Assignment: Commission On Collegiate Nursing Education

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Assignment: Commission On Collegiate Nursing Education

Assignment: Commission On Collegiate Nursing Education

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

  1. Summary of teaching plan
  2. Epidemiological rationale for topic
  3. Evaluation of teaching experience
  4. Community response to teaching
  5. Areas of strengths and areas of improvement

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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.

There appear to be two main ways in which researchers who use other qualitative methods use theoretical and conceptual frameworks.

The first is in the design of the study where, if it is explicit, the framework can often be found as a section in the literature review (Fulton and Krainovich-Miller 2010). However, many authors (Polit and Tatano Beck 2004, Parahoo 2006, Fulton and Krainovich-Miller 2010) have found that researchers often do not make the theoretical or conceptual frameworks of studies explicit in relation to how these guided their studies. This does not mean that they did not have such frameworks, simply that they may be embedded in the literature review (Fulton and Krainovich-Miller 2010).

Somekh and Lewin (2005) suggested that most social science research starts with a theoretical framework, goes on to analyse the data, before developing new theories or variations of existing theories as outcomes.

Robson (2002) suggested that most new researchers find it useful to develop a conceptual model – the diagrammatic form of a conceptual framework – and refine it as data collection and analysis takes place. LoBiondo-Wood (2010) felt that the fit between the theoretical framework and the other steps of the research after the design strengthens the study and gives the researcher confidence in the evidence provided by the findings.

Even where theoretical or conceptual frameworks are mentioned in the title of an article, it is unusual for there to be a discussion of what these are in the article itself. However, Goddard et al (2013) used a theoretical framework in the design of their randomised controlled trial and Smith et al (2012) identified a theoretical framework before researching the knowledge base of screening tools.

The second way in which researchers use theoretical and conceptual frameworks is in developing a framework. Parahoo (2006) argued

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