AACN Liberal Anatomy Paper

AACN Liberal Anatomy Paper AACN Liberal Anatomy Paper Please help me resubmit and make a better grade!Here is what the assignment was? To prepare for this assignment research national standards of Baccalaureate Education set by the American Association of Colleges of Nursing, The Essentials of Baccalaureate Education. To access these materials please visit: http://www.aacn.nche.edu/education-resources/essen… the table template provided, juxtapose these national standards with each of your courses, CON goals, program learning outcomes, and course objectives for your BSN program. In the table, ensure that you align each core competency to each of your courses, goals, program learning outcomes, and course objectives (one course per standard). Place in appendix of report.In addition, from W4 Working Ahead, develop a two-page report discussing the two separate courses chosen (one Didactic and one Clinical) that are linked to your program outcomes and evaluation strategies.Click here to download University of the Seven Seas College of Nursing CON Standards Related to National Standards By the due date assigned, submit the table of comparisons and two-page report in a Word document to the Submissions Area by the due date assigned . As you create your paper, be sure that you follow APA guidelines for writing style, spelling and grammar, and citation of sources. AACN Liberal Anatomy Paper I have attached what I think you need. week_4_project_graded.docx week_4_project.docx ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Template of Goals, Program Learning Outcomes, and Course Objectives need to have a face sheet per APA formatting can redo this for a higher grade please see resubmission policy Accreditin Standard g Body CON CON CON CON Course Course Program Program Objective Goal Learning Outcome AACN Liberal Anatomy and To produce Competent The Learner education for physiology competent and professional will read Baccalaureate (with lab) empathetic nurses who literature Generalist should nurses with a use diverse material and Nursing number the diverse set of skill set to apply the Practice courses skills. Too solve real life knowledge generalized nursing practically in this is not challenges. the lab. This acceptable is very poorly written need more specifics AACN Basic Social To produce Nurses who The learner Organizational Science leaders within participate will discuss and Systems there is no the nursing actively in with Leadership for course profession. leadership of colleagues Quality Care simply What about healthcare requisite skills and Patients called social quality care institutions. for leading Safety science this and patient What about healthcare is safety quality care institutions. unacceptabl and patient What about e safety quality care and patient safety AACN Scholarship for Social Integrate Nurses who Learners will evidence Based Science. No research into value translate Practice. should have nursing research and evidence into a research practice. This implement strategies for based course does not evidence- improving here match the based healthcare social science practice. quality. How aspect Incomplete specifically sentence and thought AACN Information Computer The goal is to Nurses with Nurses will management elective. produce nurse skills in the use computer and Application Totally graduates who use of programs as of Patients care unacceptabl Technology. use information an aid to e what type information technology in making of computer technology to improving decisions elective— solve existing quality about a must be challenges in healthcare particular health care the nursing services. healthcare related and environment again very issue. Need include and improve poorly specifics technology health written what outcomes for incomplete computer patients. Need thought program citations throughout this with a correspondin g reference AACN Healthcare Math and To produce Nurses The nurses policy, finance science. nurse understand would read and regulatory Need graduates who the regulatory and critically environment. specific uphold the frameworks analyze course — regulations and can policies and what guiding participate in laws specifics nursing policy regulating AACN based on practice and reformulation nursing health care exhibit . None of practice. Be financial these specific None competence. students are of these Financial nurses yet— students are competency reword – nurses yet— related to what do you reword – what? want what do you students to want do students to specifically do Interprofessiona Public To produce Nurses The learners l speaking. No graduate demonstrate will communication needs nurses who collaborative collaborativel and related to exhibit skills that y address a collaboration health care excellent enable them real-life for improving field collaborative to excel nursing patients’ health and while challenge and outcomes. communicatio working with make a report. n skills when members of What type of working in the other report healthcare professions. environment. None of Well stated these students are nurses yet–reword – what do you want students to do AACN Clinical Microbiolog Impart skills Nurses who Nurses will be prevention and y (with lab). for promotion have skills involved in population Need a of healthy necessary for healthcare health. nursing living in extension of promotion in clinical communities. healthcare communities. into None of these communities. students are None of nurses yet— these reword – students are what do you nurses yet— want reword – students to what do you do course here want students to do AACN Professionalism Humanities Facilitate the Nurse The learner and professional electives. transition from graduates addresses values. AACN Liberal Anatomy Paper Need a being students who are factious specific to being nurses ready to nursing course and enable confront ethical graduates to practical dilemmas. ethically nursing How approach challenges. specifically challenges in Do not too the nursing understand generalized environment. AACN and vague Baccalaureate Human To educate Nurse can The learners generalist growth and nurses who collaborate will read nursing development. demonstrate a with patients books and diverse set of and their take term skills and who families and papers to value working address demonstrate with patients diverse possession of and their numbers of diverse skills. families to healthcare This tells me practice. improve health challenges. nothing— outcome. need to be None of None of these these students are students are nurses yet— nurses yet— reword – reword – what do you what do you want students want to do students to do specific Social Science need to be specific what course? Not a good representation for a nursing program Social science is one of the cornerstones of the nursing profession (Rafferty, 1998). The course will introduce learners to research and implementation of evidence-based practice. For example, the cause will equip learners with skills useful in translating research findings into practical applications. According to the American Nursing Association (2011), the inability of nurses to translate research into nursing practice is one of the hindrances to the successful implementation of evidence-based practice. Therefore, the social science course is appropriate for the learners because by introducing them to research, it directly promotes the future implementation of evidence-based practice. The course also aims at introducing the learners to other hindrances to evidence-based practice and how they can overcome these. The graduate nurses from the Seven Sea School of nursing will thus be comparatively more competent, competitive and capable of improving the safety and quality of healthcare in their areas of work. Social science introduces learners to issues of economy and sociology (Rafferty, 1998). Knowledge of economy and sociology will be instrumentals in helping learners develop leadership skills. For example, the future nurse will need a bit of economic and sociology knowledge to take leadership of all the departments in healthcare institutions. This course is linked to the outcome of the curriculum, which is to produce nurses who demonstrate excellent leadership skills and who will take leadership of their health institutions in the future. The knowledge of social science would also help the learners to develop critical thinking skills that will enable them to take lead in reforming the health sectors. The ability to demonstrate leadership skills will be evaluated by examining how the learner is participating in a multidisciplinary team in real healthcare set up. Microbiology Microbiology is one of the nursing courses with the greatest impact on the healthcare provision (Durrant et al, 2017). Do not agree—what about a nursing clinical course? That would be more specific —- to nursing —- It equips learners with skills that are applicable in the practical nursing environment and give experiences of what nurses do in the healthcare institution. The course is comprised of topics such as the collection of specimens, preparation of the specimen, administration of medicine and communication of laboratory results to patients and other professionals (Durrant et al, 2017). The course is aimed at equipping learners with diverse skills necessary for addressing healthcare challenges in their future professional practice. The course will be taught through lectures and practical experiment in a laboratory set up. The aim is not only to introduce learners to the theoretical knowledge but to afford them the opportunity to relate theory to practice and to enable the learner to begin to find practical application of theoretical knowledge on their own. Microbiology course also introduces learners to techniques for implementation of evidence-based practice (Durrant et al, 2017). AACN Liberal Anatomy Paper For example, learners are introduced to the pieces of evidence available from previous research in the field of microbiology. The learners then begin to appreciate the evidence and device strategies for their practical application in nursing practice. The course introduces learners to topics such as infection control and disease transmission (Durrant et al, 2017). These topics equip learners with skills for the promotion of community health and prevention of transmission of infectious diseases in the community. This course is linked to the outcome of the curriculum which is to produce competent nurses. It is in the microbiology course that the learners are taught in depth the kind of services they will discharge to the community in a practical set up (Durrant et al, 2017). The learner will be evaluated through written examination, oral examination and through his/her participation in addressing nursing issues in a working healthcare institution or a healthcare promotion program. The main challenge for graduate nurses is the difficulty involved in making the transition from being a student to being autonomous nurse professionals (American Nursing Association, 2011). By taking practical microbiology course, the learner should find it easier to make this transition because they have already practiced as students what they are expected to do in a healthcare institution. References American Nursing Association. (2011). Recommendation from IOM on the future of Nursing. Durrant, R. S., Diog, A. K., Buxton, R. L., & Fenn, J. P. (2017). Microbiology education in nursing practice. Journal of Microbiol Edu, 18(2), 18-43. Rafferty, A. M. (1998). Art, Science and Social Science in Nursing: Occupational origin and disciplinary identity. Nurs Inq, 2(3), 141-148. Template of Goals, Program Learning Outcomes, and Course Objectives Accreditin Standard g Body CON CON CON CON Course Course Program Program Objective Goal Learning Outcome AACN AACN Liberal Anatomy To produce Competent The Learner education for and competent and professional will read Baccalaureate physiology empathetic nurses who literature Generalist (with lab) nurses with a use diverse material and Nursing diverse set of skill set to apply the Practice skills. solve real life knowledge nursing practically in challenges. the lab. Basic Social To produce Nurses who The learner Organizational Science leaders within participate will discuss and Systems the nursing actively in with Leadership for profession. leadership of colleagues Quality Care healthcare requisite skills and Patients institutions. for leading Safety healthcare institutions. AACN Scholarship for Social Integrate Nurses who Learners will evidence Based Science. research into value translate nursing research and evidence into practice. implement strategies for evidence- improving based healthcare practice. quality. Practice. AACN Information Computer The goal is to Nurses with Nurses will management elective. produce nurse skills in the use computer and Application graduates who use of programs as of Patients care use information an aid to Technology. information technology in making technology to improving decisions solve existing quality about a challenges in healthcare particular the nursing services. healthcare environment issue. and improve health outcomes for patients. AACN Healthcare Math and To produce Nurses The nurses policy, finance science. nurse understand would read and regulatory graduates who the regulatory and critically environment. uphold the frameworks analyze regulations and can policies and guiding participate in laws nursing policy regulating practice and reformulation nursing exhibit .AACN Liberal Anatomy Paper practice. financial competence. AACN Interprofessiona Public To produce Nurses The learners l speaking. graduate demonstrate will communication nurses who collaborative collaborativel and exhibit skills that y address a collaboration excellent enable them real-life for improving collaborative to excel while nursing patients’ health and working with challenge and outcomes. communicatio members of make a report. n skills when other working in the professions. healthcare environment. AACN Clinical Microbiolog Impart skills Nurses who Nurses will be prevention and y (with lab). for promotion have skills involved in population of healthy necessary for healthcare health. living in extension of promotion in communities. healthcare communities. into communities. AACN Professionalism Humanities Facilitate the Nurse The learner and professional electives. transition from graduates addresses values. being students who are factious to being nurses ready to nursing and enable confront ethical graduates to practical dilemmas. ethically nursing approach challenges. challenges in the nursing environment. AACN Baccalaureate Human To educate Nurse can The learners generalist growth and nurses who collaborate will read nursing development demonstrate a with patients books and practice. . diverse set of and their take term skills and who families and papers to value working address demonstrate with patients diverse possession of and their numbers of families to healthcare improve health challenges. outcome. diverse skills. Social Science Social science is one of the cornerstones of the nursing profession (Rafferty, 1998). The course will introduce learners to research and implementation of evidence-based practice. For example, the cause will equip learners with skills useful in translating research findings into practical applications. According to the American Nursing Association (2011), the inability of nurses to translate research into nursing practice is one of the hindrances to the successful implementation of evidence-based practice. Therefore, the social science course is appropriate for the learners because by introducing them to research, it directly promotes the future implementation of evidence-based practice. The course also aims at introducing the learners to other hindrances to evidence-based practice and how they can overcome these. The graduate nurses from the Seven Sea School of nursing will thus be comparatively more competent, competitive and capable of improving the safety and quality of healthcare in their areas of work. Social science introduces learners to issues of economy and sociology (Rafferty, 1998). Knowledge of economy and sociology will be instrumentals in helping learners develop leadership skills. For example, the future nurse will need a bit of economic and sociology knowledge to take leadership of all the departments in healthcare institutions. This course is linked to the outcome of the curriculum, which is to produce nurses who demonstrate excellent leadership skills and who will take leadership of their health institutions in the future. The knowledge of social science would also help the learners to develop critical thinking skills that will enable them to take lead in reforming the health sectors. The ability to demonstrate leadership skills will be evaluated by examining how the learner is participating in a multidisciplinary team in real healthcare set up. Microbiology Microbiology is one of the nursing courses with the greatest impact on the healthcare provision (Durrant et al, 2017). It equips learners with skills that are applicable in the practical nursing environment and give experiences of what nurses do in the healthcare institution. The course is comprised of topics such as the collection of specimens, preparation of the specimen, administration of medicine and communication of laboratory results to patients and other professionals (Durrant et al, 2017). AACN Liberal Anatomy Paper The course is aimed at equipping learners with diverse skills necessary for addressing healthcare challenges in their future professional practice. The course will be taught through lectures and practical experiment in a laboratory set up. The aim is not only to introduce learners to the theoretical knowledge but to afford them the opportunity to relate theory to practice and to enable the learner to begin to find practical application of theoretical knowledge on their own. Microbiology course also introduces learners to techniques for implementation of evidence-based practice (Durrant et al, 2017). For example, learners are introduced to the pieces of evidence available from previous research in the field of microbiology. The learners then begin to appreciate the evidence and device strategies for their practical application in nursing practice. The course introduces learners to topics such as infection control and disease transmission (Durrant et al, 2017). These topics equip learners with skills for the promotion of community health and prevention of transmission of infectious diseases in the community. This course is linked to the outcome of the curriculum which is to produce competent nurses. It is in the microbiology course that the learners are taught in depth the kind of services they will discharge to the community in a practical set up (Durrant et al, 2017). The learner will be evaluated through written examination, oral examination and through his/her participation in addressing nursing issues in a working healthcare institution or a healthcare promotion program. The main challenge for graduate nurses is the difficulty involved in making the transition from being a student to being autonomous nurse professionals (American Nursing Association, 2011). By taking practical microbiology course, the learner should find it easier to make this transition because they have already practiced as students what they are expected to do in a healthcare institution. References American Nursing Association. (2011). Recommendation from IOM on the future of Nursing. Durrant, R. S., Diog, A. K., Buxton, R. L., & Fenn, J. P. (2017). Microbiology education in nursing practice. Journal of Microbiol Edu, 18(2), 18-43. Rafferty, A. M. (1998). Art, Science and Social Science in Nursing: Occupational origin and disciplinary identity. 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