Instructions:

Using the following link:

U. S. Department of Health and Human Services. (1979). The Belmont report. Office for Human Research Protections. https://www.hhs.gov/ohrp/regulations-and-policy/belmont-report/read-the-belmont-report/index.htmlLinks to an external site.

Read the Belmont’s Report: Using the topic selected for your practice change project, create a case study that describes how the ethical principles of respect for persons, beneficence, and justice will be protected during your project.

Contribute a minimum of 4 pages. It should include at least 3 academic sources, formatted and cited in APA.

CANT HAVE MORE THAN 10% PLAGIARISM PLEASE

DUE DATE JUNE 4, 2026

Discussion Assignment Instructions

You will complete 4 Discussions in this course. You will post one thread of 750 words by 11:59 p.m. (ET) on Thursday of the assigned Module: Week. References must be in current APA format.

Based on your required Learn items for this week and your own scholarly research, summarize why a professional code of ethics is necessary in the urban planning profession while engaged in a national, state, and/or local governmental planning organization. Apply one code of ethics violation from the textbook readings or your own research in the literature on planning ethics. Please use scripture(s) to support the position and integrate within your post and not at the end of the post. Determine a biblical viewpoint concerning the planning issue. Please use scripture to support the position. Integrate Biblical verses rather than at the end of the post.

ou will choose one of the surveys and analyze the construction and validity of one of the survey items/questions and its associated answer options. Do not answer the survey questions; rather you will analyze one item/question on one of the surveys.  For your initial post, review the following two surveys covering social justice and career considerations:

Survey: Social Justice in the United States Survey: Careers Choose one of the surveys to analyze in the discussion. Include the title of the survey you select in the title of your post. Answer the following questions about the survey you chose. Note: Unlike for the other discussions in this course, you must start a thread or complete your initial post to read and reply to your peers’ posts.

What one item/question you would change to improve the survey? Describe how the item/question is currently written and how it would be written if you changed it. Explain why you would change this item/question based on what you have learned in the course about creating a good survey. Use key terminology and concepts from your reading to explain your rationale for the improvements. Cite and reference your sources. Think about the one item/question you selected to revise. What is the scale of measurement for this item/question (categorical, ordinal, interval, ratio) as it was originally written? What do you notice about the item/question that leads you to believe it is categorical, ordinal, interval, or ratio? Use sources to support your reasoning. Will your revision to the item/question change the level of measurement? Explain how the level of measurement would be the same or different with your revision. Use sources to support your reasoning. How does appropriate survey construction relate to the programmatic theme of ethics?

DISCUSSION 2 NEED 2 PARAGRAPH

Given the fact that Medicare and Medicaid cover the elderly and the indigent and CHIP covers children, explain why is there such pushback to compulsory (universal) health coverage in the United States.

ou started your capstone phase by posting a first draft of your problem statement. While there will be many more drafts and revisions, having started the process of finding a topic is catapulting yourself forward in the doctoral program. It is of utmost importance that you consider the feedback from your instructor carefully. Every word matters!

Please keep revising your problem statement based on your instructor’s feedback. There will be many more revisions.

A problem can only be investigated in a capstone study if you have solid evidence that it exists.

In addition to you identifying the problem (for example, through personal communication at your local site), the problem must be considered a problem in the educational discipline by published research. Your work builds on, and adds to, the work other scholars have done. To determine if your research problem is current, you need to search the most recent peer-reviewed literature. At this point in your study, seek reference literature that has been published within the last 3 years.

The university library provides information on how to use Boolean terms to narrow your searches of recent peer-reviewed literature: https://academicguides.waldenu.edu/library/keyword/booleanLinks to an external site..

Your topic must be aligned to the specialization you enrolled in for your degree program.  For example, if your specialization is Curriculum, Instruction, and Assessment then your topic must focus on either Curriculum, Instruction, or Assessment. You would not be able to study “retention of biology professors at research universities” as a topic. A list of topics appropriate for your specialization is located on our website at: https://academicguides.waldenu.edu/research-center/program-documents/eddLinks to an external site.. Click on “Students Working on Prospectus Form”.

If in doubt, please reach out to your specialization coordinator. Their names and email addresses are also available on our website.

Before you search the literature, you should complete the lesson on “Critical Reading” which you can find at:

https://academicguides.waldenu.edu/academic-skills-center/success-strategies/critical-readingLinks to an external site.  

Please review the “Critical Reading for Evaluation” slide presentations which is located toward the middle of the page.

To prepare:

• Bookmark our website: https://academicguides.waldenu.edu/research-center/program-documents/eddLinks to an external site.
• Review the resources.
• Review the feedback from your instructor on your first-week discussion posting.
• Review the feedback from your instructor to your fellow students – most doctoral students go through the same thinking process and therefore, you will learn from feedback others received as well.

Instructions for Prospectus Form

1. Download the prospectus form from the EdD website:
   https://academicguides.waldenu.edu/research-center/program-documents/eddLinks to an external site.
   Click on “Students Working on Prospectus Form”
2. Name your file “Lastname, Firstname DQ Prospectus Draft 1 on (insert date).”
3. Print the appendix of the Prospectus Form and review the examples.
4. Read the instructions at the top and complete your name, student ID, and program/specialization. Ignore the other boxes for now.
5. Insert a working title even though you will change it at least a dozen times.
6. Start inserting the peer-reviewed, recent literature you have already read. Make sure to cite in APA7 (see Week 1 tutorial). Note that dissertations in ProQuest are not peer-reviewed. Try to have two or three articles for now.
7. Write your one-sentence problem statement without changing the sentence prompt in the form.
8. Insert the evidence of the problem. Any evidence needs to be publicly available (average test scores on district websites, college dropout rates on the Department of Education website, personal communication, etc.).
9. If you have solid evidence in form of data, insert a table with the data for the last 3 years (years are the rows of the table). The table needs to be in APA7. See the following website for more guidance: https://academicguides.waldenu.edu/formandstyle/apa/tablesfiguresLinks to an external site.
10. Understand our Academic Integrity Guidelines, including the appropriate and inappropriate use of AI Tools

• Walden University Library. (n.d.-b). Keyword searching: Finding articles on your topic: Connect keywordsLinks to an external site.. Walden Academic Guides. https://academicguides.waldenu.edu/library/keyword/boolean
• Walden University Capstone Form and Style. (n.d.). Tables and figures: HomeLinks to an external site.. Walden University Academic Guides. https://academicguides.waldenu.edu/formandstyle/apa/tablesfigures
• Walden University Office of Research and Doctoral Services. (n.d.-b). Doctoral prospectus resourcesLinks to an external site.. https://academicguides.waldenu.edu/research-center/program-documents/prospectus-resources
  • Note: Please refer to the EDD Prospectus Form link on this web page.

• OASIS: Academic Skill Center. (n.d.-a). Critical Reading Links to an external site. [Multimedia]. Walden University. https://academicguides.waldenu.edu/academic-skills-center/success-strategies/critical-reading
  • Note: Please review the “Critical Reading for Evaluation” slides which is located toward the middle of the page.
• Walden University Center for Social Change. (n.d.). Scholars of changeLinks to an external site. [Video].  https://academicguides.waldenu.edu/social-change/scholars-of-change
  • Go to the Walden Center for Social Changed and view videos about Walden’s Scholars of Change.
• Walden University, LLC. (2016e). Dr. Research: Review of literature [Multimedia]. Walden University Canvas. https://waldenu.instructure.com.
  Note: The approximate length of this media piece is 2 minutes

Problem statement

The problem that will be addressed through this study is that, despite implementing a comprehensive first-year seminar and peer mentoring program, approximately 40% of first-year students at a midsize public university drop out before reaching their sophomore year of college.

You started your capstone phase by posting a first draft of your problem statement. While there will be many more drafts and revisions, having started the process of finding a topic is catapulting yourself forward in the doctoral program. It is of utmost importance that you consider the feedback from your instructor carefully. Every word matters!

Please keep revising your problem statement based on your instructor’s feedback. There will be many more revisions.

A problem can only be investigated in a capstone study if you have solid evidence that it exists.

In addition to you identifying the problem (for example, through personal communication at your local site), the problem must be considered a problem in the educational discipline by published research. Your work builds on, and adds to, the work other scholars have done. To determine if your research problem is current, you need to search the most recent peer-reviewed literature. At this point in your study, seek reference literature that has been published within the last 3 years.

The university library provides information on how to use Boolean terms to narrow your searches of recent peer-reviewed literature: https://academicguides.waldenu.edu/library/keyword/booleanLinks to an external site..

Your topic must be aligned to the specialization you enrolled in for your degree program.  For example, if your specialization is Curriculum, Instruction, and Assessment then your topic must focus on either Curriculum, Instruction, or Assessment. You would not be able to study “retention of biology professors at research universities” as a topic. A list of topics appropriate for your specialization is located on our website at: https://academicguides.waldenu.edu/research-center/program-documents/eddLinks to an external site.. Click on “Students Working on Prospectus Form”.

If in doubt, please reach out to your specialization coordinator. Their names and email addresses are also available on our website.

Before you search the literature, you should complete the lesson on “Critical Reading” which you can find at:

https://academicguides.waldenu.edu/academic-skills-center/success-strategies/critical-readingLinks to an external site.  

Please review the “Critical Reading for Evaluation” slide presentations which is located toward the middle of the page.

To prepare:

• Bookmark our website: https://academicguides.waldenu.edu/research-center/program-documents/eddLinks to an external site.
• Review the resources.
• Review the feedback from your instructor on your first-week discussion posting.
• Review the feedback from your instructor to your fellow students – most doctoral students go through the same thinking process and therefore, you will learn from feedback others received as well.

Instructions for Prospectus Form

1. Download the prospectus form from the EdD website:
   https://academicguides.waldenu.edu/research-center/program-documents/eddLinks to an external site.
   Click on “Students Working on Prospectus Form”
2. Name your file “Lastname, Firstname DQ Prospectus Draft 1 on (insert date).”
3. Print the appendix of the Prospectus Form and review the examples.
4. Read the instructions at the top and complete your name, student ID, and program/specialization. Ignore the other boxes for now.
5. Insert a working title even though you will change it at least a dozen times.
6. Start inserting the peer-reviewed, recent literature you have already read. Make sure to cite in APA7 (see Week 1 tutorial). Note that dissertations in ProQuest are not peer-reviewed. Try to have two or three articles for now.
7. Write your one-sentence problem statement without changing the sentence prompt in the form.
8. Insert the evidence of the problem. Any evidence needs to be publicly available (average test scores on district websites, college dropout rates on the Department of Education website, personal communication, etc.).
9. If you have solid evidence in form of data, insert a table with the data for the last 3 years (years are the rows of the table). The table needs to be in APA7. See the following website for more guidance: https://academicguides.waldenu.edu/formandstyle/apa/tablesfiguresLinks to an external site.
10. Understand our Academic Integrity Guidelines, including the appropriate and inappropriate use of AI Tools

• Walden University Library. (n.d.-b). Keyword searching: Finding articles on your topic: Connect keywordsLinks to an external site.. Walden Academic Guides. https://academicguides.waldenu.edu/library/keyword/boolean
• Walden University Capstone Form and Style. (n.d.). Tables and figures: HomeLinks to an external site.. Walden University Academic Guides. https://academicguides.waldenu.edu/formandstyle/apa/tablesfigures
• Walden University Office of Research and Doctoral Services. (n.d.-b). Doctoral prospectus resourcesLinks to an external site.. https://academicguides.waldenu.edu/research-center/program-documents/prospectus-resources
  • Note: Please refer to the EDD Prospectus Form link on this web page.

• OASIS: Academic Skill Center. (n.d.-a). Critical Reading Links to an external site. [Multimedia]. Walden University. https://academicguides.waldenu.edu/academic-skills-center/success-strategies/critical-reading
  • Note: Please review the “Critical Reading for Evaluation” slides which is located toward the middle of the page.
• Walden University Center for Social Change. (n.d.). Scholars of changeLinks to an external site. [Video].  https://academicguides.waldenu.edu/social-change/scholars-of-change
  • Go to the Walden Center for Social Changed and view videos about Walden’s Scholars of Change.
• Walden University, LLC. (2016e). Dr. Research: Review of literature [Multimedia]. Walden University Canvas. https://waldenu.instructure.com.
  Note: The approximate length of this media piece is 2 minutes

Problem statement

The problem that will be addressed through this study is that, despite implementing a comprehensive first-year seminar and peer mentoring program, approximately 40% of first-year students at a midsize public university drop out before reaching their sophomore year of college.

Competency 1 Assessment Instructions

You’re a business consultant, and your new task is to teach a group of interns how economic events impact economic activity and economic concentration. You’ve decided to present the information in writing with visual aids. (Tip: charts and tables would help illustrate data for the interns.)

Create a 2-part report.

Part 1: Economic Events & Activity Analysis

Review the Learning Resources folder.

Write a 500- to 750-word analysis assessing how 2 major economic events influenced supply, demand, and economic equilibrium in U.S. economic activity. Choose your 2 events from the list:

Rapid price increases (examples: the 1973 oil embargo; the aftermath of a major hurricane) Dramatic employment drops (example: the 2006 housing bubble burst and the Great Recession that followed) Crippling interest rates imposed by the Federal Reserve (example: 1975–1985) 1991 Collapse of the Soviet Union, the end of the Cold War, and the “peace dividend” The dot-com bubble from 1994 to 2000 and the dot-com crash that followed Part 2: Economic Concentration Evaluation

Select 1 economic concentration (or “cluster”) from the list:

Seattle-Tacoma-Olympia, WA aerospace/defense industry Advanced logistics and supply-chain hubs in the U.S. Write a 700- to 1,050-word evaluation of how your chosen economic concentration evolved. Specifically, focus on the role of the 4 factors of production. Complete the following in your evaluation:

Analyze how the economic concentration was influenced by competition and pricing. Analyze how the economic concentration influenced the supply chain. Analyze which of the 4 factors of production were the most and least important in determining the economic concentration. Predict changes you anticipate for the area of economic concentration you chose. Support your predictions. Note: You may need to do additional research outside of course resources for some of the above topics.

Cite your sources.

Make sure to give credit to any sources you use by including both in-text citations and a list of references. You can see how to do this in the APA 7 manual or in the University Library. Here’s a quick example: In-text citation example: According to Hubbart (2023), resistance to change is . . . Reference example: Hubbart, J. A. (2023). Organizational change: The challenge of change aversion. Administrative Sciences, 13(7), 162. https://doi.org/10.3390/admsci13070162 You don’t have to follow this citation style perfectly, but it’s important to show which ideas are yours and which come from other places when you’re doing your assignments. Make sure you have addressed all the parts of the grading rubric.

Note: To pass a competency assessment you must receive at least a Meets Expectations (ME). You can resubmit your competency assessment a maximum of 2 times. You will receive feedback for your competency assessment. Use that feedback to make improvements before revising and resubmitting. This is an opportunity to learn and build mastery.

ompetency 1 Assessment Instructions

Southwest Airlines is facing tough competition and needs to update how it handles HR—things like hiring, training, and keeping workers happy—to stay on top. They’ve decided to hire you as an HR consultant to help them update their current HR strategy. As a first step, you’ll need to get a better understanding of Southwest’s current HR practices.

Research Southwest Airlines’ current HR practices using information from public sources.

Complete the HR Design Decisions worksheet, where you’ll examine several key components of HR management.

The worksheet contains specific instructions for examining each HR element. Each of your evaluations should provide a rationale for your choice, supported by evidence from credible sources. This might include company reports, industry analyses, employee reviews, and academic resources.

Cite your sources. Use the References section of the worksheet.

Make sure to give credit to any sources you use by including both in-text citations and a list of references. You can see how to do this in the APA 7 manual or in the University Library. Here’s a quick example: In-text citation example: According to Hubbart (2023), resistance to change is . . . Reference example: Hubbart, J. A. (2023). Organizational change: The challenge of change aversion. Administrative Sciences, 13(7), 162. https://doi.org/10.3390/admsci13070162 You don’t have to follow this citation style perfectly, but it’s important to show which ideas are yours and which come from other places when you’re doing your assignments.

In this research paper, you will examine cultural and gender representation within a selected public sphere (e.g., media, politics, entertainment, gaming, or other public domains). Your goal is to analyze patterns of representation using sociological theory and research.

This paper must remain analytical and research-based. Personal opinion should be avoided in favor of sociological explanation supported by credible evidence.

Paper Content Requirements

Your research paper should include the following components:

1. Selected Public Sphere

Clearly identify the public sphere you have chosen (e.g., media, politics, entertainment, gaming, or another relevant public domain). Provide context for why this sphere is significant for studying representation.

2. Patterns of Representation

Describe patterns of cultural and/or gender representation within your selected sphere.You should:

• Use data and statistics to support your description
• Identify trends, disparities, or inequalities
• Provide evidence from credible research sources

3. Sociological Analysis

Analyze the patterns you identified using relevant sociological theories.You should:

• Clearly explain the theory or theories being applied
• Demonstrate how these frameworks help interpret your findings

4. Social Implications

Discuss the broader social implications of these representation patterns.Consider questions such as:

• How might these patterns shape public perception?
• What impact might they have on identity formation, opportunity, or power dynamics?
• Do these patterns reinforce or challenge existing social structures?

Support your analysis with scholarly and credible sources.

Writing and Formatting Expectations

• Maintain an analytical, research-focused tone.
• Avoid opinion-based arguments.
• Organize the paper with a clear introduction, body paragraphs, and conclusion.
• Integrate scholarly and credible sources throughout the paper.
• Include a properly formatted reference page.
• Follow the required citation style (e.g., APA, MLA, etc., as specified by your instructor).
• Proofread carefully for clarity and academic quality.

Submission Requirements

• Submit the completed research paper as a Word document (.doc or .docx) or PDF file, unless otherwise specified.
• Ensure all citations and references are properly formatted.

Evaluation Criteria

Your paper will be evaluated on:

• Clarity and depth of analysis
• Effective use of sociological theory
• Use of data and statistics
• Integration of scholarly sources
• Organization and writing quality
• Proper citation and formatting
• Review the rubric here 
• Download rubric here
• .

This assignment is designed to assess your ability to apply sociological frameworks to patterns of representation in public spaces and to support your analysis with credible research.

Research Paper Rubric – Cultural and Gender Representation in a Public Sphere

This rubric evaluates research papers analyzing cultural and gender representation within a selected public sphere (e.g., media, politics, entertainment, gaming). The rubric measures sociological analysis, theory application, use of data and scholarly research, organization, and academic writing quality.

Scoring Guide:

Exemplary: 29–32 | Proficient: 22–28 | Developing: 15–21 | Beginning: 8–14

MKP3 — MKP3 TASK 1: EMERGING TECHNOLOGY AND NURSING EDUCATION
EMERGING TRENDS AND CHALLENGES IN 21ST CENTURY NURSING EDUCATION — C922 PRFA — MKP3
Preparation Task Overview Submissions Evaluation Report
COMPETENCIES
7057.1.1 : Recognize Educational Developments
The learner recognizes the impact of trends, significant challenges, and developments in educational technology in higher education in the 21st century.
7057.1.2 : Propose Nursing Education Strategies
The learner proposes strategies for academic nursing education programs to address the current and future challenges faced by nursing practice.
7057.1.3 : Initiate Change
The learner collaborates with nursing leaders in diverse healthcare settings to initiate change through policy efficacy that strengthens nursing practice and advances the future of healthcare.
INTRODUCTION
Academic nurse educators serve an important role as leaders and agents of change within an organization, often a school of nursing. Many of the challenges in nursing education are the result of trends, clinical demands, and developments in educational technology in higher education in the 21st century. Within nursing education, there are also evolving technologies in healthcare, an expanding scope of practice, and legal-ethical issues, which all affect the quality and safety of patient care. Nursing program curricula must be continually revised to reflect these changes and ensure graduates from nursing programs are able to successfully enter the job market.
For this task, you will propose the integration of technology into curriculum to benefit an academic nursing education program. The change will be implemented in the course “The Role of the BSN Nurse in Promoting Community Health,” which was created in the previous MSNEDU courses. You will use five peer-reviewed articles published within the last five years to review current and emerging educational technologies recommended by professional organizations. Then you will use this information to identify and propose the new technology integration to support the curricular change. An analysis of organizational readiness for change to “The Role of the BSN Nurse in Promoting Community Health” should also be included.
Note: You must submit and pass C921 before submitting the task in C922.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions.Tasks maynotbe submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.For more information, please see Computer System and Technology Requirements.
Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Develop a formal proposal using the attached “C922 Curriculum Technology Proposal Template” that integrates the chosen emerging technology for a curricular change into the previously developed course, “The Role of the BSN Nurse in Promoting Community Health.” Do not modify or change the template contents or format.
A. Write an executive summary (suggested length of 1 page) that includes a synopsis of the key points of your proposal.
Note: The executive summary is written after you have completed your proposal.
B. Complete a literature review of your curriculum technology proposal on the use of technology in education by doing the following:
1. Complete the literature review summary table in the attached “C922 Curriculum Technology Proposal Template” using five peer-reviewed articles published within the last five years that support your curriculum technology proposal. Include your literature review summary table as Table 1, and reference Table 1 in the narrative where the literature review findings are discussed.
2. Synthesize your literature review findings, including all five peer-reviewed articles you reviewed in part B1 and how the articles support your specific technology proposal. Draw connections between similar articles, and highlight any dissimilar or contradictory findings, if applicable.
3. Based on your literature review, discuss the need for further research or development relative to the proposed technology.
C. Complete a needs assessment and examine the current technology challenges by doing the following: 1. Describe the process used to conduct a curricular technology needs assessment using a gap analysis as outlined in Table 2 in the attached “C922 Curriculum Technology Proposal Template.”. a. Identify three academic stakeholders (e.g., faculty, students, preceptors, IT personnel) and their roles in the gap analysis.
b. Explain methods of collaboration with stakeholders in interprofessional teams and why the methods would be effective.
2. Compare two current or emerging technologies by describing the advantages and disadvantages of each as they apply to “The Role of the BSN Nurse in Promoting Community Health.” 3. Discuss three challenges with the current state of technology in the course “The Role of the BSN Nurse in Promoting Community Health,” including examples for each challenge.
4. Explain how you will overcome the three challenges from part C3.
5. Summarize your findings of the curricular technology needs assessment.
a. Describe the collaboration with your stakeholders to reach a consensus on one technology from part C2.
D. Identify the emerging technology and complete a force field analysis to identify forces for and against your curriculum technology proposal using Table 3 in the attached “C922 Curriculum Technology Proposal Template.”
1. Collaborate with your preceptor and stakeholders to identify factors that could affect the adoption of your proposal by doing the following:
a. Analyze two internal and two external organizational factors that may facilitate or impede implementation.
b. Describe three forces that will facilitate integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
c. Describe three forces that will impede integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.”
2. Identify a change theory appropriate for your technology integration and adoption. a. Justify the selected change theory from part D2.
b. Describe potential resistance and barriers to the technology change.
c. Discuss how you plan to implement the change theory identified in part D2.
E. Write a conclusion focusing on the impact and significance of your proposal by doing the following: 1. Discuss the purpose and rationale of your proposal.
2. Explain how your proposal fills the identified curriculum needs gap.
3. Discuss why implementing this proposal is significant and the impact it will have on the broader field of nursing.
F. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
G. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! -_. * ‘ ( )
File size limit: 200 MB
File types 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 not provided.
B1:LITERATURE REVIEW SUMMARY TABLE
NOT EVIDENT
A literature review summary ta ble is not provided.
B2:LITERATURE REVIEW FINDINGS
APPROACHING
COMPETENCE
The executive summary does not include a thorough synopsis of key points of the proposal.
APPROACHING
COMPETENCE
The literature review summary table provides only 1–4 articles. Or 1 or more of the articles are
not peer-reviewed, were not published in the last 5 years, or do not support the curriculum technology proposal. Or the lit erature review summary table is inaccurate. Or the articles refer enced in the narrative portion of the literature review are not in cluded in the literature review summary table, or the table is not provided and referenced as Table 1 in the curriculum proposal.
COMPETENT
The executive summary includes a thorough synopsis of key points of the proposal.
COMPETENT
The literature review summary table provides 5 peer-reviewed articles published within the last 5 years that support the curricu lum technology proposal. The lit erature review summary table is accurate. The articles referenced in the narrative portion of the lit erature review are included in the literature review 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 review findings is not provided.
B3:GAPS IN RESEARCH
NOT EVIDENT
A discussion of the need for fur ther research or development is not provided.
C1:GAP ANALYSIS PROCESS
NOT EVIDENT
A description of the needs as sessment process is not
provided.
C1A:STAKEHOLDERS
NOT EVIDENT
No academic stakeholders are identified.
The synthesis of literature re view findings does not include 1 or more of the 5 peer-reviewed articles, or the synthesis is unor ganized or not cohesive. Or the synthesis does not draw connec tions or highlight contradictions between the articles as applica ble. Or the synthesis does not build a convincing case for the technology proposal.
APPROACHING
COMPETENCE
The discussion is not supported by the literature review or does not demonstrate an accurate understanding of how further research or development is needed relevant to the pro posed technology.
APPROACHING
COMPETENCE
The description of the process used to conduct a curricular technology needs assessment using a gap analysis is inaccurate or incomplete.
APPROACHING
COMPETENCE
Only 1 or 2 academic stakehold ers are identified, or each of the stakeholders’ roles in the gap analysis are not identified. Or the identified stakeholders and
The synthesis of literature re view findings includes all 5 peer reviewed articles, and the syn thesis is organized and cohesive. The synthesis draws connections or highlights contradictions be tween the articles as applicable to build a convincing case for the technology proposal.
COMPETENT
The discussion is supported by the literature review and demon strates an accurate understand ing of how further research or development is needed relevant to the proposed technology.
COMPETENT
The description of the process used to conduct a curricular technology needs assessment us ing a gap analysis is accurate and complete.
COMPETENT
3 academic stakeholders and each of their roles in the gap analysis are accurately identified for the process.
C1B:METHODS OF COLLABORATION
NOT EVIDENT
An explanation is not provided.
C2:CURRENT OR EMERGING TECHNOLOGIES
NOT EVIDENT
A comparison is not provided.
C3:TECHNOLOGY CHALLENGES
NOT EVIDENT
A discussion of challenges is not provided.
roles are inaccurate for the process.
APPROACHING
COMPETENCE
The explanation includes only 1 method of collaboration within interprofessional teams, or the included methods would not be
effective. Or an explanation is not provided on how each method would be used or why each method would be effective in fostering collaboration.
APPROACHING
COMPETENCE
The comparison is not compre hensive, or it does not accu rately identify the advantages or disadvantages of 2 current or emerging technologies. The identified advantages and disad vantages of each technology do not include a description of their application to “The Role of the BSN Nurse in Promoting Community Health” course.
APPROACHING
COMPETENCE
The discussion does not accu rately address 3 challenges with the current state of technology, or it does not provide examples for each challenge.
COMPETENT
The explanation includes 2 or more effective methods of col laboration with the interprofes sional team. For each method, an explanation is provided on how the method would be used and why the method would be effec tive in fostering collaboration.
COMPETENT
The comparison comprehen sively and accurately identifies advantages and disadvantages of 2 current or emerging technolo gies. The identified advantages and disadvantages of each tech nology include a description of their application to “The Role of the BSN Nurse in Promoting Community Health” course.
COMPETENT
The discussion accurately ad dresses 3 challenges with the current state of technology and provides examples for each challenge.
C4:OVERCOMING CHALLENGES
NOT EVIDENT
An explanation of how to over come challenges is not provided.
C5:SUMMARY OF FINDINGS
NOT EVIDENT
The submission does not sum marize any findings.
C5A:COLLABORATION WITH STAKEHOLDERS
NOT EVIDENT
A description of collaboration with stakeholders is not
provided.
D:FORCE FIELD ANALYSIS
NOT EVIDENT
An emerging technology is not identified, and a force field
analysis is not provided.
APPROACHING
COMPETENCE
The explanation of methods to overcome the 3 challenges from part C3 is incomplete or irrele vant. Or the methods would be ineffective.
APPROACHING
COMPETENCE
The submission includes a sum mary of findings, but the findings are not relevant to the curricu lar technology needs. Or the summary does not use concise points related to the effective ness of the educational technol ogy in meeting the learning needs of students.
APPROACHING
COMPETENCE
The description of the collabora tion with stakeholders does not include the opinions, feedback, or opposition from stakeholders or how they reached the con sensus on 1 technology.
APPROACHING
COMPETENCE
The emerging technology is identified, but the force field analysis is incomplete or identi fies unrealistic forces for and
COMPETENT
The explanation of methods to overcome the 3 challenges from part C3 is complete and relevant, and the methods would be effective.
COMPETENT
The submission includes a sum mary of relevant findings of cur ricular technology needs, using concise points related to the ef
fectiveness of the educational technology in meeting the learn ing needs of students.
COMPETENT
The description of the collabora tion with stakeholders includes the opinions, feedback, and op position from stakeholders and how they reached the consensus on 1 technology.
COMPETENT
The emerging technology is iden tified, and the force field analysis is complete and realistically iden tifies forces for and against the
curriculum technology proposal
D1A:ORGANIZATIONAL FACTORS
NOT EVIDENT
An analysis of factors is not provided.
D1B:FORCES FOR INTEGRATION
NOT EVIDENT
A description of forces for inte gration is not provided.
D1C:CHALLENGES TO INTEGRATION
NOT EVIDENT
A description of forces impeding integration is not provided.
against the curriculum technol ogy proposal. Or the analysis is not completed in the attached “C922 Curriculum Technology Proposal Template.”
APPROACHING
COMPETENCE
The analysis includes fewer than 2 internal or fewer than 2 exter nal organizational factors that may facilitate or impede imple mentation. Or 1 or more of the factors are unrealistic.
APPROACHING
COMPETENCE
The description does not ad dress 3 forces that will facilitate integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.” Or 1 or more of the identified forces are unrealistic.
APPROACHING
COMPETENCE
The description does not ad dress 3 forces that will impede integration of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health.” Or 1 or more of the identified forces are unrealistic.
using the attached “C922 Curriculum Technology Proposal Template.”
COMPETENT
The analysis includes 2 or more internal and 2 or more external organizational factors that may each realistically facilitate or im
pede implementation.
COMPETENT
The description addresses 3 forces that will facilitate integra tion of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health,” and each identified force is realistic.
COMPETENT
The description addresses 3 forces that will impede integra tion of the identified emerging technology in the course “The Role of the BSN Nurse in Promoting Community Health,” and each identified force is realistic.
D2:IDENTIFICATION OF CHANGE THEORY
NOT EVIDENT
A change theory is not
identified.
D2A:JUSTIFICATION OF CHANGE THEORY
NOT EVIDENT
A justification of the change the ory is not provided.
D2B:POTENTIAL RESISTANCE TO TECHNOLOGY
NOT EVIDENT
A description of potential resis tance and barriers is not
provided.
D2C:PLANS TO IMPLEMENT CHANGE THEORY
NOT EVIDENT
The submission does not discuss a plan.
APPROACHING
COMPETENCE
The change theory identified is not relevant to or is inappropri ate for the technology integra tion or adoption.
APPROACHING
COMPETENCE
The justification of the selected change theory from part D2 is not research-based or does not include specific details that sup port the justification.
APPROACHING
COMPETENCE
The description of potential re sistance and barriers to the technology change is illogical or irrelevant to the technology change.
APPROACHING
COMPETENCE
The submission discusses an il logical plan to implement the change theory identified in part D2, or the discussion is not well supported or is inaccurate in de tail. Or the change theory is dif ferent from the one identified in part D2.
COMPETENT
The change theory identified is relevant to and appropriate for the technology integration and adoption.
COMPETENT
The justification of the selected change theory from part D2 is re search-based and includes spe cific details that support the justification.
COMPETENT
The description of potential re sistance and barriers to the tech nology change is logical and rele vant to the technology change.
COMPETENT
The submission discusses a logi cal plan to implement the change theory identified in part D2 with accurate and well-supported detail.

E1:PURPOSE OF PROPOSAL

NOT EVIDENT
A discussion of the rationale is
not provided.
E2:EXPLANATION OF PROPOSAL AND NEEDS GAP
NOT EVIDENT
An explanation of the proposal
is not provided.
E3:IMPORTANCE AND IMPACT OF PROPOSAL
NOT EVIDENT
A discussion about implementa tion is not provided.
APPROACHING
COMPETENCE
The submission does not discuss the purpose of the proposal, or the discussion includes a poorly supported rationale. Or the dis cussion does not focus on the impact or purpose of the pro posal. Or the discussion uses only general examples when ex plaining the purpose of the proposal.
APPROACHING
COMPETENCE
The explanation does not ad dress how the proposal will fill the identified curriculum needs gap or is not supported with evi dence from the needs-gap analysis, or the evidence is not relevant to the needs-gap analysis.
APPROACHING
COMPETENCE
The discussion does not address the significance of implementing the proposal, or the discussion does not provide facts or logical reasoning about the impact the proposal will have on the broader field of nursing.
COMPETENT
The submission discusses the purpose of the proposal and in cludes a well-supported rationale that focuses on the impact and purpose of the proposal. The dis cussion uses specific examples when explaining the purpose of the proposal.
COMPETENT
The explanation addresses how the proposal will fill the identified curriculum needs gap and is sup ported with evidence from the needs-gap analysis.
COMPETENT
The discussion addresses the sig nificance of implementing the proposal and provides facts and logical reasoning about the im pact the proposal will have on the broader field of nursing.

F:SOURCES

NOT EVIDENT
The submission does not include both in-text citations and a ref erence list for sources that are quoted, paraphrased, or
summarized.
G:PROFESSIONAL COMMUNICATION
NOT EVIDENT
This submission includes perva sive errors in professional com munication related to grammar, sentence fluency, contextual
spelling, or punctuation, nega tively impacting the professional quality and clarity of the writing. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
APPROACHING
COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summa rized and a reference list; how ever, the citations or reference list is incomplete or inaccurate.
APPROACHING
COMPETENCE
This submission includes sub stantial errors in professional communication related to gram mar, sentence fluency, contex tual spelling, or punctuation. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the au thor, date, title, and source loca tion as available.
COMPETENT
This submission includes satis factory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote ac curate interpretation and understanding.

• SUPPORTING DOCUMENTS Curriculum Technology Proposal Template.docx