MKP3 — MKP3 TASK 1: EMERGING TECHNOLOGY AND NURSING EDUCATION
EMERGING TRENDS AND CHALLENGES IN 21ST CENTURY NURSING EDUCATION — C922 PRFA — MKP3
Preparation Activity Overview Submissions Review Reveal
COMPETENCIES
7057.1.1 : Acknowledge Tutorial Developments
The learner acknowledges the affect of developments, significant challenges, and developments in academic technology in higher education in the twenty first century.
7057.1.2 : Propose Nursing Education Methods
The learner proposes recommendations for tutorial nursing education functions to accommodate the new and future challenges confronted by nursing apply.
7057.1.3 : Provoke Trade
The learner collaborates with nursing leaders in various healthcare settings to provoke switch by policy efficacy that strengthens nursing apply and advances the device forward for healthcare.
INTRODUCTION
Tutorial nurse educators encourage a essentially major role as leaders and brokers of switch internal a firm, assuredly a college of nursing. Numerous the challenges in nursing education are the outcomes of developments, clinical calls for, and developments in academic technology in higher education in the twenty first century. Internal nursing education, there are also evolving applied sciences in healthcare, an increasing scope of apply, and steady-ethical considerations, which all salvage an tag on the quality and safety of patient care. Nursing program curricula must be repeatedly revised to reflect these changes and shatter obvious graduates from nursing functions are in a home to successfully enter the job market.
For this project, you are going to imply the integration of technology into curriculum to income an academic nursing education program. The switch would maybe be implemented in the direction “The Role of the BSN Nurse in Selling Neighborhood Health,” which modified into once created in the outdated MSNEDU classes. You would possibly exercise 5 search for-reviewed articles published at some level of the final 5 years to envision fresh and rising academic applied sciences suggested by educated organizations. You then will exercise this files to establish and imply the new technology integration to make stronger the curricular switch. An diagnosis of organizational readiness for switch to “The Role of the BSN Nurse in Selling Neighborhood Health” might nonetheless even be included.
Define: You’ve got gotten to submit and cross C921 ahead of submitting the duty in C922.
REQUIREMENTS
Your submission must signify your long-established work and working out of the direction field matter. Most efficiency overview submissions are robotically scanned by the WGU similarity checker. College students are strongly encouraged to wait for the similarity file to generate after uploading their work after which overview it to shatter obvious Tutorial Authenticity pointers are met ahead of submitting the file for evaluation. Survey Working out Similarity Experiences for extra files.
Grammarly Define:
Expert Communique would maybe be robotically assessed by Grammarly for Education in most efficiency assessments ahead of a scholar submits work for evaluation. College students are strongly encouraged to envision the Grammarly for Education feedback earlier than submitting work for evaluation, because the total submission won’t cross with out this ingredient passing. Survey Use Grammarly for Education Successfully for extra files.
Microsoft Data Define:
Write your paper in Microsoft Notice (.doc or .docx) unless but any other Microsoft product, or pdf, is specified in the duty directions.Tasks maynotbe submitted as cloud links, equivalent to links to Google Medical doctors, Google Slides, OneDrive, and many others. All supporting documentation, equivalent to screenshots and proof of trip, might nonetheless be nonetheless in a pdf file and submitted separately from the predominant file.For added files, please uncover Computer System and Know-how Requirements.
Sources outmoded to make stronger this overview must be published at some level of the outdated 10 years, rather then for legacy and seminal sources. Please in moderation overview the rubric for any exceptions.
You’ve got gotten to make exercise of the rubric to insist the creation of your submission because it provides detailed criteria that will probably be outmoded to bear in mind your work. Every requirement below would be evaluated by greater than one rubric ingredient. The rubric ingredient titles might dangle hyperlinks to linked parts of the direction.
Construct a proper proposal using the connected “C922 Curriculum Know-how Proposal Template” that integrates the chosen rising technology for a curricular switch into the beforehand developed direction, “The Role of the BSN Nurse in Selling Neighborhood Health.” Save no longer modify or switch the template contents or structure.
A. Write an executive summary (suggested length of 1 web page) that contains a synopsis of the key aspects of your proposal.
Define: The executive summary is written after getting gotten performed your proposal.
B. Entire a literature overview of your curriculum technology proposal on using technology in education by doing the following:
1. Entire the literature overview summary table in the connected “C922 Curriculum Know-how Proposal Template” using 5 search for-reviewed articles published at some level of the final 5 years that enhance your curriculum technology proposal. Include your literature overview summary table as Table 1, and reference Table 1 in the parable where the literature overview findings are discussed.
2. Synthesize your literature overview findings, including all 5 search for-reviewed articles you reviewed in piece B1 and how the articles enhance your specific technology proposal. Map connections between an identical articles, and highlight any dissimilar or contradictory findings, if appropriate.
3. Essentially basically based on your literature overview, discuss the need for additional research or trend relative to the proposed technology.
C. Entire a needs overview and look the new technology challenges by doing the following: 1. Portray the project outmoded to habits a curricular technology needs overview using a predicament diagnosis as outlined in Table 2 in the connected “C922 Curriculum Know-how Proposal Template.”. a. Identify three tutorial stakeholders (e.g., faculty, college students, preceptors, IT personnel) and their roles in the gap diagnosis.
b. Define recommendations of collaboration with stakeholders in interprofessional groups and why the recommendations would be efficient.
2. Compare two fresh or rising applied sciences by describing the advantages and disadvantages of every as they apply to “The Role of the BSN Nurse in Selling Neighborhood Health.” 3. Discuss about three challenges with the new snarl of technology in the direction “The Role of the BSN Nurse in Selling Neighborhood Health,” including examples for every peril.
4. Define how you are going to overcome the three challenges from piece C3.
5. Summarize your findings of the curricular technology needs overview.
a. Portray the collaboration alongside with your stakeholders to succeed in a consensus on one technology from piece C2.
D. Identify the rising technology and total a pressure field diagnosis to establish forces for and towards your curriculum technology proposal using Table 3 in the connected “C922 Curriculum Know-how Proposal Template.”
1. Collaborate alongside with your preceptor and stakeholders to establish factors that can salvage an tag on the adoption of your proposal by doing the following:
a. Analyze two internal and two exterior organizational factors that can facilitate or obstruct implementation.
b. Portray three forces that can facilitate integration of the identified rising technology in the direction “The Role of the BSN Nurse in Selling Neighborhood Health.”
c. Portray three forces that can obstruct integration of the identified rising technology in the direction “The Role of the BSN Nurse in Selling Neighborhood Health.”
2. Identify a switch theory acceptable for your technology integration and adoption. a. Interpret the selected switch theory from piece D2.
b. Portray doable resistance and barriers to the technology switch.
c. Discuss about how you intend to place into effect the switch theory identified in piece D2.
E. Write a conclusion specializing in the affect and significance of your proposal by doing the following: 1. Discuss about the cause and rationale of your proposal.
2. Define how your proposal fills the identified curriculum needs gap.
3. Discuss about why enforcing this proposal is very vital and the affect this can salvage on the broader field of nursing.
F. Acknowledge sources, using in-textual snarl material citations and references, for snarl material that is quoted, paraphrased, or summarized.
G. Define educated communication in the snarl material and presentation of your submission.
File Restrictions
File establish might dangle fully letters, numbers, areas, and these symbols: ! -_. * ‘ ( )
File size limit: 200 MB
File forms allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:EXECUTIVE SUMMARY
NOT EVIDENT
An executive summary is no longer provided.
B1:LITERATURE REVIEW SUMMARY TABLE
NOT EVIDENT
A literature overview summary ta ble is no longer provided.
B2:LITERATURE REVIEW FINDINGS
APPROACHING
COMPETENCE
The executive summary does no longer consist of an intensive synopsis of key aspects of the proposal.
APPROACHING
COMPETENCE
The literature overview summary table provides fully one–4 articles. Or 1 or extra of the articles are
no longer search for-reviewed, weren’t published in the final 5 years, or enact no longer enhance the curriculum technology proposal. Or the lit erature overview summary table is incorrect. Or the articles refer enced in the parable half of the literature overview are no longer in cluded in the literature overview summary table, or the table is no longer provided and referenced as Table 1 in the curriculum proposal.
COMPETENT
The executive summary contains an intensive synopsis of key aspects of the proposal.
COMPETENT
The literature overview summary table provides 5 search for-reviewed articles published at some level of the final 5 years that enhance the curricu lum technology proposal. The lit erature overview summary table is correct. The articles referenced in the parable half of the lit erature overview are included in the literature overview summary table, and the table is provided and referenced as Table 1 in the curriculum proposal.
NOT EVIDENT APPROACHING COMPETENCE
COMPETENT
A synthesis of literature overview findings is no longer provided.
B3:GAPS IN RESEARCH
NOT EVIDENT
A dialogue of the need for fur ther research or trend is no longer provided.
C1:GAP ANALYSIS PROCESS
NOT EVIDENT
An outline of the needs as sessment project is no longer
provided.
C1A:STAKEHOLDERS
NOT EVIDENT
No tutorial stakeholders are identified.
The synthesis of literature re glimpse findings does no longer consist of 1 or extra of the 5 search for-reviewed articles, or the synthesis is unor ganized or no longer cohesive. Or the synthesis does no longer blueprint connec tions or highlight contradictions between the articles as applica ble. Or the synthesis does no longer procure a convincing case for the technology proposal.
APPROACHING
COMPETENCE
The dialogue is no longer supported by the literature overview or does no longer enlighten an steady working out of how additional research or trend is major linked to the educated posed technology.
APPROACHING
COMPETENCE
The description of the project outmoded to habits a curricular technology needs overview using a predicament diagnosis is incorrect or incomplete.
APPROACHING
COMPETENCE
Finest 1 or 2 tutorial stakehold ers are identified, or every of the stakeholders’ roles in the gap diagnosis are no longer identified. Or the identified stakeholders and
The synthesis of literature re glimpse findings contains all 5 search for reviewed articles, and the syn thesis is organized and cohesive. The synthesis attracts connections or highlights contradictions be tween the articles as appropriate to procure a convincing case for the technology proposal.
COMPETENT
The dialogue is supported by the literature overview and demon strates an steady model ing of how additional research or trend is major linked to the proposed technology.
COMPETENT
The description of the project outmoded to habits a curricular technology needs overview us ing a predicament diagnosis is correct and total.
COMPETENT
3 tutorial stakeholders and each of their roles in the gap diagnosis are precisely identified for the project.
C1B:METHODS OF COLLABORATION
NOT EVIDENT
An evidence is no longer provided.
C2:CURRENT OR EMERGING TECHNOLOGIES
NOT EVIDENT
A comparability is no longer provided.
C3:TECHNOLOGY CHALLENGES
NOT EVIDENT
A dialogue of challenges is no longer provided.
roles are incorrect for the project.
APPROACHING
COMPETENCE
The explanation contains fully one formula of collaboration internal interprofessional groups, or the included recommendations would no longer be
efficient. Or an explanation is no longer provided on how every formula would be outmoded or why every formula would be efficient in fostering collaboration.
APPROACHING
COMPETENCE
The comparability is no longer compre hensive, or it does no longer accu rately establish the advantages or disadvantages of two fresh or rising applied sciences. The identified advantages and disad vantages of every technology enact no longer consist of a description of their utility to “The Role of the BSN Nurse in Selling Neighborhood Health” direction.
APPROACHING
COMPETENCE
The dialogue does no longer accu rately address 3 challenges with the new snarl of technology, or it does no longer provide examples for every peril.
COMPETENT
The explanation contains 2 or extra efficient recommendations of col laboration with the interprofes sional team. For every formula, an explanation is provided on how the device would be outmoded and why the device would be effec tive in fostering collaboration.
COMPETENT
The comparability comprehen sively and precisely identifies advantages and disadvantages of two fresh or rising technolo gies. The identified advantages and disadvantages of every tech nology consist of a description of their utility to “The Role of the BSN Nurse in Selling Neighborhood Health” direction.
COMPETENT
The dialogue precisely advert attire 3 challenges with the new snarl of technology and provides examples for every peril.
C4:OVERCOMING CHALLENGES
NOT EVIDENT
An evidence of over come challenges is no longer provided.
C5:SUMMARY OF FINDINGS
NOT EVIDENT
The submission does no longer sum marize any findings.
C5A:COLLABORATION WITH STAKEHOLDERS
NOT EVIDENT
An outline of collaboration with stakeholders is no longer
provided.
D:FORCE FIELD ANALYSIS
NOT EVIDENT
An rising technology is no longer identified, and a pressure field
diagnosis is no longer provided.
APPROACHING
COMPETENCE
The explanation of easy recommendations to overcome the 3 challenges from piece C3 is incomplete or irrele vant. Or the recommendations would be ineffective.
APPROACHING
COMPETENCE
The submission contains a sum mary of findings, but the findings are no longer linked to the curricu lar technology needs. Or the summary does no longer exercise concise aspects linked to the efficient ness of the educational technol ogy in assembly the finding out needs of faculty students.
APPROACHING
COMPETENCE
The description of the collabora tion with stakeholders does no longer consist of the opinions, feedback, or opposition from stakeholders or how they reached the con sensus on 1 technology.
APPROACHING
COMPETENCE
The rising technology is identified, but the pressure field diagnosis is incomplete or identi fies unrealistic forces for and
COMPETENT
The explanation of easy recommendations to overcome the 3 challenges from piece C3 is total and linked, and the recommendations would be efficient.
COMPETENT
The submission contains a sum mary of linked findings of cur ricular technology needs, using concise aspects linked to the ef
fectiveness of the educational technology in assembly the be taught ing needs of faculty students.
COMPETENT
The description of the collabora tion with stakeholders contains the opinions, feedback, and op space from stakeholders and how they reached the consensus on 1 technology.
COMPETENT
The rising technology is iden tified, and the pressure field diagnosis is total and realistically iden tifies forces for and towards the
curriculum technology proposal
D1A:ORGANIZATIONAL FACTORS
NOT EVIDENT
An diagnosis of issues is no longer provided.
D1B:FORCES FOR INTEGRATION
NOT EVIDENT
An outline of forces for inte gration is no longer provided.
D1C:CHALLENGES TO INTEGRATION
NOT EVIDENT
An outline of forces impeding integration is no longer provided.
towards the curriculum technol ogy proposal. Or the diagnosis is no longer performed in the connected “C922 Curriculum Know-how Proposal Template.”
APPROACHING
COMPETENCE
The diagnosis contains fewer than 2 internal or fewer than 2 exter nal organizational factors that can facilitate or obstruct imple mentation. Or 1 or extra of the factors are unrealistic.
APPROACHING
COMPETENCE
The description does no longer advert dress 3 forces that can facilitate integration of the identified rising technology in the direction “The Role of the BSN Nurse in Selling Neighborhood Health.” Or 1 or extra of the identified forces are unrealistic.
APPROACHING
COMPETENCE
The description does no longer advert dress 3 forces that can obstruct integration of the identified rising technology in the direction “The Role of the BSN Nurse in Selling Neighborhood Health.” Or 1 or extra of the identified forces are unrealistic.
using the connected “C922 Curriculum Know-how Proposal Template.”
COMPETENT
The diagnosis contains 2 or extra internal and a pair of or extra exterior organizational factors that can every realistically facilitate or im
pede implementation.
COMPETENT
The description addresses 3 forces that can facilitate integra tion of the identified rising technology in the direction “The Role of the BSN Nurse in Selling Neighborhood Health,” and each identified pressure is realistic.
COMPETENT
The description addresses 3 forces that can obstruct integra tion of the identified rising technology in the direction “The Role of the BSN Nurse in Selling Neighborhood Health,” and each identified pressure is realistic.
D2:IDENTIFICATION OF CHANGE THEORY
NOT EVIDENT
A switch theory is no longer
identified.
D2A:JUSTIFICATION OF CHANGE THEORY
NOT EVIDENT
A justification of the switch the ory is no longer provided.
D2B:POTENTIAL RESISTANCE TO TECHNOLOGY
NOT EVIDENT
An outline of doable resis tance and barriers is no longer
provided.
D2C:PLANS TO IMPLEMENT CHANGE THEORY
NOT EVIDENT
The submission does no longer discuss a opinion.
APPROACHING
COMPETENCE
The switch theory identified is no longer linked to or is inappropri ate for the technology integra tion or adoption.
APPROACHING
COMPETENCE
The justification of the selected switch theory from piece D2 is no longer research-based totally mostly or does no longer consist of specific little print that sup port the justification.
APPROACHING
COMPETENCE
The description of doable re sistance and barriers to the technology switch is illogical or irrelevant to the technology switch.
APPROACHING
COMPETENCE
The submission discusses an il logical opinion to place into effect the switch theory identified in piece D2, or the dialogue is no longer effectively supported or is incorrect in de tail. Or the switch theory is dif ferent from the one identified in piece D2.
COMPETENT
The switch theory identified is expounded to and acceptable for the technology integration and adoption.
COMPETENT
The justification of the selected switch theory from piece D2 is re search-based totally mostly and contains spe cific little print that enhance the justification.
COMPETENT
The description of doable re sistance and barriers to the tech nology switch is logical and rele vant to the technology switch.
COMPETENT
The submission discusses a logi cal opinion to place into effect the switch theory identified in piece D2 with steady and effectively-supported ingredient.
E1:PURPOSE OF PROPOSAL
NOT EVIDENT
A dialogue of the explanation is
no longer provided.
E2:EXPLANATION OF PROPOSAL AND NEEDS GAP
NOT EVIDENT
An evidence of the proposal
is no longer provided.
E3:IMPORTANCE AND IMPACT OF PROPOSAL
NOT EVIDENT
A dialogue about implementa tion is no longer provided.
APPROACHING
COMPETENCE
The submission does no longer discuss the cause of the proposal, or the dialogue contains a poorly supported rationale. Or the dis cussion does no longer specialize in the affect or cause of the educated posal. Or the dialogue uses fully traditional examples when ex plaining the cause of the proposal.
APPROACHING
COMPETENCE
The explanation does no longer advert dress how the proposal will web the identified curriculum needs gap or is no longer supported with evi dence from the needs-gap diagnosis, or the proof is no longer linked to the needs-gap diagnosis.
APPROACHING
COMPETENCE
The dialogue does no longer address the importance of enforcing the proposal, or the dialogue does no longer provide details or logical reasoning about the affect the proposal can salvage on the broader field of nursing.
COMPETENT
The submission discusses the cause of the proposal and in cludes a effectively-supported rationale that makes a speciality of the affect and cause of the proposal. The dis cussion uses specific examples when explaining the cause of the proposal.
COMPETENT
The explanation addresses how the proposal will web the identified curriculum needs gap and is sup ported with proof from the needs-gap diagnosis.
COMPETENT
The dialogue addresses the sig nificance of enforcing the proposal and provides details and logical reasoning about the im pact the proposal can salvage on the broader field of nursing.
F:SOURCES
NOT EVIDENT
The submission does no longer consist of both in-textual snarl material citations and a ref erence list for sources which would maybe maybe be quoted, paraphrased, or
summarized.
G:PROFESSIONAL COMMUNICATION
NOT EVIDENT
This submission contains perva sive errors in educated com munication linked to grammar, sentence fluency, contextual
spelling, or punctuation, nega tively impacting the educated quality and clarity of the writing. Explicit errors had been identi fied by Grammarly for Education below the Correctness
category.
APPROACHING
COMPETENCE
The submission contains in-textual snarl material citations for sources which would maybe maybe be quoted, paraphrased, or summa rized and a reference list; how ever, the citations or reference list is incomplete or incorrect.
APPROACHING
COMPETENCE
This submission contains sub stantial errors in educated communication linked to gram mar, sentence fluency, contex tual spelling, or punctuation. Explicit errors had been identi fied by Grammarly for Education below the Correctness
category.
COMPETENT
The submission contains in-textual snarl material citations for sources which would maybe maybe be properly quoted, paraphrased, or summarized and a reference list that precisely identifies the au thor, date, title, and provide loca tion as on hand.
COMPETENT
This submission contains satis factory exercise of grammar, sentence fluency, contextual spelling, and punctuation, which promote ac curate interpretation and working out.
- WE OFFER THE BEST CUSTOM PAPER WRITING SERVICES. WE HAVE DONE THIS QUESTION BEFORE, WE CAN ALSO DO IT FOR YOU.
- Assignment status: Already Solved By Our Experts
- (USA, AUS, UK & CA PhD. Writers)
- CLICK HERE TO GET A PROFESSIONAL WRITER TO WORK ON THIS PAPER AND OTHER SIMILAR PAPERS, GET A NON PLAGIARIZED PAPER FROM OUR EXPERTS
QUALITY: 100% ORIGINAL PAPER – NO ChatGPT.NO PLAGIARISM – CUSTOM PAPER
Looking for unparalleled custom paper writing services? Our team of experienced professionals at AcademicWritersBay.com is here to provide you with top-notch assistance that caters to your unique needs.
We understand the importance of producing original, high-quality papers that reflect your personal voice and meet the rigorous standards of academia. That’s why we assure you that our work is completely plagiarism-free—we craft bespoke solutions tailored exclusively for you.
Why Choose AcademicWritersBay.com?
- Our papers are 100% original, custom-written from scratch.
- We’re here to support you around the clock, any day of the year.
- You’ll find our prices competitive and reasonable.
- We handle papers across all subjects, regardless of urgency or difficulty.
- Need a paper urgently? We can deliver within 6 hours!
- Relax with our on-time delivery commitment.
- We offer money-back and privacy guarantees to ensure your satisfaction and confidentiality.
- Benefit from unlimited amendments upon request to get the paper you envisioned.
- We pledge our dedication to meeting your expectations and achieving the grade you deserve.
Our Process: Getting started with us is as simple as can be. Here’s how to do it:
- Click on the “Place Your Order” tab at the top or the “Order Now” button at the bottom. You’ll be directed to our order form.
- Provide the specifics of your paper in the “PAPER DETAILS” section.
- Select your academic level, the deadline, and the required number of pages.
- Click on “CREATE ACCOUNT & SIGN IN” to provide your registration details, then “PROCEED TO CHECKOUT.”
- Follow the simple payment instructions and soon, our writers will be hard at work on your paper.
AcademicWritersBay.com is dedicated to expediting the writing process without compromising on quality. Our roster of writers boasts individuals with advanced degrees—Masters and PhDs—in a myriad of disciplines, ensuring that no matter the complexity or field of your assignment, we have the expertise to tackle it with finesse. Our quick turnover doesn’t mean rushed work; it means efficiency and priority handling, ensuring your deadlines are met with the excellence your academics demand.
