Assessment 4 Instructions: Improvement Plan Tool Kit 

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Assessment 4 Instructions: Improvement Plan Tool Kit

For this assessment, you will develop a Word document or an online resource repository of at least 12 annotated professional or scholarly resources that you consider critical for the audience of your safety improvement plan, pertaining to medication administration, to understand or implement to ensure the success of the plan.

Communication in the health care environment consists of an information-sharing experience whether through oral or written messages (Chard, Makary, 2015). As health care organizations and nurses strive to create a culture of safety and quality care, the importance of interprofessional collaboration, the development of tool kits, and the use of wikis become more relevant and vital. In addition to the dissemination of information and evidence-based findings and the development of tool kits, continuous support for and availability of such resources are critical. Among the most popular methods to promote ongoing dialogue and information sharing are blogs, wikis, websites, and social media. Nurses know how to support people in time of need or crisis and how to support one another in the workplace; wikis in particular enable nurses to continue that support beyond the work environment. Here they can be free to share their unique perspectives, educate others, and promote health care wellness at local and global levels (Kaminski, 2016).
You are encouraged to complete the Determining the Relevance and Usefulness of Resources activity prior to developing the repository. This activity will help you determine which resources or research will be most relevant to address a particular need. This may be useful as you consider how to explain the purpose and relevance of the resources you are assembling for your tool kit. The activity is for your own practice and self-assessment, and demonstrates course engagement.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

  • Competency 1: Analyze the elements of a successful quality improvement initiative.
    • Analyze usefulness of resources for role group responsible for implementing quality and safety improvements with medication administration.
  • Competency 2: Analyze factors that lead to patient safety risks.
    • Analyze the value of resources to reduce patient safety risk or improve quality with medication administration.
  • Competency 3: Identify organizational interventions to promote patient safety.
    • Identify necessary resources to support the implementation and sustainability of a safety improvement initiative focusing on medication administration.
  • Competency 5: Apply professional, scholarly, evidence-based strategies to communicate in a manner that supports safe and effective patient care.
    • Present compelling reasons and relevant situations for resource tool kit to be used by its target audience.
    • Communicate in a clear, logically structured, and professional manner, using current APA style and formatting.
  • References
    Chard, R., Makary, M. A. (2015). Transfer-of-care communication: Nursing best practices. AORN Journal, 102(4), 329-342.
    Kaminski, J. (2016). Why all nurses can/should be authors. Canadian Journal of Nursing Informatics, 11(4), 1-7.
    Professional Context
    Nurses are often asked to implement processes, concepts, or practices – sometimes with little preparatory communication or education. One way to encourage sustainability of quality and process improvements is to assemble an accessible, user-friendly tool kit for knowledge and process documentation. Creating a resource repository or tool kit is also an excellent way to follow up an educational or in-service session, as it can help to reinforce attendees’ new knowledge as well as the understanding of its value. By practicing creating a simple online tool kit, you can develop valuable technology skills to improve your competence and efficacy. This technology is easy to use, and resources are available to guide you.
    Scenario
    For this assessment, consider taking one of these two approaches:
  1. Build on the work done in your first three assessments and create an online tool kit or resource repository that will help the audience of your in-service understand the research behind your safety improvement plan pertaining to medication administration and put the plan into action.
  2. Locate a safety improvement plan (your current organization, the Institution for Healthcare Improvement, or a publicly available safety improvement initiative) pertaining to medication administration and create an online tool kit or resource repository that will help an audience understand the research behind the safety improvement plan and how to put the plan into action.
  3. Preparation
    Google Sites is recommended for this assessment – the tools are free to use and should offer you a blend of flexibility and simplicity as you create your online tool kit. Please note that this requires a Google account; use your Gmail or GoogleDocs login, or create an account following the directions under the “Create Account” menu.
    Refer to the following links to help you get started with Google Sites:
  • G Suite Learning Center. (n.d.). Get started with Sites. Retrieved from https://gsuite.google.com/learning-center/products/sites/get-started/#!/
  • Google. (n.d.). ;Google Sites. Retrieved from https://sites.google.com
  • Google. (n.d.). ;Sites help. Retrieved from https://support.google.com/sites/?hl=en#topic=
  • Instructions
    Using Google Sites, assemble an online resource tool kit containing at least 12 annotated resources that you consider critical to the success of your safety improvement initiative. These resources should enable nurses and others to implement and maintain the safety improvement you have developed.
    It is recommended that you focus on the 3 or 4 most critical categories or themes with respect to your safety improvement initiative pertaining to medication administration. For example, for an ;initiative that concerns improving workplace safety for practitioners, you might choose broad themes such as general organizational safety and quality best practices; environmental safety and quality risks; individual strategies to improve personal and team safety; and process best practices for reporting and improving environmental safety issues.
    Following the recommended scheme, you would collect 3 resources on average for each of the 4 categories focusing on safety with medication administration. Each resource listing should include ;the following:
  • An APA-formatted citation of the resource with a working link.
  • A description of the information, skills, or tools provided by the resource.
  • A brief explanation of how the resource can help nurses better understand or implement the safety improvement initiative pertaining to medication administration.
  • A description of how nurses can use this resource and when its use may be appropriate.
  • Remember that you must make your site public so that your faculty can access it. Check out the Google Sites resources for more information.
    Here is an example entry:
  • Merret, A., Thomas, P., Stephens, A., ;Moghabghab, R., Gruneir, M. (2011). A collaborative approach to fall prevention. Canadian Nurse, 107(8), 24-29. Retrieved from www.canadian-nurse.com/articles/issues/2011/october-2011/a-collaborative-ap
    • This article presents the Geriatric Emergency Management-Falls Intervention Team (GEM-FIT) project. It shows how a collaborative nurse lead project can be implemented and used to improve collaboration and interdisciplinary teamwork, as well as improve the delivery of health care services. This resource is likely more useful to nurses as a resource for strategies and models for assembling and participating in an interdisciplinary team than for specific fall-prevention strategies. It is suggested that this resource be reviewed prior to creating an interdisciplinary team for a collaborative project in a health care setting.
  • Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
  • Identify necessary resources to support the implementation and continued sustainability of a safety improvement initiative pertaining to medication administration.
  • Analyze the usefulness of resources to the role group responsible for implementing quality and safety improvements focusing on medication administration.
  • Analyze the value of resources to reduce patient safety risk related to medication administration.
  • Present compelling reasons and relevant situations for use of resource tool kit by its target audience.
  • Communicate in a clear, logically structured, and professional manner that applies current APA style and formatting.
  • Example Assessment: You may use the following example to give you an idea of what a Proficient or higher rating on the scoring guide would look like but keep in mind that your tool kit will focus on promoting safety with medication administration. Note that you do not have to submit your bibliography in addition to the Google Site; the example bibliography is merely for your reference.
  • Assessment 4 Example [PDF].
  • To submit your online tool kit assessment, paste the link to your Google Site in the assessment submission box.
    Example Google Site: You may use the example Google Site, Resources for Safety and Improvement Measures in Geropsychiatric Care, to give you an idea of what a Proficient or higher rating on the scoring guide would look like for this assessment but keep in mind that your tool kit will focus on promoting safety with medication administration.
    Note: If you experience technical or other challenges in completing this assessment, please contact your faculty member.
    Additional Requirements
  • APA formatting: References and citations are formatted according to current APA style
  • Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.
  • Scoring Guide
    Use the scoring guide to understand how your assessment will be evaluated.

Problem identification:: Answer the two questions below:

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::Problem identification::

Answer the two questions below:

1. Sleepless nights at Holiday Inn Case (Published in Business Week and

adapted in the textbook p. 91-92 for the course)

Just a few years ago, Tom Oliver, the Chief Executive of Holiday Hospitality Crop.,

was struggling to differentiate among the variety of facilities offered for clients

under the Holiday flag – the Holiday Inn Select designed for business travelers,

the Holiday Inn Express used by penny pinchers, and the Crown Plaza Hotels, the

luxurious hotels meant for the big spenders. Oliver felt that revenues could be

quadrupled if only clients could differentiate among these.

Keen on developing a viable strategy for Holiday Hospitality, which suffered from

brand confusion. Tom Olivers conducted a customer survey of those who had used

each type of facility, and found the following. The consumers didn’t have a clue as

to the difference among the three different types. Many complained that the

buildings were old and not properly maintained, and the quality rating of service

and other factors were also poor. Furthermore, when word spread that one of the

contemplated strategies of Oliver was a name change to differentiate the three

facilities, irate franchises balked. Their mixed message did not help consumers to

understand the differences, either.

Oliver thought that he first needed to understand how the different classifications

would be important to the several classes of client, and then he could market the

heck out of them and greatly enhance the revenues. Simultaneously, he

recognized that unless the franchises owners fully cooperated with him in all his

plans, mere face-lifting and improvement of customer service would not bring

added revenues.

Answer the following questions dealing with the case above:

a. Identify the problem

b. Develop a research question

2. Select a problem or issues of concerns within a company. Identify the problem

and then develop the problem statement section which includes:

a. The purpose of the study

b. Research questions

::Chapter summary::

Please write a one page chapter summary from the attached text book- Chapter 6 and chapter 6S. PLEASE write summary ONLY from textbook NO outside sources.

Which statement provides the best definition of the Enlightenment of seventeenth- and eighteenth-century Europe and America?

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(Q1) -Which statement provides the best definition of the Enlightenment of seventeenth- and eighteenth-century Europe and America?

A)  “Enlightenment!” is what Benjamin Franklin exclaimed to his son, the day he discovered how electricity works by observing a lightning strike. Thereafter, that became the expression used by scientists and inventors.

B)  The Enlightenment is the burst of intellectual activity in Europe and the colonies that, among other things, caused an increase in the respect for education and value of information.

 

C)  When settlers arrived on the shores of the American colonies, they were said to have reached an “Enlightened” place. Therefore, the mass migration of immigrants to the colonies is known as the Enlightenment.

D)  The Enlightenment refers to “seeing the light,” as many colonists did in the eighteenth century as a Protestant religious revival swept through the colonies.

(Q2) – What was the purpose of Poor Richard’s Almanack? 

A)   Poor Richard’s Almanack shared weather and other information relevant to farmers, and also entertained readers with stories and wise sayings.

B)   Poor Richard’s Almanack targeted toward the poor of society, attempted to help them accept the truth of their position.

 

C)   Poor Richard’s Almanack recorded the births and marriages that occurred in the city of Philadelphia during the colonial era.

D)   Poor Richard’s Almanack is the written record of all Enlightenment era inventions and ideas.

(Q3) – When Poor Richard discusses the invention of the telescope and the orbits of planets around the sun, what does he assume about his readership? 

A)   Poor Richard assumes his readers may be in the market for telescopes, and he is an investor in the company that makes them.

B)   They are ignorant and need to be taught how the world works.

D)    His readers are open to discussions of Natural Law and astronomical sciences.

D)   Americans have always loved the occult, and Poor Richard’s Almanack was the first place a wide group of people had access to that type of literature.

 

(Q4) – To the historian, the printed sermon by Jonathan Edwards (Document 2) provides evidence that 

 

A)  Colonial Americans firmly believed in reason and scientific observation as a way of understanding and surviving in their world.

B)  there was a demand for transcripts of powerful sermons among the colonial population.

C)  Jonathan Edwards was a religious fanatic.

D)  only preachers held the power of the written word and the gospel in their hands.

(Q5) – Compare the “Urban Web” and the development of print culture in colonial America discussed in Chapter 3 to the way that information is spread and acquired in the twenty-first century. Was information a more valuable resource then because it was so much more difficult than it is now to access so much information? 

 

Quiz Instructions

Think about: In what ways did the Enlightenment and Great Awakening shape American thought?

The first printing press arrived in Cambridge, Massachusetts, in 1638, at the recently founded Harvard College. It is hard to imagine that this wooden machine could wield enough power to change a culture and affect the history of a place and its people. By the mid-eighteenth century, the existence of printing presses in the colonies helped inform, entertain, and bring American colonists together culturally. We live in the world of instant communication, where the written word has the ability to be dispersed to millions of people instantaneously. However, the force of shared printed materials during the colonial period, and the ideas they conveyed, cannot be underestimated. The printed word provided wide public access to very powerful ideas.

Benjamin Franklin, thought of as the founder of the Enlightenment in America, famously believed in the ability of educated men to gain understanding of the natural world through scientific observation. Via his printing presses and publishing business, Franklin himself did much to spread Enlightenment sensibilities throughout the colonies in the form of a Farmer’s Almanac. The power of the press was also put to use in service of the spread of new religious ideas, such as those espoused during America’s first Great Awakening, a religious movement that caught fire in the colonies, in large part due to a literate population, receptive to learning about preachers who challenged the established British churches. They learned about those preachers and their sermons because of the growing access to printed materials from multiple sources, not just the established churches

DOCUMENTS

Document 1( https://d1lexza0zk46za.cloudfront.net/coursepacks/history/amnar11/imgs/ch03_poorrichard.png)  is from Poor Richard’s Almanack. Benjamin Franklin began publishing the almanac, under the pseudonym Richard Saunders, in 1732. By 1753, the date of the attached excerpt, nearly every household in colonial America had a copy. The humorous sayings, advice, and educational information became part of the shared experience in the colonies, due to the availability of printed materials. The fact that Benjamin Franklin was the author and publisher of these almanacs helped spread Enlightenment sensibility, reason, and values.

Document 2 ( https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1053&context=etas ) is an excerpt of a sermon given by Jonathan Edwards in 1741 that was later transcribed and distributed as pamphlets, allowing the words of Edwards to reach far beyond his congregation.

INSTRUCTIONS

1. Read Chapter 3 of the textbook, with special attention to the section on the Enlightenment in America, pages 144-147.

2. Analyze the documents for this exercise.

3. Answer the questions that follow these documents.

Preparing Data for Quantitative Analysis

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Chapter 10 Preparing Data for Quantitative Analysis 267

MARKETING RESEARCH IN ACTION Deli Depot

In this chapter, we have shown you simple approaches to examine data. In later chap- ters, we show you more advanced statistical techniques to analyze data. The most impor- tant consideration in deciding how to analyze data is to enable businesses to use data to make better decisions. To help students more easily understand the best ways to examine data, we have prepared several databases that can be applied to various research problems. This case is about Deli Depot, a sandwich restaurant. The database is available at connect .mheducation.com.

Deli Depot sells cold and hot sandwiches, soup and chili, yogurt, and pies and cookies. The restaurant is positioned in the fast-food market to compete directly with Subway and similar sandwich restaurants. Its competitive advantages include special sauces on sand- wiches, supplementary menu items like soup and pies, and quick delivery within specified zones. As part of their marketing research class, students conducted a survey for the owner of a local restaurant near their campus.

The students obtained permission to conduct interviews with customers inside the restaurant. Information was collected for 17 questions. Customers were first asked their perceptions of the restaurant on six factors (variables X1–X6) and then asked to rank the same six factors in terms of their importance in selecting a restaurant where they wanted to eat (variables X12–X17). Finally, respondents were asked how satisfied they were with the restaurant, how likely they were to recommend it to a friend, how often they eat there, and how far they drove to eat a meal at Deli Depot. Interviewers recorded the sex of the respondents without asking it. The variables, sample questions, and their coding are shown below.

Performance Perceptions Variables The performance perceptions were measured as follows.

Listed below is a set of characteristics that could be used to describe Deli Depot. Using a scale from 1 to 10, with 10 being “Strongly Agree” and 1 being “Strongly Disagree,” to what extent do you agree or disagree that Deli Depot has:

X1–Friendly Employees X2–Competitive Prices X3–Competent Employees X4–Excellent Food Quality X5–Wide Variety of Food X6–Fast Service

If a respondent chose a 10 on the Friendly Employees category, this would indicate strong agreement that Deli Depot has friendly employees. On the other hand, if a respon- dent chose a 1 for Fast Service, this would indicate strong disagreement and the perception that Deli Depot offers relatively slower service.

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268 Part 4 Data Preparation, Analysis, and Reporting the Results

Classification Variables Data for the classification variables were asked at the end of the survey, but in the database they are recorded as variables X7–X11. Responses were coded as follows:

X7–Gender (1 = Male; 0 = Female) X8–Recommend to Friend (7 = Definitely Recommend; 1 = Definitely Not

Recommend) X9–Satisfaction Level (7 = Highly Satisfied; 1 = Not Very Satisfied) X10–Usage Level (1 = Heavy User—eats at Deli Depot two or more times each week;

0 = Light User—eats at Deli Depot fewer than two times a week) X11–Market Area (1 = Came from within 1 mile; 2 = Came from 1–3 miles; 3 = Came

from more than 3 miles)

Selection Factor Rankings Data for the selection factors were collected as follows:

Listed below is a set of attributes (reasons) many people use when selecting a fast- food restaurant. Regarding your visits to fast-food restaurants in the last 30 days, please rank each attribute from 1 to 6, with 6 being the most important reason for selecting the fast-food restaurant and 1 being the least important reason. There can be no ties, so make sure you rank each attribute with a different number.

X12–Friendly Employees X13–Competitive Prices X14–Competent Employees X15–Excellent Food Quality X16–Wide Variety of Food X17–Fast Service

The questionnaire for the Deli Depot survey is shown in Exhibit 10.9.

Hands-On Exercise 1. Should the Deli Depot questionnaire have screening questions? 2. Run a frequency count on variable X3–Competent Employees. Do the customers per-

ceive employees to be competent? 3. Consider the guidelines on questionnaire design you learned in Chapter 8. How would

you improve the Deli Depot questionnaire?

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Chapter 10 Preparing Data for Quantitative Analysis 269

Exhibit 10.9 Deli Depot Questionnaire

Screening and Rapport Questions

Hello. My name is ____ and I work for Decision Analyst, a market research firm in Dallas, Texas. We are talking to people today/tonight about eating out habits.

1. “How often do you eat out?” __ Often __ Occasionally __ Seldom 2. “Did you just eat at Deli Depot?” __ Yes __ No 3. “Have you completed a restaurant

questionnaire on Deli Depot before?” __ Yes __ No

If respondent answers “Often or Occasionally” to the 1st question, “Yes” to the 2nd question, and “No” to the 3rd question, then say:

We would like you to answer a few questions about your experience today/tonight at Deli Depot, and we hope you will be willing to give us your opinions. The survey will only take a few minutes and it will be very helpful to management in better serving its customers. We will pay you $5.00 for completing the questionnaire.

If the person says yes, give them a clipboard with the questionnaire on it, briefly explain the questionnaire, and show them where to complete the survey.

DINING OUT SURVEY

Please read all questions carefully. If you do not understand a question, ask the interviewer to help you.

Section 1: Perceptions Measures

Listed below is a set of characteristics that could be used to describe Deli Depot. Using a scale from 1 to 10, with 10 being “Strongly Agree” and 1 being “Strongly Disagree,” to what extent do you agree or disagree that Deli Depot has: Circle the correct response.

1. Friendly Employees Strongly Strongly Disagree Agree 1 2 3 4 5 6 7 8 9 10 2. Competitive Prices Strongly Strongly Disagree Agree 1 2 3 4 5 6 7 8 9 10 3. Competent Employees Strongly Strongly Disagree Agree 1 2 3 4 5 6 7 8 9 10 4. Excellent Food Quality Strongly Strongly Disagree Agree 1 2 3 4 5 6 7 8 9 10 5. Wide Variety of Food Strongly Strongly Disagree Agree 1 2 3 4 5 6 7 8 9 10 6. Fast Service Strongly Strongly Disagree Agree 1 2 3 4 5 6 7 8 9 10

Section 2: Classification Variables

Circle the response that describes you.

7. Your Gender 1 Male 0 Female

continued

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270 Part 4 Data Preparation, Analysis, and Reporting the Results

Exhibit 10.9 Deli Depot Questionnaire, continued

Attribute Ranking

12. Friendly Employees

13. Competitive Prices

14. Competent Employees

15. Excellent Food Quality

16. Wide Variety of Food

17. Fast Service

Thank you very much for your help. Please give your questionnaire to the interviewer and you will be given your $5.00.

8. How likely are you to recommend Deli Depot Definitely Definitely to a friend? Not Recommend Recommend 1 2 3 4 5 6 7 9. How satisfied are you with Deli Depot? Not Very Highly Satisfied Satisfied 1 2 3 4 5 6 7 10. How often do you patronize Deli Depot? !!!!1 = eat at Deli Depot 2 or more times each week. 0 = eat at Deli Depot fewer than 2 times each week. 11. How far did you drive to get to Deli Depot? !!!!1 = came from within one mile. 2 = 1−3 miles. 3 = came from more than 3 miles. Section 3: Selection Factors

Listed below is a set of attributes (reasons) many people use when selecting a fast-food restaurant. Regarding your visits to fast-food restaurants in the last 30 days, please rank each attribute from 1 to 6, with 6 being the most important reason for selecting the restaurant and 1 being the least important reason. There can be no ties so make sure you rank each attribute with a different number.

Summary Describe the process for data preparation and analysis. The value of marketing research is its ability to provide accurate decision-making information to the user. To accomplish this, the data must be converted into usable information or knowledge. After collecting data through the appropriate method, the task becomes one of ensur- ing the data provide meaning and value. Data prepara- tion is the first part of the process of transforming data

into useful knowledge. This process involves several steps: (1) data validation; (2) editing and coding; (3) data entry; (4) error detection; and (5) data tabulation. Data analysis follows data preparation and facilitates proper interpretation of the findings. Discuss validation, editing, and coding of survey data. Data validation attempts to determine whether surveys, interviews, or observations were conducted correctly and are free from fraud. In recontacting selected respondents,

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Chapter 10 Preparing Data for Quantitative Analysis 271

the researcher asks whether the interview (1) was falsi- fied; (2) was conducted with a qualified respondent; (3) took place in the proper procedural setting; (4) was com- pleted correctly and accurately; and (5) was accomplished in a courteous manner. The editing process involves scan- ning of interviews or questionnaire responses to determine whether the proper questions were asked, the answers were recorded according to the instructions given, and the screening questions were executed properly, as well as whether open-ended questions were recorded accurately. Once edited, the questionnaires are coded by assigning numerical values to all responses. Coding is the process of providing numeric labels to the data so they can be entered into a computer for subsequent statistical analysis. Explain data entry procedures and how to detect errors. There are several methods for entering coded data into a computer. First is the PC keyboard. Data also

can be entered through terminals having touch-screen capabilities, or through the use of a handheld elec- tronic pointer or light pen. Finally, data can be entered through a scanner using optical character recognition. Data entry errors can be detected through the use of error edit routines in the data entry software. Another approach is to visually scan the actual data after it has been entered. Describe data tabulation and analysis approaches. Two common forms of data tabulation are used in mar- keting research. A one-way tabulation indicates the num- ber of respondents who gave each possible answer to each question on a questionnaire. Cross-tabulation pro- vides categorization of respondents by treating two or more variables simultaneously. Categorization is based on the number of respondents who have responded to two or more consecutive questions.

Key Terms and Concepts Coding 256 Cross-tabulation 261 Curbstoning 249 Data entry 259

Data validation 249 Editing 251 One-way tabulation 261 Tabulation 261

Review Questions 1. Briefly describe the process of data validation. Spe-

cifically discuss the issues of fraud, screening, proce- dure, completeness, and courtesy.

2. What are the differences between data validation, data editing, and data coding?

3. Explain the differences between developing codes for open-ended questions and for closed-ended questions.

4. Briefly describe the process of data entry. What changes in technology have simplified this procedure?

5. What is the purpose of a simple one-way tabulation? How does this relate to a one-way frequency table?

Discussion Questions 1. Explain the importance of following the sequence for

data preparation and analysis described in Exhibit 10.1. 2. Identify four problems a researcher might find while

screening questionnaires and preparing data for analysis. 3. How can data tabulation help researchers better

understand and report findings?

4. SPSS Exercise. Using SPSS and the Santa Fe Grill employee database, develop frequencies, means, modes, and medians for all the relevant variables on the questionnaire.

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Literature Review

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Literature Review

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Literature Review Program Transcript

[MUSIC PLAYING]

NARRATOR: Have you ever thought about a literature review as representing your intellectual heritage or intellectual genealogy? In his exploration of the purpose of a literature review, Dr. Patton explains this interesting perspective. He also points out common errors to avoid when undertaking a literature review.

MICHAEL QUINN PATTON: One of the things that we do as scholar practitioners is look at the knowledge created by other people. And we draw on that knowledge as a way of positioning our own work and understanding where our contribution to knowledge, our own research, fits in that larger tradition. This is often referred to as the literature review. And the way that you go about knowing the knowledge that others have generated, that you’re going to build on and contribute to, is to conduct a literature review.

I tend not to like that terminology, because it sounds like the purpose is to review the literature. Literature review is actually a means to another end. And it’s that end, it’s that purpose of conducting the literature review that I want to focus on.

The purpose is for you to understand your intellectual heritage, your intellectual genealogy. Anytime we undertake an inquiry into a particular issue, we are building on the knowledge of others. And we need to know what that knowledge is. It’s part of our obligation as scholars, is to understand what work has come before us, what concepts we’ve inherited, what methods we’ve inherited, what measures we’ve inherited. Some of which we’ve adopted, some of which we’ve parted from. But we need to know that.

Because at the end of a program of study, a master’s degree, a program of doctoral inquiry, you’re going to be expected to be able to locate your work within that tradition. And so it means that you need to be able to establish the people who formulated the basic distinctions that you’re drawing on.

Let me share with you some of the mistakes that I, from my point of view, find students engaging in when they undertake the literature review. One of these is to simply do an internet search to see how many articles they can find on a topic. Where they think that the game is how many citations you can come up with to show that you’ve done the literature review.

This isn’t a quantitative game. It’s not something where the number of sources is important. It’s the quality of those sources and your engagement with them, that you are able to engage with what other people have done and understand what’s relevant, what’s not relevant to your own area of inquiry. So that you’re positioning yourself out of those traditions that others have engaged in.

 

 

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A second error is to think that the game is to position your work as unique. It is to try to find something that nobody else has ever done, to say nobody else has ever studied this before. Likewise, for any given field, there are burning questions that have defined that field.

In sociology, which is my own field, all sociology derives from what we call the Hobbesian question of order. What holds society together? Why doesn’t society fall apart? Every sociological question stems from that question that Hobbes asked. And therefore, if you look at sociology articles in the premier journals, the American Sociological Review, the American Journal of Sociology, you’ll find that they typically begin with a reference to Hobbes or to Durkheim time or to Weber or to Marx who were asking the original burning questions in psychology and sociology.

In psychology, you’ll find original references to Freud and to Adler and to Jung that go back to things like the notion of the unconscious. And whether you agree or disagree with various aspects of Freudian theory, the notion that there’s an unconscious mind and that that unconscious mind makes a difference in what we do is a part of what has framed modern psychology.

And so you stand on the shoulders of people who are trying to understand how the mind works, and who have divided off from those original classical theorists and researchers about how the mind works. The burning question in psychology is, why do we behave as we behave? How do we think and feel? How do we know and engage the world? And so you need to know who the classic people were who were asking those questions, who their disciples were, what were the splits along the world, along the journey where one group went in this direction and another group went in another direction?

Up to the more recent published research, and up to the kind of work that’s now going on that may not yet be published, where you can get in touch with those people who are engaged in research now. Find out what the funded research is from the National Institutes of Health, the National Institutes of Mental Health, the major foundations. And find out what cutting edge work is going on so that you have a full scale genealogy of what your intellectual tradition is.

When you have finished that inquiry over a period of time, you’re able to then say, these are the people on whose shoulders I stand. These are the intellectual traditions that I’m a part of. This is my intellectual DNA. Here is what I’ve drawn on. Here are the places where I’m departing from others. And here is where I’m going to make my contribution. That’s the purpose of a literature review. You’re positioning yourself in a stream of knowledge, in a flow of knowledge.

As a part of that work, a third error that I think students often make is to only read second-hand and third-hand accounts of the classics. The classics got to be

 

 

Literature Review

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classics for a reason. People over the years read those works and found the thinking in them profound.

Yes, in some cases, the findings may be out of date. But a part of what you ought to be learning as you engage in a literature review and in your intellectual history is not just the specific findings. You are learning how scholars think. You’re learning how scientists think. You’re learning how a researcher thinks.

So read those works not only for what they found out. Read them for their methods. Look for the methods-findings linkage. How did particular findings yield and come from particular methods? How did those methods develop over time? And how did the classic writers think about things, inquire into things?

So as you’re engaging in that, it has two streams that you’re paying attention to. One is the theoretical stream. What are the findings? What are the constructs that you’ve inherited? And the other is the methodological stream. What are the methods of inquiries, the measures, the instrumentation, the ways of going about recording what you observe that we’ve inherited?

Both of those are your rich inheritance as scholar practitioners. And one of the things that you ought to come out of your education with is knowing what that intellectual heritage is, both conceptual and methodological, and then where you’re going to make your contribution.

Assessment 3 Instructions: Interdisciplinary Plan Proposal

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Assessment 3 Instructions: Interdisciplinary Plan Proposal

For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.
The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a culture of ownership and shared responsibility (Berkow et al., 2012). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.
You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.
Demonstration of Proficiency

  • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
    • Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.
  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.
    • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
  • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals.
    • Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
  • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
    • Communicate the interdisciplinary plan with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.
  • Reference
    Berkow, S., Workman, J., Aronson, S., Stewart, J., Virkstis, K., & Kahn, M. (2012). Strengthening frontline nurse investment in organizational goals. JONA: The Journal of Nursing Administration, 42(3), 165–169.
    Professional Context
    This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.
    Scenario
    Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.
    Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.
    Instructions
    For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.
    The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.
    Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.
    Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
  • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
  • Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
  • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
  • Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
  • Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.
  • Additional Requirements
  • Length of submission: Use the provided template. Remember that part of this assessment is to make the plan easy to understand and use, so it is critical that you are clear and concise. Most submissions will be 2 to 4 pages in length. Be sure to include a reference page at the end of the plan.
  • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than 5 years old.
  • APA formatting: Make sure that in-text citations and reference list follow current APA style.
  • Note: Faculty may use the Writing Feedback Tool when grading this assessment. The Writing Feedback Tool is designed to provide you with guidance and resources to develop your writing based on five core skills. You will find writing feedback in the Scoring Guide for the assessment, once your work has been evaluated.
    Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

    PART TWO:

Assessment 4 Instructions: Stakeholder Presentation

For this assessment you will create an 8-12 slide PowerPoint presentation for one or more stakeholder or leadership groups to generate interest and buy-in for the plan proposal you developed for the third assessment.
As a current or future nurse leader, you may be called upon to present to stakeholders and leadership about projects that you have been involved in or wish to implement. The ability to communicate a plan—and potential implications of not pursuing such a plan—to stakeholders effectively can be critically important in creating awareness and buy-in, as well as building your personal and professional brand in your organization. It is equally important that you know how to create compelling presentations for others’ delivery and ensure that they convey the same content you would deliver if you were the presenter.
You are encouraged to complete the Evidence-Based Practice: Basics and Guidelines activity before you develop the presentation. This activity consists of six questions that will create the opportunity to check your understanding of the fundamentals of evidence-based practice as well as ways to identify EBP in practice. The information gained from completing this formative will help promote success in the Stakeholder Presentation and demonstrate courseroom engagement—it requires just a few minutes of your time and is not graded.
Demonstration of Proficiency

  • Competency 1: Explain strategies for managing human and financial resources to promote organizational health.
    • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
    • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
  • Competency 3: Describe ways to incorporate evidence-based practice within an interdisciplinary team.
    • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
  • Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
    • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes.
  • Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional, respectful manner, with writing that is clear, logically organized, with correct grammar and spelling, using current APA style.
  • Professional Context
    This assessment will provide you with an opportunity to sharpen your ability to create a professional presentation to stakeholders. In this presentation, you will explain the Plan-Do-Study-Act cycle and how it can be used to introduce the plan (P), implement the plan (D), study the effectiveness of the plan (S), and act on what is learned (A) to drive continuous improvement. By using this cycle, the stakeholders will have a tool and a proposal to expand on these ideas to drive workplace change and create improved processes to solve an interprofessional collaboration problem.
    Scenario
    In addition to summarizing the key points of Assessments 2 and 3, you will provide stakeholders and/or leadership with an overview of project specifics as well as how success would be evaluated—you will essentially be presenting a discussion of the Plan, Do, and Study parts of the PDSA cycle. Again, you will not be expected to execute the project, so you will not have any results to study. However, by carefully examining the ways in which your plan could be carried out and evaluated, you will get some of the experience of the thinking required for PDSA.
    When creating your PowerPoint for this assessment, it is important to keep in mind the target audience: your interviewee’s organizational leadership. The overall goal of this assessment is to create a presentation that your interviewee could potentially give in his or her organization.
    Instructions
    Please follow the Capella Guidelines for Effective PowerPoint Presentations [PPTX]. If you need technical information on using PowerPoint, refer to Capella University Library: PowerPoint Presentations.
    Be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.
  • Explain an organizational or patient issue for which a collaborative interdisciplinary team approach would help achieve a specific improvement goal.
  • Summarize an evidence-based interdisciplinary plan to address an organizational or patient issue.
  • Explain how the interdisciplinary plan could be implemented and how the human and financial resources would be managed.
  • Propose evidence-based criteria that could be used to evaluate the degree to which the project was successful in achieving the improvement goal.
  • Communicate the PowerPoint presentation of the interdisciplinary improvement plan to stakeholders in a professional manner, with writing that is clear, logically organized, and respectful with correct grammar and spelling using current APA style.
  • There are various ways to structure your presentation; following is one example:
  • Part 1: Organizational or Patient Issue.
    • What is the issue that you are trying to solve or improve?
    • Why should the audience care about solving it?
  • Part 2: Relevance of an Interdisciplinary Team Approach.
    • Why is using an interdisciplinary team relevant, or the best approach, to addressing the issue?
    • How will it help to achieve improved outcomes or reach a goal?
  • Part 3: Interdisciplinary Plan Summary.
    • What is the objective?
    • How likely is it to work?
    • What will the interdisciplinary team do?
  • Part 4: Implementation and Resource Management.
    • How could the plan be implemented to ensure effective use of resources?
    • How could the plan be managed to ensure that resources were not wasted?
    • How does the plan justify the resource expenditure?
  • Part 5: Evaluation.
    • What would a successful outcome of the project look like?
    • What are the criteria that could be used to measure that success?
      • How could this be used to show the degree of success?
  • Again, keep in mind that your audience for this presentation is a specific group (or groups) at your interviewee’s organization and tailor your language and messaging accordingly. Remember, also, that another person will ultimately be giving the presentation. Include thorough speaker’s notes that flesh out the bullet points on each slide.
    Additional Requirements
  • Number of slides: Plan on using one or two slides for each part of your presentation as needed, so the content of your presentation will be 8–12 slides in length. Remember that slides should contain concise talking points, and you will use presenter’s notes to go into detail. Be sure to include a reference slide as the last slide of your presentation.
  • Number of references: Cite a minimum of 3 sources of scholarly or professional evidence that support your central ideas. Resources should be no more than five years old.
  • APA formatting: Make sure that in-text citations on your slides and in your notes pages and reference slide reflect current APA Style and Format.
  • Portfolio Prompt: Remember to save the final assessment to your ePortfolio so that you may refer to it as you complete the final Capstone course.

Research and Data Analysis

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Alesix Tieku

Dr. Hossein Zare,

Research and Data Analysis

HMGT 400 (7980)

March 20, 2019

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 1, Exercise:

The attached dataset, provides some information about hospitals in 2011 and 2012, download the data and then complete the descriptive table. Please use the following format to report your findings.

Table 1. Descriptive statistics between hospitals in 2011 & 2012

Variables20112012p-value
 NMeanSt. DevNMeanSt. Dev 
Hospital beds1505376.6086560.89981525376.8579.8366< 2.2e-16
Number of paid Employee14981237.2761615.79715151491.1211961.637< 2.2e-16
Number of non-paid Employee3039.97372.588053044.7697681.298616.653e-05
Total hospital cost15052168733223045707221525214748023294143536< 2.2e-16
Total hospital revenues15052287063193233398111525229978391321273114< 2.2e-16
Available Medicare days149916739.1619214.29151617110.1419765.74< 2.2e-16
Available Medicaid days14845301.1999207.69915015366.3339340.373< 2.2e-16
Total Hospital Discharge15009492.32610898.615179544.05110994.17< 2.2e-16
Medicare discharge14993230.6243388.95715163598.2483785.675< 2.2e-16
Medicaid discharge14811130.7271757.15814981119.5471740.423< 2.2e-16

 

Based on your findings in which years hospitals had better performance? Please write a short paragraph and describe your findings.

The hospitals had better performance in 2012 compared to 2011. The mean number of hospital beds in 2012 was slightly higher than the mean number of hospital beds in 2011. In terms of revenue, the mean revenue in 2012 was higher than the mean revenue in 2011. The total cost in 2011 was also higher than the total cost in 2012. For these variables, the p. Value is less than 0.05 hence the null hypothesis is not rejected at 95% confidence interval. This implies that the means between the two groups are not different.

Literature Review Program Transcript

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Literature Review

© 2017 Laureate Education, Inc.

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Literature Review Program Transcript

[MUSIC PLAYING]

NARRATOR: Have you ever thought about a literature review as representing your intellectual heritage or intellectual genealogy? In his exploration of the purpose of a literature review, Dr. Patton explains this interesting perspective. He also points out common errors to avoid when undertaking a literature review.

MICHAEL QUINN PATTON: One of the things that we do as scholar practitioners is look at the knowledge created by other people. And we draw on that knowledge as a way of positioning our own work and understanding where our contribution to knowledge, our own research, fits in that larger tradition. This is often referred to as the literature review. And the way that you go about knowing the knowledge that others have generated, that you’re going to build on and contribute to, is to conduct a literature review.

I tend not to like that terminology, because it sounds like the purpose is to review the literature. Literature review is actually a means to another end. And it’s that end, it’s that purpose of conducting the literature review that I want to focus on.

The purpose is for you to understand your intellectual heritage, your intellectual genealogy. Anytime we undertake an inquiry into a particular issue, we are building on the knowledge of others. And we need to know what that knowledge is. It’s part of our obligation as scholars, is to understand what work has come before us, what concepts we’ve inherited, what methods we’ve inherited, what measures we’ve inherited. Some of which we’ve adopted, some of which we’ve parted from. But we need to know that.

Because at the end of a program of study, a master’s degree, a program of doctoral inquiry, you’re going to be expected to be able to locate your work within that tradition. And so it means that you need to be able to establish the people who formulated the basic distinctions that you’re drawing on.

Let me share with you some of the mistakes that I, from my point of view, find students engaging in when they undertake the literature review. One of these is to simply do an internet search to see how many articles they can find on a topic. Where they think that the game is how many citations you can come up with to show that you’ve done the literature review.

This isn’t a quantitative game. It’s not something where the number of sources is important. It’s the quality of those sources and your engagement with them, that you are able to engage with what other people have done and understand what’s relevant, what’s not relevant to your own area of inquiry. So that you’re positioning yourself out of those traditions that others have engaged in.

 

 

Literature Review

© 2017 Laureate Education, Inc.

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A second error is to think that the game is to position your work as unique. It is to try to find something that nobody else has ever done, to say nobody else has ever studied this before. Likewise, for any given field, there are burning questions that have defined that field.

In sociology, which is my own field, all sociology derives from what we call the Hobbesian question of order. What holds society together? Why doesn’t society fall apart? Every sociological question stems from that question that Hobbes asked. And therefore, if you look at sociology articles in the premier journals, the American Sociological Review, the American Journal of Sociology, you’ll find that they typically begin with a reference to Hobbes or to Durkheim time or to Weber or to Marx who were asking the original burning questions in psychology and sociology.

In psychology, you’ll find original references to Freud and to Adler and to Jung that go back to things like the notion of the unconscious. And whether you agree or disagree with various aspects of Freudian theory, the notion that there’s an unconscious mind and that that unconscious mind makes a difference in what we do is a part of what has framed modern psychology.

And so you stand on the shoulders of people who are trying to understand how the mind works, and who have divided off from those original classical theorists and researchers about how the mind works. The burning question in psychology is, why do we behave as we behave? How do we think and feel? How do we know and engage the world? And so you need to know who the classic people were who were asking those questions, who their disciples were, what were the splits along the world, along the journey where one group went in this direction and another group went in another direction?

Up to the more recent published research, and up to the kind of work that’s now going on that may not yet be published, where you can get in touch with those people who are engaged in research now. Find out what the funded research is from the National Institutes of Health, the National Institutes of Mental Health, the major foundations. And find out what cutting edge work is going on so that you have a full scale genealogy of what your intellectual tradition is.

When you have finished that inquiry over a period of time, you’re able to then say, these are the people on whose shoulders I stand. These are the intellectual traditions that I’m a part of. This is my intellectual DNA. Here is what I’ve drawn on. Here are the places where I’m departing from others. And here is where I’m going to make my contribution. That’s the purpose of a literature review. You’re positioning yourself in a stream of knowledge, in a flow of knowledge.

As a part of that work, a third error that I think students often make is to only read second-hand and third-hand accounts of the classics. The classics got to be

 

 

Literature Review

© 2017 Laureate Education, Inc.

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classics for a reason. People over the years read those works and found the thinking in them profound.

Yes, in some cases, the findings may be out of date. But a part of what you ought to be learning as you engage in a literature review and in your intellectual history is not just the specific findings. You are learning how scholars think. You’re learning how scientists think. You’re learning how a researcher thinks.

So read those works not only for what they found out. Read them for their methods. Look for the methods-findings linkage. How did particular findings yield and come from particular methods? How did those methods develop over time? And how did the classic writers think about things, inquire into things?

So as you’re engaging in that, it has two streams that you’re paying attention to. One is the theoretical stream. What are the findings? What are the constructs that you’ve inherited? And the other is the methodological stream. What are the methods of inquiries, the measures, the instrumentation, the ways of going about recording what you observe that we’ve inherited?

Both of those are your rich inheritance as scholar practitioners. And one of the things that you ought to come out of your education with is knowing what that intellectual heritage is, both conceptual and methodological, and then where you’re going to make your contribution.

Assessment practices in counseling

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Week 9 ~

Here is some food for thought!

A while back I wrote a book chapter on assessment in counseling and included information about program evaluations.  It’s really interesting because program evaluation can be considered research and assessment and just plain program evaluation

Here is a case study that was included.  This may help you think about some of the aspects of program evaluation:

The agency needs to “prove its worth”!

You were recently hired at a non-profit counseling center as a quality assurance counselor and as part of your role it is your responsibility to conduct a program evaluation.  You are vaguely aware that you need to collect some data but where to begin is the question.  The goal of program evaluation is to create a systematic assessment which will work to improve the quality of services or the programs of the agency.  The first step involves determining your goal and then creating a plan to collect objective and subjective information.  There are several questions you must ask as you create the program evaluation.  Who are your stakeholders? Are you focusing on specific programs with the agency?  Are you going to utilize a formative or summative evaluation?  Would using test results be helpful?  Will you utilize surveys, interviews, observations, or focus groups?  Questions such as these guide the evaluation with the goal of accountability for the counseling profession.

 

References:

Foster, L.H. (2020). Assessment practices in counseling. In D. Capuzzi and D. Gross (Eds.), Introduction to the counseling profession (8th ed.). Boston: Allyn and Bacon.

Assessment Evaluation Instructions

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EDUC 622

Assessment Evaluation Instructions

 

Overview: The purpose of this assignment is to research, evaluate, and understand valid, reliable, fair, and appropriate assessment tools used in schools to screen, diagnose, and measure student academic achievement.

 

Critically analyze the measures, addressing strengths and weaknesses. There is a data collection template provided to ease the process of collecting information. This template is submitted with the assignment. Each critical analysis should include the following:

· A Summary of the assessment instrument with clear, specific information unique to the instrument, including the population who could be tested with the instrument.

· An analysis of the strengths and weaknesses of the measure. There must be a minimum of 2 reasons to support each one.

· Justification for why the measurement would be an appropriate measure for different populations.

2. Use a separate data collection template for each instrument. Save each as a Microsoft Word document labeled: instrumentname.doc

NOTE: When submitting the evaluation, these separate templates must be compiled, along with all other items, into 1 Word document.

3. Other resources for research are listed in the syllabus and may be used in addition to Buros. If using the testing instrument manual, list it in the references. Buros is directly accessible through the JLF library database for your convenience.

 

Step 2 – Written Report

1. Organize and format each assessment instrument with the headings and subheadings outlined below. Do not write the questions or statements from the data collection template. Write in well-formed paragraphs that flow logically from one topic to the next.

2. Each instrument review should contain a minimum of 2 pages of content, including the data collection template, in addition to the cover page and reference page. Format the paper in current APA. The data collection template will be used as a chart in the report at the end of each instrument review.

3. The total paper (10 pages) should be presented in this order:

· Title Page (1 page)

· 8 Pages of Content

· Assessment Evaluation (AE) 1

· Completed AE 1 template

· AE 2

· Completed AE 2 template

· AE 3

· Completed AE 3 template

· AE 4

· Completed AE 4 template

· Reference Page (1 page) – All assessments should be referenced in current APA format.

4. Format each written assessment evaluation with the title, “Analysis of Assessment Name,” using the following headings.

· Summary of Assessment

· Strengths and Weaknesses of the Assessment

· Justification and Use of the Assessment

· Insert data collection template as a chart

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