A teacher’s ability to reflect upon his or her practice to improve student learning is a key skill that is learned over time and not easily mastered. How would (or do) you include the principles or methods of Critical Reflection into your practice or studies? Relate an incident in which you have used a systematic … Read more
Each student will complete a term-long action project that will culminate with an original 7- to 10-page paper. Observe organizational behavior: During this course, take the opportunity to observe organizational behavior firsthand for at least 10 hours during the term. The setting of your observation experience may be your workplace, a small business, a local … Read more
Select two of the unit student learning outcome (USLO) prompts below to respond to in this week’s reflection. USLO 8.1 Recognize metabolism and energetics in the human body. USLO 8.2 Identify the roles of macronutrients and micronutrients in the body. USLO 8.3 Differentiate the mechanisms of carbohydrate metabolism. USLO 8.4 Differentiate the mechanisms of lipid … Read more
From the perspective of a nurse practitioner student doing their second week of clinical rotation at a gerontology primary care office: Describe your clinical experience for this week. Did you face any challenges, any success? If so, what were they? Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of … Read more
Describe your clinical experience as a student nurse practitioner for this week during geriatric clinical Did you face any challenges, any success? If so, what were they? Describe the assessment of a patient, detailing the signs and symptoms (S&S), assessment, plan of care, and at least 3 possible differential diagnosis with rationales. Mention the health … Read more
You are a senior student participating in a school trip to a cold climate region. Your task is to understand how our skin helps us survive in the cold. You will explore the basics of skin structure, learn about different food sources that keep us warm, and understand why sweating is essential for staying safe … Read more
Select two of the unit student learning outcome (USLO) prompts below to respond to in this week’s reflection. USLO 7.1 Identify the structure and function of the layers in the alimentary canal and accessory organs of the digestive system. USLO 7.2 Describe the digestive processes of the mouth, pharynx, and esophagus. USLO 7.3 Describe the … Read more
The purpose of this analysis is to raise the student’s personal and professional level of awareness regarding the subject of diverse populations. Complete the Social and Cultural Diversity Analysis (1,750-2,000 words), by referring to the content criteria provided in “Social and Cultural Diversity Analysis Writing Instructions” document. The analysis must include at least five scholarly … Read more
Select two of the unit student learning outcome (USLO) prompts below to respond to in this week’s reflection. USLO 6.1 Identify the structure and function of the lymphatic organs. USLO 6.2 Distinguish between the mechanisms of the innate (non-specific) defenses. USLO 6.3 Distinguish between the mechanisms of the adaptive (specific) defenses: cell-mediated immunity. USLO 6.4 … Read more
Each student will review the checklist for change and toolkit exercises at the end of each chapter in Deszca et al. (2020). Each week of sessions one through six, a paper will be submitted responding to the assigned questions, evaluating the same organization each week. APA citations and references are not required, but the paper … Read more