Tag: PayPal Instant Download

  • [Solved] nurs 507CL Soap note

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (3)** – ## nurs507CLsoap.docx – ## 507CLSOAPNoteTemplateBlank.docx – SOAPNoteRubric.pdf **## nurs507CLsoap.docx** Background information · A.A is a 14 year female · Coming in to the doctor appointment to renew her epi pen · Has a peanut allergy but no allergy to medications · N…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (3)**

    – ## nurs507CLsoap.docx

    – ## 507CLSOAPNoteTemplateBlank.docx

    – SOAPNoteRubric.pdf

    **## nurs507CLsoap.docx**

    Background information

    · A.A is a 14 year female

    · Coming in to the doctor appointment to renew her epi pen

    · Has a peanut allergy but no allergy to medications

    · No past medical history or surgery

    ![null](https://www.sweetstudy.com/questions/nurs-507cl-soap-note)

    ![icon](https://www.sweetstudy.com/questions/nurs-507cl-soap-note)**_SOAP Note 1_**

    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

    **Instructions:**

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

    For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

    | | |
    | — | — |
    | **S** = | Subjective data: Patient’s Chief Complaint (CC). |
    | **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
    | **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
    | **P** = | Plan: Treatment, diagnostic testing, and follow up |

    [Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715/download?download_frd=1)

    **Submission Instructions:**

    · Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

    · You must use the template provided. Turnitin will recognize the template and not score against it.

    ## image1.png

    ## image2.png

    **## 507CLSOAPNoteTemplateBlank.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **SOAPNoteRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnoterubric-pdf-10237685)

    **SOAPNoteRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnoterubric-pdf-10237685)

    **## nurs507CLsoap.docx**

    Background information

    · A.A is a 14 year female

    · Coming in to the doctor appointment to renew her epi pen

    · Has a peanut allergy but no allergy to medications

    · No past medical history or surgery

    ![null](https://www.sweetstudy.com/questions/nurs-507cl-soap-note)

    ![icon](https://www.sweetstudy.com/questions/nurs-507cl-soap-note)**_SOAP Note 1_**

    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

    **Instructions:**

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

    For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

    | | |
    | — | — |
    | **S** = | Subjective data: Patient’s Chief Complaint (CC). |
    | **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
    | **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
    | **P** = | Plan: Treatment, diagnostic testing, and follow up |

    [Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715/download?download_frd=1)

    **Submission Instructions:**

    · Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

    · You must use the template provided. Turnitin will recognize the template and not score against it.

    ## image1.png

    ## image2.png

    **## 507CLSOAPNoteTemplateBlank.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **SOAPNoteRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnoterubric-pdf-10237685)

    **## nurs507CLsoap.docx**

    Background information

    · A.A is a 14 year female

    · Coming in to the doctor appointment to renew her epi pen

    · Has a peanut allergy but no allergy to medications

    · No past medical history or surgery

    ![null](https://www.sweetstudy.com/questions/nurs-507cl-soap-note)

    ![icon](https://www.sweetstudy.com/questions/nurs-507cl-soap-note)**_SOAP Note 1_**

    A SOAP note is a method of documentation employed by healthcare providers to record and communicate patient information in a clear, structured, and in an organized manner. This assignment will provide students with the necessary tools to document patient care effectively, enhance their clinical skills, and prepare them for their roles as competent healthcare providers.

    **Instructions:**

    SOAP is an acronym that stands for Subjective, Objective, Assessment, and Plan. The episodic SOAP note is to be written using the attached template below.

    For all the SOAP note assignments, you will write a SOAP note about one of your patients and use the following acronym:

    | | |
    | — | — |
    | **S** = | Subjective data: Patient’s Chief Complaint (CC). |
    | **O** = | Objective data: Including client behavior, physical assessment, vital signs, and meds. |
    | **A** = | Assessment: Diagnosis of the patient's condition. Include differential diagnosis. |
    | **P** = | Plan: Treatment, diagnostic testing, and follow up |

    [Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715?wrap=1) [Download Click here to access and download the SOAP Note Template](https://stu.instructure.com/courses/44797/files/3407715/download?download_frd=1)

    **Submission Instructions:**

    · Your SOAP note should be clear and concise and students will lose points for improper grammar, punctuation, and misspellings.

    · You must use the template provided. Turnitin will recognize the template and not score against it.

    ## image1.png

    ## image2.png

    **## 507CLSOAPNoteTemplateBlank.docx**

    | | |
    | — | — |
    | SOAP NOTE TEMPLATE<br>Review the Rubric for more Guidance |
    | _Demographics_ | |
    | _Chief Complaint (Reason for seeking health care)_ | |
    | _History of Present Illness (HPI)_ | |
    | _Allergies_ | |
    | _Review of Systems (ROS)_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: <br>Nutrition:<br>Sleep/Rest:<br>LMP: <br>STI Hx: |
    | _Vital Signs_ | |
    | _Labs_ | |
    | _Medications_ | |
    | _Past Medical History_ | |
    | _Past Surgical History_ | |
    | _Family History_ | |
    | _Social History_ | |
    | _Health Maintenance/ Screenings_ | |
    | _Physical Examination_ | General: <br>HEENT:<br>Neck: <br>Lungs:<br>Cardio<br>Breast: <br>GI: <br>M/F genital:<br>GU: <br>Neuro<br>Musculo:<br>Activity:<br>Psychosocial: <br>Derm: |
    | _Diagnosis_ | |
    | _Differential Diagnosis_ | |
    | _ICD 10 Coding_ | |
    | _Pharmacologic treatment plan_ | |
    | _Diagnostic/Lab Testing_ | |
    | _Education_ | |
    | _Anticipatory Guidance_ | |
    | _Follow up plan_ | |
    | _Prescription_ | See Below (scroll down) |
    | _References_ | |
    | _Grammar_ | |

    | |
    | — |
    | EA#: 101010101 STU Clinic LIC# 10000000 |
    | Tel: (000) 555-1234 FAX: (000) 555-12222 |
    | Patient Name: (Initials)______________________________ Age ___________<br>Date: _______________<br>RX ______________________________________<br>SIG:<br>Dispense: ___________ Refill: _________________<br>No Substitution<br> <br>Signature:____________________________________________________________ |

    Signature (with appropriate credentials):_____________________________________

    References (must use current evidence-based guidelines used to guide the care [Mandatory])

    **SOAPNoteRubric.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/soapnoterubric-pdf-10237685)

  • [Solved] nursing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering nursing.

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    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

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 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…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    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)

    **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**

    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**

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

  • [Solved] Education I need help with homework

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need help with homework – 2 years ago **files (2)** – ## IntructionandReferencestouseforweek5assignment.docx – ## Week5assignmentwithRubricandIntructions.docx **## IntructionandReferencestouseforweek5assignment.docx** Assignments: I follow the grading rubric closely. Always read the assignment rub…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    I need help with homework

    – 2 years ago

    **files (2)**

    – ## IntructionandReferencestouseforweek5assignment.docx

    – ## Week5assignmentwithRubricandIntructions.docx

    **## 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.

    **## 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.

  • [Solved] Research Question

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering Research Question.

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

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

  • [Solved] Interview

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – [\ \ IMG_0629.PNG](https://www.sweetstudy.com/files/img-0629-png "IMG_0629.PNG") – [\ \ IMG_0617.PNG](https://www.sweetstudy.com/files/img-0617-png "IMG_0617.PNG") – [\ \ IMG_0616.PNG](https://www.sweetstudy.com/files/img-0616-png "IMG_0616.PNG") – [\ \ IMG_0621.PNG](https://www.sweets…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – [\
    \
    IMG_0629.PNG](https://www.sweetstudy.com/files/img-0629-png "IMG_0629.PNG")
    – [\
    \
    IMG_0617.PNG](https://www.sweetstudy.com/files/img-0617-png "IMG_0617.PNG")
    – [\
    \
    IMG_0616.PNG](https://www.sweetstudy.com/files/img-0616-png "IMG_0616.PNG")
    – [\
    \
    IMG_0621.PNG](https://www.sweetstudy.com/files/img-0621-png "IMG_0621.PNG")
    – [\
    \
    IMG_0622.PNG](https://www.sweetstudy.com/files/img-0622-png-10238123 "IMG_0622.PNG")
    – [\
    \
    IMG_0619.PNG](https://www.sweetstudy.com/files/img-0619-png-10238125 "IMG_0619.PNG")
    – [\
    \
    IMG_0627.PNG](https://www.sweetstudy.com/files/img-0627-png "IMG_0627.PNG")
    – [\
    \
    IMG_0625.PNG](https://www.sweetstudy.com/files/img-0625-png "IMG_0625.PNG")
    – [\
    \
    IMG_0626.PNG](https://www.sweetstudy.com/files/img-0626-png "IMG_0626.PNG")
    – [\
    \
    IMG_0618.PNG](https://www.sweetstudy.com/files/img-0618-png "IMG_0618.PNG")
    – [\
    \
    IMG_0620.PNG](https://www.sweetstudy.com/files/img-0620-png-10238135 "IMG_0620.PNG")
    – [\
    \
    IMG_0624.PNG](https://www.sweetstudy.com/files/img-0624-png-10238137 "IMG_0624.PNG")
    – [\
    \
    IMG_0623.PNG](https://www.sweetstudy.com/files/img-0623-png-10238139 "IMG_0623.PNG")
    – [\
    \
    IMG_0628.PNG](https://www.sweetstudy.com/files/img-0628-png-10238141 "IMG_0628.PNG")

    – 2 years ago

  • [Solved] Response

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    See Attachment – 2 years ago **files (1)** – ## 6ab3RespOUT.pdf **## 6ab3RespOUT.pdf** Quant/Qual Response WHAT : REPLY to the TWO Discussion Posts FORMAT : APA with In-text Citation and Reference List REFERENCES : TWO Peer-Reviewed references minimum within last 5 years INCLUDE : Turnitin Report \…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    See Attachment

    – 2 years ago

    **files (1)**

    – ## 6ab3RespOUT.pdf

    **## 6ab3RespOUT.pdf**

    Quant/Qual Response

    WHAT : REPLY to the TWO Discussion Posts

    FORMAT : APA with In-text Citation and Reference List

    REFERENCES : TWO Peer-Reviewed references minimum within last 5 years

    INCLUDE : Turnitin Report

    \* Please and THANK YOU *

    \_\_\_____________________

    MaGe

    Discussion Post Reply #1

    When comparing quantitative and qualitative research, it is clear they have different
    approaches to understanding the world. Quantitative research focuses on numbers and
    measurable data. Researchers use surveys, experiments, and statistical analysis to test
    theories and hypotheses. (Creswell & Creswell, 2018), An example of this type of
    research would be a study of the effectiveness of medications. The Quantitative
    method collects numerical data and analyzes it to look for patterns.

    Qualitative research is quite different from quantitative as it researches people’s
    experiences, thoughts, and emotions rather than numerical data. This type of research
    focuses on why things happen using methods such as observations and interviews.
    The goal of qualitative research is to answer more open-ended questions. (Bhandari,
    2023). A good example of a qualitative research method would be exploring how
    behavioral health patients feel about their medical treatment using observations and
    surveys.

    Another type of research is descriptive research, which can often be confused with
    qualitative research but is different. Descriptive research is a specific form of
    quantitative research that aims to outline the characteristics of populations without an
    explanation for cause and effect (Creswell & Creswell, 2018). Descriptive research
    focuses on making a clear picture of a specific phenomenon rather than looking into
    the deeper causes of it.

    Understanding the differences between quantitative, qualitative, and descriptive
    research is important for selecting the correct approach to answer research questions.
    Each of these methods has its strengths and is valuable depending on the specific
    goals of a study.

    JuKi

    Discussion Post Reply #2

    For week three assignment, I used the PICO(T) question: In adults with depression (P),
    does cognitive behavioral therapy (CBT) (I), compared to no CBT (C), reduce
    depressive symptoms (O) over six months (T)?

    The two types of research, quantitative and qualitative, were developed to analyze two
    different research methodologies. Qualitative research usually involves data that are not
    statistically quantifiable. The data are collected in open-ended questions or
    observations to explore experiences, behaviors, and meanings (Dehalwar & Sharma,
    2024). Studies that analyze depressed adult's perceptions of cognitive behavioral
    therapy (CBT) are not quantifiable and require qualitative research methods.
    Quantitative research, on the other hand, measures and analyzes the variables in
    numerical data and statistical significance (Barroga et al., 2023). For example, a study
    that examines whether a depressed patient's CBT affected the Patient Health
    Questionnaire – 9 (PHQ-9) score in a six-month duration would be quantitative
    research.

    Unlike qualitative research design, descriptive research can be quantitative, qualitative,
    or both. The descriptive design focuses on the objective data of 'what is happening,'
    while qualitative research explores 'why' and 'how' something happens. A descriptive
    research example would be observing the types of patients who seek CBT as the
    choice of depression treatment.

    **## 6ab3RespOUT.pdf**

    Quant/Qual Response

    WHAT : REPLY to the TWO Discussion Posts

    FORMAT : APA with In-text Citation and Reference List

    REFERENCES : TWO Peer-Reviewed references minimum within last 5 years

    INCLUDE : Turnitin Report

    \* Please and THANK YOU *

    \_\_\_____________________

    MaGe

    Discussion Post Reply #1

    When comparing quantitative and qualitative research, it is clear they have different
    approaches to understanding the world. Quantitative research focuses on numbers and
    measurable data. Researchers use surveys, experiments, and statistical analysis to test
    theories and hypotheses. (Creswell & Creswell, 2018), An example of this type of
    research would be a study of the effectiveness of medications. The Quantitative
    method collects numerical data and analyzes it to look for patterns.

    Qualitative research is quite different from quantitative as it researches people’s
    experiences, thoughts, and emotions rather than numerical data. This type of research
    focuses on why things happen using methods such as observations and interviews.
    The goal of qualitative research is to answer more open-ended questions. (Bhandari,
    2023). A good example of a qualitative research method would be exploring how
    behavioral health patients feel about their medical treatment using observations and
    surveys.

    Another type of research is descriptive research, which can often be confused with
    qualitative research but is different. Descriptive research is a specific form of
    quantitative research that aims to outline the characteristics of populations without an
    explanation for cause and effect (Creswell & Creswell, 2018). Descriptive research
    focuses on making a clear picture of a specific phenomenon rather than looking into
    the deeper causes of it.

    Understanding the differences between quantitative, qualitative, and descriptive
    research is important for selecting the correct approach to answer research questions.
    Each of these methods has its strengths and is valuable depending on the specific
    goals of a study.

    JuKi

    Discussion Post Reply #2

    For week three assignment, I used the PICO(T) question: In adults with depression (P),
    does cognitive behavioral therapy (CBT) (I), compared to no CBT (C), reduce
    depressive symptoms (O) over six months (T)?

    The two types of research, quantitative and qualitative, were developed to analyze two
    different research methodologies. Qualitative research usually involves data that are not
    statistically quantifiable. The data are collected in open-ended questions or
    observations to explore experiences, behaviors, and meanings (Dehalwar & Sharma,
    2024). Studies that analyze depressed adult's perceptions of cognitive behavioral
    therapy (CBT) are not quantifiable and require qualitative research methods.
    Quantitative research, on the other hand, measures and analyzes the variables in
    numerical data and statistical significance (Barroga et al., 2023). For example, a study
    that examines whether a depressed patient's CBT affected the Patient Health
    Questionnaire – 9 (PHQ-9) score in a six-month duration would be quantitative
    research.

    Unlike qualitative research design, descriptive research can be quantitative, qualitative,
    or both. The descriptive design focuses on the objective data of 'what is happening,'
    while qualitative research explores 'why' and 'how' something happens. A descriptive
    research example would be observing the types of patients who seek CBT as the
    choice of depression treatment.

  • [Solved] child development

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## child4.docx **## child4.docx** APA- 1 page · Read Chapters 7-9 in [_Child Growth and Development_](https://drive.google.com/file/d/1B4e6oKPTFeUE9tXsJMcjsczb6Kj7EfEb/view), Paris, Ricardo, & Rymond · Read Mercer text: Part III · Watch Films Media Group. (1996). [Growi…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## child4.docx

    **## child4.docx**

    APA- 1 page

    · Read Chapters 7-9 in
    [_Child Growth and Development_](https://drive.google.com/file/d/1B4e6oKPTFeUE9tXsJMcjsczb6Kj7EfEb/view), Paris, Ricardo, & Rymond

    · Read Mercer text: Part III

    · Watch Films Media Group. (1996).
    [Growing minds: Cognitive development in early childhood](http://library.esc.edu/login?url=http://digital.films.com.library.esc.edu/portalplaylists.aspx?aid=1667&xtid=44926) [video, 25 min] (ESC login required): Filmed in 1996, this program examines the work of Lev Vygotsky and Jean Piaget, illuminating the similarities of and differences between their contributions to a greater understanding of the cognitive development of young children.
    _(_ [_Growing Minds DescTrans.docx_](https://myclasses.sunyempire.edu/content/enforced/1686472-2025SP-ESC-HUDV-1005-13834/Growing%20Minds%20DescTrans.docx) _.)_

    In our reading and the Growing Minds video, we learned that Piaget and Vygotsky had opposing views on development and learning. Piaget suggested that development must precede learning while Vygotsky argued that learning must precede development. Piaget assumed that cognitive processes function in similar ways across cultures and that the nature and development of thinking have universal qualities. Vygotsky’s theoretical ideas stand in sharp contrast to these claims. He believed that the context of culture is important in cognitive development.

    · What does it mean to say that both Piaget and Vygotsky were "constructivists"?

    · Do you agree that the development of thinking has universal qualities? Back up your opinion with examples from your own experience.

    · Think about what abilities are valued by the cultural group that you grew up with. Are they the same as the ones in another cultural context? Discuss how cultural context influence one’s cognitive development.

    · Provide an example of how each of these theories could be applied in a classroom

    ·

    Assignment 2

    In standard research essay format write a 3 page paper describing, comparing and contrasting
    **TWO** of the developmental theories which you read about in the module.

    _Please_
    _**do not compare** Vygotsky's social learning model with Piaget's cognitive-developmental model. We will make this comparison in the discussion._

    Choose your two theories from
    **one** of the following options:

    · Contrast and compare two classical theories of development (psychoanalytic theory, psychosocial theory, traditional learning theory, social learning theory, Piaget’s theory, and Vygotsky’s theory).

    · Contrast and compare Bronfenbrenner's ecological model to the evolutionary perspective.

    · Contrast and compare one classical theory mentioned above to Bronfenbrenner's ecological model.

    · Contrast and compare one classical theory mentioned above to the evolutionary perspective.

    **Note:** For all written assignments, please be sure to apply the assigned module readings, cite as needed throughout the writing as you apply the readings, and provide a reference page at the end — all in APA style. Always apply additional scholarly resources (at least two) (e.g., current journal articles; scholarly websites).

    These websites provide meaningful overviews:

    · Paris et al. text pgs 21-37 and Part 2: Theories of Development content and videos

    ·
    [7 Major Theories of Child Development](https://www.explorepsychology.com/child-development-theories/) (2017).

    ·
    [ZERO TO THREE: National Center for Infants, Toddlers and Families](http://www.zerotothree.org/). (2015).

    ·
    [Child Development Theorists: Freud to Erikson to Spock…and Beyond](https://digital-films-com.library.esc.edu/p_ViewVideo.aspx?xtid=41255) [Film on Demand, Video; 21:58]

    **## child4.docx**

    APA- 1 page

    · Read Chapters 7-9 in
    [_Child Growth and Development_](https://drive.google.com/file/d/1B4e6oKPTFeUE9tXsJMcjsczb6Kj7EfEb/view), Paris, Ricardo, & Rymond

    · Read Mercer text: Part III

    · Watch Films Media Group. (1996).
    [Growing minds: Cognitive development in early childhood](http://library.esc.edu/login?url=http://digital.films.com.library.esc.edu/portalplaylists.aspx?aid=1667&xtid=44926) [video, 25 min] (ESC login required): Filmed in 1996, this program examines the work of Lev Vygotsky and Jean Piaget, illuminating the similarities of and differences between their contributions to a greater understanding of the cognitive development of young children.
    _(_ [_Growing Minds DescTrans.docx_](https://myclasses.sunyempire.edu/content/enforced/1686472-2025SP-ESC-HUDV-1005-13834/Growing%20Minds%20DescTrans.docx) _.)_

    In our reading and the Growing Minds video, we learned that Piaget and Vygotsky had opposing views on development and learning. Piaget suggested that development must precede learning while Vygotsky argued that learning must precede development. Piaget assumed that cognitive processes function in similar ways across cultures and that the nature and development of thinking have universal qualities. Vygotsky’s theoretical ideas stand in sharp contrast to these claims. He believed that the context of culture is important in cognitive development.

    · What does it mean to say that both Piaget and Vygotsky were "constructivists"?

    · Do you agree that the development of thinking has universal qualities? Back up your opinion with examples from your own experience.

    · Think about what abilities are valued by the cultural group that you grew up with. Are they the same as the ones in another cultural context? Discuss how cultural context influence one’s cognitive development.

    · Provide an example of how each of these theories could be applied in a classroom

    ·

    Assignment 2

    In standard research essay format write a 3 page paper describing, comparing and contrasting
    **TWO** of the developmental theories which you read about in the module.

    _Please_
    _**do not compare** Vygotsky's social learning model with Piaget's cognitive-developmental model. We will make this comparison in the discussion._

    Choose your two theories from
    **one** of the following options:

    · Contrast and compare two classical theories of development (psychoanalytic theory, psychosocial theory, traditional learning theory, social learning theory, Piaget’s theory, and Vygotsky’s theory).

    · Contrast and compare Bronfenbrenner's ecological model to the evolutionary perspective.

    · Contrast and compare one classical theory mentioned above to Bronfenbrenner's ecological model.

    · Contrast and compare one classical theory mentioned above to the evolutionary perspective.

    **Note:** For all written assignments, please be sure to apply the assigned module readings, cite as needed throughout the writing as you apply the readings, and provide a reference page at the end — all in APA style. Always apply additional scholarly resources (at least two) (e.g., current journal articles; scholarly websites).

    These websites provide meaningful overviews:

    · Paris et al. text pgs 21-37 and Part 2: Theories of Development content and videos

    ·
    [7 Major Theories of Child Development](https://www.explorepsychology.com/child-development-theories/) (2017).

    ·
    [ZERO TO THREE: National Center for Infants, Toddlers and Families](http://www.zerotothree.org/). (2015).

    ·
    [Child Development Theorists: Freud to Erikson to Spock…and Beyond](https://digital-films-com.library.esc.edu/p_ViewVideo.aspx?xtid=41255) [Film on Demand, Video; 21:58]

  • [Solved] xiaoyang 3.24 business management and marketing

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    [>Marketing homework help](https://www.sweetstudy.com/fields/business-finance-marketing) follow the requirement – 2 years ago

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

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

    follow the requirement

    – 2 years ago

  • [Solved] Wk5 disc trans ay

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Post a description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed,…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Post a description of at least one potential benefit of using big data as part of a clinical system and explain why. Then, describe at least one potential challenge or risk of using big data as part of a clinical system and explain why. Propose at least one strategy you have experienced, observed, or researched that may effectively mitigate the challenges or risks of using big data you described. Be specific and provide examples.**

    – 2 years ago