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Tag: Homework Solution

  • [Solved] The demand and supply model

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics) late assignment need completed asap – 2 years ago

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    [>Economics homework help](https://www.sweetstudy.com/fields/business-finance-economics)

    late assignment need completed asap

    – 2 years ago

  • [Solved] Nuring

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    In-depth study guidance and analytical solution covering Nuring.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Steps Taken

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    – 2 years ago **files (1)** – ## Stepstaken.pdf **## Stepstaken.pdf** Overview of Summative: After identifying what steps would need to be taken to begin coaching, you need to select one or two of the teachers you feel could make the greatest impact and why you believe they are the keystone to this …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## Stepstaken.pdf

    **## Stepstaken.pdf**

    Overview of Summative:
    After identifying what steps would need to be taken to begin coaching, you need to select one or
    two of the teachers you feel could make the greatest impact and why you believe they are the
    keystone to this effort- this will support your development of the rationale. Next, identify the
    process you would follow to initiate the pre-cycle conversations. Finally, you will share your
    insights into how you would begin coaching the teachers by communicating your
    implementation plan.

    If you are not able to interview teachers, due to limitations related to the time of year, you can
    select videos from an online source to use instead.

    Specific Assignment Details:

    After identifying what steps would need to be taken to begin coaching, you need to select one or
    two of the teachers you feel could make the greatest impact and why you believe they are the
    keystone to this effort- this will support your development of the rationale. Next, identify the
    process you would follow to initiate the pre-cycle conversations. Finally, you will share your
    insights into how you would begin coaching the teachers by communicating your
    implementation plan.

    If you are not able to interview teachers, due to limitations related to the time of year, you can
    select videos from an online source to use instead.

    Areas critical to this deliverable are:

    ● Your rationale for selecting the teachers

    ● their connection to the student outcome identified in the initiative

    ● detailed implementation plan to conduct the precycle conversation and the Identify cycle with
    the teachers

    APA style and formatting should be used for all aspects of the submission.

    **## Stepstaken.pdf**

    Overview of Summative:
    After identifying what steps would need to be taken to begin coaching, you need to select one or
    two of the teachers you feel could make the greatest impact and why you believe they are the
    keystone to this effort- this will support your development of the rationale. Next, identify the
    process you would follow to initiate the pre-cycle conversations. Finally, you will share your
    insights into how you would begin coaching the teachers by communicating your
    implementation plan.

    If you are not able to interview teachers, due to limitations related to the time of year, you can
    select videos from an online source to use instead.

    Specific Assignment Details:

    After identifying what steps would need to be taken to begin coaching, you need to select one or
    two of the teachers you feel could make the greatest impact and why you believe they are the
    keystone to this effort- this will support your development of the rationale. Next, identify the
    process you would follow to initiate the pre-cycle conversations. Finally, you will share your
    insights into how you would begin coaching the teachers by communicating your
    implementation plan.

    If you are not able to interview teachers, due to limitations related to the time of year, you can
    select videos from an online source to use instead.

    Areas critical to this deliverable are:

    ● Your rationale for selecting the teachers

    ● their connection to the student outcome identified in the initiative

    ● detailed implementation plan to conduct the precycle conversation and the Identify cycle with
    the teachers

    APA style and formatting should be used for all aspects of the submission.

  • [Solved] Group Dynamics

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    see attachment – 2 years ago **files (1)** – ## GDmodule3discussion.docx **## GDmodule3discussion.docx** _Group Cohesion_ **Activities Students must Complete before Participating in This Task** Students will reflect on the following question: · Can a group exist without cohesion? Next, they will ans…

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    Assignment Prompt & Instructions

    see attachment

    – 2 years ago

    **files (1)**

    – ## GDmodule3discussion.docx

    **## GDmodule3discussion.docx**

    _Group Cohesion_

    **Activities Students must Complete before Participating in This Task**

    Students will reflect on the following question:

    · Can a group exist without cohesion?

    Next, they will answer the following question:

    · How?

    Students must submit a written response answering both questions to the course instructor by the deadline specified.

    **Activities the Instructor must Complete**

    Once the instructor receives the written responses, the group will be divided into two:

    · Group 1: Students who indicated that a group can exist without cohesion.

    · Group 2: Students who indicated that a group cannot exist without cohesion.

    The instructor will notify students about their assigned group.

    **Participation in the Forum According to Assigned Groups**

    The students in each group must gather and discuss the previously answered questions. They will draft their response, and the designated person will post it in the Forum area.

    Then, each student will respectfully respond to what the opposing group has presented.

    **Rules for Commenting**

    When commenting, students must adhere to the following guidelines:

    1. Use an assertive communication style.

    2. Present opinions kindly, with confidence and firmness.

    3. Respect the opinions of the opposing group and vice versa.

    4. Share their own thoughts and opinions with evidence-based arguments aimed at persuading the other group.

    5. Facilitate opportunities for the opposing group to provide a complete response.

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 350 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

    **## GDmodule3discussion.docx**

    _Group Cohesion_

    **Activities Students must Complete before Participating in This Task**

    Students will reflect on the following question:

    · Can a group exist without cohesion?

    Next, they will answer the following question:

    · How?

    Students must submit a written response answering both questions to the course instructor by the deadline specified.

    **Activities the Instructor must Complete**

    Once the instructor receives the written responses, the group will be divided into two:

    · Group 1: Students who indicated that a group can exist without cohesion.

    · Group 2: Students who indicated that a group cannot exist without cohesion.

    The instructor will notify students about their assigned group.

    **Participation in the Forum According to Assigned Groups**

    The students in each group must gather and discuss the previously answered questions. They will draft their response, and the designated person will post it in the Forum area.

    Then, each student will respectfully respond to what the opposing group has presented.

    **Rules for Commenting**

    When commenting, students must adhere to the following guidelines:

    1. Use an assertive communication style.

    2. Present opinions kindly, with confidence and firmness.

    3. Respect the opinions of the opposing group and vice versa.

    4. Share their own thoughts and opinions with evidence-based arguments aimed at persuading the other group.

    5. Facilitate opportunities for the opposing group to provide a complete response.

    Remember to review the
    [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    · Submit your initial discussion post by 11:59 PM Eastern on Wednesday.

    · Contribute a minimum of 350 words for your initial post. It should include at least 2 academic sources, formatted and cited in APA.

    · Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

  • [Solved] SS 2800 MOD 3

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) INFO ATTACHED – 2 years ago **files (1)** – ## SS2800MOD3ASSNINFO2025.docx **## SS2800MOD3ASSNINFO2025.docx** **Overview:** In this assignment, you will conduct an observation and review of social interaction with…

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    Assignment Prompt & Instructions

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

    INFO ATTACHED

    – 2 years ago

    **files (1)**

    – ## SS2800MOD3ASSNINFO2025.docx

    **## SS2800MOD3ASSNINFO2025.docx**

    **Overview:**

    In this assignment, you will conduct an observation and review of social interaction within a social setting. Prepare a written response to the prompt below using a word processor. Please save your file in .doc or .docx format. Your response should be complete, and your final document should be a minimum of two (2) pages in length, double-spaced, and should comply with APA writing requirements.

    _APA Resources can be found in the "Student Resources" button on our course home page, then click on Academic Support._

    **Instructions:**

    Before conducting your observation, review the concepts of Symbolic Interactions and Socialization and Social Interaction from the learning resources. Complete the following for your submission:

    1. Visit an area where you can discretely observe social interaction such as a cafeteria, a restaurant, a mall, a social event that you attend, a family or church gathering, etc.

    2. Spend a minimum of 15 minutes quietly observing what is going on around you.

    3. Describe the context for your observation. Include the following:

    · Location

    · Setting

    · Type of people observed

    · Time of day

    · Day of week

    · Length of observation

    · Any other details you deem relevant

    4. Briefly summarize what different persons/people in the setting are doing.

    5. Once you've completed your observation and made notes, analyze the patterns of social interaction that you observed and respond to the following:

    e. What examples of socialization did you notice? This may include the process of socialization in progress, such as a parent encouraging their child to use good table manners or evidence of the effects of socialization such as waiting politely in a long line.

    e. Give
    **one to two examples** of each of the following that you observed during your interaction:

    2. Ascribed status

    2. Achieved status

    2. Roles

    e. Describe at least
    **three examples** of social exchange that you noticed and discuss the potential impact (was it helpful, disruptive, upsetting, etc.) on the individuals involved.

    e. What examples of "gendered" interaction did you notice regarding the ways in which women and men are socialized regarding demeanor, use of space, touching, smiling, laughing, and language?

    e. Write a brief conclusion/summary of what you learned while completing this assignment

    6. Your paper should be a minimum of two (2) pages in length, double-spaced.

    **## SS2800MOD3ASSNINFO2025.docx**

    **Overview:**

    In this assignment, you will conduct an observation and review of social interaction within a social setting. Prepare a written response to the prompt below using a word processor. Please save your file in .doc or .docx format. Your response should be complete, and your final document should be a minimum of two (2) pages in length, double-spaced, and should comply with APA writing requirements.

    _APA Resources can be found in the "Student Resources" button on our course home page, then click on Academic Support._

    **Instructions:**

    Before conducting your observation, review the concepts of Symbolic Interactions and Socialization and Social Interaction from the learning resources. Complete the following for your submission:

    1. Visit an area where you can discretely observe social interaction such as a cafeteria, a restaurant, a mall, a social event that you attend, a family or church gathering, etc.

    2. Spend a minimum of 15 minutes quietly observing what is going on around you.

    3. Describe the context for your observation. Include the following:

    · Location

    · Setting

    · Type of people observed

    · Time of day

    · Day of week

    · Length of observation

    · Any other details you deem relevant

    4. Briefly summarize what different persons/people in the setting are doing.

    5. Once you've completed your observation and made notes, analyze the patterns of social interaction that you observed and respond to the following:

    e. What examples of socialization did you notice? This may include the process of socialization in progress, such as a parent encouraging their child to use good table manners or evidence of the effects of socialization such as waiting politely in a long line.

    e. Give
    **one to two examples** of each of the following that you observed during your interaction:

    2. Ascribed status

    2. Achieved status

    2. Roles

    e. Describe at least
    **three examples** of social exchange that you noticed and discuss the potential impact (was it helpful, disruptive, upsetting, etc.) on the individuals involved.

    e. What examples of "gendered" interaction did you notice regarding the ways in which women and men are socialized regarding demeanor, use of space, touching, smiling, laughing, and language?

    e. Write a brief conclusion/summary of what you learned while completing this assignment

    6. Your paper should be a minimum of two (2) pages in length, double-spaced.

  • [Solved] Nuring

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    In-depth study guidance and analytical solution covering Nuring.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] SS 2800 DB 3

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    [>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) **Discussion Questions:** In this discussion, you will illustrate the differences between Preindustrial, Industrial, and Post-industrial Societies. Complete the following: 1. Create a visual presentation using one…

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    Assignment Prompt & Instructions

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

    **Discussion Questions:**

    In this discussion, you will illustrate the differences between Preindustrial, Industrial, and Post-industrial Societies. Complete the following:

    1. Create a visual presentation using one of the following formats:

    1. Infographic
    2. Slideshow (i.e., PowerPoint Presentation)
    2. In your visual, illustrate the differences between preindustrial, industrial, and post-industrial societies.
    3. Respond to two (2) of your classmates and share two (2) things you learned from their visual.

    – 2 years ago

  • [Solved] nursing

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    In-depth study guidance and analytical solution covering nursing.

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    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Research Critiques and Evidence-Based Practice Proposal

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    – 2 years ago **files (3)** – ## NRS-445-RS-ResearchCritiquePICOTGuidelines.docx – ## NRS-445-RS-T1-LiteratureEvaluationTable.docx – NRS-445Rubric-RoughDraft-ResearchCritiquesandEvidence-BasedPracticeProposal.pdf **## NRS-445-RS-ResearchCritiquePICOTGuidelines.docx** ![cid:D7D4B297-EEAE-4174-AD01-F8…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (3)**

    – ## NRS-445-RS-ResearchCritiquePICOTGuidelines.docx

    – ## NRS-445-RS-T1-LiteratureEvaluationTable.docx

    – NRS-445Rubric-RoughDraft-ResearchCritiquesandEvidence-BasedPracticeProposal.pdf

    **## NRS-445-RS-ResearchCritiquePICOTGuidelines.docx**

    ![cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com](https://www.sweetstudy.com/questions/research-critiques-and-evidence-based-practice-proposal)

    **NRS-445: Research Critiques and Evidence-Based Practice Change Proposal Guidelines**

    Use this document to synthesize the information from your "Literature Evaluation Table" from Topic 1 into a literature review. Successful completion of this assignment requires that you use your conclusions from your literature review to propose an evidence-based practice change.

    **_Introduction_**

    · Introduce your nursing practice problem and discuss the purpose of your paper.

    · State your updated PICOT question incorporating any feedback that you received from your instructor.

    **_Method of Studies_**

    · State the methods of the four articles you are comparing and describe how each method helps answer the associated research question.

    **_Results of Studies/Key Findings_**

    · Summarize the key findings of the four studies.

    **_Outcomes Comparison_**

    · What are the anticipated outcomes for your PICOT question?

    · How do the outcomes of the four articles you chose compare to your anticipated outcomes?

    **_Proposed Evidence-Based Practice Change_**

    · What is the link between the PICOT question, the research articles, and the nursing practice problem you identified?

    · Based on this information, propose an evidence-based practice change to improve outcomes of patient care for your identified setting.

    · Suggest one way to assess outcomes for the proposed practice change to determine whether or not it is effective.

    **_Conclusion_**

    · Your conclusion should summarize the main points in the essay, including a varied restatement of the thesis.

    © 2023. Grand Canyon University. All Rights Reserved.

    2

    ## image1.jpeg

    **## NRS-445-RS-T1-LiteratureEvaluationTable.docx**

    1

    **NRS-445 Topic 1: Literature Evaluation Table**

    **Student Name:**

    **Faculty Name:**

    **Background of Nursing Practice Problem (one paragraph; no more than 250 words):**

    Despite available pharmacologic and non-pharmacologic interventions, patient symptoms often remain poorly managed, and patient prognosis remains poor throughout the world. As widely known, patients with HF have high rates of readmission, mainly because of episodes of worsening of the disease, thus putting a burden on the healthcare facilities and the patients. Conventional approaches to follow-up and supervision of the heart failure patients entail regular hospital check-ups, which are inconvenient, especially for the elderly patients (Krzesiński, et al 2022). New technologies like telemedicine interventions that may include monitoring of the patient’s vital signs at his/her home can be a solution to the problem by enhancing the patient’s quality of care yet minimizing cases of readmission. All these interventions ensure that patients are closely watched in real-time and more so when a particular patient’s condition worsens. However, future studies are required to support the effectiveness of such interventions for preventing readmissions and enhancing the self-management of heart failure at home (Stergiopoulos, et al 2024). The possible enhancement of the patients’ condition and reduction in the costs of treatment make the telemedicine application an important subject in the management of HF.

    ****References:****

    **Krzesiński, P., Jankowska, E. A., Siebert, J., Galas, A., Piotrowicz, K., Stańczyk, A., Siwołowski, P., Gutknecht, P., Chrom, P., Murawski, P., Walczak, A., Szalewska, D., Banasiak, W., Ponikowski, P., & Gielerak, G. (2022). Effects of an outpatient intervention comprising nurse‐led non‐invasive assessments, telemedicine support and remote cardiologists’ decisions in patients with heart failure (AMULET study): a randomised controlled trial. European Journal of Heart Failure, 24(3), 565–577.**
    **[https://onlinelibrary.wiley.com/doi/abs/10.1002/ejhf.2358](https://onlinelibrary.wiley.com/doi/abs/10.1002/ejhf.2358)**

    **Georgios M. Stergiopoulos, Anissa N. Elayadi, Edward S. Chen, & Panagis Galiatsatos. (2024). The effect of telemedicine employing telemonitoring instruments on readmissions of patients with heart failure and/or COPD: a systematic review. Frontiers in Digital Health, 6.**
    **[https://doi-org.lopes.idm.oclc.org/10.3389/fdgth.2024.1441334](https://doi-org.lopes.idm.oclc.org/10.3389/fdgth.2024.1441334)**

    ****PICO(T) Question:** _Use the PICOT question developed in Topic 1 Discussion Question (DQ) 2 and refine it as needed._**

    **| | | |**
    **| — | — | — |**
    **| **PICO(T) Question Template** |**
    **| **P** | **Population** | In heart failure patients (P) |**
    **| **I** | **Intervention** | How does home-based telemedicine use remote monitoring (I) |**
    **| **C** | **Comparison** | Compared to standard care (C) |**
    **| **O** | **Outcome** | Affect hospital readmission rates (O) |**
    **| **T** | **Timeline**<br>_(optional)_ | Within 12 months (T) |**
    **| **Intervention** |**
    **| In_<br>heart failure patients_(P), how does _<br>home-based telemedicine using remote monitoring_ (I) compared to <br>standard care (C) affect _<br>hospital readmission rates_ (O) within_<br>12 months_(T)? |**
    **| **Problem Statement** |**
    **| It is not known if the implementation of <br>_home-based telemedicine based on remote monitoring_(I) would impact <br>changes on hospital readmission rates (O) among <br>heart failure patients (P). |**

    **| | | | | |**
    **| — | — | — | — | — |**
    **| **Criteria** | **Article 1** | **Article 2** | **Article 3** | **Article 4** |**
    **| **APA Reference**<br>Include the GCU permalink or working link used to access the article | Krzesiński, P., Jankowska, E. A., Siebert, J., Galas, A., Piotrowicz, K., Stańczyk, A., … & Gielerak, G. (2022). Effects of an outpatient intervention comprising nurse‐led non‐invasive assessments, telemedicine support, and remote cardiologists' decisions in patients with heart failure (AMULET study): A randomized controlled trial. <br>_European Journal of Heart Failure, 24_(3), 565-577.<br> <br>[https://onlinelibrary.wiley.com/doi/abs/10.1002/ejhf.2358](https://onlinelibrary.wiley.com/doi/abs/10.1002/ejhf.2358) | Georgios M. Stergiopoulos, Anissa N. Elayadi, Edward S. Chen, & Panagis Galiatsatos. (2024). The effect of telemedicine employing telemonitoring instruments on readmissions of patients with heart failure and/or COPD: a systematic review. Frontiers in Digital Health, 6. <br>[https://doi-org.lopes.idm.oclc.org/10.3389/fdgth.2024.1441334](https://doi-org.lopes.idm.oclc.org/10.3389/fdgth.2024.1441334) | Thi Xuan Hanh Vo, Marie-Pascale Pomey, Loyda Jean Charles, Paula A. B. Ribeiro, Stéphanie Béchard, Émilie Rémillard, Shana Grigoletti, John Nguyen, Pascale Lehoux, Emmanuel Marier-Tétrault, & Francois Tournoux. (2024). Patients’ experience using an app for home remote monitoring of heart failure for a university hospital in Quebec, Canada. BMC Digital Health, 2(1), 1–12. <br>[https://doi-org.lopes.idm.oclc.org/10.1186/s44247-024-00126-4](https://doi-org.lopes.idm.oclc.org/10.1186/s44247-024-00126-4) | Jocelyn Carter, Karen Donelan, & Anne N. Thorndike. (2022). Patient Perspectives on Home-Based Care and Remote Monitoring in Heart Failure: A Qualitative Study. Journal of Primary Care & Community Health, 13. <br>[https://doi-org.lopes.idm.oclc.org/10.1177/21501319221133672](https://doi-org.lopes.idm.oclc.org/10.1177/21501319221133672) |**
    **| **Purpose/Aim of Study** | The paper assesses the effectiveness of nurse-led telecare with referral to remote consultation or the cardiologist in relation to hospital readmission as well as mortality in patients with heart failure. | The following paper aims to determine the effectiveness of telemedicine as well as telemonitoring in decreasing the rate of hospital readmissions among heart failure and COPD patients. | The paper aims to assess the positive and negative aspects of the remote telemonitoring mobile application in heart failure patients and its impact on their disease. | The research aims at describing home-based care and remote monitoring experiences of heart failure patients as well as their perceptions and attitude towards the interventions. |**
    **| **Research question(s)** | Is telecare with telemedicine administered by a nurse effective in lowering hospitalization rates and cardiovascular mortality in heart failure patients? | Does telemedicine use the telemonitoring technique attenuate hospital readmissions among heart failure and COPD patients? | What is the experience of heart failure patients in using a mobile app for home remote monitoring for managing their condition? | What is the patient heart failure perception on home based care and remote monitoring? |**
    **| **Design**<br>Is the article qualitative, quantitative, or mixed methods? Explain how you determined the type of research design. | Quantitative, randomized controlled trial. It is done randomly through selection of patients for the study and assessment of indicators such as rates and number of readmissions and number of deaths. | Quantitative, systematic review of studies. This is established based on the integration of several empirical studies that have sought to ascertain the performance of telemedicine. | Qualitative, semi-structured interviews with thematic analysis. | Qualitative, using semi-structured interviews and thematic analysis. |**
    **| **Setting**<br>Where did the study take place? What type of setting: inpatient, outpatient, etc.? | Outpatient setting in multiple centers across Poland. | Various healthcare settings across multiple studies reviewed. | University hospital in Quebec, Canada. | Primary care and community health settings. |**
    **| **Sample**<br>Number and characteristics of participants | It enrolled 605 patients with heart failure and left ventricular ejection fraction ≤49%. | 29 studies on the telemonitoring in heart failure and COPD, 4,326 patients. | 12 heart failure patients using TakeCare™ app for at least 3 months. | 24 heart failure patients. |**
    **| **Methods**<br>Interventions/Instruments | They were given nurse led assessment with support from telemedicine. Based on the findings, hospital readmissions and mortality are two other factors that were established as outcomes of the condition. | Randomized controlled trials and cohort studies were pool for meta-analysis. | Patients should be asked questions aimed at establishing their experiences with the app. | To probe patient perspectives, in depth interviews. |**
    **| **Analysis**<br>How were the collected data analyzed? | Statistical methods were used on data analysis in order to determine the readmission rates between the intervention and control groups. | Meta-analysis of the readmission rates of the considered trials, which resulted in an aggregate odds ratio for telemedicine interventions. | This paper presents thematic analysis of interview data to identify common themes in patients’ experiences. | The interview data selected for thematic analysis for key themes. |**
    **| **Outcomes/key findings** of the study and implications for nursing practice<br> <br>Summary of study results | According to the findings of the study, telecare had a positive impact in doing away with cases of readmission to the hospital and cases of cardio vascular deaths meaning that telemedicine is very important in the management of chronic illnesses. | The telemedicine telemonitoring examination showed that such strategy helps to decrease the level of readmission to the hospital, and thus refutes the idea that remote care should be limited. | It was evidenced, mostly, that the patients benefited from the app interface, and the general facility achieved through the application to be connected to the healthcare team. | The work of the article is that patients were glad to have an opportunity to get more connected with their healthcare providers and manage diseases easier. |**
    **| **Recommendations of the researcher** | Ideally, one should build on the current application of nurse-led telecare interventions in heart failure treatment and enhance its usage in improving more patient results and the outcome of the healthcare industry’s spending. | Integrate telemedicine and telemonitoring services in the day-to-day practice in the treatment of chronic illnesses to minimize cases of readmissions. | Increase the patient experience component and the approaches used in communiqué to thus increase optimism. | Strengthen patient knowledge concerning the application of remote monitoring technologies and adaptation into their daily schedule. |**
    **| **Explain how this article supports your proposed PICO(T) question.** | This study ties into the disease area of heart failure and the effects of telemedicine interventions on readmissions; therefore, it is closely connected to the PICOT question. | This article directly supports the PICOT question by presenting significant evidence that telemedicine has a positive impact on hospital readmissions. | The presented article sheds light on the patients’ readiness to utilize remote monitoring solutions – one of the key aspects using telemedicine in the case of heart failure. | This article supports the PICOT question by providing information on patient handling with remote monitoring technologies as an important factor that determines the effects of such interventions on hospital readmission. |**

    **© 2023. Grand Canyon University. All Rights Reserved.**

    **11**

    **NRS-445Rubric-RoughDraft-ResearchCritiquesandEvidence-BasedPracticeProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nrs-445rubric-roughdraft-researchcritiquesandevidence-basedpracticeproposal-pdf-10237009)

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    **## NRS-445-RS-ResearchCritiquePICOTGuidelines.docx**

    ![cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com](https://www.sweetstudy.com/questions/research-critiques-and-evidence-based-practice-proposal)

    **NRS-445: Research Critiques and Evidence-Based Practice Change Proposal Guidelines**

    Use this document to synthesize the information from your "Literature Evaluation Table" from Topic 1 into a literature review. Successful completion of this assignment requires that you use your conclusions from your literature review to propose an evidence-based practice change.

    **_Introduction_**

    · Introduce your nursing practice problem and discuss the purpose of your paper.

    · State your updated PICOT question incorporating any feedback that you received from your instructor.

    **_Method of Studies_**

    · State the methods of the four articles you are comparing and describe how each method helps answer the associated research question.

    **_Results of Studies/Key Findings_**

    · Summarize the key findings of the four studies.

    **_Outcomes Comparison_**

    · What are the anticipated outcomes for your PICOT question?

    · How do the outcomes of the four articles you chose compare to your anticipated outcomes?

    **_Proposed Evidence-Based Practice Change_**

    · What is the link between the PICOT question, the research articles, and the nursing practice problem you identified?

    · Based on this information, propose an evidence-based practice change to improve outcomes of patient care for your identified setting.

    · Suggest one way to assess outcomes for the proposed practice change to determine whether or not it is effective.

    **_Conclusion_**

    · Your conclusion should summarize the main points in the essay, including a varied restatement of the thesis.

    © 2023. Grand Canyon University. All Rights Reserved.

    2

    ## image1.jpeg

    **## NRS-445-RS-T1-LiteratureEvaluationTable.docx**

    1

    **NRS-445 Topic 1: Literature Evaluation Table**

    **Student Name:**

    **Faculty Name:**

    **Background of Nursing Practice Problem (one paragraph; no more than 250 words):**

    Despite available pharmacologic and non-pharmacologic interventions, patient symptoms often remain poorly managed, and patient prognosis remains poor throughout the world. As widely known, patients with HF have high rates of readmission, mainly because of episodes of worsening of the disease, thus putting a burden on the healthcare facilities and the patients. Conventional approaches to follow-up and supervision of the heart failure patients entail regular hospital check-ups, which are inconvenient, especially for the elderly patients (Krzesiński, et al 2022). New technologies like telemedicine interventions that may include monitoring of the patient’s vital signs at his/her home can be a solution to the problem by enhancing the patient’s quality of care yet minimizing cases of readmission. All these interventions ensure that patients are closely watched in real-time and more so when a particular patient’s condition worsens. However, future studies are required to support the effectiveness of such interventions for preventing readmissions and enhancing the self-management of heart failure at home (Stergiopoulos, et al 2024). The possible enhancement of the patients’ condition and reduction in the costs of treatment make the telemedicine application an important subject in the management of HF.

    ****References:****

    **Krzesiński, P., Jankowska, E. A., Siebert, J., Galas, A., Piotrowicz, K., Stańczyk, A., Siwołowski, P., Gutknecht, P., Chrom, P., Murawski, P., Walczak, A., Szalewska, D., Banasiak, W., Ponikowski, P., & Gielerak, G. (2022). Effects of an outpatient intervention comprising nurse‐led non‐invasive assessments, telemedicine support and remote cardiologists’ decisions in patients with heart failure (AMULET study): a randomised controlled trial. European Journal of Heart Failure, 24(3), 565–577.**
    **[https://onlinelibrary.wiley.com/doi/abs/10.1002/ejhf.2358](https://onlinelibrary.wiley.com/doi/abs/10.1002/ejhf.2358)**

    **Georgios M. Stergiopoulos, Anissa N. Elayadi, Edward S. Chen, & Panagis Galiatsatos. (2024). The effect of telemedicine employing telemonitoring instruments on readmissions of patients with heart failure and/or COPD: a systematic review. Frontiers in Digital Health, 6.**
    **[https://doi-org.lopes.idm.oclc.org/10.3389/fdgth.2024.1441334](https://doi-org.lopes.idm.oclc.org/10.3389/fdgth.2024.1441334)**

    ****PICO(T) Question:** _Use the PICOT question developed in Topic 1 Discussion Question (DQ) 2 and refine it as needed._**

    **| | | |**
    **| — | — | — |**
    **| **PICO(T) Question Template** |**
    **| **P** | **Population** | In heart failure patients (P) |**
    **| **I** | **Intervention** | How does home-based telemedicine use remote monitoring (I) |**
    **| **C** | **Comparison** | Compared to standard care (C) |**
    **| **O** | **Outcome** | Affect hospital readmission rates (O) |**
    **| **T** | **Timeline**<br>_(optional)_ | Within 12 months (T) |**
    **| **Intervention** |**
    **| In_<br>heart failure patients_(P), how does _<br>home-based telemedicine using remote monitoring_ (I) compared to <br>standard care (C) affect _<br>hospital readmission rates_ (O) within_<br>12 months_(T)? |**
    **| **Problem Statement** |**
    **| It is not known if the implementation of <br>_home-based telemedicine based on remote monitoring_(I) would impact <br>changes on hospital readmission rates (O) among <br>heart failure patients (P). |**

    **| | | | | |**
    **| — | — | — | — | — |**
    **| **Criteria** | **Article 1** | **Article 2** | **Article 3** | **Article 4** |**
    **| **APA Reference**<br>Include the GCU permalink or working link used to access the article | Krzesiński, P., Jankowska, E. A., Siebert, J., Galas, A., Piotrowicz, K., Stańczyk, A., … & Gielerak, G. (2022). Effects of an outpatient intervention comprising nurse‐led non‐invasive assessments, telemedicine support, and remote cardiologists' decisions in patients with heart failure (AMULET study): A randomized controlled trial. <br>_European Journal of Heart Failure, 24_(3), 565-577.<br> <br>[https://onlinelibrary.wiley.com/doi/abs/10.1002/ejhf.2358](https://onlinelibrary.wiley.com/doi/abs/10.1002/ejhf.2358) | Georgios M. Stergiopoulos, Anissa N. Elayadi, Edward S. Chen, & Panagis Galiatsatos. (2024). The effect of telemedicine employing telemonitoring instruments on readmissions of patients with heart failure and/or COPD: a systematic review. Frontiers in Digital Health, 6. <br>[https://doi-org.lopes.idm.oclc.org/10.3389/fdgth.2024.1441334](https://doi-org.lopes.idm.oclc.org/10.3389/fdgth.2024.1441334) | Thi Xuan Hanh Vo, Marie-Pascale Pomey, Loyda Jean Charles, Paula A. B. Ribeiro, Stéphanie Béchard, Émilie Rémillard, Shana Grigoletti, John Nguyen, Pascale Lehoux, Emmanuel Marier-Tétrault, & Francois Tournoux. (2024). Patients’ experience using an app for home remote monitoring of heart failure for a university hospital in Quebec, Canada. BMC Digital Health, 2(1), 1–12. <br>[https://doi-org.lopes.idm.oclc.org/10.1186/s44247-024-00126-4](https://doi-org.lopes.idm.oclc.org/10.1186/s44247-024-00126-4) | Jocelyn Carter, Karen Donelan, & Anne N. Thorndike. (2022). Patient Perspectives on Home-Based Care and Remote Monitoring in Heart Failure: A Qualitative Study. Journal of Primary Care & Community Health, 13. <br>[https://doi-org.lopes.idm.oclc.org/10.1177/21501319221133672](https://doi-org.lopes.idm.oclc.org/10.1177/21501319221133672) |**
    **| **Purpose/Aim of Study** | The paper assesses the effectiveness of nurse-led telecare with referral to remote consultation or the cardiologist in relation to hospital readmission as well as mortality in patients with heart failure. | The following paper aims to determine the effectiveness of telemedicine as well as telemonitoring in decreasing the rate of hospital readmissions among heart failure and COPD patients. | The paper aims to assess the positive and negative aspects of the remote telemonitoring mobile application in heart failure patients and its impact on their disease. | The research aims at describing home-based care and remote monitoring experiences of heart failure patients as well as their perceptions and attitude towards the interventions. |**
    **| **Research question(s)** | Is telecare with telemedicine administered by a nurse effective in lowering hospitalization rates and cardiovascular mortality in heart failure patients? | Does telemedicine use the telemonitoring technique attenuate hospital readmissions among heart failure and COPD patients? | What is the experience of heart failure patients in using a mobile app for home remote monitoring for managing their condition? | What is the patient heart failure perception on home based care and remote monitoring? |**
    **| **Design**<br>Is the article qualitative, quantitative, or mixed methods? Explain how you determined the type of research design. | Quantitative, randomized controlled trial. It is done randomly through selection of patients for the study and assessment of indicators such as rates and number of readmissions and number of deaths. | Quantitative, systematic review of studies. This is established based on the integration of several empirical studies that have sought to ascertain the performance of telemedicine. | Qualitative, semi-structured interviews with thematic analysis. | Qualitative, using semi-structured interviews and thematic analysis. |**
    **| **Setting**<br>Where did the study take place? What type of setting: inpatient, outpatient, etc.? | Outpatient setting in multiple centers across Poland. | Various healthcare settings across multiple studies reviewed. | University hospital in Quebec, Canada. | Primary care and community health settings. |**
    **| **Sample**<br>Number and characteristics of participants | It enrolled 605 patients with heart failure and left ventricular ejection fraction ≤49%. | 29 studies on the telemonitoring in heart failure and COPD, 4,326 patients. | 12 heart failure patients using TakeCare™ app for at least 3 months. | 24 heart failure patients. |**
    **| **Methods**<br>Interventions/Instruments | They were given nurse led assessment with support from telemedicine. Based on the findings, hospital readmissions and mortality are two other factors that were established as outcomes of the condition. | Randomized controlled trials and cohort studies were pool for meta-analysis. | Patients should be asked questions aimed at establishing their experiences with the app. | To probe patient perspectives, in depth interviews. |**
    **| **Analysis**<br>How were the collected data analyzed? | Statistical methods were used on data analysis in order to determine the readmission rates between the intervention and control groups. | Meta-analysis of the readmission rates of the considered trials, which resulted in an aggregate odds ratio for telemedicine interventions. | This paper presents thematic analysis of interview data to identify common themes in patients’ experiences. | The interview data selected for thematic analysis for key themes. |**
    **| **Outcomes/key findings** of the study and implications for nursing practice<br> <br>Summary of study results | According to the findings of the study, telecare had a positive impact in doing away with cases of readmission to the hospital and cases of cardio vascular deaths meaning that telemedicine is very important in the management of chronic illnesses. | The telemedicine telemonitoring examination showed that such strategy helps to decrease the level of readmission to the hospital, and thus refutes the idea that remote care should be limited. | It was evidenced, mostly, that the patients benefited from the app interface, and the general facility achieved through the application to be connected to the healthcare team. | The work of the article is that patients were glad to have an opportunity to get more connected with their healthcare providers and manage diseases easier. |**
    **| **Recommendations of the researcher** | Ideally, one should build on the current application of nurse-led telecare interventions in heart failure treatment and enhance its usage in improving more patient results and the outcome of the healthcare industry’s spending. | Integrate telemedicine and telemonitoring services in the day-to-day practice in the treatment of chronic illnesses to minimize cases of readmissions. | Increase the patient experience component and the approaches used in communiqué to thus increase optimism. | Strengthen patient knowledge concerning the application of remote monitoring technologies and adaptation into their daily schedule. |**
    **| **Explain how this article supports your proposed PICO(T) question.** | This study ties into the disease area of heart failure and the effects of telemedicine interventions on readmissions; therefore, it is closely connected to the PICOT question. | This article directly supports the PICOT question by presenting significant evidence that telemedicine has a positive impact on hospital readmissions. | The presented article sheds light on the patients’ readiness to utilize remote monitoring solutions – one of the key aspects using telemedicine in the case of heart failure. | This article supports the PICOT question by providing information on patient handling with remote monitoring technologies as an important factor that determines the effects of such interventions on hospital readmission. |**

    **© 2023. Grand Canyon University. All Rights Reserved.**

    **11**

    **NRS-445Rubric-RoughDraft-ResearchCritiquesandEvidence-BasedPracticeProposal.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nrs-445rubric-roughdraft-researchcritiquesandevidence-basedpracticeproposal-pdf-10237009)

    **## NRS-445-RS-ResearchCritiquePICOTGuidelines.docx**

    ![cid:D7D4B297-EEAE-4174-AD01-F87097282051@canyon.com](https://www.sweetstudy.com/questions/research-critiques-and-evidence-based-practice-proposal)

    **NRS-445: Research Critiques and Evidence-Based Practice Change Proposal Guidelines**

    Use this document to synthesize the information from your "Literature Evaluation Table" from Topic 1 into a literature review. Successful completion of this assignment requires that you use your conclusions from your literature review to propose an evidence-based practice change.

    **_Introduction_**

    · Introduce your nursing practice problem and discuss the purpose of your paper.

    · State your updated PICOT question incorporating any feedback that you received from your instructor.

    **_Method of Studies_**

    · State the methods of the four articles you are comparing and describe how each method helps answer the associated research question.

    **_Results of Studies/Key Findings_**

    · Summarize the key findings of the four studies.

    **_Outcomes Comparison_**

    · What are the anticipated outcomes for your PICOT question?

    · How do the outcomes of the four articles you chose compare to your anticipated outcomes?

    **_Proposed Evidence-Based Practice Change_**

    · What is the link between the PICOT question, the research articles, and the nursing practice problem you identified?

    · Based on this information, propose an evidence-based practice change to improve outcomes of patient care for your identified setting.

    · Suggest one way to assess outcomes for the proposed practice change to determine whether or not it is effective.

    **_Conclusion_**

    · Your conclusion should summarize the main points in the essay, including a varied restatement of the thesis.

    © 2023. Grand Canyon University. All Rights Reserved.

    2

    ## image1.jpeg

    **## NRS-445-RS-T1-LiteratureEvaluationTable.docx**

    1

    **NRS-445 Topic 1: Literature Evaluation Table**

    **Student Name:**

    **Faculty Name:**

    **Background of Nursing Practice Problem (one paragraph; no more than 250 words):**

    Despite available pharmacologic and non-pharmacologic interventions, patient symptoms often remain poorly managed, and patient prognosis remains poor throughout the world. As widely known, patients with HF have high rates of readmission, mainly because of episodes of worsening of the disease, thus putting a burden on the healthcare facilities and the patients. Conventional approaches to follow-up and supervision of the heart failure patients entail regular hospital check-ups, which are inconvenient, especially for the elderly patients (Krzesiński, et al 2022). New technologies like telemedicine interventions that may include monitoring of the patient’s vital signs at his/her home can be a solution to the problem by enhancing the patient’s quality of care yet minimizing cases of readmission. All these interventions ensure that patients are closely watched in real-time and more so when a particular patient’s condition worsens. However, future studies are required to support the effectiveness of such interventions for preventing readmissions and enhancing the self-management of heart failure at home (Stergiopoulos, et al 2024). The possible enhancement of the patients’ condition and reduction in the costs of treatment make the telemedicine application an important subject in the management of HF.

    ****References:****

    **Krzesiński, P., Jankowska, E. A., Siebert, J., Galas, A., Piotrowicz, K., Stańczyk, A., Siwołowski, P., Gutknecht, P., Chrom, P., Murawski, P., Walczak, A., Szalewska, D., Banasiak, W., Ponikowski, P., & Gielerak, G. (2022). Effects of an outpatient intervention comprising nurse‐led non‐invasive assessments, telemedicine support and remote cardiologists’ decisions in patients with heart failure (AMULET study): a randomised controlled trial. European Journal of Heart Failure, 24(3), 565–577.**
    **[https://onlinelibrary.wiley.com/doi/abs/10.1002/ejhf.2358](https://onlinelibrary.wiley.com/doi/abs/10.1002/ejhf.2358)**

    **Georgios M. Stergiopoulos, Anissa N. Elayadi, Edward S. Chen, & Panagis Galiatsatos. (2024). The effect of telemedicine employing telemonitoring instruments on readmissions of patients with heart failure and/or COPD: a systematic review. Frontiers in Digital Health, 6.**
    **[https://doi-org.lopes.idm.oclc.org/10.3389/fdgth.2024.1441334](https://doi-org.lopes.idm.oclc.org/10.3389/fdgth.2024.1441334)**

    ****PICO(T) Question:** _Use the PICOT question developed in Topic 1 Discussion Question (DQ) 2 and refine it as needed._**

    **| | | |**
    **| — | — | — |**
    **| **PICO(T) Question Template** |**
    **| **P** | **Population** | In heart failure patients (P) |**
    **| **I** | **Intervention** | How does home-based telemedicine use remote monitoring (I) |**
    **| **C** | **Comparison** | Compared to standard care (C) |**
    **| **O** | **Outcome** | Affect hospital readmission rates (O) |**
    **| **T** | **Timeline**<br>_(optional)_ | Within 12 months (T) |**
    **| **Intervention** |**
    **| In_<br>heart failure patients_(P), how does _<br>home-based telemedicine using remote monitoring_ (I) compared to <br>standard care (C) affect _<br>hospital readmission rates_ (O) within_<br>12 months_(T)? |**
    **| **Problem Statement** |**
    **| It is not known if the implementation of <br>_home-based telemedicine based on remote monitoring_(I) would impact <br>changes on hospital readmission rates (O) among <br>heart failure patients (P). |**

    **| | | | | |**
    **| — | — | — | — | — |**
    **| **Criteria** | **Article 1** | **Article 2** | **Article 3** | **Article 4** |**
    **| **APA Reference**<br>Include the GCU permalink or working link used to access the article | Krzesiński, P., Jankowska, E. A., Siebert, J., Galas, A., Piotrowicz, K., Stańczyk, A., … & Gielerak, G. (2022). Effects of an outpatient intervention comprising nurse‐led non‐invasive assessments, telemedicine support, and remote cardiologists' decisions in patients with heart failure (AMULET study): A randomized controlled trial. <br>_European Journal of Heart Failure, 24_(3), 565-577.<br> <br>[https://onlinelibrary.wiley.com/doi/abs/10.1002/ejhf.2358](https://onlinelibrary.wiley.com/doi/abs/10.1002/ejhf.2358) | Georgios M. Stergiopoulos, Anissa N. Elayadi, Edward S. Chen, & Panagis Galiatsatos. (2024). The effect of telemedicine employing telemonitoring instruments on readmissions of patients with heart failure and/or COPD: a systematic review. Frontiers in Digital Health, 6. <br>[https://doi-org.lopes.idm.oclc.org/10.3389/fdgth.2024.1441334](https://doi-org.lopes.idm.oclc.org/10.3389/fdgth.2024.1441334) | Thi Xuan Hanh Vo, Marie-Pascale Pomey, Loyda Jean Charles, Paula A. B. Ribeiro, Stéphanie Béchard, Émilie Rémillard, Shana Grigoletti, John Nguyen, Pascale Lehoux, Emmanuel Marier-Tétrault, & Francois Tournoux. (2024). Patients’ experience using an app for home remote monitoring of heart failure for a university hospital in Quebec, Canada. BMC Digital Health, 2(1), 1–12. <br>[https://doi-org.lopes.idm.oclc.org/10.1186/s44247-024-00126-4](https://doi-org.lopes.idm.oclc.org/10.1186/s44247-024-00126-4) | Jocelyn Carter, Karen Donelan, & Anne N. Thorndike. (2022). Patient Perspectives on Home-Based Care and Remote Monitoring in Heart Failure: A Qualitative Study. Journal of Primary Care & Community Health, 13. <br>[https://doi-org.lopes.idm.oclc.org/10.1177/21501319221133672](https://doi-org.lopes.idm.oclc.org/10.1177/21501319221133672) |**
    **| **Purpose/Aim of Study** | The paper assesses the effectiveness of nurse-led telecare with referral to remote consultation or the cardiologist in relation to hospital readmission as well as mortality in patients with heart failure. | The following paper aims to determine the effectiveness of telemedicine as well as telemonitoring in decreasing the rate of hospital readmissions among heart failure and COPD patients. | The paper aims to assess the positive and negative aspects of the remote telemonitoring mobile application in heart failure patients and its impact on their disease. | The research aims at describing home-based care and remote monitoring experiences of heart failure patients as well as their perceptions and attitude towards the interventions. |**
    **| **Research question(s)** | Is telecare with telemedicine administered by a nurse effective in lowering hospitalization rates and cardiovascular mortality in heart failure patients? | Does telemedicine use the telemonitoring technique attenuate hospital readmissions among heart failure and COPD patients? | What is the experience of heart failure patients in using a mobile app for home remote monitoring for managing their condition? | What is the patient heart failure perception on home based care and remote monitoring? |**
    **| **Design**<br>Is the article qualitative, quantitative, or mixed methods? Explain how you determined the type of research design. | Quantitative, randomized controlled trial. It is done randomly through selection of patients for the study and assessment of indicators such as rates and number of readmissions and number of deaths. | Quantitative, systematic review of studies. This is established based on the integration of several empirical studies that have sought to ascertain the performance of telemedicine. | Qualitative, semi-structured interviews with thematic analysis. | Qualitative, using semi-structured interviews and thematic analysis. |**
    **| **Setting**<br>Where did the study take place? What type of setting: inpatient, outpatient, etc.? | Outpatient setting in multiple centers across Poland. | Various healthcare settings across multiple studies reviewed. | University hospital in Quebec, Canada. | Primary care and community health settings. |**
    **| **Sample**<br>Number and characteristics of participants | It enrolled 605 patients with heart failure and left ventricular ejection fraction ≤49%. | 29 studies on the telemonitoring in heart failure and COPD, 4,326 patients. | 12 heart failure patients using TakeCare™ app for at least 3 months. | 24 heart failure patients. |**
    **| **Methods**<br>Interventions/Instruments | They were given nurse led assessment with support from telemedicine. Based on the findings, hospital readmissions and mortality are two other factors that were established as outcomes of the condition. | Randomized controlled trials and cohort studies were pool for meta-analysis. | Patients should be asked questions aimed at establishing their experiences with the app. | To probe patient perspectives, in depth interviews. |**
    **| **Analysis**<br>How were the collected data analyzed? | Statistical methods were used on data analysis in order to determine the readmission rates between the intervention and control groups. | Meta-analysis of the readmission rates of the considered trials, which resulted in an aggregate odds ratio for telemedicine interventions. | This paper presents thematic analysis of interview data to identify common themes in patients’ experiences. | The interview data selected for thematic analysis for key themes. |**
    **| **Outcomes/key findings** of the study and implications for nursing practice<br> <br>Summary of study results | According to the findings of the study, telecare had a positive impact in doing away with cases of readmission to the hospital and cases of cardio vascular deaths meaning that telemedicine is very important in the management of chronic illnesses. | The telemedicine telemonitoring examination showed that such strategy helps to decrease the level of readmission to the hospital, and thus refutes the idea that remote care should be limited. | It was evidenced, mostly, that the patients benefited from the app interface, and the general facility achieved through the application to be connected to the healthcare team. | The work of the article is that patients were glad to have an opportunity to get more connected with their healthcare providers and manage diseases easier. |**
    **| **Recommendations of the researcher** | Ideally, one should build on the current application of nurse-led telecare interventions in heart failure treatment and enhance its usage in improving more patient results and the outcome of the healthcare industry’s spending. | Integrate telemedicine and telemonitoring services in the day-to-day practice in the treatment of chronic illnesses to minimize cases of readmissions. | Increase the patient experience component and the approaches used in communiqué to thus increase optimism. | Strengthen patient knowledge concerning the application of remote monitoring technologies and adaptation into their daily schedule. |**
    **| **Explain how this article supports your proposed PICO(T) question.** | This study ties into the disease area of heart failure and the effects of telemedicine interventions on readmissions; therefore, it is closely connected to the PICOT question. | This article directly supports the PICOT question by presenting significant evidence that telemedicine has a positive impact on hospital readmissions. | The presented article sheds light on the patients’ readiness to utilize remote monitoring solutions – one of the key aspects using telemedicine in the case of heart failure. | This article supports the PICOT question by providing information on patient handling with remote monitoring technologies as an important factor that determines the effects of such interventions on hospital readmission. |**

    **© 2023. Grand Canyon University. All Rights Reserved.**

    **11**

    **NRS-445Rubric-RoughDraft-ResearchCritiquesandEvidence-BasedPracticeProposal.pdf**

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    Assignments: I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
    **Some requirements are outlined in the grading rubric that are not detailed in this course** **assignment instructions.** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.

    ·      Mechanics: Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
    **Be sure to proofread your papers and DQ posts before submitting to ensure maximum points.** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.

    ·      References:
    _You are required to use scholarly references for this course._ Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.

    ·      Helpful Resources: The GCU library is located at
    [https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
    [https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
    [https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
    [www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource.

    **References:**

    Building Background Knowledge

    **Required**

    Read “Building Background Knowledge” by Neuman et al., located on the Reading Rockets website.

    [https://www.readingrockets.org/topics/background-knowledge/articles/building-background-](https://www.readingrockets.org/topics/background-knowledge/articles/building-background-)

    Knowledge

    Page 9: Activating Prior Knowledge

    **Required**

    Read “Page 9: Activating Prior Knowledge” on the IRIS Center website (2022).

    [https://iris.peabody.vanderbilt.edu/module/sec-rdng/cresource/q3/p09/](https://iris.peabody.vanderbilt.edu/module/sec-rdng/cresource/q3/p09/)

    Classroom Reading Instruction That Supports Struggling Readers: Key Components for Effective Teaching

    **Required**

    Read "Classroom Reading Instruction That Supports Struggling Readers: Key Components for Effective Teaching," by Denton, located

    … Read More

    [http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching](http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching)

    Classroom Strategy Library

    **Required**

    Explore the “Classroom Strategy Library,” located on the Reading Rockets website.

    [https://www.readingrockets](https://www.readingrockets/)

    **Creating Literacy Instruction for All Students**

    **Required**

    Gunning, T. G. (2024).
    _Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13:  9780138161637

    **## Week5assignmentwithRubricandIntructions.docx**

    **Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
    **_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.

    ·
    **Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
    **_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.

    ·
    **References:**
    **_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.

    ·
    **Helpful Resources**: The GCU library is located at
    [https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
    [https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
    [https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
    [www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.

    Assessment Traits

    Benchmark

    Requires Lopeswrite

    Assessment Description

    As you have experienced through working with your mentor during your program, collaboration is a key concept among educators. It allows for the sharing of ideas, resources, and strategies. It promotes growth and allows teachers to reach outside of their personal “toolbox” and build upon one another’s ideas. In Professional Learning Communities (PLCs), teachers discuss student needs, share instructional ideas, and analyze assessment data. As a contributor, you need to be able to prepare and present standards-aligned, effective strategies to your team.

    **Part 1: Resource Handout**

    Choose a grade level in the K-3 range. Create a resource handout for fellow teachers to be presented at your grade-level PLC. The handout should include the following information:

    · Select three components of literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) and provide at least two activities or instructional strategies for teaching each component.

    · State standards that align with each activity or strategy.

    · Academic language that supports the implementation of each activity.

    · At least two opportunities for collaborative practice of academic language and literacy among students and how each opportunity can be used across another subject area.

    · At least one suggestion for each area on how to extend learning for students who demonstrate mastery of that literacy skill.

    · At least one suggestion for how technology can be used to support academic language and literacy in the classroom.

    **Part 2: Video Presentation**

    Imagine you are presenting your resource at your team’s PLC. Record a 3-5 minute video presentation explaining your resource handout. Include the following information in your video:

    · Explain how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks.

    · Briefly explain each activity/strategy and how it supports student learning.

    Support this assignment with a minimum of two scholarly resources.

    Submit your resource handout, a link to the video, and resources in one document.

    Refer to the "Recording, Editing and Uploading a Video or Podcast Guide" to help you become familiar with how to create a video.

    Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.

    Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Ensure that others can access and view your linked video prior to submitting the assignment. If you upload your video to YouTube, select the “unlisted” option.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **_Benchmark Information_**

    _This benchmark assignment assesses the following programmatic competencies and professional standards:_

    _MEd Elementary Education (ITL/NITL)_

    _2.6: Create opportunities for students to collaboratively practice academic language and literacy across subject areas. [InTASC 4(h), 4(l), 5(h), 5(n); TPE 3.5; MC1]_

    _3.3: Collaborate with all stakeholders when designing instruction that meets specific learner needs and engages students in meaningful tasks. [InTASC 7(e), 7(m), 7(o), 8(c), 8(l); TPE 4.6; MC1, MC2]_

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Activities and Instructional Strategies**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    Activities or instructional strategies for teaching each literacy component are ideal.

    **4. Acceptable**

    39.15 points

    Activities or instructional strategies for teaching each literacy component are appropriate.

    **No Submission**

    0 points

    Not addressed.

    **State Standards and Academic Language**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    State standards that align with each activity or instructional strategy are proficient. Academic language that supports each activity or instructional strategy is exceptional.

    **4. Acceptable**

    26.1 points

    State standards that align with each activity or instructional strategy are suitable. Academic language that supports each activity or instructional strategy is solid.

    **No Submission**

    0 points

    Not addressed.

    **Collaborative Practice (B)**

    45 points

    **Criteria Description**

    (C2.6)

    **5. Target**

    45 points

    Opportunities for collaborative practice of academic language and literacy among students are meaningful and explanation of how each opportunity can be used across another subject area is novel.

    **4. Acceptable**

    39.15 points

    Opportunities for collaborative practice of academic language and literacy among students are significant and explanation of how each opportunity can be used across another subject area is noteworthy.

    **No Submission**

    0 points

    Not addressed.

    **Extending Learning and Technology Support**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    Suggestion of ways to extend learning for students who demonstrate mastery of literacy skills are innovative. Suggestion for how technology can be used to support academic language and literacy in the classroom demonstrates best practice.

    **4. Acceptable**

    39.15 points

    Suggestion of ways to extend learning for students who demonstrate mastery of literacy skills are reasonable. Suggestion for how technology can be used to support academic language and literacy in the classroom is appropriate.

    **No Submission**

    0 points

    Not addressed.

    **Collaboration with Other Educators (B)**

    30 points

    **Criteria Description**

    (C3.3)

    **5. Target**

    30 points

    Explanation of how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks is advanced.

    **4. Acceptable**

    26.1 points

    Explanation of how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks is sound.

    **No Submission**

    0 points

    Not addressed.

    **Explanation of Each Activity in the Video**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    Explanation of each activity/strategy in the video and how it supports student learning is superior.

    **4. Acceptable**

    39.15 points

    Explanation of each activity/strategy in the video and how it supports student learning is concise.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    The content is well-organized and logical. It presents ideas sequentially and relates to each other. The content is presented as a cohesive unit, giving the audience a clear sense of the main idea.

    **4. Acceptable**

    13.05 points

    The content is logically organized, and the ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Professionalism**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Appearance and manner exhibit appropriate professionalism within the video. The video is taken within an environment totally free of distraction.

    **4. Acceptable**

    13.05 points

    Appearance and manner exhibit adequate professionalism within the video. The video is taken within an environment relatively free of distraction.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    15 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    15 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    13.05 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **## Week5assignmentwithRubricandIntructions.docx**

    **Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
    **_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.

    ·
    **Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
    **_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.

    ·
    **References:**
    **_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.

    ·
    **Helpful Resources**: The GCU library is located at
    [https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
    [https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
    [https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
    [www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.

    Assessment Traits

    Benchmark

    Requires Lopeswrite

    Assessment Description

    As you have experienced through working with your mentor during your program, collaboration is a key concept among educators. It allows for the sharing of ideas, resources, and strategies. It promotes growth and allows teachers to reach outside of their personal “toolbox” and build upon one another’s ideas. In Professional Learning Communities (PLCs), teachers discuss student needs, share instructional ideas, and analyze assessment data. As a contributor, you need to be able to prepare and present standards-aligned, effective strategies to your team.

    **Part 1: Resource Handout**

    Choose a grade level in the K-3 range. Create a resource handout for fellow teachers to be presented at your grade-level PLC. The handout should include the following information:

    · Select three components of literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) and provide at least two activities or instructional strategies for teaching each component.

    · State standards that align with each activity or strategy.

    · Academic language that supports the implementation of each activity.

    · At least two opportunities for collaborative practice of academic language and literacy among students and how each opportunity can be used across another subject area.

    · At least one suggestion for each area on how to extend learning for students who demonstrate mastery of that literacy skill.

    · At least one suggestion for how technology can be used to support academic language and literacy in the classroom.

    **Part 2: Video Presentation**

    Imagine you are presenting your resource at your team’s PLC. Record a 3-5 minute video presentation explaining your resource handout. Include the following information in your video:

    · Explain how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks.

    · Briefly explain each activity/strategy and how it supports student learning.

    Support this assignment with a minimum of two scholarly resources.

    Submit your resource handout, a link to the video, and resources in one document.

    Refer to the "Recording, Editing and Uploading a Video or Podcast Guide" to help you become familiar with how to create a video.

    Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.

    Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Ensure that others can access and view your linked video prior to submitting the assignment. If you upload your video to YouTube, select the “unlisted” option.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **_Benchmark Information_**

    _This benchmark assignment assesses the following programmatic competencies and professional standards:_

    _MEd Elementary Education (ITL/NITL)_

    _2.6: Create opportunities for students to collaboratively practice academic language and literacy across subject areas. [InTASC 4(h), 4(l), 5(h), 5(n); TPE 3.5; MC1]_

    _3.3: Collaborate with all stakeholders when designing instruction that meets specific learner needs and engages students in meaningful tasks. [InTASC 7(e), 7(m), 7(o), 8(c), 8(l); TPE 4.6; MC1, MC2]_

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Activities and Instructional Strategies**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    Activities or instructional strategies for teaching each literacy component are ideal.

    **4. Acceptable**

    39.15 points

    Activities or instructional strategies for teaching each literacy component are appropriate.

    **No Submission**

    0 points

    Not addressed.

    **State Standards and Academic Language**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    State standards that align with each activity or instructional strategy are proficient. Academic language that supports each activity or instructional strategy is exceptional.

    **4. Acceptable**

    26.1 points

    State standards that align with each activity or instructional strategy are suitable. Academic language that supports each activity or instructional strategy is solid.

    **No Submission**

    0 points

    Not addressed.

    **Collaborative Practice (B)**

    45 points

    **Criteria Description**

    (C2.6)

    **5. Target**

    45 points

    Opportunities for collaborative practice of academic language and literacy among students are meaningful and explanation of how each opportunity can be used across another subject area is novel.

    **4. Acceptable**

    39.15 points

    Opportunities for collaborative practice of academic language and literacy among students are significant and explanation of how each opportunity can be used across another subject area is noteworthy.

    **No Submission**

    0 points

    Not addressed.

    **Extending Learning and Technology Support**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    Suggestion of ways to extend learning for students who demonstrate mastery of literacy skills are innovative. Suggestion for how technology can be used to support academic language and literacy in the classroom demonstrates best practice.

    **4. Acceptable**

    39.15 points

    Suggestion of ways to extend learning for students who demonstrate mastery of literacy skills are reasonable. Suggestion for how technology can be used to support academic language and literacy in the classroom is appropriate.

    **No Submission**

    0 points

    Not addressed.

    **Collaboration with Other Educators (B)**

    30 points

    **Criteria Description**

    (C3.3)

    **5. Target**

    30 points

    Explanation of how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks is advanced.

    **4. Acceptable**

    26.1 points

    Explanation of how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks is sound.

    **No Submission**

    0 points

    Not addressed.

    **Explanation of Each Activity in the Video**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    Explanation of each activity/strategy in the video and how it supports student learning is superior.

    **4. Acceptable**

    39.15 points

    Explanation of each activity/strategy in the video and how it supports student learning is concise.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    The content is well-organized and logical. It presents ideas sequentially and relates to each other. The content is presented as a cohesive unit, giving the audience a clear sense of the main idea.

    **4. Acceptable**

    13.05 points

    The content is logically organized, and the ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Professionalism**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Appearance and manner exhibit appropriate professionalism within the video. The video is taken within an environment totally free of distraction.

    **4. Acceptable**

    13.05 points

    Appearance and manner exhibit adequate professionalism within the video. The video is taken within an environment relatively free of distraction.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    15 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    15 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    13.05 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **## IntructionandReferencestouseforweek5assignment.docx**

    Assignments: I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
    **Some requirements are outlined in the grading rubric that are not detailed in this course** **assignment instructions.** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.

    ·      Mechanics: Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
    **Be sure to proofread your papers and DQ posts before submitting to ensure maximum points.** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.

    ·      References:
    _You are required to use scholarly references for this course._ Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.

    ·      Helpful Resources: The GCU library is located at
    [https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
    [https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
    [https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
    [www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource.

    **References:**

    Building Background Knowledge

    **Required**

    Read “Building Background Knowledge” by Neuman et al., located on the Reading Rockets website.

    [https://www.readingrockets.org/topics/background-knowledge/articles/building-background-](https://www.readingrockets.org/topics/background-knowledge/articles/building-background-)

    Knowledge

    Page 9: Activating Prior Knowledge

    **Required**

    Read “Page 9: Activating Prior Knowledge” on the IRIS Center website (2022).

    [https://iris.peabody.vanderbilt.edu/module/sec-rdng/cresource/q3/p09/](https://iris.peabody.vanderbilt.edu/module/sec-rdng/cresource/q3/p09/)

    Classroom Reading Instruction That Supports Struggling Readers: Key Components for Effective Teaching

    **Required**

    Read "Classroom Reading Instruction That Supports Struggling Readers: Key Components for Effective Teaching," by Denton, located

    … Read More

    [http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching](http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching)

    Classroom Strategy Library

    **Required**

    Explore the “Classroom Strategy Library,” located on the Reading Rockets website.

    [https://www.readingrockets](https://www.readingrockets/)

    **Creating Literacy Instruction for All Students**

    **Required**

    Gunning, T. G. (2024).
    _Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13:  9780138161637

    **## Week5assignmentwithRubricandIntructions.docx**

    **Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
    **_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.

    ·
    **Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
    **_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.

    ·
    **References:**
    **_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.

    ·
    **Helpful Resources**: The GCU library is located at
    [https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
    [https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
    [https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
    [www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.

    Assessment Traits

    Benchmark

    Requires Lopeswrite

    Assessment Description

    As you have experienced through working with your mentor during your program, collaboration is a key concept among educators. It allows for the sharing of ideas, resources, and strategies. It promotes growth and allows teachers to reach outside of their personal “toolbox” and build upon one another’s ideas. In Professional Learning Communities (PLCs), teachers discuss student needs, share instructional ideas, and analyze assessment data. As a contributor, you need to be able to prepare and present standards-aligned, effective strategies to your team.

    **Part 1: Resource Handout**

    Choose a grade level in the K-3 range. Create a resource handout for fellow teachers to be presented at your grade-level PLC. The handout should include the following information:

    · Select three components of literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) and provide at least two activities or instructional strategies for teaching each component.

    · State standards that align with each activity or strategy.

    · Academic language that supports the implementation of each activity.

    · At least two opportunities for collaborative practice of academic language and literacy among students and how each opportunity can be used across another subject area.

    · At least one suggestion for each area on how to extend learning for students who demonstrate mastery of that literacy skill.

    · At least one suggestion for how technology can be used to support academic language and literacy in the classroom.

    **Part 2: Video Presentation**

    Imagine you are presenting your resource at your team’s PLC. Record a 3-5 minute video presentation explaining your resource handout. Include the following information in your video:

    · Explain how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks.

    · Briefly explain each activity/strategy and how it supports student learning.

    Support this assignment with a minimum of two scholarly resources.

    Submit your resource handout, a link to the video, and resources in one document.

    Refer to the "Recording, Editing and Uploading a Video or Podcast Guide" to help you become familiar with how to create a video.

    Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.

    Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Ensure that others can access and view your linked video prior to submitting the assignment. If you upload your video to YouTube, select the “unlisted” option.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **_Benchmark Information_**

    _This benchmark assignment assesses the following programmatic competencies and professional standards:_

    _MEd Elementary Education (ITL/NITL)_

    _2.6: Create opportunities for students to collaboratively practice academic language and literacy across subject areas. [InTASC 4(h), 4(l), 5(h), 5(n); TPE 3.5; MC1]_

    _3.3: Collaborate with all stakeholders when designing instruction that meets specific learner needs and engages students in meaningful tasks. [InTASC 7(e), 7(m), 7(o), 8(c), 8(l); TPE 4.6; MC1, MC2]_

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Activities and Instructional Strategies**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    Activities or instructional strategies for teaching each literacy component are ideal.

    **4. Acceptable**

    39.15 points

    Activities or instructional strategies for teaching each literacy component are appropriate.

    **No Submission**

    0 points

    Not addressed.

    **State Standards and Academic Language**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    State standards that align with each activity or instructional strategy are proficient. Academic language that supports each activity or instructional strategy is exceptional.

    **4. Acceptable**

    26.1 points

    State standards that align with each activity or instructional strategy are suitable. Academic language that supports each activity or instructional strategy is solid.

    **No Submission**

    0 points

    Not addressed.

    **Collaborative Practice (B)**

    45 points

    **Criteria Description**

    (C2.6)

    **5. Target**

    45 points

    Opportunities for collaborative practice of academic language and literacy among students are meaningful and explanation of how each opportunity can be used across another subject area is novel.

    **4. Acceptable**

    39.15 points

    Opportunities for collaborative practice of academic language and literacy among students are significant and explanation of how each opportunity can be used across another subject area is noteworthy.

    **No Submission**

    0 points

    Not addressed.

    **Extending Learning and Technology Support**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    Suggestion of ways to extend learning for students who demonstrate mastery of literacy skills are innovative. Suggestion for how technology can be used to support academic language and literacy in the classroom demonstrates best practice.

    **4. Acceptable**

    39.15 points

    Suggestion of ways to extend learning for students who demonstrate mastery of literacy skills are reasonable. Suggestion for how technology can be used to support academic language and literacy in the classroom is appropriate.

    **No Submission**

    0 points

    Not addressed.

    **Collaboration with Other Educators (B)**

    30 points

    **Criteria Description**

    (C3.3)

    **5. Target**

    30 points

    Explanation of how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks is advanced.

    **4. Acceptable**

    26.1 points

    Explanation of how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks is sound.

    **No Submission**

    0 points

    Not addressed.

    **Explanation of Each Activity in the Video**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    Explanation of each activity/strategy in the video and how it supports student learning is superior.

    **4. Acceptable**

    39.15 points

    Explanation of each activity/strategy in the video and how it supports student learning is concise.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    The content is well-organized and logical. It presents ideas sequentially and relates to each other. The content is presented as a cohesive unit, giving the audience a clear sense of the main idea.

    **4. Acceptable**

    13.05 points

    The content is logically organized, and the ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Professionalism**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Appearance and manner exhibit appropriate professionalism within the video. The video is taken within an environment totally free of distraction.

    **4. Acceptable**

    13.05 points

    Appearance and manner exhibit adequate professionalism within the video. The video is taken within an environment relatively free of distraction.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    15 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    15 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    13.05 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.

    **## IntructionandReferencestouseforweek5assignment.docx**

    Assignments: I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
    **Some requirements are outlined in the grading rubric that are not detailed in this course** **assignment instructions.** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.

    ·      Mechanics: Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
    **Be sure to proofread your papers and DQ posts before submitting to ensure maximum points.** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.

    ·      References:
    _You are required to use scholarly references for this course._ Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.

    ·      Helpful Resources: The GCU library is located at
    [https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
    [https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
    [https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
    [www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource.

    **References:**

    Building Background Knowledge

    **Required**

    Read “Building Background Knowledge” by Neuman et al., located on the Reading Rockets website.

    [https://www.readingrockets.org/topics/background-knowledge/articles/building-background-](https://www.readingrockets.org/topics/background-knowledge/articles/building-background-)

    Knowledge

    Page 9: Activating Prior Knowledge

    **Required**

    Read “Page 9: Activating Prior Knowledge” on the IRIS Center website (2022).

    [https://iris.peabody.vanderbilt.edu/module/sec-rdng/cresource/q3/p09/](https://iris.peabody.vanderbilt.edu/module/sec-rdng/cresource/q3/p09/)

    Classroom Reading Instruction That Supports Struggling Readers: Key Components for Effective Teaching

    **Required**

    Read "Classroom Reading Instruction That Supports Struggling Readers: Key Components for Effective Teaching," by Denton, located

    … Read More

    [http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching](http://www.rtinetwork.org/essential/tieredinstruction/tier1/effectiveteaching)

    Classroom Strategy Library

    **Required**

    Explore the “Classroom Strategy Library,” located on the Reading Rockets website.

    [https://www.readingrockets](https://www.readingrockets/)

    **Creating Literacy Instruction for All Students**

    **Required**

    Gunning, T. G. (2024).
    _Creating literacy instruction for all students_ (11th ed.). Pearson. ISBN-13:  9780138161637

    **## Week5assignmentwithRubricandIntructions.docx**

    **Assignments:** I follow the grading rubric closely. Always read the assignment rubric prior to starting your assignments to fully understand the assignment requirements.
    **_Some requirements are outlined in the grading rubric that are not detailed in this course_** **_assignment instructions._** It is recommended that you use the writing template posted in the resources section of the course room for assignments and label each section of your paper based on the topic or what the question is asking. This will ensure you cover all requirements of the assignment and assists in the grading process. Be sure to reach out if you have questions.

    ·
    **Mechanics:** Graduate writing requires critical thinking, analysis, synthesis, and evaluation of theory and concepts.
    **_Be sure to proofread your papers and DQ posts before submitting to ensure maximum points._** Examples of errors with mechanics are errors in spelling, grammar, punctuation, and use of passive voice.

    ·
    **References:**
    **_You are required to use scholarly references for this course._** Scholarly references are articles and resources in the course room, peer reviewed articles in the GCU library and government websites ending in .gov. You are strongly discouraged from using other websites as references.

    ·
    **Helpful Resources**: The GCU library is located at
    [https://library.gcu.edu](https://urldefense.com/v3/__https:/library.gcu.edu__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swPTXbPX0$) and can assist you in locating appropriate scholarly references and research for your course assignments. For assistance with APA, please use the GCU library guide:
    [https://libguides.gcu.edu/APA](https://urldefense.com/v3/__https:/libguides.gcu.edu/APA__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swzAbInbE$) or the Student Writing Center. You are also encouraged to use the APA style website at
    [https://apastyle.apa.org](https://urldefense.com/v3/__https:/apastyle.apa.org__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1swWEQK3WE$) to assist with APA format and mechanics. You can use
    [www.grammarly.com](https://urldefense.com/v3/__http:/www.grammarly.com__;!!Pwvz7ORF!NHu390Y9gVsSKozwR3OKKO15avVk_5ON5qWLY3i6aM1pw9NAs7WiCF3wMwrI9GajeMGOty74L1sw6VVa01Y$) as a resource to assist with proofreading your work prior to submitting.

    Assessment Traits

    Benchmark

    Requires Lopeswrite

    Assessment Description

    As you have experienced through working with your mentor during your program, collaboration is a key concept among educators. It allows for the sharing of ideas, resources, and strategies. It promotes growth and allows teachers to reach outside of their personal “toolbox” and build upon one another’s ideas. In Professional Learning Communities (PLCs), teachers discuss student needs, share instructional ideas, and analyze assessment data. As a contributor, you need to be able to prepare and present standards-aligned, effective strategies to your team.

    **Part 1: Resource Handout**

    Choose a grade level in the K-3 range. Create a resource handout for fellow teachers to be presented at your grade-level PLC. The handout should include the following information:

    · Select three components of literacy (i.e., phonemic awareness, phonics, fluency, vocabulary, and comprehension) and provide at least two activities or instructional strategies for teaching each component.

    · State standards that align with each activity or strategy.

    · Academic language that supports the implementation of each activity.

    · At least two opportunities for collaborative practice of academic language and literacy among students and how each opportunity can be used across another subject area.

    · At least one suggestion for each area on how to extend learning for students who demonstrate mastery of that literacy skill.

    · At least one suggestion for how technology can be used to support academic language and literacy in the classroom.

    **Part 2: Video Presentation**

    Imagine you are presenting your resource at your team’s PLC. Record a 3-5 minute video presentation explaining your resource handout. Include the following information in your video:

    · Explain how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks.

    · Briefly explain each activity/strategy and how it supports student learning.

    Support this assignment with a minimum of two scholarly resources.

    Submit your resource handout, a link to the video, and resources in one document.

    Refer to the "Recording, Editing and Uploading a Video or Podcast Guide" to help you become familiar with how to create a video.

    Remember, video and audio quality are important and should be taken into consideration. Ensure your video is filmed with sufficient lighting and the volume is adequate for viewers to hear. Intonation, expression, proper speech, and professional attire are expected.

    Use an online video platform such as Loom, YouTube, or Vimeo to upload your completed video. Ensure that others can access and view your linked video prior to submitting the assignment. If you upload your video to YouTube, select the “unlisted” option.

    While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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

    You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

    **_Benchmark Information_**

    _This benchmark assignment assesses the following programmatic competencies and professional standards:_

    _MEd Elementary Education (ITL/NITL)_

    _2.6: Create opportunities for students to collaboratively practice academic language and literacy across subject areas. [InTASC 4(h), 4(l), 5(h), 5(n); TPE 3.5; MC1]_

    _3.3: Collaborate with all stakeholders when designing instruction that meets specific learner needs and engages students in meaningful tasks. [InTASC 7(e), 7(m), 7(o), 8(c), 8(l); TPE 4.6; MC1, MC2]_

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Activities and Instructional Strategies**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    Activities or instructional strategies for teaching each literacy component are ideal.

    **4. Acceptable**

    39.15 points

    Activities or instructional strategies for teaching each literacy component are appropriate.

    **No Submission**

    0 points

    Not addressed.

    **State Standards and Academic Language**

    30 points

    **Criteria Description**

    **5. Target**

    30 points

    State standards that align with each activity or instructional strategy are proficient. Academic language that supports each activity or instructional strategy is exceptional.

    **4. Acceptable**

    26.1 points

    State standards that align with each activity or instructional strategy are suitable. Academic language that supports each activity or instructional strategy is solid.

    **No Submission**

    0 points

    Not addressed.

    **Collaborative Practice (B)**

    45 points

    **Criteria Description**

    (C2.6)

    **5. Target**

    45 points

    Opportunities for collaborative practice of academic language and literacy among students are meaningful and explanation of how each opportunity can be used across another subject area is novel.

    **4. Acceptable**

    39.15 points

    Opportunities for collaborative practice of academic language and literacy among students are significant and explanation of how each opportunity can be used across another subject area is noteworthy.

    **No Submission**

    0 points

    Not addressed.

    **Extending Learning and Technology Support**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    Suggestion of ways to extend learning for students who demonstrate mastery of literacy skills are innovative. Suggestion for how technology can be used to support academic language and literacy in the classroom demonstrates best practice.

    **4. Acceptable**

    39.15 points

    Suggestion of ways to extend learning for students who demonstrate mastery of literacy skills are reasonable. Suggestion for how technology can be used to support academic language and literacy in the classroom is appropriate.

    **No Submission**

    0 points

    Not addressed.

    **Collaboration with Other Educators (B)**

    30 points

    **Criteria Description**

    (C3.3)

    **5. Target**

    30 points

    Explanation of how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks is advanced.

    **4. Acceptable**

    26.1 points

    Explanation of how sharing resources and collaborating with other educators when designing instruction supports specific learner needs and promotes student engagement in meaningful tasks is sound.

    **No Submission**

    0 points

    Not addressed.

    **Explanation of Each Activity in the Video**

    45 points

    **Criteria Description**

    **5. Target**

    45 points

    Explanation of each activity/strategy in the video and how it supports student learning is superior.

    **4. Acceptable**

    39.15 points

    Explanation of each activity/strategy in the video and how it supports student learning is concise.

    **No Submission**

    0 points

    Not addressed.

    **Organization**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    The content is well-organized and logical. It presents ideas sequentially and relates to each other. The content is presented as a cohesive unit, giving the audience a clear sense of the main idea.

    **4. Acceptable**

    13.05 points

    The content is logically organized, and the ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **No Submission**

    0 points

    Not addressed.

    **Professionalism**

    15 points

    **Criteria Description**

    **5. Target**

    15 points

    Appearance and manner exhibit appropriate professionalism within the video. The video is taken within an environment totally free of distraction.

    **4. Acceptable**

    13.05 points

    Appearance and manner exhibit adequate professionalism within the video. The video is taken within an environment relatively free of distraction.

    **No Submission**

    0 points

    Not addressed.

    **Supporting Research and Documentation of Sources**

    15 points

    **Criteria Description**

    Uses appropriate designated style and formatting to document sources in citations and references.

    **5. Target**

    15 points

    Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

    **4. Acceptable**

    13.05 points

    Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.