Environment and Method of Instruction Delivery Assignment Help
discusses only the process of developing your frame factor model. To this answer the question, who identified the internal and external factors? What are these factors? No additional explanation about the elements is necessary for this first section. Be sure your frame factors mentioned here are the same as in table 2, at the end of identifying the frame factors intext (for details, see Table 2).
Example: Learning environment and method of delivery. As previously discussed, learners enrolled in this program are already practicing registered nurses who are looking to advance their degrees. As such, the learning environment and method used to deliver instructions to learners is an online asynchronous format. What makes this learning environment unique is that learners can take advantage of completing coursework whenever, and wherever they please, as long as they complete it before the deadline. Learners review course materials, such as pre-recorded lectures, PowerPoints, and online virtual reality simulations on their own from any chosen convenient location they desire. Other methods of delivery and interaction take place via email, e-learning modules, online discussion boards, and audio and video recordings.
Frame Factor Model
External Factor Impact
Internal Factor Impact
1.School already has resources. Educators already have experience and library has the references. Therefore there is no need for additional funds.
Needs Assessment and Gap Analysis Creation Procedures
Discuss the current state of the curriculum and the desired state, including the identified gap or need in the academic setting. Support your discussion with evidential information from your “Frame Factor Model” (Table 2) and your “Curriculum Need-Gap Analysis Table” (Table 3). This description must include a persuasive and reasonable explanation of how the proposal will resolve the curricular gap to move it to the desired state for the curriculum. The “Curriculum Need-Gap Analysis Table” will be used to support this discussion. Sections D2 contains a lot of information, if you look at the work template it aligns the headings for this section.
D2 be sure that you discuss the need-gap analysis procedure (the process for conducting the needs assessment and the gap analysis. Be sure that you follow the steps you outlined in Table 3 for this process discussion, at the end of the introduction of the need-gap analysis intext cite (see Table 3). As part of this discussion, you will also discuss the impact of each of your factors (internal and external).
Current and Desired Curriculum
Discuss the current state of the curriculum and the desired state of the curriculum including the identified gap or need in the academic setting. Support your discussion with evidential information from your “Frame Factor Model” (Table 2) and your “Curriculum Need-Gap Analysis Table” (Table 3). This description must include a persuasive and reasonable explanation of how the proposal will resolve the curricular gap to move it to the desired state for the curriculum. The “Curriculum Need-Gap Analysis Table” will be used to support this discussion. Be sure that in this section D2 you also discuss the current and desired curriculum (what is currently being taught in the course and what you are proposing for the desired curriculum. This discussion needs to align with what you included in table 3). This discussion needs to demonstrate a clear difference between the current and the desired course (just as you did in the need-gap table columns 2 and 3).
In D2 you are going to end with the curriculum change, here you are supporting the ideas you expounded upon in your literature review to make the argument for this proposal, your citations from your literature review.
Curriculum Need-Gap Analysis Table” (Table 3)
Instructional objectives Current curriculum Desired curriculum Need-gap Action steps to meet the need-gap
Distinguish signs and symptoms of behavioral crisis in school-aged children
Illustrate triage and first aid interventions for behavioral concerns The curriculum covers only prescription drugs such as Adderall, excluding illicit drug use, common in this population/group.
Incorporating module into the BSN program that will train nursing students to use the nursing process to identify, assess, triage, provide nursing quality care when providing first aid/intervention when working with adolescence/school-aged children in the public health setting. Nursing students need to demonstrate physical assessment skills in identifying signs and symptoms of mental health crisis
Nursing students need to be prepared to provide school-age children first aid in case of a mental health crisis
3.Brainstrom ideas with faculty on how to fit this module into the 9 weeks class.
4.Create a course outline.
Organizational Strengths and Weaknesses
Describe the results of your Force Field Analysis (Figure 1) to include each of the following:
organizational weaknesses that could limit the adoption of your curriculum proposal. Describe how the negative impact of these organizational forces can be mitigated. Use evidence from force field analysis and the literature in support.
Discuss how you will leverage the forces in support of the proposal and how you will mitigate the weaknesses and forces against the proposed change. You will need in-text citations as evidence from the literature. Look at the change theory or organizational behavioral articles.
Force Filed Analysis / Figure 1
Forces FOR Curriculum Proposal Curriculum Proposal Forces AGAINST Curriculum Proposal
Improve Quality Care for Pediatric population Role of a School Nurse in Mental Health Crisis Assessment and Intervention for Adolescent Students Not enough time in a term
Increasing knowledge, confidence, nursing skills in public health competences that can improve NCLEX overall scores
Staff resistance to revise curriculum and syllabus
Students will be drawn to enter the course with this University due to the increased chance to get employed by a school district. This topic is too broad, needs to be a specific type of a problem