibit
    You can upload the completed project on Canvas from May 2 – May 8

    Project Overview:

    For your final project, you will curate a digital museum exhibit centered on a theme, event,
    movement, or era in U.S. history that we’ve studied this semester. Your exhibit should engage
    the viewer, demonstrate thoughtful analysis, and showcase your understanding of historical
    context and significance.

    STEP 1: Select a topic we've covered this semester.

    Some ideas include:

    ● Colonial Period
    ● Jacksonian Era
    ● Civil War
    ● Slavery in the U.S. South
    ● Native American Resistance

    These are just examples and you can select a subject other than what is listed.

    STEP 2: Your exhibit should have a clear historical argument or theme that should be stated
    clearly on your introductory slide.

    Here are some examples:

    ● The Trail of Tears exemplifies how U.S. expansionist policies prioritized land acquisition
    over Indigenous rights, leading to both physical and cultural devastation for Native
    nations.

    ● The success of the Virginia colony depended on unfree labor and land exploitation,
    laying the groundwork for racial slavery and class division in early America.

    ● While Jacksonian democracy expanded political participation, it simultaneously
    deepened the marginalization of minorities and women.

    ● Enslaved people resisted their bondage through rebellion, escape, culture, and
    community, which challenged the myth of passive acceptance and fueled the moral
    urgency of abolition.

    STEP 3: Select 4 primary or secondary artifacts related to your theme.

    These may include:

    ● Historical photographs
    ● Newspaper clippings

    ● Speeches or letters
    ● Political cartoons
    ● Posters, protest signs, or advertisements
    ● Maps or legal documents

    Each artifact should:

    ● Be historically accurate and relevant
    ● Include a caption (2–3 sentences) that explains:

    ○ What the artifact is
    ○ Why it matters
    ○ How it connects to your overall theme or thesis

    STEP 4: Use Microsoft Word, Powerpoint, Google Slides, Canva, Padlet, or a basic website tool
    (like Google Sites or Wix) to digitally present your exhibit.

    Grading Rubric (150 Points Total)

    Criteria Points Description

    Historical
    Theme/Thesis

    40 Clear, thoughtful, and supported throughout the exhibit

    Artifact Selection 20 4 artifacts that are relevant, varied, and meaningful

    Captions &
    Analysis

    20 Each caption explains the artifact and connects it to the
    theme in 2-3 sentences

    Visual Presentation 25 Creative, neat, well-organized, and visually engaging

    Historical
    Accuracy

    25 Dates, facts, and interpretations are correct and
    appropriate

    Mechanics &
    Clarity

    20 Grammar, spelling, and overall writing are clear and
    polished

    – Virtual Museum Exhibit

    – Project Overview:

    – Grading Rubric (150 Points Total)

    **## VirtualMuseumExhibitFinalProject.pdf**

    Virtual Museum Exhibit
    You can upload the completed project on Canvas from May 2 – May 8

    Project Overview:

    For your final project, you will curate a digital museum exhibit centered on a theme, event,
    movement, or era in U.S. history that we’ve studied this semester. Your exhibit should engage
    the viewer, demonstrate thoughtful analysis, and showcase your understanding of historical
    context and significance.

    STEP 1: Select a topic we've covered this semester.

    Some ideas include:

    ● Colonial Period
    ● Jacksonian Era
    ● Civil War
    ● Slavery in the U.S. South
    ● Native American Resistance

    These are just examples and you can select a subject other than what is listed.

    STEP 2: Your exhibit should have a clear historical argument or theme that should be stated
    clearly on your introductory slide.

    Here are some examples:

    ● The Trail of Tears exemplifies how U.S. expansionist policies prioritized land acquisition
    over Indigenous rights, leading to both physical and cultural devastation for Native
    nations.

    ● The success of the Virginia colony depended on unfree labor and land exploitation,
    laying the groundwork for racial slavery and class division in early America.

    ● While Jacksonian democracy expanded political participation, it simultaneously
    deepened the marginalization of minorities and women.

    ● Enslaved people resisted their bondage through rebellion, escape, culture, and
    community, which challenged the myth of passive acceptance and fueled the moral
    urgency of abolition.

    STEP 3: Select 4 primary or secondary artifacts related to your theme.

    These may include:

    ● Historical photographs
    ● Newspaper clippings

    ● Speeches or letters
    ● Political cartoons
    ● Posters, protest signs, or advertisements
    ● Maps or legal documents

    Each artifact should:

    ● Be historically accurate and relevant
    ● Include a caption (2–3 sentences) that explains:

    ○ What the artifact is
    ○ Why it matters
    ○ How it connects to your overall theme or thesis

    STEP 4: Use Microsoft Word, Powerpoint, Google Slides, Canva, Padlet, or a basic website tool
    (like Google Sites or Wix) to digitally present your exhibit.

    Grading Rubric (150 Points Total)

    Criteria Points Description

    Historical
    Theme/Thesis

    40 Clear, thoughtful, and supported throughout the exhibit

    Artifact Selection 20 4 artifacts that are relevant, varied, and meaningful

    Captions &
    Analysis

    20 Each caption explains the artifact and connects it to the
    theme in 2-3 sentences

    Visual Presentation 25 Creative, neat, well-organized, and visually engaging

    Historical
    Accuracy

    25 Dates, facts, and interpretations are correct and
    appropriate

    Mechanics &
    Clarity

    20 Grammar, spelling, and overall writing are clear and
    polished

    – Virtual Museum Exhibit

    – Project Overview:

    – Grading Rubric (150 Points Total)

  • [Solved] assitant needed E Kenniqua

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – a year ago **files (1)** – ## extracredit3.docx **## extracredit3.docx** Extra Credit Opportunity You may earn up to 5 bonus points by finding 5 online resources (videos/news articles) that relate to a topic we have discussed in the semester. The document should include a bri…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Assignment Prompt & Instructions

    please see attachment

    – a year ago

    **files (1)**

    – ## extracredit3.docx

    **## extracredit3.docx**

    Extra Credit Opportunity

    You may earn up to 5 bonus points by finding 5 online resources (videos/news articles) that relate

    to a topic we have discussed in the semester. The document should include a brief description of

    each link and how it relates to a topic we have discussed in the course (should be a 3-4 sentence

    description per link). One point per resource.

    1. classical conditioning

    2. The study of how people think about, influence, and

    relate to other people.

    ► social cognitions

    ► social influence

    3. Ways of defining abnormality

    ▪Statistical or social norm

    deviance

    ▪Situational context

    ▪Subjective discomfort

    ▪Inability to function normally

    4. Three Phases of Memory

    encoding

    storage

    retrieval

    5. Sensation

    The reception of stimulation from the environment and its encoding into the nervous system

    Transduction

    Process of converting outside stimuli (e.g. light) into neural activity

    Perception

    The process of interpreting and understanding sensory information

    **## extracredit3.docx**

    Extra Credit Opportunity

    You may earn up to 5 bonus points by finding 5 online resources (videos/news articles) that relate

    to a topic we have discussed in the semester. The document should include a brief description of

    each link and how it relates to a topic we have discussed in the course (should be a 3-4 sentence

    description per link). One point per resource.

    1. classical conditioning

    2. The study of how people think about, influence, and

    relate to other people.

    ► social cognitions

    ► social influence

    3. Ways of defining abnormality

    ▪Statistical or social norm

    deviance

    ▪Situational context

    ▪Subjective discomfort

    ▪Inability to function normally

    4. Three Phases of Memory

    encoding

    storage

    retrieval

    5. Sensation

    The reception of stimulation from the environment and its encoding into the nervous system

    Transduction

    Process of converting outside stimuli (e.g. light) into neural activity

    Perception

    The process of interpreting and understanding sensory information

  • [Solved] Nursing homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (1)** – ## SummativeEvaluationFinal_ADNG1200_ClinicalI.docx **## SummativeEvaluationFinal_ADNG1200_ClinicalI.docx** **Level 1:** **Clinical Performance Evaluation- ADNG 1200 Clinical I** · Student will complete a self-evaluation of each student learning outcome below using t…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## SummativeEvaluationFinal_ADNG1200_ClinicalI.docx

    **## SummativeEvaluationFinal_ADNG1200_ClinicalI.docx**

    **Level 1:**
    **Clinical Performance Evaluation- ADNG 1200 Clinical I**

    · Student will complete a self-evaluation of each student learning outcome below using the criteria on the left found under each outcome. Briefly summarize, either in bullet point or paragraph form, your own evaluation of performance in each. Be specific, give examples.

    · In areas you identify as needing growth, provide specific strategies for improvement in your next clinical course.

    · Submit to the Clinical Performance Evaluation assignment folder in your clinical course by the assigned due date.

    | | |
    | — | — |
    | **HUMAN FLOURISHING**<br>**Apply knowledge and skills learned in the program to uphold patients’ right of self-determination**<br>**and promote holistic well-being of client and family.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Apply therapeutic communication skills in interactions with resident and family <br>· Recognize opportunities to connect with resident on an individual level<br>· Identify behaviors that threaten or protect resident rights and safety <br>●Utilize daily clinical paperwork as a framework to gather assessment data while respecting client rights and autonomy<br>●Work with resident to build rapport/trust prior to gathering data | |
    | **Objective Data:** Process Recording, Reflective Journals, Daily Clinical Paperwork, Daily Clinical Performance Grade | |
    | **NURSING JUDGMENT**<br>**Make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | ●Utilize daily clinical paperwork to record and prioritize daily assessment, Braden, and Morse fall findings<br>· Participate in post-clinical discussion of daily assessment findings and how these impact resident health and safety<br>●Utilize the EMR to accurately document care provided as appropriate<br>· Respect client privacy and feelings while gathering assessment data<br>· Takes time to listen to resident and allows them to express their needs and desires<br>· Reflects on the unique needs of the geriatric population during post-clinical discussion | |
    | **Objective Data:** Medication Concept Map, Geriatric Care Plan Concept Map, Daily Clinical Paperwork, Evolve Case Study/EAQ’s, Daily Clinical Performance Grade | |
    | **PROFESSIONAL IDENTITY**<br>**Implement one’s role as a nurse in a manner that reflects the ideals of the profession while developing an identity committed to evidence-based practice, in the provision of compassionate, culturally sensitive, holistic care to a diverse population.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Exhibit professional appearance and behavior (punctuality, uniform standards, equipment, etc.)<br>· Exhibit professionalism in interactions with team-members, peers, residents, and faculty<br>· Seeks faculty assistance in navigating professional situations unfamiliar to student | |
    | **Objective Data:** Reflective Journals, Daily Clinical Performance Grade | |
    | **SPIRIT OF INQUIRY**<br>**Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities (NLN, 2010)..** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Reflect on daily experience during post-clinical discussion <br>· Work with nursing faculty to review daily grading rubric feedback and make a plan for strategies for daily performance improvement<br>· Seeks out nursing faculty as questions arise | |
    | **Objective Data:** Reflective Journal #2, Daily Clinical Performance Grade | |

    **## SummativeEvaluationFinal_ADNG1200_ClinicalI.docx**

    **Level 1:**
    **Clinical Performance Evaluation- ADNG 1200 Clinical I**

    · Student will complete a self-evaluation of each student learning outcome below using the criteria on the left found under each outcome. Briefly summarize, either in bullet point or paragraph form, your own evaluation of performance in each. Be specific, give examples.

    · In areas you identify as needing growth, provide specific strategies for improvement in your next clinical course.

    · Submit to the Clinical Performance Evaluation assignment folder in your clinical course by the assigned due date.

    | | |
    | — | — |
    | **HUMAN FLOURISHING**<br>**Apply knowledge and skills learned in the program to uphold patients’ right of self-determination**<br>**and promote holistic well-being of client and family.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Apply therapeutic communication skills in interactions with resident and family <br>· Recognize opportunities to connect with resident on an individual level<br>· Identify behaviors that threaten or protect resident rights and safety <br>●Utilize daily clinical paperwork as a framework to gather assessment data while respecting client rights and autonomy<br>●Work with resident to build rapport/trust prior to gathering data | |
    | **Objective Data:** Process Recording, Reflective Journals, Daily Clinical Paperwork, Daily Clinical Performance Grade | |
    | **NURSING JUDGMENT**<br>**Make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | ●Utilize daily clinical paperwork to record and prioritize daily assessment, Braden, and Morse fall findings<br>· Participate in post-clinical discussion of daily assessment findings and how these impact resident health and safety<br>●Utilize the EMR to accurately document care provided as appropriate<br>· Respect client privacy and feelings while gathering assessment data<br>· Takes time to listen to resident and allows them to express their needs and desires<br>· Reflects on the unique needs of the geriatric population during post-clinical discussion | |
    | **Objective Data:** Medication Concept Map, Geriatric Care Plan Concept Map, Daily Clinical Paperwork, Evolve Case Study/EAQ’s, Daily Clinical Performance Grade | |
    | **PROFESSIONAL IDENTITY**<br>**Implement one’s role as a nurse in a manner that reflects the ideals of the profession while developing an identity committed to evidence-based practice, in the provision of compassionate, culturally sensitive, holistic care to a diverse population.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Exhibit professional appearance and behavior (punctuality, uniform standards, equipment, etc.)<br>· Exhibit professionalism in interactions with team-members, peers, residents, and faculty<br>· Seeks faculty assistance in navigating professional situations unfamiliar to student | |
    | **Objective Data:** Reflective Journals, Daily Clinical Performance Grade | |
    | **SPIRIT OF INQUIRY**<br>**Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities (NLN, 2010)..** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Reflect on daily experience during post-clinical discussion <br>· Work with nursing faculty to review daily grading rubric feedback and make a plan for strategies for daily performance improvement<br>· Seeks out nursing faculty as questions arise | |
    | **Objective Data:** Reflective Journal #2, Daily Clinical Performance Grade | |

  • [Solved] Paper

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    [>Philosophy homework help](https://www.sweetstudy.com/fields/social-science-philosophy) https://www.youtube.com/watch?v=gdgPAetNY5U&t=2s Think back a few weeks to when we talked about theories of development. Let's think about Erikson's life cycle theory of stages and conflicts. When Eva first arri…

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    [>Philosophy homework help](https://www.sweetstudy.com/fields/social-science-philosophy)

    https://www.youtube.com/watch?v=gdgPAetNY5U&t=2s

    Think back a few weeks to when we talked about theories of development. Let's think about Erikson's life cycle theory of stages and conflicts. When Eva first arrived at Auschwitz, at what stage may she have been? How would her environment, a concentration camp, have affected her mental development, according to Erikson? Discuss at least one of the other stages in the theory and how Eva's experience and trauma might have affected her.  Use the videos to answer the questions below i will use it in 24 hours.

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    please see attachment – a year ago **files (1)** – ## extracredit1.docx **## extracredit1.docx** Step One: Complete an act of kindness Step Two: Write a paragraph explaining what your act of kindness was. Explain how it relates to the concepts covered in Ch. 12 (Social Psychology). You can earn thre…

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    please see attachment

    – a year ago

    **files (1)**

    – ## extracredit1.docx

    **## extracredit1.docx**

    Step One: Complete an act of kindness

    Step Two: Write a paragraph explaining what your act of kindness was. Explain how it relates to the concepts covered in Ch. 12 (Social Psychology).

    You can earn three points extra credit for completing this extra credit opportunity.

    **## extracredit1.docx**

    Step One: Complete an act of kindness

    Step Two: Write a paragraph explaining what your act of kindness was. Explain how it relates to the concepts covered in Ch. 12 (Social Psychology).

    You can earn three points extra credit for completing this extra credit opportunity.

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    Resident is very alert oriented x3 the first day i had clinical with her, she was really angry about getting her up so late and she was surprised to see me there early the second day. she said that it takes forevery to get her up for breadfast. just few imformation to add up. – [\ \ processerecord…

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    Resident is very alert oriented x3 the first day i had clinical with her, she was really angry about getting her up so late and she was surprised to see me there early the second day. she said that it takes forevery to get her up for breadfast. just few imformation to add up.

    – [\
    \
    processerecording.docx](https://www.sweetstudy.com/files/processerecording-docx "processerecording.docx")

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  • [Solved] Nursing Assignment

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    – a year ago **files (2)** – ## SummativeEvaluationFinal_ADNG1200_ClinicalI.docx – ADNG1200ClinicalI_ProcessRecording_InstructionsandRubric31.docx **## SummativeEvaluationFinal_ADNG1200_ClinicalI.docx** **Level 1:** **Clinical Performance Evaluation- ADNG 1200 Clinical I** · Student will compl…

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    – a year ago

    **files (2)**

    – ## SummativeEvaluationFinal_ADNG1200_ClinicalI.docx

    – ADNG1200ClinicalI_ProcessRecording_InstructionsandRubric31.docx

    **## SummativeEvaluationFinal_ADNG1200_ClinicalI.docx**

    **Level 1:**
    **Clinical Performance Evaluation- ADNG 1200 Clinical I**

    · Student will complete a self-evaluation of each student learning outcome below using the criteria on the left found under each outcome. Briefly summarize, either in bullet point or paragraph form, your own evaluation of performance in each. Be specific, give examples.

    · In areas you identify as needing growth, provide specific strategies for improvement in your next clinical course.

    · Submit to the Clinical Performance Evaluation assignment folder in your clinical course by the assigned due date.

    | | |
    | — | — |
    | **HUMAN FLOURISHING**<br>**Apply knowledge and skills learned in the program to uphold patients’ right of self-determination**<br>**and promote holistic well-being of client and family.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Apply therapeutic communication skills in interactions with resident and family <br>· Recognize opportunities to connect with resident on an individual level<br>· Identify behaviors that threaten or protect resident rights and safety <br>●Utilize daily clinical paperwork as a framework to gather assessment data while respecting client rights and autonomy<br>●Work with resident to build rapport/trust prior to gathering data | |
    | **Objective Data:** Process Recording, Reflective Journals, Daily Clinical Paperwork, Daily Clinical Performance Grade | |
    | **NURSING JUDGMENT**<br>**Make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | ●Utilize daily clinical paperwork to record and prioritize daily assessment, Braden, and Morse fall findings<br>· Participate in post-clinical discussion of daily assessment findings and how these impact resident health and safety<br>●Utilize the EMR to accurately document care provided as appropriate<br>· Respect client privacy and feelings while gathering assessment data<br>· Takes time to listen to resident and allows them to express their needs and desires<br>· Reflects on the unique needs of the geriatric population during post-clinical discussion | |
    | **Objective Data:** Medication Concept Map, Geriatric Care Plan Concept Map, Daily Clinical Paperwork, Evolve Case Study/EAQ’s, Daily Clinical Performance Grade | |
    | **PROFESSIONAL IDENTITY**<br>**Implement one’s role as a nurse in a manner that reflects the ideals of the profession while developing an identity committed to evidence-based practice, in the provision of compassionate, culturally sensitive, holistic care to a diverse population.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Exhibit professional appearance and behavior (punctuality, uniform standards, equipment, etc.)<br>· Exhibit professionalism in interactions with team-members, peers, residents, and faculty<br>· Seeks faculty assistance in navigating professional situations unfamiliar to student | |
    | **Objective Data:** Reflective Journals, Daily Clinical Performance Grade | |
    | **SPIRIT OF INQUIRY**<br>**Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities (NLN, 2010)..** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Reflect on daily experience during post-clinical discussion <br>· Work with nursing faculty to review daily grading rubric feedback and make a plan for strategies for daily performance improvement<br>· Seeks out nursing faculty as questions arise | |
    | **Objective Data:** Reflective Journal #2, Daily Clinical Performance Grade | |

    **ADNG1200ClinicalI_ProcessRecording_InstructionsandRubric31.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/adng1200clinicali-processrecording-instructionsandrubric31-docx)

    **ADNG1200ClinicalI_ProcessRecording_InstructionsandRubric31.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/adng1200clinicali-processrecording-instructionsandrubric31-docx)

    **## SummativeEvaluationFinal_ADNG1200_ClinicalI.docx**

    **Level 1:**
    **Clinical Performance Evaluation- ADNG 1200 Clinical I**

    · Student will complete a self-evaluation of each student learning outcome below using the criteria on the left found under each outcome. Briefly summarize, either in bullet point or paragraph form, your own evaluation of performance in each. Be specific, give examples.

    · In areas you identify as needing growth, provide specific strategies for improvement in your next clinical course.

    · Submit to the Clinical Performance Evaluation assignment folder in your clinical course by the assigned due date.

    | | |
    | — | — |
    | **HUMAN FLOURISHING**<br>**Apply knowledge and skills learned in the program to uphold patients’ right of self-determination**<br>**and promote holistic well-being of client and family.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Apply therapeutic communication skills in interactions with resident and family <br>· Recognize opportunities to connect with resident on an individual level<br>· Identify behaviors that threaten or protect resident rights and safety <br>●Utilize daily clinical paperwork as a framework to gather assessment data while respecting client rights and autonomy<br>●Work with resident to build rapport/trust prior to gathering data | |
    | **Objective Data:** Process Recording, Reflective Journals, Daily Clinical Paperwork, Daily Clinical Performance Grade | |
    | **NURSING JUDGMENT**<br>**Make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | ●Utilize daily clinical paperwork to record and prioritize daily assessment, Braden, and Morse fall findings<br>· Participate in post-clinical discussion of daily assessment findings and how these impact resident health and safety<br>●Utilize the EMR to accurately document care provided as appropriate<br>· Respect client privacy and feelings while gathering assessment data<br>· Takes time to listen to resident and allows them to express their needs and desires<br>· Reflects on the unique needs of the geriatric population during post-clinical discussion | |
    | **Objective Data:** Medication Concept Map, Geriatric Care Plan Concept Map, Daily Clinical Paperwork, Evolve Case Study/EAQ’s, Daily Clinical Performance Grade | |
    | **PROFESSIONAL IDENTITY**<br>**Implement one’s role as a nurse in a manner that reflects the ideals of the profession while developing an identity committed to evidence-based practice, in the provision of compassionate, culturally sensitive, holistic care to a diverse population.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Exhibit professional appearance and behavior (punctuality, uniform standards, equipment, etc.)<br>· Exhibit professionalism in interactions with team-members, peers, residents, and faculty<br>· Seeks faculty assistance in navigating professional situations unfamiliar to student | |
    | **Objective Data:** Reflective Journals, Daily Clinical Performance Grade | |
    | **SPIRIT OF INQUIRY**<br>**Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities (NLN, 2010)..** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Reflect on daily experience during post-clinical discussion <br>· Work with nursing faculty to review daily grading rubric feedback and make a plan for strategies for daily performance improvement<br>· Seeks out nursing faculty as questions arise | |
    | **Objective Data:** Reflective Journal #2, Daily Clinical Performance Grade | |

    **ADNG1200ClinicalI_ProcessRecording_InstructionsandRubric31.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/adng1200clinicali-processrecording-instructionsandrubric31-docx)

    **## SummativeEvaluationFinal_ADNG1200_ClinicalI.docx**

    **Level 1:**
    **Clinical Performance Evaluation- ADNG 1200 Clinical I**

    · Student will complete a self-evaluation of each student learning outcome below using the criteria on the left found under each outcome. Briefly summarize, either in bullet point or paragraph form, your own evaluation of performance in each. Be specific, give examples.

    · In areas you identify as needing growth, provide specific strategies for improvement in your next clinical course.

    · Submit to the Clinical Performance Evaluation assignment folder in your clinical course by the assigned due date.

    | | |
    | — | — |
    | **HUMAN FLOURISHING**<br>**Apply knowledge and skills learned in the program to uphold patients’ right of self-determination**<br>**and promote holistic well-being of client and family.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Apply therapeutic communication skills in interactions with resident and family <br>· Recognize opportunities to connect with resident on an individual level<br>· Identify behaviors that threaten or protect resident rights and safety <br>●Utilize daily clinical paperwork as a framework to gather assessment data while respecting client rights and autonomy<br>●Work with resident to build rapport/trust prior to gathering data | |
    | **Objective Data:** Process Recording, Reflective Journals, Daily Clinical Paperwork, Daily Clinical Performance Grade | |
    | **NURSING JUDGMENT**<br>**Make judgments in practice, supported by evidence, that integrate nursing science in the provision of safe, quality care.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | ●Utilize daily clinical paperwork to record and prioritize daily assessment, Braden, and Morse fall findings<br>· Participate in post-clinical discussion of daily assessment findings and how these impact resident health and safety<br>●Utilize the EMR to accurately document care provided as appropriate<br>· Respect client privacy and feelings while gathering assessment data<br>· Takes time to listen to resident and allows them to express their needs and desires<br>· Reflects on the unique needs of the geriatric population during post-clinical discussion | |
    | **Objective Data:** Medication Concept Map, Geriatric Care Plan Concept Map, Daily Clinical Paperwork, Evolve Case Study/EAQ’s, Daily Clinical Performance Grade | |
    | **PROFESSIONAL IDENTITY**<br>**Implement one’s role as a nurse in a manner that reflects the ideals of the profession while developing an identity committed to evidence-based practice, in the provision of compassionate, culturally sensitive, holistic care to a diverse population.** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Exhibit professional appearance and behavior (punctuality, uniform standards, equipment, etc.)<br>· Exhibit professionalism in interactions with team-members, peers, residents, and faculty<br>· Seeks faculty assistance in navigating professional situations unfamiliar to student | |
    | **Objective Data:** Reflective Journals, Daily Clinical Performance Grade | |
    | **SPIRIT OF INQUIRY**<br>**Examine the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities (NLN, 2010)..** |
    | **Expected Satisfactory Behaviors** | **Student Self-Evaluation** |
    | · Reflect on daily experience during post-clinical discussion <br>· Work with nursing faculty to review daily grading rubric feedback and make a plan for strategies for daily performance improvement<br>· Seeks out nursing faculty as questions arise | |
    | **Objective Data:** Reflective Journal #2, Daily Clinical Performance Grade | |

    **ADNG1200ClinicalI_ProcessRecording_InstructionsandRubric31.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/adng1200clinicali-processrecording-instructionsandrubric31-docx)