Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper
Intellectual Indebtedness and Plagiarism
Students enrolled in Athabasca University courses, including Health Studies 320: Teaching and Learning for Health Professionals, are considered to be responsible scholars, and are therefore expected to adhere rigorously to the principles of intellectual integrity. Please read the policy related to this at http://www.athabascau.ca/studserv/inthonesty.htm.
Plagiarism is a form of intellectual dishonesty in which another person’s work is presented as one’s own. Be certain that whenever you use a secondary source in your course work and assignments you reference your source in a consistent and logical manner. All direct quotes (quotations of any number of words from the original) and indirect quotes (paraphrased ideas) must be acknowledged. Failure to do so constitutes plagiarism, and as with any form of academic misconduct, it will be penalized. Penalties may take the form of rejection of the submitted work; expulsion from the examination, the course or the program; or legal action, depending on the specific nature of the infraction. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
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However, dutiful citation of quotes and paraphrased materials does not mean that you can write an essay assignment by stringing together a series of quotes. You should always try to summarize or describe someone else’s ideas in your own words. When you present your own ideas or opinions in a paper, provide evidence or arguments to substantiate your position. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
The following Web site offers information about the citation styles of the American Psychological Association http://www.apastyle.org. The AU Library Help Centre also has many useful links and resources.
All written assignments in this course must

• use correct spelling and grammar,
• adhere to APA format, as outlined in the Publication Manual of the American Psychological Association (APA) (6th. ed.),
• be your own work and be free of evidence of plagiarism,
• use Microsoft Word (or Microsoft Word compatible) format, and
• be submitted via the Assessment section of the course home page.

Assessment
To receive credit for HLST320, students must complete all of the required assignments and achieve a composite grade of at least “C” (60%). All assignments must follow the guidelines of the APA Publication Manual (6th ed.) (2010). Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
The assessment structure for Health Studies 320 is based on the following assignments, with the percentage weighting of each activity as indicated. Your final grade for the course will be a composite mark based on your performance on these course assignments. A composite mark of 60% is required to pass the course.

Assignment 1: Development of Your Teaching-Learning Philosophy (35%)
Suggested Due Date – Week 4
Your personal assessment of your philosophy of teaching and learning should be unique to you. This assignment will give you a good base for enhanced learning through the remainder of this course and will provide you the opportunity to achieve the course learning outcome: describe the complexities and realities of health teaching from a personal and theoretical perspective. Supporting information and assessment of your philosophy of teaching and learning is addressed in Units 1 – 3. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper must be submitted via the appropriate dropbox on the course home page.
Evaluation Criteria for Assignment 1

• Articulate clear statements of your personal learning style and your professional teaching philosophy.  (3 marks)
• Link at least one of the theoretical underpinning (e.g. Behaviorism, Cognitivism, Social Constructivism) to support your teaching-learning philosophy.  (10 marks)
• Provide one clear and detailed example to demonstrate how your values and beliefs related to both teaching and learning affect your role as a health care professional.  (5 marks)
• Provide evidence of application of course concepts from Units 1, 2, and 3 and references from external sources as needed to support your teaching-learning philosophy. (7 marks) Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
• Accurate APA format including:
  • Title page, headings and subheadings (1 mark)
  • References in the body of the paper (2 marks)
  • Reference citations in the references list (2 marks)
• Accurate scholarly format including:
  • 3-4 pages in length, excluding title page and References list (1 mark)
  • Introduction (1 mark)
  • Scholarly language and professional tone  (1 mark)
  • Grammar, spelling, and punctuation (1 mark)
  • Conclusion (1 mark)

Total possible marks 35
Assignment 2: Writing Learning Objectives (30%)
Suggested Due Date – Week 9
Currently within the teaching and learning literature you will discover ongoing debate and confusion related to use of terms such as educational objectives, instructional objectives, behavioural objectives, learning outcomes and learning objectives. In HLST 320, the term Learning Outcomes was chosen to reflect the overall achievements of the learner upon completion of the course, and the term Learning Objectives was chosen to reflect the more specific learning that should be achieved by the learner through the completion of unit learning activities. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
This assignment, writing of learning objectives, will allow you to gain knowledge that is foundational to the teaching learning process and provide you with the opportunity to partially achieve the course learning outcome: apply the teaching and learning process to a health-related situation in a systematic manner that reflects the principles of teaching and learning presented in this course. Supporting information to assist you in writing learner-centered objectives is addressed in the learning activities of Unit 4 and Unit 5: The Art of Writing Learner-Centered Objectives. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
. Assignment 2 is part 1 of developing and then simulating a learner-centered teaching plan. In this component you are asked to select from one of the following teaching and learning categories:

• Category 1: Health care professional/individual as client teaching and learning
• Category 2: Health care professional/family as client teaching and learning
• Category 3: Preceptor/student health care professional teaching and learning

Assignment 2 uses random assignments. You will pick your category and then open the correct dropbox of three choices. The case will be randomly assigned within that category. Once you select a category a case study will be sent to you. You cannot change your case study once it is received so select your category wisely as it is from this case study that you will complete both assignments 2 and 3. Based on the case study a clear, measureable objective must be written for each of the 3 domains cognitive, affective, and psychomotor. Assignment 2 must be submitted, marked and returned to you prior to you submitting assignment 3. Assignment 2 is foundational to assignment 3 so familiarize yourself with the assignment 3 requirements as you complete assignment 2, and be certain to consider your tutor’s feedback when completing assignment 3. Please contact your tutor if you require further clarification of expectations for this assignment. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper must be submitted via the appropriate dropbox on the course home page.
Evaluation Criteria for Assignment 2 – Writing Learning Objectives

• Articulate three objectives, one for each domain. Each objective is: learner-centered and discrete; written in clear, measurable terms; reflective of your assigned case study; reasonable for a three minute teaching session
  • Cognitive (4 marks)
  • Affective (4 marks)
  • Psychomotor (4 marks)
• Provide rationale including integration of theoretical knowledge that is, evidence-based practice to support each objective (4 marks)
• Provide evidence of application of course concepts and references of external sources as needed to support each learner centered objective (4 marks)
• Accurate APA format including:
  • Title page, headings and subheadings (1 mark)
  • References in the body of the paper (2 marks)
  • Reference citations in the references list (2 marks)
• Accurate scholarly format including:
  • 4 pages in length, excluding title page and References list (1 mark)
  • Introduction (1 mark)
  • Scholarly language and professional tone  (1 mark)
  • Grammar, spelling, and punctuation (1 mark)
  • Conclusion (1 mark)

Total possible marks 30
Assignment 3: Developing and Simulating a Learner-Centered Teaching Plan (35%)
Suggested Due Date – Week 14
Health teaching is not an optional practice component for any health care professional. This assignment, Developing and Simulating a Learner-Centered Teaching Plan, will allow you to gain knowledge that is foundational to the teaching learning process and provide you with the opportunity to achieve the course learning outcome: apply the teaching learning process to a health-related situation in a systematic manner that reflects the principles of teaching and learning presented in this course. Supporting information to assist you in assignment 3 is addressed in Units 6-8. Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
Assignments must be submitted via the appropriate dropbox on the course home page.
NOTE – Assignment 2 and 3 are progressive assignments; you will not be able to submit assignment 3 until you have completed assignment 2 and received your mark. Refer back to the case study you utilized to complete assignment 2, as this same case study should be used to complete assignment 3. Also be certain to consider your tutor’s feedback on assignment 2 when completing assignment 3. Please contact your tutor if you require further clarification of expectations for this Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
Assignment 3 consists of two parts:
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Part A: Complete the following table (possible 10 marks)

Part B: Complete a simulation of your implementation of your teaching plan. Note this is a simulation and is not to be implemented with a human subject.  Think of this simulation as your rehearsal prior to actually implementing with a client. You need to submit a video of your simulation. Your video simulation should be 3 minutes in length. You do not need to submit a copy of your narrative but you do need to plan carefully what you will include in your simulation. You can record your video using Adobe Connect, You Tube, Vimeo, or a platform of your choice.
Evaluation Criteria for Assignment 3– Developing and Simulating a Learner-Centered Teaching Plan
Part A: Table (maximum 10 marks)

• learning objective domain is stated clearly (2 marks)
• learning objective is clear, measurable, and worded using Bloom’s new taxonomy (2 marks)
• teaching strategies selected are appropriate for the learning objective (2 marks)
• rationale for selection of teaching strategy is clearly articulated and supported by scholarly evidence (2 marks). Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper.
• format is professional and clear  with accurate spelling, grammar, punctuation (2 marks)

Part B: Simulation Video (maximum 25 marks)

• learner objective was stated clearly and concisely (4 marks)
• stated objective was attainable within the allotted three minute time frame (3 marks)
• content of the presentation clearly reflected the stated objective  (3 marks)
• presentation was planned to facilitate the learners’ attainment of the objective (3 marks)
• presentation was logically organized from the introduction through to the conclusion (3 marks)
• presentation included an appropriate evaluation strategy (3 marks)
• presenter’s voice was clear and easily heard (3 marks)
• presenter’s manner was interesting and positive (3 marks). Developing and Simulating a Learner-Centered Teaching Plan Essay Assignment Paper

Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper
• Review this week’s Learning Resources. Consider how to assess and treat pediatric clients requiring antidepressant therapy.
The Assignment
Examine Case Study: An African American Child Suffering From Depression. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
SEE ATTACHED OF THE CASE STUDY DECISIONS MADE FOR POINTS # 1, 2 AND 3.
• At each decision point stop to complete the following:
o Decision #1
 Which decision did you select?
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 Why did you select this decision? Support your response with evidence and references to the Learning Resources.
 What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
 Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
o Decision #2
 Why did you select this decision? Support your response with evidence and references to the Learning Resources.
 What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
 Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
o Decision #3
 Why did you select this decision? Support your response with evidence and references to the Learning Resources.
 What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
 Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different? Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
• Also include how ethical considerations might impact your treatment plan and communication with clients.
Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper
Therapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
BACKGROUND INFORMATION
The client is an 8-year-old African American male who arrives at the ER with his mother. He is exhibiting signs of depression.

• Client complained of feeling “sad”
• Mother reports that teacher said child is withdrawn from peers in class
• Mother notes decreased appetite and occasional periods of irritation
• Client reached all developmental landmarks at appropriate ages
• Physical exam unremarkable
• Laboratory studies WNL
• Child referred to psychiatry for evaluation
• Client seen by Psychiatric Nurse Practitioner

 
MENTAL STATUS EXAM
Alert & oriented X 3, speech clear, coherent, goal directed, spontaneous. Self-reported mood is “sad”. Affect somewhat blunted, but child smiled appropriately at various points throughout the clinical interview. He denies visual or auditory hallucinations. No delusional or paranoid thought processes noted. Judgment and insight appear to be age-appropriate. He is not endorsing active suicidal ideation, but does admit that he often thinks about himself being dead and what it would be like to be dead.
The PMHNP administers the Children’s Depression Rating Scale, obtaining a score of 30 (indicating significant depression)
 
RESOURCES

• Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.

Therapy for Pediatric Clients with Mood Disorders
An African American Child Suffering From Depression
Decision Point One
Begin Zoloft 25 mg orally daily
RESULTS OF DECISION POINT ONE

• Client returns to clinic in four weeks
• No change in depressive symptoms at all

Decision Point Two
Increase dose to 50 mg orally daily
RESULTS OF DECISION POINT TWO

• Client returns to clinic in four weeks
• Depressive symptoms decrease by 50%. Cleint tolerating well

Decision Point Three
Maintain current dose
Guidance to Student
At this point, sufficient symptom reduction has been achieved. This is considered a “response” to therapy. Can continue with current dose for additional 4 week to see if any further reductions in depressive symptoms are noted. An increase in dose may be warranted since this is not “full” remission- Discuss pros/cons of increasing drug dose with client at this time and empower the client to be part of the decision. There is no indication that the drug therapy should be changed to an SNRI at this point as the client is clearly responding to this therapy. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
Decision Point One
 Select what the PMHNP should do:
Begin Zoloft 25mg orally daily
RESULTS OF DECISION POINT ONE

• Client returns to clinic in four weeks
• No change in depressive symptoms at all

Decision Point Two
Begin Zoloft 25 mg orally daily
Begin Paxil 10 mg orally daily
Begin Wellbutrin 75 mg orally BID
Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
 
Week 2: Therapy for Pediatric Clients With Mood Disorders
Mood disorders can impact every facet of a child’s life, making the most basic activities difficult for clients and their families. This was the case for 13-year-old Kara, who was struggling at home and at school. For more than 8 years, Kara suffered from temper tantrums, impulsiveness, inappropriate behavior, difficulty in judgment, and sleep issues. As a psychiatric mental health nurse practitioner working with pediatric clients, you must be able to assess whether these symptoms are caused by psychological, social, or underlying growth and development issues. You must then be able recommend appropriate therapies.
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Note: All Stahl resources can be accessed through the Walden Library using this link. This link will take you to a log-in page for the Walden Library. Once you log into the library, the Stahl website will appear.
 
Stahl, S. M. (2013). Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (4th ed.). New York, NY: Cambridge University Press.
 
Note: To access the following chapters, click on the Essential Psychopharmacology, 4th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.

• Chapter 6, “Mood Disorders”
• Chapter 7, “Antidepressants”

Stahl, S. M. (2014b). The prescriber’s guide (5th ed.). New York, NY: Cambridge University Press.
 
Note: To access the following medications, click on the The Prescriber’s Guide, 5th ed tab on the Stahl Online website and select the appropriate chapter. Be sure to read all sections on the left navigation bar for each chapter.
 
Magellan Health, Inc. (2013). Appropriate use of psychotropic drugs in children and adolescents: A clinical monograph. Retrieved from http://www.magellanhealth.com/media/445492/magellan-psychotropicdrugs-0203141.pdf
 
Rao, U. (2013). Biomarkers in pediatric depression. Depression & Anxiety, 30(9), 787–791. doi:10.1002/da.22171
Note: Retrieved from Walden Library databases.
Vitiello, B. (2012). Principles in using psychotropic medication in children and adolescents. In J. M. Rey (Ed.), IACAPAP e-Textbook of Child and Adolescent Mental Health. Geneva: International Association for Child and Adolescent Psychiatry and Allied Professions. Retrieved from http://iacapap.org/wp-content/uploads/A.7-PSYCHOPHARMACOLOGY-072012.pdf
 
Poznanski, E., & Mokros, H. (1996). Child Depression Rating Scale–Revised. Los Angeles, CA: Western Psychological Services.
Note: Retrieved from Walden Library databases. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
Required Media
Laureate Education (2016e). Case study: An African American child suffering from depression[Interactive media file]. Baltimore, MD: Author.
 
Note: This case study will serve as the foundation for this week’s Assignment.
Optional Resources
El Marroun, H., White, T., Verhulst, F., & Tiemeier, H. (2014). Maternal use of antidepressant or anxiolytic medication during pregnancy and childhood neurodevelopmental outcomes: A systematic review. European Child & Adolescent Psychiatry, 23(10), 973–992. doi:10.1007/s00787-014-0558-3. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
Gordon, M. S., & Melvin, G. A. (2014). Do antidepressants make children and adolescents suicidal? Journal of Pediatrics and Child Health, 50(11), 847–854. doi:10.1111/jpc.12655
Seedat, S. (2014). Controversies in the use of antidepressants in children and adolescents: A decade since the storm and where do we stand now? Journal of Child & Adolescent Mental Health, 26(2), iii–v. doi:10.2989/17280583.2014.938497. Therapy for Pediatric Clients With Mood Disorders Essay Assignment Paper.
 

NSG/514 Health Law, Policy, Ethics, and Global Trends Essay Assignment Papers

• Week 1

  Policy Influences on Health Care

  Tasks

  Getting Started with VitalSource eBooks

  Learning Team Charter

  Objectives/Competencies

  • Course Objectives
    • 1.1Analyze how uninsured individuals affect the U.S. health care system.
    • 1.2Evaluate how Medicare and managed care affect hospital decision making.
    • 1.3Compare and contrast health care delivery in the United States and other countries.
    • 1.4Analyze the role the U.S. economy plays in allocating health care resources.
    • 1.5Analyze the characteristics of health policy making in the United States.
    • 1.6Evaluate ethical considerations in health care policy and law.
    • 1.7Analyze emerging and escalating global health issues and their effect on health policy, law, and finance.
    • 1.8Forecast future trends and their possible impacts on the health care system.

  Learning Activities

  Required

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    Health Policy and Politics, Ch. 1: Advanced Practice Registered Nurses and Public Policy, Naturally

    33

  • Health Policy and Politics, Ch. 2: Agenda Setting

    14

  • Health Policy and Politics, Ch. 3: Government Response: Legislation

    21

  • Health Policy and Politics, Ch. 4: Government Regulation: Parallel and Powerful

    14

  • Health Policy and Politics, Ch. 7: Program Evaluation

    7

  • Health Policy and Politics, Ch. 10: Overview: The Economics and Finance of Health Care

    18

  • Policy Formation

    5

  • Medicare Acts

    3

  • Professional Organizations and Advocacy

    8

  • Assignment Preparation: From Research to Health Policy Impact

    12

  • Learning Team Charter

    no new messages

  Recommended

  • Week 1 Electronic Reserve Readings

    2

  • Health Care Policy Development

    no new messages

  • Legislative Matrix

    no new messages

  • Meet and Greet

    10

  Assignments

  ASSIGNMENT STATUS	FRIENDLY NAME	TITLE	DUE DATE	POINTS	UNREAD COMMENTS
  		Participation
  		Policy Evaluation and Communication Plan	Graded		no new messages

• Week 2

  Health Care Cost Controls and Expenditures

  Tasks

  Learning Team: Affordable Care Act Debate

  Objectives/Competencies

  • See Week 1 for the course objectives.

  Learning Activities

  Required

  • Health Policy and Politics, Ch. 10: The Economics and Finance of Health Care

    10

  • Government Funding and Infection Control

    33

  • Underinsured and Uninsured Impact on the Affordable Care Act

    17

  Recommended

  • Week 2 Electronic Reserve Readings

    7

  • Affordable Care Act Implications

    20

  • Increasing Cost to Public Health and Health Care

    6

  Assignments

  ASSIGNMENT STATUS	FRIENDLY NAME	TITLE	DUE DATE	POINTS	UNREAD COMMENTS
  		Participation
  		Policy Brief Part I	Graded		no new messages

• Week 3

  Quality Dimensions of Health Care

  Tasks

  Learning Team: Affordable Care Act Debate

  Objectives/Competencies

  • See Week 1 for the course objectives.

  Learning Activities

  Required

  • Health Policy and Politics, Ch. 5: Policy Design

    11

  • Health Policy and Politics, Ch. 6: Policy Implementation

    12

  • Health Policy and Politics, Ch. 7: Program Evaluation

    9

  • Economic and Cultural Influences

    11

  • Funding Cuts Scenario

    10

  Recommended

  • Week 3 Electronic Reserve Readings

    2

  • Healthy People 2030 Goals

    1

  • Preventive and Episodic Care

    no new messages

  • Political and Economic Disparities

    4

  • Reimbursement

    1

  • Six Domains of Health Care Quality

    2

  Assignments

  ASSIGNMENT STATUS	FRIENDLY NAME	TITLE	DUE DATE	POINTS	UNREAD COMMENTS
  		Participation	Graded
  		Policy Brief Part II	Graded		no new messages

• Week 4

  Ethical Considerations in Health Care Policy and Law 1

  Tasks

  Learning Team: Affordable Care Act Debate

  Objectives/Competencies

  • See Week 1 for the course objectives.

  Learning Activities

  Required

  • Ethical and Legal Considerations

    25

  Recommended

  • Week 4 Electronic Reserve Readings

    25

  • Medical Marijuana

    19

  • Health Care Decision Making

    36

  • MHS and VA

    13

  • Ethical Evaluation

    22

  • Treatment of HIV Timeline

    1

  • Rights and Legality

    20

  Assignments

  ASSIGNMENT STATUS	FRIENDLY NAME	TITLE	DUE DATE	POINTS	UNREAD COMMENTS
  		Participation	Graded
  		Affordable Care Act Debate	Graded		no new messages
  		Policy Brief Part III	Graded		no new messages

• Week 5

  Ethical Considerations in Health Care Policy and Law 2

  Objectives/Competencies

  • See Week 1 for the course objectives.

  Learning Activities

  Required

  • Nursing Licensure

    8

  Recommended

  • Court Case Review

    49

  • Week 5 Electronic Reserve Readings

    36

  • Political Agendas

    7

  • The Courts

    no new messages

  • The Role of PACs

    4

  • Pharmaceutical Ethical Issues

    20

  • Social Media and Advocacy

    8

  • Health Care Agendas

    1

  Assignments

  ASSIGNMENT STATUS	FRIENDLY NAME	TITLE	DUE DATE	POINTS	UNREAD COMMENTS
  		Participation	Graded
  		Policy Brief Part IV	Graded		1

• Week 6

  National and Global Health Care Reform

  Objectives/Competencies

  • See Week 1 for the course objectives.

  Learning Activities

  Required

  • Health Policy and Politics, Ch. 8: The Impact of Social Media and the Internet on Healthcare Decisions 18
  • Health Policy and Politics, Ch. 9: Interprofessional Practice, Education, and Research 14
  • Health Policy and Politics, Ch. 11: Global Connections 13

  Recommended

  • Week 6 Electronic Reserve Readings21
  • Global Resources and National Funding 19
  • APRN Role Changes 10
  • Policy Creation: Proactive or Reactive?16
  • Government Positions for Advocacy

    2

  Assignments

  ASSIGNMENT STATUS	FRIENDLY NAME	TITLE	DUE DATE	POINTS	UNREAD COMMENTS
  		Participation	Graded
  		Cost of Health Care	Graded	no new messages
  		One-Pager

NSG/514 Health Law, Policy, Ethics, and Global Trends Essay Assignment Papers