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    – 2 years ago **files (1)** – ## EthicalandLegalAspectofNursingPractice-.docx **## EthicalandLegalAspectofNursingPractice-.docx** Florida National University Course Reflection Guidelines ## Purpose The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## EthicalandLegalAspectofNursingPractice-.docx

    **## EthicalandLegalAspectofNursingPractice-.docx**

    Florida National University

    Course Reflection

    Guidelines

    ## Purpose

    The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course.

    ## Course Outcomes

    This assignment provides documentation of student ability to meet the following course outcomes:

    · Identify the different legal and ethical aspects in the nursing practice (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).

    · Analyze the legal impact of the different ethical decisions in the nursing practice (ACCN Essential V; QSEN: patient- centered care, teamwork and collaboration).

    · Understand the essential of the nursing law and ethics (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).

    **Points**

    This assignment is worth a total of 200 points (20%).

    **Due Date**

    Submit your completed assignment under the Assignment tab by
    **Monday** 11:59 p.m. EST of
    **Week 8** as directed.

    ## Requirements

    1. The
    **Course Reflection** is worth 200 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

    2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.

    3.
    **The length of the reflection is to be within three to six pages excluding title page and reference pages.**

    4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

    Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the
    _Publication manual of the American Psychological Association_(2010, p. 63).

    a. Course Reflection

    b. Conclusion

    ## Preparing Your Reflection

    The
    _BSN Essentials_ (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to (choose 4):

    1. “Demonstrate the professional standards of moral, ethical, and legal conduct.

    2. Assume accountability for personal and professional behaviors.

    3. Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession.

    4. Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers.

    5. Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice.

    6. Reflect on one’s own beliefs and values as they relate to professional practice.

    7. Identify personal, professional, and environmental risks that impact personal and professional choices, and behaviors.

    8. Communicate to the healthcare team one’s personal bias on difficult healthcare decisions that impact one’s ability to provide care.

    9. Recognize the impact of attitudes, values, and expectations on the care of the very young, frail older adults, and other vulnerable populations.

    10. Protect patient privacy and confidentiality of patient records and other privileged communications.

    11. Access interprofessional and intra-professional resources to resolve ethical and other practice dilemmas.

    12. Act to prevent unsafe, illegal, or unethical care practices.

    13. Articulate the value of pursuing practice excellence, lifelong learning, and professional engagement to foster professional growth and development.

    14. Recognize the relationship between personal health, self-renewal, and the ability to deliver sustained quality care.” (p. 28).

    Reference:

    American Association of Colleges of Nursing [AACN]. (2008).
    _The essentials of baccalaureate education for professional nursing practice._ Washington, DC: Author.

    ## Directions and Grading Criteria

    | | | | |
    | — | — | — | — |
    | Category | Points | % | Description |
    | (Introduction – see note under requirement #4 above) | 8 | 8 | Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy. |
    | You Decide Reflection | 80 | 80 | Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies:<br>(a) “Demonstrate the professional standards of moral, ethical, and legal conduct.<br>(b) Assume accountability for personal and professional behaviors.<br>(c) Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession.<br>(d) Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers.<br>(e) Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice.<br>(f) Reflect on one’s own beliefs and values as they relate to professional practice.<br>(g) Identify personal, professional, and environmental risks that impact personal and professional choices, and behaviors.<br>(h) Communicate to the healthcare team one’s personal bias on difficult healthcare decisions that impact one’s ability to provide care.<br>(i) Recognize the impact of attitudes, values, and expectations on the care of the very young, frail older adults, and other vulnerable populations.<br>(j) Protect patient privacy and confidentiality of patient records and other privileged communications.<br>(k) Access interprofessional and intra-professional resources to resolve ethical and other practice dilemmas.<br>(l) Act to prevent unsafe, illegal, or unethical care practices.<br>(m) Articulate the value of pursuing practice excellence, lifelong learning, and professional engagement to foster professional growth and development.<br>(n) Recognize the relationship between personal health, self-renewal, and the ability to deliver sustained quality care.” (p. 28). |
    | Conclusion | 4 | 4 | An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) <br>_pertaining to scholarship for evidence-based practice._ |
    | Clarity of writing | 6 | 6 | Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others. |
    | APA format | 2 | 2 | All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format:<br>1. Document setup<br>2. Title and reference pages<br>3. Citations in the text and references. |
    | Total: | 100 | 100 | A quality essay will meet or exceed all of the above requirements. |

    ## Grading Rubric

    | | | | |
    | — | — | — | — |
    | Assignment Criteria | Meets Criteria | Partially Meets Criteria | Does Not Meet Criteria |
    | (Introduction – see note under requirement #4 above)<br>(8 pts) | Short introduction of selected BSN sub-competencies (AACN, 2008) pertinent to <br>_scholarship for evidence-based practice_. Rationale is well presented, and purpose fully developed. <br> <br>**7 – 8 points** | Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.<br>**5 – 6 points** | Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.<br>**0 – 4 points** |
    | You Decide Reflection<br>(80 pts) | Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples.<br>**70 – 80 points** | Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples.<br>**59 – 69 points** | Little or very general self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub-competencies (AACN, 2008) or reflection not supported with examples.<br>**0 – 58 points** |
    | Conclusion<br>(4 pts) | Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.<br>**3 – 4 points** | Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.<br>**2 points** | Little understanding of pertinent BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.<br>**0 – 1 point** |
    | Clarity of writing<br>(6 pts) | Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning. <br>**5 – 6 points** | Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.<br>**3 – 4 points** | Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.<br>**0 – 2 points** |
    | APA format<br>(2 pts) | APA format correct with no more than 1-2 minor errors. <br>**2 points** | 3-5 errors in APA format and/or 1-2 citations are missing.<br>**1 point** | APA formatting contains multiple errors and/or several citations are missing.<br>**0 points** |
    | Total Points Possible = 100 points |

    ## | | | | — | — | | NUR3826 Course Reflection Guidelines.docx 08/21/19 | 2 |

    **## EthicalandLegalAspectofNursingPractice-.docx**

    Florida National University

    Course Reflection

    Guidelines

    ## Purpose

    The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the course.

    ## Course Outcomes

    This assignment provides documentation of student ability to meet the following course outcomes:

    · Identify the different legal and ethical aspects in the nursing practice (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).

    · Analyze the legal impact of the different ethical decisions in the nursing practice (ACCN Essential V; QSEN: patient- centered care, teamwork and collaboration).

    · Understand the essential of the nursing law and ethics (ACCN Essential V; QSEN: patient-centered care, teamwork and collaboration).

    **Points**

    This assignment is worth a total of 200 points (20%).

    **Due Date**

    Submit your completed assignment under the Assignment tab by
    **Monday** 11:59 p.m. EST of
    **Week 8** as directed.

    ## Requirements

    1. The
    **Course Reflection** is worth 200 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

    2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.

    3.
    **The length of the reflection is to be within three to six pages excluding title page and reference pages.**

    4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

    Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the
    _Publication manual of the American Psychological Association_(2010, p. 63).

    a. Course Reflection

    b. Conclusion

    ## Preparing Your Reflection

    The
    _BSN Essentials_ (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to (choose 4):

    1. “Demonstrate the professional standards of moral, ethical, and legal conduct.

    2. Assume accountability for personal and professional behaviors.

    3. Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession.

    4. Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers.

    5. Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice.

    6. Reflect on one’s own beliefs and values as they relate to professional practice.

    7. Identify personal, professional, and environmental risks that impact personal and professional choices, and behaviors.

    8. Communicate to the healthcare team one’s personal bias on difficult healthcare decisions that impact one’s ability to provide care.

    9. Recognize the impact of attitudes, values, and expectations on the care of the very young, frail older adults, and other vulnerable populations.

    10. Protect patient privacy and confidentiality of patient records and other privileged communications.

    11. Access interprofessional and intra-professional resources to resolve ethical and other practice dilemmas.

    12. Act to prevent unsafe, illegal, or unethical care practices.

    13. Articulate the value of pursuing practice excellence, lifelong learning, and professional engagement to foster professional growth and development.

    14. Recognize the relationship between personal health, self-renewal, and the ability to deliver sustained quality care.” (p. 28).

    Reference:

    American Association of Colleges of Nursing [AACN]. (2008).
    _The essentials of baccalaureate education for professional nursing practice._ Washington, DC: Author.

    ## Directions and Grading Criteria

    | | | | |
    | — | — | — | — |
    | Category | Points | % | Description |
    | (Introduction – see note under requirement #4 above) | 8 | 8 | Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy. |
    | You Decide Reflection | 80 | 80 | Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies:<br>(a) “Demonstrate the professional standards of moral, ethical, and legal conduct.<br>(b) Assume accountability for personal and professional behaviors.<br>(c) Promote the image of nursing by modeling the values and articulating the knowledge, skills, and attitudes of the nursing profession.<br>(d) Demonstrate professionalism, including attention to appearance, demeanor, respect for self and others, and attention to professional boundaries with patients and families as well as among caregivers.<br>(e) Demonstrate an appreciation of the history of and contemporary issues in nursing and their impact on current nursing practice.<br>(f) Reflect on one’s own beliefs and values as they relate to professional practice.<br>(g) Identify personal, professional, and environmental risks that impact personal and professional choices, and behaviors.<br>(h) Communicate to the healthcare team one’s personal bias on difficult healthcare decisions that impact one’s ability to provide care.<br>(i) Recognize the impact of attitudes, values, and expectations on the care of the very young, frail older adults, and other vulnerable populations.<br>(j) Protect patient privacy and confidentiality of patient records and other privileged communications.<br>(k) Access interprofessional and intra-professional resources to resolve ethical and other practice dilemmas.<br>(l) Act to prevent unsafe, illegal, or unethical care practices.<br>(m) Articulate the value of pursuing practice excellence, lifelong learning, and professional engagement to foster professional growth and development.<br>(n) Recognize the relationship between personal health, self-renewal, and the ability to deliver sustained quality care.” (p. 28). |
    | Conclusion | 4 | 4 | An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) <br>_pertaining to scholarship for evidence-based practice._ |
    | Clarity of writing | 6 | 6 | Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others. |
    | APA format | 2 | 2 | All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format:<br>1. Document setup<br>2. Title and reference pages<br>3. Citations in the text and references. |
    | Total: | 100 | 100 | A quality essay will meet or exceed all of the above requirements. |

    ## Grading Rubric

    | | | | |
    | — | — | — | — |
    | Assignment Criteria | Meets Criteria | Partially Meets Criteria | Does Not Meet Criteria |
    | (Introduction – see note under requirement #4 above)<br>(8 pts) | Short introduction of selected BSN sub-competencies (AACN, 2008) pertinent to <br>_scholarship for evidence-based practice_. Rationale is well presented, and purpose fully developed. <br> <br>**7 – 8 points** | Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.<br>**5 – 6 points** | Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.<br>**0 – 4 points** |
    | You Decide Reflection<br>(80 pts) | Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples.<br>**70 – 80 points** | Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples.<br>**59 – 69 points** | Little or very general self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub-competencies (AACN, 2008) or reflection not supported with examples.<br>**0 – 58 points** |
    | Conclusion<br>(4 pts) | Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.<br>**3 – 4 points** | Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.<br>**2 points** | Little understanding of pertinent BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.<br>**0 – 1 point** |
    | Clarity of writing<br>(6 pts) | Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning. <br>**5 – 6 points** | Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.<br>**3 – 4 points** | Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.<br>**0 – 2 points** |
    | APA format<br>(2 pts) | APA format correct with no more than 1-2 minor errors. <br>**2 points** | 3-5 errors in APA format and/or 1-2 citations are missing.<br>**1 point** | APA formatting contains multiple errors and/or several citations are missing.<br>**0 points** |
    | Total Points Possible = 100 points |

    ## | | | | — | — | | NUR3826 Course Reflection Guidelines.docx 08/21/19 | 2 |

  • [Solved] soap note

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    **Problem-Focused SOAP Note Format** **Demographic Data** – Age and gender (must be HIPAA compliant) **Subjective** – Chief Complaint (CC): A short statement about why they are there – History of Present Illness (HPI): Write your HPI in paragraph form. Start with the age, gender, and why they are th…

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    Assignment Prompt & Instructions

    **Problem-Focused SOAP Note Format**

    **Demographic Data**

    – Age and gender (must be HIPAA compliant)

    **Subjective**

    – Chief Complaint (CC): A short statement about why they are there
    – History of Present Illness (HPI):  Write your HPI in paragraph form. Start with the age, gender, and why they are there (example: 23-year-old female here for…). Elaborate using the acronym OLDCART: Onset, Location, Duration, Characteristics, Aggravating/Alleviating Factors, Relieving Factors, Treatment
    – Past Med. Hx (PMH): Medical or surgical problems, hospitalizations, medications, allergies, immunizations, and preventative health maintenance
    – Family Hx: any history of CA, DM, HTN, MI, CVA?
    – Social Hx: Including nutrition, exercise, substance use, sexual hx, occupation, school, etc.
    – Review of Systems (ROS) as appropriate: Include health maintenance (e.g., eye, dental, pap, vaccines, colonoscopy)

    **Objective**

    – Vital Signs
    – Physical findings listed by body systems, not paragraph form- Highlight abnormal findings

    **Assessment (the diagnosis)**

    – At least Two (2) differential diagnoses (if applicable) with rationale and pertinent positives and negatives for each
    – Final diagnosis with rationale, pertinent positives and negatives, and pathophysiological explanation

    **Plan**

    – Dx Plan (lab, x-ray)
    – Tx Plan (meds): including medication(s) prescribed (if any), dosage, frequency, duration, and refill(s) (if any)
    – Pt. Education, including specific medication teaching points
    – Referral/Follow-up
    – Health maintenance: including when screenings eye, dental, pap, vaccines, immunizations, etc. are next due

    **Reference**

    – Compare care given to the patient with the National Standards of Care/National Guidelines. Cite accordingly.

    – 2 years ago

  • [Solved] Asssigment

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    – 2 years ago **files (1)** – ## CourseReflectionNUR4636-8wks1.docx **## CourseReflectionNUR4636-8wks1.docx** Florida National University NUR4636 Course Reflection Guidelines ## Purpose The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## CourseReflectionNUR4636-8wks1.docx

    **## CourseReflectionNUR4636-8wks1.docx**

    Florida National University NUR4636

    Course Reflection

    Guidelines

    ## Purpose

    The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4636 course.

    ## Course Outcomes

    This assignment provides documentation of student ability to meet the following course outcomes:

    · The students will be able to recognize the different level of prevention and apply them in the community (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).

    · This course will enable the student to place in practice methods of health prevention, promotion and restoration in the communities (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, and teamwork and collaboration, quality improvement, informatics, and patient.

    · The students will be able to educate the communities about the different ways to prevent illness and promote health (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork, and collaboration, quality improvement, informatics, and patient-centered care).

    · The student will understand the different tools available to put in place and in the hands of the communities in order to keep them healthy (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).

    **Points**

    This assignment is worth a total of 100 points (10%).

    **Due Date**

    Submit your completed assignment under the Assignment tab by Monday at 11:59 p.m. EST of
    **Week 8** as directed.

    ## Requirements

    1. The
    **Course Reflection** is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

    2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.

    3.
    **The length of the reflection is to be within three to six pages excluding title page and reference pages.**

    4. APA format is required with both a title page and reference page. Use the required components according
    **to APA 7th Edition formatting**.

    ## Preparing Your Reflection

    The
    _BSN Essentials_ (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the
    **NUR4636** course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to
    **(choose 4):**

    1. “Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.

    2. Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors.

    3. Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services.

    4. Examine legislative and regulatory processes relevant to the provision of health care.

    5. Describe state and national statutes, rules, and regulations that authorize and define professional nursing practice.

    6. Explore the impact of sociocultural, economic, legal, and political factors influencing healthcare delivery and practice.

    7. Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.

    8. Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery.

    9. Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations.

    10. Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas.

    11. Participate as a nursing professional in political processes and grassroots legislative efforts to influence healthcare policy.

    12. Advocate for consumers and the nursing profession.

    13. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations.

    14. Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems.

    15. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.

    16. Use behavioral change techniques to promote health and manage illness.

    17. Use evidence based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.

    18. Use information and communication technologies in preventive care.

    19. Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions.

    20. Assess the health, healthcare, and emergency preparedness needs of a defined population.

    21. Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations.

    22. Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death.

    23. Participate in clinical prevention and population focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity.

    24. Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.

    25. Use evaluation results to influence the delivery of care, deployment of resources, and to provide input into the development of policies to promote health and prevent disease.” (pp. 20-21, 24-25).

    Reference:

    American Association of Colleges of Nursing [AACN]. (2008).
    _The essentials of baccalaureate education for professional nursing practice._ Washington, DC: Author.

    ## Directions and Grading Criteria

    | | | | |
    | — | — | — | — |
    | Category | Points | % | Description |
    | (Introduction – see note under requirement #4 above) | 8 | 8 | Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy. |
    | You Decide Reflection | 80 | 80 | Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies:<br>(a) “Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.<br>(b) Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors.<br>(c) Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services.<br>(d) Examine legislative and regulatory processes relevant to the provision of health care.<br>(e) Describe state and national statutes, rules, and regulations that authorize and define professional nursing practice.<br>(f) Explore the impact of sociocultural, economic, legal, and political factors influencing healthcare delivery and practice.<br>(g) Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.<br>(h) Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery.<br>(i) Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations.<br>(j) Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas.<br>(k) Participate as a nursing professional in political processes and grassroots legislative efforts to influence healthcare policy.<br>(l) Advocate for consumers and the nursing profession.<br>(m) Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations.<br>(n) Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems.<br>(o) Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.<br>(p) Use behavioral change techniques to promote health and manage illness.<br>(q) Use evidence based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.<br>(r) Use information and communication technologies in preventive care.<br>(s) Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions.<br>(t) Assess the health, healthcare, and emergency preparedness needs of a defined population.<br>(u) Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations.<br>(v) Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death.<br>(w) Participate in clinical prevention and population focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity.<br>(x) Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.<br>(y) Use evaluation results to influence the delivery of care, deployment of resources, and to provide input into the development of policies to promote health and prevent disease.” (pp. 20-21, 24-25). |
    | Conclusion | 4 | 4 | An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) <br>_pertaining to scholarship for evidence-based practice._ |
    | Clarity of writing | 6 | 6 | Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others. |
    | APA format | 2 | 2 | All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format:<br>1. Document setup<br>2. Title and reference pages<br>3. Citations in the text and references. |
    | Total: | 100 | 100 | A quality essay will meet or exceed all of the above requirements. |

    ## Grading Rubric

    | | | | |
    | — | — | — | — |
    | Assignment Criteria | Meets Criteria | Partially Meets Criteria | Does Not Meet Criteria |
    | (Introduction – see note under requirement #4 above)<br>(8 pts) | Short introduction of selected BSN sub-competencies (AACN, 2008) pertinent to <br>_scholarship for evidence-based practice_. Rationale is well presented, and purpose fully developed. <br> <br>**7 – 8 points** | Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.<br>**5 – 6 points** | Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.<br>**0 – 4 points** |
    | You Decide Reflection<br>(80 pts) | Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples.<br>**70 – 80 points** | Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples.<br>**59 – 69 points** | Little or very general self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub-competencies (AACN, 2008) or reflection not supported with examples.<br>**0 – 58 points** |
    | Conclusion<br>(4 pts) | Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.<br>**3 – 4 points** | Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.<br>**2 points** | Little understanding of pertinent BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.<br>**0 – 1 point** |
    | Clarity of writing<br>(6 pts) | Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning. <br>**5 – 6 points** | Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.<br>**3 – 4 points** | Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.<br>**0 – 2 points** |
    | APA format<br>(2 pts) | APA format correct with no more than 1-2 minor errors. <br>**2 points** | 3-5 errors in APA format and/or 1-2 citations are missing.<br>**1 point** | APA formatting contains multiple errors and/or several citations are missing.<br>**0 points** |
    | Total Points Possible = 100 points |

    ## | | | | — | — | | NUR4636 Course Reflection Guidelines.docx 08/21/19 | 2 |

    **## CourseReflectionNUR4636-8wks1.docx**

    Florida National University NUR4636

    Course Reflection

    Guidelines

    ## Purpose

    The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR4636 course.

    ## Course Outcomes

    This assignment provides documentation of student ability to meet the following course outcomes:

    · The students will be able to recognize the different level of prevention and apply them in the community (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).

    · This course will enable the student to place in practice methods of health prevention, promotion and restoration in the communities (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, and teamwork and collaboration, quality improvement, informatics, and patient.

    · The students will be able to educate the communities about the different ways to prevent illness and promote health (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork, and collaboration, quality improvement, informatics, and patient-centered care).

    · The student will understand the different tools available to put in place and in the hands of the communities in order to keep them healthy (ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, quality improvement, informatics, and patient-centered care).

    **Points**

    This assignment is worth a total of 100 points (10%).

    **Due Date**

    Submit your completed assignment under the Assignment tab by Monday at 11:59 p.m. EST of
    **Week 8** as directed.

    ## Requirements

    1. The
    **Course Reflection** is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

    2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.

    3.
    **The length of the reflection is to be within three to six pages excluding title page and reference pages.**

    4. APA format is required with both a title page and reference page. Use the required components according
    **to APA 7th Edition formatting**.

    ## Preparing Your Reflection

    The
    _BSN Essentials_ (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the
    **NUR4636** course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to
    **(choose 4):**

    1. “Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.

    2. Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors.

    3. Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services.

    4. Examine legislative and regulatory processes relevant to the provision of health care.

    5. Describe state and national statutes, rules, and regulations that authorize and define professional nursing practice.

    6. Explore the impact of sociocultural, economic, legal, and political factors influencing healthcare delivery and practice.

    7. Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.

    8. Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery.

    9. Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations.

    10. Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas.

    11. Participate as a nursing professional in political processes and grassroots legislative efforts to influence healthcare policy.

    12. Advocate for consumers and the nursing profession.

    13. Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations.

    14. Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems.

    15. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.

    16. Use behavioral change techniques to promote health and manage illness.

    17. Use evidence based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.

    18. Use information and communication technologies in preventive care.

    19. Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions.

    20. Assess the health, healthcare, and emergency preparedness needs of a defined population.

    21. Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations.

    22. Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death.

    23. Participate in clinical prevention and population focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity.

    24. Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.

    25. Use evaluation results to influence the delivery of care, deployment of resources, and to provide input into the development of policies to promote health and prevent disease.” (pp. 20-21, 24-25).

    Reference:

    American Association of Colleges of Nursing [AACN]. (2008).
    _The essentials of baccalaureate education for professional nursing practice._ Washington, DC: Author.

    ## Directions and Grading Criteria

    | | | | |
    | — | — | — | — |
    | Category | Points | % | Description |
    | (Introduction – see note under requirement #4 above) | 8 | 8 | Introduces the purpose of the reflection and addresses BSN Essentials (AACN, 2008) pertinent to healthcare policy and advocacy. |
    | You Decide Reflection | 80 | 80 | Include a self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions to address each of the following sub-competencies:<br>(a) “Demonstrate basic knowledge of healthcare policy, finance, and regulatory environments, including local, state, national, and global healthcare trends.<br>(b) Describe how health care is organized and financed, including the implications of business principles, such as patient and system cost factors.<br>(c) Compare the benefits and limitations of the major forms of reimbursement on the delivery of healthcare services.<br>(d) Examine legislative and regulatory processes relevant to the provision of health care.<br>(e) Describe state and national statutes, rules, and regulations that authorize and define professional nursing practice.<br>(f) Explore the impact of sociocultural, economic, legal, and political factors influencing healthcare delivery and practice.<br>(g) Examine the roles and responsibilities of the regulatory agencies and their effect on patient care quality, workplace safety, and the scope of nursing and other health professionals’ practice.<br>(h) Discuss the implications of healthcare policy on issues of access, equity, affordability, and social justice in healthcare delivery.<br>(i) Use an ethical framework to evaluate the impact of social policies on health care, especially for vulnerable populations.<br>(j) Articulate, through a nursing perspective, issues concerning healthcare delivery to decision makers within healthcare organizations and other policy arenas.<br>(k) Participate as a nursing professional in political processes and grassroots legislative efforts to influence healthcare policy.<br>(l) Advocate for consumers and the nursing profession.<br>(m) Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations.<br>(n) Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems.<br>(o) Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.<br>(p) Use behavioral change techniques to promote health and manage illness.<br>(q) Use evidence based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.<br>(r) Use information and communication technologies in preventive care.<br>(s) Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions.<br>(t) Assess the health, healthcare, and emergency preparedness needs of a defined population.<br>(u) Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations.<br>(v) Collaborate with others to develop an intervention plan that takes into account determinants of health, available resources, and the range of activities that contribute to health and the prevention of illness, injury, disability, and premature death.<br>(w) Participate in clinical prevention and population focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity.<br>(x) Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.<br>(y) Use evaluation results to influence the delivery of care, deployment of resources, and to provide input into the development of policies to promote health and prevent disease.” (pp. 20-21, 24-25). |
    | Conclusion | 4 | 4 | An effective conclusion identifies the main ideas and major conclusions from the body of your essay. Minor details are left out. Summarize the benefits of the pertinent BSN Essential and sub-competencies (AACN, 2008) <br>_pertaining to scholarship for evidence-based practice._ |
    | Clarity of writing | 6 | 6 | Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers. Writing should demonstrate original thought without an over-reliance on the works of others. |
    | APA format | 2 | 2 | All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format:<br>1. Document setup<br>2. Title and reference pages<br>3. Citations in the text and references. |
    | Total: | 100 | 100 | A quality essay will meet or exceed all of the above requirements. |

    ## Grading Rubric

    | | | | |
    | — | — | — | — |
    | Assignment Criteria | Meets Criteria | Partially Meets Criteria | Does Not Meet Criteria |
    | (Introduction – see note under requirement #4 above)<br>(8 pts) | Short introduction of selected BSN sub-competencies (AACN, 2008) pertinent to <br>_scholarship for evidence-based practice_. Rationale is well presented, and purpose fully developed. <br> <br>**7 – 8 points** | Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.<br>**5 – 6 points** | Little or very general introduction of selected BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.<br>**0 – 4 points** |
    | You Decide Reflection<br>(80 pts) | Excellent self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) supported with examples.<br>**70 – 80 points** | Basic self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Reflection on pertinent BSN sub-competencies (AACN, 2008) not supported with examples.<br>**59 – 69 points** | Little or very general self-assessment of skills, knowledge, and integrative abilities pertinent to healthcare policy and advocacy. Little or no reflection on pertinent BSN sub-competencies (AACN, 2008) or reflection not supported with examples.<br>**0 – 58 points** |
    | Conclusion<br>(4 pts) | Excellent understanding of pertinent BSN sub- competencies (AACN, 2008). Conclusions are well evidenced and fully developed.<br>**3 – 4 points** | Basic understanding and/or limited use of original explanation and/or inappropriate emphasis on an area.<br>**2 points** | Little understanding of pertinent BSN sub-competencies (AACN, 2008). Little to no original explanation; inappropriate emphasis on an area.<br>**0 – 1 point** |
    | Clarity of writing<br>(6 pts) | Excellent use of standard English showing original thought with minimal reliance on the works of others. No spelling or grammar errors. Well organized with proper flow of meaning. <br>**5 – 6 points** | Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts.<br>**3 – 4 points** | Language needs development or there is an over-reliance on the works of others. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.<br>**0 – 2 points** |
    | APA format<br>(2 pts) | APA format correct with no more than 1-2 minor errors. <br>**2 points** | 3-5 errors in APA format and/or 1-2 citations are missing.<br>**1 point** | APA formatting contains multiple errors and/or several citations are missing.<br>**0 points** |
    | Total Points Possible = 100 points |

    ## | | | | — | — | | NUR4636 Course Reflection Guidelines.docx 08/21/19 | 2 |

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    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied,
    further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 555 Assignment 2 (1244) Page 1 of 5

    Assignment 2: Individual Assignment
    Organizational Change and Culture Project – Part I: Business Brief and Change Vision Video
    Due: Monday, 9:00 am (eastern), Week 8 (Weight: 25%)

    Change is part of the game. Leaders must set the vision and navigate the challenges of implementing
    change. Effective leadership requires you to harness both the minds and hearts of employees to enable
    change to occur and take root in the company’s culture. For this assignment, you will identify one change
    management need within your company or from a company you previously worked for.

    You will create a plan for a change initiative, describing it in your Business Brief and presenting it in your
    Change Vision Video. Think of your Business Brief as a summary document that could be used as a
    reference by the Board of Directors, and think of your Change Vision Video as your pitch to the Board
    members to gain their support for your initiative.

    Business Brief

    Identify a needed organizational change and your perceived employee resistance to the change. Then
    utilize the first six (6) elements of Kotter’s eight-stage framework to create your plan for the change
    initiative. Write a Business Brief that summarizes your change initiative plan in 2 to 3 pages. It should be
    written in a professional format and include a cover page, as detailed in the Formatting Requirements
    section below. Use the prompts below to guide you:

    1. Provide a brief background of the company and its culture.

    2. Identify the problem you want to address and explain why it is important.

    3. Describe your change initiative according to Steps 1 through 6 of Kotter’s eight-stage framework.
    Provide answers to each of the following questions to create this description:

    o How will you create a sense of urgency?

    o How will you build a guiding coalition?

    o What is your change vision and strategy?

    o How will you communicate the change vision?

    o How will you empower employees to take action for this change?

    o How will you create short-term wins?

    JWI 555: Organizational Change and Culture
    Assignment 2

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied,
    further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 555 Assignment 2 (1244) Page 2 of 5

    Change Vision Video

    Create a 2 to 3-minute video that presents your change vision in a compelling manner that will
    effectively engage your audience. For this assignment, you will use the Zoom tool. This should be a video
    of you. No PowerPoint or other props are needed. Your main points should be simple and easy to recall,
    the tone should be professional, you should convey an appropriate amount of urgency and generate
    excitement.

    1. What is the change?

    2. Why is this important and needed?

    3. What is the benefit for the company and for individual employees?

    4. What will success look like?

    Upload the video in MP4 format and include your first and last name in the filename. Upload both your
    business brief document and video together.

    Professional Formatting Requirements for Business Brief:

    • Include a cover page containing the title of the assignment, your name, your professor's name,
    and the course title and date

    • Include a references page, showing all your sources

    • The cover page and the references page are not included in the required page length

    • Double-spaced, professional font (Times New Roman or Ariel), 10-12 font size

    • Headings are used to identify main topics and subtopics

    • Paragraphs are separated by a single space

    JWI 555: Organizational Change and Culture
    Assignment 2

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied,
    further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 555 Assignment 2 (1244) Page 3 of 5

    Rubric: Assignment 2

    Weight: 25% Business Brief and Change Vision Video

    Criteria Honors High Pass Pass Low Pass Unsatisfactory

    1. Business
    Brief provides
    background
    on the
    chosen
    company and
    its culture
    and clearly
    identifies the
    need and
    why a
    change
    initiative is
    required.

    Weight 15%

    Exemplarily
    provides a clear
    and concise
    background on
    the company and
    its culture.
    Additionally, the
    student
    exemplarily
    describes the
    organizational
    change need and
    rationale in a
    compelling and
    convincing
    manner.

    Completely
    provides a
    clear and
    concise
    background on
    the company
    and its culture.
    Additionally,
    the student
    completely
    describes the
    organizational
    change need
    and rationale in
    a compelling
    and convincing
    manner.

    Satisfactorily
    provides a clear
    and concise
    background on
    the company
    and its culture.
    Additionally, the
    student
    satisfactorily
    describes the
    organizational
    change need
    and rationale in
    a compelling
    and convincing
    manner.

    Partially
    provides a clear
    and concise
    background on
    the company
    and its culture.
    Additionally, the
    student partially
    describes the
    organizational
    change need
    and rationale in
    a compelling
    and convincing
    manner.

    Does not or
    unsatisfactorily
    provides a clear
    and concise
    background on the
    company and its
    culture.
    Additionally, the
    student does not
    or unsatisfactorily
    describes the
    organizational
    change need and
    rationale in a
    compelling and
    convincing
    manner.

    2. Describe your
    change
    initiative
    according to
    the first six (6)
    stages from
    Kotter’s eight-
    stage
    framework.
    Demonstrates
    understanding
    of the course
    concepts.

    Weight: 35%

    Exemplarily
    describes the
    change
    initiative
    according to
    Kotter’s eight-
    stage
    framework.
    Unique
    insights and
    stance are
    clear,
    concise, and
    persuasive.
    Demonstrates
    an excellent
    and full
    understanding
    of the course
    concepts.

    Completely
    describes the
    change
    initiative
    according to
    Kotter’s eight-
    stage
    framework.
    Demonstrates
    a solid under-
    standing of the
    course
    concepts.

    Satisfactorily
    describes the
    change initiative
    according to
    Kotter’s eight-
    stage
    framework.
    Demonstrates
    satisfactory
    understanding
    of the course
    concepts.

    Partially
    describes the
    change initiative
    according to
    Kotter’s eight-
    stage
    framework.
    Demonstrates a
    partial under-
    standing of the
    course
    concepts.

    Does not or
    unsatisfactorily
    describes the
    change initiative
    according to
    Kotter's eight-
    stage framework.
    Demonstrates a
    minimal under-
    standing of the
    course concepts.

    JWI 555: Organizational Change and Culture
    Assignment 2

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied,
    further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 555 Assignment 2 (1244) Page 4 of 5

    Weight: 25% Business Brief and Change Vision Video

    Criteria Honors High Pass Pass Low Pass Unsatisfactory

    3. The business
    brief is
    logical,
    professionally
    formatted,
    and free from
    grammatical
    errors.

    Weight: 10%

    The business
    brief is highly
    logical and
    professionally
    formatted. All
    sources are
    consistently cited
    in-text and
    references are
    included in a
    manner that
    enables the
    reader to quickly
    identify sources.
    There are no
    mechanics or
    usage errors.

    The business
    brief is logical
    and
    professionally
    formatted.
    Most sources
    are
    consistently
    cited in-text
    and the
    reference list is
    included.
    Mechanics and
    usage errors, if
    any, are minor
    and have no
    impact on the
    flow.

    The business
    brief is
    satisfactorily
    logical and
    professional in
    format. Sources
    are mostly cited
    in-text and the
    reference list is
    adequately
    formatted. There
    are a few
    mechanics and
    usage errors,
    but they do not
    have a major
    impact on the
    flow.

    The business
    brief is semi-
    professional in
    format and
    contains some
    mechanics and
    usage errors.
    Sources are not
    consistently
    cited and/or the
    reference list is
    incomplete or
    improperly
    formatted.

    The business brief
    is illogical and
    unprofessional
    and contains
    multiple
    mechanics and
    usage errors.
    References and
    citations may be
    missing.

    4. Present your
    change vision
    via video in a
    compelling
    manner that
    will engage
    employees.
    Video
    addresses all
    4 questions
    about the
    change
    vision.

    Weight: 30%

    The change
    vision video is
    exemplary
    presented. It
    thoroughly
    details the
    rationale for
    change,
    creates a
    strong sense
    of urgency,
    and succinctly
    explains what
    success looks
    like. It is
    highly
    compelling
    and engaging.
    Video
    addresses the
    4 questions
    about the
    change vision
    excellently.

    The change
    vision video is
    well presented.
    It details the
    rationale for
    change,
    creates a
    sense of
    urgency,
    succinctly
    explains what
    success looks
    like, and is
    compelling and
    engaging.
    Video fully
    addresses the
    4 questions
    about the
    change vision.

    The change
    vision video is
    satisfactorily
    presented. It
    details the
    rationale for
    change, creates
    some sense of
    urgency,
    explains what
    success looks
    like, and is quite
    engaging. Video
    addresses the 4
    questions about
    the change
    vision but not in
    detail.

    The change
    vision video is
    partially
    presented. It
    presents the
    rationale for
    change, but
    does not create
    a sense of
    urgency, only
    partially explains
    what success
    looks like, and is
    not very
    engaging. Video
    addresses 3 or
    fewer questions
    about the
    change vision.

    The change vision
    video is
    unsatisfactorily
    presented. Little to
    no synthesis of
    ideas is
    demonstrated and
    logical reasoning
    is not included or
    evident. Video is
    not engaging and
    does not address
    any of the 4
    questions about
    the change vision.

    JWI 555: Organizational Change and Culture
    Assignment 2

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied,
    further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 555 Assignment 2 (1244) Page 5 of 5

    Weight: 25% Business Brief and Change Vision Video

    Criteria Honors High Pass Pass Low Pass Unsatisfactory

    5. The video
    has a
    professional
    look and feel
    and stays
    within the
    timeframe.

    Weight: 10%

    The video
    presentation is
    extremely
    professional. The
    student is
    professionally
    dressed, has an
    appropriate
    background,
    makes eye
    contact, voice is
    dynamic, and
    verbal cues are
    exemplarily
    applied. Video
    adheres to the 2-
    3 minute time
    limit..

    The video
    presentation is
    mostly
    professional.
    The student is
    professionally
    dressed, has
    an appropriate
    background,
    makes eye
    contact, voice
    is mostly
    dynamic, and
    verbal cues are
    completely
    applied. Video
    may be slightly
    over the 3
    minute
    maximum, but
    by no more
    than 1 minute.

    The video
    presentation is
    satisfactorily
    professional.
    The student is
    somewhat
    professionally
    dressed, has an
    appropriate
    background,
    makes some
    eye contact,
    voice is
    somewhat
    dynamic, and
    verbal cues are
    satisfactorily
    applied. Video
    may be over the
    3 minute
    maximum, but
    by no more than
    2 minutes.

    The video
    presentation is
    partially
    professional.
    The student is
    fairly
    professionally
    dressed, has a
    somewhat
    appropriate
    background,
    makes little to
    no eye contact,
    voice is fairly
    dynamic, and
    verbal cues are
    partially applied.
    Video may not
    adhere to the 2-
    3 minute time
    limit.

    The video
    presentation is
    not professional.
    The student is not
    professionally
    dressed, does not
    have an
    appropriate
    background,
    makes no eye
    contact, voice is
    not dynamic, and
    verbal cues are
    not or
    unsatisfactorily
    applied. Video
    does not adhere
    to the 2-3 minute
    time limit.

    **## Assignment2Org.pdf**

    JWI 555: Organizational Change and Culture
    Assignment 2

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied,
    further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 555 Assignment 2 (1244) Page 1 of 5

    Assignment 2: Individual Assignment
    Organizational Change and Culture Project – Part I: Business Brief and Change Vision Video
    Due: Monday, 9:00 am (eastern), Week 8 (Weight: 25%)

    Change is part of the game. Leaders must set the vision and navigate the challenges of implementing
    change. Effective leadership requires you to harness both the minds and hearts of employees to enable
    change to occur and take root in the company’s culture. For this assignment, you will identify one change
    management need within your company or from a company you previously worked for.

    You will create a plan for a change initiative, describing it in your Business Brief and presenting it in your
    Change Vision Video. Think of your Business Brief as a summary document that could be used as a
    reference by the Board of Directors, and think of your Change Vision Video as your pitch to the Board
    members to gain their support for your initiative.

    Business Brief

    Identify a needed organizational change and your perceived employee resistance to the change. Then
    utilize the first six (6) elements of Kotter’s eight-stage framework to create your plan for the change
    initiative. Write a Business Brief that summarizes your change initiative plan in 2 to 3 pages. It should be
    written in a professional format and include a cover page, as detailed in the Formatting Requirements
    section below. Use the prompts below to guide you:

    1. Provide a brief background of the company and its culture.

    2. Identify the problem you want to address and explain why it is important.

    3. Describe your change initiative according to Steps 1 through 6 of Kotter’s eight-stage framework.
    Provide answers to each of the following questions to create this description:

    o How will you create a sense of urgency?

    o How will you build a guiding coalition?

    o What is your change vision and strategy?

    o How will you communicate the change vision?

    o How will you empower employees to take action for this change?

    o How will you create short-term wins?

    JWI 555: Organizational Change and Culture
    Assignment 2

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied,
    further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 555 Assignment 2 (1244) Page 2 of 5

    Change Vision Video

    Create a 2 to 3-minute video that presents your change vision in a compelling manner that will
    effectively engage your audience. For this assignment, you will use the Zoom tool. This should be a video
    of you. No PowerPoint or other props are needed. Your main points should be simple and easy to recall,
    the tone should be professional, you should convey an appropriate amount of urgency and generate
    excitement.

    1. What is the change?

    2. Why is this important and needed?

    3. What is the benefit for the company and for individual employees?

    4. What will success look like?

    Upload the video in MP4 format and include your first and last name in the filename. Upload both your
    business brief document and video together.

    Professional Formatting Requirements for Business Brief:

    • Include a cover page containing the title of the assignment, your name, your professor's name,
    and the course title and date

    • Include a references page, showing all your sources

    • The cover page and the references page are not included in the required page length

    • Double-spaced, professional font (Times New Roman or Ariel), 10-12 font size

    • Headings are used to identify main topics and subtopics

    • Paragraphs are separated by a single space

    JWI 555: Organizational Change and Culture
    Assignment 2

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied,
    further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 555 Assignment 2 (1244) Page 3 of 5

    Rubric: Assignment 2

    Weight: 25% Business Brief and Change Vision Video

    Criteria Honors High Pass Pass Low Pass Unsatisfactory

    1. Business
    Brief provides
    background
    on the
    chosen
    company and
    its culture
    and clearly
    identifies the
    need and
    why a
    change
    initiative is
    required.

    Weight 15%

    Exemplarily
    provides a clear
    and concise
    background on
    the company and
    its culture.
    Additionally, the
    student
    exemplarily
    describes the
    organizational
    change need and
    rationale in a
    compelling and
    convincing
    manner.

    Completely
    provides a
    clear and
    concise
    background on
    the company
    and its culture.
    Additionally,
    the student
    completely
    describes the
    organizational
    change need
    and rationale in
    a compelling
    and convincing
    manner.

    Satisfactorily
    provides a clear
    and concise
    background on
    the company
    and its culture.
    Additionally, the
    student
    satisfactorily
    describes the
    organizational
    change need
    and rationale in
    a compelling
    and convincing
    manner.

    Partially
    provides a clear
    and concise
    background on
    the company
    and its culture.
    Additionally, the
    student partially
    describes the
    organizational
    change need
    and rationale in
    a compelling
    and convincing
    manner.

    Does not or
    unsatisfactorily
    provides a clear
    and concise
    background on the
    company and its
    culture.
    Additionally, the
    student does not
    or unsatisfactorily
    describes the
    organizational
    change need and
    rationale in a
    compelling and
    convincing
    manner.

    2. Describe your
    change
    initiative
    according to
    the first six (6)
    stages from
    Kotter’s eight-
    stage
    framework.
    Demonstrates
    understanding
    of the course
    concepts.

    Weight: 35%

    Exemplarily
    describes the
    change
    initiative
    according to
    Kotter’s eight-
    stage
    framework.
    Unique
    insights and
    stance are
    clear,
    concise, and
    persuasive.
    Demonstrates
    an excellent
    and full
    understanding
    of the course
    concepts.

    Completely
    describes the
    change
    initiative
    according to
    Kotter’s eight-
    stage
    framework.
    Demonstrates
    a solid under-
    standing of the
    course
    concepts.

    Satisfactorily
    describes the
    change initiative
    according to
    Kotter’s eight-
    stage
    framework.
    Demonstrates
    satisfactory
    understanding
    of the course
    concepts.

    Partially
    describes the
    change initiative
    according to
    Kotter’s eight-
    stage
    framework.
    Demonstrates a
    partial under-
    standing of the
    course
    concepts.

    Does not or
    unsatisfactorily
    describes the
    change initiative
    according to
    Kotter's eight-
    stage framework.
    Demonstrates a
    minimal under-
    standing of the
    course concepts.

    JWI 555: Organizational Change and Culture
    Assignment 2

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied,
    further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 555 Assignment 2 (1244) Page 4 of 5

    Weight: 25% Business Brief and Change Vision Video

    Criteria Honors High Pass Pass Low Pass Unsatisfactory

    3. The business
    brief is
    logical,
    professionally
    formatted,
    and free from
    grammatical
    errors.

    Weight: 10%

    The business
    brief is highly
    logical and
    professionally
    formatted. All
    sources are
    consistently cited
    in-text and
    references are
    included in a
    manner that
    enables the
    reader to quickly
    identify sources.
    There are no
    mechanics or
    usage errors.

    The business
    brief is logical
    and
    professionally
    formatted.
    Most sources
    are
    consistently
    cited in-text
    and the
    reference list is
    included.
    Mechanics and
    usage errors, if
    any, are minor
    and have no
    impact on the
    flow.

    The business
    brief is
    satisfactorily
    logical and
    professional in
    format. Sources
    are mostly cited
    in-text and the
    reference list is
    adequately
    formatted. There
    are a few
    mechanics and
    usage errors,
    but they do not
    have a major
    impact on the
    flow.

    The business
    brief is semi-
    professional in
    format and
    contains some
    mechanics and
    usage errors.
    Sources are not
    consistently
    cited and/or the
    reference list is
    incomplete or
    improperly
    formatted.

    The business brief
    is illogical and
    unprofessional
    and contains
    multiple
    mechanics and
    usage errors.
    References and
    citations may be
    missing.

    4. Present your
    change vision
    via video in a
    compelling
    manner that
    will engage
    employees.
    Video
    addresses all
    4 questions
    about the
    change
    vision.

    Weight: 30%

    The change
    vision video is
    exemplary
    presented. It
    thoroughly
    details the
    rationale for
    change,
    creates a
    strong sense
    of urgency,
    and succinctly
    explains what
    success looks
    like. It is
    highly
    compelling
    and engaging.
    Video
    addresses the
    4 questions
    about the
    change vision
    excellently.

    The change
    vision video is
    well presented.
    It details the
    rationale for
    change,
    creates a
    sense of
    urgency,
    succinctly
    explains what
    success looks
    like, and is
    compelling and
    engaging.
    Video fully
    addresses the
    4 questions
    about the
    change vision.

    The change
    vision video is
    satisfactorily
    presented. It
    details the
    rationale for
    change, creates
    some sense of
    urgency,
    explains what
    success looks
    like, and is quite
    engaging. Video
    addresses the 4
    questions about
    the change
    vision but not in
    detail.

    The change
    vision video is
    partially
    presented. It
    presents the
    rationale for
    change, but
    does not create
    a sense of
    urgency, only
    partially explains
    what success
    looks like, and is
    not very
    engaging. Video
    addresses 3 or
    fewer questions
    about the
    change vision.

    The change vision
    video is
    unsatisfactorily
    presented. Little to
    no synthesis of
    ideas is
    demonstrated and
    logical reasoning
    is not included or
    evident. Video is
    not engaging and
    does not address
    any of the 4
    questions about
    the change vision.

    JWI 555: Organizational Change and Culture
    Assignment 2

    © Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be copied,
    further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

    JWI 555 Assignment 2 (1244) Page 5 of 5

    Weight: 25% Business Brief and Change Vision Video

    Criteria Honors High Pass Pass Low Pass Unsatisfactory

    5. The video
    has a
    professional
    look and feel
    and stays
    within the
    timeframe.

    Weight: 10%

    The video
    presentation is
    extremely
    professional. The
    student is
    professionally
    dressed, has an
    appropriate
    background,
    makes eye
    contact, voice is
    dynamic, and
    verbal cues are
    exemplarily
    applied. Video
    adheres to the 2-
    3 minute time
    limit..

    The video
    presentation is
    mostly
    professional.
    The student is
    professionally
    dressed, has
    an appropriate
    background,
    makes eye
    contact, voice
    is mostly
    dynamic, and
    verbal cues are
    completely
    applied. Video
    may be slightly
    over the 3
    minute
    maximum, but
    by no more
    than 1 minute.

    The video
    presentation is
    satisfactorily
    professional.
    The student is
    somewhat
    professionally
    dressed, has an
    appropriate
    background,
    makes some
    eye contact,
    voice is
    somewhat
    dynamic, and
    verbal cues are
    satisfactorily
    applied. Video
    may be over the
    3 minute
    maximum, but
    by no more than
    2 minutes.

    The video
    presentation is
    partially
    professional.
    The student is
    fairly
    professionally
    dressed, has a
    somewhat
    appropriate
    background,
    makes little to
    no eye contact,
    voice is fairly
    dynamic, and
    verbal cues are
    partially applied.
    Video may not
    adhere to the 2-
    3 minute time
    limit.

    The video
    presentation is
    not professional.
    The student is not
    professionally
    dressed, does not
    have an
    appropriate
    background,
    makes no eye
    contact, voice is
    not dynamic, and
    verbal cues are
    not or
    unsatisfactorily
    applied. Video
    does not adhere
    to the 2-3 minute
    time limit.

  • [Solved] Bel

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    [>Ecology homework help](https://www.sweetstudy.com/fields/biology-ecology) Attached in the untitled document – 2 years ago **files (5)** – ## Untitleddocument.pdf – ## PowerPointUnit6REA604.pdf – Unit6-Set2AccuracyPassage4Accuracy.pdf – Unit6-OralReadingTrackingChart.pdf – Unit6-David-OralReadingTr…

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    [>Ecology homework help](https://www.sweetstudy.com/fields/biology-ecology)

    Attached in the untitled document

    – 2 years ago

    **files (5)**

    – ## Untitleddocument.pdf

    – ## PowerPointUnit6REA604.pdf

    – Unit6-Set2AccuracyPassage4Accuracy.pdf
    – Unit6-OralReadingTrackingChart.pdf
    – Unit6-David-OralReadingTrackingChart-Readsters.pdf

    **## Untitleddocument.pdf**

    ○ Directions: Toward the end of the video lecture for this unit, the
    lecturing professor will read a passage in which you will complete a
    miscue analysis. You will use the miscue analysis to complete a
    fluency assessment for this “student.” You will listen to the reading
    and complete the miscue annotations on the sheet with the
    passages and complete the fluency assessment sheet where the
    WCPM and fluency accuracy rates are calculated. Please see the
    lecture for this information for complete directions and a detailed
    example. In addition, determine the reading level for each passage
    (instructional, frustrational, independent).

    ○ Requirements: The following should be submitted as ONE
    document: the miscue sheet (annotated passage), the percentage
    table, a detailed one-page summary of the student’s strengths and
    weaknesses, and a list of recommendations to help this student
    improve their fluency and comprehension. Writing assignments
    must be APA compliant and include a title page, appropriate
    citations, and references.

    **## PowerPointUnit6REA604.pdf**

    REA 604

    Advanced Early Literacy I

    Belhaven University

    Unit 6

    • Fluency

     Reading Fluency

     Automaticity

     Prosody

     Comprehension

    Unit Topics

     Develop appropriate methods for assessing

    children’s reading fluency.

     Use reading fluency data to guide classroom

    reading instruction.

    Unit Objectives

    Reading Fluency

     Reading Fluency: the ability to read aloud

    smoothly at a reasonable rate and with

    expression.

     This is acknowledged by researchers as an

    important goal in becoming a proficient and

    strategic reader.

    Automaticity

     Automaticity- the quick and accurate level of

    word recognition with little conscious attention.

    Prosody

     Prosody- includes expression, appropriate

    phrasing, and attention to punctuation.

     Reader accurately adjusts the tone, intonation,

    speed, and fluency to match the intended

    message of a passage.

     The reader reads aloud with appropriate pauses,

    stops and starts.

    Comprehension

     The ability to focus attention on understanding

    the text.

    What is Fluency?

     Fluency- the flow of a reader’s delivery in an oral

    reading. It involves a combination of rate,

    accuracy, and prosody.

    Fluency

     Fluency practice is NOT a substitute for

    Teaching Missing Foundational Reading Skills

    Teaching Fluency Will NOT Teach

    Missing Phonics Skills

     Automatic, accurate decoding is a pre-requisite

    for fluent reading.

     Teaching or practicing fluency will NOT teach

    decoding.

     Students with decoding weaknesses need both

    phonics instruction and frequent Oral Reading

    Practice.

    Accuracy

     ACCURACY before RATE

    WCPM- Words Correct Per Minute

     Billy’s Total Words Read – 65 , with 2 errors

     Sally’s Total words Read – 81, with 9 errors.

     Billy’s WCPM = 63

     Sally’s WCPM = 72

     Sally’s WCPM score is higher, but Billy is more

    accurate.

     Billy is more likely to comprehend what he

    reads.

    The Goal is Always Comprehension

     Low accuracy will often impede comprehension.

     Low reading rate does not always lead to poor

    comprehension.

     Reading faster may help them finish faster, but

    they will not necessarily comprehend better.

    Recommended Accuracy When Reading

    Aloud

     100% when reading decodable text

     100% when practicing for accuracy, without

    attention to rate

     98% when reading for rate

    Measuring Accuracy

     Accuracy is the percentage of words read

    correctly.

     If a student reads 50 words and either skips or

    misreads 3 words he read 47 words correctly.

    His accuracy is 47/50 = 94%.

     Formula for accuracy:

     Total words correct ÷ total words read = accuracy

    rate

     47 ÷ 50 = 94%

    Reading Levels

     Independent = 95% and higher

     Instructional = 90-95%

     Frustrational = below 90%

     The goal is to read with 100% accuracy.

     -The student reads the same passage until receiving

    100% accuracy.

     The student can re-read or self correct, and those will be

    counted as self-corrections.

     -More than 2 self-corrections, and they have to read the

    section again.

     The student should ask for help with words if needed.

     -Wait 30 seconds or more before giving a student the

    word.

    What to Teach Students About Reading

    Aloud for Accuracy

    Marking Errors When Evaluating

    Accuracy

     Slash (/) if student misreads a word. (if you have

    time, write what the student read for any errors).

     Slash (/) if student omits a word.

     Insert a caret (v) for inserted or added words.

     Write SC over any words students repeat or self-

    correct.

     Draw a line through the words if the student

    skips a row.

    Soring for Accuracy

     Count all words the student misread or omitted

    as errors. (All words in a skipped row count as

    incorrect.)

     -Mark the number of words correct on tracking

    passage.

     -SC’s do not count as errors.

     Calculate accuracy using previous formula.

    Let’s Try One for Practice

    Accuracy Tracking

    Weekly Assignment

     Complete the reading assignments.

     Complete the writing assignments.

     Answer the discussion questions.

     Complete the unit quiz.

    What’s next?

    **Unit6-Set2AccuracyPassage4Accuracy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-set2accuracypassage4accuracy-pdf-10202661)

    **Unit6-OralReadingTrackingChart.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-oralreadingtrackingchart-pdf-10202663)

    **Unit6-David-OralReadingTrackingChart-Readsters.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-david-oralreadingtrackingchart-readsters-pdf-10202669)

    **Unit6-David-OralReadingTrackingChart-Readsters.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-david-oralreadingtrackingchart-readsters-pdf-10202669)

    **## Untitleddocument.pdf**

    ○ Directions: Toward the end of the video lecture for this unit, the
    lecturing professor will read a passage in which you will complete a
    miscue analysis. You will use the miscue analysis to complete a
    fluency assessment for this “student.” You will listen to the reading
    and complete the miscue annotations on the sheet with the
    passages and complete the fluency assessment sheet where the
    WCPM and fluency accuracy rates are calculated. Please see the
    lecture for this information for complete directions and a detailed
    example. In addition, determine the reading level for each passage
    (instructional, frustrational, independent).

    ○ Requirements: The following should be submitted as ONE
    document: the miscue sheet (annotated passage), the percentage
    table, a detailed one-page summary of the student’s strengths and
    weaknesses, and a list of recommendations to help this student
    improve their fluency and comprehension. Writing assignments
    must be APA compliant and include a title page, appropriate
    citations, and references.

    **## PowerPointUnit6REA604.pdf**

    REA 604

    Advanced Early Literacy I

    Belhaven University

    Unit 6

    • Fluency

     Reading Fluency

     Automaticity

     Prosody

     Comprehension

    Unit Topics

     Develop appropriate methods for assessing

    children’s reading fluency.

     Use reading fluency data to guide classroom

    reading instruction.

    Unit Objectives

    Reading Fluency

     Reading Fluency: the ability to read aloud

    smoothly at a reasonable rate and with

    expression.

     This is acknowledged by researchers as an

    important goal in becoming a proficient and

    strategic reader.

    Automaticity

     Automaticity- the quick and accurate level of

    word recognition with little conscious attention.

    Prosody

     Prosody- includes expression, appropriate

    phrasing, and attention to punctuation.

     Reader accurately adjusts the tone, intonation,

    speed, and fluency to match the intended

    message of a passage.

     The reader reads aloud with appropriate pauses,

    stops and starts.

    Comprehension

     The ability to focus attention on understanding

    the text.

    What is Fluency?

     Fluency- the flow of a reader’s delivery in an oral

    reading. It involves a combination of rate,

    accuracy, and prosody.

    Fluency

     Fluency practice is NOT a substitute for

    Teaching Missing Foundational Reading Skills

    Teaching Fluency Will NOT Teach

    Missing Phonics Skills

     Automatic, accurate decoding is a pre-requisite

    for fluent reading.

     Teaching or practicing fluency will NOT teach

    decoding.

     Students with decoding weaknesses need both

    phonics instruction and frequent Oral Reading

    Practice.

    Accuracy

     ACCURACY before RATE

    WCPM- Words Correct Per Minute

     Billy’s Total Words Read – 65 , with 2 errors

     Sally’s Total words Read – 81, with 9 errors.

     Billy’s WCPM = 63

     Sally’s WCPM = 72

     Sally’s WCPM score is higher, but Billy is more

    accurate.

     Billy is more likely to comprehend what he

    reads.

    The Goal is Always Comprehension

     Low accuracy will often impede comprehension.

     Low reading rate does not always lead to poor

    comprehension.

     Reading faster may help them finish faster, but

    they will not necessarily comprehend better.

    Recommended Accuracy When Reading

    Aloud

     100% when reading decodable text

     100% when practicing for accuracy, without

    attention to rate

     98% when reading for rate

    Measuring Accuracy

     Accuracy is the percentage of words read

    correctly.

     If a student reads 50 words and either skips or

    misreads 3 words he read 47 words correctly.

    His accuracy is 47/50 = 94%.

     Formula for accuracy:

     Total words correct ÷ total words read = accuracy

    rate

     47 ÷ 50 = 94%

    Reading Levels

     Independent = 95% and higher

     Instructional = 90-95%

     Frustrational = below 90%

     The goal is to read with 100% accuracy.

     -The student reads the same passage until receiving

    100% accuracy.

     The student can re-read or self correct, and those will be

    counted as self-corrections.

     -More than 2 self-corrections, and they have to read the

    section again.

     The student should ask for help with words if needed.

     -Wait 30 seconds or more before giving a student the

    word.

    What to Teach Students About Reading

    Aloud for Accuracy

    Marking Errors When Evaluating

    Accuracy

     Slash (/) if student misreads a word. (if you have

    time, write what the student read for any errors).

     Slash (/) if student omits a word.

     Insert a caret (v) for inserted or added words.

     Write SC over any words students repeat or self-

    correct.

     Draw a line through the words if the student

    skips a row.

    Soring for Accuracy

     Count all words the student misread or omitted

    as errors. (All words in a skipped row count as

    incorrect.)

     -Mark the number of words correct on tracking

    passage.

     -SC’s do not count as errors.

     Calculate accuracy using previous formula.

    Let’s Try One for Practice

    Accuracy Tracking

    Weekly Assignment

     Complete the reading assignments.

     Complete the writing assignments.

     Answer the discussion questions.

     Complete the unit quiz.

    What’s next?

    **Unit6-Set2AccuracyPassage4Accuracy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-set2accuracypassage4accuracy-pdf-10202661)

    **Unit6-OralReadingTrackingChart.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-oralreadingtrackingchart-pdf-10202663)

    **Unit6-David-OralReadingTrackingChart-Readsters.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-david-oralreadingtrackingchart-readsters-pdf-10202669)

    **## Untitleddocument.pdf**

    ○ Directions: Toward the end of the video lecture for this unit, the
    lecturing professor will read a passage in which you will complete a
    miscue analysis. You will use the miscue analysis to complete a
    fluency assessment for this “student.” You will listen to the reading
    and complete the miscue annotations on the sheet with the
    passages and complete the fluency assessment sheet where the
    WCPM and fluency accuracy rates are calculated. Please see the
    lecture for this information for complete directions and a detailed
    example. In addition, determine the reading level for each passage
    (instructional, frustrational, independent).

    ○ Requirements: The following should be submitted as ONE
    document: the miscue sheet (annotated passage), the percentage
    table, a detailed one-page summary of the student’s strengths and
    weaknesses, and a list of recommendations to help this student
    improve their fluency and comprehension. Writing assignments
    must be APA compliant and include a title page, appropriate
    citations, and references.

    **## PowerPointUnit6REA604.pdf**

    REA 604

    Advanced Early Literacy I

    Belhaven University

    Unit 6

    • Fluency

     Reading Fluency

     Automaticity

     Prosody

     Comprehension

    Unit Topics

     Develop appropriate methods for assessing

    children’s reading fluency.

     Use reading fluency data to guide classroom

    reading instruction.

    Unit Objectives

    Reading Fluency

     Reading Fluency: the ability to read aloud

    smoothly at a reasonable rate and with

    expression.

     This is acknowledged by researchers as an

    important goal in becoming a proficient and

    strategic reader.

    Automaticity

     Automaticity- the quick and accurate level of

    word recognition with little conscious attention.

    Prosody

     Prosody- includes expression, appropriate

    phrasing, and attention to punctuation.

     Reader accurately adjusts the tone, intonation,

    speed, and fluency to match the intended

    message of a passage.

     The reader reads aloud with appropriate pauses,

    stops and starts.

    Comprehension

     The ability to focus attention on understanding

    the text.

    What is Fluency?

     Fluency- the flow of a reader’s delivery in an oral

    reading. It involves a combination of rate,

    accuracy, and prosody.

    Fluency

     Fluency practice is NOT a substitute for

    Teaching Missing Foundational Reading Skills

    Teaching Fluency Will NOT Teach

    Missing Phonics Skills

     Automatic, accurate decoding is a pre-requisite

    for fluent reading.

     Teaching or practicing fluency will NOT teach

    decoding.

     Students with decoding weaknesses need both

    phonics instruction and frequent Oral Reading

    Practice.

    Accuracy

     ACCURACY before RATE

    WCPM- Words Correct Per Minute

     Billy’s Total Words Read – 65 , with 2 errors

     Sally’s Total words Read – 81, with 9 errors.

     Billy’s WCPM = 63

     Sally’s WCPM = 72

     Sally’s WCPM score is higher, but Billy is more

    accurate.

     Billy is more likely to comprehend what he

    reads.

    The Goal is Always Comprehension

     Low accuracy will often impede comprehension.

     Low reading rate does not always lead to poor

    comprehension.

     Reading faster may help them finish faster, but

    they will not necessarily comprehend better.

    Recommended Accuracy When Reading

    Aloud

     100% when reading decodable text

     100% when practicing for accuracy, without

    attention to rate

     98% when reading for rate

    Measuring Accuracy

     Accuracy is the percentage of words read

    correctly.

     If a student reads 50 words and either skips or

    misreads 3 words he read 47 words correctly.

    His accuracy is 47/50 = 94%.

     Formula for accuracy:

     Total words correct ÷ total words read = accuracy

    rate

     47 ÷ 50 = 94%

    Reading Levels

     Independent = 95% and higher

     Instructional = 90-95%

     Frustrational = below 90%

     The goal is to read with 100% accuracy.

     -The student reads the same passage until receiving

    100% accuracy.

     The student can re-read or self correct, and those will be

    counted as self-corrections.

     -More than 2 self-corrections, and they have to read the

    section again.

     The student should ask for help with words if needed.

     -Wait 30 seconds or more before giving a student the

    word.

    What to Teach Students About Reading

    Aloud for Accuracy

    Marking Errors When Evaluating

    Accuracy

     Slash (/) if student misreads a word. (if you have

    time, write what the student read for any errors).

     Slash (/) if student omits a word.

     Insert a caret (v) for inserted or added words.

     Write SC over any words students repeat or self-

    correct.

     Draw a line through the words if the student

    skips a row.

    Soring for Accuracy

     Count all words the student misread or omitted

    as errors. (All words in a skipped row count as

    incorrect.)

     -Mark the number of words correct on tracking

    passage.

     -SC’s do not count as errors.

     Calculate accuracy using previous formula.

    Let’s Try One for Practice

    Accuracy Tracking

    Weekly Assignment

     Complete the reading assignments.

     Complete the writing assignments.

     Answer the discussion questions.

     Complete the unit quiz.

    What’s next?

    **Unit6-Set2AccuracyPassage4Accuracy.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-set2accuracypassage4accuracy-pdf-10202661)

    **Unit6-OralReadingTrackingChart.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-oralreadingtrackingchart-pdf-10202663)

    **Unit6-David-OralReadingTrackingChart-Readsters.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/unit6-david-oralreadingtrackingchart-readsters-pdf-10202669)

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