You will develop a syllabus for an 8-week undergraduate nursing course in your area of interest that conveys the essential components of that course to the learner. 

Develop a syllabus for an 8-week undergraduate nursing course

Develop a Course Syllabus
You will develop a syllabus for an 8-week undergraduate nursing course in your area of interest that conveys the essential components of that course to the learner. Schools commonly establish guidelines and formats for information to be included in all syllabi developed for nursing courses. To deter misunderstandings, many institutions require all syllabi to include specific statements about institutional, departmental, and course policies on academic integrity, students with disabilities, and diversity.

For the purpose of this assignment, required information to be included in your course syllabus is minimal. However, syllabi do not have to be simple, typed documents. You may choose to incorporate additional information (graphics photos, comics, or designs) and other creative elements. However, be sure your syllabus includes at least the required information listed under the assignment guidelines section below in order to be considered for full credit.

Please note: You may not copy a syllabus to turn in. Make this syllabus your own ideal of teaching your chosen course. Have fun and be creative with this assignment. You will be utilizing your developed syllabus in weeks 6 and 7 to develop a teaching plan and mini-presentation,

Assignment Guidelines

When preparing your syllabus, pay attention to the organization and layout to ensure it is easy to read. Your syllabus should set the tone for your course and convey enthusiasm for the course topic; show how your course fits into a broader picture; communicate what, when, and how students will learn; clarify what students need to do to be successful; and communicate your expectations of student performance to satisfactorily complete your 8-week course.

Your course syllabus should include:

General information about the course: The instructor’s name (you), course title, course number, course credit hours, class days and time period (start and end times), class location (room number), and any prerequisites. You may also wish to include your office hours and contact information.
A course description: A description of the course and how students will benefit; this is similar to a catalog description of a course.
Course outcome objectives expected: A list of outcome statements describing the knowledge and skills that you expect students to have learned after completing your 8-week course.

Your objectives should be:

Appropriate to course and educational level
Realistic and clear
Stated in measurable terms
Required materials and learning resources: Textbook(s), supplies, and anything you may require students to bring to class each day.

Instructional methods and activities: List the teaching strategies and approaches you plan to use for students to achieve the learning objectives (e.g., lecture, games, inquiry, discussions). If appropriate, you may want to include any special events or activities (e.g., field trips, experiments, guest speakers, projects).

Note: This section is a list of your instructional methods and activities. Also, not an explanation or description of how they will be implemented.

Classroom policies or rules:

This section should include any policies or rules that are specific to your course (e.g., classroom behavior, absenteeism, tardiness, late assignments, makeup work, and tests).

Evaluation methods: This section should include all graded course requirements with the percent value (of the total course grade) for each requirement. This is where you list each of the course requirements or means of evaluating student learning (e.g., tests, quizzes, assignments, presentations, group work).

You do not need to provide a rubric for grading each of the course requirements, guidelines, and grading criteria.
You do need to provide the total percent value or the grade weight of each requirement.

If using tests or quizzes, state the number of tests or quizzes and the grade weight for each.

Note: As part of your teaching plan and presentation during weeks 6 and 7, you will provide guidelines and grading criteria (a rubric) for one of your required assignments.

An outline and general time line of the course content: This section should be a table or flowchart depicting a schedule of the content to be covered over the 8-week period. In addition to the content, your table or flowchart should include:
Estimated dates for when you plan to cover the content. Specific dates are not necessary, but some time line estimate should be provided (e.g., week 1 or class 1)

Any activities, assignments, and tests, etc., with corresponding due dates
Required readings for each date and any supplemental or suggested readings you may want to list

This aper is on Encouragement Strategies to Increase Positive Student Behavior. Effective teachers must be able to draw from a variety of strategies in order to respond to different, challenging student behaviors.

Encouragement Strategies to Increase Positive Student Behavior

Effective teachers must be able to draw from a variety of strategies in order to respond to different, challenging student behaviors. Teachers can apply these strategies to remind students of expectations, redirect behavior, and positively respond to expected behavior in the classroom.

Review the Behavior Intervention Plan (BIP) Example. Then, use the “Behavior Intervention Plan (BIP) Template” to complete this assignment.

Identifying one student from the “Class Profile” who would benefit from additional intervention, complete a behavior intervention plan to include:

Behavior
Goals and how they will be measured
Interventions and Frequency of Interventions
Person Responsible
In a 500-750 word essay, describe strategies teachers can use to respond to challenging behavior during classroom instruction. Your essay should address the following topics:

Describe and provide implementation examples of the following strategies: specific praise, choice making, effective group contingencies, contingent instructions, and time-out.
Describe how or if these communication strategies can be used to motivate and encourage individuals with disabilities how to adapt to different learning environments.
Discuss any cautions related to using each strategy.
Describe the decision making process that teachers use when deciding how to intervene on challenging behavior when engaged in instruction.
Support your findings with a minimum of two scholarly resources.

APA style is required and solid academic writing is expected.

This week’s assignment is to write up a history and physical assessment and patient centered plan of care for the musculoskeletal and nervous systems.

Write up a history and physical assessment and patient centered plan of care for the musculoskeletal and nervous systems

This week’s assignment is to write up a history and physical assessment and patient centered plan of care for the musculoskeletal and nervous systems. Then video and upload an assessment of the musculoskeletal and nervous systems. Use the assessment template below to guide your work. Please perform assessments on a significant other. Listen carefully to how the findings in the videos are described, this will help you write your assessment. Do not write in complete sentences, but document like writing nurses notes: for example: Skin, warm, dry and smooth. Instant recoil.

Please upload your video here first and then the document below. Be sure to practice before taping. Be sure to stay within this week’s allotted time—total video time 10-15 minutes.

Please use this as a template only please write out your findings on a separate Word document: NSG310 Template MS and also Neuro Assessment-1.docPreview the document.

More details;

In examining the musculoskeletal system it is important to keep the concept of function in mind. Note any gross abnormalities of mechanical function beginning with the initial introduction to the patient. Continue to observe for such problems throughout the interview and the examination.

On a screening examination of a patient who has no musculoskeletal complaints and in whom no gross abnormalities have been noted in the interview and general physical examination, it is adequate to inspect the extremities and trunk for observable abnormalities and also to ask the patient to perform a complete active range of motion with each joint or set of joints.

If the patient presents complaints in the musculoskeletal system or if any abnormality has been observed, it is important to do a thorough musculoskeletal examination, not only to delineate the extent of gross abnormalities but also to look closely for subtle anomalies.

This is a paper that is focusing on the student to write on the utilization of the nursing process in the diagnosis of cancer. The paper also provides additional information to use in the writing and submission of the assignment paper.

The utilization of the nursing process in the diagnosis of cancer

The nursing process is a tool that puts knowledge into practice. By utilizing this systematic problem-solving method, nurses can determine the health care needs of an individual and provide personalized care.

Write a paper (1,750-2,000 words) on cancer and approach to care based on the utilization of the nursing process. Include the following in your paper:
1. Firstly, describe the diagnosis and staging of cancer.
2. Secondly, describe at least three complications of cancer, the side effects of treatment, and methods to lessen physical and psychological effects.
3. Thirdly, discuss what factors contribute to the yearly incidence and mortality rates of various cancers in Americans.

4. Fourthly, explain how the American Cancer Society (ACS) might provide education and support. What ACS services would you recommend and why?
5. Explain how the nursing process is utilized to provide safe and effective care for cancer patients across the life span. Your explanation should include each of the five phases and demonstrate the delivery of holistic and patient-focused care.
6. Lastly, discuss how undergraduate education in liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process. Consider mathematics, social and physical sciences, and science studies as an interdisciplinary research area.

The utilization of the nursing process in the diagnosis of cancer

This benchmark assignment assesses the following programmatic competencies:
RN-BSN
2.1: Incorporate liberal arts and science studies into nursing knowledge.
3.1 Utilize the nursing process to provide safe and effective care for patients across the life span.

Remember, ensure  that the pages are exclusive of the cover and the reference pages. Also, ensure that you include all the references you use in finding research for this assignment paper. References should be at least three for the paper. All references, citation, and writing should follow the APA formatting and styling guidelines. Finally, ensure you focus on the assignment topic in detail.

Format for the Research Introduction includes Biology and Epidemiology Pathogenesis- the disease pattern Clinical/laboratory diagnosis Prevention/control References National Library of Medicine (NLM) Methods Authors(Last name First Name Initial). Article title. Abbreviated Journal Title. Year Month Date; Volume Number(Issue Number):Inclusive Pages. Example: Meneton P, Jeunemaitre X, de Wardener HE, MacGregor GA.

Hepatitis C virus

Links between dietary salt intake, renal salt handling, blood pressure, and cardiovascular diseases. Physiol Rev. 2005 Apr;85(2):679-715. No Author given • When there is no author, begin the citation with the title of the article. Do not use anonymous. • Title. Article title. Journal Title. Date of Publication. Vol. (issue): page numbers. Place of Publication. Example: Drug-resistance tuberculosis among the foreign-born in Canada. Can Commun Dis Rep. 2005 Feb 15;31(4):46-52. English, French. Online Journal from a database • The general format for a reference to a database/retrieval system on the Internet, including punctuation: o For a single database:  Title [Type of Medium]. Place of Publication: Publisher; Date of Publication [modified Date of Update/Revision; Date of Citation]. Available from: URL. Example: Database of Human Disease Causing Gene Homologues in Dictyostelium Discoideum [Internet]. San Diego (CA): San Diego Supercomputer Center; 2003 [modified 2003 Mar 30; cited 2007 Feb 2]. Available from: http://dictyworldbench.sdsc.edu/HDGDD/. When you cite in the body of the paper Preexisting human antibodies neutralize recently emerged H7N9 influenza strains Introduction Influenza A viruses evade the human immune system by changing the antigenic regions of their surface glycoproteins using two mechanisms: antigenic drift (point mutations) and antigenic shift (gene segment reassortments) (1). Antigenic variation is further increased by divergent evolution, as influenza virus strains recirculate continually among different host reservoirs, especially humans and avian species. The HA glycoprotein is the main target of neutralizing antibodies and is composed of an immunodominant globular head domain and a stalk domain (2).

HA subtypes are classified into two groups based on their antigenic properties: amino acid sequences and structural features (3). Group 2 influenza A viruses include the H3 subtype, which further contains the seasonal H3N2 human strains, and the H7 subtype, which contains highly pathogenic avian influenza A viruses (4). Previously, infections with H7 viruses, through exposure to poultry, generally resulted in uncomplicated influenza illness and/or mild conjunctivitis (demonstrated for H7N3), with only one fatal case observed during an outbreak in The Netherlands (H7N7) (5, 6). However in 2013, a novel influenza A virus (H7N9), the product of genetic reassortment of various avian strains, emerged in China. This virus, associated with a high frequency of fatal human disease, appeared to have a wide dispersion and the potential for human-to-human transmission (7–12). Although the virus received the most publicity in 2013 (a year with 153 cases), the H7N9 virus shows a seasonal pattern, with most infections occurring during the winter season. The incidence of infection continues to increase, with nearly twice as many new H7N9 infections (301 cases) reported in 2014, totaling 454 cases, according to the World Health Organization, as of July 2014. These cases occurred in 12 provinces of China, with imported cases in Malaysia and Taiwan. The incidence of H7N9 infection combined with its abilities to bind to human receptor orthologs and to develop resistance to neuraminidase inhibitors without fitness loss has raised concerns about the pandemic potential of the H7N9 virus (13–15). With H7 strains currently posing a threat to human health, it is important to determine whether there is cross-protection generated from group 2 influenza virus vaccinations. Over several years, we have generated human antibodies from plasmablasts of volunteers vaccinated with the seasonal influenza virus vaccine (refs. 16, 17, and our unpublished data). Because plasmablasts are activated during an ongoing immune response, this allows us to determine whether prior vaccination, especially with H3N2 strains, induced cross-reactive antibodies that neutralize H7 strains. Given the lack of a vaccine against novel H7 viruses, the isolation and characterization of monoclonal antibodies with neutralizing activity can direct vaccine design and also provide a therapeutic resource. References 1. Shaw ML Palese P. Orthomyxoviruses. In: Knipe DM, Howley PM, eds. Fields Virology. 6th ed. Philadelphia, Pennsylvania, USA: Lippincott Williams and Wilkins; 2013:1151–1185. 2. Kaur K, Sullivan M, Wilson PC. Targeting B cell responses in universal influenza vaccine design. Trends Immunol. 2011;32(11):524–531. 3. Air GM. Sequence relationships among the hemagglutinin genes of 12 subtypes of influenza A virus. Proc Natl Acad Sci U S A. 1981;78(12):7639–7643. 4. Medina RA, Garcia-Sastre A. Influenza A viruses: new research developments. Nat Rev Microbiol. 2011;9(8):590–603. 5. Hirst M, et al. Novel avian influenza H7N3 strain outbreak, British Columbia. Emerg Infect Dis. 2004;10(12):2192–2195. 6. Fouchier RA, et al. Avian influenza A virus (H7N7) associated with human conjunctivitis and a fatal case of acute respiratory distress syndrome. Proc Natl Acad Sci U S A. 2004;101(5):1356–1361. 7. Gao R, et al. Human infection with a novel avian-origin influenza A (H7N9) virus. N Engl J Med. 2013;368(20):1888–1897. 8. Belser JA, et al. Pathogenesis transmission of avian influenza A (H7N9) virus in ferrets mice. Nature. 2013;501(7468):556–559. 9. Watanabe T, et al. Characterization of H7N9 influenza A viruses isolated from humans. Nature. 2013;501(7468):551–555. 10. Morens DM, Taubenberger JK, Fauci AS. H7N9 avian influenza A virus and the perpetual challenge of potential human pandemicity. MBio. 2013;4(4):1–14.