Category: Other

Students will complete a basic policy analysis that is designed to help students make the connections between social problems, claims-making, policy choices and strategies, and how policies impact daily practice with individuals, families, groups, organizations, and communities. Emphasis is placed on consideration of strength-based and sustainablepolicy. Please refer to the Chapin and Rapp, C.A., Pettus, C. & Goscha, R.J. articles on strength-based policy. These readings are listed in Week 4. Please refer to these resources for sustainable policy: * New Jersey Institute of Technology. (2021). What is sustainable policy? [Video]. YouTube. https://www.youtube.com/watch?v=nBXEYC3eZWE * International Federation of Social Workers. (2021, April 1). Social work and the united nations sustainable development goals (sdgs). IFSW.org. https://www.ifsw.org/social-work-and-the-united-nations-sustainable-development-goals-sdgs/ 1. Ensure you use citations for each section to cite your sources. 2. Students should select an existing or proposed policy area that has implications for programs and services clearly related to the field of social work. This can include policies from any area (basic needs, economic development, economics and taxes, environmental, education, healthcare, criminal justice, etc.). However, it needs to be clear that the student is able to see the connection to our field easily. 3. Pro Tip: when making your selection for a policy area to look at consider ways to make the assignment a bit easier on yourself: * Choose something you really care about * Choose something that you are familiar with * Choose something that is small enough in scope you can understand it and research. For instance, it is much easier to research a state law about fentanyl test strips or a new proposal for a subsidized housing program in your town as these are relatively new and focused. Compare this to something like looking at food security in the broadest sense with something like SNAP (supplementation nutrition assistance program or ‘food stamps’) that has been around for decades, is federal, has changed many times over the years, and then has federal and state relationships and policy variations. You can do either, but if you are looking for something more manageable in a few weeks, a more scoped assignment is helpful. Likewise, if you stick with more contemporary conversations or ‘hot topics’ there is often more accessible info. Part 1: Strengths and Needs: Description of the Resources of Your Area of Focus and Description of Social Problem Necessitating a Social Policy Suggestion – you should not need more than 6 pages to complete this if you write in a condensed manner. Present the ‘Facts’ * Clearly define the social issue you are focused on. Offer a definition of the problem as you see it. Provide supporting data and identify whether the issue exists at the local, state, or federal level. * Provide at least five ‘facts’ substantiating your claim (this is claims making!) that your issue is relevant, impacts a significant number of people, and is socially meaningful (meaning, it is seen as an issue by a large number of people). Consider things like statistics about those impacted, and a discussion of the root issues. * Provide at least two ‘facts’ applying an intersectionality lens. How are different people and groups affected differently? What population groups are more affected, and why is this so? This ensures that you see that different populations experience social problems in different ways and with different impacts. * Resources and strengths: Provide an overview of the current resources and strengths that the populations most impacted by this issue possess. Consider personal and environmental strengths and resources. Name at least three. * Provide an overview of the current resources and strengths that are already in place to mitigate this issue (for example, existing policies, agencies, programs, etc.). Name at least three. * Describe how you see these resources being able to be better used to address this social issue. * What barriers to change exist? Consider things like geography, access to resources, economic and health resources, and social factors like stigma. Describe at least two. * Truly strength-based and sustainable policy is inclusive of those it purports to help. Identify the following: * Research how people impacted by this issue have been included in offering feedback on how to address this issue, whether through polls, focus groups, case studies, advocacy, documentaries, etc. Get creative. List at least one way. * If you were to move this issue forward, how would you engage in claims-making? How would you ensure participation of those impacted? What barriers might you have to overcome yourself? What about those whose voices you are trying to help be heard – what barriers might need to be overcome? * Identify at least two policy alternatives that could help address your chosen social issue. What are they? Be clear if you are proposing changes at the organizational, local, state, or federal level, or some combination. For instance, your suggestions might include changing how intake works at your agency or more mobile services. Does anything like this already exist somewhere to your knowledge? Keep this section BRIEF as you will have time to dig into this in Part 2. To prepare for Part 2, think about the barriers to creating this change, or what else might need to change to make it happen (like funding changes). Think about both intended and UNINTENDED consequences of your policy change.

Here are the things you need to know: This paper should be 12-15 pages long. (12 pages is fine) Size 12 font, in Times New Roman 1″ margins 15 scholarly articles, at minimum, for references (the library can help you find sources) Make sure it is your own work, as it will be checked for plagiarism

The a-s-s-e-s-s-m-e-n-t will
Case Studies – Early Modern
Please see the questions shown in the screenshot. I will send you all the info after being hired, eg PPTs, student access etc. Please send a draft in 12hrs -1 day time, day 2, and day 3 as well. + Will need to draft some questions to ask the teacher and revise base on feedback (Send bk ard in 1 day max)

2 pages, double spaced, 12-point font
Separate Works Cited Page with at least two (2) resources used for the paper. Ask the Librarian for help with citations. Center the word “Reference” or “Works Cited” at the top of the page

EACH REFLECTION HAS TO BE IN A SEPARATE WORD DOCUMENT SEPARATE FROM THE FINAL PROJECT:
FINAL PROJECT INSTRUCTIONS AND RUBRIC: Project Descriiption
This project is intended to create an opportunity for you to share experiences “regarding stories about how — and in what circumstances — [you] read, write, and compose meaning, and how[you] learned to do so (or helped others learn)” (Digital Literacy Archives).
Your project should include both narration and reflection: the story itself and your thoughts exploring the significance of your literacy journey. The main purpose of this project is to help you understand how complex and fraught with tensions and triumphs all of our literacy narratives are. It is meant to help you understand how context, access, and culture influence our paths to learning. In other words, your first priority is to select rich moments in your journey and weave them together to tell a relevant story about your literacy experiences, but you should also reflect on the story.
In reflecting on the experiences you describe, you should discuss why these experiences are meaningful and significant both to you individually and to a broader audience. It is important that you make sure that this significance comes out through your story.
As you begin your project, please take some time to review the Digital Archive of Literacy Narratives: http://www.thedaln.org/#/homeLinks to an external site.
Then, consider the following questions:
Why do you focus on some memories from your literacy past and leave others out.
Why is this story worth telling? Or more importantly, why do you want this particular story told?
How might it inform your readers about the value, struggle, reward, aspirations, failures, success etc. that accompany learning and literacy?
Additionally, this project cannot be a traditional essay. This means that I’m asking you to create something besides a traditional essay. You can choose to design a video, a blog, a multimedia piece, or whatever digital form you believe to be an appropriate genre. You will use the DLN reflection assignments to both generate material for your narrative and consider which medium will work best for your story.
Project Goals
Clear Rhetorical Situation
Audience: Select an audience. Note: The professor is NOT the audience; they are a reader.
Purpose: Write to reflect on experiences as a means of becoming more effective as a peer tutor.
Genre/Medium: Based on the audience, select an appropriate genre in a medium that supports the genre.
Voice/Tone: Select appropriate voice and tone based on audience.
Critical Thinking, Reading and Writing
Engage in critical thinking and reflection about your literacy experiences and how they have impacted you. What larger meaning about the role of literacy in our social and cultural worlds can you derive?
Use a variety of organizational strategies (such as, for example, organizing main ideas chronologically, sequentially, deductively, and inductively).
Clearly develop a central point about the significance of your literacy experiences throughout your narrative.
Provide evidence in the form of examples and rich details to support your main point. You should incorporate examples and details from more than one media (for example, images, audio, video, etc.).
Process
Each student will generate more than one draft for this project and integrate feedback from peers and professor.
Each students will work collaboratively to provide feedback to their peers.
Engage in creative invention practices and processes throughout text production.
Conventions
Adhere to format of selected genre.
Control surface features by revising and proofreading.
Document sources in APA/MLA as necessary
Helpful Hints
You might find it useful to talk to family members or friends that have knowledge of your literacy journey because they can offer multiple perspectives on the concept. They can also help you remember details that may have slipped from your memory, and help provide artifacts from your learning that might be incorporated into your project.
Timeline
Please see the Course Calendar for deadlines.
Project Requirements
Genre: Digital Literacy Narrative
Medium: As chosen by the author to best present their narrative (CANNOT be a traditional textual essay).
Audience: An external audience (i.e., NOT the instructor and/or your classmates) identified by the author.
Content: Your DLN should have a clear purpose/meaningful takeaway, include both narrative and reflective elements, and make use of strong examples and sensory details in support of the meaningful takeaway.
Process: You will develop your DLN through multiple reflections, drafts, and consideration of instructor and peer feedback. Your revised DLN submission should be polished, well designed/composed, and free of error.
Project Rubric
1 point – Project submitted on time
1 point – Project demonstrates deep reflection, personal insight, and meaningful engagement in meeting all project requirements
1 point – Project demonstrates consideration of instructor and peer feedback
DLN Reflection 1: Stretching the Meaning of Your Literacy Life
In this reflection, you will begin to develop your Digital Literacy Narrative. In order to get started, spend some time reflecting on the connection between the Digital Literacy Narrative assignment and the Writing Mentor practice you are building.
Reflection Questions
Reflect on each of the following questions as a guide:
What past learning experiences related to literacy inform your practice as a Writing Mentor?
What positive experiences have you had in the past related to literacy? What negative experiences have you had?
How have those experiences impacted how you define your role as a student? How do they define how you view teaching and teachers?
How might your relationship to literacy impact your relationship with students?
How will your own struggles with literacy influence how you explain students’ struggles or work with students who are struggling?
Requirements
Your reflection should be at least 500 words.
Make sure to include at least one multimodal element that enhances your reflection.
Use an APA title page with 1″ margins and a 12-pt font. Your paragraphs should be double-spaced and indented 1/2″.
DLN Reflection 2: Outlining the “Main Events” of Your Literacy Experiences
This week you will expand on last week’s reflection by considering the “main events” that will structure your literacy narrative. In order to begin to outline your DLN, you will be reflecting on the experiences you have had with literacy and learning both positive and negative. Spend some time reflecting on the connection between the digital literacy narrative assignment and the writing mentor practice you are building.
Reflection Questions
Reflect on each of the following questions as a guide.
Choose 3-4 important experiences or events in your literacy journey and describe those events in detail.
Then, discuss why they are important to how you define yourself and your relationship to literacy.
How have these events shaped your identity in relation to your learning? That is, how does your experiences with and view of literacy impact your sense of self?
What impact have these events had on how you approach your work as a Writing Mentor?
What medium/platform/format do you envision using to create your DLN? How will you be able to best communicate these events, knowing that your DLN cannot be a traditional textual essay?
Requirements
Your reflection should be at least 500 words.
Make sure to include at least two multimodal elements that enhance your reflection.
Use an APA title page with 1″ margins and a 12-pt font. Your paragraphs should be double-spaced and indented 1/2″.
DLN Reflection 3: Developing the Multimodal Elements of Your Literacy Narrative
This week, you will continue to develop your DLN. In order to begin to outline your narrative, you will be reflecting on how you will develop the multimodal component of your literacy narrative. Consider the main events you outlined last week and what media might best help you to enhance, personalize, and/or broaden your readers’ understanding of those experiences. Spend some time reflecting on the connection between your experiences and how you might best present them.
Be sure to read the text on multimodal project design. Note this reading is also on the Learning Materials page in this module.
Reflection Questions
Reflect on each of the following questions as a guide:
What multimodal elements will you use in your DLN?
Why did you choose those multimodal elements? What will they add to your narrative?
How will they help readers to engage with your story?
How will they change, enhance, and/or compliment the meaning of your narrative?
How will you incorporate these multimodal elements into the medium/platform/format you have chosen for your DLN?
Requirements
Your reflection should be at least 500 words.
Make sure to include at least 3-4 multimodal elements that enhance your reflection.
Use an APA title page with 1″ margins and a 12-pt font. Your paragraphs should be double-spaced and indented 1/2″.

What unique opportunities or challenges have you experienced throughout your high school career that have shaped who you are today?”

For sure do structured interviews and you can choose to do simulation based assessments or anything else you have experience with. Thanks so much for your help this is my last class in the program.
PS543-3: Analyze performance appraisal systems in relation to ethical, legal, individual, and sociocultural factors.
For this assignment, you will analyze one performance management system in a 5- to 7-page paper (choose a different one than you discussed in the Unit 5 Seminar). The paper should include an analysis of the following:
Brief background of the chosen system
Data collection methods for the chosen system
Data analysis methods for that system
Considerations for validity and reliability of the appraisal system
Ethical, legal, individual, and sociocultural considerations
Next, provide at least three recommendations for future use of your chosen system.
Then, describe how the scales in your selected appraisal method relate to the interpretation of individual differences in intelligence, traits, motivation, or performance.
Finally, compare and contrast the system you chose with the performance management system that we discussed in the Unit 5 Seminar, including the potential influences of generalizability theory on performance appraisal function.
Your assignment should be a 5- to 7-page paper, not including the title and reference pages, and should include the following elements:
Title page: Provide your name, title of assignment, course and section number, and date.
Body: Answer all the questions in complete sentences and paragraphs.
○ Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be correct and accurate, reflecting knowledge of skills and practice in psychology.
Conclusion: Provide a conclusion that summarizes your paper and draws final conclusions
Reference page: Sources listed in APA format.
○ Include a minimum of three peer-reviewed resources from the Purdue University Global Library.
Use Arial or Times New Roman 12-point font, double-spaced and left-aligned.
Use standard 1″ margins on all sides.
Use current APA formatting and citation style.
https://openstax.org/details/books/organizational-behavior
This has some relevant material but not a whole lot
Here are a few discussion posts with citations you can use from last week. I will wait to get this paper back I did not complete my last discussion for class:
Structured Interview:
A structured interview is a selection method aimed at evaluating candidates’ job-related skills by systematically asking about their past behaviors and how they would respond in hypothetical scenarios. In general, structured interviews provide all candidates with equal opportunities to share their information and ensure that assessments are accurate and consistent (U.S. Office of Personnel Management, 2008). Structured interviews are more popular as they are more personal than other assessment methods.
To implement a structured interview, the first step is to conduct a job analysis to understand the role’s requirements thoroughly (U.S. Office of Personnel Management, 2008). Next, determine the specific competencies that will be assessed during the interview (U.S. Office of Personnel Management, 2008). Following this, choose the interview format and develop relevant questions that align with the identified competencies (U.S. Office of Personnel Management, 2008). It’s also essential to create rating scales to evaluate candidates’ responses effectively (U.S. Office of Personnel Management, 2008). Additionally, develop interview probes to encourage deeper discussion on key topics (U.S. Office of Personnel Management, 2008). Once the questions are ready, pilot-test them with a small group to ensure clarity and effectiveness (U.S. Office of Personnel Management, 2008). After refining the questions, create an interviewer’s guide that outlines the process and expectations for conducting the interviews (U.S. Office of Personnel Management, 2008). Finally, document the entire development process to ensure transparency and facilitate future improvements (U.S. Office of Personnel Management, 2008).
To create effective behavioral and situational interview questions, gather a group of six or seven experienced subject matter experts (SMEs) familiar with the job (U.S. Office of Personnel Management, 2008). The SMEs should first review the competencies to be assessed and then collaboratively develop questions that target specific behaviors related to these competencies (U.S. Office of Personnel Management, 2008). Each question should prompt candidates to share detailed experiences or how they would handle hypothetical scenarios, using superlative adjectives to focus their responses on significant incidents (U.S. Office of Personnel Management, 2008). It’s crucial to create more questions than needed to allow for refinement later (U.S. Office of Personnel Management, 2008). For situational interviews, SMEs can use the critical incident method to draft realistic job scenarios (U.S. Office of Personnel Management, 2008). Additionally, develop standardized rating scales for evaluating candidates’ responses based on proficiency levels (U.S. Office of Personnel Management, 2008). Once questions and rating criteria are established, pilots test them for clarity and effectiveness before compiling an interviewer’s guide that outlines the process and provides necessary documentation of the development steps (U.S. Office of Personnel Management, 2008).
Although unstructured interviews seem easier, that may invite legal challenges( U.S. Office of Personnel Management, 2008). Structured interviews are subject to legal and psychometric requirements (U.S. Office of Personnel Management, 2008). Structured interviews should be fair, free of bias and discrimination, be valid and reliable, and provide feedback (U.S. Office of Personnel Management, 2008). Structured interviews have a validity coefficient of .34 for observed and .57 for corrected (Aamodt, 2010).
References
Aamodt, M. G. (2010). Industrial/organizational psychology: An applied approach (6th ed.).
U.S. Office of Personnel Management. (2008, September). Structured interviews: A guide ]
(Publication No. 06-10). https://www.opm.gov/policy-data-oversight/assessment-and-selection/structured-interviews/guide.pdf
U.S. Office of Personnel Management. (n.d.). Structured interviews. Retrieved September 23,
2024, from https://www.opm.gov/policy-data-oversight/assessment-and-selection/structured-interviews/
Second example of for structured interviews: use some of these citations if it makes it easier:
Identifying the optimal employee selection system for a specific role can be a complex task. A well-chosen system can significantly impact a company’s success by ensuring that qualified individuals are hired (Aamodt, 2010). One effective and widely used method is the structured interview process.
Structured interviews involve asking all candidates a standardized set of pre-determined questions, which enhances consistency and reduces subjectivity in the hiring process (Levashina et al., 2014). While the steps involved in implementing a structured interview system include could look like the following Job Analysis, Question Development, Scoring, Training, Conduct Interviews, and lastly Scoring and Decision-Making. Job Analysis is performing thorough analysis of the job to identify the essential skills, knowledge, and abilities required (KSAO) (Aamodt, 2010). Question development creates questions that directly relate to the identified job requirements. These can be behavioral, situational, or competency based. A scoring system is developed to evaluate candidates’ responses, possibly using a behaviorally anchored rating scale (BARS). Interviewers should always be developed and trained to ask questions consistently and objectively, ensuring a fair assessment of all candidates. Conducting the Interviews always be conducted in a standardized manner, ensuring that all candidates are asked the same questions across all interviews. Lastly, candidate’s responses are scored into a data set format to utilize the scores towards making a hiring decision which is called Scoring and Decision-Making.
Structured interviews also offer several advantages towards any processes. They promote objectivity by ensuring that all candidates are evaluated on the same criteria, which reduces potential bias and ensures a fair assessment (Levashina et al., 2014). Furthermore, when developed and administered properly, structured interviews can have high predictive validity, accurately forecasting job performance (Schmidt & Hunter, 1998). Meanwhile, it is essential to consider all legal and ethical implications across every field when implementing structured interviews. Questions must be job-related and should not be discriminated based on protected characteristics (e.g., race, gender, age, religion). Additionally, the employer must always respect each candidate’s privacy, while personal information should be handled in accordance with applicable laws.
Structured interviews are particularly well-suited for roles requiring specific skills, knowledge, abilities, and other requirements. They are often used towards positions involving customer service, sales, or technical expertise. However, for roles emphasizing interpersonal skills or cultural fit, a combination of structured interviews and other assessment methods may be more appropriate.
In conclusion, structured interviews are a valuable tool for employee selection. By following the outlined steps and considering legal and ethical implications, organizations can effectively use structured interviews to identify qualified candidates and make informed hiring decisions (Aamodt, 2010).

References
Aamodt, M. G. (2010). Industrial/Organizational Psychology: An Applied Approach (6th ed.).
Campion, M. A., & Palmer, D. K. (1997). A Review of Structure in the Selection Interview. Personnel Psychology, 50(3), 655–702. https://doi.org/10.1111/j.1744-6570.1997.tb00709.x
Levashina, J., Hartwell, C. J., Morgeson, F. P., & Campion, M. A. (2014). The Structured Employment Interview: Narrative and Quantitative Review of the Research Literature. Personnel Psychology, 67(1), 241–293. https://doi.org/10.1111/peps.12052
Schmidt, F. L., & Hunter, J. E. (1998). The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings. Psychological Bulletin, 124(2), 262–274. https://doi.org/10.1037/0033-2909.124.2.262
The system I am going to choose for this week’s discussion post is an employee selection system known as structured interviews. This is a very popular employee selection system where each candidate will be asked the same preset questions, and they will also be asked in the same order. With his method there will be consistency and fairness throughout the entire interview process (OA Adeoye-Olatunde, 2021). So, what steps would I take to ensure that this process is carried out properly and that the best candidates are chosen for the job? For the first step we would want to perform a job analysis. This is important to help us shape the interview questions we want to ask these individuals. We would do this by conducting an analysis of the job to find the key responsibilities, skills, and the qualifications needed for the role. Next, we want to start and develop the interview questions for the interviews. Creating a list of standardized questions that come from the job analysis is needed. These can be questions that are going to assess the candidate’s skills, experiences, and how fit for the role they are. Now we must create a scoring system that we can use to help and break down the candidates’ responses. Next, we need to train the interviewer on how they are going to conduct the structured interviews. They need to know how to ask questions, take notes, or use the scoring system. Now we need to conduct these interviews. We will do this by having the interview conducted these structured interviews by asking each candidate the same number of questions in the same order and then scoring the responses with the premade scoring system. The next step would be to evaluate the candidates, using the scores we have collected. Now that the interviews are complete, we will take the scores and evaluate the candidates. This will help us make a proper decision on who we should hire based off the scoring system we set in place. Looking at the legal and ethical considerations there are a few things you want to consider. First, you want to make sure that the interview questions are non-discriminatory and can comply with employment laws. You will also need to make sure that the interview contains confidentiality and fairness. So, what are some of the strengths and weaknesses when it comes to this process. A strength would be that structured interviews will help to reduce bias, provide consistency, and are legally defensible. When it comes to limitations, they can be a bit time consuming, and they may not be able to capture all the things about a candidate’s abilities. Finally, when it is most appropriate to use something like a structured interview. They are often best suited for when a job is looking for a specific skill or a certain qualification. They are perfect for those areas where the job requires a high level of consistency or fairness in the hiring process (Adams, 2015).
Adams, W. C. (2015). Conducting semi‐structured interviews. Handbook of practical program evaluation, 492-505.
Adeoye‐Olatunde, O. A., & Olenik, N. L. (2021). Research and scholarly methods: Semi‐structured interviews. Journal of the american college of clinical pharmacy, 4(10), 1358-1367.
Another example to pull citations/ideas from for simulation based assessments:
Employee Selection Systems
What are They?
One employee selection system I’ve always been interested in is simulation-based assessments. This type of assessment uses game-like environments to assess soft skills, education level, and competency, also called gamified assessments or interactive assessments (Coyne et al., 2015; Georgiou et al., 2019; Ryall et al., 2015).
Steps of Simulation-Based Assessments
According to Georgiou et al. (2019), the steps of gamified assessments start with the assessment development, scenario creation, and game design. In employee selection, these steps involve identifying key competencies for the role, creating realistic workplace scenarios through situational judgement tests (SJTs), and incorporating game elements like avatars, storytelling, and rewards to create an engaging, immersive experience for candidates (Georgiou et al., 2019). Next, candidates play through the scenarios and a behavioral analysis is conducted, followed by scoring and feedback (Georgiou et al., 2019).
Decision-Making
Simulation-based assessments reduce inferential leaps (the mental process of moving from one idea or piece of info to another) compared to traditional methods by allowing employers to directly observe behaviors and decisions within the game (Georgiou et al., 2019). According to Georgiou et al. (2019), this method provides more accurate predictions of job performance, as candidates’ actions during gameplay reflect their real tendences rather than socially desirable responses in standard tests.
Ethical and Legal Considerations
Gamification can involve ethical concerns, such as exploitation, where there is an unfair balance of benefits between designers and users; manipulation, where hidden elements undermine users’ autonomy or rational decision-making; and harm, where physical or psychological risks, like anxiety or dependency, may affect users or others outside the system (Kim & Werbach, 2016 as cited in Arora & Razavian, 2021). If these ethical concerns were to occur, legal issues may arise under labor laws (exploitation), consumer protection laws or privacy regulations (manipulation), or legal liabilities under workplace safety regulations (harm).
Strengths and Limitations
Strengths include improved candidate engagement, a more effective assessment of soft skills (opposed to the traditional method), and technology efficiency (Georgiou et al., 2019). Limitations include the lack of established effectiveness in improving recruitment outcomes, complexity in design, and the uncertain legal and ethical framework, such as concerns related to fairness, privacy, and the potential for manipulation (Arora & Razavian, 2021; Georgiou et al., 2019).
Best Environments and Roles
Gamified or situation-based assessments are effective for roles that require quick decision-making, problem-solving, and adaptability (Georgiou et al., 2019). They’d be well-suited for graduate and entry-level positions where soft skills are important, or for organizations wanting to attract younger candidates who might respond well to engaging and modern hiring practices. Specifically, these might spruce up the hiring process for roles in customer service, creative sectors, or technology (again, where those soft skills are important to the job).
References
Arora, C., & Razavian, M. (2021). Ethics of gamification in health and fitness-tracking. International Journal of Environmental Research and Public Health, 18(21), 11052. https://doi.org/10.3390/ijerph182111052
Coyne, E., Calleja, P., Forster, E., & Lin, F. (2021). A review of virtual-simulation for assessing healthcare students’ clinical competency. Nurse Education Today, 96, 104623. https://doi.org/10.1016/j.nedt.2020.104623
Georgiou, K., Gouras, A., & Nikolaou, I. (2019). Gamification in employee selection: The development of a gamified assessment. International Journal of Selection and Assessment, 27(2), 91-103. https://doi.org/10.1111/ijsa.12240
Ryall, T., Judd, B., & Gordon, C. J. (2015). Simulation-based assessments in health professional education: A systematic review. Journal of Multidisciplinary Healthcare, 9, 69-82. https://doi.org/10.2147/JMDH.S92695

I’ve included the instructions as well as the previous reference list that you can add to this list. Please note, this list its just the reference in APA style. Let me know if you have ay question.

This module we will be studying the pathologies of hematology. The really interesting area of anemias, enzyme deficiencies, nonimmune defects, and other disorders of other blood cell types.
Each student will be responsible for submitting 1 current peer-reviewed research article regarding any topic related to clinical hematology. The article should have significance to what we are studying – not a human-interest story. A full PDF of the article must be copied and turned in with assignment. Follow details provided in course outline on assignment requirements.

This module we will be studying the pathologies of hematology. The really interesting area of anemias, enzyme deficiencies, nonimmune defects, and other disorders of other blood cell types.
Each student will be responsible for submitting 1 current peer-reviewed research article regarding any topic related to clinical hematology. The article should have significance to what we are studying – not a human-interest story. A full PDF of the article must be copied and turned in with assignment. Follow details provided in course outline on assignment requirements.