Nursing pico question- create a concept map

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NURSING PICO QUESTION

  1. Formulate a PICO question for your “Design A Research Study” assignment. Use the following formulated question as PICO question to create the Concept Map:

Which form of oxytocin administration during the third stage of labor is most effective in reducing the risk of postpartum hemorrhage?

  1. Create a concept map for your PICO question, using the module resources on concept mapping. Using guidelines from the concept mapping topic of this module, create a new concept map based on your PICO question. See resources and guidelines attached below 
  2. The first step is in concept mapping to create boxes with the four pieces of your PICO.
  3. Then begin making connections between the population, intervention, comparison, and outcomes for your question. 
  4. Expand your map by including additional levels of concepts, ideas, and search terms (synonyms) for each subtopic. 
  5. You should have at least three levels of sub-concepts in addition to your main PICO concepts. This process will help you tremendously when you begin to search the databases for literature on your paper topic. 

PICO and Concept Map Assignment Grading Rubric: 

  

Possible Points

Points Given

Comments

 

PICO and Search   Query Worksheet attached and complete

5

 

Well-written   PICO of nursing relevance

5

  

PICO represented as main concept boxes on concept   map an Contains at   least 3 additional levels of concepts beyond the main boxes

5

 

Map Appears   thorough and neat

5

 

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please see the instructions below 15

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Examine the pathophysiological factors that influence the incidence and manifestations of acute, episodic, and chronic diseases in populations across the lifespan.

Topic: Educational Brochure

Design a trifold educational brochure, that will be used to educate the community, about one of the following topics:

  • hypertension
  • hypercholesterolemia
  • heart failure
  • artherosclerosis
  • pathophysiological factors that influence the incidence and manifestations of acute, episodic, and chronic diseases in populations across the lifespan

Brochure Contents

  1. Two evidenced-based web sites or journal articles as a reference
  2. Risk factors
  3. Possible consequences
  4. Prevention strategies
  5. Treatment modalities

Assignment Requirements:

Before finalizing your work, you should:

  • be sure to read the Assignment description carefully (as displayed above)
  • consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary
  • utilize spelling and grammar check to minimize errors.
  • follow the conventions of Standard American English (correct grammar, punctuation, etc.)
  • be well ordered, logical, and unified, as well as original and insightful
  • display superior content, organization, style, and mechanics
  • use APA 6th Edition format.

 

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final project submission presentation and speaker notes

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The final project in this course is the creation of a presentation and speaker notes, in which you will need to imagine that you are relocating from your current location to a new region of the globe. Your audience for this presentation will be your friends and family. Your goal is to show them that you have thought through your relocation to a new global geographic region and that you have learned about the area to which you are relocating. Your presentation should address how the fundamental themes of geography impact your life in this scenario. To answer this question, you will research a global region and a city or area of a country within that region and examine the connectivity between this location and you.

Before submitting your final project, review the following documents, Final Presentation Slides Student Example and Final Presentation Speaker Notes Student Example, within the Student Example Folder.

Remember to reach out to your instructor early or use the General Questions topic if you have any questions or observations you wish to share.

To complete this assignment, review the Final Project Guidelines and Rubric document.

 

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Reflection Portfolio

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Purpose
In this course, we will work to see the connections between mathematical ideas, the strands of mathematical proficiency, and the Common Core content and practice standards. The purpose of the portfolio assignments (due Weeks 2, 6, and 10) is to provide structured opportunities for you to reflect on your developing understanding of these ideas, proficiencies, practices, and standards, as well as receive frequent comments and feedback.

Instructions
Your first reflection should address:

Part A
Your growing understanding of the strands of mathematical proficiency discussed thus far.

Descriptions of each strands key ideas and why they are important to developing mathematical proficiency, based on the overview section of Adding It Up, with emphasis on the productive disposition strand. For example, Productive disposition means a person is able to ____ as well as ____.
Connections between productive disposition and other ideas discussed in class (e.g. mathematics identity, smartness, or exploration and flourishing).
Examples of how you saw yourself or others developing/demonstrating productive disposition during class or through course activities. For example, I saw myself demonstrating ____ during ____ because I did ____.
Your current questions about the strands, and conjectures about possible answers to those questions.
Part B
Your growing understanding of the Common Core State Standards for Mathematics (CCSSM), including the standards for mathematical practice (SMPs) and the content standards, with respect to:

Descriptions of the SMPs and CCSSM and why they are important to learning and doing mathematics. For example, Knowing how the CCSSM structure the spiraling of ____, across grade levels means that secondary students build on ____ from elementary grades. This is important because a key part of doing mathematics is ____.
Your current understandings of the differences and similarities between the SMPs and CCSSM.
Connections between math practices and other ideas discussed (i.e. mathematics identity, multiple representations).
Your current wonderings about the practices, and conjectures about possible answers to those wonderings. For example, How is SMP ____ different from SMP ____ when they both talk about ____?
Part C
Your understanding of the interconnectedness of these two frameworks (CCSSM/SMPs and the strands of mathematical proficiency), including:

Similarities and differences between what these two frameworks describe and attend to in terms of doing mathematics.
Your current wonderings about these frameworks, and conjectures about possible answers to those wonderings.
Connections between the strands of proficiency discussed thus far and the SMPs, such as how developing a particular strand can support engagement in an SMP. For example, Productive supports procedural fluency because _______. However, procedural fluency also supports conceptual understanding because _______.
Requirements
This assignment should meet the following requirements:

No less than two pages, single-spaced, in length total
No more than four pages, single-spaced, in length total
Please identify each part (A, B, C) of your response clearly. Your narrative for each section should include topic sentences and elaboration that clearly connect to the prompts from the section. You may use headers in your writing to show when you transition from one prompt to the next.  to structure your reflective writing (i.e. Paragraph 1 addresses strands of mathematical proficiency, Paragraph 2 addresses the Common Core State Standards/mathematical practice, Paragraph 3 addresses the interconnectedness of the frameworks)

Pages 115-118 & 131-133, Mathematics Learning Study Committee, Division of Behavioral Social Sciences Education, National Research Council, & Center for Education. (2001). The Strands of Mathematical ProficiencyLinks to an external site.. In Adding It Up (pp. 115-156). National Academies Press.

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