Geriatric Nursing Practice - Nursing Schools

Nov 20, 2025

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Nursing schools' Geriatric Nursing Practice focuses on giving students the specific information they need to care for aging populations. Important subjects covered in the program include managing chronic illnesses, mental health, mobility issues and age-related ailments

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Geriatric Nursing Practice - Nursing Schools

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Male / Female, Home Nursing and Care Service

Care Health Nursing Bureau was clearly seen as associate occupation for ladies. With the creation of the primary nursing faculties, the gendering of the profession was accelerated. Male nurses’ contribution to the event of the profession was restricted as compared with women’s. However, true was slightly totally different in Indian nation. Qualitative associated measuring of many historical documents and interviews with many retired nurses contributed to an understanding of however men became nurses and the way they worked for care health, With totally different nursing coaching and job opportunities, male nurses still managed to contribute, even on the far side that of feminine nurses, to the advance of the nursing profession. Nursing in nation has been a mixed-gendered activity, and this characteristic didn't modification with the inspiration of the primary nursing faculties at the tip of the nineteenth century. These initial Indian nursing faculties were mixed-gendered establishments during which the presence of male nursing students was high throughout many decades. Male Nurses in Noida When receiving their sheepskin, these male nurses worked within the hospitals wherever they were guilty of male patients’ wards till the nursing workers became principally feminine within the mid-twentieth century. This variation passed off throughout totalitarianism. Once the state began to feel the influence of international nursing models, it declared that nursing ought to solely be for ladies, excluding men from this profession and thus from many nursing faculties. As a result, various changes occurred within the coaching of male nursing students and in their future career. Nursing Bureau in Noida In spite of the unfairness against male nurses, they were gift in larger numbers and were a lot of active than feminine nurses at the Indian nursing trade unions, wherever they tried to enhance the nursing profession and therefore the operating conditions of its professionals. Bearing in mind the benefits and drawbacks of oral history, we've meted out a series of interviews with eight retired nursing professionals. This text aims at demonstrating a particular example of the gendering of the Nursing profession, by merely repeating the Indian model – thought-about the foremost developed – hook line and sinker the implications or maybe whether or not it had been custom-made to the country that had a distinct nursing tradition. As a result of the implications of this gendering, we are still felt these days, this text opens a mirrored image on however complicated it's to follow a distant nursing model and on the problems related to such a replica.

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List of top 10 schools in bangalore

List of top 10 schools in bangalore 1. SCHOOL SEARCH MADE EASY LIST OF TOP 10 SCHOOLS IN BANGALORE Edustoke brings to you an assorted list of top 10 schools in Bangalore ranked by Parents over the years. This includes all the category of schools in Bangalore like CBSE, ICSE and other schools For a Comprehensive list of Bangalore Schools Filtered by Locality, Board type and Reviews by Parents you can visit Edustoke at : Schools in Bangalore 2. SCHOOL SEARCH MADE EASY INDUS INTERNATIONAL SCHOOL, BANGALORE The Indus International School, Bangalore, is an International Baccalaureate school situated on a 40-acre campus at Sarjapur, Bangalore, India, which was established by the Indus Trust in 2003 Visit Schools at https://www.edustoke.com/bengaluru/ indus-international-school- thyvakanahally 3. SCHOOL SEARCH MADE EASY OAKRIDGE INTERNATIONAL SCHOOL, BANGALORE Oakridge International School, with just a decade of presence, has garnered a strong repertoire to become one of the best international schools in the country. The prestigious international school was started with a mission to build a community of leaders, over a foundation of shared beliefs, values and ethos. Visit schools at https://www.edustoke.com/bengalu ru/oakridge-international-school- choudadenahalli 4. SCHOOL SEARCH MADE EASY MALLAYA ADITI INTERNATIONAL SCHOOL, BANGALORE Mallya Aditi International School is a private school located in Yelahanka, Bangalore, India. It is named after Bangalore's former billionaire and Member of Parliament Vijay Mallya as a result of an endowment Visit schools at https://www.edustoke.com/ bengaluru/mallaya-aditi- international-school- yelahanka-new-town 5. SCHOOL SEARCH MADE EASY JAIN INTERNATIONAL RESIDENTIAL SCHOOL, BANGALORE Jain International Residential School, Bangalore is an institution also with weekly boarding facilities under The JGI Group on a 350 acres campus known as the Jain Global Campus which is JGI's main campus Visit Schools at https://www.edustoke.com/ bengaluru/jain-international- residential-school- ramanagara 6. SCHOOL SEARCH MADE EASY THE INTERNATIONAL SCHOOL, BANGALORE The International School Bangalore is a private educational institution located on Sarjapura Varthur road in Bangalore, India. It was founded in 2001 by Dr. K. P. Gopalkrishna, and is a sister school to the National Public Schools, Bangalore Visit schools at https://www.edustoke.com/ bengaluru/the-international- school-bangalore- hegondanahalli 7. SCHOOL SEARCH MADE EASY BISHOP COTTON GIRLS SCHOOL, BANGALORE Bishop Cotton Girls' School, or BCGS, is a private all-girls' school for boarders and day scholars in Bangalore, Karnataka, India Visit Schools at https://www.edustoke.com/ bengaluru/bishop-cotton- girls-school-sampangi-rama- nagar 8. SCHOOL SEARCH MADE EASY INVENTURE ACADEMY, BANGALORE Inventure Academy is an International School in Bangalore. This coeducational independent school is located in the outskirts of Bangalore, India. Founded in 2005, the school is located in the outskirts of Bangalore on a campus of 37 acres Visit Schools at https://www.edustoke.com/ bengaluru/inventure- academy-hegondanahalli 9. SCHOOL SEARCH MADE EASY NATIONAL PUBLIC SCHOOL, BANGALORE The National Public School, Indiranagar (NPS) is a private school located in Indiranagar, Bangalore, India. It is a sister institution of the National Public School Visit School at https://www.edustoke.com/ bengaluru/national-public- school-new-tippasandra 10. SCHOOL SEARCH MADE EASY STONEHILL INTERNATIONAL SCHOOL, BANGALORE Stonehill International School is a private, secular, coeducational day and boarding school for students aged from three to eighteen. English is the medium of instruction throughout Visit School at https://www.edustoke.com/ bengaluru/stone-hill-int- school-bangalore-rural 11. SCHOOL SEARCH MADE EASY EBENEZER INTERNATIONAL SCHOOL, BANGALORE Ebenezer International school (EISB) is a residential and day school located in India. It was founded in 2006 by Dr. Abraham Ebenezer. It offers ICSE, IGCSE Visit School at https://www.edustoke.com/ bengaluru/ebenezer- international-school- chinthalamadivala 12. Edustoke.com Or Call 91 8277988911 https://www.facebo ok.com/edustoke https://twitter.com /InfoEdustoke https://www.linkedin .com/in/edustoke- pvt-ltd-96a388110/

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Case Study Details - Melody King, 36, Peritonitis following ruptured appendix: Ms. Melody King presented to the Emergenc

NEED THIS PAPER, ORDER IT NOW AT https://www.essaytutors.net/ Supplementary Assessment A The supplementary assessment (Supplimentary Assessment A) will take the form of a 1600 word case study, in the field of medical-surgical nursing, which discusses the provision of ethical, legal, evidence-based, holistic person-centred care including the establishment of realisticand relevant goals through the theoretical examination of a particular nursing specialty case study using the Clinical Reasoning Cycle (Levett-Jones, 2013). Case study instructions: Utilise the Clinical Reasoning Cycle (Levett-Jones, 2013) (a clinical decision making framework) to plan and evaluate person-centred care: Considering the person’s situation, collect, process and present related health information; Identify and prioritise at least three (3) nursing problems/issues based on the health assessment data that you have identified for the person at the centre of care; Establish goals for priority of nursing care as related to the nursing problem/issues identified; Discuss the nursing care of the person, link it to assessment data and history; Evaluate your nursing care strategies to justify the nursing care provided; Reflect on the person’s outcomes. Case Study Details - Melody King, 36, Peritonitis following ruptured appendix: Ms. Melody King presented to the Emergency department with 2-3 days of severe Right Lower Quadrant abdominal pain, which required emergency laparoscopic surgery for removal of a ruptured appendix. She has a past medical history of asthma and depression, with her current prescribed and compliant medications list which includes Ventolin, Seretide, Sertraline. Melody’s observations were as follows: • BP 95/45mmHg • HR 120 • Temp 38.3°Celcius • RR 22/min and shallow • SpO2 95% on room air She complained of increasing nausea and centralised abdominal pain 7-8 on a scale of 0 to10. Physical assessment showed a distended abdomen and generalised abdominal guarding. To investigate her condition further, pathology results reveal a raised white blood cell (WBC) count and CRP. You are the RN caring for Melody post-operatively on the surgical ward. References: Levett-Jones, T. (Ed.), (2013). Clinical reasoning: Learning to think like a nurse. Sydney, Australia: Pearson Education. Words: 1600 words Learning Outcomes: 2, 5, 6 Graduate Attributes: 1,6 Note APA references at least 15, Mostly from Australia , peer review and journal article Follow the rubric pls Criterion Referenced Rubric: Supplimentary Assessment A NRSG370, Case Study Criteria for marking High Distinction (95-100%) High Distinction (85-94%) Distinction (75-84%) Credit (65-74%) Pass (50-64%) Unsatisfactory (31-49%) Unsatisfactory (0-30%) Sequencing 5% The content in the case study directly matches the outline presented in the introductory paragraph. The case study ends with a rational conclusion. The content in the case study comprehensively matches the outline presented in the introductory paragraph. The case study ends with a rational conclusion. The content in the case study thoroughly matches the outline presented in the introductory paragraph and the case study ends with a rational conclusion. The content in the case study matches the outline presented in the introductory paragraph. and the case study ends with a rational conclusion. The content in the case study mostly matches the outline presented in the introductory paragraph and the case study ends with a conclusion. There is a clear introduction, followed by the body of the case study, with a conclusion. However, content within the body and within paragraphs is not always logically sequenced. There is no clear introduction, body and/or conclusion. There is no sequencing evident. Content 50% Extensively defines and discusses the provision of ethical, legal, evidence-based, holistic person-centred care, including the establishment of realistic and relevant goals. Includes relevant discussion on the collection, processing and presentation of client/patient information. Clearly identifies and prioritises 3 relevant nursing issues/ problems. Strong evidence of use and understanding of the clinical reasoning cycle. Comprehensively defines and discusses the provision of ethical, legal, evidence-based, holistic person-centred care, including the establishment of realistic and relevant goals. Includes relevant discussion on the collection, processing and presentation of client/patient information. Clearly identifies and prioritises 3 relevant nursing issues/ problems. Clear evidence of use and understanding of the clinical reasoning cycle. Thoroughly defines and discusses the provision of ethical, legal, evidence-based, holistic person-centred care, including the establishment of realistic and relevant goals Includes discussion of the collection, processing and presentation of client/patient information. Clearly identifies and prioritises 3 relevant nursing issues/ problems. Evidence of use and understanding of the clinical reasoning cycle. Defines and describes the provision of ethical, legal, evidence-based, holistic person-centred care, including the establishment of relevant goals Includes the collection, processing and presentation of client/patient information. Identifies and prioritises 2-3 relevant nursing issues/ problems. Some evidence of use and understanding of the clinical reasoning cycle. Describes the provision of ethical, legal, evidence-based, holistic person-centred care, but does not provide clear rationale for choices or the establishment of relevant goals Discusses the collection, processing and presentation of client/patient information. Issues/problems identified are unclear or not relevant to the case study. Minimal evidence of use and understanding of the clinical reasoning cycle. Limited evidence of the consideration or provision of ethical, legal, evidence-based, holistic person-centred care, issues/problems identified are not relevant to the case study or poorly prioritised or key issues/problems have been omitted. No evidence of use and understanding of the clinical reasoning cycle No evidence of the consideration or provision of ethical, legal, evidence-based, holistic person centred care, No issues/problems identified. No evidence of use and understanding of the clinical reasoning cycle Critical thinking, reasoning and evaluation of evidence 30% There is evidence of comprehensive depth and breadth of reading. A concise and well supported analysis related to nursing care and issues/problems is presented, and is supported by adequate and appropriate evidence. There is evidence of detailed depth and breadth of reading. A concise and well supported analysis related to nursing care and issues/problems is presented, and is supported by adequate and appropriate evidence. There is evidence of both depth and breadth of reading. An analysis is presented related to nursing care and issues/problems, and is supported by appropriate evidence. An analysis is presented related to nursing care and issues/problems supported by evidence. There is evidence of supportive reading An analysis is presented related to nursing care and issues/problems with minimal supportive evidence Minimal analysis is presented related to nursing care and issues and/or analysis presented lacks relevance to the topic. Little to no analysis is presented related to nursing care and issues Paragraph, structure / intelligibility 5% Flawless presentation of ideas. The writing is organised into paragraphs that are structured well, and the information is organised appropriately within the paragraph. Each paragraph relates to a discrete idea. There are clear linking sentences that link each paragraph to the next consistently. The writing is organised into paragraphs, and the information is organised consistently and appropriately within the paragraph. Each paragraph relates to a discrete idea. There are clear linking sentences that link most paragraphs to the next. The writing is organised into paragraphs, and the information is organised appropriately within the paragraph. Most paragraphs relates to a discrete idea. There are clear linking sentences that link most paragraphs to the next. The writing is organised into paragraphs, and the information is mostly organised appropriately within the paragraph. Most paragraphs relates to a discrete idea. The paragraphs mostly link to one another. There is evidence of paragraphs, however paragraph structure is disorganised, with no clear ideas, and no links. Some evidence of paragraphs, however paragraph structure is disorganised, with no clear ideas, and no links. Sources & Referencing 10% Credible and relevant references are used. Accurate use of APA referencing style in all instances. A broad range of in-text citations has been used. Credible and relevant references are used. Accurate use of APA referencing style in all instances. A range of in-text citations has been used. Credible and relevant references are used. APA referencing style is almost always accurate. A range of in-text citations has been used. Credible and relevant references are used. APA referencing style is accurate on most occasions. There is limited use of a range of in-text citation formats. Credible and relevant references are used. APA referencing style is demonstrated inconsistently. There is no variation of in-text citation format. Not all references are credible and/or relevant. There are inaccuracies with the APA referencing style. There may be an overuse of direct quotations. Not all references are credible and/or relevant. There are several inaccuracies with the APA referencing style. There may be an overuse of direct quotations.

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MTH 220 ENTIRE COURSE//Tutorfortune.com

MTH 220 ENTIRE COURSE//Tutorfortune.com Visit below link to buy https://tutorfortune.com/collections/mth-2202018-latest WEEK 1 MTH 220 Week 1 Individual Assignment MyMathLab® Orientation//Tutorfortune.com Instructions: The purpose of MyMathLab® Orientation is to help you become acquainted with MyMathLab®. This assignment will help you to solve the various types of problems you will encounter during the course. Watch How to Access MyMathLab®. Complete the following steps to access the MyMathLab® Orientation. 1. Select the Practice/Simulation/Homework/Game tab near the top of the screen. 2. Select External Content Launch to open MyMathLab®. 3. Select the Homework and Tests tab within MyMathLab®. 4. Select the MyMathLab® Orientation. Note: You do not need to submit an attachment for this assignment. Your grade for this assignment will display once your instructor has reviewed your work. Visit below link to buy https://tutorfortune.com/collections/mth-2202018-latest MTH 220 Week 1 Individual Assignment MyMathLab® Study Plan for Week 1//Tutorfortune.com Instructions: Watch the Weekly Checkpoint Assignments. Note: The video is from another course, but the setup in MyMathLab® is similar for this class. The purpose of this graded assignment is to help you to obtain the necessary practice in order to fully comprehend the weekly learning objectives. This assignment will provide you with guided instructions, videos, and links to the textbook in case you get stuck. The Mastery Points earned through the Quiz Me exercises will be used to assess your learning of the weekly objectives. Complete the following steps to access the MyMathLab® Study Plan for Week 1: 1. Access the Practice/Simulation/Homework/Game tab. 2. Select External Content Launch to open MyMathLab®. 3. Select Homework and Tests in MyMathLab® on the top-left corner of the screen. 4. Select Study Plan for Week 1. 5. Select the green Practice button next to the first unmastered objective. 6. Complete the practice problems until you feel ready to take a quiz. 7. Select the Close button. Return to the Study Plan for Week 1. 8. Select the Quiz Me button. 9. Correctly answer the questions to earn the Mastery Point (MP). There may be two questions per Quiz Me. 1. Note: If you do not correctly answer the questions in the Quiz Me, you must select Practice and successfully complete at least one practice problem before you can retake the Quiz Me. You can follow this process and attempt each Quiz Me as often as necessary. 2. In order to receive the Mastery Point you must answer both Quiz Me questions correctly at the same time and receive a minimum score of 80%. 10. After earning the Mastery Point for the first objective, continue working through the Study Plan using the same process described above until you have earned all Mastery Points for the week. Visit below link to buy https://tutorfortune.com/collections/mth-2202018-latest WEEK 2 MTH 220 Week 2 Individual Assignment MyMathLab® Study Plan for Week 2//Tutorfortune.com Instructions: The purpose of this graded assignment is to help you to obtain the necessary practice in order to fully comprehend the weekly learning objectives. This assignment will provide you with guided instructions, videos, and links to the textbook in case you get stuck. The Mastery Points earned through the Quiz Me exercises will be used to assess your learning of the weekly objectives. Complete the following steps to access the MyMathLab® Study Plan for Week 2: 1. Access the Practice/Simulation/Homework/Game tab. 2. Select External Content Launch to open MyMathLab®. 3. Select Homework and Tests in MyMathLab® on the top-left corner of the screen. 4. Select Study Plan for Week 2. 5. Select the green Practice button next to the first unmastered objective. 6. Complete the practice problems until you feel ready to take a quiz. 7. Select the Close button. Return to the Study Plan for Week 2. 8. Select the Quiz Me button. 9. Correctly answer the questions to earn the Mastery Point (MP). There may be two questions per Quiz Me. 1. Note: If you do not correctly answer the questions in the Quiz Me, you must select Practice and successfully complete at least one practice problem before you can retake the Quiz Me. You can follow this process and attempt each Quiz Me as often as necessary. 2. In order to receive the Mastery Point you must answer both Quiz Me questions correctly at the same time and receive a minimum score of 80%. 10. After earning the Mastery Point for the first objective, continue working through the Study Plan using the same process described above until you have earned all Mastery Points for the week. Visit below link to buy https://tutorfortune.com/collections/mth-2202018-latest WEEK 3 MTH 220 Week 3 Individual Assignment MyMathLab® Study Plan for Week 3//Tutorfortune.com Instructions: The purpose of this graded assignment is to help you to obtain the necessary practice in order to fully comprehend the weekly learning objectives. This assignment will provide you with guided instructions, videos, and links to the textbook in case you get stuck. The Mastery Points earned through the Quiz Me exercises will be used to assess your learning of the weekly objectives. Complete the following steps to access the MyMathLab® Study Plan for Week 3: 1. Access the Practice/Simulation/Homework/Game tab. 2. Select External Content Launch to open MyMathLab®. 3. Select Homework and Tests in MyMathLab® on the top-left corner of the screen. 4. Select Study Plan for Week 3. 5. Select the green Practice button next to the first unmastered objective. 6. Complete the practice problems until you feel ready to take a quiz. 7. Select the Close button. Return to the Study Plan for Week 3. 8. Select the Quiz Me button. 9. Correctly answer the questions to earn the Mastery Point (MP). There may be two questions per Quiz Me. 1. Note: If you do not correctly answer the questions in the Quiz Me, you must Select Practice and successfully complete at least one practice problem before you can retake the Quiz Me. You can follow this process and attempt each Quiz Me as often as necessary. 2. In order to receive the Mastery Point you must answer both Quiz Me questions correctly at the same time and receive a minimum score of 80%. 10. After earning the Mastery Point for the first objective, continue working through the Study Plan using the same process described above until you have earned all Mastery Points for the week. Visit below link to buy https://tutorfortune.com/collections/mth-2202018-latest WEEK 4 MTH 220 Week 4 Individual Assignment MyMathLab® Study Plan for Week 4//Tutorfortune.com Instructions: The purpose of this graded assignment is to help you to obtain the necessary practice in order to fully comprehend the weekly learning objectives. This assignment will provide you with guided instructions, videos, and links to the textbook in case you get stuck. The Mastery Points earned through the Quiz Me exercises will be used to assess your learning of the weekly objectives. Complete the following steps to access the MyMathLab® Study Plan for Week 4: 1. Access the Practice/Simulation/Homework/Game tab. 2. Select External Content Launch to open MyMathLab®. 3. Select Homework and Tests in MyMathLab® on the top-left corner of the screen. 4. Select Study Plan for Week 4. 5. Select the green Practice button next to the first unmastered objective. 6. Complete the practice problems until you feel ready to take a quiz. 7. Select the Close button. Return to the Study Plan for Week 4. 8. Select the Quiz Me button. 9. Correctly answer the questions to earn the Mastery Point (MP). There may be two questions per Quiz Me. 1. Note: If you do not correctly answer the questions in the Quiz Me, you must select Practice and successfully complete at least one practice problem before you can retake the Quiz Me. You can follow this process and attempt each Quiz Me as often as necessary. 2. In order to receive the Mastery Point you must answer both Quiz Me questions correctly at the same time and receive a minimum score of 80%. 10. After earning the Mastery Point for the first objective, continue working through the Study Plan using the same process described above until you have earned all Mastery Points for the week. Visit below link to buy https://tutorfortune.com/collections/mth-2202018-latest WEEK 5 MTH 220 Week 5 Individual Assignment MyMathLab® Study Plan for Week 5//Tutorfortune.com Instructions: The purpose of this graded assignment is to help you to obtain the necessary practice in order to fully comprehend the weekly learning objectives. This assignment will provide you with guided instructions, videos, and links to the textbook in case you get stuck. The Mastery Points earned through the Quiz Me exercises will be used to assess your learning of the weekly objectives. Complete the following steps to access the MyMathLab® Study Plan for Week 5: 1. Access the Practice/Simulation/Homework/Game tab. 2. Select External Content Launch to open MyMathLab®. 3. Select Homework and Tests in MyMathLab® on the top-left corner of the screen. 4. Select Study Plan for Week 5. 5. Select the green Practice button next to the first unmastered objective. 6. Complete the practice problems until you feel ready to take a quiz. 7. Select the Close button. Return to the Study Plan for Week 5. 8. Select the Quiz Me button. 9. Correctly answer the questions to earn the Mastery Point (MP). There may be two questions per Quiz Me. 1. Note: If you do not correctly answer the questions in the Quiz Me, you must select Practice and successfully complete at least one practice problem before you can retake the Quiz Me. You can follow this process and attempt each Quiz Me as often as necessary. 2. In order to receive the Mastery Point you must answer both Quiz Me questions correctly at the same time and receive a minimum score of 80%. 10. After earning the Mastery Point for the first objective, continue working through the Study Plan using the same process described above until you have earned all Mastery Points for the week. Visit below link to buy https://tutorfortune.com/collections/mth-2202018-latest MTH 220 Week 5 Individual Assignment MyMathLab® Final Exam//Tutorfortune.com Instructions: The purpose of this cumulative graded assignment is to assess your knowledge of the learning objectives from each week of this course. It is highly recommended that you revisit each of the Weekly Checkpoint activities for additional practice prior to attempting this assignment. You will have two attempts to complete this assignment and you will not have access to the Help Me Solve This or View an Example features. Complete the following steps to access the MyMathLab® Final Exam: 1. Click the Final Exam tab. 2. Click External Content Launch to access MyMathLab®. 3. After finishing the Week 5 Study Plan in MyMathLab®, complete the Final Exam in MyMathLab®.

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NSG 416 Week 5 Individual Assignment Theory–Practice Gap//tutorfortune.com

NSG 416 Week 5 Individual Assignment Theoryu2013Practice Gap//tutorfortune.com Click on below link to buy https://tutorfortune.com/products/nsg-416-week-5-individual-assignment-theory-practice-gap Instructions: Fundamentals of Nursing Models, Theories, and Practice discusses the theory-practice gap in detail in many chapters. As you've read throughout the course, there is ongoing discussion about the connection between theory and practice, and the application in day-today nursing activities. This assignment is designed to illustrate that although there may be a gap, other factors play an important role in decision-making and each aspect of theory, research, and practice experience are integral to well-rounded patient care. Click the Paper tab for a link to Fundamentals of Nursing Models, Theories, and Practice and review Figure 1.4 Correlation: education, science and practice. Think of a scenario in which theory, research, and practice interact to create good patient outcomes. Create a visual representation of the theory-practice relationship or gap by replacing the text in the Theory-Practice Gap diagram template. Write a minimum of 525- to 700-word narrative explanation of your visual representation following the diagram. u2022tDescribe the chosen theory, research, and practice guideline or standard. u2022tExplain the relationship between the three and discuss the role each plays in quality patient care in the scenario. u2022tExplain any gaps, such as a lack of research, no practice standard, or no useable theory. u2022tDetermine the best course of action for making decisions in the absence of one aspect. Include documentation of the practice guideline or standard, and your corresponding research, evidence, or literature example. Cite your research and practice guidelines in-text and on the references page at the end of the template. Click the Assignment Files tab to submit your completed assignment template, practice guidelines, and research documentation. Click on below link to buy https://tutorfortune.com/products/nsg-416-week-5-individual-assignment-theory-practice-gap

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boardingschoolindia.com

search compare and select boarding school in indiar Get a detail information of Boarding schools in india, Best Boarding Schools in india, top 10 boarding schools in india, IB boarding schools in india, cbse boarding schools in india, icse boarding schools in india, girls boarding schools in india, boys boarding schools in india, IGSCE boarding schools in india, boarding schools admissions, international boarding schools in india, boarding schools entrance date,r government boarding schools in india, affordable boarding schools in india, cheap boarding schools in india, low cost boarding schools in india, list of boarding schools in india,

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Targeted Recruitment Efforts And Specific Hiring Strategies For New Teachers

Shortages of teachers are often most acute in certain fields, particularly bilingual/English as a Second Language, special education, mathematics, Spanish, and the physical sciences. Sometimes students are taught by a revolving door of substitutes. Other times students from the affected class are added temporarily or permanently to different classes, thereby increasing class size. When substitutes are not available, which is frequently the case, other teachers may be assigned to u201ccoveru201d the class during their preparation periods, a practice which solves the immediate problem but has long-term consequences for staff morale and attendance when teachers become exhausted and frustrated. It is difficult to ask students to take their education seriously when their school appears incapable of providing them with a regular teacher. The most common vacancy areas were special education and middle school classroom teacher. While some vacancies may seem miniscule, it is not minor from the perspective of the students without teachers. The highest-poverty schools are most likely to have teachers hired after the beginning of the school year. The highest-poverty elementary, K-8th grade, and middle schools each had at least twice as many teachers hired after September 15 as their counterparts with less than 80 percent low-income students. The vacancies are concentrated in the same set of high-poverty schools year after year, a situation that is exacerbated by placing the least experienced teachers in these schools. With about seven percent of the teaching force brand-new in any given year, new teachers can be found in every school. But the school assignment process has the effect of concentrating new teachers disproportionately in positions where it takes the most grit and skill to succeed. New teachers are most likely to be found in the highest-poverty schools. For example, 11 percent of the teachers at schools with at least 90 percent low-income students had less than one full-year of experience in the district, compared to five percent at schools at which less than 80 percent of the students were poor. At schools where 90 percent or more of the students are classified as low-income, the average number of years in the district was 10, and about half of the teachers in these schools had five years or less of previous teaching experience in the district. The u201csenioru201d colleagues may only have a few yearsu2019 more experience than the newcomers. The concentration of new teachers in particular schools presents an enormous challenge for mentoring efforts: there are simply not enough veteran teachers to go around. Further, many of the new teachers at middle schools have no experience in the middle grades and had little interest in teaching those grades when they applied to the district. These disparities in teacher experience occur in part because of school transfer rules that provide the first pick of jobs to teachers with the most seniority. A brand new study concluded that the general pattern is for teachers to transfer from higher-poverty schools to those with lower-poverty. The longer a teacher is employed by the system, the more opportunities arise to transfer to a lower-poverty school. Since new teachers are more likely to be found in high-poverty schools, and new teachers are less likely to be fully certified, it follows that schools with higher percentages of low-income students also have higher percentages of emergency-certified teachers. 82 percent of the teachers at the highest-poverty schools (defined here as 90 percent or more low-income) were certified to teach, compared to 92 percent at schools with the lowest rates of student poverty (less than 80 percent low-income). While this inequity is evident in each of the years we examined, the disparity between highest- and lowest-poverty schools has intensified over the three years since 2017. The inequity has grown in part because, while certification rates declined across school poverty levels, the highest-poverty schools experienced a larger drop. The highest-poverty schools also tend to have high percentages of minority students. Our data show that the percent of certified teachers at a school declines as the percent of minority students increases. In 2017-2018, 96 percent of the teachers at schools at which less than half of the students were minority were certified, compared to 86 percent at schools with 90 percent or more minority students. From 2018, schools with the lowest minority enrollment maintained roughly equivalent levels of teacher certification, while schools with high-minority populations saw their teacher certification levels drop. Once hired, new teachers often experience a rough start to the school year. For new teachers, late hiring and school placement mean that they have little time to learn about their school or the neighborhood it serves, meet their colleagues, set up their classrooms, evaluate the teaching materials available to them, or plan appropriate lessons. Those who arrive after school starts sometimes face students who have been taught by a series of substitutes, a situation that often creates a classroom culture of disorder that is difficult to change. While some school principals do an exemplary job with new teacher induction, high percentages of the respondents to a new survey reported that they finished their first week at the school without basic supports and information from administrators. During this period, two-thirds were not given the districtu2019s Curriculum Scope and Sequence for their courses; nearly three-fourths were not given student forms; a third were not given a staff handbook, and only half were told who their union building representative was. Focus group research indicates that high school teachers receive less assistance than teachers at other school levels. There were, however, some significant differences in their responses on these and other items by school level. For example, elementary school teachers were more likely than others to say they felt safe in their buildings, and substantially higher proportions of new high school teachers reported that their buildings were clean (39 percent) and that students were added or removed from their classes on a daily basis (45 percent). Source: https://ebookschoice.com/targeted-recruitment-efforts-and-specific-hiring-strategies-for-new-teachers/

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Overcoming Adversities For Children And Youth At Risk Of Educational Failure

The primary goal of the present study is to examine the impact of the changing macroecological characteristics of cities on school performance, and to draw from the research base and from innovative developments on what can be done to make a significant difference in reducing the achievement gap among urban students from minority backgrounds. Greater numbers of children from increasingly diverse sociocultural and economic backgrounds have been included in our nation's schools, and the kinds of educational programs offered in the classroom have been greatly diversified. These accomplishments, while significant, have fallen short of the educational vision of a universal school system that provides all children with equal access to schooling success. To date, efforts during the past three decades to desegregate schools have produced very little change to enhance social and academic integration. Furthermore, the focus on the "setting" of schooling has become a barrier to the nation's quest to improve schooling for the very students who are the intended beneficiaries of school desegregation. In particular, the difficulties of life in the inner city often overshadow the urban community's rich resources for children and families. By finding ways to magnify the positives in urban life, we can improve the capacity for education in the urban community and enhance the schooling success of those children and youth from economically disadvantaged backgrounds who live in some of the most adverse inner-city environments. There is increasing evidence that the achievement gap in this nation's urban schools may be better understood in terms of the decentralization of cities, the resulting changes in the social ecology of neighborhoods, and the structure of the urban labor market. The contention is that the changing makeup of the cities accounts for much of the failure of urban schools. The United States leads the industrialized world in numbers of children living in poverty. In addition, residential segregation by race and social class has also worsened despite efforts to desegregate the nation's cities following the civil rights legislation of the 1960s. African-American and other minority students tend to be in schools where overall achievement is low. And even in schools that have achieved racial integration, students from language and ethnic minority backgrounds are often resegregated by a variety of pullout remedial or compensatory education programs. These programs tend to underestimate what students can do, neglect fundamental content, provide inferior instruction, delay the introduction of more challenging work, and fail to provide students with a motivating context for learning. These circumstances place children at risk of educational failure and place schools at the center of interconnected social problems. Countering these trends and reducing the achievement gap requires an inclusive approach to responding to student diversity and the provision of powerful instruction that can increase the capacity for achieving the educational success of all students. Much is known from research and the practical application of innovative practices in overcoming adversities and strengthening the resources and protective mechanisms that foster the healthy development and educational resilience of children and youth at risk of educational failure. If we can find the means of viewing and understanding the "positives" in the lives of urban children and youth, we can rekindle the hope for progress by addressing the deep-rooted problem of the achievement gap. It is difficult if not impossible to achieve significant school improvement without forging working connections with the multiple forces that influence the development of children or the social ecology of neighborhoods. Recent discussion among educators has centered on the search for resilience-promoting strategies or protective mechanisms that help reduce the burden of adversity and advance opportunities for learning. Two major guidelines, emerging from the past three decades of research and innovative development efforts, have received increasing recognition for potentially reducing the risk factors associated with the urban life and the achievement gap in urban schools: (a) forging greater school connections with families and the community; and (b) reducing educational segregation within schools and implementing responsive and powerful instructional practices to ensure learning success of every student. There is growing public demand for a coordinated and inclusive approach to service delivery, and increasing recognition that the learning problems of children and families cannot be tackled by schools alone. Broader social policies must be established to initiate interagency, collaborative programs that link schools and other service agencies. To this end, a variety of innovative strategies and programs that are effective in forging coordinated, comprehensive education and related human services delivery are being created across the country. Although they vary in their approaches and in the specifics of their program designs, the problems facing children and families stem from a variety of cultural, economic, political, and health problems and that their solutions are complex and require pooled resource from public and private sector agencies. Clearly, we must find ways to reform current practices to ensure that educational experience in elementary and secondary schools are appropriate, meaningful, and the main source for positive development and education. The central improvement question is not whether to provide an inclusive system of education and related services delivery, but how to implement such a system in ways that are feasible and effective in ensuring the schooling success of all children, including and especially those with special needs. There is a substantial knowledge base that should be utilized in attempting to improve the current disjointed and unresponsive approach to serving children and youth with special needs who are not adequately served under the current system. Public school should be inclusive and integrated, and separation by race, gender, language background, and/or ability should be minimized. Conclusions To ensure adequate accountability for achieving equity in the educational outcomes of children and youth from ethnic and minority backgrounds who are at risk of educational failure, federal and state education agencies and local schools must be linked with other educational, social, and health service-providing institutions. A common standard of educational outcomes must be upheld for each student, including those in urban schools with high concentrations of students from minority backgrounds. A two-part initiative is needed to address the concern of the achievement gap in urban schools - one that forges greater school connections with families and the community to foster resilience development, eliminates educational segregation within schools, and implements responsive and instructionally powerful practices to ensure the learning success of each student. This initiative joins demonstrably effective practices and establishes a coordinated and inclusive educational service delivery system for children and families. It also calls for broad authority at federal, state, and local levels to grant waivers of rules and regulations to schools that wish to provide more integrated forms of education. A major next-step task in achieving a better, more systematic approach to service delivery within and beyond school walls is an aggressive plan to engage the public in dialogue on the kinds of broad-based school reforms that are needed to significantly reduce educational segregation and the achievement gap. Megan Wilson is a teacher, life strategist, successful entrepreneur, inspirational keynote speaker and founder of https://Ebookscheaper.com. Megan champions a radical rethink of our school systems; she calls on educators to teach both intuition and logic to cultivate creativity and create bold thinkers. Source: https://ebookscheaper.com/2020/09/15/overcoming-adversities-for-children-and-youth-at-risk-of-educational-failure/

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The Impulse To Widen College Access Continues Unabated

College costs have been rising quickly during the past two decades, and tuitions are rising even faster-much more quickly than family income. Such widening gaps cannot be sustained much longer, and our entire postsecondary education system may have to change radically to survive this economic upheaval. Our response to the current crisis will determine what kind of system develops in its wake. To envision a truly reformed system, we have to consider what has happened in recent years, what is likely to occur if we remain on our accustomed course, and what we must do differently. Prices have been rising even more quickly than costs. For several decades, prices-mainly tuition and fees-have risen by approximately 3 percent per year more than the Consumer Price Index (CPI). Moreover, federal and state appropriations and other subsidies have not risen as quickly as the costs they defray. Those two trends-rising unit costs and a growing share of those costs being borne by consumers-explain the scary price escalation of recent years. As prices rise, institutions do more discounting-student aid-to maintain enrollments, access, and diversity. Fewer students pay full tuition, and posted prices grow increasingly distant from actual or net prices. As institutional aid grows more quickly than external aid programs, universities spend more on student assistance, and each tuition hike generates less net revenue-creating ironic pressure to raise tuitions even higher. Fewer people can afford college out of current income, so individuals and institutions try to spread those costs over more years through prepaid tuition schemes, tax-advantaged savings plans, and, of course, loans, loans, and more loans. Instead of four or five years of payments like an auto loan, today's students will be burdened with something more like a thirty-year mortgage. Nonetheless, the schools have to recruit enough bodies to keep the revenue flowing. Admissions offices become marketing centers, and schools lure students with new programs, amenities, and services which push costs even higher. To sustain enrollments and serve social justice, the impulse to widen college access continues unabated, but as a growing fraction of each age cohort is allowed in, the colleges have to teach rising numbers of poorly prepared students. This has already changed higher education significantly: many colleges are now providing the sort of education that should have been provided in high school, and the willingness to accept ill-prepared students undermines their dedication in elementary and secondary school. That, in turn, exacerbates the preparedness problem and increases costs for the colleges. Cost and price escalation are affecting enrollment patterns, shifting students from private colleges to heavily subsidized public institutions, to community colleges, and to nontraditional schools that manage to charge whatever the federal grants and loans provide. The industry is starting to display a distinct market segmentation. Brand-name institutions are selective, high-status places that cater mostly to full-time students from traditional age groups and that have traditional academic values. Their students usually graduate with conventional degrees in the traditional number of years. This group comprises institutions such as Duke, Williams, and Berkeley. The "mass provider" institutions are not selective, and they enroll many students, including nontraditional ones and part-timers. They do not have high status, but they emphasize traditional degrees in fairly traditional fields, and they subscribe to the familiar academic values. The "convenience" institutions are highly user-friendly and responsive to market forces. This category includes community colleges, technical institutes and some branch campuses of more traditional institutions. It also comprises unconventional providers of just about any collection of skills and credentials anybody wants to obtain at practically any time through just about any medium of instruction. These schools serve many nontraditional and part-time students, and their values derive more from the business culture than from academe. The price burden is accelerating these changes, and the convenience providers grow ever more varied. A consumer can now get the desired skills and knowledge, and often the credentials, from corporate training schemes, audio and video courses, Internet courses, and adult education programs delivered through school systems, nonprofit organizations, and for-profit firms. Eventually, educational entrepreneurs will find ways to serve students who want to take exams and submit papers via e-mail to earn degree credit and marketable credentials without ever coming near a college campus. Clearly, higher education is changing rapidly, and there is more to come. The following scenario outlines what will probably happen during the next decade if U.S. higher education continues on the course it has taken in the past twenty years. Barring major productivity enhancements, mission shifts, or external constraints, college costs will continue to soar. State and federal policymakers will be reluctant to raise subsidies to cover those costs, and prices charged to higher education consumers will therefore ascend even more rapidly. As prices rise, enrollment in traditional institutions will stagnate or decline. College enrollments today already exceed the nation's total high school enrollment, and although it is too early to infer that the nontraditional market is saturated, it is clearly approaching that state. People will seek affordable alternatives. Community colleges and other institutions that keep their prices down-or even cut them-should enjoy enrollment gains. Convenience campuses will thrive. The brand-name colleges will look after themselves, though they may experience some slippage. But the public and private mass providers-places with traditional values, rising prices, not much prestige, and no great convenience-will encounter trouble. Some will try to boost themselves up the status ladder; others will behave more like convenience institutions. Those that do neither can expect significant grief. For those attending traditional institutions, our jury-rigged student aid system will struggle to provide access, and Congress and state legislatures will undergo annual battles over grant and loan expenditures. Loans will become larger and longer-term, and parents will shoulder even more of the load. To get their kids through college, fifty-year-old parents will rifle their retirement funds and life savings-thereby worsening the burden on Social Security, Medicare, and other such safety nets. Employers and government agencies that pay for a person's education will have a hammerlock on that employee for a decade or more afterward. The traditional college degree will lose allure except at prestige schools. College graduates still earn more money over their lifetimes than those who do not attend college, but this edge is starting to narrow, at least for men. Universal access will erode it further. Thus, competition for entry into the prestige universities will increase. The market will favor two categories: brand-name institutions and convenience schools. The craving for students will increasingly shape each college's decisions about what it is, does, and teaches. If students cannot afford to major in comparative literature, classics, and Asian history, those departments will wither, and those disciplines will languish or migrate to think-tanks and research centers. Tough-grading professors who cannot attract students will be replaced by ones who give automatic A's. Demanding core curricula that frighten off large segments of the market will have to be forfeited. And if two-thirds of the students want to study business, the college will allocate its faculty, scheduling, and other resources accordingly. Life on campus may grow more pleasant thanks to numerous amenities-recreation centers, food courts, and the like-but campus life will become much less a life of the mind. The proliferating amenities, student-centered culture, and enrollment-driven marketing demands will transform the average university into something akin to a resort or entertainment center-part multiplex theater, part guest ranch, and part love boat, with the occasional uplifting lecture or brow-furrowing seminar thrown in for no extra charge. Higher education will continue evolving toward a two-tiered faculty, especially at the mass-provider institutions, and schools will devote more of their budgets to non-teaching staff who deliver counseling services, tend those recreation centers, and enforce regulations. The convenience schools already feature such a bifurcation: their faculty know that they are paid to teach, not do research. At the prestige schools, professors will retain the traditional academic values, teach on the side, and aspire to a named chair at Harvard. Institutional governance will be a shapeless mess involving continual power struggles among four sets of forces: diehard supporters of collegial faculty governance; modern marketers pushing the university to respond to shifting demand and community needs; diverse campus factions seeking greater resources and status for their sectarian interests; and external regulators and funders pressing for greater efficiency and lower costs while imposing costly requirements. These trends, of course, need not continue. The following seven recommendations provide an alternative scenario for the future-not a coherent master plan, just a few ways by which providers could serve students better and create a more rational system. Institutions should embrace mission differentiation. The prestige campuses and convenience schools know what they are about and are likely to continue in their accustomed mode. But the mass providers, torn between their aspirations toward traditional status and their obligation to respond to shifting markets, desperately need to clarify their mission. This may be a heresy, but it would be best for all concerned if the mass providers agreed that their mission is to impart knowledge, not create it, and that their mandate is to impart it as effectively as possible at the lowest feasible cost. Schools should set serious academic standards for both entry and exit. Real admissions standards may curb enrollments, but probably only temporarily. Upon exit, institutions should confer meaningful degrees and certificates, perhaps including a warranty. An employer or parent should be able to trust that a degree signifies bona fide intellectual attainment, and students might be willing to pay more for one that is worth more in the marketplace. To make these credentials meaningful, each school should adopt a reliable academic assessment system. Many academics fear such measures, preferring to gauge quality by expenditures rather than results, but this attitude boosts costs, and prices cannot continue to go much higher. Then we should begin to view higher education in terms of paying for results-what students learn and (on certain campuses) how much knowledge the faculty produce. This is how virtually every modern enterprise, public or private (with the possible exception of churches), is coming to view its finances and management. The prestige institutions will probably continue to think of themselves as churches, and the convenience institutions already see themselves as businesses. The mass providers should be schools, organizations accountable for how much and how well their students learn. After taking that conceptual leap, other changes become conceivable. Institutions could pay attention to actual costs rather than only prices. Administrators could outsource campus services-perhaps even some instruction-to more efficient providers. They could base hiring, promotion, and compensation on teaching effectiveness. They could close down surplus facilities and base their budgets on customer demand rather than producer preference. They might also adopt differential pricing, charging less for, say, liberal arts studies and more for professional and technical subjects. Prices should be based on a program's cost and market appeal. Schools could also break down the term bills to allow payment only for services that consumers actually use. Rather than require everyone to support that fancy recreation center, for instance, an institution could sell memberships in it, like a health club. And schools could sell discounted blocks of tuition "tickets" to packagers, wholesalers, and families with several children. Public sector schools should continue the current trend toward full-cost pricing coupled with adequate need- and merit-based aid to students. This trend concurs with the common-sense notion that the primary beneficiaries of higher education are the students and that they should pay for it. If the government wants something-such as better special education teachers, research into nuclear waste disposal, or the mapping of the human genome-it should intervene in the marketplace with a subsidy targeted toward that specific result. Educators-and states-should nurture new kinds of institutions. We have some variety today, but to encourage innovation and experimentation we should establish the postsecondary equivalent of charter schools. Innovation on existing campuses is hindered by outmoded governance mechanisms and budgetary assumptions that view all new ideas as cost add-ons rather than substitutions. "Charter colleges" should be free of customary restrictions and regulations and invited to innovate in curriculum, technology, budget, and other areas. Finally, we should foment a revolution in institutional structure and governance, to yield productivity gains like those in industry, health care, and lately even in government. This involves decentralizing authority to the units of production, paring away middle management, and deregulating procedures while beefing up accountability for results. Schools should also consider altogether new forms of institutional structures and governance. Hospitals are merging and consolidating to gain crucial economies of scale, and we should encourage colleges and universities to do likewise. Imagine a high-prestige university, a dozen mass providers, and a couple-dozen convenience schools consolidating to produce organizational efficiencies and better customer service. Source: https://ebookschoice.com/the-impulse-to-widen-college-access-continues-unabated/

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Parental Practices Are Better Predictors Of Student Achievement

Forty years of research have shown that family involvement in education is one of the most powerful predictors of student success in school. Yet many high-poverty schools still have low levels of parent involvement and experience little success in their efforts to increase it. Students from high-poverty families are also less likely to spend time at home on learning-related activities that reinforce their schoolwork. Federal Support for Parent Involvement To address the less-than-optimal level of parent involvement, especially in high-poverty schools, federal legislation designed to support systemic and comprehensive reform efforts has included parent involvement strategies as a mechanism to increase the achievement of all students. Many states and districts have taken advantage of this support to build their parent involvement strategies. Title I schoolwide reforms include parent and community involvement as a key component of efforts to increase student achievement. The federal government's program requires the grantee to nurture meaningful parent and community involvement. The new regulations delineate guidelines for states, district, and schools in developing parent involvement initiatives. The legislation supports multiyear funding for school-family-community partnerships that allows flexibility and time for implementation and encourages the coherence of parent involvement programs across groups of children and helps foster parental involvement by authorizing grants nonprofit organizations to develop and implement parent centers that provide information, training, and support to parents. According to a recent survey, 85% of the states use funding to support their family involvement activities. Parent Involvement That Effects High Student Achievement Parent and community involvement has focused more on community inclusion than in developing partnerships with parents to aid in the child's learning. States have used their funds to sponsor meetings, conferences, and discussion groups to increase the community's understanding of education reform and standards-based reform. Since the 1990s, when parent involvement became the focus of efforts to increase the achievement of disadvantaged students, there has been a wide range of parent involvement initiatives advocated by schools, districts, states, and the federal government. These activities include participating in parent advisory roles, volunteering at school and in the classroom, providing learning activities to do with their child at home, attending parent training, and visiting resource centers. Recent research has shown that the parent involvement strategies that have the strongest direct relationship with student success are ones in which the parents participate in learning activities in the home with their child; have a supportive, nurturing, authoritative parenting style; and have high expectations and aspirations for them. Several studies have shown that these parental practices are better predictors of student achievement than parents' socioeconomic status. Using School-Parent Compacts to Foster Parent Involvement Research has also shown that the school can play an important role in supporting parent involvement and in developing shared goals between the teacher and parent for the student by means of family-school compacts. Ideally, the compacts are written agreements specifying the shared responsibilities of families and schools to undertake together with the common aim of attaining high student achievement to high standards. Responsibilities focus on student learning and school quality and often include expectations about attendance, instruction at home and at school, communication between teacher and parent, monitoring of student progress, and parent volunteering. For these compacts to work, there must be mutual trust and respect between parents and schools, an ongoing exchange of information, agreement on goals and strategies, and a sharing of rights and responsibilities. Title I legislation requires the use of school-parent compacts for learning. About 84% of Title I schools use school-parent compacts. A national survey found that schools with a high concentration of poverty and/or minority enrollments were much more likely to prepare compacts for all parents than were schools with lower concentrations of poverty. Of the schools that reported preparing voluntary written agreements for only some of their students, 53% prepared them for parents of Title I students and 79% prepared them for various other special-needs groups of students. Most schools using compacts report that these arrangements positively influence parent involvement and are related indirectly to higher student achievement. Research shows that parents in schools that implemented comprehensive parent involvement initiatives that included engaging parents in learning compacts, asking parents to sign homework completion sheets, encouraging parents to attend school and classroom open houses as well as parent-teacher conferences, and providing learning resources in the home, were more involved with their child's learning at home. Not all reports of the effects of parent compacts are positive. The compact may conflict with parents' support for their children in ways not defined by the compact. Therefore, it is important to ensure that the compact allows flexibility and responsiveness to a diversity of family cultures, values, and beliefs. Compliance with the compacts can be used as a way of attracting only the most involved parents to charter schools, which may in turn be related to socioeconomic status, race, and ethnic background. One study indicated that charter schools with high-poverty, low-achieving students were more likely to have contracts with "fail-to-comply" clauses, indicating that the student could be transferred if the parent does not fulfill the contract. In some schools, the compacts represent a limited view of family-school relationships in that they view the compacts more as a vehicle for obtaining parental compliance rather than encouraging inclusion and shared goals. The Implications of Compacts for Comprehensive School Reform Efforts Nearly every comprehensive school model includes parent involvement as one of its components; however, the implementation research on comprehensive school reform generally does not pay much attention to the role of parents in model adoption and implementation. Research suggests the following lessons regarding the use of parent compacts in comprehensive school reform efforts: - Using the school-parent compact along with a set of comprehensive parent involvement strategies is effective in fostering parenting practices associated with increased student achievement. - Compacts can serve as mechanisms to provide details about at-home learning activities for parents and can inform parents about how they can work with the school to meet the demands of a particular comprehensive reform effort. - School-family compacts should be developed as a collaborative effort between parents and schools to foster a true partnership between school and family. - Since active teacher involvement facilitates the effectiveness of the compacts, teachers need training to develop and implement these compacts effectively. - Compacts can operate as a fundamental mechanism to change power relationships between parents, teachers, and administrators, which is at the heart of school reform efforts. Challenges To Implementing Compacts Efforts focused on using family involvement as a mechanism to improve student learning must acknowledge and address several challenges: - Differences by race and class affect the development, implementation, and effects of compacts and other parent involvement initiatives. - Local politics can affect the success of parent involvement efforts so it is vital to have strong parent and community support when implementing parent compact efforts. - Parents and teachers are busy and it is often challenging to find time to engage in communication and collaborative efforts. It is important to integrate parent involvement mechanisms into the operation of the school and prioritize them. - Teachers, parents and principals sometimes lack the knowledge and support necessary to successfully implement compacts and other parent involvement strategies. The availability of information about how to use the compact correctly is helpful. Future Research Directions Much work needs to be done to increase our understanding of what mechanisms are most effective in fostering the type of parent-teacher collaboration that works to increase student achievement. Rigorous research that investigates the effect of the compacts on parent involvement and student achievement, especially in low-income populations, would contribute greatly to our knowledge about how the compacts work. The federal government, states, and districts might encourage schools to institute more formal mechanisms for both implementation and evaluation of the school-parent compacts. Pre-service teacher education might focus more on how to develop and implement successful compacts and other mechanisms for fostering parent involvement in the student's learning. Finally, more research is needed on the features that make compacts effective, such as sequential activities linked to school lessons and activities that are slightly too complex for the child to accomplish without assistance from an adult, giving parents the opportunity to support and listen to the child. Studies of the effectiveness of the school-parent compacts for learning and their implementation would go a long way in helping us understand how the compacts operate as well as providing guidelines for teachers and parents who would like to work together to improve student achievement. Jeff C. Palmer is a teacher, success coach, trainer, Certified Master of Web Copywriting and founder of https://Ebookschoice.com. Jeff is a prolific writer, Senior Research Associate and Infopreneur having written many eBooks, articles and special reports. Source: https://ebookschoice.com/parental-practices-are-better-predictors-of-student-achievement/

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Download KS3 Spelling, Punctuation and Grammar All-in-One Complete Revision and Practice (Collins KS3 Revision) | PDF Fi

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Read How to Teach Computer Science: Parable, practice and pedagogy | Download file

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[PDF READ ONLINE] Foundations for Population Health in Community/Public Health Nursing

19 minutes ago - COPY LINK TO DOWNLOAD : https://koencoeng-ygtersakity.blogspot.mx/?lophe=0323776884 | [PDF READ ONLINE] Foundations for Population Health in Community/Public Health Nursing | Master the essentials of health promotion in community and public health nursing! Foundations for Population Health in Community/Public Health Nursing, 6th Edition provides clear, concise coverage of the nurse8217s role in preventing disease, promoting health, and providing health education in community settings. Case studies and critical thinking activities make it easier to apply concepts to community nursing practice. New to this edition are Healthy People 2030 guidelines and coverage of the latest issues, trends, and approaches. Written by well-known nursing educators Marcia Stanhope and Jeanette Lancaster, this streamlined text covers the fundamentals of designing effective nursing strategies for vulnerable and special populations.Focus on health promotion throughout the text emphasizes initiatives, strategies, and interventions that promote the health of the community.QSEN boxesillustrate how quality and safety goals, competencies, objectives, knowledge, skills, and attitudes can be applied in nursing practice in the community. Levels of Prevention boxes identify specific nursing interventions at the primary, secondary, and tertiary levels, reinforcing the concept of prevention as it relates to community and public health care.Applying Content to Practice boxes highlight how chapter content is applied to nursing practice in the community.Practice Application scenarios present practice situations with questions and answers to help you apply concepts to community practice.Genomics coverage provides a history of genetics and genomics and how they impact public/community health nursing care.Coverage of ongoing health care reform issues includes the impact of the Patient Protection and Affordable Care Act of 2010 (ACA) on public health nursing.Evidence-Based Practice boxes highlight current research findings, their application to practice, and how community/public health nurses can apply the study results.NEW! COVID-19 pandemic information has been added.NEW! Healthy People 2030 objectives are highlighted throughout the book, addressing the health priorities and emerging health issues expected in the next decade.NEW! Updated content and figures reflect the most current data, issues, trends, and practices.NEW! Expanded Check Your Practice boxes use Clinical Judgment (Next Generation NCLEX174) steps to guide your thinking about practice scenarios.

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PDF_ Fundamentals of Nursing - Binder Ready

9 minutes ago - COPY LINK TO DOWNLOAD : https://koencoeng-ygtersakity.blogspot.mx/?lophe=0323829589 | PDF_ Fundamentals of Nursing - Binder Ready | Learn the concepts and skills and develop the clinical judgment you need to provide excellent nursing care! Fundamentals of Nursing, 11th Edition prepares you to succeed as a nurse by providing a solid foundation in critical thinking, clinical judgment, nursing theory, evidence-based practice, and patient-centered care in all settings. With illustrated, step-by-step guidelines, this book makes it easy to learn important skills and procedures. Care plans are presented within a nursing process framework that is coordinated with clinical judgement, and case studies show how to apply concepts to nursing practice. From an expert author team led by Patricia Potter and Anne Perry, this bestselling nursing textbook helps you develop the understanding and clinical judgment you need to succeed in the classroom and in your career.Review questions in every chapter test your retention of key concepts, with answers and rationales in the book and on the Evolve companion website at least four of these questions are alternate format.Reflective Learning helps you use clinical reasoning to think about your clinical and simulation experiences. UNIQUE! Caring for Patients with Chronic Illness chapter helps you address the unique health care needs of patients who deal with chronic illness.UNIQUE!Interprofessional collaboration and cooperation are emphasized.UNIQUE! Building Competency boxes summarize QSEN competencies, each with a clinical situation followed by several open-ended questions designed to help you understand and apply these core competencies. Evidence-Based Practice chapter shows how nursing research helps in determining best practices.Over 50 nursing skills include illustrated, step-by-step instructions in a two-column format 8213 with rationales for each step.Over 30 procedural guidelines provide streamlined, step-by-step instructions for performing basic skills.UNIQUE! Critical Thinking Models in each clinical chapter show how to apply the nursing process, clinical judgment, and critical thinking to make sound clinical decisions. In-text case studies include clinical application questions and exercises, allowing you to practice using care plans and concept maps.UPDATED 1,100-question test bank includes multiple-choice and alternate item questions at all difficulty levels.Focus on safety and quality in the Patient Safety and Quality chapter shows how these concepts apply to nursing practice, and includes a skill on fall prevention in healthcare settings.Nursing Assessment Questions boxes help you learn to effectively phrase questions for patients. Cultural Aspects of Care boxes summarize cultural considerations and provide practical guidelines on meeting patients8217 cultural needs and preferences.Patient Teaching boxes promote effective patient education by first identifying outcomes, then developing strategies on how to teach and evaluate compliance.Focus on Older Adult boxes highlight key aspects of nursing assessment and care of elderly adults.Planning sections help you plan and prioritize comprehensive patient care, with coverage of Goals and Outcomes, Setting Priorities, and Teamwork and Collaboration.Practical study tools on Evolve include 50 video clips of nursing skills, 80 skills checklists, a concept map creator, printable key points, answers to the questions in the book, an audio glossary, and more.NEW content includes topics such as clinical judgment, COVID-19, compassion fatigue, gun violence, patient safety, the opioid epidemic, and device addiction.NEW! Next Generation NCLEX174-style questions with cases are provided on the Evolve website to prepare you for these challenging new question types.NEW! Nursing Process and Clinical Judgment steps are coordinated so that you can quickly understand how both models drive their nursing care.NEW objectives are clearly and precisely tied to content, making it easier to find relevant information.

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[PDF READ ONLINE] Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice

11 minutes ago - COPY LINK TO DOWNLOAD : https://koencoeng-ygtersakity.blogspot.mx/?lophe=0323431313 | READ [PDF] Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice | Learn to better understand and apply research to everyday practice with Nursing Research: Methods and Critical Appraisal for Evidence-Based Practice, 9th Edition. Written by an all-star team of educators and research experts, this four-time recipient of the American Journal of Nursing8217s Book of the Year award is the perfect resource to help ground you in the processes behind nursing research and evidence-based practice. This new ninth edition has been thoroughly updated and refocused to better match the needs of the nurse who will read and apply research rather than conduct research. This new edition also features: new research examples and vignettes easy-to-use navigation tools enhanced readability expanded information on interprofessional collaboration and evidence-based practice and well-balanced coverage of both qualitative and quantitative research methods. It8217s a must-have resource for both undergraduate and graduate nursing programs alike!Balanced but distinct coverage of both the qualitative and quantitative approaches to nursing research acquaints you with the processes behind research and evidence-based practice.Complete, high-quality research examples, including three sample critiques, demonstrate how to apply the principles outlined in the text to published quantitative and qualitative research studies.Research Vignettesintroduce you to real-world practitioners of nursing research and help bridge the gaps among clinical research, academia, and clinical practice.All-star group of contributors represents a widely respected team of experts in nursing research and evidence-based practice. Effective learning aids in every chapter include Key Terms, Learning Outcomes, Helpful Hints, Evidence-Based Practice Tips, Appraising the Evidence, Critiquing Criteria, Critique of a Research Study, Critical Thinking Decision Paths, Critical Thinking Challenges, and Key Points.NEW! Revised, refocused, and streamlined content throughout to better address the needs of consumers of research for evidence-based clinical practice.NEW! All-new research examples and Research Vignettes have been added throughout to demonstrate the most current high-quality published studies, and to exemplify the work on prominent nurse-researchers.NEW! Content on mixed-methods research along with secondary analysishas been added to the chapter on nonexperimental designs.NEW! Expanded coverage of systematic reviews and clinical practice guidelines addresses these important aspects of research.UNIQUE! Integration of interprofessional education concepts and activities addresses the growing interest in interprofessional education and interprofessional collaborative practice.NEW! Enhanced readability and navigation tools make it easier for you to locate, understand, and retain information in the text.NEW! Revamped coverage of theory content and strategies for developing an evidence-based practice feature consolidated chapters that are more visual and less text-heavy.

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get [PDF] Download Fundamental Concepts and Skills for Nursing - Revised Reprint

5 minutes ago - COPY LINK TO DOWNLOAD : https://koencoeng-ygtersakity.blogspot.mx/?lophe=0323884210 | get [PDF] Download Fundamental Concepts and Skills for Nursing - Revised Reprint | Learn all the basic concepts and fundamental skills that an LPN/LVN needs! Fundamental Concepts and Skills for Nursing, 6th Edition prepares you for nursing practice in a number of care settings, including hospitals, long-term care facilities, medical offices, clinics, surgery centers, and home care agencies. Illustrated, easy-to-read guidelines ensure that you gain a thorough understanding of the nursing process and problem solving, addressing topics such as the physiologic and psychosocial needs of the patient, critical thinking and clinical judgment, communication, collaboration with the health care team, patient teaching, and cultural competence. Written by noted educator Patricia Williams, this text prepares you to pass the Next Generation NCLEX-PN174 Exam and succeed in any care setting.Concept maps help you visualize concepts addressed in the text and show how a condition or response can affect more than one body system, relating to symptoms, treatments, and side effects.QSEN and Safety information highlights the knowledge, skills, and attitudes you need to continuously improve the quality and safety of patient care.More than 110 Skills and Steps present step-by-step procedures in an action/rationale format, including sample documentation examples and Home Care boxes, as appropriate. Clear, easy-to-understand writing style makes concepts and skills easier to understand and remember.Get Ready for the NCLEX174 Examination! section at the end of each chapter reinforces learning with key points, review questions, critical thinking activities, and additional learning resources. Life Span Considerations: Older Adults highlight changes that occur with aging and how these affect LPNs and LVNs working with older adults in community and long-term care. More than 20 nursing care plans illustrate each step of the nursing process, and include critical thinking questions.Nursing process framework features the application of the nursing process and nursing care plans, reinforcing application of the nursing process in the clinical setting.Health Promotion and Patient Teaching boxes include guidelines to promote health, prevent illness, and develop self-care strategies.Think Critically boxes encourage you to synthesize information and apply concepts to practice.Communication boxes provide examples of nurse-patient dialogues and therapeutic communication techniques.Home Care Considerations boxes highlight the adaptation of nursing skills and techniques for the patient in the home care setting.Key Terms include phonetic pronunciations, which are helpful for ESL students, and text page references to find the definition. Numbered objectives begin each chapter, and are divided into a framework of theory and clinical practice.Clinical chapters provide a refresher in anatomy and physiology, with an overview of Structure and Function, and include a section on aging.Cultural Considerations cover biocultural variations as well as health promotion for specific ethnic groups, so you can provide culturally competent care.NEW! Coverage of the NCSBN Clinical Judgment Measurement Model introduces the testing model used on the Next Generation NCLEX174 Exam.NEW case studies and Next Generation NCLEX174 Exam-style questions provide thorough preparation and practice for the Next Generation NCLEX Examination.NEW photos and illustrations show critical skills and procedures.NEW! Updated guidelines include those from the American Heart Association, The Joint Commission, National Pressure Ulcer Advisory Panel, Dietary Guidelines, and more.NEW! Expanded Evidence-Based Practice boxes and best practices are highlighted throughout the book.

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Essay Nursing Career

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Philosophy Of Nursing Essay

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Nursing Scholarship Essays

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Nursing School Application Essays

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Essay For Nursing

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Reflection Essays In Nursing

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