I have a PowerPoint group assignment and need help with my slides. My topic is Richard Lazarus' theory of stress, coping, and adaptation. I will be doing the nursing component part with 3 slides and there must be a citation in each slide with notes at the bottom. Pls see the attached documents and strictly follow accordingly. There MUST be colorful graphics for it to be attractive.
|Course Code||Class Code||Assignment Title||Total Points|
|NRS-430V||NRS-430V-O109||CLC – Nursing Theory and Conceptual Model Presentation||150.0|
|Criteria||Percentage||Unsatisfactory (0.00%)||Less than Satisfactory (75.00%)||Satisfactory (79.00%)||Good (89.00%)||Excellent (100.00%)||Comments||Points Earned|
|Overview of Nursing Theory and Evidence for Efficacy of Model in Practice||15.0%||Overview of the nursing theory is not presented. Demonstration for support of the efficacy of the model in nursing practice is omitted. An explanation of how the theory proves the conceptual model is not presented.||A partial overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is not illustrated; or, evidence provided is not relevant. An unsupported explanation of how the theory proves the conceptual model is presented. There are significant inaccuracies. More information is needed||A summary of the nursing theory is presented. General support for the efficacy of the model in nursing practice is presented, but more evidence is needed for support. A general explanation of how the theory proves the conceptual model is presented. There are some inaccuracies.||An overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is presented. An explanation of how the theory proves the conceptual model is presented. There are minor inaccuracies. Some evidence or rationale is needed for support.||A detailed overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is strongly demonstrated. A detailed explanation of how the theory proves the conceptual model is presented.|
|Incorporation of Four Metaparadigm Concepts Into Nursing Theory||10.0%||Explanation of how the nursing theory incorporates the four metaparadigm concepts is omitted.||A partial explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. There are inaccuracies. More information is needed.||A summary of how the nursing theory incorporates the four metaparadigm concepts is presented. There are some inaccuracies. More information or detail is needed.||An explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Some detail is needed for clarity. Overall, the explanation provides sound support.||A through explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Compelling evidence is provided for support.|
|Evidence-Based Examples to Demonstrate That the Nursing Theory Supports Nursing Practice||15.0%||No examples are provided to demonstrate how the nursing theory supports nursing practice. The three examples used are not evidence-based, or they do not demonstrate how the nursing theory supports nursing practice.||Only one or two examples are provided. Only one example is evidence-based. The examples provided do not fully demonstrate how the nursing theory supports nursing practice.||Three examples are provided. At least two examples are evidence-based. The examples provided generally demonstrate how the nursing theory supports nursing practice. More relevant examples are needed.||Three evidence-based examples are provided. Overall, the examples are relevant and demonstrate how the nursing theory supports nursing practice. Some additional evidence or rationale is required to fully demonstrate support.||Three evidence-based examples are provided. The examples are relevant and clearly demonstrate how the nursing theory supports nursing practice. Strong rationale and evidence are offered that demonstrate support for each example.|
|Presentation of Content||40.0%||The content lacks a clear point of view and logical sequence of information. Little persuasive information is included. Sequencing of ideas is unclear.||The content is vague in conveying a point of view and does not create a strong sense of purpose. Some persuasive information is included.||The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.||The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Persuasive information from reliable sources is included.||The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.|
|Layout||5.0%||The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.||The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.||The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.||The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.||The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.|
|Language Use and Audience Awareness (includes sentence construction, word choice, etc.)||5.0%||Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.||Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.||Language is appropriate to the targeted audience for the most part.||The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.||The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.|
|Mechanics of Writing (includes spelling, punctuation, grammar, language use)||5.0%||Slide errors are pervasive enough that they impede communication of meaning.||Frequent and repetitive mechanical errors distract the reader.||Some mechanical errors or typos are present, but they are not overly distracting to the reader.||Slides are largely free of mechanical errors, although a few may be present.||Writer is clearly in control of standard, written, academic English.|
|Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)||5.0%||Sources are not documented.||Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.||Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.||Sources are documented, as appropriate to assignment and style, and format is mostly correct.||Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.|
In concert with the mission of the university, the College of Nursing and Health Care Professions faculty affirms our belief in educating nurses within a dedicated and supportive community of Christian nurse scholars. The nursing programs prepare graduates to provide excellent, holistic care while encouraging a passion for achievement, a lifelong curiosity for knowledge, and pursuit of advanced professional degrees.
The AACN Essentials of Baccalaureate Education for Professional Nursing Practice guides the curriculum for the baccalaureate program. The AACN’s The Essentials of Master’s Education for Advanced Nursing Practice, Advanced Nursing Practice: Curriculum Guidelines and Program Standards for Nurse Practitioner Education, NONPF and AACN Nursing Practitioner Primary Care Competencies in Specialty Areas, NONPF Domains and Competencies of Nurse Practitioner Practice, and NACNS Statement on Clinical Nurse Specialist Practice and Education provide structure for the curriculum content of the master’s program. The College of Nursing and Health Care Professions curriculum is designed to facilitate the students’ abilities to creatively respond to continuously changing health care systems throughout the world. Educational experiences are planned to meet the needs of and to empower both students and clients. Professionalism, ethical decision making, accountability, critical thinking, and effective communication are emphasized. This is achieved through the application of liberal arts constructs, science, health and nursing theories, and the values of the Christian faith within the scope of nursing knowledge and evidence-based practice. Nursing practice promotes human dignity through compassionate caring for all human beings, without consideration of their gender, age, color, creed, lifestyle, cultural background, and other visible or invisible boundaries among students, faculty, and clients.
The faculty of the College of Nursing and Health Care Professions is accountable for the quality of the educational programs and for the promotion of safe and effective nursing through teaching, service, and collaboration with other professionals and consumers of care. The following statements reflect the philosophical beliefs of the faculty in relation to the concepts of health, environment, person, and nursing:
Health is the central focus of nursing. Health is a dynamic aspect of being that incorporates physical, emotional, intellectual, spiritual, and social dimensions.
All humans interact with the physical, emotional, intellectual, spiritual, and social environments in which they work, play, and live. The nursing role is to help provide healthy and safe environments so that persons may live in optimal health.
We believe that all people are accepted and loved unconditionally as children of God. In the baccalaureate program, clients are considered to be individuals, families, groups, communities, and populations. In the master’s program, clients include in addition organizations/systems. Human diversity is cherished. Spirituality is conceived as vertical and horizontal relationships with God and humanity. These relationships give hope and meaning to life now and in the future.
Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity, and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death.
Master’s nursing practice expands upon baccalaureate nursing concepts to include clinical practice knowledge, coaching/mentoring/teaching, consulting/collaborating, advanced leadership, and nursing education with a focus on research and quality assurance, critical thinking, spirituality, diversity, caring, and lifelong learning. The advanced professional nursing role relies on best practices and evidence-based research with a focus on evaluation of health, outcomes, and processes.
Nursing education is theory driven. Theories are derived from the humanities, sciences, and Biblical concepts. Nursing knowledge, theory, research, and health promotion are influenced by spiritual perspectives, and ethical, legal, political, historical, and social influences. The faculty values excellence in teaching with an individual focus on the learner. Teaching includes a variety of methods, learning modalities, and practice situations. Faculty provide opportunities for students to give comprehensive care to diverse client populations, and the learning environment is created and arranged to meet individual learning outcomes that are consistent with the College of Nursing and Health Care Professions program outcomes. The College of Nursing and Health Care Professions supports life-long learning endeavors and fosters an appreciation of diversity among traditional and nontraditional learners. Students are educated to provide, direct, and evaluate client-centered care while focusing on the person as an integrated whole.
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CLC – Nursing Theory and Conceptual Model Presentation
This is a Collaborative Learning Community (CLC) assignment.
Nursing theories are tested and systematic ways to implement nursing practice. Select a nursing theory and its conceptual model. Prepare a 10-15 slide PowerPoint in which you describe the nursing theory and its conceptual model and demonstrate its application in nursing practice. Include the following:
1. Present an overview of the nursing theory. Provide evidence that demonstrates support for the model's efficacy in nursing practice. Explain how the theory proves the conceptual model.
2. Explain how the nursing theory incorporates the four metaparadigm concepts.
3. Provide three evidence-based examples that demonstrate how the nursing theory supports nursing practice. Provide support and rationale for each.
Refer to the resource, "Creating Effective PowerPoint Presentations," located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.
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. Since you will not actually be presenting to the class, well written, detailed speakers notes that include in-text citations are expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.
Dynamics in Nursing: Art and Science of Professional Practice
Read Chapter 2 in Dynamics in Nursing: Art and Science of Professional Practice.
Beginner's Guide to PowerPoint – 2017 Tutorial
View "Beginner's Guide to PowerPoint – 2017 Tutorial," by Technology for Techers and Students (2017), located on the YouTube website.
View "Nursing Timeline," located on the Grand Canyon University website.
What Is Nursing?
Review "What Is Nursing," located on the American Nurses Association (ANA) website.
Grand Canyon University College of Nursing and Health Care Professions Philosophy
Read "Grand Canyon University College of Nursing and Health Care Professions Philosophy."
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