Develop a needs assessment survey

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Develop a needs assessment survey

Name:                                                    

Just as in the nursing process, assessment is an essential first step in developing your education plan. In this assignment, you will assess the learning needs of your audience and learning environment. The results of this assessment will guide you as you prepare your presentation.

Step I: Develop a needs assessment survey (12 points)

One approach to determining prior knowledge on your chosen topic is through a background knowledge probe or pretest. This approach is helpful to determine the most appropriate starting point for learning. The questions on the pretest should mirror your 3 learning objectives. In addition, every survey should ask, “What would you like to know about the topic,” and, “How do you learn best (visually, auditory, tactile)?”

Directions:

Create a 5- to 7-question needs assessment to gauge the learning needs of your intended audience. Start with clear directions. Ask that your audience members do not place their names on the survey; results should be anonymous. Explain that the results will be used to help you develop an education session best suited to the audience. Write easy to read questions that allow the audience to circle or checkmark their responses.

Consider health literacy in your sentence structure. Once your target audience has completed the survey, please scan and turn in the completed surveys as a single PDF.

Step 2: Interpret the results of the needs assessment (5 points)

Directions:

Reflect on the results of your needs assessment. Describe the learning needs of your audience, and your plan to level your presentation on these results. Answer the following s your audience already familiar with information about your topic? How will this alter your teaching plan? What additional information did your audience request? How do you intend to incorporate this request?

What learning styles did your target audience self- identify? How will you address these learning needs?

Step 3: Assess the learning environment (3 points)

You will need to secure a location to present your health topic. The environment chosen should be convenient for your intended audience. In the past, students have presented in libraries, churches, community centers, private homes, schools, and gyms, parks, and assisted-living facilities. You will want to consider whether you need permission to use the facility and if there is a fee. Once you have secured a location, assess the resources available. Availability of resources, like a computer and screen to project an image, will influence your teaching methods.

Directions:

Describe your learning environment

Document the name and type of the facility you have chosen for your presentation.

Document the name and title of the person granting you permission to teach at this location. If you do not need permission, describe why.

Provide a description of the resources available at this location (i.e., computer, internet access, chalk board, chairs, tables for writing). How will the resources influence your plan for teaching?

 Health Education and Promotion

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 Health Education and Promotion

What is the difference between health education and health promotion?

Support your answers with references from your text, assigned articles, or scholarly literature, and share relevant insights from your professional practice. Use proper APA formatting for all references and in-text citations.

 

OTHER SOURCES

Note

Include THREE academic references above 2017

NO CONSIDERATION FOR PLAGIARISM

APA FORMAT AND INDEX CITATION

PLEASE WRITE FROM PUBLIC HEALTH PERSPECTIVE

FOLLOW ALL PARTICIPATION SCORING GUIDE TO GAIN AL POINTS

 

PARTICIPATION GRADING RUBRIC
Criteria Non-performance Basic Proficient Distinguished
Apply relevant course concepts, theories, or materials correctly.
25%		 Does not explain relevant course concepts, theories, or materials. Explains relevant course concepts, theories, or materials. Applies relevant course concepts, theories, or materials correctly. Analyzes course concepts, theories, or materials correctly, using examples or supporting evidence.
Collaborate with fellow learners, relating the discussion to relevant course concepts.
25%		 Does not collaborate with fellow learners. Collaborates with fellow learners without relating the discussion to the relevant course concepts. Collaborates with fellow learners, relating the discussion to relevant course concepts. Collaborates with fellow learners, relating the discussion to relevant course concepts and extending the dialogue.
Apply relevant professional, personal, or other real-world experiences.
25%		 Does not contribute professional, personal, or other real-world experiences. Contributes professional, personal, or other real-world experiences, but contributions lack relevance. Applies relevant professional, personal, or other real-world experiences. Applies relevant professional, personal, or other real-world experiences to extend the dialogue.
Support position with applicable knowledge.
25%		 Does not establish relevant position. Establishes relevant position. Supports position with applicable knowledge. Validates position with applicable knowledge.

 

 

 Levels of Prevention

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 Levels of Prevention

Compare and contrast each of the three levels of prevention: primary, secondary, and tertiary. How are these three levels used to promote healthy behaviors and prevent unhealthy behaviors?

Support your answers by citing references from your text or from scholarly literature, and share relevant insights from your professional practice. Use correct APA formatting for all references and in-text citations.

OTHER SOURCES

Note

Include THREE academic references above 2017

NO CONSIDERATION FOR PLAGIARISM

APA FORMAT AND INDEX CITATION

PLEASE WRITE FROM PUBLIC HEALTH PERSPECTIVE

FOLLOW PARTICIPATION SCORING GUIDE TO GAIN ALL POINTS

PARTICIPATION GRADING RUBRIC
Criteria Non-performance Basic Proficient Distinguished
Apply relevant course concepts, theories, or materials correctly.
25%		 Does not explain relevant course concepts, theories, or materials. Explains relevant course concepts, theories, or materials. Applies relevant course concepts, theories, or materials correctly. Analyzes course concepts, theories, or materials correctly, using examples orsupporting evidence.
Collaborate with fellow learners, relating the discussion to relevant course concepts.
25%		 Does not collaborate with fellow learners. Collaborates with fellow learners without relating the discussion to the relevant course concepts. Collaborates with fellow learners, relating the discussion to relevant course concepts. Collaborates with fellow learners, relating the discussion to relevant course concepts and extending the dialogue.
Apply relevant professional, personal, or other real-world experiences.
25%		 Does not contribute professional, personal, or other real-world experiences. Contributes professional, personal, or other real-world experiences, but contributions lack relevance. Applies relevant professional, personal, or other real-world experiences. Applies relevant professional, personal, or other real-world experiences to extend the dialogue.
Support position with applicable knowledge.
25%		 Does not establish relevant position. Establishes relevant position. Supports position with applicable knowledge. Validates position with applicable knowledge.


PARTICIPATION SCORING GUIDE TO GAIN ALL POINTS

Leadership And Management Attributes

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Leadership And Management Attributes

You have recently started a position as a department director with five managers reporting to you. Earlier today, one of your managers reports that a client expired on her unit. She suspects that a factor that may have contributed to the client’s demise may be related to the actions of a nurse on her unit. This nurse has several notes in her personnel file that reflect potential client abuse. You and the nurse manager both have concerns that this sentinel event must be investigated.

Later in the day, the Chief Nursing Officer asks you to speak to new nurse managers to share attributes of leadership with the plan of enhancing their leadership skills. You see an opportunity to combine the situation of the client with a bad outcome, due to the alleged influence of one of the nurses, while building information to share this real-life situation with new nurse leaders.

Instructions

As a follow up to the investigation of the client’s unexpected death, generate an internal memo to your managers to reflect leadership and management attributes and include steps taken to investigate this unfortunate situation. As you create this memo, keep in mind that you should include:

 

Quality Management PDCA Model

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Quality Management PDCA Model

The PDCA (Plan, Do, Check, Act) model is being used in public health to promote continuous quality improvement (CQI). Explain why CQI is important and using the four steps in the PDCA model, explain the strategy you as the public health nurse would use to improve the health of clients in your community.  Also, identify partnerships necessary to ensure quality health outcomes for your community and explain why these partners are necessary.

Note

Some examples, smoking cessation, tuberculosis control, or sex education for teens.

Two references and intext citation 7 edition

Government

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Government

Instructions
For this week’s assignment you will write the Research Design section of your research. At this point you will have identified an appropriate research design as a result of writing your literature review and reading the material in this week’s lesson.

The following description for this section of your thesis is from the End of Program Manual (EOP):

Research Design/Methodology: Describes how the student will test the hypothesis and carry out his/her analysis. This section describes the data to be used to test the hypothesis, how the student will operationalize and collect data on his/her variables, and the analytic methods that to be used, noting potential biases and limitations to the research approach. It should include:

  • identification and operationalization (measurement) of variables;
  • a sampling plan (i.e., study population and sampling procedures, if appropriate);
  • justification of case studies used;
  • data collection/sources (secondary literature, archives, interviews, surveys, etc.);
  • a summary of analysis procedures (pattern-matching, etc.); and
  • the limitations of study and bias discussion.

 Technical Requirements:

  • Scholarly and credible references should be used. A good rule of thumb is at least 2 scholarly sources per page of content.
  • Type in Times New Roman, 12 point and double space.
  • Students will follow the current APA Style as the sole citation and reference style used in written work submitted as part of coursework.
  • Points will be deducted for the use of Wikipedia or encyclopedic type sources. It is highly advised to utilize books, peer-reviewed journals, articles, archived documents, etc.

Please just concentrate on Research Design Section

organisms

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Difference  between prokaryotic and eukaryotic organisms

· Use the information presented in the module folder along with your readings from the textbook to answer the following questions.

  1. Describe four (4) important differences      between prokaryotic and eukaryotic organisms:
  2. Briefly describe the function of the following      organelles:

a) Plasma membrane –

b) Glycocalyx –

c) Cell wall –

d) Nucleus –

e) Endoplasmic reticulum –

f) Golgi apparatus –

g) Lysosomes –

h) Ribosomes –

i) Peroxisomes –

j) Mitochondria –

k) Chloroplasts –

  1. What is a biofilm? Discuss  the advantages and disadvantages of biofilms:

4. Briefly describe the process of aerobic cellular respiration. How does this process differ from anaerobic cellular respiration? How are these processes similar?

Briefly describe the difference between eukaryotic cell division and prokaryotic cell division. Be sure to include the name of the processes that each uses to 

 Feedback Loops

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 Feedback Loops

Trader Joe’s is the company

Feedback loops are an important tool in making sure your product or  service meets or exceeds the business and customer expectations. Your  business model should include strategies explaining how you will seek  and implement feedback from different sources, with a focus on  establishing constructive feedback loops that will help improve your  product or service and enhance customer retention.

In your initial post, address the following:

quality of life assessment

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My Quality Of Life Self-Care Plan

Balancing School and Life – My Quality of Life Self-Care Plan. The purpose of developing this Plan is to set a framework and a plan to maintain wellness and to stay motivated and engaged throughout your Program. Doing this will help you achieve success during your coursework and as a professional nurse.

The goal of the Project is to help you become self-aware and reflective as a means of identifying personal self-care strategies that will increase your energy and help you manage your stress. The Project will give you a chance to learn how this is accomplished as you will be doing similar work with clients during the Program and as a professional nurse to assist them in the same way.

Using an online search tool such as Google.com, locate and select a free quality of life assessment tool. Assess your quality of life using the tool you selected. You can find your own tool, but I prefer everyone use the Quality of Life Self Care Wheel attached below. 

Quality of Life Self Care Wheel – A (3) (1).pdf

The Thing That Has Really Made Me Tough

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The Thing That Has Really Made Me Tough

 

Venus Williams:

Venus Williams is a professional tennis player who has won seven Grand Slams and four Olympic gold medals.

I’m sitting at my desk after having to pull out of this year’s U.S. Open with a leg injury. Managing physical ailments is always difficult, but it’s part of a professional athlete’s job. I have always understood this.

But my body is only half of it. I still remember the first time my mother told me this: If I wanted to thrive in this sport — and in life — I needed to take care of my “whole self.”

We had traveled to Oakland for my first professional tennis tournament. I was 14. She was aware that I was entering a new phase of my life, one that would bring heightened visibility and more intense demands. She saw the pressures gathering on the horizon.

Until then, putting myself in a position to perform at my best had always meant physical training, physical preparedness and physical health. The extent of my understanding of the psychological side of things was to be mentally tough on the court in the name of winning. I made sure never to show any weakness.

What my mom was telling me that day in Oakland was that none of those elements of winning would work unless I also tended to my mental health. I needed to have a balanced life and not identify myself solely as a tennis player. Even though I was beginning to have success as a young pro, I had to remain committed to my education, stay connected to my religion and enjoy the experience of improvement — not be so driven that I would miss it all.

In other words, my life wasn’t just about how well I hit the ball. And neither was my success on the court. We’ve all seen professional athletes whose performances have fallen off because of things happening to them off the fields of play that mess with their mental state.

A few years ago, I was diagnosed with an autoimmune disease. There was no book I could read to tell me how I could manage and overcome this illness. There was not, and is not, a straight line to the solution.

But after years of thinking holistically, I knew how to get started. I set about working not only with doctors on the physical aspects of my disease, but I also sought out mental health professionals to help me see more clearly — not to let my fears distort my reality — and to develop my ability to learn to stay in the moment. Also, and perhaps most important of all, I learned to be kind to myself every day as I faced this new obstacle.

I may be a professional tennis player, but I actually don’t think I’m that different from everyone else. All of us face mental health challenges resulting from the inevitable setbacks and uncertainties of life. We also live in a culture that glorifies being a workaholic, where the risks of burnout are often ignored, and where, let’s face it, whether you’re on or off the court, winning is everything.

It doesn’t matter who you are. You need support. You can’t divorce mental health from anything you do. It impacts your physical well-being, your decision-making, your ability to cope with difficult moments.

I grew up running down every last ball on the hot, hard courts of Compton. My sister Serena and I were taught that we’d have to fight harder than other players to get the respect we deserved. That’s what I thought “tough” meant.

But admitting you’re vulnerable is no joke. It isn’t easy to ask for help or confide in people about having emotional struggles. I have been lucky to have a sister who has gone through similar challenges; we have always been able to share our experiences and support each other.

Paying attention to my psychological well-being has allowed me to love the game of tennis for this long. I guess you could say it’s the thing that has really made me tough.

I am fortunate to have family and coaches who let me lean on them. For me, open and positive communication is essential. It has been wonderful to see so many athletes, such as Naomi Osaka, Simone Biles and Michael Phelps, talk about the need to tend to the inevitable psychological issues that bubble up for all of us.

But it is incredibly frustrating to me that only an estimated half of those who have mental illness get the treatment they need. As we confront the devastating impact of the pandemic, support for our mental health is more urgent than ever. I would imagine that if you’re reading this column, you know someone who was or is struggling emotionally. I know I do.

I have partnered with the therapy service Better Help and the Women’s Tennis Association, which are providing $2 million toward free therapy to anyone who signs up and are supporting efforts to remove associations of shame attached to mental illness.

I am excited to lend my voice to destigmatizing mental illness, and it starts here: Let’s show up for ourselves and for one another and recognize what it takes to be truly strong.

Venus Williams is a professional tennis player who has won seven Grand Slam titles and four Olympic gold medals.

A version of this article appears in print on Sept. 13, 2021, Section A, Page 19 of the New York edition with the headline: Being Tough Means Taking Care of My Whole Self.

n “Venus Williams: The Thing That Has Really Made Me Tough,” the athlete says, “It doesn’t matter who you are, You need support. You can’t divorce mental health from anything you do. It impacts your physical well-being, your decision-making, your ability to cope with difficult moments.”

Using the article for support, explain whether or not you agree with Williams’ emphasis on mental health as a foundation for  success.

Note

300 word minimum.

The diagnostic is an ungraded writing skills test.