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Guidelines for Brochure Evaluation Sample Paper

The educational content part is arguably the most important part of a brochure. This is because the part carries the information that is to be communicated and thus should be handled with utmost care and consideration. When vaguely presented, it could lead to misinformation, ambiguity, or even fail to reach the targeted audience. The brochure in this case is supposed to share information and sensitize about taking care of Urinary Tract Infections (UTIs). This paper therefore to evaluates the brochure for its design and readability.

According to Bernier and Yasko’s model, one of the key points to check in Printed Educational Materials (PEMs) is if the purpose of the material is clear to the target group. In the brochure, the title clearly states that the material is intended to discuss taking care of UTIs. The audience is thus prepared for the kind of content they should expect from the material. Secondly, the material’s learning objectives should relate to the intended outcome (Bernier & Yasko, 1991). Notably, the learning objectives and the intended outcome of the brochure are not indicated on it.

Nevertheless, the title guides that the article will be about how to take care of UTIs, and hence the intended outcome is to make people aware of how to respond to the disease. Fundamentally, the first page of the brochure outlines ways of taking care of infections such as using home remedies, how to avoid them and when to see a health care provider. Such information offers valuable guidance on how to prevent and manage the infection, which is the core purpose of the brochure.

Further, a PEM should only cover the essential information while additional information should be segregated from the main points and given in a special section or the appendices.  According to Bernier & Yasko (1991), the main points should be about 3-4 at most. The brochure has tried to adhere to this guideline where main points especially in the subheadings covering the first page are either four or five. However, the section on how to avoid UTI has 6 main points. Regarding supplementary information, the brochure has put sections inside the main material but within a box. Additionally, it is important to ensure that the information provided is verified by persons with experience in the field. The brochure is from ETR associates which is a renowned organization that is largely responsible for designing solutions for health equity.

In their article, Tuot et al, (2013) add more points on how to evaluate the educational content section in a PEM. First, the material should emphasize behavior and not just facts. Notably, the brochure is keen on advising on behaviors such as drinking water and checking on diet. Second, for readability, the material should use easy to read language where the 6th-grade reading level is recommended. Despite having scientific information, the brochure uses simple language that is easy to understand. Finally, the main points should be reviewed at the end of each page. Unfortunately, a review is not provided in the brochure.

Overall, the brochure can be said to have passed the design and readability test required for PEMs. The intended topic to be covered is clearly stated in the title giving the reader a glimpse of what to expect. Additionally, the main points are well outlined and supplementary information is provided in different sections. With the presentation, the brochure can thus be said to have achieved its objectives.

References

• Bernier, M. J., & Yasko, J. (1991). Designing and evaluating printed education materials: model and instrument development. Patient Education and Counseling, 18(3), 253-263. https://doi.org/10.1016/0738-3991(91)90134-Q
• Tuot, D. S., Davis, E., Velasquez, A., Banerjee, T., & Powe, N. R. (2013). Assessment of printed patient-educational materials for chronic kidney disease. American journal of nephrology, 38(3), 184-194. https://www.karger.com/Article/PDF/354314

H06 Health Records Management – Assignment 4

H06 Health Records Management – Assignment 4

Directions: Be sure to save an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English, spelling and grammar. Sources must be cited in APA format. Your response should be four (4) double-spaced pages; refer to the “Assignment Format” page located on the Course Home page for specific format requirements.

A 30-year-old male is admitted to the hospital after an evaluation in the emergency room. After undergoing a series of blood tests and a kidney scan he is diagnosed with HIV/AIDS. After three days of receiving intravenous fluids and antibiotics, he is discharged home in fair condition.

The hospital uses electronic processes to retrieve and store patient records. If you were performing an analysis of this medical record, you would expect to find several documents and clinical evaluations. But before you do, you think about the application of The American Health Information Management Association (AHIMA) and its impact on documentation standards and how these types of cases may impact your career going forward. Explore the history of health information management (HIM) and the AHIMA organization and then answer the questions below.

Make note of the definition for HIM, and review AHIMA’s history, mission, and future predictions. Then, discuss documentation guidelines developed by AHIMA, and how they would apply to the scenario described above.

Describe how the recent and future technological changes in health records management has/will impact your chosen career path as a health care professional. You may use the AHIMA website as a resource (www.ahima.org).

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H06 Health Records Management – Assignment 4 Instructions

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized.

Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

H1N1 epidemic Assignment 5

H1N1 epidemic Assignment 5

The following video is about “Emergency Preparedness in Public Health: The H1N1 Example”

What were 3 lessons that public health departments learned from the H1N1 epidemic addressed in the film?

Do you believe that environmental health departments in the U.S. are currently well prepared to handle chemical or biological bioterrorism disasters?

Explain your answers and provide evidence to support your statements

Preview YouTube video Emergency Preparedness in Public Health: The H1N1 Example

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort, and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized.

Read over your paper – in silence and then aloud – before handing it in, and make corrections as necessary. Often, having a friend proofread your paper for obvious errors is advantageous. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12-point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. Letting your essay run over the recommended number of pages is better than compressing it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted and double-spaced with a one-inch margin on each page’s top, bottom, and sides. When submitting a hard copy, use white paper and print it out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Also Read:

• NURS6521 Week 3 Quiz Latest 2017 Homework
• NURS 5323 Week 3 MSN Personal Clinical Objectives Assignment
• NRS 465 Evidence-Based Patient-Centered Needs Assessment Project
• NRS 460 Complex Disease Management and EBP Assignments
• NRS 455 Pathophysiological Processes of Disease Essay
• NURS 6052 Evidence-Based Week 6

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two-sentence responses, simple statements of agreement or “good post,” and off-topic responses will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ are graded separately and do not count toward participation.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days for three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything due during the week.

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the resources tab in LoudCloud, for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage the overutilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly.

As Master’s level students, you must be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report, and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper more of someone else’s thoughts than yours?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud, for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

Per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask questions or send messages. This will be checked at least once every 24 hours.

Handling a Hostile Coworker Sample Discussion

Dr. Connor is undoubtedly a good doctor who is committed to his job, however, his anger and drinking issues could ruin his relationship with coworkers and the supervisor. These issues can be handled by different individuals including the manager, supervisor, human resource manager (HRM), and coworkers. In such situation, coworkers should first document the behavior of the employee while giving the chronology of events (Buljac-Samardzic et al., 2020).

In this case, the coworkers should then tell Dr. Connor how his behaviors affect them and observe how he responds. If he fails to correct, they should report to the supervisor or HRM who will talk to him about the code of conduct. Finally, the manager will discuss with Dr. Connor and may decide to reprimand him for his behaviors. On the other hand, the janitor played a role in aggravating the fight. He directly attacked Dr. Connor yet he knew he had anger issues. When handling individuals with anger issues, it is advisable that one remains calm and addresses the other person cautiously while avoiding outbursts.

Role of Anger Management Education

Dr. Connor should be referred to the anger management team who will help in handling his anger issues. Anger management is made up of specialized trained individuals who deal with behavior modification in people with anger issues (Jalil & Dickens, 2018). Further, according to Kfouri & Lee (2019), any individual with anger issue can benefit, however, it is directed specifically to people who are violent offenders, those who bully others, those with substance dependence, and mentally ill people with anger issues.

Individuals in this therapy are engaged in constructive responses that help in identifying triggers to anger. They are trained to understand how anger interacts with their body and the emotional response that ensues. Furthermore, the therapist used special techniques such as meditation, relaxation strategies, frustration management, impulse control, and self-awareness in the management of anger (Yang et al., 2017). The ultimate goal is to reduce and control anger. This helps in reducing both psychological and physical effects caused by anger.

References

• Buljac-Samardzic, M., Doekhie, K. D., & van Wijngaarden, J. D. H. (2020). Interventions to improve team effectiveness within health care: a systematic review of the past decade. Human Resources for Health, 18(1), 2. https://doi.org/10.1186/s12960-019-0411-3
• Jalil, R., & Dickens, G. L. (2018). A systematic review of studies of mental health nurses’ experience of anger and of its relationships with their attitudes and practice. Journal of Psychiatric and Mental Health Nursing, 25(3), 201–213. https://doi.org/10.1111/jpm.12450
• Kfouri, J., & Lee, P. E. (2019). Conflict among colleagues: Health care providers feel undertrained and unprepared to manage inevitable workplace conflict. Journal of Obstetrics and Gynaecology Canada, 41(1), 15–20. https://doi.org/10.1016/j.jogc.2018.03.132
• Yang, L.-Y., Yang, Y.-Y., Huang, C.-C., Liang, J.-F., Lee, F.-Y., Cheng, H.-M., Huang, C.-C., & Kao, S.-Y. (2017). Simulation-based interprofessional education to improve attitudes towards collaborative practice: a prospective comparative pilot study in a Chinese medical center. BMJ Open, 7(11), e015105. https://doi.org/10.1136/bmjopen-2016-015105

HCA 250 Week 2 Stress Illness in the Workplace

This document of HCA 250 Week 2 Stress Illness in the Workplace Matrix comprises:

Use the following table to describe the relationship between stress and health in the workplace and to identify ways to reduce stress in the workplace. If you use additional sources, include citations consistent with APA guidelines.

• What is the relationship between stress and health in the workplace?
• Identify a situation in which you experienced stress in the workplace or provide a fictional example.
• List ways to reduce stress in the workplace from the situation or example you provided.
• How do social-support systems modify stressors on an individual?

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Instructions for HCA 250 Week 2 Stress Illness in the Workplace

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part, and you can expect your grade to suffer accordingly.

Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in, and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12-point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting a hard copy, be sure to use white paper and print it out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

Also Read:

Have “Imagination at Work,” “Ecomagination,” and “Healthymagination”  

Failing to take responsibility for injurious practices nursing essay

PHI 105 Topic 7: Assignments, Quiz plus Discussions

Nancy Jackson-Davis Full Medical Record DQ

Working with Stress and Violence in the Workplace Example Paper

The Occupational Safety and Health Administration (OSHA), a division of the United States Department of Labor, describes violence in the workplace as “any act or threat of physical violence, harassment, intimidation, or other threatening disruptive behavior that occurs at the work site” (Occupational Safety and Health Administration.gov, n.d.). Violence in the workplace can range from a threat to verbal abuse or can be serious, resulting in a physical assault or even death; it affects employees, patients, customer, and clients.

It is reported that approximately 2 million American workers have experienced some type of violence in the workplace and many more cases are not reported. (OSHA, n.d.).  This issue has been become a highly discussed topic and has become a growing concern for health care industry leaders because all employees should be guaranteed a safe and healthy workplace environment. However, Antai-Otong (2001) reveals that 35% of all female deaths occur in the workplace and is the number one cause of mortality for females who are employed “and the second leading cause of death” for employed males according to a report released in 1995 by United States Bureau of Labor Statistics.

This paper will explore the physical, cognitive, emotional and behavioral reactions to stress, explore three professions at risk for workplace violence, discuss the purpose of using the Critical Incident Stress Debriefing (CIS) Management Tool and the expected outcomes from the utilization of this tool and lastly, take a look at whether or not this tool is useful in decreasing stress and coping with workplace violence.

Perceptions to violence in the workplace and stressful situations will differ from person to person and is dependent on the individuals’ reactions to the event. Martin (1993) states that some physical reactions related to stress include: nausea, tremors or shakes, upset stomach, profuse sweating, chills, diarrhea, rapid heart rate, muscle aches, sleep disturbances, and dry mouth.

Martin (1993) goes on to state that cognitive reactions reported by employees as a result of stress take into account symptoms of confusion, decreased attention span, while other individuals experience calculation difficulties, memory problems, intrusive thoughts, distressful dreams and disruption in logical thinking. The emotional reactions listed by Martin (1993) incorporate feelings of grief, anger, anticipatory anxiety, denial, fear, survivor guilt, depression, hopelessness, of being overwhelmed, worried to the most severe reaction of wishing one’s own death because the burden of the stress is too heavy to bear.

Lastly, behavioral reactions reported by employees as a result of stress related incidents include withdrawal from people around them including loves ones and suspiciousness of others, increased or decreased appetite, increased smoking and/or alcohol intake, excessive or inappropriate sense of humor, behavior in which an individual is abnormally silent or presents with some form of unusual behavior.

The reactions described by Martin that can be potentially experienced by health care professionals, as a result of stress related incidents in the workplace have serious implications that will undoubtedly not only affect their ability to effectively deliver high, quality health care, but will also affect their ability to make clear, logical decisions because their judgment is temporarily impaired due to the crisis or event.

Hegney, Tuckett, Parker, & Eley (n.d.) state that nurses, especially those that work in psychiatric settings, are among the most common profession associated with violence in the workplace across the globe. This may be because the main source of workplace violence stems from encounters with patients and family members, as well as visitors and other nurses (Hegney et al., n.d.

). The website OSHA.gov (n.d.) reports that higher-risk workers may also include customer service agents that deal with the public, many times during the most stressful time of their lives. These health care professionals are many times ill-equipped to deal with the intense emotions displayed by the patient or family members when they present to the facility or organization. However, an article by Lundstrom, Graneheim, Eisemann, Richter, & Astrom (2005) argues that the professions with one of the highest exposure to workplace violence are those caregivers who are working with individuals with some form of a learning disability.

In fact, studies have shown that health care professionals emotional reactions in response to the difficult behavior of a patient they are treating, has been identified as a source of stress for these individuals (Lundstrom et al., 2005). Regardless of the health care profession one is employed research has proven that a perceived experience of strain at work and strain that is work related can be linked to burnout.

The signs and symptoms related to burnout include but are not limited to low morale, absenteeism and increased job turnover (Lundstrom et al., 2005). In order to prevent stress and violence in the workplace it is important for health care leaders and organizations to identify risk factors that will help prevent these events from taking place and take precautions that will help professionals deal with the symptoms that can lead to burnout and increased employee turnover.          

The critical incident stress debriefing (CISD) is described “as a preventative health-promotion model that can be used to minimize adverse outcomes following a violent or traumatic event” is part of “the larger critical incident stress management (CISM) model” whose primary goal is to proactively address psychological trauma or symptoms related to post-traumatic stress disorder (PTSD) (Antai-Otong, 2001). This comprehensive program uses a number of crisis intervention procedures in order to help facilitate healing and a feeling of psychological closure as it relates to the incident or traumatic event.

Antai-Otong (2001) believes that when someone experiences a violent or traumatic incident the emotions that stem from these situations are often times beyond an individual’s ability to cope and mobilize resources that can help. The overall expectation of the CISD program is to be able to provide emotional support, encourage the person to speak for themselves, give them an opportunity to tell their side of the story, discuss their thoughts, feelings and reaction to the incident, provide them with an outlet and the resources for individuals to deal with any physical or emotional symptoms.

Health care leaders and professionals also use the CISD program as an opportunity to educate employees about managing stress more effectively and lastly to provide reassurance and closure to the incident. The critical incident stress debriefing management tool has mixed reviews; there are several researchers that have reported positive outcomes while other researchers have stated there was minimal improvement (Antai-Otong, 2001).

In my opinion the immediate emotional support offered by the CISD program and the willingness of the program to address physical and mental conditions related to the incident is beneficial. In addition, the educational component that helps employees deal with normal stress is a great preventative measure that should help facilitate a healthier work environment for everyone.

Violence in the workplace is an inevitable and a seemingly unavoidable situation and according to Antai-Otong (2001) is currently at epidemic levels. It threatens the safety and well-being of employees, patients and customers alike. Health care leaders and organizations must continue to develop and support the CISD program because it offers healthcare professionals a way in which to deal with and openly address the physical, emotional, cognitive and behavioral issues that are associated with workplace violence.

Martin (1993) believes all hospitals should implement this type of program because it gives health care professionals “a way to nurture ourselves.” Finally, the CISD program is beneficial management tool that will continue to increase awareness and teach employees how to handle stressful situations in the workplace, which may in fact prevent the violent event from ever occurring. It is my belief that preventing workplace violence and reducing stress is the key to a safe and healthy work environment.      

References

Antai-Otong, D. (2001). Critical incident stress debriefing: a health promotion model for workplace violence. Perspectives in Psychiatric Care, 37(4), 125. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgao&AN=edsgcl.81890142&site=eds-live&scope=site

Hegney, D., Tuckett, A., Parker, D., Eley, R. M. (n.d.). Workplace violence: Differences in Perceptions of nursing work between those exposed and those not exposed: A cross-sector analysis to complete the assignment Dealing with Stress and Violence in the Workplace. Retrieved from: https://lc-ugrad3.gcu.edu/learningPlatform/content/content.html?operation=viewContent&contentId=a43f9fcb-23cf-4bf9-bf4b-29b1b2e2a328

Lundtrom, M., Graneheim, U. H., Eisemann, M., Richter, J., & Astrom, S. (2005). Influence of work climate for experiences of strain. Learning Disability Practice, 8(10), 32-38. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsswe&AN=edsswe.oai.DiVA.org.umu.6760&site=eds-live&scope=site

Martin, K. R. (1993). Pulling Together to Cope with Stress. Nursing, 23(5), 38-41. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=4897039&site=eds-live&scope=site

Occupational Safety and Health Administration.gov. (n.d.). Workplace Violence. Retrieved from: https://www.osha.gov/SLTC/workplaceviolence/index.html

HCA 320 Module 2 Healthcare Policy Healthcare Coverage Gap

The ACA was meant to provide quality healthcare coverage for all yet a coverage gap for some populations especially in states that oppose Medicaid expansion. Based on what you have learned so far in this course, create a PowerPoint presentation that addresses the coverage gap problem, who is impacted by the coverage gap, the role the ACA plays in the coverage gap, why the coverage gap should be closed, and solutions/ recommendations for closing the gap. Address the following in your PowerPoint:

• Select one state opposed to Medicaid expansion and describe why. Then, consider your own state. What are the benefits and drawbacks of Medicaid expansion in your state?
• Define what the coverage gap is (problem/issue)
• Discuss how the coverage gap impacts low low-income healthcare consumer population.
• What role does the ACA have in widening or closing the coverage gap?
• Why is it important to close the gap (implications for positive social change)?
• What are some solutions to closing the coverage gap and how can healthcare equity help close the gap? Include recommendations and/or solutions.

Your PowerPoint presentation should include/address:

• Title Slide (1 slide)
• Objectives Slide (1 slide)
• Medicaid expansion (1-2 slides)
• Coverage gap – define/problem/issue (1-2 slides)
• Coverage gap impact on low-income healthcare consumers (2-3 slides)
• Role ACA has in widening or closing the coverage gap (1-2 slides)
• Close the gap (1-2 slides)
• Solutions to closing the coverage gap and how can healthcare equity help close the gap? (2-3 slides)
• Reference slide (1-2 slides).

M2 Assignment UMBO – 3

M2 Assignment PLG – BSHCA – 4  RN-BSN – 2

M2 Assignment CLO – 4, 6

Assignment Dropbox

HCA 320 Module 2 Healthcare Policy Healthcare Coverage Gap Instructions & Specifications

Start by reading and following these instructions:

1. Study the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
2. Consider the discussion and any insights you gained from it.
3. Review the assignment rubric and the specifications below to ensure that your response aligns with all assignment expectations.
4. Create your assignment submission and be sure to cite your sources, use APA style as required, and check your spelling.

The following specifications are required for this assignment:

Length: 9-14 slides; answers must thoroughly address the questions in a clear, concise manner

Structure: Include a title slide and reference slide in APA format. These do not count towards the minimum slide count for this assignment. Your presentation must include an objectives slide. Be sure to fully explain all slides in the Speaker Notes.

References: Use the appropriate APA style in-text citations and references for all resources utilized to answer the questions. A minimum of three (3) scholarly sources are required for this assignment.

Format: Save your assignment as a Microsoft PowerPoint document (.pptx)

Filename: Name your saved file according to your first initial, last name, and the module number (for example, “RHall Module 1.docx”)

Undergrad PowerPoint Assignment Rubric v1