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– ## Discussion2PICOTQuestion.docx – ## PDSAPROJECT.docx **## Discussion2PICOTQuestion.docx** Discussion 2 PICOT Question During my clinical rotation in the step-down unit for trauma at Broward Medical Center, I have noticed that nursing ratios are high for the acuity of these patients. In a fast-pa…

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Assignment Prompt & Instructions

– ## Discussion2PICOTQuestion.docx

– ## PDSAPROJECT.docx

**## Discussion2PICOTQuestion.docx**

Discussion 2 PICOT Question

During my clinical rotation in the step-down unit for trauma at Broward Medical Center, I have noticed that nursing ratios are high for the acuity of these patients. In a fast-paced acute care environment, finding the proper nurse-to-patient ratios is not just a logistical challenge but a matter of life and death. Staffing levels often fluctuate due to budget constraints and widespread shortages. Research shows a clear connection: when nurses care for fewer patients, outcomes improve, mortality drops, medical errors decline, and patient satisfaction rises (Phillips et al., 2021). This pressing clinical issue, identified through quality improvement efforts, emphasizes how inadequate staffing can jeopardize patient safety and satisfaction scores. Tackling this challenge head-on is critical to delivering high-quality care and building a more resilient, effective healthcare system. Also, evidence shows that appropriate nurse staffing contributes to improved patient outcomes and improved satisfaction scores that benefits both patients and nurses. Addressing this major problem would help our patients and our nurses’ well-being.

**Clinical Question**

In adult patients admitted to an acute care hospital setting, how does a lower nurse-to-patient ratio compared to a higher ratio affect patient outcomes such as mortality rates, incidence of medical errors and Hospital Acquired Pneumonia, and patient and nurse satisfaction over a period of 8 months?

**PICOT Question**

**P-Patient or Problem:** Adult patients in acute care hospital settings.

**I-Intervention:** Lower nurse-to-patient ratios.

**C-Comparison:** Higher nurse-to-patient ratios.

**O-Outcome**: Improved patient outcomes, reduced patient mortality rates, reduced incidence related to medical errors, decreased incidence of Hospital-acquired pneumonia (HAP), and increased patient and nurse satisfaction.

**T**-
**Time:** Within 8 months of implementation

References

_Nurse staffing_. ANA. (2019a, July 11). https://www.nursingworld.org/practice-policy/nurse-staffing/

Phillips, J., Malliaris, A. P., & Bakerjian, D. (n.d.). Nursing and patient safety. https://psnet.ahrq.gov/primer/nursing-and-patient-safety

**## PDSAPROJECT.docx**

**PDSA PROJECT & POWERPOINT PRESENTATION**

**PDSA Practice Improvement Plan** PDSA Practice Improvement Plan The assignment will be divided into four phases.

The PDSA project will give students the experience to initiate and coordinate planned changes in a healthcare organization. This assignment aims to engage the student in identifying a clinical problem or process, undertaking a literature review, and implementing an evidence-based intervention to improve patient, nurse/staff, or clinical outcomes and/or processes.

**_Students will use the Agency for Healthcare Research and Quality's (2020) Plan-Do-Study-Act (PDSA) Directions and Examples as a guideline for this assignment (Web link Available in Modules)_**

**Part I: Plan**

1.
**Problem Identification**

·
Problem Identification:

· Students will identify a clinical issue or process by:

· Reviewing clinical site's electronic health records.

· Nurses can leverage Electronic Health Records (EHRs) to identify clinical issues and improve system processes in several impactful ways:

2.

1.
**Data Aggregation and Analysis**: EHRs compile comprehensive patient data, allowing nurses to analyze trends and patterns. This can help identify common clinical issues, such as frequent infections or medication errors, and address them proactively

1.
**Clinical Alerts and Reminders**: EHRs can generate alerts for potential clinical issues, such as abnormal lab results or missed medications. These alerts help nurses intervene promptly, improving patient safety and care quality

1.
**Support for Diagnostic and Therapeutic Decisions**: EHRs provide decision support tools that assist nurses in making informed clinical decisions. These tools can suggest potential diagnoses or treatment options based on patient data, enhancing the accuracy and efficiency of care

1.
**Improving Communication**: EHRs facilitate better communication among healthcare team members by providing a centralized platform for patient information. This ensures that all team members are aware of the patient's status and any clinical issues, leading to more coordinated and effective care

1.
**Identifying Systemic Issues**: By analyzing data from EHRs, nurses can identify systemic issues within the healthcare facility, such as workflow inefficiencies or resource shortages. Addressing these issues can lead to improved processes and better patient outcomes

1.
**Quality Improvement Initiatives**: EHRs enable the tracking of key performance indicators and outcomes. Nurses can use this data to participate in quality improvement initiatives, aiming to enhance care standards and patient satisfaction

1.
**Documentation and Compliance**: Accurate and thorough documentation in EHRs helps ensure compliance with regulatory requirements and standards. This not only improves patient care but also protects the healthcare facility from legal and financial risks

2.
**Review of Literature**

·
Review of literature:

· What level of knowledge is out there to address the clinical problem or process you identified at your clinical site?

· Currently, what evidence-based guidelines are published on the clinical problem or process?

· The literature reviewed should consist of systematic reviews, meta-analyses, peer-reviewed studies, or clinical guidelines.

· Expert opinion articles and clinical articles can be used as supportive literature for clinical issues with limited research.

· Students will also "review the literature" by going to the "MDC Resources" tab available on their Canvas' Navigation Panel, then click on the weblink titled "MDC's Research Databases (i.e., Journals)" or simply click on this weblink:
[MDC's Research Databases (i.e., Journals)](https://mdc.instructure.com/courses/131153/modules/items/12175272)

· Students will need to reference a minimum of five (5) research articles published by professional journals or organizations on their identified clinical problem or process.

· Present a summary of your literature review in a table format using the following criteria:

· 1st column: Study (i.e., author(s))

· 2nd Column: Population

· 3rd Column: Intervention

· 4th Column: Comparison

· 5th Column: Outcomes

· 6th column: Results

· 7th Column: Level of Evidence

· Please use "Level of Evidence" instead of Quality

· Use Winona State University's (WSU) Evidence Based Practice Toolkit: Levels of Evidence (Melynk & Fineout-Overholt, 2023) by clicking here:
[https://libguides.winona.edu/ebptoolkit/Levels-EvidenceLinks to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence)

·
[Links to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence) For each source, students will review WSU's Levels of evidence and determine which level to assign to each
![A table of pain management AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-hw-20941951)source.

3.
**I plan to:** You will write a concise statement of what you plan to do in your PDSA project

4.
**I hope this produces:** Here you will put a measurement or outcome that you hope to achieve with your project

5.
**PICO(T) Question (Must be the same PICOT question approved by Course Professor in Discussion #2)**

· Please see Discussion #2 Guidelines & Grading Rubric

**The Process**

1.
**Steps to Execute:** Write the steps you're going to take in the PDSA cycle, the population you are working with, and the time limit

·

·
The population could be a patient, a problem, a population, a unit, a division, or an organization problem.

· The population has to be greater than 10

·

·
The time limit that you will do this project.

· The time is limited to the days you attend clinical

· Time limit cannot start before you started you clinical hours or end after your last day

· The PDSA project must be completed within your 48 in-person/on site clinical hours

**Part II: Do**

1. After you have your plan, you will execute it or set it in motion.

2.
**What happened when you implemented your plan? What did you observe?**

· Here you will write down data (i.e., numbers) you gathered OR observations you witnessed during the implementation of your plan.

· Present data/numbers or observations in a table.

· This may include how the patients react, how the nurses react, and what impact it had on patient outcomes, unit practices, or organizational processes.

3. After presenting your data/observations in a table, you will also answer the following questions:

·

· "Did everything go as planned?"

· If yes, provide a brief summary.

· If no, provide a brief summary.

· "Did I have to modify the plan?"

· If yes, describe what you modified and why?

· If no, state that no modifications were necessary.

**Part III: Study**

1. After implementation, you will study the results (i.e., data/numbers or observations that you gathered).

1. If you will use observations instead of numbers as your data, you will need to write very detailed notes on what you observed.

2.
**What did you learn?**

·
**Did you meet your measurement goals?**

· If yes, provide a brief summary.

· If no, provide a brief summary.

**Part IV: Act**

·
**What did you conclude from this cycle?**

· You will write what you came away with for this implementation and whether it worked.

· If it did not work, what can you do differently in your next PDSA cycle to address what went wrong?

· If it did work, is your unit ready to implement your intervention across the unit or healthcare system?

**References & Citations (i.e., Parenthetical & Narrative)**

·

· Please note that you must list all your references in a separate slide(s) at the end of your presentation.

· All references must be cited in APA 7th edition.

· All citations (i.e., parenthetical or narrative) must be cited in APA 7th edition.

· Please note that every time you use information gathered from a source or AI, you must use a parenthetical or narrative citation for each in your PowerPoint slides.

**Formatting:**

·

·
**APA 7th edition Formatting**:

· Please make sure to consult your APA 7th edition manual or one of the following APA 7th edition websites:

**Handout**

**Design a handout to give out on the day of your presentation to your preceptor and other audience members (i.e, unit leadership, other departments. and other team members at your clinical site)**

· The handout (one to two pages long) should contain a brief summary of the PDSA project including:

· Title of Project

· Problem Identified

· Plan: State PICOT question

· Do: What did you observe? (Use data to answer this question)

· Study: What did you learn? Did you meet your measurement goals?

· Act: What did you conclude from this cycle?

· Add photos, graphics, tables, etc. to your handout to enhance presentation of information

· A screenshot of the handout should be included in your PDSA PowerPoint presentation after your "References" slide.

**Discussion Questions**

· Student will create three (3) discussion questions to ask the audience at the end of presentation.

· These questions will be integrated into the PDSA PowerPoint presentation after the slide containing the screenshot of the "handout".

· One question per slide.

## image1.png

**## PDSAPROJECT.docx**

**PDSA PROJECT & POWERPOINT PRESENTATION**

**PDSA Practice Improvement Plan** PDSA Practice Improvement Plan The assignment will be divided into four phases.

The PDSA project will give students the experience to initiate and coordinate planned changes in a healthcare organization. This assignment aims to engage the student in identifying a clinical problem or process, undertaking a literature review, and implementing an evidence-based intervention to improve patient, nurse/staff, or clinical outcomes and/or processes.

**_Students will use the Agency for Healthcare Research and Quality's (2020) Plan-Do-Study-Act (PDSA) Directions and Examples as a guideline for this assignment (Web link Available in Modules)_**

**Part I: Plan**

1.
**Problem Identification**

·
Problem Identification:

· Students will identify a clinical issue or process by:

· Reviewing clinical site's electronic health records.

· Nurses can leverage Electronic Health Records (EHRs) to identify clinical issues and improve system processes in several impactful ways:

2.

1.
**Data Aggregation and Analysis**: EHRs compile comprehensive patient data, allowing nurses to analyze trends and patterns. This can help identify common clinical issues, such as frequent infections or medication errors, and address them proactively

1.
**Clinical Alerts and Reminders**: EHRs can generate alerts for potential clinical issues, such as abnormal lab results or missed medications. These alerts help nurses intervene promptly, improving patient safety and care quality

1.
**Support for Diagnostic and Therapeutic Decisions**: EHRs provide decision support tools that assist nurses in making informed clinical decisions. These tools can suggest potential diagnoses or treatment options based on patient data, enhancing the accuracy and efficiency of care

1.
**Improving Communication**: EHRs facilitate better communication among healthcare team members by providing a centralized platform for patient information. This ensures that all team members are aware of the patient's status and any clinical issues, leading to more coordinated and effective care

1.
**Identifying Systemic Issues**: By analyzing data from EHRs, nurses can identify systemic issues within the healthcare facility, such as workflow inefficiencies or resource shortages. Addressing these issues can lead to improved processes and better patient outcomes

1.
**Quality Improvement Initiatives**: EHRs enable the tracking of key performance indicators and outcomes. Nurses can use this data to participate in quality improvement initiatives, aiming to enhance care standards and patient satisfaction

1.
**Documentation and Compliance**: Accurate and thorough documentation in EHRs helps ensure compliance with regulatory requirements and standards. This not only improves patient care but also protects the healthcare facility from legal and financial risks

2.
**Review of Literature**

·
Review of literature:

· What level of knowledge is out there to address the clinical problem or process you identified at your clinical site?

· Currently, what evidence-based guidelines are published on the clinical problem or process?

· The literature reviewed should consist of systematic reviews, meta-analyses, peer-reviewed studies, or clinical guidelines.

· Expert opinion articles and clinical articles can be used as supportive literature for clinical issues with limited research.

· Students will also "review the literature" by going to the "MDC Resources" tab available on their Canvas' Navigation Panel, then click on the weblink titled "MDC's Research Databases (i.e., Journals)" or simply click on this weblink:
[MDC's Research Databases (i.e., Journals)](https://mdc.instructure.com/courses/131153/modules/items/12175272)

· Students will need to reference a minimum of five (5) research articles published by professional journals or organizations on their identified clinical problem or process.

· Present a summary of your literature review in a table format using the following criteria:

· 1st column: Study (i.e., author(s))

· 2nd Column: Population

· 3rd Column: Intervention

· 4th Column: Comparison

· 5th Column: Outcomes

· 6th column: Results

· 7th Column: Level of Evidence

· Please use "Level of Evidence" instead of Quality

· Use Winona State University's (WSU) Evidence Based Practice Toolkit: Levels of Evidence (Melynk & Fineout-Overholt, 2023) by clicking here:
[https://libguides.winona.edu/ebptoolkit/Levels-EvidenceLinks to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence)

·
[Links to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence) For each source, students will review WSU's Levels of evidence and determine which level to assign to each
![A table of pain management AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-hw-20941951)source.

3.
**I plan to:** You will write a concise statement of what you plan to do in your PDSA project

4.
**I hope this produces:** Here you will put a measurement or outcome that you hope to achieve with your project

5.
**PICO(T) Question (Must be the same PICOT question approved by Course Professor in Discussion #2)**

· Please see Discussion #2 Guidelines & Grading Rubric

**The Process**

1.
**Steps to Execute:** Write the steps you're going to take in the PDSA cycle, the population you are working with, and the time limit

·

·
The population could be a patient, a problem, a population, a unit, a division, or an organization problem.

· The population has to be greater than 10

·

·
The time limit that you will do this project.

· The time is limited to the days you attend clinical

· Time limit cannot start before you started you clinical hours or end after your last day

· The PDSA project must be completed within your 48 in-person/on site clinical hours

**Part II: Do**

1. After you have your plan, you will execute it or set it in motion.

2.
**What happened when you implemented your plan? What did you observe?**

· Here you will write down data (i.e., numbers) you gathered OR observations you witnessed during the implementation of your plan.

· Present data/numbers or observations in a table.

· This may include how the patients react, how the nurses react, and what impact it had on patient outcomes, unit practices, or organizational processes.

3. After presenting your data/observations in a table, you will also answer the following questions:

·

· "Did everything go as planned?"

· If yes, provide a brief summary.

· If no, provide a brief summary.

· "Did I have to modify the plan?"

· If yes, describe what you modified and why?

· If no, state that no modifications were necessary.

**Part III: Study**

1. After implementation, you will study the results (i.e., data/numbers or observations that you gathered).

1. If you will use observations instead of numbers as your data, you will need to write very detailed notes on what you observed.

2.
**What did you learn?**

·
**Did you meet your measurement goals?**

· If yes, provide a brief summary.

· If no, provide a brief summary.

**Part IV: Act**

·
**What did you conclude from this cycle?**

· You will write what you came away with for this implementation and whether it worked.

· If it did not work, what can you do differently in your next PDSA cycle to address what went wrong?

· If it did work, is your unit ready to implement your intervention across the unit or healthcare system?

**References & Citations (i.e., Parenthetical & Narrative)**

·

· Please note that you must list all your references in a separate slide(s) at the end of your presentation.

· All references must be cited in APA 7th edition.

· All citations (i.e., parenthetical or narrative) must be cited in APA 7th edition.

· Please note that every time you use information gathered from a source or AI, you must use a parenthetical or narrative citation for each in your PowerPoint slides.

**Formatting:**

·

·
**APA 7th edition Formatting**:

· Please make sure to consult your APA 7th edition manual or one of the following APA 7th edition websites:

**Handout**

**Design a handout to give out on the day of your presentation to your preceptor and other audience members (i.e, unit leadership, other departments. and other team members at your clinical site)**

· The handout (one to two pages long) should contain a brief summary of the PDSA project including:

· Title of Project

· Problem Identified

· Plan: State PICOT question

· Do: What did you observe? (Use data to answer this question)

· Study: What did you learn? Did you meet your measurement goals?

· Act: What did you conclude from this cycle?

· Add photos, graphics, tables, etc. to your handout to enhance presentation of information

· A screenshot of the handout should be included in your PDSA PowerPoint presentation after your "References" slide.

**Discussion Questions**

· Student will create three (3) discussion questions to ask the audience at the end of presentation.

· These questions will be integrated into the PDSA PowerPoint presentation after the slide containing the screenshot of the "handout".

· One question per slide.

## image1.png

**## Discussion2PICOTQuestion.docx**

Discussion 2 PICOT Question

During my clinical rotation in the step-down unit for trauma at Broward Medical Center, I have noticed that nursing ratios are high for the acuity of these patients. In a fast-paced acute care environment, finding the proper nurse-to-patient ratios is not just a logistical challenge but a matter of life and death. Staffing levels often fluctuate due to budget constraints and widespread shortages. Research shows a clear connection: when nurses care for fewer patients, outcomes improve, mortality drops, medical errors decline, and patient satisfaction rises (Phillips et al., 2021). This pressing clinical issue, identified through quality improvement efforts, emphasizes how inadequate staffing can jeopardize patient safety and satisfaction scores. Tackling this challenge head-on is critical to delivering high-quality care and building a more resilient, effective healthcare system. Also, evidence shows that appropriate nurse staffing contributes to improved patient outcomes and improved satisfaction scores that benefits both patients and nurses. Addressing this major problem would help our patients and our nurses’ well-being.

**Clinical Question**

In adult patients admitted to an acute care hospital setting, how does a lower nurse-to-patient ratio compared to a higher ratio affect patient outcomes such as mortality rates, incidence of medical errors and Hospital Acquired Pneumonia, and patient and nurse satisfaction over a period of 8 months?

**PICOT Question**

**P-Patient or Problem:** Adult patients in acute care hospital settings.

**I-Intervention:** Lower nurse-to-patient ratios.

**C-Comparison:** Higher nurse-to-patient ratios.

**O-Outcome**: Improved patient outcomes, reduced patient mortality rates, reduced incidence related to medical errors, decreased incidence of Hospital-acquired pneumonia (HAP), and increased patient and nurse satisfaction.

**T**-
**Time:** Within 8 months of implementation

References

_Nurse staffing_. ANA. (2019a, July 11). https://www.nursingworld.org/practice-policy/nurse-staffing/

Phillips, J., Malliaris, A. P., & Bakerjian, D. (n.d.). Nursing and patient safety. https://psnet.ahrq.gov/primer/nursing-and-patient-safety

**## PDSAPROJECT.docx**

**PDSA PROJECT & POWERPOINT PRESENTATION**

**PDSA Practice Improvement Plan** PDSA Practice Improvement Plan The assignment will be divided into four phases.

The PDSA project will give students the experience to initiate and coordinate planned changes in a healthcare organization. This assignment aims to engage the student in identifying a clinical problem or process, undertaking a literature review, and implementing an evidence-based intervention to improve patient, nurse/staff, or clinical outcomes and/or processes.

**_Students will use the Agency for Healthcare Research and Quality's (2020) Plan-Do-Study-Act (PDSA) Directions and Examples as a guideline for this assignment (Web link Available in Modules)_**

**Part I: Plan**

1.
**Problem Identification**

·
Problem Identification:

· Students will identify a clinical issue or process by:

· Reviewing clinical site's electronic health records.

· Nurses can leverage Electronic Health Records (EHRs) to identify clinical issues and improve system processes in several impactful ways:

2.

1.
**Data Aggregation and Analysis**: EHRs compile comprehensive patient data, allowing nurses to analyze trends and patterns. This can help identify common clinical issues, such as frequent infections or medication errors, and address them proactively

1.
**Clinical Alerts and Reminders**: EHRs can generate alerts for potential clinical issues, such as abnormal lab results or missed medications. These alerts help nurses intervene promptly, improving patient safety and care quality

1.
**Support for Diagnostic and Therapeutic Decisions**: EHRs provide decision support tools that assist nurses in making informed clinical decisions. These tools can suggest potential diagnoses or treatment options based on patient data, enhancing the accuracy and efficiency of care

1.
**Improving Communication**: EHRs facilitate better communication among healthcare team members by providing a centralized platform for patient information. This ensures that all team members are aware of the patient's status and any clinical issues, leading to more coordinated and effective care

1.
**Identifying Systemic Issues**: By analyzing data from EHRs, nurses can identify systemic issues within the healthcare facility, such as workflow inefficiencies or resource shortages. Addressing these issues can lead to improved processes and better patient outcomes

1.
**Quality Improvement Initiatives**: EHRs enable the tracking of key performance indicators and outcomes. Nurses can use this data to participate in quality improvement initiatives, aiming to enhance care standards and patient satisfaction

1.
**Documentation and Compliance**: Accurate and thorough documentation in EHRs helps ensure compliance with regulatory requirements and standards. This not only improves patient care but also protects the healthcare facility from legal and financial risks

2.
**Review of Literature**

·
Review of literature:

· What level of knowledge is out there to address the clinical problem or process you identified at your clinical site?

· Currently, what evidence-based guidelines are published on the clinical problem or process?

· The literature reviewed should consist of systematic reviews, meta-analyses, peer-reviewed studies, or clinical guidelines.

· Expert opinion articles and clinical articles can be used as supportive literature for clinical issues with limited research.

· Students will also "review the literature" by going to the "MDC Resources" tab available on their Canvas' Navigation Panel, then click on the weblink titled "MDC's Research Databases (i.e., Journals)" or simply click on this weblink:
[MDC's Research Databases (i.e., Journals)](https://mdc.instructure.com/courses/131153/modules/items/12175272)

· Students will need to reference a minimum of five (5) research articles published by professional journals or organizations on their identified clinical problem or process.

· Present a summary of your literature review in a table format using the following criteria:

· 1st column: Study (i.e., author(s))

· 2nd Column: Population

· 3rd Column: Intervention

· 4th Column: Comparison

· 5th Column: Outcomes

· 6th column: Results

· 7th Column: Level of Evidence

· Please use "Level of Evidence" instead of Quality

· Use Winona State University's (WSU) Evidence Based Practice Toolkit: Levels of Evidence (Melynk & Fineout-Overholt, 2023) by clicking here:
[https://libguides.winona.edu/ebptoolkit/Levels-EvidenceLinks to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence)

·
[Links to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence) For each source, students will review WSU's Levels of evidence and determine which level to assign to each
![A table of pain management AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-hw-20941951)source.

3.
**I plan to:** You will write a concise statement of what you plan to do in your PDSA project

4.
**I hope this produces:** Here you will put a measurement or outcome that you hope to achieve with your project

5.
**PICO(T) Question (Must be the same PICOT question approved by Course Professor in Discussion #2)**

· Please see Discussion #2 Guidelines & Grading Rubric

**The Process**

1.
**Steps to Execute:** Write the steps you're going to take in the PDSA cycle, the population you are working with, and the time limit

·

·
The population could be a patient, a problem, a population, a unit, a division, or an organization problem.

· The population has to be greater than 10

·

·
The time limit that you will do this project.

· The time is limited to the days you attend clinical

· Time limit cannot start before you started you clinical hours or end after your last day

· The PDSA project must be completed within your 48 in-person/on site clinical hours

**Part II: Do**

1. After you have your plan, you will execute it or set it in motion.

2.
**What happened when you implemented your plan? What did you observe?**

· Here you will write down data (i.e., numbers) you gathered OR observations you witnessed during the implementation of your plan.

· Present data/numbers or observations in a table.

· This may include how the patients react, how the nurses react, and what impact it had on patient outcomes, unit practices, or organizational processes.

3. After presenting your data/observations in a table, you will also answer the following questions:

·

· "Did everything go as planned?"

· If yes, provide a brief summary.

· If no, provide a brief summary.

· "Did I have to modify the plan?"

· If yes, describe what you modified and why?

· If no, state that no modifications were necessary.

**Part III: Study**

1. After implementation, you will study the results (i.e., data/numbers or observations that you gathered).

1. If you will use observations instead of numbers as your data, you will need to write very detailed notes on what you observed.

2.
**What did you learn?**

·
**Did you meet your measurement goals?**

· If yes, provide a brief summary.

· If no, provide a brief summary.

**Part IV: Act**

·
**What did you conclude from this cycle?**

· You will write what you came away with for this implementation and whether it worked.

· If it did not work, what can you do differently in your next PDSA cycle to address what went wrong?

· If it did work, is your unit ready to implement your intervention across the unit or healthcare system?

**References & Citations (i.e., Parenthetical & Narrative)**

·

· Please note that you must list all your references in a separate slide(s) at the end of your presentation.

· All references must be cited in APA 7th edition.

· All citations (i.e., parenthetical or narrative) must be cited in APA 7th edition.

· Please note that every time you use information gathered from a source or AI, you must use a parenthetical or narrative citation for each in your PowerPoint slides.

**Formatting:**

·

·
**APA 7th edition Formatting**:

· Please make sure to consult your APA 7th edition manual or one of the following APA 7th edition websites:

**Handout**

**Design a handout to give out on the day of your presentation to your preceptor and other audience members (i.e, unit leadership, other departments. and other team members at your clinical site)**

· The handout (one to two pages long) should contain a brief summary of the PDSA project including:

· Title of Project

· Problem Identified

· Plan: State PICOT question

· Do: What did you observe? (Use data to answer this question)

· Study: What did you learn? Did you meet your measurement goals?

· Act: What did you conclude from this cycle?

· Add photos, graphics, tables, etc. to your handout to enhance presentation of information

· A screenshot of the handout should be included in your PDSA PowerPoint presentation after your "References" slide.

**Discussion Questions**

· Student will create three (3) discussion questions to ask the audience at the end of presentation.

· These questions will be integrated into the PDSA PowerPoint presentation after the slide containing the screenshot of the "handout".

· One question per slide.

## image1.png

**## Discussion2PICOTQuestion.docx**

Discussion 2 PICOT Question

During my clinical rotation in the step-down unit for trauma at Broward Medical Center, I have noticed that nursing ratios are high for the acuity of these patients. In a fast-paced acute care environment, finding the proper nurse-to-patient ratios is not just a logistical challenge but a matter of life and death. Staffing levels often fluctuate due to budget constraints and widespread shortages. Research shows a clear connection: when nurses care for fewer patients, outcomes improve, mortality drops, medical errors decline, and patient satisfaction rises (Phillips et al., 2021). This pressing clinical issue, identified through quality improvement efforts, emphasizes how inadequate staffing can jeopardize patient safety and satisfaction scores. Tackling this challenge head-on is critical to delivering high-quality care and building a more resilient, effective healthcare system. Also, evidence shows that appropriate nurse staffing contributes to improved patient outcomes and improved satisfaction scores that benefits both patients and nurses. Addressing this major problem would help our patients and our nurses’ well-being.

**Clinical Question**

In adult patients admitted to an acute care hospital setting, how does a lower nurse-to-patient ratio compared to a higher ratio affect patient outcomes such as mortality rates, incidence of medical errors and Hospital Acquired Pneumonia, and patient and nurse satisfaction over a period of 8 months?

**PICOT Question**

**P-Patient or Problem:** Adult patients in acute care hospital settings.

**I-Intervention:** Lower nurse-to-patient ratios.

**C-Comparison:** Higher nurse-to-patient ratios.

**O-Outcome**: Improved patient outcomes, reduced patient mortality rates, reduced incidence related to medical errors, decreased incidence of Hospital-acquired pneumonia (HAP), and increased patient and nurse satisfaction.

**T**-
**Time:** Within 8 months of implementation

References

_Nurse staffing_. ANA. (2019a, July 11). https://www.nursingworld.org/practice-policy/nurse-staffing/

Phillips, J., Malliaris, A. P., & Bakerjian, D. (n.d.). Nursing and patient safety. https://psnet.ahrq.gov/primer/nursing-and-patient-safety

**## PDSAPROJECT.docx**

**PDSA PROJECT & POWERPOINT PRESENTATION**

**PDSA Practice Improvement Plan** PDSA Practice Improvement Plan The assignment will be divided into four phases.

The PDSA project will give students the experience to initiate and coordinate planned changes in a healthcare organization. This assignment aims to engage the student in identifying a clinical problem or process, undertaking a literature review, and implementing an evidence-based intervention to improve patient, nurse/staff, or clinical outcomes and/or processes.

**_Students will use the Agency for Healthcare Research and Quality's (2020) Plan-Do-Study-Act (PDSA) Directions and Examples as a guideline for this assignment (Web link Available in Modules)_**

**Part I: Plan**

1.
**Problem Identification**

·
Problem Identification:

· Students will identify a clinical issue or process by:

· Reviewing clinical site's electronic health records.

· Nurses can leverage Electronic Health Records (EHRs) to identify clinical issues and improve system processes in several impactful ways:

2.

1.
**Data Aggregation and Analysis**: EHRs compile comprehensive patient data, allowing nurses to analyze trends and patterns. This can help identify common clinical issues, such as frequent infections or medication errors, and address them proactively

1.
**Clinical Alerts and Reminders**: EHRs can generate alerts for potential clinical issues, such as abnormal lab results or missed medications. These alerts help nurses intervene promptly, improving patient safety and care quality

1.
**Support for Diagnostic and Therapeutic Decisions**: EHRs provide decision support tools that assist nurses in making informed clinical decisions. These tools can suggest potential diagnoses or treatment options based on patient data, enhancing the accuracy and efficiency of care

1.
**Improving Communication**: EHRs facilitate better communication among healthcare team members by providing a centralized platform for patient information. This ensures that all team members are aware of the patient's status and any clinical issues, leading to more coordinated and effective care

1.
**Identifying Systemic Issues**: By analyzing data from EHRs, nurses can identify systemic issues within the healthcare facility, such as workflow inefficiencies or resource shortages. Addressing these issues can lead to improved processes and better patient outcomes

1.
**Quality Improvement Initiatives**: EHRs enable the tracking of key performance indicators and outcomes. Nurses can use this data to participate in quality improvement initiatives, aiming to enhance care standards and patient satisfaction

1.
**Documentation and Compliance**: Accurate and thorough documentation in EHRs helps ensure compliance with regulatory requirements and standards. This not only improves patient care but also protects the healthcare facility from legal and financial risks

2.
**Review of Literature**

·
Review of literature:

· What level of knowledge is out there to address the clinical problem or process you identified at your clinical site?

· Currently, what evidence-based guidelines are published on the clinical problem or process?

· The literature reviewed should consist of systematic reviews, meta-analyses, peer-reviewed studies, or clinical guidelines.

· Expert opinion articles and clinical articles can be used as supportive literature for clinical issues with limited research.

· Students will also "review the literature" by going to the "MDC Resources" tab available on their Canvas' Navigation Panel, then click on the weblink titled "MDC's Research Databases (i.e., Journals)" or simply click on this weblink:
[MDC's Research Databases (i.e., Journals)](https://mdc.instructure.com/courses/131153/modules/items/12175272)

· Students will need to reference a minimum of five (5) research articles published by professional journals or organizations on their identified clinical problem or process.

· Present a summary of your literature review in a table format using the following criteria:

· 1st column: Study (i.e., author(s))

· 2nd Column: Population

· 3rd Column: Intervention

· 4th Column: Comparison

· 5th Column: Outcomes

· 6th column: Results

· 7th Column: Level of Evidence

· Please use "Level of Evidence" instead of Quality

· Use Winona State University's (WSU) Evidence Based Practice Toolkit: Levels of Evidence (Melynk & Fineout-Overholt, 2023) by clicking here:
[https://libguides.winona.edu/ebptoolkit/Levels-EvidenceLinks to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence)

·
[Links to an external site.](https://libguides.winona.edu/ebptoolkit/Levels-Evidence) For each source, students will review WSU's Levels of evidence and determine which level to assign to each
![A table of pain management AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/nursing-hw-20941951)source.

3.
**I plan to:** You will write a concise statement of what you plan to do in your PDSA project

4.
**I hope this produces:** Here you will put a measurement or outcome that you hope to achieve with your project

5.
**PICO(T) Question (Must be the same PICOT question approved by Course Professor in Discussion #2)**

· Please see Discussion #2 Guidelines & Grading Rubric

**The Process**

1.
**Steps to Execute:** Write the steps you're going to take in the PDSA cycle, the population you are working with, and the time limit

·

·
The population could be a patient, a problem, a population, a unit, a division, or an organization problem.

· The population has to be greater than 10

·

·
The time limit that you will do this project.

· The time is limited to the days you attend clinical

· Time limit cannot start before you started you clinical hours or end after your last day

· The PDSA project must be completed within your 48 in-person/on site clinical hours

**Part II: Do**

1. After you have your plan, you will execute it or set it in motion.

2.
**What happened when you implemented your plan? What did you observe?**

· Here you will write down data (i.e., numbers) you gathered OR observations you witnessed during the implementation of your plan.

· Present data/numbers or observations in a table.

· This may include how the patients react, how the nurses react, and what impact it had on patient outcomes, unit practices, or organizational processes.

3. After presenting your data/observations in a table, you will also answer the following questions:

·

· "Did everything go as planned?"

· If yes, provide a brief summary.

· If no, provide a brief summary.

· "Did I have to modify the plan?"

· If yes, describe what you modified and why?

· If no, state that no modifications were necessary.

**Part III: Study**

1. After implementation, you will study the results (i.e., data/numbers or observations that you gathered).

1. If you will use observations instead of numbers as your data, you will need to write very detailed notes on what you observed.

2.
**What did you learn?**

·
**Did you meet your measurement goals?**

· If yes, provide a brief summary.

· If no, provide a brief summary.

**Part IV: Act**

·
**What did you conclude from this cycle?**

· You will write what you came away with for this implementation and whether it worked.

· If it did not work, what can you do differently in your next PDSA cycle to address what went wrong?

· If it did work, is your unit ready to implement your intervention across the unit or healthcare system?

**References & Citations (i.e., Parenthetical & Narrative)**

·

· Please note that you must list all your references in a separate slide(s) at the end of your presentation.

· All references must be cited in APA 7th edition.

· All citations (i.e., parenthetical or narrative) must be cited in APA 7th edition.

· Please note that every time you use information gathered from a source or AI, you must use a parenthetical or narrative citation for each in your PowerPoint slides.

**Formatting:**

·

·
**APA 7th edition Formatting**:

· Please make sure to consult your APA 7th edition manual or one of the following APA 7th edition websites:

**Handout**

**Design a handout to give out on the day of your presentation to your preceptor and other audience members (i.e, unit leadership, other departments. and other team members at your clinical site)**

· The handout (one to two pages long) should contain a brief summary of the PDSA project including:

· Title of Project

· Problem Identified

· Plan: State PICOT question

· Do: What did you observe? (Use data to answer this question)

· Study: What did you learn? Did you meet your measurement goals?

· Act: What did you conclude from this cycle?

· Add photos, graphics, tables, etc. to your handout to enhance presentation of information

· A screenshot of the handout should be included in your PDSA PowerPoint presentation after your "References" slide.

**Discussion Questions**

· Student will create three (3) discussion questions to ask the audience at the end of presentation.

· These questions will be integrated into the PDSA PowerPoint presentation after the slide containing the screenshot of the "handout".

· One question per slide.

## image1.png

– 1
– 2

November 5, 2026
[Solved] quality improvement and program evaluation

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This analysis requires you to describe the principles of business, finance, economics, and health policy and the relationship to quality-of-care delivery. Provide one example for each of the principles, and how it relates to quality of care/care delivery. This analysis should be 2 pages (double spac…

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This analysis requires you to describe the principles of business, finance, economics, and health policy and the relationship to quality-of-care delivery. Provide one example for each of the principles, and how it relates to quality of care/care delivery. This analysis should be 2 pages (double spaced) and utilize APA format and style (title page, in-text citations, reference page) and should include at least one reference outside of what is used in the course.
#### **Document Type/Template:**
– Word Document
\
Rubric.pdf](https://www.sweetstudy.com/files/rubric-pdf-10413467 "Rubric.pdf")

November 5, 2026
[Solved] Organizational Leadesrship

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This assignment challenges the evaluation of an organizational culture within a healthcare setting and considers its impact on patient care, teamwork, and leadership approaches. **Instructions:** 1. **Choose an Organization:** – Select a healthcare organization (e.g., hospital, clinic, or community …

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This assignment challenges the evaluation of an organizational culture within a healthcare setting and considers its impact on patient care, teamwork, and leadership approaches.
**Instructions:**
1. **Choose an Organization:**
– Select a healthcare organization (e.g., hospital, clinic, or community health center) demonstrating a distinct cultural approach or specific patient demographic focus.
2. **Analyze the Organizational Culture:**
– Write a brief analysis (1 page) covering the following elements:
– Describe the organization's cultural values, mission, and goals.
– Identify specific organizational cultural norms, behaviors, or practices that contribute to its unique environment.
– Discuss how the organization’s culture affects patient care quality, staff interactions, and work atmosphere.
3. **Evaluate Cultural Sensitivity in Practice:**
– Based on your analysis, identify two examples of how this culture promotes or could improve sensitivity towards diverse populations and healthcare providers. Consider how these aspects might contribute to human flourishing and patient-centered care. (2 paragraphs)
4. **Reflection:**
– Conclude with a short reflection on how you, as a DNP leader, would support or enhance cultural sensitivity in this environment. (2 paragraphs)
#### **Document Type/Template:**
– Submit your analysis as a Word document.
– Include references from peer-reviewed sources or organizational materials that support your evaluation.
\
Rubric.pdf](https://www.sweetstudy.com/files/rubric-pdf-10413469 "Rubric.pdf")

November 5, 2026
[Solved] FLO

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Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] Education Homework 1

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Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] 508- Strategies

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As a general education teacher, you will encounter students with a wide range of abilities, needs, and skills. The ability to apply specific strategies for supporting students with exceptionalities in the academic environment is essential for meeting the diverse needs of students in the inclusive cl…

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As a general education teacher, you will encounter students with a wide range of abilities, needs, and skills. The ability to apply specific strategies for supporting students with exceptionalities in the academic environment is essential for meeting the diverse needs of students in the inclusive classroom.
For this assignment, create two mind maps that illustrate the effects of two high incidence disabilities and potential accommodations that can be implemented in the inclusive classroom to address the challenges these students experience.
**Part 1: Conduct Research**
Use the topic Resources and conduct your own research about the cognitive, linguistic, social, and emotional patterns of learning and development for students with each disability below. Conduct additional research about specific research-based accommodations that can be applied to address these challenges in the inclusive classroom environment.
– Specific Learning Disability in Dyslexia and Dyscalculia
– Other Health Impairment ADD/ADHD
**Part 2: Mind Maps**
After completing the research, use a free tool of your choice, such as Canva or MindMeister, to create an individual mind map for each of the two disabilities you have researched. Each mind map should contain the following information.
– Title
– Central node that specifically names the disability.
– Four main branches are cognitive, linguistic, social, and emotional. Each branch should explain briefly how the disability affects the student (i.e., The cognitive effects of ASD on a student are….).
– Sub-branches for each of the four main branches explaining/providing examples of what the effects look like/sound like in the classroom (i.e., Cognitive effects of ASD look like… and sound like… in the classroom).
– Accommodations for each of the four main branches. Select one research-based accommodation and explain how it supports the students in the inclusive classroom and addresses the challenges identified on each sub-branch (i.e., XYZ accommodation addresses the cognitive effects of ASD by …).
See the “SPD-508 Sample Mind Map” for a basic idea of how this information can be arranged.
**Part 3: Reflection**
Review the “Through Your Child’s Eyes” topic Resources and think about what you learned from viewing the selected grade level videos. In a 250 word reflection, address the following:
– Identify the grade level you focused on and summarize the challenges the students faced.
– Describe what viewing the videos taught you about how various disabilities affect students in and away from the educational environment. When summarizing the challenges students faced in the videos, consider how students from different linguistic, cultural, or family backgrounds may experience additional layers of difficulty. Explain how teachers can ensure that instructional strategies are both culturally responsive and inclusive for students with exceptionalities. Include a discussion about how linguistic, cultural, or family differences might influence the way students experience disabilities and discuss specific ways to adapt your teaching to support diverse learners in the classroom.
– Consider the “Model Code of Ethics for Educators (MCEE),” and discuss the ethical responsibilities you have as a general education teacher to ensure that the needs of students with exceptionalities are met in the inclusive classroom environment.
Support the assignment with a minimum of three scholarly resources. Each of the accommodations listed in your mind maps should be supported with an in-text citation.
https://www.understood.org/en/through-my-eyes
\
SPD-508_RS_T5_Sample_Mind_Map.docx](https://www.sweetstudy.com/files/spd-508-rs-t5-sample-mind-map-docx "SPD-508_RS_T5_Sample_Mind_Map.docx")

November 5, 2026
[Solved] Psychology Term assignment

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Can someone help me complete this? – ## TermPaperInstructions.docx – ## BeckDepressionInventoryBDI1.pdf – ## PersonalityAsssessmentTermPaperExample4.docx **## TermPaperInstructions.docx** **Term Paper Instructions** This assignment is a **Self-Assessment with Report**. You will take the Myers Briggs…

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Can someone help me complete this?

– ## TermPaperInstructions.docx

– ## BeckDepressionInventoryBDI1.pdf

– ## PersonalityAsssessmentTermPaperExample4.docx

**## TermPaperInstructions.docx**

**Term Paper Instructions**

This assignment is a
**Self-Assessment with Report**. You will take the Myers Briggs Personality Assessment and the Beck Depression Inventory (both of which will be provided mid-session). After having taken these, you will score them, create a report, and submit. The report headings will be:
**Reason for Referral, Background History**(psychosocial history, medical / mental health background, substance use/abuse, educational and vocational history, other information),
**Evaluation Procedures, Behavioral Observations, Assessment Results, Recommendations, and Summary**.

*The Myers Briggs Personality Test is available online for free on various sites. Please take it, obtain your 4 letter profile, and review for your information and use.

*The Beck Depression Inventory is attached for you to take and score.

*A template is attached for help with your layout, but I am open to your own layout of results. Be creative. This is intended as a learning tool for you to become comfortable with an assessment

**## BeckDepressionInventoryBDI1.pdf**

Beck's Depression Inventory
This depression inventory can be self-scored. The scoring scale is at the end of the questionnaire.
1.

0 I do not feel sad.
1 I feel sad
2 I am sad all the time and I can't snap out of it.
3 I am so sad and unhappy that I can't stand it.

2.
0 I am not particularly discouraged about the future.
1 I feel discouraged about the future.
2 I feel I have nothing to look forward to.
3 I feel the future is hopeless and that things cannot improve.

3.
0 I do not feel like a failure.
1 I feel I have failed more than the average person.
2 As I look back on my life, all I can see is a lot of failures.
3 I feel I am a complete failure as a person.

4.
0 I get as much satisfaction out of things as I used to.
1 I don't enjoy things the way I used to.
2 I don't get real satisfaction out of anything anymore.
3 I am dissatisfied or bored with everything.
5.
0 I don't feel particularly guilty
1 I feel guilty a good part of the time.
2 I feel quite guilty most of the time.
3 I feel guilty all of the time.
6.
0 I don't feel I am being punished.
1 I feel I may be punished.
2 I expect to be punished.
3 I feel I am being punished.
7.
0 I don't feel disappointed in myself.
1 I am disappointed in myself.
2 I am disgusted with myself.
3 I hate myself.
8.
0 I don't feel I am any worse than anybody else.
1 I am critical of myself for my weaknesses or mistakes.
2 I blame myself all the time for my faults.
3 I blame myself for everything bad that happens.
9.
0 I don't have any thoughts of killing myself.
1 I have thoughts of killing myself, but I would not carry them out.
2 I would like to kill myself.
3 I would kill myself if I had the chance.
10.
0 I don't cry any more than usual.
1 I cry more now than I used to.
2 I cry all the time now.
3 I used to be able to cry, but now I can't cry even though I want to.

11.
0 I am no more irritated by things than I ever was.
1 I am slightly more irritated now than usual.
2 I am quite annoyed or irritated a good deal of the time.
3 I feel irritated all the time.
12.
0 I have not lost interest in other people.
1 I am less interested in other people than I used to be.
2 I have lost most of my interest in other people.
3 I have lost all of my interest in other people.
13.
0 I make decisions about as well as I ever could.
1 I put off making decisions more than I used to.
2 I have greater difficulty in making decisions more than I used to.
3 I can't make decisions at all anymore.
14.
0 I don't feel that I look any worse than I used to.
1 I am worried that I am looking old or unattractive.
2 I feel there are permanent changes in my appearance that make me look
unattractive
3 I believe that I look ugly.
15.
0 I can work about as well as before.
1 It takes an extra effort to get started at doing something.
2 I have to push myself very hard to do anything.
3 I can't do any work at all.
16.
0 I can sleep as well as usual.
1 I don't sleep as well as I used to.
2 I wake up 1-2 hours earlier than usual and find it hard to get back to sleep.
3 I wake up several hours earlier than I used to and cannot get back to sleep.

17.
0 I don't get more tired than usual.
1 I get tired more easily than I used to.
2 I get tired from doing almost anything.
3 I am too tired to do anything.
18.
0 My appetite is no worse than usual.
1 My appetite is not as good as it used to be.
2 My appetite is much worse now.
3 I have no appetite at all anymore.
19.
0 I haven't lost much weight, if any, lately.
1 I have lost more than five pounds.
2 I have lost more than ten pounds.
3 I have lost more than fifteen pounds.

20.
0 I am no more worried about my health than usual.
1 I am worried about physical problems like aches, pains, upset stomach, or
constipation.
2 I am very worried about physical problems and it's hard to think of much else.
3 I am so worried about my physical problems that I cannot think of anything else.
21.
0 I have not noticed any recent change in my interest in sex.
1 I am less interested in sex than I used to be.
2 I have almost no interest in sex.
3 I have lost interest in sex completely.

INTERPRETING THE BECK DEPRESSION INVENTORY

Now that you have completed the questionnaire, add up the score for each of the twenty-one
questions by counting the number to the right of each question you marked. The highest possible
total for the whole test would be sixty-three. This would mean you circled number three on all
twenty-one questions. Since the lowest possible score for each question is zero, the lowest
possible score for the test would be zero. This would mean you circles zero on each question.
You can evaluate your depression according to the Table below.

Total Score____________________Levels of Depression

1-10____________________These ups and downs are considered normal
11-16___________________ Mild mood disturbance
17-20___________________Borderline clinical depression
21-30___________________Moderate depression
31-40___________________Severe depression
over 40__________________Extreme depression

helau

Text Box

http://www.med.navy.mil/sites/NMCP2/PatientServices/SleepClinicLab/Documents/Beck_Depression_Inventory.pdf

**## PersonalityAsssessmentTermPaperExample4.docx**

Assessment Report

for

Personality Assessment

Date:

To:

From:

Re:

**History and Description of Primary Complaint and Current Related Symptoms**

Who Referred

For

Etiology

Symptom Duration

Activity Scale

**Assessment Instruments** (examples)

Clinical Interview Minn. Multiphasic Pers. Inventory (MMPI-2)

Beck Depression Inventory (BDI) Zung Depression Inventory (ZDI)

Brief Battery for Health Improvement-2 (BBHI2) Multidimensional Pain Inventory (MPI)

Battery for Health Improvement-2 (BHI2) Beery VMI

Mini-Mental Status Exam (MMSE) Repeatable Battery for Neuropsychological Functioning (RBANS)

Seven Minute Screen for Dementia Substance Abuse Subtle Screen. Inv. (SASSI-3)

Millon Clin. Multiaxial Inven. (MCMI-III) Validity Indicator Profile (VPI)

Dementia Rating Scale-2 (DSR2) Halstead-Raitan Neuropsychological Battery (HRB)

Luria-Nebraska (LNB) Millon Behavioral Medicine Diagnostic (MBMD)

Multidimensional Health Locus Wechsler Adult Intelligence Scale

Of Control Wechsler Intelligence Scale for Children

**Presentation**

Orientation?

Affect?

Appearance? Dress _____ Hygiene _____

Speech

Memory/cognitive deficit

Psychosis:______Thought disorder_________Uncontrolled mood disorder.

**Previous Medical Treatment for Complaint**

Physicians

Procedures

Medications

**Life Disruption From Present Symptoms**

Work

Family

Avocational

Sleep

Appetitie

**Commonly Used Coping Mechanisms**

Physical pain and discomfort

Affective discomfort and suffering

**Any Possible Secondary Gain Issues?**

Litigation

Workman’s Compensation

Disability

**Addiction Potential**

Does this patient drink – How much/frequently? Any legal (DUI) or social (fights with family) about drinking? Does the client use illicit drugs? How much/frequently? What prescription meds? Ever felt “out of control” on the meds? Ever run out of controlled meds early? Has a doctor ever decided not to refill meds

**General Medical History**

_Conditions_ –

_Medication_ –

_Allergies_ –

**Family Medical and Pain History**

**Current Living Environment**

Who does the client life with? What is the circumstance of the home environment.

**Life History**

Childhood

Reared where?

Parents

Siblings

Discpline

Abuse

Education

Adult

Leaving Home

Marriage(s)

Domestic Abuse

Parental Discipline

Friends

**Work History –**

Where and for how long? What does the client do at this job?

**Avocational Activities –**

Hobbies?

**Previous Psychological Testing and Treatment –**

**Expectation for Treatment Outcome**

**Diagnosis -**

**Summary and Recommendation**

Summary of evaluative instruments

—

Recommendation —

**## PersonalityAsssessmentTermPaperExample4.docx**

Assessment Report

for

Personality Assessment

Date:

To:

From:

Re:

**History and Description of Primary Complaint and Current Related Symptoms**

Who Referred

For

Etiology

Symptom Duration

Activity Scale

**Assessment Instruments** (examples)

Clinical Interview Minn. Multiphasic Pers. Inventory (MMPI-2)

Beck Depression Inventory (BDI) Zung Depression Inventory (ZDI)

Brief Battery for Health Improvement-2 (BBHI2) Multidimensional Pain Inventory (MPI)

Battery for Health Improvement-2 (BHI2) Beery VMI

Mini-Mental Status Exam (MMSE) Repeatable Battery for Neuropsychological Functioning (RBANS)

Seven Minute Screen for Dementia Substance Abuse Subtle Screen. Inv. (SASSI-3)

Millon Clin. Multiaxial Inven. (MCMI-III) Validity Indicator Profile (VPI)

Dementia Rating Scale-2 (DSR2) Halstead-Raitan Neuropsychological Battery (HRB)

Luria-Nebraska (LNB) Millon Behavioral Medicine Diagnostic (MBMD)

Multidimensional Health Locus Wechsler Adult Intelligence Scale

Of Control Wechsler Intelligence Scale for Children

**Presentation**

Orientation?

Affect?

Appearance? Dress _____ Hygiene _____

Speech

Memory/cognitive deficit

Psychosis:______Thought disorder_________Uncontrolled mood disorder.

**Previous Medical Treatment for Complaint**

Physicians

Procedures

Medications

**Life Disruption From Present Symptoms**

Work

Family

Avocational

Sleep

Appetitie

**Commonly Used Coping Mechanisms**

Physical pain and discomfort

Affective discomfort and suffering

**Any Possible Secondary Gain Issues?**

Litigation

Workman’s Compensation

Disability

**Addiction Potential**

Does this patient drink – How much/frequently? Any legal (DUI) or social (fights with family) about drinking? Does the client use illicit drugs? How much/frequently? What prescription meds? Ever felt “out of control” on the meds? Ever run out of controlled meds early? Has a doctor ever decided not to refill meds

**General Medical History**

_Conditions_ –

_Medication_ –

_Allergies_ –

**Family Medical and Pain History**

**Current Living Environment**

Who does the client life with? What is the circumstance of the home environment.

**Life History**

Childhood

Reared where?

Parents

Siblings

Discpline

Abuse

Education

Adult

Leaving Home

Marriage(s)

Domestic Abuse

Parental Discipline

Friends

**Work History –**

Where and for how long? What does the client do at this job?

**Avocational Activities –**

Hobbies?

**Previous Psychological Testing and Treatment –**

**Expectation for Treatment Outcome**

**Diagnosis -**

**Summary and Recommendation**

Summary of evaluative instruments

—

Recommendation —

**## TermPaperInstructions.docx**

**Term Paper Instructions**

This assignment is a
**Self-Assessment with Report**. You will take the Myers Briggs Personality Assessment and the Beck Depression Inventory (both of which will be provided mid-session). After having taken these, you will score them, create a report, and submit. The report headings will be:
**Reason for Referral, Background History**(psychosocial history, medical / mental health background, substance use/abuse, educational and vocational history, other information),
**Evaluation Procedures, Behavioral Observations, Assessment Results, Recommendations, and Summary**.

*The Myers Briggs Personality Test is available online for free on various sites. Please take it, obtain your 4 letter profile, and review for your information and use.

*The Beck Depression Inventory is attached for you to take and score.

*A template is attached for help with your layout, but I am open to your own layout of results. Be creative. This is intended as a learning tool for you to become comfortable with an assessment

**## BeckDepressionInventoryBDI1.pdf**

Beck's Depression Inventory
This depression inventory can be self-scored. The scoring scale is at the end of the questionnaire.
1.

0 I do not feel sad.
1 I feel sad
2 I am sad all the time and I can't snap out of it.
3 I am so sad and unhappy that I can't stand it.

2.
0 I am not particularly discouraged about the future.
1 I feel discouraged about the future.
2 I feel I have nothing to look forward to.
3 I feel the future is hopeless and that things cannot improve.

3.
0 I do not feel like a failure.
1 I feel I have failed more than the average person.
2 As I look back on my life, all I can see is a lot of failures.
3 I feel I am a complete failure as a person.

4.
0 I get as much satisfaction out of things as I used to.
1 I don't enjoy things the way I used to.
2 I don't get real satisfaction out of anything anymore.
3 I am dissatisfied or bored with everything.
5.
0 I don't feel particularly guilty
1 I feel guilty a good part of the time.
2 I feel quite guilty most of the time.
3 I feel guilty all of the time.
6.
0 I don't feel I am being punished.
1 I feel I may be punished.
2 I expect to be punished.
3 I feel I am being punished.
7.
0 I don't feel disappointed in myself.
1 I am disappointed in myself.
2 I am disgusted with myself.
3 I hate myself.
8.
0 I don't feel I am any worse than anybody else.
1 I am critical of myself for my weaknesses or mistakes.
2 I blame myself all the time for my faults.
3 I blame myself for everything bad that happens.
9.
0 I don't have any thoughts of killing myself.
1 I have thoughts of killing myself, but I would not carry them out.
2 I would like to kill myself.
3 I would kill myself if I had the chance.
10.
0 I don't cry any more than usual.
1 I cry more now than I used to.
2 I cry all the time now.
3 I used to be able to cry, but now I can't cry even though I want to.

11.
0 I am no more irritated by things than I ever was.
1 I am slightly more irritated now than usual.
2 I am quite annoyed or irritated a good deal of the time.
3 I feel irritated all the time.
12.
0 I have not lost interest in other people.
1 I am less interested in other people than I used to be.
2 I have lost most of my interest in other people.
3 I have lost all of my interest in other people.
13.
0 I make decisions about as well as I ever could.
1 I put off making decisions more than I used to.
2 I have greater difficulty in making decisions more than I used to.
3 I can't make decisions at all anymore.
14.
0 I don't feel that I look any worse than I used to.
1 I am worried that I am looking old or unattractive.
2 I feel there are permanent changes in my appearance that make me look
unattractive
3 I believe that I look ugly.
15.
0 I can work about as well as before.
1 It takes an extra effort to get started at doing something.
2 I have to push myself very hard to do anything.
3 I can't do any work at all.
16.
0 I can sleep as well as usual.
1 I don't sleep as well as I used to.
2 I wake up 1-2 hours earlier than usual and find it hard to get back to sleep.
3 I wake up several hours earlier than I used to and cannot get back to sleep.

17.
0 I don't get more tired than usual.
1 I get tired more easily than I used to.
2 I get tired from doing almost anything.
3 I am too tired to do anything.
18.
0 My appetite is no worse than usual.
1 My appetite is not as good as it used to be.
2 My appetite is much worse now.
3 I have no appetite at all anymore.
19.
0 I haven't lost much weight, if any, lately.
1 I have lost more than five pounds.
2 I have lost more than ten pounds.
3 I have lost more than fifteen pounds.

20.
0 I am no more worried about my health than usual.
1 I am worried about physical problems like aches, pains, upset stomach, or
constipation.
2 I am very worried about physical problems and it's hard to think of much else.
3 I am so worried about my physical problems that I cannot think of anything else.
21.
0 I have not noticed any recent change in my interest in sex.
1 I am less interested in sex than I used to be.
2 I have almost no interest in sex.
3 I have lost interest in sex completely.

INTERPRETING THE BECK DEPRESSION INVENTORY

Now that you have completed the questionnaire, add up the score for each of the twenty-one
questions by counting the number to the right of each question you marked. The highest possible
total for the whole test would be sixty-three. This would mean you circled number three on all
twenty-one questions. Since the lowest possible score for each question is zero, the lowest
possible score for the test would be zero. This would mean you circles zero on each question.
You can evaluate your depression according to the Table below.

Total Score____________________Levels of Depression

1-10____________________These ups and downs are considered normal
11-16___________________ Mild mood disturbance
17-20___________________Borderline clinical depression
21-30___________________Moderate depression
31-40___________________Severe depression
over 40__________________Extreme depression

helau

Text Box

http://www.med.navy.mil/sites/NMCP2/PatientServices/SleepClinicLab/Documents/Beck_Depression_Inventory.pdf

**## PersonalityAsssessmentTermPaperExample4.docx**

Assessment Report

for

Personality Assessment

Date:

To:

From:

Re:

**History and Description of Primary Complaint and Current Related Symptoms**

Who Referred

For

Etiology

Symptom Duration

Activity Scale

**Assessment Instruments** (examples)

Clinical Interview Minn. Multiphasic Pers. Inventory (MMPI-2)

Beck Depression Inventory (BDI) Zung Depression Inventory (ZDI)

Brief Battery for Health Improvement-2 (BBHI2) Multidimensional Pain Inventory (MPI)

Battery for Health Improvement-2 (BHI2) Beery VMI

Mini-Mental Status Exam (MMSE) Repeatable Battery for Neuropsychological Functioning (RBANS)

Seven Minute Screen for Dementia Substance Abuse Subtle Screen. Inv. (SASSI-3)

Millon Clin. Multiaxial Inven. (MCMI-III) Validity Indicator Profile (VPI)

Dementia Rating Scale-2 (DSR2) Halstead-Raitan Neuropsychological Battery (HRB)

Luria-Nebraska (LNB) Millon Behavioral Medicine Diagnostic (MBMD)

Multidimensional Health Locus Wechsler Adult Intelligence Scale

Of Control Wechsler Intelligence Scale for Children

**Presentation**

Orientation?

Affect?

Appearance? Dress _____ Hygiene _____

Speech

Memory/cognitive deficit

Psychosis:______Thought disorder_________Uncontrolled mood disorder.

**Previous Medical Treatment for Complaint**

Physicians

Procedures

Medications

**Life Disruption From Present Symptoms**

Work

Family

Avocational

Sleep

Appetitie

**Commonly Used Coping Mechanisms**

Physical pain and discomfort

Affective discomfort and suffering

**Any Possible Secondary Gain Issues?**

Litigation

Workman’s Compensation

Disability

**Addiction Potential**

Does this patient drink – How much/frequently? Any legal (DUI) or social (fights with family) about drinking? Does the client use illicit drugs? How much/frequently? What prescription meds? Ever felt “out of control” on the meds? Ever run out of controlled meds early? Has a doctor ever decided not to refill meds

**General Medical History**

_Conditions_ –

_Medication_ –

_Allergies_ –

**Family Medical and Pain History**

**Current Living Environment**

Who does the client life with? What is the circumstance of the home environment.

**Life History**

Childhood

Reared where?

Parents

Siblings

Discpline

Abuse

Education

Adult

Leaving Home

Marriage(s)

Domestic Abuse

Parental Discipline

Friends

**Work History –**

Where and for how long? What does the client do at this job?

**Avocational Activities –**

Hobbies?

**Previous Psychological Testing and Treatment –**

**Expectation for Treatment Outcome**

**Diagnosis -**

**Summary and Recommendation**

Summary of evaluative instruments

—

Recommendation —

**## TermPaperInstructions.docx**

**Term Paper Instructions**

This assignment is a
**Self-Assessment with Report**. You will take the Myers Briggs Personality Assessment and the Beck Depression Inventory (both of which will be provided mid-session). After having taken these, you will score them, create a report, and submit. The report headings will be:
**Reason for Referral, Background History**(psychosocial history, medical / mental health background, substance use/abuse, educational and vocational history, other information),
**Evaluation Procedures, Behavioral Observations, Assessment Results, Recommendations, and Summary**.

*The Myers Briggs Personality Test is available online for free on various sites. Please take it, obtain your 4 letter profile, and review for your information and use.

*The Beck Depression Inventory is attached for you to take and score.

*A template is attached for help with your layout, but I am open to your own layout of results. Be creative. This is intended as a learning tool for you to become comfortable with an assessment

**## BeckDepressionInventoryBDI1.pdf**

Beck's Depression Inventory
This depression inventory can be self-scored. The scoring scale is at the end of the questionnaire.
1.

0 I do not feel sad.
1 I feel sad
2 I am sad all the time and I can't snap out of it.
3 I am so sad and unhappy that I can't stand it.

2.
0 I am not particularly discouraged about the future.
1 I feel discouraged about the future.
2 I feel I have nothing to look forward to.
3 I feel the future is hopeless and that things cannot improve.

3.
0 I do not feel like a failure.
1 I feel I have failed more than the average person.
2 As I look back on my life, all I can see is a lot of failures.
3 I feel I am a complete failure as a person.

4.
0 I get as much satisfaction out of things as I used to.
1 I don't enjoy things the way I used to.
2 I don't get real satisfaction out of anything anymore.
3 I am dissatisfied or bored with everything.
5.
0 I don't feel particularly guilty
1 I feel guilty a good part of the time.
2 I feel quite guilty most of the time.
3 I feel guilty all of the time.
6.
0 I don't feel I am being punished.
1 I feel I may be punished.
2 I expect to be punished.
3 I feel I am being punished.
7.
0 I don't feel disappointed in myself.
1 I am disappointed in myself.
2 I am disgusted with myself.
3 I hate myself.
8.
0 I don't feel I am any worse than anybody else.
1 I am critical of myself for my weaknesses or mistakes.
2 I blame myself all the time for my faults.
3 I blame myself for everything bad that happens.
9.
0 I don't have any thoughts of killing myself.
1 I have thoughts of killing myself, but I would not carry them out.
2 I would like to kill myself.
3 I would kill myself if I had the chance.
10.
0 I don't cry any more than usual.
1 I cry more now than I used to.
2 I cry all the time now.
3 I used to be able to cry, but now I can't cry even though I want to.

11.
0 I am no more irritated by things than I ever was.
1 I am slightly more irritated now than usual.
2 I am quite annoyed or irritated a good deal of the time.
3 I feel irritated all the time.
12.
0 I have not lost interest in other people.
1 I am less interested in other people than I used to be.
2 I have lost most of my interest in other people.
3 I have lost all of my interest in other people.
13.
0 I make decisions about as well as I ever could.
1 I put off making decisions more than I used to.
2 I have greater difficulty in making decisions more than I used to.
3 I can't make decisions at all anymore.
14.
0 I don't feel that I look any worse than I used to.
1 I am worried that I am looking old or unattractive.
2 I feel there are permanent changes in my appearance that make me look
unattractive
3 I believe that I look ugly.
15.
0 I can work about as well as before.
1 It takes an extra effort to get started at doing something.
2 I have to push myself very hard to do anything.
3 I can't do any work at all.
16.
0 I can sleep as well as usual.
1 I don't sleep as well as I used to.
2 I wake up 1-2 hours earlier than usual and find it hard to get back to sleep.
3 I wake up several hours earlier than I used to and cannot get back to sleep.

17.
0 I don't get more tired than usual.
1 I get tired more easily than I used to.
2 I get tired from doing almost anything.
3 I am too tired to do anything.
18.
0 My appetite is no worse than usual.
1 My appetite is not as good as it used to be.
2 My appetite is much worse now.
3 I have no appetite at all anymore.
19.
0 I haven't lost much weight, if any, lately.
1 I have lost more than five pounds.
2 I have lost more than ten pounds.
3 I have lost more than fifteen pounds.

20.
0 I am no more worried about my health than usual.
1 I am worried about physical problems like aches, pains, upset stomach, or
constipation.
2 I am very worried about physical problems and it's hard to think of much else.
3 I am so worried about my physical problems that I cannot think of anything else.
21.
0 I have not noticed any recent change in my interest in sex.
1 I am less interested in sex than I used to be.
2 I have almost no interest in sex.
3 I have lost interest in sex completely.

INTERPRETING THE BECK DEPRESSION INVENTORY

Now that you have completed the questionnaire, add up the score for each of the twenty-one
questions by counting the number to the right of each question you marked. The highest possible
total for the whole test would be sixty-three. This would mean you circled number three on all
twenty-one questions. Since the lowest possible score for each question is zero, the lowest
possible score for the test would be zero. This would mean you circles zero on each question.
You can evaluate your depression according to the Table below.

Total Score____________________Levels of Depression

1-10____________________These ups and downs are considered normal
11-16___________________ Mild mood disturbance
17-20___________________Borderline clinical depression
21-30___________________Moderate depression
31-40___________________Severe depression
over 40__________________Extreme depression

helau

Text Box

http://www.med.navy.mil/sites/NMCP2/PatientServices/SleepClinicLab/Documents/Beck_Depression_Inventory.pdf

**## PersonalityAsssessmentTermPaperExample4.docx**

Assessment Report

for

Personality Assessment

Date:

To:

From:

Re:

**History and Description of Primary Complaint and Current Related Symptoms**

Who Referred

For

Etiology

Symptom Duration

Activity Scale

**Assessment Instruments** (examples)

Clinical Interview Minn. Multiphasic Pers. Inventory (MMPI-2)

Beck Depression Inventory (BDI) Zung Depression Inventory (ZDI)

Brief Battery for Health Improvement-2 (BBHI2) Multidimensional Pain Inventory (MPI)

Battery for Health Improvement-2 (BHI2) Beery VMI

Mini-Mental Status Exam (MMSE) Repeatable Battery for Neuropsychological Functioning (RBANS)

Seven Minute Screen for Dementia Substance Abuse Subtle Screen. Inv. (SASSI-3)

Millon Clin. Multiaxial Inven. (MCMI-III) Validity Indicator Profile (VPI)

Dementia Rating Scale-2 (DSR2) Halstead-Raitan Neuropsychological Battery (HRB)

Luria-Nebraska (LNB) Millon Behavioral Medicine Diagnostic (MBMD)

Multidimensional Health Locus Wechsler Adult Intelligence Scale

Of Control Wechsler Intelligence Scale for Children

**Presentation**

Orientation?

Affect?

Appearance? Dress _____ Hygiene _____

Speech

Memory/cognitive deficit

Psychosis:______Thought disorder_________Uncontrolled mood disorder.

**Previous Medical Treatment for Complaint**

Physicians

Procedures

Medications

**Life Disruption From Present Symptoms**

Work

Family

Avocational

Sleep

Appetitie

**Commonly Used Coping Mechanisms**

Physical pain and discomfort

Affective discomfort and suffering

**Any Possible Secondary Gain Issues?**

Litigation

Workman’s Compensation

Disability

**Addiction Potential**

Does this patient drink – How much/frequently? Any legal (DUI) or social (fights with family) about drinking? Does the client use illicit drugs? How much/frequently? What prescription meds? Ever felt “out of control” on the meds? Ever run out of controlled meds early? Has a doctor ever decided not to refill meds

**General Medical History**

_Conditions_ –

_Medication_ –

_Allergies_ –

**Family Medical and Pain History**

**Current Living Environment**

Who does the client life with? What is the circumstance of the home environment.

**Life History**

Childhood

Reared where?

Parents

Siblings

Discpline

Abuse

Education

Adult

Leaving Home

Marriage(s)

Domestic Abuse

Parental Discipline

Friends

**Work History –**

Where and for how long? What does the client do at this job?

**Avocational Activities –**

Hobbies?

**Previous Psychological Testing and Treatment –**

**Expectation for Treatment Outcome**

**Diagnosis -**

**Summary and Recommendation**

Summary of evaluative instruments

—

Recommendation —

– 1
– 2
– 3

November 5, 2026
[Solved] Week 5 discussion

✓ Verified Academic Solution Available

Executive Solution Overview

Review the scenario and address the questions below. You are a nurse practitioner employed in a busy primary care office with responsibilities for managing the office staff, including the medical assistants who aid in client care as well as filing, answering calls from clients, processing laboratory…

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Assignment Prompt & Instructions

Review the scenario and address the questions below.
You are a nurse practitioner employed in a busy primary care office with responsibilities for managing the office staff, including the medical assistants who aid in client care as well as filing, answering calls from clients, processing laboratory results, and taking prescription renewal requests from clients and pharmacies. The office is part of a larger hospital system. One of the medical assistants has worked in the practice for 10 years and is very proficient at her job. She knows almost every client in the practice and has an excellent rapport with all the providers.
**Include the following sections**:
1. **Application of Course Knowledge**: Answer all questions/criteria with explanations and detail.
– Based on the situation above, what are the ethical and legal implications for the practice at the micro-, meso-, and macro-level of the system?
– What changes do you recommend to prevent further episodes of the problem behavior? What coaching and feedback skills can be used to discuss the event with the medical assistant?
– Which change model would you use to implement the identified change and why: Lewin’s Theory of Planned Change, Plan-Do-Study-Act (PDSA), or Kotter’s 8-Step Process for Leading Change?
– Identify and discuss one barrier to implementing the change process. Identify and discuss one factor that facilitated the change process.

November 5, 2026
[Solved] 601 mod 6 disc

✓ Verified Academic Solution Available

Executive Solution Overview

In-depth study guidance and analytical solution covering 601 mod 6 disc.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] Education I need help with homework

✓ Verified Academic Solution Available

Executive Solution Overview

I need help with homework – ## Week5assinmentwithInstructionandRubricandreferences.docx – ## LessonPlanTemplateforweek5.docx **## Week5assinmentwithInstructionandRubricandreferences.docx** Requires Lopeswrite Assessment Description The National Council of Teachers of Mathematics (NCTM), the professi…

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Assignment Prompt & Instructions

I need help with homework

– ## Week5assinmentwithInstructionandRubricandreferences.docx

– ## LessonPlanTemplateforweek5.docx

**## Week5assinmentwithInstructionandRubricandreferences.docx**

Requires Lopeswrite

Assessment Description

The National Council of Teachers of Mathematics (NCTM), the professional organization whose mission is to promote, articulate, and support the best possible teaching and learning in mathematics, recognizes that “Excellence in mathematics education requires equity—high expectations and strong support for all students” (NCTM, 2000, p. 12). Effective teachers use a variety of strategies to differentiate math activities, instruction, and assessments for all students.

Design a mathematics lesson plan for the K-8 grade level of your choice that is aligned to an age-appropriate standard involving fractions. The lesson plan should include a variety of instructional strategies to differentiate for all students including but not limited to students who are gifted in math, students who have an IEP or 504 plan related to math, and English language learners. Ensure the lesson plan promotes student-centered learning, problem-solving, critical thinking, and mathematical discourse and engages students in mathematical practices. Use the “COE Lesson Plan Template,” the “5E Lesson Plan Template,” or a lesson plan template of your choice to develop a lesson plan that includes the following:

· Math standard and aligned learning objectives

· Mathematical practice standards

· Materials, including manipulatives, technology, etc.

· Vocabulary

· Anticipatory set

· Differentiated content instruction

· Differentiated engagement activity

· Differentiated assessment (formative and summative demonstration of learning)

· Closing/Practice/Home-School connections

Beneath your lesson plan, write a 250–500 word reflection explaining the instructional strategies included in your lesson and how those strategies offer differentiation. Additionally, discuss how your lesson was designed to promote student-centered learning, problem-solving, critical thinking, and mathematical discourse and engage students in mathematical practices.

APA Style is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

**Math Standard and Aligned Learning Objectives**

7 points

**Mathematical Practice Standards**

7 points

**Materials (including manipulatives, technology, etc.)**

3.5 points

**Vocabulary**

3.5 points

**Anticipatory Set**

7 points

**Differentiated Content Instruction**

7 points

**Differentiated Engagement Activity**

7 points

**Differentiated Assessment**

7 points

**Closing/Practice/Home-School Connections**

7 points

**Reflection**

10.5 points

**Mechanics of Writing**

**Required References**

**Why and How to Differentiate Math Instruction**

**Required**

**Read “Why and How to Differentiate Math Instruction,” from**
**_More Good Questions: Great Ways to Dif_**

**… Read More**

**https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=NV%2BmKCl3nM8%3D**

****Differentiated Learning****

****Required****

****Read “Differentiated Learning,” located on the National Council of Teachers of Mathematics website.****

****https://www.nctm.org/conferences-and-Professional-Development/Tips-for-Teachers/Differentiated-Learning/****

****20 Differentiated Instruction Strategies and Examples****

****Required****

****Read “20 Differentiated Instruction Strategies and Examples,” by Guido, located on the Prodigy website (2021).****

****https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download/****

****Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom****

****Required****

****Read “Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom,” by Johnson, located on the Tea****

****… Read More****

**[**https://www.teachervision.com**](https://www.teachervision.com/)**

****Elementary and Middle School Mathematics****

****Required****

****Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).****
****_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038****

**## LessonPlanTemplateforweek5.docx**

**5E LESSON PLAN TEMPLATE**

**Revised 1-5-2016**

| | | |
| — | — | — |
| **Teacher Candidate:**<br>**Grade Level:**<br>**Date:**<br>**Unit/Subject:**<br>**Instructional Plan Title** | |
| **I. Planning** |
| **Lesson Summary and Focus**: | _In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study._ |
| **Instructional Materials, Equipment, and Technology:** | _List ALL materials, equipment, and technology the teacher_<br>_**and** students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION._ |
| **Classroom and Student Factors**: | _Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students._ |
| **National / State Learning Standards:** | _Identify the relevant grade level standards, including the strand, cluster, and standards by number_<br>_**and** its text._ |
| **Specific Learning Targets/Objectives:**<br>_Specify exactly what the students will be able to do after the standards-based lesson._ |
| **Lesson Focus Question:**<br>_Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson._ |
| **Academic Language:** | **_Key Vocabulary:_**<br>_Include the_<br>_content-specific terms you need to teach and their meanings according to this lesson._ | **_Instruction and Development:_**<br>_Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms._ |
| **Summative Assessment:** | _Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives._ |
| **Differentiation Strategies** |
| **Instruction** | **Activities** | **Assessment** |
| _Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students._ | _Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students._ | _Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned._ |

| | | |
| — | — | — |
| **II. Instruction** |
| **The 5Es** | **Probing Questions** |
| **Engage** | _Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit._ | _Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson._ |
| **Explore** | _Students have the opportunity to get directly involved with key concepts through guided exploration of information. They begin identifying patterns and make connections to other disciplines. Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary._ | _Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning._ |
| **Explain** | **_Activity:_** _Students are introduced more formally to the lesson’s concepts. Through readings and discussions, students gain understanding of the major concepts and can verify answers to questions or problems posed earlier. In addition, more abstract concepts not easily explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced._ | _Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target._ |
| **Elaborate** | **_Activity:_** _Students expand on what they have learned and apply their newfound knowledge to a different situation. They test ideas more thoroughly and explore additional relationships._<br>**_Closure:_** _Providing closure to the lesson and verifying student understanding is critical at this point._ | _Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here._ |
| **Evaluate** | **_Formative Assessment:_** _The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation – traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports – can be conducted at this stage. The assessment should be aligned with the content of the learning experience._ |

.

**## LessonPlanTemplateforweek5.docx**

**5E LESSON PLAN TEMPLATE**

**Revised 1-5-2016**

| | | |
| — | — | — |
| **Teacher Candidate:**<br>**Grade Level:**<br>**Date:**<br>**Unit/Subject:**<br>**Instructional Plan Title** | |
| **I. Planning** |
| **Lesson Summary and Focus**: | _In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study._ |
| **Instructional Materials, Equipment, and Technology:** | _List ALL materials, equipment, and technology the teacher_<br>_**and** students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION._ |
| **Classroom and Student Factors**: | _Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students._ |
| **National / State Learning Standards:** | _Identify the relevant grade level standards, including the strand, cluster, and standards by number_<br>_**and** its text._ |
| **Specific Learning Targets/Objectives:**<br>_Specify exactly what the students will be able to do after the standards-based lesson._ |
| **Lesson Focus Question:**<br>_Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson._ |
| **Academic Language:** | **_Key Vocabulary:_**<br>_Include the_<br>_content-specific terms you need to teach and their meanings according to this lesson._ | **_Instruction and Development:_**<br>_Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms._ |
| **Summative Assessment:** | _Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives._ |
| **Differentiation Strategies** |
| **Instruction** | **Activities** | **Assessment** |
| _Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students._ | _Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students._ | _Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned._ |

| | | |
| — | — | — |
| **II. Instruction** |
| **The 5Es** | **Probing Questions** |
| **Engage** | _Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit._ | _Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson._ |
| **Explore** | _Students have the opportunity to get directly involved with key concepts through guided exploration of information. They begin identifying patterns and make connections to other disciplines. Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary._ | _Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning._ |
| **Explain** | **_Activity:_** _Students are introduced more formally to the lesson’s concepts. Through readings and discussions, students gain understanding of the major concepts and can verify answers to questions or problems posed earlier. In addition, more abstract concepts not easily explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced._ | _Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target._ |
| **Elaborate** | **_Activity:_** _Students expand on what they have learned and apply their newfound knowledge to a different situation. They test ideas more thoroughly and explore additional relationships._<br>**_Closure:_** _Providing closure to the lesson and verifying student understanding is critical at this point._ | _Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here._ |
| **Evaluate** | **_Formative Assessment:_** _The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation – traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports – can be conducted at this stage. The assessment should be aligned with the content of the learning experience._ |

.

**## Week5assinmentwithInstructionandRubricandreferences.docx**

Requires Lopeswrite

Assessment Description

The National Council of Teachers of Mathematics (NCTM), the professional organization whose mission is to promote, articulate, and support the best possible teaching and learning in mathematics, recognizes that “Excellence in mathematics education requires equity—high expectations and strong support for all students” (NCTM, 2000, p. 12). Effective teachers use a variety of strategies to differentiate math activities, instruction, and assessments for all students.

Design a mathematics lesson plan for the K-8 grade level of your choice that is aligned to an age-appropriate standard involving fractions. The lesson plan should include a variety of instructional strategies to differentiate for all students including but not limited to students who are gifted in math, students who have an IEP or 504 plan related to math, and English language learners. Ensure the lesson plan promotes student-centered learning, problem-solving, critical thinking, and mathematical discourse and engages students in mathematical practices. Use the “COE Lesson Plan Template,” the “5E Lesson Plan Template,” or a lesson plan template of your choice to develop a lesson plan that includes the following:

· Math standard and aligned learning objectives

· Mathematical practice standards

· Materials, including manipulatives, technology, etc.

· Vocabulary

· Anticipatory set

· Differentiated content instruction

· Differentiated engagement activity

· Differentiated assessment (formative and summative demonstration of learning)

· Closing/Practice/Home-School connections

Beneath your lesson plan, write a 250–500 word reflection explaining the instructional strategies included in your lesson and how those strategies offer differentiation. Additionally, discuss how your lesson was designed to promote student-centered learning, problem-solving, critical thinking, and mathematical discourse and engage students in mathematical practices.

APA Style is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

**Math Standard and Aligned Learning Objectives**

7 points

**Mathematical Practice Standards**

7 points

**Materials (including manipulatives, technology, etc.)**

3.5 points

**Vocabulary**

3.5 points

**Anticipatory Set**

7 points

**Differentiated Content Instruction**

7 points

**Differentiated Engagement Activity**

7 points

**Differentiated Assessment**

7 points

**Closing/Practice/Home-School Connections**

7 points

**Reflection**

10.5 points

**Mechanics of Writing**

**Required References**

**Why and How to Differentiate Math Instruction**

**Required**

**Read “Why and How to Differentiate Math Instruction,” from**
**_More Good Questions: Great Ways to Dif_**

**… Read More**

**https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=NV%2BmKCl3nM8%3D**

****Differentiated Learning****

****Required****

****Read “Differentiated Learning,” located on the National Council of Teachers of Mathematics website.****

****https://www.nctm.org/conferences-and-Professional-Development/Tips-for-Teachers/Differentiated-Learning/****

****20 Differentiated Instruction Strategies and Examples****

****Required****

****Read “20 Differentiated Instruction Strategies and Examples,” by Guido, located on the Prodigy website (2021).****

****https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download/****

****Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom****

****Required****

****Read “Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom,” by Johnson, located on the Tea****

****… Read More****

**[**https://www.teachervision.com**](https://www.teachervision.com/)**

****Elementary and Middle School Mathematics****

****Required****

****Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).****
****_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038****

**## LessonPlanTemplateforweek5.docx**

**5E LESSON PLAN TEMPLATE**

**Revised 1-5-2016**

| | | |
| — | — | — |
| **Teacher Candidate:**<br>**Grade Level:**<br>**Date:**<br>**Unit/Subject:**<br>**Instructional Plan Title** | |
| **I. Planning** |
| **Lesson Summary and Focus**: | _In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study._ |
| **Instructional Materials, Equipment, and Technology:** | _List ALL materials, equipment, and technology the teacher_<br>_**and** students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION._ |
| **Classroom and Student Factors**: | _Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students._ |
| **National / State Learning Standards:** | _Identify the relevant grade level standards, including the strand, cluster, and standards by number_<br>_**and** its text._ |
| **Specific Learning Targets/Objectives:**<br>_Specify exactly what the students will be able to do after the standards-based lesson._ |
| **Lesson Focus Question:**<br>_Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson._ |
| **Academic Language:** | **_Key Vocabulary:_**<br>_Include the_<br>_content-specific terms you need to teach and their meanings according to this lesson._ | **_Instruction and Development:_**<br>_Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms._ |
| **Summative Assessment:** | _Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives._ |
| **Differentiation Strategies** |
| **Instruction** | **Activities** | **Assessment** |
| _Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students._ | _Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students._ | _Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned._ |

| | | |
| — | — | — |
| **II. Instruction** |
| **The 5Es** | **Probing Questions** |
| **Engage** | _Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit._ | _Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson._ |
| **Explore** | _Students have the opportunity to get directly involved with key concepts through guided exploration of information. They begin identifying patterns and make connections to other disciplines. Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary._ | _Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning._ |
| **Explain** | **_Activity:_** _Students are introduced more formally to the lesson’s concepts. Through readings and discussions, students gain understanding of the major concepts and can verify answers to questions or problems posed earlier. In addition, more abstract concepts not easily explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced._ | _Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target._ |
| **Elaborate** | **_Activity:_** _Students expand on what they have learned and apply their newfound knowledge to a different situation. They test ideas more thoroughly and explore additional relationships._<br>**_Closure:_** _Providing closure to the lesson and verifying student understanding is critical at this point._ | _Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here._ |
| **Evaluate** | **_Formative Assessment:_** _The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation – traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports – can be conducted at this stage. The assessment should be aligned with the content of the learning experience._ |

.

**## Week5assinmentwithInstructionandRubricandreferences.docx**

Requires Lopeswrite

Assessment Description

The National Council of Teachers of Mathematics (NCTM), the professional organization whose mission is to promote, articulate, and support the best possible teaching and learning in mathematics, recognizes that “Excellence in mathematics education requires equity—high expectations and strong support for all students” (NCTM, 2000, p. 12). Effective teachers use a variety of strategies to differentiate math activities, instruction, and assessments for all students.

Design a mathematics lesson plan for the K-8 grade level of your choice that is aligned to an age-appropriate standard involving fractions. The lesson plan should include a variety of instructional strategies to differentiate for all students including but not limited to students who are gifted in math, students who have an IEP or 504 plan related to math, and English language learners. Ensure the lesson plan promotes student-centered learning, problem-solving, critical thinking, and mathematical discourse and engages students in mathematical practices. Use the “COE Lesson Plan Template,” the “5E Lesson Plan Template,” or a lesson plan template of your choice to develop a lesson plan that includes the following:

· Math standard and aligned learning objectives

· Mathematical practice standards

· Materials, including manipulatives, technology, etc.

· Vocabulary

· Anticipatory set

· Differentiated content instruction

· Differentiated engagement activity

· Differentiated assessment (formative and summative demonstration of learning)

· Closing/Practice/Home-School connections

Beneath your lesson plan, write a 250–500 word reflection explaining the instructional strategies included in your lesson and how those strategies offer differentiation. Additionally, discuss how your lesson was designed to promote student-centered learning, problem-solving, critical thinking, and mathematical discourse and engage students in mathematical practices.

APA Style is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

**Rubric Criteria**

**Math Standard and Aligned Learning Objectives**

7 points

**Mathematical Practice Standards**

7 points

**Materials (including manipulatives, technology, etc.)**

3.5 points

**Vocabulary**

3.5 points

**Anticipatory Set**

7 points

**Differentiated Content Instruction**

7 points

**Differentiated Engagement Activity**

7 points

**Differentiated Assessment**

7 points

**Closing/Practice/Home-School Connections**

7 points

**Reflection**

10.5 points

**Mechanics of Writing**

**Required References**

**Why and How to Differentiate Math Instruction**

**Required**

**Read “Why and How to Differentiate Math Instruction,” from**
**_More Good Questions: Great Ways to Dif_**

**… Read More**

**https://www.nctm.org/Handlers/AttachmentHandler.ashx?attachmentID=NV%2BmKCl3nM8%3D**

****Differentiated Learning****

****Required****

****Read “Differentiated Learning,” located on the National Council of Teachers of Mathematics website.****

****https://www.nctm.org/conferences-and-Professional-Development/Tips-for-Teachers/Differentiated-Learning/****

****20 Differentiated Instruction Strategies and Examples****

****Required****

****Read “20 Differentiated Instruction Strategies and Examples,” by Guido, located on the Prodigy website (2021).****

****https://www.prodigygame.com/main-en/blog/differentiated-instruction-strategies-examples-download/****

****Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom****

****Required****

****Read “Teaching Mathematics to Gifted Students in a Mixed-Ability Classroom,” by Johnson, located on the Tea****

****… Read More****

**[**https://www.teachervision.com**](https://www.teachervision.com/)**

****Elementary and Middle School Mathematics****

****Required****

****Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2022).****
****_Elementary and middle school mathematics_ (11th ed.). Pearson. ISBN-13: 9780136818038****

**## LessonPlanTemplateforweek5.docx**

**5E LESSON PLAN TEMPLATE**

**Revised 1-5-2016**

| | | |
| — | — | — |
| **Teacher Candidate:**<br>**Grade Level:**<br>**Date:**<br>**Unit/Subject:**<br>**Instructional Plan Title** | |
| **I. Planning** |
| **Lesson Summary and Focus**: | _In a few sentences, summarize this lesson, identifying the central focus based on the content/skills you are teaching. Clarify where this lesson falls within a unit of study._ |
| **Instructional Materials, Equipment, and Technology:** | _List ALL materials, equipment, and technology the teacher_<br>_**and** students will use during the lesson. Add or attach copies of ALL printed and online materials at the end of this template. Be sure to address how you will teach the students to use the technology in Section II. INSTRUCTION._ |
| **Classroom and Student Factors**: | _Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students._ |
| **National / State Learning Standards:** | _Identify the relevant grade level standards, including the strand, cluster, and standards by number_<br>_**and** its text._ |
| **Specific Learning Targets/Objectives:**<br>_Specify exactly what the students will be able to do after the standards-based lesson._ |
| **Lesson Focus Question:**<br>_Write a question which is aligned to the learning target and which demonstrates the overall “big idea” students should learn through this lesson._ |
| **Academic Language:** | **_Key Vocabulary:_**<br>_Include the_<br>_content-specific terms you need to teach and their meanings according to this lesson._ | **_Instruction and Development:_**<br>_Include instructional strategies for teaching the selected academic vocabulary terms, as well as vocabulary development activities to allow students to practice and apply the terms._ |
| **Summative Assessment:** | _Include details of any summative assessment as applicable. Explain how the summative assessment measures the learning targets/objectives._ |
| **Differentiation Strategies** |
| **Instruction** | **Activities** | **Assessment** |
| _Describe instructional differentiation strategies to be used throughout the lesson to enhance instruction and make the content comprehensible for all students._ | _Describe instructional differentiation strategies to be used throughout the lesson to scaffold learning and engage all students._ | _Describe differentiation strategies for formative and summative assessments to allow all students to demonstrate what they know or have learned._ |

| | | |
| — | — | — |
| **II. Instruction** |
| **The 5Es** | **Probing Questions** |
| **Engage** | _Designed to help students understand the learning task and make connections to past and present learning experiences. It should stimulate interest and prompt students to identify their own questions about the topic. Typical activities in this stage include posing a question, defining a problem, or demonstrating a discrepant event, then using small group discussions to stimulate and share ideas. Instructors help students connect previous knowledge to the new concepts introduced in the unit._ | _Develop a few questions which help students access prior knowledge and get them thinking about the big idea of the lesson._ |
| **Explore** | _Students have the opportunity to get directly involved with key concepts through guided exploration of information. They begin identifying patterns and make connections to other disciplines. Frequently, students will diverge from the slated activity to explore their own questions, continually building on their knowledge base. In this stage, instructors observe and listen to students as they interact with each other and the information provided. Probing questions help students clarify their understanding and redirect their investigations when necessary._ | _Develop a few probing questions which help students move towards mastery of the learning target and promote critical thinking and inquiry-based learning._ |
| **Explain** | **_Activity:_** _Students are introduced more formally to the lesson’s concepts. Through readings and discussions, students gain understanding of the major concepts and can verify answers to questions or problems posed earlier. In addition, more abstract concepts not easily explored in earlier activities are introduced and explained. As students formulate new ideas, appropriate vocabulary can be introduced._ | _Develop a few questions for class discussion which help students work through misconceptions, gain a deeper understanding of the content, and move students toward mastery of the learning target._ |
| **Elaborate** | **_Activity:_** _Students expand on what they have learned and apply their newfound knowledge to a different situation. They test ideas more thoroughly and explore additional relationships._<br>**_Closure:_** _Providing closure to the lesson and verifying student understanding is critical at this point._ | _Develop a few questions, aligned to the learning target, which allow students to apply new knowledge in a different context. Include the focus question here._ |
| **Evaluate** | **_Formative Assessment:_** _The instructor continually observes students’ learning to monitor their progress using questioning techniques and discussions. More formal evaluation – traditional assessments in the form of quizzes and alternative assessments such as concept maps, summary projects or reports – can be conducted at this stage. The assessment should be aligned with the content of the learning experience._ |

.

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