MULTIPLE CHOICE

1. Theories are
   1. useful for model building but impractical for practitioners.
   1. generally developed by all of us to help us understand how things work in our world.
   1. concrete steps in the “how to” world.
   1. useful when they describe a set of facts and develop a logical rationale for what is likely to be true, given those facts.
   1. both B & D. (p.35)

• Which of the following is not true about good theories?
  • They assemble a number of facts.
  • They develop logical rationale for what is likely to be true.
  • They do not have to be empirically tested because they are true. (p.35)
  • They have the ability to explain known facts in a simple manner.

• Which of the following is not true regarding theories? 
  • They provide guidelines and principles.
  • They are abstractions that are best left for researchers and not applicable to practitioners. (p.36)
  • They provide principles and predictions.
  • Successful people in business pay attention to them.

• The formula for performance (M x KSA x E) suggests
  • only two of the three factors need to be favorable to obtain high performance.
  • if motivation is high and KSAs are adequate, at least moderate performance will be achieved.
  • if the environment is highly conducive to high performance, then motivation is not very important.
  • none of the above are correct. (p.37)

• What are the factors that interact to determine performance?
  • Knowledge, skills and attitudes
  • Environment, skills, and strategy
  • Attitudes, strategy, and motivation
  • Motivation, environment, and skills
  • None of the above (p.37)

• According to needs theories which statement is not true?
  • Needs are the basis of our motivation.
  • Understanding needs helps you understand behaviour.
  • Reinforcement theory is a commonly applied needs theory. (p.38-41)
  • ERG is an acronym representing three basic needs of a needs theory.
  • Maslow and Alderfer are two researchers commonly linked to needs theory.

• According to Alderfer’s ERG theory
  • self-actualization is the highest need.
  • the three sets of needs are set up hierarchically and lower levels need to be met before higher order needs.
  • the three sets of needs can exist at the same time, a hierarchy is not present. (p.39)
  • growth is actually Maslow’s esteem need.

• In motivating trainees to learn, which of the following needs – existence, relatedness, or growth – should be the focus?
  • Existence
  • Relatedness
  • Growth
  • Both B & C
  • All of the above (p.40)

• Who used the “law of effect” to develop the operant conditioning model and reinforcement theory?
  • Maslow
  • Skinner; (easy, p.41)
  • Bandura
  • Freud
  • Vroom

1. Stimulus leads to response which leads to consequence, best illustrates which theory?
   1. Punishment
   1. Consequence
   1. Reinforcement (p.41-42)
   1. Needs
   1. Hierarchy of needs

1. Negative reinforcement
   1. reduces the likelihood of a behaviour.
   1. increases the likelihood of a behaviour.
   1. requires removal of something unpleasant.
   1. both A & C.
   1. both B & C. (p.42)

1. Which of the following statements is true regarding punishment?
   1. It does not usually reduce the future likelihood of a behaviour.
   1. It is a very effective form of motivation.
   1. Is the same as negative reinforcement.
   1. It is an undesirable training tool. (p.44)
   1. Randomly administering punishment keeps trainees on their toes.

1. Which of following statements about expectancy theory is true?
   1. Expectancy 2 is related to self-efficacy.
   1. Valence is the measure used for expectancy 1.
   1. Self efficacy plays a large role in Expectancy 1 (difficult; p.45-49)
   1. The valence of outcomes is the same for everyone.

1. Which of the following statements is true regarding expectancy theory?
   1. Expectancy 2 is the likelihood you will receive certain outcomes if you reach acceptable performance. (p.45)
   1. The values given for outcomes are represented by a value called expectancy 2.
   1. Expectancy 1 is represented on a scale from 1 to 10 with 1 being the minimum.
   1. Expectancy 2 is fixed in a person’s mind and is extremely difficult to change.

1. The _____ the self‑efficacy, the _____ the performance.
   1. higher; worse
   1. higher; better (p.47)
   1. lower; worse
   1. lower; better
   1. all of the above are possible

1. Which of the following statements regarding self‑efficacy is not true?
   1. Physical and emotional state is a factor when estimating an employee’s self‑efficacy.
   1. Those with high self‑efficacy are also likely to be self‑actualized. (challenging; p.47-48)
   1. The higher the self‑efficacy the better the performance.
   1. Feelings about one’s competency are reflected in the concept of self‑efficacy.
   1. Behavioural models can also influence an employee’s self‑efficacy.

1. Which of the following statements best explains the relationship between training and self‑efficacy?
   1. The two concepts are not related.
   1. Training can act to improve low self‑efficacy only when employees have the required KSAs.
   1. It is useful to assess trainee self‑efficacy prior to training only.
   1. Self‑efficacy beliefs are a good predictor of learning in the training environment. (p.48)

1. Which of the following is not true about studying motivation from a behaviourist approach?
   1. Accomodation is the process of responding to a stimulus in the environment. (p.49-50)
   1. It suggests that learning is controlled by the environment.
   1. It suggests that trainers control learning by controlling the stimuli and consequences that the learner experiences.
   1. Behaviourists particularly like the definition of learning as a relatively permanent change in behaviour.

1. Which of the following best describes the cognitive approach to training?
   1. Subject‑oriented
   1. Formal, authority‑oriented, judgmental, and competitive
   1. Interactive, group, project‑oriented, and experiential
   1. Relaxed, mutually trustful, respectful, and collaborative
   1. Both C & D (challenging; p.50)

• Social  learning theory is
  • a behaviourist approach to learning
  • demonstrated when a person learns through observation rather than through doing. (p.51)
  • where symbolic coding is a stage of the attention process
  • demonstrated when a person answers questions before the full question is asked.
• In social learning theory, retention has three phases which are
  • attention, symbolic rehersal, behavioural reproduction.
  • recognize, recall, retain.
  • attention, motivation, cognitive organization.
  • none of the above. (p.51-54)

• Asking trainees to provide examples of how the training content relates to what they already know facilitates
  • Classical conditioning.
  • verbal association learning.
  • cognitive organization. (challenging; p.53)
  • operant conditioning.

• Symbolic coding is
  • the second stage of attracting attention.
  • where you rehearse in your mind how to “do it.”
  • part of the retention process. (p.53)
  • a design method for assuring learning.

• _____ is practicing symbolically and _____ is the transformation of the learning into actual behaviour.
  • Symbolic coding; rehearsal behaviour
  • Symbolic rehearsal; behavioural reproduction (p.53
  • Symbolic rehearsal; symbolic behaviour
  • Cognitive rehearsal; behavioural reproduction
  • Cognitive organization; reproduction

• The Gagne-Briggs theory of instructional design
  • has three events: attention, retention, and behavioural reproduction.
  • has “gaining attention” as its first event. (p.54)
  • is only useful for designing effective lectures.
  • both A & B.

• When there is a major paradigm shift such as moving from hierarchical to consensus decision making, the reason supervisors resist is
  • assimilation is required which is very difficult.
  • accommodation is required which is very difficult.              (p.58)
  • supervisors tend to want to always make decisions.
  • consensus simply does not work in the North American organization.

• The power that a group has over its members was first noted in which studies of the 1920’s and the 1930’s?
  • Watson studies
  • Hawthorne studies (p.59)   
  • Pajama factory studies
  • Group norm studies

• The power of the group comes from the group _______ members that follow group norms, or _______ those that do not.
  • Punishing; rewarding
  • Rewarding; training
  • Requesting; training
  • Rewarding; punishing (p.59)

TRUE AND FALSE

• ____Performance is a function of motivation times KSAs. (F; p.37)
• ____ The best way to improve employee performance is to “copy” a           successful organization’s motivational tactics. (F; p.36)
• ____Needs theories attempt to describe and explain how a person’s             needs are translated into actions to satisfy their needs. (F; p.38)
• ____Relatedness is the middle need in Alderfer’s needs theory. (T;             p.38)
• ____Negative reinforcement reduces the likelihood that a behaviour           will be repeated. (F; p.42)
• ____Punishment is an undesirable management and training tool. (T;         p.44)
• ____Self-efficacy is an important concept in understanding             motivation. (T; p.47)
• ____One of the differences between the behaviourist and cognitive             approach to learning is that the cognitive approach is more           subject oriented and developed by the instructor. (F; p. 45)

SHORT ANSWER QUESTIONS

• Explain the ERG theory.

ERG is an acronym representing the three basic needs of the theory: existence, relatedness, and growth.  Existence needs are the needs people have to sustain life, as well as the need to have some security about one’s future ability to have a safe and healthy life.  Relatedness needs reflect people’s needs to be valued and accepted by others.  Growth needs include a feeling of self‑worth and competency and achieving one’s potential.

• Explain reinforcement theory’s contribution to understanding motivation, and explain what other theory is closely related and the foundation of the two theories.

Reinforcement theory provides some important answers for how needs are translated into action, but fails to answer other important questions.  Reinforcement theory is closely related to the operant conditioning theory of learning.  A foundation of reinforcement theory is Thorndike’s law of effect which states that behaviour followed by satisfying experiences tends to be repeated, and behaviour followed by annoyance or dissatisfaction tends to be avoided.

• Compare and contrast accommodation and assimilation with respect to learning and the cognitive theory.

Accommodation is the process of changing our construction of the world (cognitive map) to correspond with our experience in it.  Assimilation is the incorporation of new experience into existing categories.  Therefore, in cognitive map terms, accommodation changes the map whereas assimilation fills in the detail.

ESSAY QUESTION

• Two definitions of learning were presented in the text, one was behavioural and one was cognitive. Explain each and indicate the major difference between these definitions and what the training implications of each are.

The behavioural definition of learning is that learning is a relatively permanent change in behaviour. Learning is, therefore, inferred from behaviour. The cognitive approach agrees that learning can be inferred from behaviour but the learning is separate from it. In other words learning can, and does take place prior to the behaviour. In fact, they argue that someone can have learned something and be aware of the new concept for months before exhibiting it behaviourally. Learning for the cognitive theorists is the addition to and reorganization of new knowledge and skills into mental models.  So for the cognitive theorists, learning can occur without others knowing it has occurred.

Implications for each of the approaches on training are significant in the way training is conducted on a number of levels. First the learner’s role is active and self directed for the cognitive theorists and passive for the behaviourist approach. The instructor’s role is as a facilitator in the cognitive approach and more directive in the behaviourist approach. Training content is problem oriented for the cognitive approach and subject oriented for the behaviourist. Cognitive approach suggests trainee motivation comes from within the trainee, where the behaviourist approach suggests it is external. Training climate is relaxed in the cognitive approach, whereas it is much more formal in the behaviourist approach. The training goals for cognitive theorists are collaborative vs. instructor generated in the behaviourist approach.  Finally, the activities are more interactive in the cognitive approach, rather than directive. As can be seen, the two approaches lead to very different ways of designing training.

Question Description

Topic 1: Author Guidelines a Must

Identify the author guidelines of your selected nursing periodical.

• Post the author guidelines of your selected journal for submission of your EBP article.
• Discuss why you chose the journal you decided upon. What appealed to you?

Question Description

The clinical guidelines should include the problem statement, EBP question, literature review, research synthesis, the clinical protocol, and the implementation plan. Identify specific, realistic patient outcomes that will be used for evaluating the clinical guidelines.

I only need the Literature review and research synthesis of the attached articles . Strict APA format.

Implementation plan and timeline is posted below.

Measuring patient outcomes – patient satisfaction surveys.Compare patient satisfaction rates & percentages before clinical implementation of career ladder and after implementation of career ladder.

Incident reports measure the rate and percentages of incident reports related to patient care before and after clinical ladder (expert nurses will lead to fewer clinical errors).

Staffing and retention of nurses – measure staffing and retention rates before after implementation of career ladder (adequate staffing leads to patient safety and satisfaction of care).

Implementation:

Over a one-year period the career ladder will be implemented in the following phases

• Present to hospital leadership the implementation plan and time line by presenting benefits of improved patient satisfaction, improved staffing and retention, reduced clinical incident reports.These will all impact the bottom line in a positive fashion
• Obtain leadership approval for plan both budgetary and implementation.
• Present implementation plan to Nursing department leaders
• Introduce new career ladder program to nurses with criteria for applying for clinical ladder promotion.
• Plan live presentations, webinars, go to meetings to all nursing staff with time line for applying.
• The time line is the first quarter – steps 1-3.
• The second quarter is steps 4, and 5.
• The third quarter is setting up the portal for RN’s to obtain forms and instructions for completing their project and submitting their credentials (proof of nursing certification).
• Deadline for submission of projects and proof of nursing certification is 2 months prior to end of year when raises and promotions are announced.
• Announcements of clinical promotions in time with annual raises (the final step in the 12 month implementation plan).

Question Description

Green defines critical thinking as “all or part of the process of questioning, analysis, synthesis, interpretation, inference, inductive and deductive reasoning, intuition, application, and creativity. Critical thinking underlies independent and interdependent decision making.” In nursing critical thinking is an important part of the decision making process when it comes to patient care. According to Green, “critical thinking in nursing is the ability to apply the nursing process effectively and purposefully to an identified problem.” Good critical thinking skills can ensure positive and safe patient outcomes. To think critically nurses need to continue to enhance their education and expand their knowledge base, be organized, use evidence-base practice, be open-minded and accepting of other people and other ideas and also be trusting in themselves (Green).

Helbig defines evidence-based practice as, “the integration of clinical expertise, the most up-to-date research, and patient’s preferences to formulate and implement best practices for patient care.” Nurses use evidence-based practice as a way of evolving. Evidence-based practice is a way to improve patient outcomes. As stated by Helbig, “nurses never want to do harm, but by doing something the way it has always been done my not necessarily be providing the best care to patient.” According to Helbig, “for EBP to be successful, nurses and other health care professionals acknowledge that individual care providers, system leaders, and policy makers in the federal, state, and local governments must be involved.”

It’s important for nurses to stay up-to-date on research and guidelines for providing patient care. Health care is constantly changing and improving as result of evidence-base practice.

References

Green, S. Z. (2018). Advancing Professional Standards. Dynamics in Nursing Art & Science of Professional Practice.https://lc.gcumedia.com/nrs430v/dynamics-in-nursing-art-and-science-of-professional-practice/v1.1/#/chapter/4

********* please respond to the discussion below, please add citation and references, Thanks:)

Question Description

You are to create a Design for Change proposal inclusive of your Practice Issue and Evidence Summary worksheet from your Capstone Project Milestone 1. Your plan is to convince your management team of a nursing problem you have uncovered and you feel is significant enough to change the way something is currently practiced.

1. Create a proposal for your Design for Change Capstone Project. Attached is the recommended assignment specific Milestone 2 Design Proposal Outline (Links to an external site.)Links to an external site.. Use this to write your paper. You will include the information from Milestone 1, your practice issue and evidence summary worksheets, as you compose this proposal. Your plan is to convince your management team of a practice problem you have uncovered that is significant enough to change current practice.
2. The format for this proposal will be a paper following the Publication manual of APA 6 th edition.
3. The paper is to be four- to six-pages excluding the Title page and Reference page.
4. As you organize your information and evidence, include the following topics.
   1. 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). Introduce the reader to the plan with evidence-based problem identification and solution.
   2. Change Model Overview: Overview of the ACE Star model (the model we have been discussing this session); define the scope of the EBP; identify the stakeholders, and determine the responsibility of the team members.
   3. Evidence: Conduct internal and external searches of evidence; integrate and summarize the evidence summary worksheet from Milestone 1; develop a recommendation for change.
   4. Translation: develop a hypothetical action plan; include measurable outcomes, reporting to stakeholders; identify next steps and disseminate the findings.
   5. Conclusion: Provide a clear and concise summary, inclusive of the problem issue, the five points of the ACE Star change model; and ways to maintain the change plan.
5. Citations and References must be included to support the information within each topic area. Refer to the APA manual, Chapter 7, for examples of proper reference format. In-text citations are to be noted for all information contained in your paper that is not your original idea or thought. Ask yourself, “How do I know this?” and then cite the source. Scholarly sources are expected, which means using peer-reviewed journals and credible websites.
6. Tables and Figures may be added as appropriate to the project. They should be embedded within the body of the paper (see your APA manual for how to format and cite). Creating tables and figures offers visual aids to the reader and enhances understanding of your literature review and design for change.

Question Description

Dissemination of EBP (evidence-based practice) and research, such as presenting results at a conference or writing an article for a journal, is an important part of professional practice. Identify one professional journal and one nursing or health care conference where you might present your project (my project: effect of nutrition in our health). Discuss why each of your choices is the best option for you to disseminate your new knowledge.

Question Description

Topic 1: Author Guidelines a Must

Identify the author guidelines of your selected nursing periodical.

• Post the author guidelines of your selected journal for submission of your EBP

Question Description

Literature Evaluation Table

View Rubric

Max Points: 75

Details:

In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. Being able to articulate the information and successfully summarize relevant peer-reviewed articles in a scholarly fashion helps to support the student’s ability and confidence to further develop and synthesize the progressively more complex assignments that constitute the components of the course change proposal capstone project.

For this assignment, the student will provide a synopsis of eight peer-reviewed articles from nursing journals using an evaluation table that determines the level and strength of evidence for each of the eight articles. The articles should be current within the last 5 years and closely relate to the PICOT statement developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Use the “Literature Evaluation Table” resource to complete this assignment.

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

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

You are not required to submit this assignment to Turnitin.

NRS-490-RS-LiteratureEvaluationTable.docx

Apply Rubrics

Literature Evaluation Table 

1 Unsatisfactory 0-71% 0.00%	2 Less Than Satisfactory 72-75% 75.00%	3 Satisfactory 76-79% 79.00%	4 Good 80-89% 89.00%	5 Excellent 90-100% 100.00%
100.0 %Article Selection
5.0 %Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article	Author, journal (peer-reviewed), and permalink or working link to access article section is not included.	Author, journal (peer-reviewed), and permalink or working link to access article section is present, but it lacks detail or is incomplete.	Author, journal (peer-reviewed), and permalink or working link to access article section is present.	Author, journal (peer-reviewed), and permalink or working link to access article section is clearly provided and well developed.	Author, journal (peer-reviewed), and permalink or working link to access article section is comprehensive and thoroughly developed with supporting details.
5.0 %Article Title and Year Published	Article title and year published section is not included.	Article title and year published section is present, but it lacks detail or is incomplete.	Article title and year published section is present.	Article title and year published section is clearly provided and well developed.	Article title and year published section is comprehensive and thoroughly developed with supporting details.
10.0 %Research Questions (Qualitative) or Hypothesis (Quantitative), and Purposes or Aim of Study	Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is not included.	Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present, but it lacks detail or is incomplete.	Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is present.	Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is clearly provided and well developed.	Research questions (qualitative) or hypothesis (quantitative), and purposes or aim of study section is comprehensive and thoroughly developed with supporting details.
5.0 %Design (Type of Quantitative, or Type of Qualitative)	Design (type of quantitative, or type of qualitative) section is not included.	Design (type of quantitative, or type of qualitative) section is present, but it lacks detail or is incomplete.	Design (type of quantitative, or type of qualitative) section is present.	Design (type of quantitative, or type of qualitative) section is clearly provided and well developed.	Design (type of quantitative, or type of qualitative) section is comprehensive and thoroughly developed with supporting details.
5.0 %Setting or Sample	Setting or sample section is not included.	Setting or sample section is present, but it lacks detail or is incomplete.	Setting or sample section is present.	Setting or sample section is clearly provided and well developed.	Setting or sample section is comprehensive and thoroughly developed with supporting details.
5.0 %Methods: Intervention or Instruments	Methods: Intervention or instruments section is not included.	Methods: Intervention or instruments section is present, but it lacks detail or is incomplete.	Methods: Intervention or instruments section is present.	Methods: Intervention or instruments section is clearly provided and well developed.	Methods: Intervention or instruments section is comprehensive and thoroughly developed with supporting details.
10.0 %Analysis	Analysis section is not included.	Analysis section is present, but it lacks detail or is incomplete.	Analysis section is present.	Analysis section is clearly provided and well developed.	Analysis section is comprehensive and thoroughly developed with supporting details.
10.0 %Key Findings	Key findings section is not included.	Key findings section is present, but it lacks detail or is incomplete.	Key findings section is present.	Key findings section is clearly provided and well developed.	Key findings section is comprehensive and thoroughly developed with supporting details.
10.0 %Recommendations	Recommendations section is not included.	Recommendations section is present, but it lacks detail or is incomplete.	Recommendations section is present.	Recommendations section is clearly provided and well developed.	Recommendations section is comprehensive and thoroughly developed with supporting details.
10.0 %Explanation of How the Article Supports EBP or Capstone	Explanation of how the article supports EBP or capstone section is not included.	Explanation of how the article supports EBP or capstone section is present, but it lacks detail or is incomplete.	Explanation of how the article supports EBP or capstone section is present.	Explanation of how the article supports EBP or capstone section is clearly provided and well developed.	Explanation of how the article supports EBP or capstone section is comprehensive and thoroughly developed with supporting details.
10.0 %Presentation	The piece is not neat or organized, and it does not include all required elements.	The work is not neat and includes minor flaws or omissions of required elements.	The overall appearance is general, and major elements are missing.	The overall appearance is generally neat, with a few minor flaws or missing elements.	The work is well presented and includes all required elements. The overall appearance is neat and professional.
10.0 %Mechanics of Writing (includes spelling, punctuation, grammar, and language use)	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	The writer is clearly in command of standard, written, academic English.
5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

ATTACHMENTS

Question Description

The clinical guidelines should include the problem statement, EBP question, literature review, research synthesis, the clinical protocol, and the implementation plan. Identify specific, realistic patient outcomes that will be used for evaluating the clinical guidelines.

I only need the Literature review and research synthesis of the attached articles . Strict APA format.

Implementation plan and timeline is posted below.

Measuring patient outcomes – patient satisfaction surveys.Compare patient satisfaction rates & percentages before clinical implementation of career ladder and after implementation of career ladder.

Incident reports measure the rate and percentages of incident reports related to patient care before and after clinical ladder (expert nurses will lead to fewer clinical errors).

Staffing and retention of nurses – measure staffing and retention rates before after implementation of career ladder (adequate staffing leads to patient safety and satisfaction of care).

Implementation:

Over a one-year period the career ladder will be implemented in the following phases

• Present to hospital leadership the implementation plan and time line by presenting benefits of improved patient satisfaction, improved staffing and retention, reduced clinical incident reports.These will all impact the bottom line in a positive fashion
• Obtain leadership approval for plan both budgetary and implementation.
• Present implementation plan to Nursing department leaders
• Introduce new career ladder program to nurses with criteria for applying for clinical ladder promotion.
• Plan live presentations, webinars, go to meetings to all nursing staff with time line for applying.
• The time line is the first quarter – steps 1-3.
• The second quarter is steps 4, and 5.
• The third quarter is setting up the portal for RN’s to obtain forms and instructions for completing their project and submitting their credentials (proof of nursing certification).
• Deadline for submission of projects and proof of nursing certification is 2 months prior to end of year when raises and promotions are announced.
• Announcements of clinical promotions in time with annual raises (the final step in the 12 month implementation plan).

ATTACHMENTS

Question Description

Read “Reconceptualizing Program Outcomes” and “Leveling EBP Content for Undergraduate Nursing Students” for a better understanding of issues within curriculum development.

Select an issue within curriculum development that is of interest to you.

Write a paper of 1,000-1,250 words on the issue, discussing its affect and relevance to nursing, staff or patient education.

1. Why is this issue a problem at your place of employment?
2. What are your proposed strategies to resolve these issues?
3. Use at least three to five scholarly, peer-reviewed resources less than 5 years old in addition to the course materials. Make sure that you do not use the two sources given in this assignment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Succes