Category: APA

Subtopics to be discussed includes:
1. Breast cancer background
2. Aromatase gene
3. Aromatase gene in breast cancer
4. Aromatase expression in normal tissue
5. Aromatase expression in breast cancer
6. Estrogen receptor
7. Anti-estrogens in breast cancer
8. Aromatase inhibitors in breast cancer
9. Aromatase inhibitor resistance
10.Glyceollins and the estrogen receptor
11. Glyceollins in combination with aromatase inhibitors
12. EGFR and HER2 pathways in breast cancer
13. EGFR and HER2 pathway inhibitors
14. Glyceollins
15. Glyceollins in breast cancer
16. Glyceollins in combination with EGFR and HER2 inhibitors
17. P4HB in cancer
18. FKBP4 in cancer

III.  Leadership
Student will apply leadership concepts, skills, and decision making to the provision of nursing care and nursing practice in collaboration with organizations and communities. [II, VII, VIII, IX]
           
Student will demonstrate leadership and communication skills to participate in quality improvement initiatives with health care teams. [II, VI, VII]
Student Outcome(s)
                  1.Apply evidence-based leadership and management practices.
                  2. Develop a career plan and utilize tools for resume building, mentoring and networking connections.

interview a prominent nursing health care leader in their role of Nurse Manager, Nurse Director, Chief Nursing Officer, Chief Financial Officer or Chief Executive Officer (please refer to organization chart).
The professor must approve selected (Nurse Leader) interviewee to determine if role is appropriate to assignment. The paper should include a brief biography, a description of the leaders philosophy(ies), his or her major professional contributions, their past work experiences, a description of their leadership style and vision, thoughts about mentoring and advise for new nursed entering the profession. Ideally, the student will choose a nurse leader currently in an area  they are interested in pursing.

             
Nurse Leader (NM, Director, CNO, CEO) appropriate for assignment        10pts
Content Knowledge/ flow of content .                      40 pts
Clarity and Organization                                        30 pts
Spelling, Grammar, Punctuation                        10 pts
APA format (throughout slides and references)        10 pts
Total         100 pts

Create a PowerPoint presentation with 10  slides that proposes a systematic process for determining the effectiveness of the nursing program for a sample course.

Note: The assessments in this course build upon one another and you are required to complete them in the order in which they are presented.

SHOW LESS
Course analytics are important in guiding the revision process as well as further development of your evaluation strategies and documentation. As a nursing educator, you must establish and maintain analytical data to demonstrate to your stakeholders that your course is meeting the learning and program outcomes.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 5: Analyze how a systematic process is used to determine the effectiveness of a nursing program.
Explain philosophical approaches to evaluation.
Show the steps of the program evaluation process.
Articulate an evaluation design, framework, or model for program evaluation.
Examine how data analysis can be used to foster ongoing program improvement.
Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
Correctly format the assessment, citations, and references using APA style.

Overview
Create a PowerPoint presentation with 10 slides that proposes a systematic process for determining the effectiveness of the nursing program for your new course.

While you will not have access to real analytical data from real learners to show how the course is meeting the learning and program outcomes, you should still be able to use the formative feedback from the instructor you received for your earlier assessments, as well as scholarly research to think critically about a process that could potentially guide improvement efforts for the nursing program in which the course is being hypothetically offered.

PowerPoint Presentation
Make sure your presentation contains the following slide headings and sections, which reflect critical elements that align with the grading criteria:

Title.
Purpose. Include the reasons for the presentation (12 slides).
Philosophical Approaches. Explain some of the major philosophical approaches to evaluation (23 slides).
Program Evaluation Process. Show the steps of the program evaluation process (23 slides).
Evaluation Design. Select and articulate an evaluation design, framework, or model for program evaluation (23 slides).
Program Improvement. Examine how data analysis can be used to foster ongoing program improvement (23 slides).
References. Include a minimum of eight sources, cited using current APA style and formatting.
Additional Requirements
Your presentation should meet the following requirements:

Bullets: Aim for 67 bullets per slide and 46 words per bullet.
Images: Use graphics liberally throughout the presentation but ensure they are appropriate for the content provided.
Speaker notes: Use the Notes section within PowerPoint to provide all the information relevant to each slide, which you would otherwise present verbally.
APA citations: Include proper APA style in-text citations in the speaker notes and on slides (if relevant).

Develop a standardized template for evaluating courses in a selected program. Include a 2 page executive summary containing the rationale and justification for the methods selected.

Note: The assessments in this course build upon one another and you are required to complete them in the order in which they are presented.

SHOW LESS
The purpose of a course evaluation is to ensure that your course is, in fact, serving the intended purpose and assessing the learning outcomes and instructional content. Standardized templates are useful for learners, faculty, and the organization because they allow you to establish expectations and ensure data collected give you the right kind of information upon which to make evidence-based decisions related to meeting learners’ and the organization’s needs and goals.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 2: Apply a variety of strategies to assess learning in the cognitive, psychomotor, and affective domains.
Ensure that the appropriate cognitive, psychomotor, and affective domains have been addressed in a course evaluation.
Competency 3: Engage in the development of a classroom examination.
Select an evaluation format that adequately assesses learning and program outcomes.
Competency 4: Evaluate the achievement of learning outcomes.
Create a standardized course evaluation template that can be used to evaluate the achievement of learning outcomes in a program offering.
Support the validity and reliability of evaluation methods used in a course evaluation form.
Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
Correctly format the assessment, citations, and references using APA style.

Note: Assessments in this course must be completed in the order in which they are presented. You must complete Assessment 2 before beginning this assessment.

Overview
This is a two-part assessment. The first part is the development of a standardized course evaluation template. The second part is an executive summary addressed to a workplace supervisor.

Preparation
Use the Capella University Library and the Internet to ensure you are familiar with the following:

Explore a variety of methods that can be used to evaluate the achievement of the learning objectives as well as program outcomes.
Understand the steps in assembling and administering the tests for learning outcomes.
Examine how validity and reliability of evaluation methods for courses and program outcomes are measured and established.
Find examples of course evaluations. If you choose to incorporate ideas from other examples, you must provide proper APA citations and format.
Part One Standardized Course Evaluation Template
Determine the best approach for evaluating whether the learning objectives and program outcomes are being assessed adequately in your course. Make use of your work from the previous assessments in the creation of your standardized course assessment template.

Create a standardized template that clearly measures the course’s ability to achieve the learning objectives and outcomes stated in your earlier assessments in this course.
There is no page limit for this template. Page length should be appropriate to the context.
Note: You are encouraged to integrate feedback received for your earlier assessments to continue tweaking your application of the concepts in this course.

Part Two Executive Summary
Once you have completed your standardized template, construct an executive summary to discuss the rationale for it.

In the executive summary, include the following critical elements that align with the grading criteria:

A summary of how the course evaluation aligns with the stated learning objectives and program outcomes.
A justification for the methods chosen to evaluate the achievement of learning outcomes.
A description of how validity and reliability of evaluation methods will be established.

Create a 12-page assessment description that includes the rationale for the chosen assessment strategy (Part One) and the related grading rubric (Part Two).

Note: The assessments in this course build upon one another and you are required to complete them in the order in which they are presented.

SHOW LESS
Nurse educators need to be able to develop strategies within a course to evaluate the learners’ competency with the material. Assessment is sometimes synonymous with evaluation. Nursing education deals with the process of documenting in a formal way that the student has acquired the knowledge, skills, attitudes, or beliefs. Rubrics are used in education to create a standardized way of evaluating performance.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Competency 1: Apply principles of assessment and evaluation for use in nursing education programs.
Describe processes that can be used for determining the validity and reliability of an assessment.
Competency 2: Apply a variety of strategies to assess learning in the cognitive, psychomotor, and affective domains.
Assess learning in multiple domains (for example, cognitive, psychomotor, and affective).
Competency 3: Engage in the development of a classroom examination.
Determine how grading expectations should be communicated to learners.
Provide a brief description of an assessment that will be used to evaluate specific learning outcomes.
Explain the steps in assembling and administering tests for specific learning outcomes.
Create performance-level criteria that are distinct and progress in a clear and logical order.
Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

Note: Assessments in this course must be completed in the order in which they are presented. You must complete Assessment 1 before beginning this assessment.

Preparation
Select an assessment strategy for your learning objectives from Assessment 1. (Refer to feedback you received for Assessment 1.) What assignment would you give your learners, and how are you going to assess their performance?

Select one or more of your stated learning objectives and identify the specific domains (cognitive, psychomotor, or affective) that could be used to assess a learner’s demonstration of proficiency.
If the learning objective assesses the cognitive domain, what assessment tool would you use?
If the learning objective assesses the psychomotor domain, how will you test for proficiency?
If the learning objective assesses the affective domain, how will you know if the learner is proficient?
Consider the various processes that can be used for determining the validity and reliability of an assessment.
Think about how we validate informationwith faculty and student surveys, grades/student progression, or anecdotal comments.
Determine how grading expectations can be communicated to learners.
Think in terms of how to explain the grading rubric, or a specific faculty expectation message from instructor to learner. This will help you create a description of the assessment.
Part One Assessment Description and Rationale
The real-world deliverable is a single document intended to be given to your work supervisor. The purpose of this document is to achieve two things:

An assessment description summarizes the big picture of the assessment and describes how a learner’s performance of the learning outcomes will be evaluated.
The rationale provides the evidence -based support for your chosen assessment strategy.
You must complete the following in Part One:

Write a brief description of the assessment.
Describe the type of assessment tool that will be used to assess the learning objectives.
Support your assessment strategy with an explanation of the processes that could be used to determine the validity and reliability of the assessment strategies chosen.
Part Two Create a Grading Rubric
Create a grading rubric for your new assessment using a table format. Refer to the Rubric Template, linked in the Resources under the Capella Resources heading.

Your rubric should clearly assess the learning objectives and have distinct levels of performance. For example, the scoring guides in your Capella assessments use the following performance levels.

Non-performance.
Basic.
Proficient.
Distinguished.
Note: Titles for performance levels can be whatever you deem appropriate to your specific learning environment. The four levels mentioned above are examples of possible performance-level language. You may use whatever terms fit the best in your setting.

Additional Requirements
Follow the Assessment Formatting Guidelines, linked in the Resources under the Required Resources heading. In addition, your assessment should meet the following requirements:

APA format: Use correct APA style and formatting, paying particular attention to citations and references.
References: Include peer-reviewed scholarly resources from the last 5 years.
Length: Assessment description and rationale should 12 double-spaced pages (not including cover page and reference list). Include grading rubric table in the same document.
Font and font size: Times New Roman, 12 point.