Nursing

Discussion: Adaptive Response
Discussion: Adaptive Response
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As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis. Discussion: Adaptive Response
Consider the following scenarios:
Scenario 1:
Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2-year-old female who appears acutely unwell. Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute. Discussion: Adaptive Response
Scenario 2:
Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished.
Scenario 3:
Martha is a 65-year-old woman who recently retired from her job as an administrative assistant at a local hospital. Her medical history is significant for hypertension, which has been controlled for years with hydrochlorothiazide. She reports that lately she is having a lot of trouble sleeping, she occasionally feels like she has a “racing heartbeat,” and she is losing her appetite. She emphasizes that she is not hungry like she used to be. The only significant change that has occurred lately in her life is that her 87-year-old mother moved into her home a few years ago. Mom had always been healthy, but she fell down a flight of stairs and broke her hip. Her recovery was a difficult one, as she has lost a lot of mobility and independence and needs to rely on her daughter for assistance with activities of daily living. Martha says it is not the retirement she dreamed about, but she is an only child and is happy to care for her mother. Mom wakes up early in the morning, likes to bathe every day, and has always eaten 5 small meals daily. Martha has to put a lot of time into caring for her mother, so it is almost a “blessing” that Martha is sleeping and eating less. She is worried about her own health though and wants to know why, at her age, she suddenly needs less sleep.
To prepare:
· Review the three scenarios, as well as Chapter 6 in the Huether and McCance text.
· Identify the pathophysiology of the disorders presented in the scenarios, including their associated alterations. Consider the adaptive responses to the alterations.
· Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in this week’s Learning Resources. Then select one of the disorders you identified from the scenarios. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.
To complete:
Write a 2- to 3-page paper that addresses the following:
· Explain the pathophysiology of the disorders depicted in EACH the scenarios, including their associated alterations. Be sure to describe the patients’ adaptive responses to the alterations.
· Construct a mind map of your selected disorder ( chose 1 from the scenarios). Include the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.
Course Readings
· Huether, S. E., & McCance, K. L. (2012). Understanding pathophysiology (Laureate custom ed.). St. Louis, MO: Mosby.
o Chapter 5, “Innate Immunity: Inflammation and Wound Healing”
This chapter examines how the body responds to injury and infection by exploring the first, second, and third lines of defense. It also covers wound healing and alterations of the wound healing process.
o Chapter 6, “Adaptive Immunity”
This chapter examines the third line of defense, adaptive immunity. It also covers the roles of antigens and immunogens, the humoral immune response, cell-mediated immunity, and the production of B and T lymphocytes in the immune response.
o Chapter 7, “Infection and Defects in Mechanism of Defense”
This chapter covers the epidemiology, clinical presentation, and treatment of disorders resulting from infection, deficiencies in immunity, and hypersensitivity. It also examines the pathophysiology of an important immune disorder—HIV/AIDS.
o Chapter 8, “Stress and Disease”
This chapter evaluates the impact of stress on various body systems and the immune system. It also examines coping mechanisms and disorders related to stress.
o Chapter 9, “Biology, Clinical Manifestations, and Treatment of Cancer”
This chapter explores the developmental process of cancer and factors that impact the onset of cancer at the cellular level. It also describes various treatment options.
o Chapter 10, “Cancer Epidemiology”
This chapter reviews genetic, environmental, behavioral, and diet-related risk factors for cancer. It also examines types of cancers that result from risk factors.
o Chapter 11, “Cancer in Children”
This chapter focuses on the presentation and prognosis of childhood cancers. It examines the impact of genetic and environmental factors on these cancers.
o Chapter 36, “Structure and Function of the Musculoskeletal System”
This chapter covers the structure and function of bones, joints, and skeletal muscle. It also explores effects of aging on the musculoskeletal system.
o Chapter 37, “Alterations of Musculoskeletal Function”
This chapter examines the pathophysiology, clinical manifestations, and evaluation and treatment of bone, joints, and skeletal muscle disorders. Additionally, it explores musculoskeletal tumors, osteoarthritis, and rheumatoid arthritis.
o Chapter 38, “Alterations of Musculoskeletal Function in Children”
This chapter includes musculoskeletal disorders that affect children, such as congenital defects, bone infection, juvenile idiopathic arthritis, muscular dystrophy, musculoskeletal tumors, and nonaccidental trauma.
o Chapter 39, “Structure, Function, and Disorders of the Integument”
This chapter begins with an overview of the structure and function of skin. It then covers effects of aging on skin, as well as disorders of the skin, hair, and nails.
o Chapter 40, “Alterations of Integument in Children”
This chapter covers alterations of the integument that affect children. These include acne vulgaris, dermatitis, infections of the skin, insect bites and parasites, vascular disorders, and other skin disorders.
· McPhee, S. J., & Hammer, G. D. (2012). Pathophysiology of disease: An introduction to clinical medicine (Laureate Education, Inc., custom ed.). New York, NY: McGraw-Hill Medical.
o Chapter 3, “Disorders of the Immune System”
This chapter explores the anatomy and physiology of the immune system. It also explores the pathophysiology of various immune disorders such as primary immunodeficiency diseases and AIDS.
o Chapter 8, “Diseases of the Skin”
This chapter begins with an overview of the anatomy and physiology of skin. It also explores the pathophysiology of various types of skin lesions and inflammatory skin diseases.
o Chapter 24, “Inflammatory Rheumatic Disease”
This chapter explores the pathogenesis of inflammation and its role in rheumatic diseases. It also examines the clinical presentation, etiology, pathophysiology, and clinical manifestations of rheumatic diseases such as gout and rheumatoid arthritis.
Media
· Zimbron, J. (2008). [PDF]. Retrieved from http://www.medmaps.co.uk/beta/
Gastro-oesophageal reflux disease. [Image]. Used with permission of MedMaps.
This media provides examples of mind maps for dementia, endocarditis, and gastro-oesophageal reflux disease (GERD).
Optional Resources
· Arthritis Foundation. (2012). Retrieved from
· Lupus Foundation of America. (2012). Retrieved from

Discussion: Bidding Process
Discussion: Bidding Process
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Barbara just received the good news: She was assigned as the project manager for a project that her company won as part of competitive bidding. Whenever a request for proposal (RFP) comes into Barbara’s company, a committee composed mainly of senior managers reviews the RFP. If the decision is made to bid on the job, the RFP is turned over to the Proposal Depment. Part of the Proposal Department is an estimating group that is responsible for estimating all work. If the estimating group has no previous history concerning some of the deliverables or work packages and is unsure about the time and cost for the work, the estimating team will then ask the functional managers for assistance with estimating.
Project managers like Barbara do not often participate in the bidding process. Usually, their first knowledge about the project comes after the contract is awarded to their company and they are assigned as the project manager. Some project managers are highly optimistic and trust the estimates that were submitted in the bid implicitly unless, of course, a significant span of time has elapsed between the date of submittal of the proposal and the final contract award date. Barbara, however, is somewhat pessimistic. She believes that accepting the estimates as they were submitted in the proposal is like playing Russian roulette. As such, Barbara prefers to review the estimates.
One of the most critical work packages in the project was estimated at twelve weeks using one grade 7 employee full time. Barbara had performed this task on previous projects and it required one person full time for fourteen weeks. Barbara asked the estimating group how they arrived at this estimate. The estimating group responded that they used the three-point estimate where the optimistic time was four weeks, the most likely time was thirteen weeks, and the pes- simistic time was sixteen weeks.
Barbara believed that the three-point estimate was way off of the mark. The only way that this work package could ever be completed in four weeks would be for a very small project nowhere near the complexity of Barbara’s project. Therefore, the estimating group was not con- sidering any complexity factors when using the three-point estimate. Had the estimating group used the triangular distribution where each of the three estimates had an equal likelihood of occurrence, the final estimate would have been thirteen weeks. This was closer to the fourteen weeks that Barbara thought the work package would take. While a difference of 1 week seems small, it could have a serious impact on Barbara’s project and incur penalties for late delivery.
1. ©2010 by Harold Kerzner. Reproduced by permission. All rights reserved.
Case Study 735
Barbara was now still confused and decided to talk to Peter, the employee that was assigned to do this task. Barbara had worked with Peter on previous projects. Peter was a grade 9 employee and considered to be an expert in this work package. As part of the discussions with Barbara, Peter made the following comments:
I have seen estimating data bases that include this type of work package and they all esti- mate the work package at about 14 weeks. I do not understand why our estimating group prefers to use the three point estimate.
“Does the typical data base account for project complexity when considering the esti- mates?” asked Barbara. Peter responded:
Some data bases have techniques for considering complexity, but mostly they just assume an average complexity level. When complexity is important, as it is in our project, analogy estimating would be better. Using analogy estimating and comparing the complexity of the work package on this project to the similar works packages I have completed, I would say that 16–17 weeks is closer to reality, and let’s hope I do not get removed from the project to put out a fire somewhere else in the company. That would be terrible. It is impossible for me to get it done in 12 weeks. And adding more people to this work package will not shorten the schedule. It may even make it worse.
Barbara then asked Peter one more question:
Peter, you are a grade 9 and considered as the subject matter expert. If a grade 7 had been assigned, as the estimating group had said, how long would it have taken the grade 7 to do the job?

Assignment: Diverse works and issues
Assignment: Diverse works and issues
Competency
Formulate, express, and support individual perspectives on diverse works and issues.
Instructions
You will act as a critic for some of the main subjects covered in the humanities. You will conduct a series of short, evaluative critiques of film, philosophy, literature, music, and myth. You will respond to five different prompts, and each response should include an analysis of the topics using terminology unique to that subject area and should include an evaluation as to why the topic stands the test of time. The five prompts are as follows:
Choose a film and offer an analysis of why it is an important film, and discuss it in terms of film as art. Your response should be more than a summary of the film.
1. Imagine you had known Plato and Aristotle and you had a conversation about how we fall in love.
2.Provide an overview of how Plato would explain falling in love, and then provide an overview of how Aristotle might explain falling in love.
3. Compare and contrast the two poems below:
LOVE’S INCONSISTENCY
I find no peace, and all my war is done;
I fear and hope, I burn and freeze likewise
I fly above the wind, yet cannot rise;
And nought I have, yet all the world I seize on;
That looseth, nor locketh, holdeth me in prison, And holds me not, yet can I ’scape no wise;
Nor lets me live, nor die, at my devise,
And yet of death it giveth none occasion.
Without eyes I see, and without tongue I plain;
I wish to perish, yet I ask for health;
I love another, and yet I hate myself;
I feed in sorrow, and laugh in all my pain;
Lo, thus displeaseth me both death and life,
And my delight is causer of my grief.
Petrarch
After great pain a formal feeling comes—
The nerves sit ceremonious like tombs;
The stiff Heart questions—was it He that bore?
And yesterday—or centuries before?
The feet mechanical go round
A wooden way
Of ground or air or ought
Regardless grown,
A quartz contentment like a stone.
This is the hour of lead
Remembered if outlived
As freezing persons recollect
The snow—
First chill, then stupor, then
The letting go
4. Emily Dickinson Compare and contrast these two pieces of music:
5. Explain in classical terms why a modern character is a hero. Choose from either Luke Skywalker, Indiana Jones, Bilbo Baggins, Harry Potter, Katniss Everdeen, or Ender Wiggins.

Assignment: Difficulty With Urination
Assignment: Difficulty With Urination
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Question 15
A 79-year-old retired banker comes to your office for evaluation of difficulty with urination; he gets up five to six times per night to urinate and has to go at least that often in the daytime He does not feel as if his bladder empties completely; the strength of the urinary stream is diminished He denies dysuria or hematuria This problem has been present for several years but has worsened over the last 8 months You palpate his prostate What is your expected physical examination finding, based on this description?
A) Normal size, smooth
B) Normal size, boggy
C) Enlarged size, smooth
D) Enlarged size, boggy
Question 16
A young man comes to you with an extremely pruritic rash over his knees and elbows which has come and gone for several years It seems to be worse in the winter and improves with some sun exposure On examination, you notice scabbing and crusting with some silvery scale, and you are observant enough to notice small “pits” in his nails What would account for these findings?
A) Eczema
B) Pityriasis rosea
C) Psoriasis
D) Tinea infection
Question 17
A 15-year-old high school sophomore comes to the clinic for evaluation of a 3-week history of sneezing; itchy, watery eyes; clear nasal discharge; ear pain; and nonproductive cough Which is the most likely pathologic process?
A) Infection
B) Inflammation
C) Allergic
D) Vascular
Question 18
A 68-year-old retired farmer comes to your office for evaluation of a skin lesion On the right temporal area of the forehead, you see a flattened papule the same color as his skin, covered by a dry scale that is round and feels hard He has several more of these scattered on the forehead, arms, and legsBased on this description, what is your most likely diagnosis?
A) Actinic keratosis
B) Seborrheic keratosis
C) Basal cell carcinoma
D) Squamous cell carcinoma
Question 19

Assignment: AN INCONVENIENT TRUTH
Assignment: AN INCONVENIENT TRUTH
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One of the pivotal turning points that led to a change in public consensus on Climate Change was the airing of the movie “An Inconvenient Truth” in 2006. It provides straightforward explanations for global warming and the science behind Climate Change. It also addresses several commonly held Climate Denier Myths. If you have seen this movie before, it is still important to watch because you can focus more in depth on the science concepts that are discussed.
PART I: Assignment (16 pts)
Watch the movie at the above link. Make sure to read the questions below before watching the movie. Use separate paragraphs for each question and keep your responses organized.
1. Climate Change Science Concepts (5 pts)
The movie has many important Climate Change science concepts throughout. List 10 scientific concepts from the movie and provide 1-2 sentences describing each one. Don’t worry too much about understanding each one, the goal is to get familiar with the different concepts and start understanding the overall picture of Climate Change. You will soon be learning more details about each of these science concepts in class.
2. Three of the Most Common Climate Denier Myths (2 pts each)
Explain how Al Gore’s refutes each of the common climate denier myths below.
a) Myth #1: “Scientists don’t agree”. In your response, provide a comparison between science articles and news articles. Watch this short and humorous video to help you respond to this myth.
b) Myth #2: “Doing something would ruin our economy”. Provide a discussion of the automobile industry example. Use historical examples and include a discussion of what can happen if we don’t make the changes.
c) Myth #3: “Despair is our only possible reaction”. Discuss what we can do instead of feeling only despair. List at least three social or scientific advancements discussed in the movie where humans have been able to overcome societal norms to create extraordinary advancements previously thought to be impossible. Keep these things in mind throughout the class, to let you know that yes, Climate Change can be solved!
3. Review of “An Inconvenient Truth” (5 pts)
How much did you know about Climate Change before watching the movie? What were some of the more important things you learned from the movie? What are you confused most about Climate Change or would like to learn the most about after watching the movie? (minimum 100 – 200 words)

Discussion: Family Homeostasis
Discussion: Family Homeostasis
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QUESTION 6: Chapter 6, Individual and Family Homeostasis, Stress, and Adaptation
Mary Turner stepped on a nail 5 days ago and sustained a puncture about 1 inch deep. She immediately cleaned the area with soap and water and hydrogen peroxide, and applied triple antibiotic ointment to the site. Today she comes to the clinic with complaints of increased pain and swelling in her foot. On assessment, the nurse notes that the puncture site is red and edematous, and has a moderate amount of yellowish drainage. (Learning Objective 9)
a. Describe the sequence of events that caused the local inflammation seen in Mary’s foot.
b. What is the role of histamine and kinins in the inflammatory process?
c. Which of the five cardinal signs of inflammation does Mary exhibit?
d. Because Mary’s injury occurred 5 days ago, the nurse should assess for what systemic effects?
QUESTION 7:
Chapter 7, Overview of Transcultural Nursing
The nurse manager of an ambulatory care clinic has noted an increased number of visits by patients from different countries and cultures, including patients from Mexico and other Latin American countries. Concerned about meeting the needs of this culturally diverse population, the nurse manager convenes a staff meeting to discuss this change in patient demographics, and to query the staff about any learning needs they have related to the care of these patients. (Learning Objective 3)
a. What strategy to avoid stereotyping clients from other cultures should the nurse include in this meeting?
b. Identify culturally sensitive issues to be discussed in the staff meeting.
c. One technician on the staff complains that some patients never make eye contact, and this makes it difficult for him to complete his work. How should the nurse respond?

Entertainment Media Pitch Assignment
Entertainment Media Pitch Assignment
Imagine you have the opportunity to pitch an idea for a new TV or movie program that is based on current market trends. You will need to research what the popular genres are in either movies or television and write your pitch with the intention of selling a story that falls in line with what is currently profitable.
Write a 350- to 700-word pitch to either a movie or television producer. Include an analysis discussing how current popular entertainment trends do or do not reflect American cultural values and their influence on social behavior as well.
Prepare: Review requirements for APA formatting. There are many resources found in the Writing Center, such as the following:
Write: Using the , complete the following task:
Using the “Track Changes” function located under the “Review” tab at the top of the Word document with the unformatted essay, identify as many APA formatting errors as possible (there are at least 25 errors).
Using the “Comments” function, correctly write out the APA rule that applies to the identified errors. You do this by highlighting the word, words, or error and clicking on “New Comment” located under the “Review” tab at the top of your Word document. A comment box will pop up at the right of your paper for you to write the rule to the error.
Do not comment on repeat errors. For example, if two citations have the same formatting mistake, comment on only one of them.
Note that there are some capitalization and punctuation errors that you may correct through Track Changes, but they are not the focus of this exercise.
Before you submit your written assignment, please save this document as a PDF using the following instructions:
After you have saved your document on your desktop, open it up and click on the File menu
Click on “Save As”
You will see a drop-down arrow below the title of your document. Click on the arrow to see the different formats that you can save the document in.
Look for “PDF” and click on it.
Click “Save”

Interpersonal Conflict in Television
Interpersonal Conflict in Television
Before you complete this paper, you must do the following:
Read this from a previous class.
Do the training.
Take the .
Choose one television show or film from the list provided below:
Black-ish
This television show can be found for no charge with closed captioning at .
Modern Family
This television show can be found for no charge with closed captioning at .
The Big Bang Theory
This television show can be found for no charge with closed captioning at .
Films – Can be found on streaming services such as YouTube or Netflix or rented:
Frozen
War of the Roses
Erin Brokovich
Watch one episode of one of the above television programs and identify and describe one interpersonal conflict that was not handled effectively. Remember, you should focus on one exchange, not the entire plot of the episode. Based on what you have learned in Chapters 8 and 9 of Bevan and Sole (2014), write a two-page paper explaining why the conflict was not handled effectively and describe the strategies that could have been used to resolve this conflict. Be sure to focus on one particular interpersonal conflict and not the television show as a whole. The television programs can be found in syndication, weekly on air, and through the links provided above.
Before you submit this paper, you must do the assignment training for this paper and take the quiz.
The Interpersonal Conflict in Television paper
Must be two double-spaced pages in length (not including title and references pages) and formatted according to APA style. For assistance, visit the Ashford Writing Center’s .
Must include a title page with the following (for further assistance with the formatting and the title page, please refer to Ashford Writing Center’s ):
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper. For assistance writing introductions, conclusions, and thesis statements, please refer to the following web pages, housed within the Ashford Writing Center & Library resources tab:
Must use the textbook as a source. The tutorial will offer further assistance on including supporting information and reasoning.
Must document any information from a source in APA style, as outlined in the Ashford Writing Center’s .
Must include a separate APA References List that is formatted according to APA style. Given you will be citing a single episode, instead of the series, please review the Ashford Writing Center’s guidelines for . The following web page provides guidance for doing both: . Follow the instructions for referencing a single episode of a television series.
Before you submit your written assignment, you are encouraged to review tutorial, set up a Grammarly account (if you have not already done so), and use Grammarly to review a rough draft of your assignment. Then carefully review all issues identified by Grammarly and revise your work as needed.
Need more help?
In this class, you have three tutoring services available: Paper Review, Live Chat, and . Click on the Writing Center & Library tab in the left-navigation menu, in your online course, to learn more about these tutoring options and how to get help with your writing.
Late Policy: Written assignments (essays, journals, presentations) are due on the specified days in the course. Written assignments will be subject to a late penalty of up to 10% per day up to three days late. If written assignments are submitted after 72 hours past the due date, instructors can give a penalty up to and including a grade of zero for the assignment.
Carefully review the for the criteria that will be used to evaluate your assignment.

Importance of Alignment and Congruence
Importance of Alignment and Congruence
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When developing a curriculum or program, it is important to remember that the content created is just one piece of the institution or agency. Much like placing a snapshot into a collage, nurse educators must be mindful of the larger picture. They should analyze how this snapshot, this one piece, will fit with those around it. However, it is not uncommon for nurse educators to become so involved with the contents of their curriculum that they inadvertently develop content in isolation. They identify skills, procedures, and processes that are important but can forget to translate these ideas across the span of their curriculum. This can present problems for learners, especially in academic settings where the skills presented in one course generally build on those learned in previous courses.
One way nurse educators can place importance on the larger picture is to align the components of their curriculum with the components of the institution or agency. In fact, using the setting’s mission, vision, and philosophy to create the mission, vision, and philosophy of the curriculum is an effective way to build congruence. There are many strategies nurse educators can use when seeking alignment and congruence. In this Discussion, you explore these strategies and consider how you might align your team’s curriculum to that of your selected setting.
To prepare:
· Review Chapter 9, “Components of the Curriculum,” in the Keating text to reexamine the meanings behind a setting’s mission, vision, and philosophy.
· Review this week’s media, Curriculum Components. Consider why nurse educators should be cognizant of their setting’s mission, vision, and philosophy when developing the mission, vision, and philosophy for their curriculum or program.
· Examine the chapter titles and overviews of Chapters 10-15 in the Keating text. Then, select and review the chapters that correspond with the focus of your Course Project.
· Use this week’s Learning Resources and your own independent research to identify strategies nurse educators can implement to achieve alignment and congruence of curriculum components. Consider how these strategies could help to align the components of your curriculum or program to the components of your team’s selected setting.
Questions to be addressed:
1. Post at least two strategies nurse educators can implement to achieve alignment and congruence between curriculum components.
2. Justify your response by providing authentic examples of how and why you would employ these strategies specific to your team’s selected setting and proposed curriculum.
3. Conclusion/Summary of the strategies that could help to align the components of your curriculum or program to the components of your team’s selected setting.
References
Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty (5th ed.). St. Louis, MO: Elsevier.
Chapter 7, “Philosophical Foundations of the Curriculum” (pp. 118–143)
Chapter 7 uses a concept model to illustrate how the alignment and congruence of curriculum components. The importance of aligning philosophy statements with these components is discussed. Many examples of philosophy statements are also provided.
Keating, S. B. (Ed.). (2015). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer.
Chapter 9, “The Components of the Curriculum” (pp. 185–228)
Chapter 9 begins with a brief introduction of the types of institutions and programmatic levels nursing curricula can be developed for. Then an in-depth exploration of curriculum components is provided.
Note: For the purposes of this course, you are only required to select and read the chapters below that will help you and your team to complete your Course Project.
Fontaine, K. E. (2011). Curriculum planning for associate degree nursing programs. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 195–208). New York, NY: Springer.
This chapter describes the curriculum process for AA nursing programs. According to the author, all of these programs follow a similar process that is affected by external factors such as social and political climates, the health care industry, and accreditation and regulatory standards.
Wros, P., Wheeler, P., & Jones, M. (2011). Curriculum planning for baccalaureate nursing programs. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 209–240). New York, NY: Springer.
Chapter 9 examines the development process of BSN nursing programs. AACN Essentials, pros and cons to residency and externship programs, and other internal and external factors are explored.
Keating, S. B. (Ed.). (2015). Curriculum development and evaluation in nursing (3rd ed.). New York, NY: Springer.
Chapter 10, “Curriculum Planning for Associate Degree Nursing Programs” (pp. 229–243)
The process of curriculum development for master’s programs is discussed in this chapter. Recommendations and issues associated with master’s programs are discussed.
Chapter 13, “The Doctor of Nursing Practice (DNP) (pp. 299–307)
The essentials for creating a doctorate program are highlighted in Chapter 13. The role of nurse educators is discussed, as well as the impact doctorate-prepared nurses have on the nursing profession, education, and the health care system.
Stotts, N. A. (2011). Curriculum planning for doctor of philosophy and other research-focused doctoral nursing programs. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 261–268). New York, NY: Springer.
Chapter 12 introduces the rationale behind researched-focused doctoral programs in nursing.
Richards, J. (2011). Curriculum development and evaluation in staff development. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing (2nd ed., pp. 269–295). New York, NY: Springer.
Review Chapter 13 to explore the role of nurse educators who specialize in staff development. Key responsibilities such as conducting needs assessment on the external and internal frame factors influencing staff programs and educational needs, the preparation and maintenance of budgets, and adult learning theories are discussed.
Required Media

Discussion: Annotated Bibliography
Discussion: Annotated Bibliography
In Week One of the course, you were asked to develop a research question and begin finding various sources that relate to that question. You will use the library sources and websites you have collected this week to create your “Annotated Bibliography” Final Paper. An annotated bibliography can serve various purposes. Sometimes annotated bibliographies are used as a broad survey of a research topic. They can also be used to demonstrate the research that you have done on a specific topic. A third use of an annotated bibliography is to explore a specific subtopic in more detail. Annotated bibliographies only include strong sources. Watch the video below to understand the process.
In order to complete this assignment, focus on the research question you developed in Week One. Remember that you can use your annotated bibliography to broadly explore your research question. The point of exploring the topic is to hone your research question and learn more about the topic in general. Before beginning, you may wish to review the suggested structure for organizing your Annotated Bibliography below under “Creating The Annotated Bibliography.”
First, explain your research topic and why you chose this topic. This can be done in three to four sentences. You will be gathering various types of sources (i.e., two websites, three scholarly articles, and one scholarly book) that relate directly to the topic that you chose.
After explaining your topic and why you chose it, you will annotate each source (i.e., two websites, three scholarly articles, and one scholarly book). The Final Paper will include a total of six sources. Each annotation must have the following content:
Citation: Include a proper APA reference list entry.
Purpose: Below the reference list entry in the first sentence of the annotation, explain the purpose or the thesis of the source.
Content: After explaining the purpose/thesis, describe the content and elements of the source.
Evidence: After explaining the overall structure of the source, summarize the evidence that the author uses to support his or her claims. Does the author use numbers, statistics, historical documents, intellectuals from the past, and so forth?
Relation: Explain how the source relates to other sources you have found on this topic throughout the course. Point out how it contradicts or supports these sources.
Each annotation should be between 100 and 150 words. After you complete the annotation, the second thing that you will do is use the handout, , to evaluate the source. Remember that CRAAP stands for Currency, Relevance, Accuracy, Authority, and Purpose. You will write another 100 to 150 word paragraph immediately following the annotation in which you evaluate the source and explain the strengths of the source. At the end of the paragraph, you will explain why you would feel confident using the source in a larger research paper.
View this to guide you as you complete this assignment.
You may use the to help format your work. If you use the template, be sure to refer back to the instructions for the assignment to ensure all elements are addressed as required.