Week seven feedback 2 | Psychology homework help


utism Spectrum Disorder is a difficult development disorder that occurs which tenacious trials such as social interface, dialogue, gestures or physical hints, and constrained or repetitive behaviours (Lord et al., 2020). The severities of the systems of the disorder vary across different entities. It occurs across all ethnic, racial and economic backgrounds. It is a life-long disorder accompanied by treatments and services that can improve the entities symptoms and abilities to function. Autism Spectrum Disorder among adults has grown significantly in recent years.

“David: Autism Spectrum Disorder” is a disorder portrayed as symptoms from childhood, but the parents did not realise that he had Autism Spectrum Disorder (PsychLab, nd). In early childhood as a child, David did not learn from his mistakes as the parents expected him to, as other young children indicate that they learn from their mistakes and change their behaviour. He also had a hard time talking, as expected as a young kid. He did not walk, talk or even feed himself much later than when a child is expected to start talking and walking. However, when he started to talk, he talked fluently as if he had been speaking from a normal age. He also did well in school, better than his performance at his job. It was easier navigating through school as a result of direct instruction. He could learn what needed to be done, but it was significantly difficult to handle the situation when the situation was changed. He also experienced challenges making friends and meeting women.

David had undeveloped social skills and the realization that he is different from other entities. There is anxiety pressure to impress other people. However, the situations are different, but in many cases, the social and learning life is affected by other entities knowledge that he had Autism Spectrum Disorder. His condition is described as a disability that makes it hard for him to date and has intimate relationships. David’s meets the full criteria of DSM-5 diagnostic criteria. Based on the DSM-5 diagnostic Standards, there are tenacious deficits in social communication and social interactions through several settings (Esler & Ruble, 2015). David portrayed a deficit in nonverbal communicative behaviours. He was a late bloomer in communication from their early childhood hood as he took a long time to start talking. He also had challenges expressing himself in various contexts, especially at work, due to the changed settings. The classroom uses direct commands and clear illustrations on what the learner is expected to do. However, it was challenging for him to draw what was expected of him based on verbal and physical communication in the social context.

There are restricted and repeated behavioural patterns. One of David’s identified behaviours is that he portrayed restricted behaviours. It was hard to draw him out of the box. He portrayed inflexed adherence to routines. The extreme distress in small changes is significantly common among entities with Autism Spectrum Disorder.  David also had fixated interests which are abnormal in intensity.

The Autism Spectrum Disorder symptoms were present from the early development period, such as delayed walking and talking compared to normal kids.  The symptoms also caused significant impartment on David’s social occupation, such as work.  David was not a good performer at work. There were disturbances in his social communication, which would be expected for the general developmental level. David did not have many friends as it was challenging for him to develop any kind of relationship with other entities.

There are various mental disorders with close symptom similarities with Autism Spectrum Disorder; however, they cannot be diagnosed as Autism Spectrum Disorder. An example of the disorders is Asperger’s disorders which are from the classic autism. However, Asperger disorder has less severe symptoms. It also lacks the language delays which are found in autism. The children diagnosed with Asperger disorders are mildly affected and frequently have decent language and cognitive skills. Another mental disorder is a borderline personality disorder. Both ASD and BPD experience challenges in emotional and relational interactions. However, BPD cannot be diagnosed as ASD as there are different symptoms and behaviours among the entities. For BPD, the entities are afraid of being abandoned or being left alone.  It is similar behaviour to ASD because the entities have a strong emotional attachment. However, they are not afraid of abandonment. BPD is also linked to other symptoms such as self-harm, explosive anger and destructive behaviours.


Esler, A. N., & Ruble, L. A. (2015). DSM-5 diagnostic criteria for autism spectrum disorder with implications for school psychologists. International Journal of School & Educational Psychology3(1),

Lord, C., Brugha, T. S., Charman, T., Cusack, J., Dumas, G., Frazier, T., … & Veenstra-VanderWeele, J. (2020). Autism spectrum disorder. Nature Reviews Disease Primers6(1), 1-23. https://www.nature.com/articles/s41572-019-0138-4

PsychLab (nd).David Asperger’s http://visual.pearsoncmg.com/mypsychlababnormalDSM5/index.php?clipId=31

Reply QuoteHide 1 reply 1 day agoMichelle Green KEISER PROFESSOR MANAGER Thanks, Barbara!COLLAPSE

Hi Barbara,

One of the challenges of research into this diagnosis is its variability and heterogeneity.  How can researchers better identify the causes, given how differently it manifests itself across children?  


Dr. Green

Reply Quote Email Author 2 days agoMelanie Thomas RE: Discussio 

Tsbpa enforcement | Ethics | Texas A&M University–Central Texas


The final assignment of the course is as follows:

Based on the 2nd research paper that you wrote, the TSBPA enforcements, evaluate your most interesting case based on the following assumptions:

1. You are the perpetrator
2. You are the person that detected/reported the infraction
3. You are a juror on the jury deciding the trial

I am enclosing a rubric that defines what I am looking for.

Incorporate the ideas and materials that we have discussed throughout this semester. I see this paper as a culmination and capstone to ethical reasoning and decision making. The paper should be 5 pages in length, not including cover page, works cited, and any supporting tables charts or diagrams you feel are necessary. The paper should be in APA format. I encourage asking lot of questions, and I will be providing additional guidance between now and the end of the semester.

Organization staffing reflection paper apa

 3- page APA 

You will submit a three-page personal reflection of significant “take-a-ways” from the course on how information learned during the course can be applied to what you do as an employee, supervisor or manager. Use APA formatting as appropriate. This paper can discuss any thing related to Organization Staffing including: 

 – The nature of staffing

-job analysis and rewards systems

-external selection and internal recruitment 

-Retention Management 

Health information system case selection and proposal


Prior to beginning work on this assignment, read Chapters 1 through 3 from the Wager, Lee, & Glaser (2017) text, the article by Hemmat, Ayatollahi, Maleki, & Saghafi (2017), and Quality Improvement Student Project Proposal (Links to an external site.)

For this assignment, you will select one case from Chapter 14 in your textbook which all your weekly assignments will be based upon.

You will propose how the particular health information system used in your selected case would be applicable in a health care organization of your choice. Refer to your chosen organization as “[ABC] Health Care.” You will be expanding on your selection in the assignments for Weeks 2 through 5, and putting all of your assignments together to create a Final Presentation in Week 6. You will use a proposal formPreview the document provided here to complete this assignment. (Click on QUALITY IMPROVEMENT STUDENT PROJECT PROPOSAL (Links to an external site.) to view a sample TMIT students’ proposal. While this sample doesn’t match the proposal form exactly, it will help give you an idea of what a proposal should look like.)

  • Evaluate the needs that are present within your selected case study as it applies to your “ABC Health Care” organization.
  • Examine the practices from your selected case study that confirm or contradict that data is complete, accurate, consistent, timely, secure, and fit for use.
  • Compare and contrast the different types of data and information generated by the health care organization in your case.

The Health Information System Case Selection and Proposal paper

  • Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).
  • Must include a separate title page with the following:
    • Title of Proposal
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must begin with an introductory paragraph that has a succinct thesis statement.
  • Must address the topic of the paper with critical thought.
  • Must end with a conclusion that reaffirms your thesis.
  • Must use at least three scholarly or peer-reviewed sources in addition to the course text.
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate references page that is formatted according to APA style as outlined in the Ashford Writing Center.

Week 6 current event discussion

This discussion is about international markets and strategy. Conduct research on current events relating to one of the unit concepts of interest to you. Then, share your findings in an initial post. Try to choose a concept that has not been, or is rarely, addressed by your classmates. Review peers’ findings and then engage in an active discussion to learn more about the topic at hand. 


Due Date

  • Initial post by 11:59 p.m., Thursday, CT.
  • Response post(s) by 11:59 p.m., Sunday, CT.


  1. Complete the unit readings.
  2. Select one of the unit concepts to research. Find a current event in an article through Park’s library, that will illustrate that concept. Compose an analysis of that event or situation in the article that you selected.

Psy 4700 | Statistics homework help

u01a1 Order of Operations, Scales of Measurement,Continuous Versus Discrete Variables, Frequency Distributions, and Percentiles

Complete the following problems within this Word document (do not submit other files). Show your work for problem sets that require calculations. Ensure that your answer to each problem is clearly visible. (You may want to highlight your answer or use a different type of color to set it apart.)

Problem Set 1.1: Order of Operations

Criterion: Apply the appropriate order of operations to solve equations.

Instruction: Apply order of operations rules and solve each of these:


b. (8 + 42 – 4)/5

c. 8 – 2 * 3 + 4/2

d. 40 – 6 * 5 – 2

e. – 2

Note: To insert a square root symbol (), click the Inserttab in the Toolbar and in the Symbols section click Equation. (If Equation is grey and unresponsive, open a new document and complete your work there.) Next, click Radicaland choose the best option. The square root will appear inside a frame (see picture at right). To enter numbers into the square root, click the dotted line box. When done, click outside the frame. Then, you can copy and paste the work where you like.

Problem Set 1.2: Scales of Measurement

Criterion: Identify appropriate scales of measurement for stated variables.

Instruction: Identify the highest possible scale (nominal, ordinal, interval, or ratio) for the following:

a. Preferred political party.b. Number of children.c. Number of sodas you drank today.d. Temperature in Fahrenheit.e. Class rank.

(Assessment continues on next page.)

Problem Set 1.3: Scales of Measurement (2)

Criterion: Identify appropriate scales of measurement for stated variables.

Instruction: Identify the highest possible scale (nominal, ordinal, interval, or ratio) for the following:

a. Gender.b. Weight of an object.c. Book genre.d. Extraversion.e. Award categories at the Oscars.

Problem Set 1.4: Continuous Versus Discrete Variables

Criterion: Differentiate between continuous and discrete variables.

Instruction: Identify the below variables as continuous (C) or discrete (D):

a. Time it takes to fall asleep.

b. Number of languages you speak.

c. Number of adults living in a household.

d. Speed of an airplane.

e. Weight of cars.

Problem Set 1.5: Frequency Table

Criterion: Construct a table showing frequency and cumulative frequency.• Instruction: Use the provided data to complete the table below showing frequency and cumulative frequency.• Data: Twenty people were asked how many computers they own:

1, 2, 0, 1, 3, 4, 0, 1, 1, 1, 1, 1, 2, 1, 3, 3, 4, 0, 1, 1.

Frequency and Cumulative Frequency of Computer Ownership

Number of Computers


Cumulative Frequency

(Assessment continues on next page.)

Problem Set 1.6: Grouped Frequency Table

Criterion: Evaluate and implement the most effective table option to show grouped frequency.• Instruction: A psychology professor wants to examine how many times her students missed class during the previous semester. Use the supplied data to complete Steps 1–4. • Data: Forty students registered in the class. The attendance records revealed the following number of absences for each student: 

0, 2, 0, 6, 3, 6, 7, 1, 1, 2, 1, 1, 3, 4, 5, 4, 0, 0, 1, 1, 2, 2, 2, 3, 5, 8, 4, 2, 1, 0, 2, 1, 0, 6, 8, 1, 2, 1, 1, 0.

Steps:1. Create a grouped frequency table in 2-miss intervals.2. Create a grouped frequency table in 4-miss intervals.3. Create a grouped frequency table in 6-miss intervals.4. Which one of these tables provides the clearest picture of the data? Explain why you think so.

Problem Set 1.7: Create Ascending and Descending Frequency Tables in SPSS

Criterion: Create ascending and descending frequency tables in SPSS.• Instruction: Complete the following steps:1. Open SPSS.2. Click New DataSet in the New Files area, and then click Open.3. Click the Variable View tab.4. In the Name area, type Attendance (we will use the scores from Problem Set 1.6).5. Our variable of Attendance is discrete so we will enter 0 in the Decimals column.6. Click the Data View tab.7. Enter all 40 numbers from Problem Set 1.6 on class attendance in the column labeled Attendance.8. In the Toolbar, click Analyze, select Descriptive Statistics, and then select Frequencies.9. Click Attendance and then click Arrow to send it over to the right side of the table.10. Click OK. Copy and paste the ascending values frequency table into this Word document.11. Go back to the Data View tab, click Analyze, select Descriptive Statistics, and then select Frequencies.12. Click Format and then click Descending Values. Click Continue and then OK. Copy and paste the descending values frequency into this Word document.

Note: Your answers to this problem set should be two separate SPSS outputs. Save your Attendance data to use in the next two problems.

(Assessment continues on next page.)

Problem Set 1.8: Construct a Bar Graph in SPSS

Criterion: Construct a bar graph in SPSS.• Instruction: The attendance data from Problem Set 1.6 is discrete. Complete the following steps to create a bar chart to examine this data:1. Go back to your SPSS Statistics Data Editor where yourAttendance data should be displayed.2. In the Toolbar, click Graphs, select Legacy Dialogs, and then select Bar.3. Click Simple and then click Define. Click Attendance and then click Arrow to send it over to the Category Axis box.4. Click OK. Copy and paste the bar graph below. (Hint: You might need to use Copy Special and click the .jpeg option.)5. Optional to answer: What is the shape of the distribution?

Problem Set 1.9: Construct a Pie Chart in SPSS

Criterion: Construct a pie chart in SPSS.• Instruction: Complete the following steps to create a pie chart to examine the attendance data from Problem Set 1.6.1. Go back to your SPSS Statistics Data Editor where yourAttendance data should be displayed.2. Go back to the Data View tab, click Graphs, select Legacy Dialogs, and then select Pie.3. Click Summaries for Groups of Case and then Define. Click Attendance and then click Arrow to send it over to the Define Slices By box.  4. Click OK. Copy and paste the pie graph below.

Problem Set 1.10: Construct a Histogram in SPSS

Criterion: Construct a histogram in SPSS.• Instruction: Use the supplied data to complete Steps 1–4. • Data: The air-conditioning unit in an office building went out for two days during a 20-day time period. The following is a list of the average daily temperatures in the building during this period:

72, 74, 72, 75, 71, 74, 75, 78, 76, 74, 72, 75, 88, 92, 79, 75, 72, 74, 76, 73.

Steps:1. Enter the data into SPSS using the variable label of Temperature.2. In the Toolbar, click Graphs, select Legacy Dialogs, and then select Histogram.3. Click Temperature and then click Arrow to send it over to the Variable box.  4. Click OK. Copy and paste the histogram into this Word document.

Power point describing the four different scales of quantitative

Prepare a voice-over PowerPoint presentation to present to an  undergraduate class on research methods and begin by briefly describing  the four different scales of quantitative research measurement that  scientists use (nominal, ordinal, interval, and ratio). Provide  additional clarification to illustrate your understanding of the four  different levels of measurement when presenting this information. Then,  provide one example for each of these types of measures for your chosen  topic of research. Which measures might you want to use here, and why?  Briefly explain how each variable that you select fits within the four  different scales of measurement.

Incorporate appropriate animations, transitions, and graphics as well  as speaker notes for each slide. The speaker notes may be comprised of  brief paragraphs or bulleted lists, and should cite material  appropriately.

Support your presentation with at least three scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

Length: 12-15 slides (with a separate reference slide)
Notes Length: 100-150 words for each slide

Be sure to include citations for quotations and paraphrases with references in APA format and style where appropriate. 

Mutiple choice 20 questions | History homework help


  Take Test: Unit 6 Quiz  


Assistive Technology Tips [opens in new window]  

Test Information


 Description     Instructions     Multiple Attempts   Not allowed. This test can only be taken once.      Force Completion   This test can be saved and resumed later.               


            Question 1       

  1.   Degas’ The Dance Class has elements in the composition that relate to:

               How a common subject matter is meant to appeal to the discrepancies of the societal class structure.            How the essence of light and shadow captures movement and expression.            How a photograph captures a moment in time while cropping objects on the edges.            

5 points   

            Question 2       

  1.   Landscape painting is a significant subject during this time because:

               It addresses contemporary issues while exploring the raw beauty of the natural world.            It was not considered a significant subject, and artists who chose to paint landscapes were not validated in their lifetime.            It is an idealized  interpretation of what the natural world should look like, rich with  precise details and references to history.            

5 points   

            Question 3       

  1.   Cezanne’s Post-Impressionism style can be described as:

               Using the Impressionism  tradition of capturing the essence of a scene for studies and expanding  that idea into studio paintings using abstract qualities.            Using everyday scenes to capture the essence of societal trends through traditions of Romanticism.            Rejecting the impromptu Impressionistic approach to painting and returning to an academic tradition inspired by Neo-Classicism.            

5 points   

            Question 4       

  1.   The style of Edvard Munch shows influence from which artists and why?:

               Gaughin’s symbolism and Van Gogh’s expressionism.            Seurat’s pointillism and Van Gogh’s symbolism.            Cezanne’s expressionism and Gaughin’s pointillism.            

5 points   

            Question 5       

  1.   Manet’s Luncheon on the Grass is meant to be:

               A contemporary scene meant to challenge the traditions of Academic painting by making them look ridiculous.            A philosophical scene of class rank and wealth, protesting the inferior rank of women in contemporary society.            A historical scene meant to emulate the traditions of Academic painting as seen in David’s work.            

5 points   

            Question 6       

  1.   When artists used ancient Roman references, it was because:

               The artists were greatly influenced by the Italian Renaissance and sought to emulate the past style and subject matter.            During the French Revolution, the populous preferred to equate their philosophical leaders to the ancient philosophies.            Studying the ancient world was a popular pastime during the period, and artists were seeking contemporary subject matters.            

5 points   

            Question 7       

  1.   The style of Neo-Classicism can be described as:

               Expressive images of idealized landscapes.            Sculptural images of Biblical subject matter.            Finely detailed, realistic images of ancient or current historical subject matter.            

5 points   

            Question 8       

  1.   The style of Realism can be described as:

               Scenes of commoners carrying out everyday activities with attention to accurately painted details.            Finely detailed images of historical subject matter.            Expressive images of political propaganda using energetic painting techniques.            

5 points   

            Question 9       

  1.   Delacroix is classified as a great painter in the tradition of Romanticism because:
               He painted historically accurate scenes of current events with fine details.            He painted historic images from the past in order to idealize the conditions of the present.            He painted symbolic images of current events with energetic painting qualities and dramatic compositions.            

5 points   

            Question 10       

  1.   Millet’s The Gleaners can be considered a political painting because:

               The subject matter portrays beggars and symbolizes the suffering of the peasantry of the time.            The subject matter portrays historical references of atrocities from the past.            The subject matter portrays the upper class and their riches in an unfair societal class structure.            

5 points   

            Question 11       

  1.   Goya’s The Third of May is a powerful image because:

               The painting glorifies the triumphs and accomplishments of the French Revolution.            The painting reveals the suppression of a dangerous gang of Revolutionaries.            The painting is a protest to the atrocities of the Napoleonic War.            

5 points   

            Question 12       

  1.   Van Gogh’s Post-Impressionist style can be described as:

               Expressionist painting exploring color as a vehicle for emotion.            Using everyday American scenes to explore the gestural, complimentary color pairing of Impressionism techniques.            Scenes of commoners carrying out everyday activities with attention to accurately painted details.            

5 points   

            Question 13       

  1.   The Death of Marat by David is considered to be one of the first modern paintings because:

               David was idealizing a fictitious event by emulating ancient Roman ideals.            David was using current events as a subject, and creating an image as a reaction to the atrocities of the time.            David was glorifying the new power of the people with a celebratory image.            

5 points   

            Question 14       

  1.   Seurat uses a Post-Impressionist style called Pointillism, which is:

               Using small dots of complimentary color side by side, which creates an active surface of dazzling light and movement.            Using the Impressionism  tradition of capturing the essence of a scene for studies and expanding  that idea into studio paintings using abstract qualities.            Scenes of commoners carrying out everyday activities with attention to accurately painted details.            

5 points   

            Question 15       

  1.   The style of Romanticism can be described as:

               Finely detailed images of ancient or current historical subject matter.            Energized, gestural painting techniques using contemporary subjects for power and drama.            Expressive images of biblical stories with ancient historical references.            

5 points   

            Question 16       

  1.   While most European and American painters were experimenting with  the new approach to painting that was Impressionism, Winslow Homer was:

               Creating scenes of everyday American life using traditionally representational techniques.            Using everyday American scenes to explore the gestural, complimentary color pairing of Impressionism techniques.            Recreating scenes common for women’s roles in American society, using inspiration from Romanticism and Academic painting.            

5 points   

            Question 17       

  1.   The style of Impressionism can be described as:
               Quick, gestural painting technique in order to capture the light and essence of the everyday subject matter.            Energized, gestural painting techniques using historical subject matter for power and drama.            Scenes of commoners carrying out everyday activities with attention to accurately painted details.            

5 points   

            Question 18       

  1.   David’s Bonaparte Crossing the Great St. Bernard combines both Neo-classicism and Romanticism by:

               Using fine details and emotional energy.            Using ancient historical references and balanced compositions.            Using contemporary subject with gestural, painterly techniques.            

5 points   

            Question 19       

  1.   The Death of General Wolfe was controversial because:

               The landscape is stormy and presents the New World as a scary wilderness.            West portrayed the English and the Native American as equals, which angered the King.            West chose to dress the figures in contemporary clothing instead of classical costumes.            

5 points   

            Question 20       

  1.   Gaughin’s Post-Impressionistic style can be described as:

               Primitive and bold, using symbolism to express philosophical ideas.            Using the Impressionism  tradition of capturing the essence of a scene for studies and expanding  that idea into studio paintings using abstract qualities.            Scenes of commoners carrying out everyday activities with attention to accurately painted details.            

5 points   

Click Save and Submit to save and submit. Click Save All Answers to save all answers.


Cs17 project i | Computer Science homework help


 Download CS47ProjectI.zip  and unzip it.

Assemble proj-auto-test.asm and execute. Make sure to turn on ‘Assembles all files in directory’ and ‘Initialize program counter to global main if defined’ option in MARS tool. It should generate the following output:

Total passed 0 / 40


Complete the following two procedures in CS47_proj_alu_normal.asm and CS47_proj_alu_logical.asm. You may include your required macros (those you write) in the cs47_proj_macro.asm. Do not update proj-auto-test.asm or cs47_proj_procs.asm or cs47_common_macro.asm.

au_normal (in CS47_proj_alu_normal.asm): It takes three arguments as $a0 (First operand), $a1 (Second operand), $a2 (Operation code ‘+’, ‘-‘,  ‘*’, “https://www.homeworkmarket.com/”  – ASCII code). It returns result in $v0 and $v1 (for multiplication $v1 it will contain HI, for division $v1 will contain remainder). This procedure uses normal math operations of MIPS to compute the result (add, sub, mul and div).

au_logical (in CS47_proj_alu_logical.asm):  It takes three arguments as $a0 (First operand), $a1 (Second operand), $a2 (Operation code ‘+’, ‘-‘,  ‘*’, “https://www.homeworkmarket.com/”  – ASCII code). It returns result in $v0 and $v1 (for multiplication $v1 it will contain HI, for division $v1 will contain remainder). The evaluation of mathematical operations should use MIPS logic operations only (result should not be generated directly using MIPS mathematical operations). The implementation needs to follow the digital algorithm implemented in hardware to implement the mathematical operations.

Assemble proj-auto-test.asm and execute. It should generate the following output. 

Total passed 40 / 40


NB: Please check each operation result manually from output. Your implementation of normal and logical ALU will be compared against a reference normal and logical ALU result. Therefore it is possible that you may see 40/40 of pass, but in our test it will not be so.

Write a project report including the following sections. It is recommended to write report in IEEE format

[Template and Instructions on How to Create Your Paper (Links to an external site.) ]. A report written in IEEE format will earn 10% extra credit on top of overall project credit. The final report uploaded 

Include clear diagrams for requirement and design

Include code snippet to explain implementation

Include screen shots of testing results

Introduction containing objective.


Design and Implementation



Make sure to

Upload two files in Canvas (No evaluation will be done if both of them are not uploaded)

cs47_proj_report.pdf : Project report

cs47_proj_source.zip: This zip file needs to contain updated CS47_proj_alu_normal.asm, CS47_proj_alu_logical.asm and cs47_proj_macro.asm. No need to upload other files.

Course reflection | Nursing homework help


Preparing Your Reflection

The BSN Essentials (AACN, 2008) outline a number of healthcare policy and advocacy competencies for the BSN-prepared nurse. Reflect on the NUR3805 course readings, discussion threads, and applications you have completed across this course and write a reflective essay regarding the extent to which you feel you are now prepared to:

  1. “Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe nursing practice.
  2. Use telecommunication technologies to assist in effective communication in a variety of healthcare settings.
  3. Apply safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers.
  4. Understand the use of CIS systems to document interventions related to achieving nurse sensitive outcomes.
  5. Use standardized terminology in a care environment that reflects nursing’s unique contribution to patient outcomes.
  6. Evaluate data from all relevant sources, including technology, to inform the delivery of care.
  7. Recognize the role of information technology in improving patient care outcomes and creating a safe care environment.
  8. Uphold ethical standards related to data security, regulatory requirements, confidentiality, and clients’ right to privacy.
  9. Apply patient­care technologies as appropriate to address the needs of a diverse patient population.
  10. Advocate for the use of new patient care technologies for safe, quality care.
  11. Recognize that redesign of workflow and care processes should precede implementation of care technology to facilitate nursing practice.
  12. Participate in evaluation of information systems in practice settings through policy and procedure development.
  13. Conduct comprehensive and focused physical, behavioral, psychological, spiritual, socioeconomic, and environmental assessments of health and illness parameters in patients, using developmentally and culturally appropriate approaches.
  14. Recognize the relationship of genetics and genomics to health, prevention, screening, diagnostics, prognostics, selection of treatment, and monitoring of treatment effectiveness, using a constructed pedigree from collected family history information as well as standardized symbols and terminology.
  15. Implement holistic, patient­ centered care that reflects an understanding of human growth and development, pathophysiology, pharmacology, medical management, and nursing management across the health­ illness continuum, across the lifespan, and in all healthcare settings.
  16. Communicate effectively with all members of the healthcare team, including the patient and the patient’s support network.
  17. Deliver compassionate, patient­ centered, evidence-based care that respects patient and family preferences.
  18. Implement patient and family care around resolution of end ­of ­life and palliative care issues, such as symptom management, support of rituals, and respect for patient and family preferences.
  19. Provide appropriate patient teaching that reflects developmental stage, age, culture, spirituality, patient preferences, and health literacy considerations to foster patient engagement in their care.
  20. Implement evidence-based nursing interventions as appropriate for managing the acute and chronic care of patients and promoting health across the lifespan.
  21. Monitor client outcomes to evaluate the effectiveness of psychobiological interventions.
  22. Facilitate patient­ centered transitions of care, including discharge planning and ensuring the caregiver’s knowledge of care requirements to promote safe care.
  23. Provide nursing care based on evidence that contributes to safe and high-quality patient outcomes within healthcare microsystems.
  24. Create a safe care environment that results in high quality patient outcomes.
  25. Revise the plan of care based on an ongoing evaluation of patient outcomes.
  26. Demonstrate clinical judgment and accountability for patient outcomes when delegating to and supervising other members of the healthcare team.
  27. Manage care to maximize health, independence, and quality of life for a group of individuals that approximates a beginning practitioner’s workload 
  28. Demonstrate the application of psychomotor skills for the efficient, safe, and compassionate delivery of patient care.
  29. Develop a beginning understanding of complementary and alternative modalities and their role in health care. 
  30. Develop an awareness of patients as well as healthcare professionals’ spiritual beliefs and values and how those beliefs and values impact health care.
  31. Manage the interaction of multiple functional problems affecting patients across the lifespan, including common geriatric syndromes.
  32. Understand one’s role and participation in emergency preparedness and disaster response with an awareness of environmental factors and the risks they pose to self and patients
  33. Engage in caring and healing techniques that promote a therapeutic nurse patient relationship.
  34. Demonstrate tolerance for the ambiguity and unpredictability of the world and its effect on the healthcare system as related to nursing practice.” (pp. 18-19, 31-32).


The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3805 course.  

Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes:

  • The students will be able to identify the evolution and history of the nursing profession (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, and patient centered care).
  • The student will identify the scope of the nursing practice (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, and patient centered care).
  • The student will identify the importance of the evidence-based practice in the nursing profession and its impact on the healthcare guidelines (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, and patient centered care).
  • The student will be able to identify the different roles in the nursing profession (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration, and patient centered care).


This assignment is worth a total of 100 points (10%).

Due Date

Submit your completed assignment under the Assignment tab by Sunday 11:59 p.m. EST of Week 15 as directed.


  1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
  2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
  3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
  4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

Note: Introduction – Write an introduction but do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association (2010, p. 63).

  1. Course Reflection
  2. Conclusion