Using these four outside sources: Los Angeles Times: latimes.com (Links to an external site.) New York Times: nytimes.com (Links

NURS-FPX6030 Assessment 2 NURS-FPX6030 Assessment 2 Guiding Questions Intervention Plan Design This

NURS-FPX6030 Assessment 2

NURS-FPX6030 Assessment 2

Guiding Questions

Intervention Plan Design

This document is designed to give you questions to consider and additional guidance to help you successfully complete the Intervention Plan Design assessment. You may find it useful to use this document as a pre-writing exercise, an outlining tool, or as a final check to ensure that you have sufficiently addressed all the grading criteria for this assessment. This document is a resource to help you complete the assessment. Do not turn in this document as your assessment submission.

Part 1: Intervention Plan Components

Define the major components of an intervention plan for a health promotion, quality improvement, prevention, education, or management need.

What are the major components of your intervention plan?

How will these components lead to improvements related to your identified need?

Why are these components the best option to address your identified need?

Explain the impact of cultural needs and characteristics of a target population and setting on the development of intervention plan components.

What are the cultural needs and characteristics of your target population for this project?

How will the cultural needs of the population impact the development of your intervention plan components?

What aspects of the target population’s cultural characteristics impact the development of your intervention plan components?

What are the cultural needs and characteristics of your setting for this project?

How will the cultural needs of the setting impact the development of your intervention plan components?

What aspects of the setting’s cultural characteristics impact the development of your intervention plan components?

Part 2: Theoretical Foundations

Evaluate theoretical nursing models, strategies from other disciplines, and health care technologies relevant to an intervention plan.

What theoretical nursing models are relevant to your intervention plan?

Which of these models will most impact the design of the intervention plan components?

What strategies from other disciplines are relevant to your intervention plan?

Which of these strategies will most impact the design of the intervention plan components?

What health care technologies are relevant to your intervention plan?

Which of these technologies will most impact the design of the intervention plan components?

Justify the major components of an intervention by referencing relevant and contemporary evidence from the literature and best practices.

How will the theoretical nursing models you referenced help justify your design decisions regarding intervention plan components?

How will the strategies from other disciplines you referenced help justify your design decisions regarding intervention plan components?

How will the health care technologies you referenced help justify your design decisions regarding intervention plan components?

Part 3 – Stakeholders, Policy, and Regulations

Analyze the impact of stakeholder needs, health care policy, regulations, and governing bodies relevant to health care practice and specific components of an intervention plan.

Who are the relevant stakeholders?

How will the needs of these stakeholders impact your intervention plan components?

What are the relevant health care policies?

How will these health care policies impact your intervention plan components?

What are the relevant health care regulations?

How will these health care regulations impact your intervention plan components?

What are the relevant governing bodies?

How will these governing bodies impact your intervention plan components?

Part 4 – Ethical and Legal Implications

Analyze relevant ethical and legal issues related to health care practice, organizational change, and specific components of an intervention plan.

What are the relevant ethical issues related to your project?

How will these ethical issues affect the health care practice considerations that are relevant to your intervention plan?

How will these ethical issues affect any organizational change considerations that are relevant to your intervention plan?

How will these ethical issues affect one or more specific components of your intervention plan?

What are the relevant legal issues related to your project?

How will these legal issues affect the health care practice considerations that are relevant to your intervention plan?

How will these legal issues affect any organizational change considerations that are relevant to your intervention plan?

How will these legal issues affect one or more specific components of your intervention plan?

Address Generally Throughout

Communicate intervention plan in a professional way that helps the audience to understand the proposed intervention and the implications of the plan that must be taken into account.

Is your writing clear and professional?

Does your writing effectively communicate you proposed intervention plan?

Does your writing effectively communicate how you will address the implications that you uncovered?

Is your writing free from errors?

Is your submission 4–6 pages?

Did you cite a minimum of 5–10 resources? (You may use resources previously cited in your literature review to contribute to this number.)

Does your submission conform to current APA style standards?

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3 Monikue Smith Dr. Hau Nguyen Strayer University August 1, 2022 Introduction

Using these four outside sources: Los Angeles Times: latimes.com (Links to an external site.) New York Times: nytimes.com (Links Writing Assignment Help 3

Monikue Smith

Dr. Hau Nguyen

Strayer University

August 1, 2022

Introduction

Race gaps in SAT scores underpin inequity and hinder upward mobility. The SAT is used as a mode to establish student readiness for college and a crucial gateway to higher education. Yet, regardless of the continued efforts to equalize academic opportunity, there still persist large gaps in SAT scores. Research shows that minorities have statistically lower standardized test scores compared to Whites (Couch, Frost, Santiago, & Hilton, 2021). These inequalities still exist due to hidden biases in the development and administration of standardized tests and interpretation of their scores. This paper looks into the race gap in standardized testing and

The Learner Characteristics

The audience of this project will project will be students. The age of the audience is between 12-17 years. The target audience has a no rich background in matters education. They will have the opportunity to access to school-district level data to examine the racial disparities between students of color and white students in the state. The target audience includes both male and female learners within the target age bracket within schools in the selected school districts. They will utilize the data obtained to understand the standardized score rates for students of color in comparison to their white counterparts. Therefore, the will seek to have an understanding of the race gap that exists among students of color. Hence, this project intends to present district level data to this audience that demonstrates the race gaps that exists in standardized tests used to evaluate teacher and administrative effectiveness, students’ educational progress and knowledge, and measure states’ educational efforts. The data presented will mainly focus on the inequalities in standardized test scores to bring to light the continued denial of equal educational opportunities to students of color, including black students, and policy implications for students of color achievement.

Data Collection Outline

In terms of contextual analysis, the factors that affect knowledge acquisition include motivation, readiness and will power, level of aspiration and achievement, and methods of learning. The learner needs to have the motivation to learn along with a definite goal to achieve. In addition to motivation, the learner must demonstrate readiness with a strong will power to overcome potential problems and hurdles. If the learners have the aspiration to achieve a certain thing, they will be motivated to learn. Effective teaching methods allow the learner to easily understand and internalize a particular concept. Thus, it is important to examine the context of learning to ensure all necessary factors that promote learning are available.

Job Analysis

Analyze the differences in standard test scores between students of color and white students

Identify the possible causes of the variation in scores

Establish why the use of standardized tests perpetuates educational inequality

Identify flaws in the creation of standardized tests that contribute to educational inequalities

Identify possible ways to address the educational inequalities associated with standardized testing

Task Analysis

Task 1

Complete an online search of standardized test scores for various school districts

Check for any variations in scores

List the factors associated with the variations

Identify and explain the most significant factor associated with the variations

Task 2

Explain how the most significant factor accounts for the variations

Define the most noticeable trends associated with this factor

List ways the identified trends are associated with educational inequality

Knowledge or Performance Gap

Current State of Learning

Instructor-learner interaction

Listening to the instructor explain course topics

Students using multimedia to supplement learning at home

Desired State of Learning

Use of interactive learning such as;

Game-based learning

Video games

Computers, tablets

Rationale for Using the Learning Theory for the Project

Interactive learning is a real-life/hands-on approach to education based on building student engagement through guided social interaction. This theory is devised and structured activities to promote learning in groups, supporting a setting that encourages students to explore and understand new concepts. Students use online resources, watch videos, and read to complete typical homework activities such as solving problems, applying course topics, and working through issues. It enhances students’ curiosity to learn new concepts through role-play, projects, and active learning exercises (Ugalde et al., 2021). Through these activities, students engage with their peers and teaching staff in an energetic and interactive learning environment. This learning theory best frames the design of my project by promoting interactive learning to allow for deeper exploration of the racial gap in standardized testing.

This learning theory encourages learners to feel comfortable in the learning environment. Learners would prefer to learn through a video or PowerPoint presentation and welcomes unique contributions to learning. It helps to depth to learning and allows learners to keep focus in learning. For instance, learners could utilize collaborative task managers long with other online collaboration tools for learners (Ugalde et al., 2021). The students could utilize the digital tools as self-evaluation tools to go through the lesson and identify precise areas they have not mastered.

In conclusion, interactive learning is regarded effective for this project as it allows learners to have hands-on, real-world process of conveying information. While passive learning is based on listening to the instructor teach. However, interactive learning, invites learners to take part in the discussion through role-playing group exercises in class or technology (Kutbiddinova et al., 2016). In addition to student engagement, it fosters a hyper-stimulated environment, sharpening learners’ analytical and critical skills. Through the use of open-ended questions, learners enhance their imagination and solving of problems (Kramer et al., 2014). In addition, it gives learners an opportunity to collaborate and work effectively in groups, an indispensable skill in collaborative learning. Learning is more effective when learners are active. Learners become active when they are engaged in interactive activities, feedback, discussions, and AI-enhanced technologies leading to improved academic performance. Active learning can give students the ability to teach among themselves the course concept. Information presented in both verbal and visual form allows individuals to easily learn abstract, novel, and new concepts. Through active learning techniques, learners can produce thoughts, and get feedback through interactive settings instead of passively receiving information from the instructor. Thus, it is essential for educators to integrate more active learning in their teaching.

References

Kramer, B. Gotthardt, K., Magenheim, J., & Neugebauer, J. (2014). On Benefits of Interactive Online Learning in Higher Distance Education: Repeating a Learning Analytics Project in the Context of Programming Education. International Journal on Advances in Life Sciences, 6(3&4), 350-363. https://www.researchgate.net/publication/268076906_On_Benefits_of_Interactive_Online_Learning_in_Higher_Distance_Education_Repeating_a_Learning_Analytics_Project_in_the_Context_of_Programming_Education

Kutbiddinova, R. A., Eromasova, A. A., & Romanova, M. A. (2016). The Use of Interactive Methods in Educational Process of Higher Education Institution. International Journal of Environmental and Science Education, 11(14), 6558-6572. http://www.ijese.net/makale/940.html

Ugalde, L., Santiago-Garabieta, M., Villarejo-Carbalido, B., & Puigvert, L. (2021). Impact of Interactive Learning Environments on Leaning and Cognitive Development of Children With Special Educational Needs: A Literature Review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.674033

Case law often takes time. The actions of those in the field

Case law often takes time. The actions of those in the field occur in seconds and those on the bench may take days, weeks, months, even years, analyzing and forming an opinion of that action. You should expect to spend a great deal of time reviewing, often multiple times, a court decision. As judges often have a great deal of time when writing decisions, as opposed to those in the field who must often must rely instinctively and on past training to take immediate action, judicial opinions are often long and drawn out. While the length and volume may pose a hurdle, generally the writing style poses a greater hurdle. This style is often very subtle and complicated as key words, phrases, or points are frequently glanced over on a first reading. It is up to you identify the core of the controversy and accurately identify the court’s ruling. This involves summarizing and condensing in brief and concise form the nature of the issue at hand, the judicial opinion, and the ruling (Krislov, 1972).

Weeks 3, 5 and 8, you will be required to submit a case brief of the assigned case. Each brief represents your analysis of the assigned case. Each brief is worth 16% of your overall grade in the course. Grades for these papers will reflect a combination of form, logic, flow, grammar, spelling, APA format, and demonstrated understanding of principles. These case briefs of 4-6 [double spaced] pages each, when completed, should help your develop your critical thinking/analysis skills. These must be submitted during the week assigned. Late papers will result in the automatic loss of a letter grade.

A very good reference, entitled How to Brief a Case, addressing the pertinent content of a brief but not the form or sequence to be used in this class can be found on the John Jay College website.

Utilize the Brief Template format provided. All attachments must be submitted in Word format. No other formats are accepted as all faculty may not be able open the attachment and thus not be able to grade it. If you see a numerical score of “1” for the brief, this indicates the faculty member was unable to open your attachment and you must resubmit your work in Word format for a grade. Your work is considered late and late penalties apply until your work is submitted in the proper format to faculty.

Krislov, S. (1972) Judicial process and constitutional law. Little Brown & Co.

For this assignment you must submit your brief as a Word document.

Papers will be graded based on the Criminal Justice Paper Rubric found in your course site.
Your assigned case is this week’s reading:

Howes v. Fields, 565 U.S. ___ (2013) Retrieved from http://www.supremecourt.gov/opinions/11pdf/10-680.pdf