[2023] Research the merger and acquisition of Disney and Pixar and identify the potential risks that the companies may face in their various markets, such as cultural
Research the merger and acquisition of Disney and Pixar and identify the potential risks that the companies may face in their various markets, such as cultural Risky Business Written Assignment Research the merger and acquisition of Disney and Pixar and identify the potential risks that the companies may face in their various markets, such as cultural differences, legal and regulatory issues, intellectual property disputes, and financial risks. Using your research, create a risk mitigation plan for Disney and Pixar. Your plan should include the following elements: Identification of the key risks facing Disney and Pixar in their various markets Analysis of the potential impact of these risks on Disney and Pixar’s operations and financial performance Identification of the risk management strategies that Disney and Pixar currently use and their effectiveness Proposed new risk management strategies to mitigate the identified risks e. Evaluation of the costs and benefits of each proposed strategy Recommendation of the most effective risk management strategies for Disney and Pixar Present this information in 3-4 pages written response in APA format supported by at least four academic sources. Rubric Criteria Performance Indicators (Observation descriptors indicating extent to which criterion is met.) Exemplary 10・9 Proficient 8・7・6 Needs Improvement 5・4 Unsatisfactory 3・2・1 No Submission Depth 30% of overall grade Content indicates synthesis of ideas, in depth analysis, and evidence of original thought and support for the topic. Content indicates original thinking and develops ideas with sufficient and firm evidence. Content indicates thinking and reasoning applied with original thought on a few ideas. Content indicates some thinking and reasoning but most ideas are unoriginal or underdeveloped. 0 points Resources 25% of overall grade All evidence supports arguments and is relevant to the topic. The student uses the required number and type of resources identified in the syllabus to support his/her argument. Most evidence supports arguments and is relevant to the topic. The student uses 75% of the required number and type of resources identified in the syllabus to support his/her argument. Some evidence supports arguments and is relevant to the topic. The student uses 50% of the required number of sources. Limited evidence to support arguments, with few sources relevant to the topic. The student uses less than 50% of the required number of sources. 0 points Organization 15% of overall grade Paper has a high degree of attention to logic and reasoning of points. Paper clearly leads the reader to the conclusion and stirs thought regarding the topic. Paper is coherent and logically organized with transitions used between ideas and paragraphs to create coherence. Overall unity of ideas is present. Paper is somewhat structured and logically organized. Some points remain misplaced and stray from the topic. Transitions evident but not used throughout. Paper is limited in logical organization with major errors. 0 points Mechanics 15% of overall grade Few errors in spelling, punctuation, capitalization, sentence structure, and grammar. Occasional errors in spelling, punctuation, capitalization, sentence structure and grammar, but meaning is not obscured. Frequent errors of spelling, punctuation, capitalization, sentence structure and grammar; meaning confused or obscured. Dominated by errors in spelling, punctuation, capitalization, sentence structure and grammar; meaning at times unidentifiable. 0 points Formatting 15% of overall grade Paper meets all formatting guidelines and assignment requirements, including page-length and APA formatting requirements. Paper is correctly assembled with a professional look. The paper follows most formatting guidelines, including page-length and APA formatting requirements.Paper is correctly assembled. Paper generally follows formatting guidelines and assignment requirements, including page-length and APA formatting requirements. Paper has some assembly errors Paper does not follow formatting guidelines and assignment requirements, including page -length and APA format requirements. Paper has major assembly errors 0 points Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Answered Questions: ANSWERED!! Assume you are a nurse manager on a unit ANSWERED!! Watch the Diary of Medical Mission Trip ANSWERED!! Re-read Take a Closer Look: Exploring Claude ANSWERED!! Develop and submit a personal leadership ANSWERED!! Develop and submit a personal leadership why was disney and pixar merger successful, why did disney and pixar merger, disney pixar merger disadvantages disney pixar merger case study, disney pixar acquisition analysis, disney and pixar merger ppt, disney and pixar merger or acquisition, disney and pixar merger financial analysis Why Was the Disney and Pixar Merger Successful? Introduction In 2006, the entertainment industry witnessed a groundbreaking merger between two animation giants, The Walt Disney Company and Pixar Animation Studios. This merger created a powerhouse that transformed the landscape of animated filmmaking. But what were the reasons behind the success of this merger? In this article, we will explore the strategic motives, collaborative successes, financial benefits, cultural impact, and key lessons from the Disney and Pixar merger. Background of the Disney and Pixar Merger Before the merger, Disney and Pixar had a long-standing relationship. Pixar had produced successful films such as “Toy Story” and “Finding Nemo” in collaboration with Disney. However, the relationship was strained due to contract negotiations and creative differences. Nevertheless, both companies recognized the immense value of their partnership, leading to the eventual merger. Strategic Motives behind the Merger The Disney and Pixar merger was driven by several strategic motives. Firstly, it allowed the companies to combine their creative and technical expertise. Pixar’s mastery of computer-generated animation and storytelling merged seamlessly with Disney’s legacy in traditional animation. This synergy resulted in groundbreaking films that pushed the boundaries of animated storytelling. Secondly, the merger aimed to expand market share and global reach. Disney’s global distribution network provided Pixar with a broader audience and access to international markets. Simultaneously, Pixar brought its innovative storytelling techniques and loyal fanbase, enhancing Disney’s appeal to a wider demographic. Overcoming Past Challenges The Disney and Pixar merger was not without its challenges. Before the merger, Pixar had a distribution agreement with Disney, which had strained the relationship between the two companies. Additionally, creative differences
[2023] March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world
March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world March 21, 2010, was not EBP’s date of birth, but it may be the date the approach March 21, 2010, was not EBP’s date of birth, but it may be the date the approach “grew up” and left home to take on the world. When the Affordable Care Act was passed, it came with a requirement of empirical evidence. Research on EBP increased significantly. Application of EBP spread to allied health professions, education, healthcare technology, and more. Health organizations began to adopt and promote EBP. In this Discussion, you will consider this adoption. You will examine healthcare organization websites and analyze to what extent these organizations use EBP. To Prepare: Review the Resources and reflect on the definition and goal of EBP. Choose a professional healthcare organization’s website (e.g., a reimbursing body, an accredited body, or a national initiative). Explore the website to determine where and to what extent EBP is evident. Post a description of the healthcare organization website you reviewed. Describe where, if at all, EBP appears (e.g., the mission, vision, philosophy, and/or goals of the healthcare organization, or in other locations on the website). Then, explain whether this healthcare organization’s work is grounded in EBP and why or why not. Finally, explain whether the information you discovered on the healthcare organization’s website has changed your perception of the healthcare organization. Be specific and provide examples. Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Answered Questions: ANSWERED!! Assume you are a nurse manager on a unit ANSWERED!! Watch the Diary of Medical Mission Trip ANSWERED!! Re-read Take a Closer Look: Exploring Claude ANSWERED!! Develop and submit a personal leadership ANSWERED!! Develop and submit a personal leadership what are the major provisions of the affordable care act aca quizlet, what is the affordable care act, negative impact of aca on medicare and medicaid recipients 10 provisions of the affordable care act, how did the patient protection and affordable care act increase access to health insurance quizlet, what does the patient protection and affordable care act do what is the patient protection and affordable care act, patient protection and affordable care act summary What Are the Major Provisions of the Affordable Care Act (ACA)? The Affordable Care Act (ACA), also known as Obamacare, is a comprehensive healthcare reform law that was enacted in the United States in 2010. It aimed to increase access to affordable healthcare, improve the quality of healthcare services, and reduce healthcare costs for individuals and the government. The ACA introduced several major provisions that have had a significant impact on the healthcare system. In this article, we will explore the key provisions of the Affordable Care Act and understand how they have transformed the healthcare landscape. 1. Introduction The introduction will provide a brief overview of the ACA and its objectives. It will explain the significance of the major provisions covered in the article. 2. Overview of the Affordable Care Act (ACA) This section will provide a comprehensive overview of the ACA. It will discuss the background, goals, and principles behind the legislation. The section will highlight the need for healthcare reform and the key challenges faced before the ACA was implemented. 3. Individual Mandate 3.1 Definition and Purpose This subsection will define the individual mandate, which was a crucial provision of the ACA. It will explain its purpose, which was to ensure broad participation in the healthcare system to balance the costs and risks associated with providing coverage to individuals with pre-existing conditions. 3.2 Penalties for Non-compliance Here, we will discuss the penalties imposed on individuals who fail to comply with the individual mandate. We will explain how the penalties were calculated and the impact they had on encouraging individuals to obtain health insurance coverage. 4. Health Insurance Exchanges 4.1 Definition and Purpose In this section, we will define health insurance exchanges, which were established under the ACA. We will explain their purpose, which was to create marketplaces where individuals and small businesses could compare and purchase health insurance plans. 4.2 Subsidies and Affordability Here, we will discuss the subsidies provided through the health insurance exchanges to make coverage more affordable for low and middle-income individuals. We will explore how these subsidies were determined based on income and the impact they had on increasing insurance coverage. 5. Medicaid Expansion 5.1 Expansion Criteria and Benefits This subsection will discuss the Medicaid expansion provision of the ACA. We will explain the criteria for states to expand Medicaid eligibility and the benefits provided to newly eligible individuals. We will also highlight the impact of this expansion on the uninsured rate among low-income individuals. 5.2 Impact on Low-Income Individuals Here, we will delve into the impact of Medicaid expansion on low-income individuals and families. We will discuss how the expansion improved access to healthcare services and reduced financial burdens for those who previously did not qualify for Medicaid. 6. Essential Health Benefits 6.1 Coverage Requirements This section will explore the essential health benefits provision of the ACA. We will discuss the ten categories of essential health benefits that health insurance plans must cover, ensuring comprehensive coverage for individuals. 6.2 Preventive Services Here, we will highlight the inclusion of preventive services as part of the essential health benefits. We will discuss the impact of this provision on promoting preventive care, early detection, and better health outcomes. 7. Pre-existing Conditions 7.1 Protection Against Discrimination This subsection will explain the ACA’s provisions related to pre-existing conditions. We will discuss how the law prohibits insurance companies from denying coverage or charging higher premiums based on pre-existing conditions, ensuring access to insurance for individuals with prior health issues. 7.2 Guaranteed Issue and Renewability Here, we will explain the guaranteed issue and renewability provisions,
[2023] According to the article What Works? Short-Term, In-Custody Treatment Programs, there are a number of risk-needs-responsivity model programs that have shown
According to the article What Works? Short-Term, In-Custody Treatment Programs, there are a number of risk-needs-responsivity model programs that have shown According to the article What Works? Short-Term, In-Custody Treatment Programs According to the article What Works? Short-Term, In-Custody Treatment Programs, there are a number of risk-needs-responsivity model programs that have shown significant promise to effect real change in long-term offender rehabilitation (Lizama et al., 2014). However, in this article, the authors are more concerned with the successful application of such programs inside short-term correctional settings, such as jails or detention centers. After reviewing the merits of the article, use proper APA format and at least 3 academic sources to write a 2-page response that focuses on the overall effectiveness of correctional rehabilitation. Select 3 of the following program types, and discuss the effectiveness of these specific correctional rehabilitation programs: Cognitive behavioral therapy Educational and vocational programs Substance and alcohol abuse treatment Faith-based programs Mental illness treatment programs Provide an example of each type of program currently being used in correctional facilities. How is the risk-needs-responsivity model applied to the 3 types of programs that you selected? What are the determining factors in assessing the effectiveness of these programs, including the limitations? Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Answered Questions: ANSWERED!! Assume you are a nurse manager on a unit ANSWERED!! Watch the Diary of Medical Mission Trip ANSWERED!! Re-read Take a Closer Look: Exploring Claude ANSWERED!! Develop and submit a personal leadership ANSWERED!! Develop and submit a personal leadership what is the rnr model, rnr model criticism, risk needs responsivity model examples, risk needs responsivity assessment tool, riskneeds assessment example risk need responsivity model pdf, risk need responsivity model for offender assessment and rehabilitation, responsivity principle example What is the Risk Needs Responsivity Assessment (RNR) Model? In the field of criminal justice, effective risk assessment plays a vital role in understanding and addressing the needs of individuals involved in the justice system. One prominent model used for risk assessment is the Risk Needs Responsivity (RNR) Model. This article explores the fundamentals of the RNR Model, its application, and its impact on the justice system. Introduction The RNR Model is a comprehensive framework designed to evaluate the risks and needs of individuals within the criminal justice system. It aims to identify criminogenic needs and provide targeted interventions to reduce recidivism rates. By understanding an individual’s risk factors and addressing their specific needs, the RNR Model promotes effective rehabilitation and successful reintegration into society. Understanding Risks The first step in the RNR Model involves identifying criminogenic needs, which are factors that contribute to an individual’s likelihood of reoffending. These needs may include substance abuse issues, lack of education or employment opportunities, or antisocial behavior patterns. By assessing these individual risk factors, the justice system can develop targeted interventions to address these needs and reduce the likelihood of future criminal behavior. The Needs Principle Central to the RNR Model is the Needs Principle, which emphasizes the importance of addressing criminogenic needs. Instead of focusing solely on punishment, the model recognizes that individuals can be effectively rehabilitated when their underlying needs are met. By providing necessary resources and interventions, such as educational programs, vocational training, and counseling services, the justice system can contribute to the successful reintegration of individuals into society. Responsivity Principle The Responsivity Principle in the RNR Model highlights the significance of tailoring interventions to individuals based on their learning styles, abilities, and personal characteristics. Recognizing that different individuals respond differently to various treatment approaches, the RNR Model encourages modifications in the delivery of interventions. By catering to an individual’s unique needs and characteristics, the model maximizes the effectiveness of rehabilitation efforts. Limitations While the RNR Model has gained recognition and popularity, it is not without its limitations. Critics argue that the model may perpetuate biases, as risk factors and needs assessments may not be entirely objective. Additionally, challenges such as limited resources and the availability of evidence-based programs can hinder the implementation of the model in practice. It is crucial to address these limitations to ensure fair and effective application of the RNR Model. Application The RNR Model finds application in various criminal justice settings, including probation, parole, and correctional institutions. It assists professionals in making evidence-based decisions regarding an individual’s supervision, treatment, and reentry planning. By incorporating risk assessment into decision-making processes, the justice system can effectively manage and mitigate risks, thereby reducing recidivism rates. Conclusion In conclusion, the Risk Needs Responsivity (RNR) Model is a valuable tool in the field of criminal justice. By identifying criminogenic needs and tailoring interventions to individuals, the model promotes effective rehabilitation and reduces the likelihood of reoffending. While it has limitations and challenges, the RNR Model offers a comprehensive approach to risk assessment and plays a crucial role in evidence-based decision-making within the justice system. FAQs Q: What is the role of the RNR Model in reducing recidivism rates? The RNR Model assists in identifying criminogenic needs and tailoring interventions to address them, thereby reducing the likelihood of reoffending and contributing to lower recidivism rates. Q: How does the RNR Model impact sentencing? The RNR Model does not directly impact sentencing decisions. However, it provides valuable information that can inform judges and other justice professionals during the sentencing process. Q: Are there any alternative assessment models to RNR? Yes, there are alternative assessment models, such as the Good Lives Model (GLM) and the Risk-Need-Responsivity-Tertiary (RNR-T) Model. These models offer different perspectives and approaches to risk assessment and intervention. Q: Can the RNR Model be applied to non-criminal populations? The RNR Model is primarily designed for individuals within the criminal justice system. However, some principles and concepts from the model may be applicable to other populations, such as those involved in behavioral health interventions or social services. Q: What are the challenges of implementing the RNR Model in
[2023] Darron is a 68-year-old white widower and retired accountant. He was referred for psychosocial evaluation at the diabetes clinic after an emergency room (ER) visit to a local hospital
Darron is a 68-year-old white widower and retired accountant. He was referred for psychosocial evaluation at the diabetes clinic after an emergency room (ER) visit to a local hospital Darron is a 68-year-old white widower and retired accountant Case Study: Complex Psychiatric/Medical Adult/Geriatric Patient Use the template to complete a Psychiatric Initial Assessment on the patient based on the Case Study information. Then complete a plan of care. Lastly, include answers to the questions listed at the bottom of your completed psychiatric initial assessment template. To view the Grading Rubric for this assignment, please visit the Grading Rubrics section of the Course Resources. Submit your assignment to the unit Dropbox before midnight on the last day of the unit. Case Presentation Darron is a 68-year-old white widower and retired accountant. He was referred for psychosocial evaluation at the diabetes clinic after an emergency room (ER) visit to a local hospital. He arrived at the ER with confusion and a severe hypoglycemic episode after taking an overdose of insulin. He denied suicidal intent or alcohol abuse and claimed to have mistakenly taken insulin lispro rather than his insulin glargine dose. The ER staff was suspicious about his claim because there had been eight similar ER visits for severe hypoglycemia within the last two years. He explained these previous events as a result of mixing up the types of insulin he injected. After psychiatric assessment he was not judged to be a suicidal risk. He was discharged after his blood glucose levels stabilized, and he promised to pursue outpatient mental health treatment. His hemoglobin A1c (A1C) at the time was 7.9% – his lowest on record for several years. Generally, his blood glucose levels displayed wide swings. He explained that high blood glucose levels made him feel more apathetic about eating and depressed about his diabetes self-management. Personal history As a child, Darron attained developmental milestones at expected times. His father was in the Army, and as a result, Darron had moved 32 times before he graduated from high school. He was an excellent student throughout high school but only managed mediocre grades in college because of family conflict. He dropped out of college in his junior year and moved to a South Pacific island for one year. After returning to the United States, he earned an undergraduate degree in English and then a second degree in accounting. After graduation, he married and worked for 20 years as an accountant in a group practice. Later, Darron started his own accounting firm, but he had difficulty keeping organized and recalls being constantly late for business meetings and failing to complete projects on time. In hindsight, Darron believes that he has struggled with depression on and off for > 30 years. He first recalls feeling depressed after his diagnosis with diabetes 36 years ago. He felt more depressed after he lost his 47-year-old sister to colon cancer in 1988, and then his 74-year-old father died from heart disease in 1991. But, he says his life “really fell apart” when his 54-year-old wife died from lung cancer in 1995. He contemplated suicide for three months but never acted. During this desperate period, he marginally functioned, lost many business clients, and was forced to close his company. Overwhelmed by depression, he moved to the West Coast to live with his mother and worked at unskilled jobs. Diabetes complicated his emotional struggles, with blood glucose control fluctuating wildly and ranging from episodes of ketoacidosis that required hospitalization to severe hypoglycemic events that resulted in car crashes. Depression complicated his diabetes management, and after a hypoglycemia-related auto accident in which he ran over several pedestrians, he decided to stop working and was approved for social security because of psychiatric disability. He came to the East Coast in 1998 to briefly visit his younger brother and decided to stay. Although he still lives near his brother, he says they have had only sporadic contact since a falling out after Darron “passed out” during a severe hypoglycemic episode. In 2010, Darron got engaged, but his fiancée left him to marry the father of her child. He says he felt devastated by the loss of yet another woman who had “become everything” to him. Since then, he has withdrawn socially and does not leave his apartment unless it is necessary. He has trouble managing his money, keeping his apartment neat and orderly, taking medications on time, and maintaining any structure in his day. Medical history Darron punctually arrives at the correct hour but often on the wrong day for his medical appointments. He grapples with neuropathy, retinopathy, and unpredictable blood glucose levels. He monitors his blood glucose levels 8–12 times/day and tries to be careful about what he eats. He also has sleep apnea, and his sleep patterns are highly erratic. He frequently does not fall asleep until 4:00 a.m. and then may only be able to sleep for 2 hours. Often, he will then nap for several hours in the afternoon. He began continuous positive airway pressure treatment for his sleep problems in 2003 but did not tolerate treatment. He has switched to bilevel positive airway pressure (biPAP) within the last 18 months but only tolerates it for up to 3 hours each night. Additional diagnoses include hyperlipidemia, hypertension, atrial fibrillation, Meniere’s disease, tinnitus, and arthritis. His medication list includes atorvastatin, lisinopril, hydrochlorothiazide, warfarin, meclizine, and folic acid. He does not smoke and only rarely drinks alcohol. Only his paternal grandmother had diabetes. Psychiatric history Depression has plagued Darron since his diagnosis with diabetes. As noted earlier, his depression intensified after the deaths of his sister and father, but he did not descend into a suicidal mood until his wife died 10 years ago. Four years ago, he underwent electroconvulsive therapy (ECT), and although he continues to have occasional suicidal ideation, he has not made an attempt and has had no further psychiatric admissions. Both of his parents, his brother, and his sister suffered from depression. A maternal aunt suffered
[2023] Select a pediatric/adolescent client or case that you have worked within either in your current nursing practice or your PMHNP student clinical setting
Select a pediatric/adolescent client or case that you have worked within either in your current nursing practice or your PMHNP student clinical setting Select a pediatric/adolescent client or case that you have worked within either in your Final Case Formulation: Instructions Select a pediatric/adolescent client or case that you have worked within either in your current nursing practice or your PMHNP student clinical setting. Ensure that you correctly remove the appropriate information (name, etc.) to remain HIPAA compliant. Prepare a full mental health evaluation on your pediatric/adolescent client. Use the resources presented in the course to help guide your evaluation. Kaplan & Saddock’s Synopsis of Psychiatryhas a robust list of the categories of information you should collect and present in your evaluation report (5.1. Parts of the Initial Psychiatric Interview). This should include the following: A full psychiatric, physical, social, family, and birth and developmental history including verbal reports of the client, your observations of the client, and a summary of any diagnostic aids that you have used. The use of at least one psychiatric screening or assessment tool from the literature to assist in your assessment of the client A full physical assessment in addition to the mental status exam and psychiatric history Develop a DSM-5 diagnostic assessment: Support your diagnosis through a thoughtful, evidence-based rationale of the data collected in your evaluation. Propose a practical, evidence-based plan of care: Keep in mind the role of the psychiatric-mental health nurse practitioner is to assess all aspects of the patient’s health status, including health promotion, and disease prevention. Psychiatric care is interdisciplinary. Your plan of care may include the use of other mental health professionals for the delivery of appropriate care. For example, someone who has been chronically back pain, and has been out of work may have these factors contributing to his or her depression and may require a pain specialist and social services to address those aspects of the client’s poor psychological functioning. Requirements Support your assessment, diagnosis, and treatment and management plan with appropriate literature citations. The paper should be no more than ten pages in length, not including a title page and references. Use current APA formatting and citations. Acronyms should not be used. The assessment must be well written and be of professional quality. It must be clear, and well developed, free of spelling, grammatical, and syntactical errors and in full sentences format. Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Answered Questions: ANSWERED!! Assume you are a nurse manager on a unit ANSWERED!! Watch the Diary of Medical Mission Trip ANSWERED!! Re-read Take a Closer Look: Exploring Claude ANSWERED!! Develop and submit a personal leadership ANSWERED!! Develop and submit a personal leadership adolescent assessment pdf, child mental health assessment questionnaire pdf, child and adolescent assessment, adolescent assessment tools explain why a thorough psychiatric assessment of a childadolescent is important, child mental health assessment tools, which client situation may benefit from the nurse issuing a contract regarding the plan of care Adolescent Assessment Tools: Unlocking Insights for Better Understanding Introduction Adolescence is a crucial phase of development, marked by significant physical, emotional, and cognitive changes. Understanding the unique needs and challenges of adolescents requires effective assessment tools that provide valuable insights. This article explores various adolescent assessment tools, their importance, types, benefits, limitations, and ethical considerations. Additionally, it delves into best practices for utilizing these tools and highlights future trends in the field. By embracing adolescent assessment tools, professionals can gain deeper insights and support adolescents’ holistic development. Understanding Adolescent Assessment Tools Adolescent assessment tools encompass a range of instruments, techniques, and approaches used to evaluate various aspects of an adolescent’s life. These tools aid in comprehending their psychological, behavioral, academic, and social dimensions, contributing to a holistic understanding of their well-being. Importance of Adolescent Assessment Accurate assessment is vital in identifying the unique needs, strengths, and challenges faced by adolescents. By utilizing assessment tools, professionals can tailor interventions and support systems to address these specific requirements effectively. Moreover, assessments provide a benchmark for tracking progress, measuring outcomes, and ensuring that appropriate interventions are implemented. Types of Adolescent Assessment Tools Psychological Assessment Tools Psychological assessment tools help evaluate an adolescent’s cognitive abilities, emotional well-being, and mental health. These tools include standardized tests, questionnaires, and interviews conducted by qualified professionals to assess intelligence, personality traits, emotional functioning, and mental health conditions. Behavioral Assessment Tools Behavioral assessment tools focus on observing and analyzing an adolescent’s behavior in various settings. These tools help identify behavioral patterns, triggers, and responses, enabling professionals to design behavior modification strategies, interventions, and support plans. Academic Assessment Tools Academic assessment tools assess an adolescent’s educational progress, learning style, and academic performance. These tools include tests, quizzes, assignments, and educational assessments to gauge their knowledge, skills, and comprehension in different subjects. Social Assessment Tools Social assessment tools examine an adolescent’s social interactions, relationships, and social-emotional development. They may involve self-report questionnaires, peer evaluations, sociograms, and qualitative assessments to assess social competence, empathy, communication skills, and social support networks. Cultural Considerations in Adolescent Assessment It is crucial to consider cultural factors when conducting adolescent assessments. Different cultural backgrounds, beliefs, and values influence the interpretation of assessment results and the effectiveness of interventions. Professionals should employ culturally sensitive assessment tools, adapt them accordingly, and involve diverse perspectives to ensure accurate assessment and support. Benefits and Limitations of Adolescent Assessment Tools Adolescent assessment tools offer several benefits, including: Identification of strengths and areas of improvement Tailored interventions and support plans Objective measurement of progress and outcomes Informed decision-making for educational and therapeutic interventions However, it is important to acknowledge the limitations of these tools, such as: Potential cultural biases in assessments Reliance on self-reporting, which may be influenced by social desirability Limited scope of assessment tools in capturing the complexities of adolescent development Best Practices for Using Adolescent Assessment Tools To maximize
[2023] Revisit your personal philosophy of teaching. What learning strategies (discussed in chapter 7) that are influenced by your personal philosophy of teaching
Revisit your personal philosophy of teaching. What learning strategies (discussed in chapter 7) that are influenced by your personal philosophy of teaching Revisit your personal philosophy of teaching Revisit your personal philosophy of teaching. What learning strategies (discussed in chapter 7) that are influenced by your personal philosophy of teaching might you integrate into the curricula? Discuss how the learning strategies you described align with your personal philosophy of teaching. Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Answered Questions: ANSWERED!! Assume you are a nurse manager on a unit ANSWERED!! Watch the Diary of Medical Mission Trip ANSWERED!! Re-read Take a Closer Look: Exploring Claude ANSWERED!! Develop and submit a personal leadership ANSWERED!! Develop and submit a personal leadership revisit your personal philosophy of teaching what learning strategies qui, revisit your personal philosophy of teaching what learning strategies essay, revisit your personal philosophy of teaching what learning strategies brain, what are the 7 philosophy of education examples my philosophy of education as a future teacher, my philosophy of education as a student, my own philosophy of education essay, how to write a personal philosophy of teaching How to Write a Personal Philosophy of Teaching Introduction Teaching is a noble profession that requires dedication, passion, and a clear understanding of one’s approach to education. Developing a personal philosophy of teaching provides educators with a framework to guide their instructional practices and beliefs. In this article, we will explore the process of crafting a personal philosophy of teaching, step by step, and delve into the essential elements that make it effective. Understanding the Importance of a Personal Philosophy of Teaching Before diving into the process, it’s crucial to understand why a personal philosophy of teaching holds significant value. Your philosophy acts as a compass, directing your decisions, instructional strategies, and interactions with students. It helps you stay focused on your teaching goals and ensures consistency in your approach, leading to improved student outcomes. Reflecting on Your Values and Beliefs The first step in creating a personal philosophy of teaching is self-reflection. Take time to identify and examine your values, beliefs, and principles related to education. Consider questions like: What is the purpose of education? What do you hope to achieve as an educator? What are your core teaching principles? By introspecting and understanding your fundamental convictions, you can build a philosophy that aligns with your authentic self. Defining Your Teaching Goals To develop an effective personal philosophy of teaching, you need to define your teaching goals. Reflect on what you want to accomplish as an educator. Are you focused on fostering critical thinking skills? Nurturing creativity? Promoting inclusivity? Clearly outlining your objectives will help shape your philosophy and guide your instructional practices. Creating a Statement of Purpose A statement of purpose serves as the foundation of your personal philosophy of teaching. It encapsulates your overarching goal as an educator and communicates your core values. This concise declaration acts as a guiding light, reminding you of your purpose and providing clarity in decision-making processes. Craft a powerful statement that reflects your passion and commitment to education. Incorporating Educational Theories Educational theories provide a solid theoretical framework for teaching practices. Familiarize yourself with various educational theories and consider how they align with your values and goals. You can draw inspiration from renowned educators like Jean Piaget, Lev Vygotsky, or John Dewey. Select the theories that resonate with you and integrate them into your philosophy, providing a theoretical underpinning to your approach. Emphasizing Student-Centered Approaches A personal philosophy of teaching should prioritize student-centered approaches. Recognize that students have diverse learning styles, needs, and strengths. Tailor your instructional strategies to accommodate these individual differences, promote active engagement, and empower students to take ownership of their learning. By embracing student-centered approaches, you foster a nurturing and inclusive learning environment. Cultivating a Positive Learning Environment A positive learning environment plays a vital role in students’ academic and personal growth. Create a classroom atmosphere that fosters mutual respect, trust, and collaboration. Encourage open communication, active listening, and empathy. Emphasize the importance of positive relationships among students and between the teacher and students. A supportive environment enhances student motivation, engagement, and overall well-being. Promoting Critical Thinking and Problem-Solving Skills As an educator, instilling critical thinking and problem-solving skills in students is paramount. Design learning experiences that challenge students to think critically, analyze information, and solve problems independently. Incorporate real-world scenarios, case studies, and hands-on activities to stimulate their cognitive abilities. By nurturing these skills, you equip students with essential tools for success beyond the classroom. Fostering Collaboration and Communication Collaboration and communication are key competencies required in today’s interconnected world. Foster a collaborative learning environment where students can work together, share ideas, and learn from one another. Incorporate group projects, discussions, and peer feedback opportunities. Encourage effective communication skills, active listening, and respect for diverse perspectives. By promoting collaboration, you prepare students for future teamwork and enhance their interpersonal skills. Valuing Diversity and Inclusion In a diverse classroom, it is crucial to embrace and celebrate differences. Incorporate inclusive practices that cater to students of various backgrounds, cultures, and abilities. Create a curriculum that is culturally responsive and incorporates diverse perspectives. Foster an inclusive environment where every student feels valued, respected, and supported. By promoting diversity and inclusion, you cultivate an enriching learning experience for all. Adapting and Evolving Your Philosophy Teaching is a dynamic profession that requires constant adaptation and growth. Your personal philosophy of teaching should also evolve over time. Stay open to new ideas, research, and emerging educational trends. Reflect on your experiences, successes, and challenges, and adjust your philosophy accordingly. Embrace lifelong learning and continuously refine your approach to provide the best possible education to your students. Sharing Your Philosophy with Others Your personal philosophy of teaching is not just for personal use; it can inspire and influence others. Share
[ANSWERED 2023] The excerpted reading provided below is from the article Dissertation completion: No longer higher education’s invisible problem, published in the Journal of Educational Research and Practice by Marshall et al. (2017).
The excerpted reading provided below is from the article Dissertation completion: No longer higher education’s invisible problem, published in the Journal of Educational Research and Practice by Marshall et al. (2017). Doctoral writing assessment The excerpted reading provided below is from the article Dissertation completion: No longer higher education’s invisible problem, published in the Journal of Educational Research and Practice by Marshall et al. (2017). In this article, the authors conduct a literature review and qualitative interview study in order to better understand the challenges and supports that impact doctoral student success. The reading below includes the literature review portion of the article which focuses on \”Challenges to Completion\” and \”Supports to Completion\” as well as the \”Implications\” section which offers reflections on the findings of the authors\’ qualitative study. As you read and engage with this excerpt from Marshall et al. (2017), determine what content from the reading is relevant to your doctoral journey; then, compose an essay in response to the questions listed below: What challenges to completion do you anticipate you will encounter in your doctoral program? What strategies for successful completion do you anticipate will be the most useful for you, and how will you work toward implementing these strategies to meet your goals? In your essay, include relevant paraphrased and cited information from this Marshall et al. (2017) reading excerpt, using your preferred citation style: Challenges to Completion Cassuto (2013) identified three different types of doctoral completers: (a) those who cannot complete because of time commitment, lack of research skills, personal challenges, and other outside factors; (b) those who can complete but choose not to, leaving the program for personal or professional reasons; and (c) those who successfully reach dissertation completion. How the personal and professional challenges impact those who do complete the dissertation became the focus of this study. Personal or Environmental Factors To successfully reach dissertation completion, the impact of outside factors such as managing work and family (Flynn, Chasek, Harper, Murphy, & Jorgensen, 2012) must be mitigated to ensure student progress. This is particularly true for practitioner scholars who negotiate both the professional and academic spheres. A frequent challenge to completion is the needs of families (Cassuto, 2013; Dominguez, 2006). Another relevant barrier to doctoral degree completion is lack of funding. Dissertating doctoral students may be conflicted with work concerns and money during this final stage in the doctoral process. Financial aid and fellowships for doctoral students are critical resources to ensure completion (Ehrenberg et al., 2009). Flynn et al. (2012) further explained that professional factors such as unemployment were barriers to dissertation completion. According to Smallwood (2006), many of the issues related to non-completion may be attributed to admission selections. \”Academic and affective factors that enter into the admissions process of doctoral students must be focused upon the student\’s ability to complete program requirements and ultimately be awarded the doctoral degree\” (McCalley, 2015, p. 4). The immutability of these issues spans 3 decades, with doctoral degree candidates reporting similar barriers impacting completion (Bair & Haworth, 2004). Impostor Syndrome Clance and Imes (1978) studied high-achieving individuals and observed that high-performing professionals may often struggle with fears of being exposed as an impostor. The groups they identified included persons for whom success came quickly, first-generation professionals, people with high-achieving parents, members of minority groups, and students. Nelson (2011) described impostor syndrome as \”the crippling feelings of self-doubt and anticipated failure that haunt people who attribute their success to luck or help from others rather than their own abilities\” (p. 129). Sherman (2013) warned that this self-doubt could create a paralyzing fear of failure: \”Impostor syndrome can create performance anxiety and lead to perfectionism, burnout, and depression\” (p. 31). Hendrikson (2016) noted that impostor syndrome often appears \”after an especially notable accomplishment, like admission to a prestigious university, public acclaim, winning an award, or earning a promotion\” (p. 1). Young (2011) clarified that those with impostor syndrome believe erroneously that they lack intelligence, skills, and competencies; consequently, they feel undeserving of success. Young further predicted that times of transition, new challenges, and high-stakes assignments could cause impostor feelings to surface, even in otherwise confident, high-performing adults. Cuddy (2016) opined that impostorism is nondiscriminatory and knows no limits, as she recalled a conversation she had with Pauline Clance: \”One more thing, if I could do it all over again, I would call it the impostor experience, because it\’s not a syndrome or a complex or a mental illness. It\’s something almost everyone experiences\” (p. 95). Cuddy further explained that rates of perfectionism, performance anxiety, and societal expectations may contribute to the impostor syndrome. Nonetheless, Cuddy reported that fear of failure was recognized across numerous studies in different disciplines as the root cause of performance paralysis in otherwise highly capable individuals. Writing Anxiety Candidates associated anxiety with producing doctoral level work, especially because \”explicit instruction in areas such as \’thesis writing\’ and \’writing for publication\’ does not seem to be normal practice in higher education\” (Ferguson, 2009, p. 286). Students can feel overwhelmed by feedback for revisions regardless of depth or breadth of the recommendations due to a lack of exposure to academic writing before program admission (Ondrusek, 2012; Thomas, Williams, & Case, 2014). When students can edit their work based upon the feedback of faculty or peers, students lacking research skills are likely to focus primarily on grammatical changes instead of strengthening their overall argument (Ondrusek, 2012). Becoming a good writer requires a sense of vulnerability and discomfort inherent in the practice during multiple revisions. Additionally, O\’Connor (2017) argued that when students face their intellectual inhibitions, it is not simply an issue of confidence in presenting ideas, but a compelling anxiety about the nature of formulating thoughts. Writing is a personal experience and receiving feedback requires a certain level of openness and willingness to take criticism (Ferguson, 2009; Liechty, Schull, & Liao, 2009). \”We must recognize that the ability to write from a scholarly perspective is a skill that does not necessarily precede acceptance into a
[ANSWERED 2023] The purpose of the research proposal is to help you to understand your project, to gain direction and feedback on your project, and to establish a blueprint for your project
The purpose of the research proposal is to help you to understand your project, to gain direction and feedback on your project, and to establish a blueprint for your project The purpose of the research proposal is to help you to understand your project Follow the directions below for the completion of the Research Proposal assignment for Unit III. Purpose: The purpose of the research proposal is to help you to understand your project, to gain direction and feedback on your project, and to establish a blueprint for your project. Description: In this assignment, you will create a research proposal consisting of three sections: Section 1: What is the topic? (100-150 words) Section 2: What is the controversy? Include paragraphs that detail both sides of the controversy. (300-400 words) Section 3: Your tentative thesis statement (one to two sentences) All sources must be documented via APA citations and references. You may also seek out the guidance of the Success Center; the specialists are always there to assist you with your writing and comprehension. Expert Answer and Explanation Research Proposal Topic The research proposal topic is to examine “The Impacts of Sex Education on High School Going Adolescents.” The topic was arrived at as it is essential as it captures information concerning the need for sex education in high school adolescents. The topic is based on the premise that the number of teenage pregnancies has been on the rise, and the main means of mitigation or prevention is through sex education (Ericksen, & Weed, 2019). The adolescents in high school were decided upon because they present with a high number of teenage pregnancies. In retrospect, the topic will offer insights concerning the impacts that prevention through ex education will impact the prevalence of teenage pregnancies as well as aspects of the sexually transmitted disease or infections. Controversy and Thesis Statement Many school adolescents are undergoing changes with their bodies, and growth hat constantly affects their actions and behavior. In this period, many are engaged in risky behaviors and the need to explore new events and phenomena that they listen to the view of have read in their own time. Some of these behaviors might include the indulgence in sexual activity due to the thought that they have become adults and have to experiment or have relationships with each other (Piotrowski, & Hedeker, 2016). While adolescents might be taught on the normal school disciplines regarding their majors, it is essential to provide sex education. The lack of or the inadequacy of proper sex education leads to a group of uninformed adolescents who have to understand their processes and changes through trial and error (Marseille et al., 2018). While some may behave in a reserved manner, others may choose to exploit the changes in their hormonal imbalance and explore different impulses that they have within, including engaging in sexual behaviors. However, through sexual education, it becomes easy to pass critical information concerning growth and changes. Teenage adolescents, regardless of preexisting medical conditions or disabilities, have the capacity to benefit when they are given developmental and accurate information concerning the socio-cultural, biological, relational, psychological, and spiritual attributes of their sexuality. Sex education can be shared and taught in communities, schools, medical offices, and homes by the use of evidence-based interventions. In this regard, adolescents can be advised or shown the best alternative to growth and development towards a safe and positive perception of sexuality (Constantine et al., 2015). For instance, the initiation of short-term effects concerning the rights-based sexuality education curriculum can be a crucial aspect of high school going students. The research proposal makes use of various articles related to sex education and teenage pregnancies to inform on the different aspects concerning sex education and prevention of mitigation mechanisms. For instance, adolescents can be provided with programs that focus on teen pregnancy prevention (Marseille et al., 2018). Similarly, programs such as Be the Exception can be introduced to create in students the need to be different and uphold their sexual desires in the bod to avoid teenage pregnancy. On the other hand, the impacts of sex education on high school going students can be affected by the attitudes of the teaches concerning aa curricula that emphasize abstinence-only (Bowden et al., 2003). Sex education entails more than instructions that the adolescents have to follow regarding the physiology and anatomy of biological reproduction and sex. However, the research ought to cover a wide spectrum of teaching concerning gender identity, sexual development, intimacy, interpersonal relationship, teenage pregnancy, and availability of medication in the event of infection or pregnancy. References Bowden, R. G., Lanning, B. A., Pippin, G., & Tanner Jr, J. F. (2003). Teachers’ attitudes towards abstinence-only sex education curricula. Education, 123(4), 780-790. Constantine, N. A., Jerman, P., Berglas, N. F., Angulo-Olaiz, F., Chou, C. P., & Rohrbach, L. A. (2015). Short-term effects of a rights-based sexuality education curriculum for high-school students: a cluster-randomized trial. BMC public health, 15(1), 293. Ericksen, I. H., & Weed, S. E. (2019). Re-Examining the Evidence for School-Based Comprehensive Sex Education: A Global Research Review. Issues in Law & Medicine, 34(2). Marseille, E., Mirzazadeh, A., Biggs, M. A., Miller, A. P., Horvath, H., Lightfoot, M., … & Kahn, J. G. (2018). Effectiveness of school-based teen pregnancy prevention programs in the USA: A systematic review and meta-analysis. Prevention Science, 19(4), 468-489. https://doi.org/10.1007/s11121-017-0861-6 Piotrowski, Z. H., & Hedeker, D. (2016). Evaluation of the be the exception sixth-grade program in rural communities to delay the onset of sexual behavior. American journal of public health, 106(S1), S132-S139. Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level assignment writers.Use Coupon: NEW30 to Get 30% OFF Your First Order Solved Questions: SOLVED! How would your communication and interview SOLVED! Describe the difference between a nursing practice SOLVED! How do you think evidence from nursing journals SOLVED! Discuss how elimination complexities can affect SOLVED! Case C 38-year-old Native American pregnant ANSWERED! In a 1,000–1,250 word essay, summarize two [ANSWERED] Students will develop a 1,250-1,500 word paper that includes research proposal example, research proposal sample
[ANSWERED] Based on Case Study: Fetal Abnormality and the required topic study materials, write a 750-1,000-word reflection that answers the following questions:
Based on Case Study: Fetal Abnormality and the required topic study materials, write a 750-1,000-word reflection that answers the following questions: Based on Case Study: Fetal Abnormality and the required topic study materials, write a 750-1,000-word reflection that answers the following questions: What is the Christian view of the nature of human persons, and which theory of moral status is it compatible with? How is this related to the intrinsic human value and dignity? Which theory or theories are being used by Jessica, Marco, Maria, and Dr. Wilson to determine the moral status of the fetus? What from the case study specifically leads you to believe that they hold the theory you selected? How does the theory determine or influence each of their recommendations for action? What theory do you agree with? Why? How would that theory determine or influence the recommendation for action? Remember to support your responses with the topic study materials. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Case Study: Fetal Abnormality Jessica is a 30-year-old immigrant from Mexico City. She and her husband Marco have been in the United States for the last three years and have finally earned enough money to move out of their Aunt Maria’s home and into an apartment of their own. They are both hard workers. Jessica works 50 hours a week at a local restaurant and Marco has been contracting side jobs in construction. Six months before their move to an apartment, Jessica finds out she is pregnant. Four months later, Jessica and Marco arrive at the county hospital, a large, public, nonteaching hospital. A preliminary ultrasound indicates a possible abnormality with the fetus. Further scans are conducted, and it is determined that the fetus has a rare condition in which it has not developed any arms and will not likely develop them. There is also a 25% chance that the fetus may have Down syndrome. Dr. Wilson, the primary attending physician, is seeing Jessica for the first time, since she and Marco did not receive earlier prenatal care over concerns about finances. Marco insists that Dr. Wilson refrain from telling Jessica the scan results, assuring him that he will tell his wife himself when she is emotionally ready for the news. While Marco and Dr. Wilson are talking in another room, Aunt Maria walks into the room with a distressed look on her face. She can tell that something is wrong and inquires of Dr. Wilson. After hearing of the diagnosis, she walks out of the room wailing loudly and praying aloud. Marco and Dr. Wilson continue their discussion, and Dr. Wilson insists that he has an obligation to Jessica as his patient and that she has a right to know the diagnosis of the fetus. He furthermore is intent on discussing all relevant factors and options regarding the next step, including abortion. Marco insists on taking some time to think of how to break the news to Jessica, but Dr. Wilson, frustrated with the direction of the conversation, informs the husband that such a choice is not his to make. Dr. Wilson proceeds back across the hall, where he walks in on Aunt Maria awkwardly praying with Jessica and phoning the priest. At that point, Dr. Wilson gently but briefly informs Jessica of the diagnosis and lays out the option for abortion as a responsible medical alternative, given the quality of life such a child would have. Jessica looks at him and struggles to hold back her tears. Jessica is torn between her hopes of a better socioeconomic position and increased independence, along with her conviction that all life is sacred. Marco will support Jessica in whatever decision she makes but is finding it difficult not to view the pregnancy and the prospects of a disabled child as a burden and a barrier to their economic security and plans. Dr. Wilson lays out all of the options but clearly makes his view known that abortion is “scientifically” and medically a wise choice in this situation. Aunt Maria pleads with Jessica to follow through with the pregnancy and allow what “God intends” to take place and urges Jessica to think of her responsibility as a mother. Expert Answer Fetal Abnormality Case Study Conservative ways of thinking in all sectors including health is one of the reasons why many people experience health challenges (Greiner & Conklin, 2015). For example, if a sick woman in the hospital refuses to take a certain medication prescribed to them in the hospital because their church pastor told them not to do so, it is treated as a conservative action, which could lead to endangering her life or even loss of the life (Cherry, 2016). For this reason, health professionals recommend argument using evidence-based theories, where the action they take is always justified by the proven theory. Transcendence theory of human personality and Murray’s theory of psychogenic needs is one of the theories that can be used in making such arguments. Cases of fetal abnormality should also be taken with caution, ensuring that the spiritual consideration and the medical considerations are factored in with the right thresholds. Murray’s Theory of Psychogenic Needs In the case of Jessica, an immigrant from Mexico who realizes that the baby she has been carrying for six months has no hands, has a high risk of having down’s syndrome, and has other abnormalities, the most applicable theory for use in decision making is Murray’s Psychogenic theory. In the theory, Murray describes needs as the potentiality to respond in a specific way given the occurrence of certain circumstances (Cherry, 2016). When Jessica approaches the clinic with her husband Marco, they meet Dr.
[ANSWERED 2023] It can take several hours of game play to learn the mechanics of some games, even longer for the more complex games. If subject matter learning can occur only after this initial game
It can take several hours of game play to learn the mechanics of some games, even longer for the more complex games. If subject matter learning can occur only after this initial game It can take several hours of game play to learn the mechanics of some games Assignment: It can take several hours of game play to learn the mechanics of some games, even longer for the more complex games. If subject matter learning can occur only after this initial game mechanic learning has taken place, educators need to justify the amount of time a learner spends in the game environment. User interaction is important in this type of learning and evaluation of success might be measured by user knowledge enhancement and be able to use that new knowledge in real-life situations. For this assignment, create a PowerPoint® or Prezi® presentation covering this content: Design an educational simulation scenario incorporating the use of an electronic health record (EHR) and answer the following questions: Title Slide (1 slide) Which informatics competencies would you focus on and why? (2 slides) What strategies will you use to encourage user engagement and interaction with the simulation? (2 slides) What strategies will you use to measure user knowledge engagement from interaction with the simulation? (2 slides) How can virtual reality, simulations, and real-life scenarios be designed to provide optimal education? (2 slides) How might available resources and technology differ in an urban environment versus a rural environment? (2 slides) How might virtual reality, simulations, and real-life scenarios be integrated into the nursing school curriculum to increase patient, practitioner, and hospital safety? References Slide (1 Slide) An example of a quality presentation is located in the Resources tab and make certain to include an audio explanation and detailed speaker notes on all content slides, and use at least 5 references. include pictures Expert Answer and Explanation When developing an HER educational scenario, some of the competencies that I would focus on include technical competencies which include the ability to properly use the computer (computer literacy) and knowledge of how to use different computer applications. According to Strudwick et al. (2019), for a nurse to properly apply informatics including the use of EHR system, they should at least posses the skills required to have a simple understanding of the computer and its application. Another important competence is listed as practical competence. Practical competence involves the ability to apply the EHR system into nursing practice. Some of the skills involved in development of practical competence include the ability to identify useful data to be used in patient care, ability to link evidence-based methodologies using EHR system, including collection, manipulation, and analysis of collected data The last competence is the leadership competence which develops the skills of the users to apply the EHR system in a leadership role. The leadership competence will focus on the ability to create new knowledge using the EHR system, ethical application of technology use, which is considered an important element, more so protection of patient data (Kiel, Ciamacco & Steines, 2016) and finally the ability to use technology to improve administrative functions and processes. The reasons for selecting the listed competencies is first to enhance the ability of the users to collect relevant research data using the EHR system. Another reason is to facilitate the development of data manipulation and analysis skills with the intention of improving patient outcomes. The competencies will also give guidance to the users on how informatics can be used to improve nursing processes through development of leadership skills. Similarly, the competencies selected will assist in the development of skills in using nursing informatics. The selected competencies will also increase the awareness on some of the ethical issues relating to technology use in health care. Some of the strategies that can be used to encourage user engagement for the developed simulator include making the design of the simulator to be user friendly, easy to interact with and practical (Ryan et al., 2017). Another strategy is by giving an outline to the users on what to expect and what content is provided by the simulation experience. This will indicate to the users whether they will be getting value for engaging in the experience. Another strategy is by having an active support system that promptly responds to user queries. According to Ryan et al. (2017), one of the factors that encourages engagement is creation of a web based critique and feedback platform where users can share their experiences, support and offer recommendation for improvements. Developing content in a systematic manner from fairly easy to complex tasks can also enhance user engagement with the simulator. Another strategy to encourage engagement is by incorporating video and other multimedia support in the simulator. Having a measurement strategy to assess knowledge engagement of uses in simulations, virtual reality and real life experience is key in meeting the intended objectives of the learning experience. One of assessment strategies to assess knowledge engagement is by collecting user feedback on their experience and engagement using questionnaires and surveys. Another strategy is by using self-reporting measures, for example, progress tracking reports to assess the level of knowledge acquisition of the users. Some simulators also have inbuilt analytic tools that will automatically measure the level of knowledge engagement of the users. Another strategy is the use of occasional quizzes and exams to assess knowledge and competency acquisition from the learners. Assessing the ability of users to properly use and interact with the simulation without any assistance can also be used as an assessment strategy. Virtual reality and simulations can also be used to provide and promote optimal education in nursing. Some of the ways it can do so is by factoring in features that promote collaboration between teachers and students which is an essential aspect in knowledge transfer. Another way optimal education can be promoted is by including practical content that students can easily relate to and apply in real-life practice. Making VR and simulation tools easy to use,