Course Project Part 4: Evaluation Plan Once you develop learning outcomes and objectives, organize content into learning experiences with specific activities, and support the sessions and activities with resources, your job as a nurse educator and curriculum developer is done, right? Wrong. Integral to program development is a plan to evaluate different aspects of the program to ensure that it is effective. This occurs at three levels: the learner level, the course/learning experience level, and the program level. As you consider the strategies that you will use in this master plan of evaluation, think about ways that you can be creative and innovative with your design. Photo Credit: Getty Images/iStockphoto This week, you will begin work on your Part 4: Evaluation Plan, of your Course Project, which will be due in Week 10. With two weeks to complete Part 4 and Discussions in both Weeks 9 and 10, it is especially important to plan your time carefully. Specifically, for this week, focus on learner-level evaluation strategies that you might consider for your master plan of evaluation. To Prepare: Review the document, “Part 4 Planning Guide: Evaluation Plan [your chosen setting],” in this week’s Learning Resources, to guide your preparation of Part 4 of the Course Project. Using the Part 4 Planning Guide, gather data and other information for a nursing, patient, or other health education program that aligns with the evaluation plan of your specific setting.  Begin planning your research and gathering data to inform development of your evaluation plan.  Assignment (3–4 pages): Based on your research and the data that you gathered through your Part 4 Planning Guide, include the following: An explanation of the basis for a Master Plan of Evaluation at the learner, course/learning experience, and program levels: An explanation of the learner-level evaluation strategies (e.g., observation, written communication, oral communication, simulation, self-evaluation) that apply to education programs in your setting, and your reasoning. Use the Learning Resources and/or the best available evidence from current literature to support your explanation. An explanation of the course/learning experience-level evaluation models (e.g., conceptual, benchmarking, formative, summative) that apply to education programs in your setting, and your reasoning. Use the Learning Resources and/or the best available evidence from current literature to support your explanation. An explanation of the program-level evaluation models you would apply and your reasoning. Use the Learning Resources and/or the best available evidence from current literature to support your explanation. Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting. No Assignment submission required for this week. Submit your Part 4: Evaluation Plan Assignment of your Course Project by Day 7 of Week 10. Learning Resources Required Readings (click to expand/reduce) Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). St. Louis, MO: Elsevier. Chapter 10, “Designing Courses and Learning Experiences” (pp. 181–201 (Previously read in Week 8.) Chapter 24, “Strategies for Evaluating Outcomes” (pp. 450–471) Chapter 25, “Developing and Using Multiple-Choice and Alternative Format Tests” (pp. 474–492) Oermann, M., & Gaberson, K. (2017). Program evaluation. In Evaluation and testing in nursing education (5th ed., pp. 315–335). New York, NY: Springer Publishing Company, LLC. (Previously read in Week 2) Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). Clinical evaluation tools. In Evaluation and testing in nursing education (5th ed., pp. 339–368). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). Code of fair testing practices in education. In Evaluation and testing in nursing education (5th ed., pp. 369–374). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). National league for fair testing guidelines for nursing education. In Evaluation and testing in nursing education (5th ed., pp. 375–378). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). Code of professional responsibilities in educational measurement. In Evaluation and testing in nursing education (5th ed., pp. 379–386). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). Standards for teacher competence in educational assessment of students. In Evaluation and testing in nursing education (5th ed., pp. 387–388). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Melrose, S., Park, C., & Perry, B. (2015). Evaluation of learning. In Creative clinical teaching in the health professions. Retrieved from https://clinicalteaching.pressbooks.com/chapter/chapter-six-evaluation-of-learning/ Document: Part 4 Planning Guide: Evaluation Plan Home Care or Public Health Agency (Word document) Document: Part 4 Planning Guide: Evaluation Plan College or University (Word document) Document: Part 4 Planning Guide: Evaluation Plan Medical/Health Center (Word document) Document: Part 4 Planning Guide: Evaluation Plan Other Setting (Clinic, etc.) (Word document) Required Media (click to expand/reduce) Curriculum Evaluation Course Expert Wendy Ostendorf explains evaluation as a key piece of the curriculum development, assessment, and evaluation process. Using examples from a variety of settings, she clarifies the three levels of evaluation and how learners, setting, and type of education drive evaluation methods. (5m) Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript Discussion: Three Levels of What’s Coming Up

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Course Project Part 4: Evaluation Plan Once you develop learning outcomes and objectives, organize content into learning experiences with specific activities, and support the sessions and activities with resources, your job as a nurse educator and curriculum developer is done, right? Wrong. Integral to program development is a plan to evaluate different aspects of the program to ensure that it is effective. This occurs at three levels: the learner level, the course/learning experience level, and the program level. As you consider the strategies that you will use in this master plan of evaluation, think about ways that you can be creative and innovative with your design. Photo Credit: Getty Images/iStockphoto This week, you will begin work on your Part 4: Evaluation Plan, of your Course Project, which will be due in Week 10. With two weeks to complete Part 4 and Discussions in both Weeks 9 and 10, it is especially important to plan your time carefully. Specifically, for this week, focus on learner-level evaluation strategies that you might consider for your master plan of evaluation.  To Prepare: Review the document, “Part 4 Planning Guide: Evaluation Plan [your chosen setting],” in this week’s Learning Resources, to guide your preparation of Part 4 of the Course Project. Using the Part 4 Planning Guide, gather data and other information for a nursing, patient, or other health education program that aligns with the evaluation plan of your specific setting.  Begin planning your research and gathering data to inform development of your evaluation plan.  Assignment (3–4 pages): Based on your research and the data that you gathered through your Part 4 Planning Guide, include the following: An explanation of the basis for a Master Plan of Evaluation at the learner, course/learning experience, and program levels: An explanation of the learner-level evaluation strategies (e.g., observation, written communication, oral communication, simulation, self-evaluation) that apply to education programs in your setting, and your reasoning. Use the Learning Resources and/or the best available evidence from current literature to support your explanation. An explanation of the course/learning experience-level evaluation models (e.g., conceptual, benchmarking, formative, summative) that apply to education programs in your setting, and your reasoning. Use the Learning Resources and/or the best available evidence from current literature to support your explanation. An explanation of the program-level evaluation models you would apply and your reasoning. Use the Learning Resources and/or the best available evidence from current literature to support your explanation. Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting. No Assignment submission required for this week. Submit your Part 4: Evaluation Plan Assignment of your Course Project by Day 7 of Week 10. Learning Resources Required Readings (click to expand/reduce) Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). St. Louis, MO: Elsevier. Chapter 10, “Designing Courses and Learning Experiences” (pp. 181–201 (Previously read in Week 8.) Chapter 24, “Strategies for Evaluating Outcomes” (pp. 450–471) Chapter 25, “Developing and Using Multiple-Choice and Alternative Format Tests” (pp. 474–492) Oermann, M., & Gaberson, K. (2017). Program evaluation. In Evaluation and testing in nursing education (5th ed., pp. 315–335). New York, NY: Springer Publishing Company, LLC. (Previously read in Week 2) Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). Clinical evaluation tools. In Evaluation and testing in nursing education (5th ed., pp. 339–368). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). Code of fair testing practices in education. In Evaluation and testing in nursing education (5th ed., pp. 369–374). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). National league for fair testing guidelines for nursing education. In Evaluation and testing in nursing education (5th ed., pp. 375–378). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). Code of professional responsibilities in educational measurement. In Evaluation and testing in nursing education (5th ed., pp. 379–386). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). Standards for teacher competence in educational assessment of students. In Evaluation and testing in nursing education (5th ed., pp. 387–388). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Melrose, S., Park, C., & Perry, B. (2015). Evaluation of learning. In Creative clinical teaching in the health professions. Retrieved from https://clinicalteaching.pressbooks.com/chapter/chapter-six-evaluation-of-learning/ Document: Part 4 Planning Guide: Evaluation Plan Home Care or Public Health Agency (Word document) Document: Part 4 Planning Guide: Evaluation Plan College or University (Word document) Document: Part 4 Planning Guide: Evaluation Plan Medical/Health Center (Word document) Document: Part 4 Planning Guide: Evaluation Plan Other Setting (Clinic, etc.) (Word document) Required Media (click to expand/reduce) Curriculum Evaluation Course Expert Wendy Ostendorf explains evaluation as a key piece of the curriculum development, assessment, and evaluation process. Using examples from a variety of settings, she clarifies the three levels of evaluation and how learners, setting, and type of education drive evaluation methods. (5m) Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript Discussion: Three Levels of What’s Coming Up

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compared and contract essay

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LIVES: Among the Peculiars By Bernard Cornwell Directions: Choose one (1) of the essays. Write a five (5) paragraph essay based upon the type of essay you choose. Label the essay at the top of your paper. Comparison/Contrast Every family has its ups and downs over the years. Compare and contrast the special challenges and joys adoptive children may face growing up within a family.

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Conducting Quantitative and Qualitative Research Program evaluation procedures can help you identify the needs of a population as you develop programs. They can also help you identify portions of the population who are not accessing services once a program is implemented. In this assignment, you examine issues related to access to services and how program evaluation procedures can be used to address those issues. To Prepare Review the Interactive Learning Community’s Community Center and High School in this week’s Learning Resources. Consider the demographics present in the New Harbor High School. Then consider how you could apply research methods to increasing participation in marriage and relationship education programs to one of the largest disadvantaged and/or ethnically diverse families in the community. Use the data from the High School, to choose a population. Finally, consider the measurement and data collection methods presented in the course text and how they could be applied to this issue. The Assignment (2–3 pages) Identify the disadvantaged and/or ethnically diverse population you have chosen in this week’s Interactive Learning Community and why you choose that population to focus on. Explain how, as a researcher, you would increase participation of your chosen disadvantaged and/or ethnically diverse populations in marriage and relationship education programs based on their needs. The combination of qualitative and quantitative methods to provide more valid, reliable, and generalizable results in research is known as “Mixed Methods” Research. Explain the types of quantitative measures (detailed in this week’s readings) and qualitative data collection methods (detailed in Week 4’s readings) you would employ to obtain more valid, reliable and generalizable results for a program evaluation of the marriage and relationship education programs. By Day 7 Submit your Assignment. Submi

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Conducting Quantitative and Qualitative Research Program evaluation procedures can help you identify the needs of a population as you develop programs. They can also help you identify portions of the population who are not accessing services once a program is implemented. In this assignment, you examine issues related to access to services and how program evaluation procedures can be used to address those issues. To Prepare Review the Interactive Learning Community’s Community Center and High School in this week’s Learning Resources. Consider the demographics present in the New Harbor High School. Then consider how you could apply research methods to increasing participation in marriage and relationship education programs to one of the largest disadvantaged and/or ethnically diverse families in the community. Use the data from the High School, to choose a population. Finally, consider the measurement and data collection methods presented in the course text and how they could be applied to this issue. The Assignment (2–3 pages) Identify the disadvantaged and/or ethnically diverse population you have chosen in this week’s Interactive Learning Community and why you choose that population to focus on. Explain how, as a researcher, you would increase participation of your chosen disadvantaged and/or ethnically diverse populations in marriage and relationship education programs based on their needs. The combination of qualitative and quantitative methods to provide more valid, reliable, and generalizable results in research is known as “Mixed Methods” Research. Explain the types of quantitative measures (detailed in this week’s readings) and qualitative data collection methods (detailed in Week 4’s readings) you would employ to obtain more valid, reliable and generalizable results for a program evaluation of the marriage and relationship education programs. By Day 7 Submit your Assignment. Submi

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Highline Financial Services, LTD Case Study Essay

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I am looking for a case study on Highline Financial Services, LTD  The questions from the case study are in reference to predicting demand.  Please see the attached document that contains the case study and further instructions. The main source cited should be: Stevenson, W. (2018). Operations management. 13th edition. New York, NY. McGraw-Hill Education.

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introduction a Research Human Services and Social Work

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Discussion: Data Analysis and Dissemination “I don’t know.” Not knowing something is difficult for many people to admit for a variety of reasons: they don’t want to look unknowledgeable, they want to impress someone, or they are afraid of the truth. However, admitting what you do not know is a critical component of being a reflective practitioner. If you only focus on the things you know, you will stagnate. You will never explore new ideas, read innovative research, or improve your practice. In other words, you can never become stronger unless you focus on recognizing and developing your weaknesses. In this Discussion, you complete a self-reflection regarding areas in program evaluation about which you feel confident and those in which you are not as confident. You will explain how you will use these weaker areas as catalysts for professional development and what resources you need to complete the task. To Prepare This week’s Learning Resources outline techniques that may be used for data analysis and outcome dissemination in program evaluation. You are asked to complete a self-reflection this week regarding areas in these two steps of program evaluation about which you feel confident and those in which you feel you need more professional development. By Day 3 Post a description of at least two areas related to data analysis and outcome dissemination about which you would like to further professionally develop beyond the course. Explain how you will use these interests or challenge areas as catalysts for professional development and how you will grow your knowledge in these areas, or what resources you might use to complete tasks cooperatively as an evaluation team.

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Describe the variation in chromosome number between organisms, its origins and implications for genetic disease. b) Using your experience of laboratory procedures, comment on good practices in performing laboratory work.

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The overall aim is to consider variation in chromosome number, its effects, and its impact on disease. Consider the difference in chromosome number and genome sizes between organisms in relation to the complexity of these organisms.  What impact does this have on gene dosage and why might this be important in disease?  Finally, consider chromosomal disorders in the clinical setting and how might chromosomal anomalies arise. Students will be expected to demonstrate they have engaged with the scientific literature, and have an understanding of the key concepts expected at level 4.   The written format does not need to have a fixed structure but should resemble a scientific review.  Typically, a review has a short ‘abstract’ (approximately 250 words), followed by Introduction/background and a conclusion.  Sub-headings can be used to make it easier for the reader to follow.  It is expected the written style should be clear, flow well, and follow the conventions of scientific writing. A good piece of scientific writing would include a range of recent and reputable references (minimum 20).  Figures and tables also help in conveying the message and add structure. Students are encouraged to formulate their own opinions, to compare relevant studies, to identify perceived gaps in knowledge, identify any perceived inconsistencies or deficiencies in the literature, and conclude the essay pointing towards future directions. Standard genetic textbooks, including those recommended on the reading list, should provide a good basis for this assignment. Preferably, you will also refer to published scientific articles.  Numerous medical journals exist describing genetic diseases.

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