N. informatics assignment -Nursing homework help

NR512

HealthIT Topic of Week Assignment

Guidelines with Scoring Rubric

Purpose

This assignment is designed to help students

Develop an appreciation for informatics, basic skills and knowledge required in practice settings. Students will select a “hot” or popular topic of particular interest to their practice to discuss. The topic will be selected from the website using the link provided in the course Assignments section.

Due Date: Sunday 11:59 p.m. MT at the end of Week 5.

Total Points Possible: 175

Requirements

Students will login to FierceEMR and FierceHealthIT using the link provided in the reading assignment module for Week 5 and select a “current/popular” topic of the week that may impact their practice. Students, in a professionally developed paper, will discuss the rationale for choosing the topic, how it will impact practice in a positive or negative manner, citing pros and cons. Include a discussion of how informatics skills and knowledge were used in the process relevance to developing the assignment. In the conclusion, provide recommendations for the future. Submit completed FierceHealthIT Topic paper for Wk. 5 to dropbox by end of Week 5.

Preparing the paper

1. The FierceEMR and FierceHealthIT Current/Popular Topic of the Week assignment must be a professional, scholarly prepared paper. See the guidelines for writing a professional, scholarly paper in the Course Resources. The professional paper will have an introduction, body of paper to explain what you are doing, summary/conclusion, and at least three scholarly references.
2. Required texts may be used as references, but a minimum of three sources must be from outside of course readings.
3. All aspects of the paper must be in APA format as expressed in the 6th edition.
4. The paper (excluding the title page, introduction and reference page) is 4-6 pages in length.
5. Ideas and information from professional sources must be cited correctly.
6. Grammar, spelling, punctuation, and citations are consistent with formal academic writing.

Category

Points

%

Description

Introduction

20

11.4

Introduction presents a brief overview of the parts of the paper.

Selects relevant HealthIT Topic to discuss; provides rationale for selecting topic

30

17

Provides convincing rationale for topic selection

Convincing arguments of how topic will impact practice in a positive or negative manner citing pros and cons.

40

23

Convincing arguments of how topic impacts practice in a positive or negative manner; pros and cons are presented

Discussion of how informatics skills and knowledge were used in the process relevance to developing the assignment

30

17

Provides a discussion of how informatics skills and knowledge were used in the process to develop the assignment

Conclusion

20

11.4

Concluding statements summarize insights about the key elements of the paper gained during the assignment. Recommendations for the future are provided

APA Style

20

11.4

Text, title page, body of paper, summary and reference page(s) are completely consistent with APA format.

Citations

7

4

Ideas and information from sources are cited correctly. There are a minimum of three scholarly, current (5 years or less) references.

Writing Mechanics

8

4.5

Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work,

Total

175

100%

A quality assignment will meet or exceed all of the above requirements.

Grading Rubric
Assignment Criteria

Exceptional

Outstanding or highest level of performance

Exceeds

Very good or high level of performance

Meets

Competent or satisfactory level of performance

Needs Improvement

Poor or failing level of performance

Developing

Unsatisfactory level of performance

Content Possible Points = 140 Points

Introduction

20 Points

18 Points

16 Points

14 Points

0 Points

Introduction presents a brief overview all parts of the paper.

Introduction presents one of the two required elements.

Introduction does not include either of the two required elements.

Minimal attempt at introduction.

No introduction is present.

Selects relevant HealthIT Topic to discuss; provides rationale for selecting topic

30 Points

26 Points

24 Points

21 Points

0 Points

Successfully selects relevant HealthIT Topic to discuss; provides rationale for selecting topic

Selects relevant HealthIT Topic to discuss; provides minimal rationale for selecting topic

Selects HealthIT Topic to discuss; not related to practice; provides minimal rationale for selecting topic

Selects HealthIT Topic to discuss; not related to practice; provides no rationale for selecting topic

Does not complete assignment

Convincing arguments of how topic will impact practice in a positive or negative manner citing pros and cons.

40 Points

36 Points

32 Points

0 Points

Provides convincing arguments of how topic will impact practice in a positive or negative manner -pros and cons presented.

Some arguments of how topic will impact practice in a positive or negative manner -pros and cons presented, but are not convincing in nature.

Minimal arguments of how topic will impact practice in a positive or negative manner -pros and cons presented.

No discussion of positive or negative impact presented

30 points

26 points

24 points

0 Points

Discussion of how informatics skills and knowledge were used in the process relevance to developing the assignment

Discussion of how informatics skills and knowledge were used in the process relevance to developing the assignment is presented

Some discussion of how informatics skills and knowledge were used in the process relevance to developing the assignment.

Minimal discussion of how informatics skills and knowledge were used presented

No discussion of how informatics skills and knowledge were used

Conclusion

20 Points

18 Points

16 Points

14 Points

0 Points

Concluding statements summarize insights about the key elements of the paper gained during the assignment. Recommendations for the future are provided

Provides a summary of key points and a partial summary of insights gained during the assignment. Includes some recommendations for future related to topic.

Concluding statements are present but do not address insights and/or includes minimal recommendations for future related to topic

Minimal concluding statements present but no insight or recommendations for future are presented.

No conclusion.

Content Subtotal_____/140 Points

Minimal concluding statement.

Format Possible Points = 35 Points

APA Style

20 Points

18 Points

16 Points

14 Points

0 Points

0–1 APA format errors in text, title, body of paper, summary and reference page(s) are completely consistent with APA format.

2-3 APA format errors in text, title page, body of paper, summary and reference page(s) are completely consistent with APA format.

4-6 APA format errors in text, title page, in text, title page, body of paper, summary and reference page(s) are completely consistent with APA format.

7-9 APA format errors in text, title page, in text, title page, body of paper, summary and reference page(s) are completely consistent with APA format

10 or more APA format errors in text, title page, in text, title page, body of paper, summary and reference page(s) are completely consistent with APA format.

Citations

8 Points

7 Points

6 Points

4 Points

0 Points

0–1 errors in identifying ideas, and information from other sources are cited correctly. There are a minimum of three scholarly, current (5 years or less) references.

2-3 errors in identifying ideas, and information from other sources are cited.

4-6 errors in identifying ideas, and information from other sources are cited.

7-9 errors in identifying ideas, and information from other sources are cited.

10 or more errors in identifying ideas, and information from other sources are cited.

Writing Mechanics

7 Points

6 Points

5 Points

3 Points

0 Points

0–3 errors in grammar, spelling, word usage, punctuation, and other elements of formal academic writing

4–5 errors in grammar, spelling, word usage,

punctuation, and other elements of formal academic writing

6-7 errors in grammar, spelling, word usage, punctuation, and other elements of formal academic writing

8-9 errors in grammar, spelling, word usage, punctuation, and other elements of formal academic writing

10 or more errors in grammar, spelling,

word usage, punctuation, and other elements of formal academic writing.

Format Subtotal_____/35 Points

8–9 errors in grammar, spelling, word usage, punctuation, and other elements of formal academic writing

Total Points____/175 Points

Chamberlain College of Nursing NR512 Fundamentals of Nursing Informatics

Chamberlain College of Nursing NR512 Fundamentals of Nursing Informatics

NR512 Directions & Rubric.docx Revised SJW 9/2017

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Final Paper

For the Final Paper, you will select one topic from the list below. You will want to choose a topic that is important or interesting to you.

Instructions for completing the Final Paper:

Please select from one of the following topics, which are addressed in the course textbook, Introduction to Computer Literacy:
Collaborative Technologies (covered in Chapter 1)
Ethical Concerns in Computing (covered in Chapter 1)
The Digital Divide (covered in Chapter 1)
Open Source Software (covered in Chapter 3)
The Impact of Mobile Computing (covered in Chapter 4)
Social Networks (covered in Chapter 7)
Protecting Copyrights and Intellectual Property (covered in Chapter 8)
The Future of Cloud Computing (covered in Chapter 9)
Return to the textbookand review the pages in the chapter that pertain to your selected topic.
Next, log in to the Ashford University Library and conduct a search on that topic.
The INF103. tutorial will walk you through the basic steps of doing a search for scholarly articles within the Ashford University Library. A transcript of this video can be accessed through your online course.
Select two scholarly articles to use in your paper. For each article, write down the author information, date of publication, title of the article, the publication information (journal title), and the database from which you retrieved the article. You will need this information when you create your references for the sources.
Begin the writing process. You are going to compare the points of view offered by these authors (the author of your textbook and the authors of the two articles you have selected) on your selected topic, and then offer your own point of view based upon your analysis of the readings.
The Ashford Writing Center (AWC) offers assistance with the writing process. The AWC contains many tutorials and offers online guides for how to develop an academic paper. Click on the Writing Center link under “Learning Resources” in the left navigation of this course to visit the AWC.
Criteria for Grading
You will be graded on how well your paper meets the following criteria:
Content

How clearly you demonstrate your knowledge of your chosen topic.
Frequent and appropriate use of examples from the textbook and selected articles to support your points.
Appropriate inclusion of relevant quotes from the discussion forum activities.
At least one paragraph for each of your three sources (the textbook and two scholarly articles) that includes an accurate summary of the points made by the author(s).
At least one paragraph for each of your three sources showing your thoughtful analysis of the point of view introduced by the authors.
At least two paragraphs illustrating how the authors of those three sources agree or disagree with one another about the topic.
At least two paragraphs that reflect your own point of view and provide a conclusion about your chosen topic.
Form
The way your paper looks is also important to this assignment.

Complete your assignment using Microsoft Word.
Include a proper title page.
Use correct APA formatting for an academic paper (see the Ashford Writing Center tutorial).
Use proper citation style for all quotes.
Your paper must be between five to seven pages long (excluding title and references pages).
Make sure to review your paper for grammar and use the Spell Check function in Microsoft Word before submitting your work.
Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

 

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English Article task. Read the article and then write two pages.

Part 1 : summary

---

Part 2 : response

---

Part 3 : vocabulary

Find vocab with definition with synonyms and anonyms with sentence just 5

Only two page

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Article writing homework Assignment

World Englishes, 2015 0883-2919 doi: 10.1111/weng.12138

Writing in English in China: An autobiographical essay

LIJIA ZHANG∗

ABSTRACT: As one of the few Chinese writers in mainland China writing prose in English, Lijia Zhang presents an autobiographical account of her decision to write and publish in the English language. This paper describes how Lijia Zhang first taught herself English, as she perceived the language as offering her an ‘escape’ from working as a factory worker in Nanjing to how she finally established herself as a published author writing in the English language. This paper also presents Lijia Zhang’s personal reflections on the reasons why she writes in English, and also how she ‘weaves’ Chinese expressions and concepts in her use of the English language in her writing. Lijia Zhang’s much-acclaimed memoir on coming of age in China, Socialism is great: A worker’s memoir of the new China, was published in 2008, and has been translated into Dutch, Italian, French and Portuguese. The memoir has been also been translated into Korean and her first novel Lotus is to be published by Henry Holt in February 2017.

‘Why do you write in English?’ People frequently ask me this question. I am Chinese born, bred and educated – very poorly – in China, yet I write articles for interna- tional publications and books in English and I give lectures and public speeches in English.

I began to teach myself English at 21 when I was still a rocket factory girl in my hometown Nanjing, on the banks of the Yangtze River. I had grown up in a residential compound that belonged to the military factory my mother worked for. All my neighbours were factory workers and all my friends were the children of workers. But I had a grand plan for myself: excelling academically at school, I had hoped to go to university and become a writer and a journalist. (Actually I didn’t quite understand the difference between a writer and a journalist as I do now.)

When I was 16, however, my mother dragged me out of the school and put me to work at the same factory. The reason was simple: we were poor. My assigned job was to test pressure gauges, simple and repetitive. A mini Communist empire, the factory provided the workers with accommodation, dining halls and hospitals, it also controlled all aspects of our lives.

As an escape route, I decided to teach myself English, in the hope of obtaining a job as an interpreter with one of the foreign companies that were slowly setting up shop in Nanjing. To start with, I borrowed a radio from my cousin and followed an English-teaching programme called The New Concept English. New concept indeed. I became fascinated by this language system so different from our characters. So much so, I would find myself talking English to myself or singing English songs:

∗Beijing. E-mail: zhanglijia64@gmail.com

C© 2015 John Wiley & Sons Ltd

Writing in English in China: An autobiographical essay 279

Sing, sing a song Sing out loud Sing out strong Sing of good things not bad Sing of happy not sad

I heard singing English songs was a good way to learn the language. The Carpenters was my favourite. In the eyes of trendy youngsters like my teenage daughters, the band may not be the coolest in the world. But for us, the Carpenters represented the high culture from the west because it was among one of the first Western albums that were for sale in China.

Slowly my fellow workers looked at me with weary eyes. I earned a reputation as ‘the toad that dreams to eat swan’s meat’. ‘You are a factory worker’, they said to me, ‘Why would you want to learn English?’ They predicted that I would never be able to master the language.

By then, I no longer cared what the others thought about me as the concept of individu- alism took root in me. Looking back, learning English has changed my life.

The first Roman emperor famously said: ‘When you gain a new language, you gain a new soul’. I am not sure if I’ve gained a new soul but learning English certainly has broadened my horizon. What I’ve learnt wasn’t just the ABCs but the whole cultural package. And I’ve gained a good ‘rice bowl’ – something allows me to make a living.

People write in another language for different reasons. Samuel Beckett deliberately wrote Waiting for Godot in French so that its style would be different. Polish author Joseph Conrad wrote in English with great felicity rarely seen in native English speakers.

I shall not compare myself with these masters. I chose to write in English because, first of all, it frees me politically. I wouldn’t be able to publish articles and books with politically sensitive content in mainland China.

Twenty years ago, I was commissioned by a Chinese publishing company in Ningxia to write a book about the Western image of Chairman Mao. I spent many hours in the Bodleian library at Oxford, researching books on Mao written by Western academics and I interviewed many British people from all walks of life. But the book failed to pass the censor as it was deemed too negative about the ‘great helmsman’. Ever since then, I have made a point to write in English so that my works would be free from censorship.

Interestingly, writing in English frees me literally. It frees me from any inhibition I might have if I write in Chinese. Without the constraints I can experiment with the language: I can be bold and I can take risks. Because it’s not my native language, I consciously and unconsciously use different words and I structure my sentences differently. Let me give you an example. One early spring day, I took my children to a park. It had been bleak winter only a week ago. Then almost overnight, it became warm and flowers were blossoming everywhere. The word ‘bewitch’ came to my mind. In my diary, I wanted to use that word to convey a sense of dramatic and sudden change as if being touched by a magic wand. I wrote at first: ‘Bewitched by spring, the park came to life and the glorious peonies blossomed everywhere’. Then I decided to use a more active verb: ‘Spring had bewitched the park where glorious peonies blossomed everywhere’. Native speakers, please tell me if these sentences work, or which sentence works better.

C© 2015 John Wiley & Sons Ltd

280 Lijia Zhang

Using my English as a tool also allows me to play up my advantage in some ways. Writing for an international market is very different ball game from writing for a domestic market. There’s always a great deal of presumed knowledge if your target is domestic readers. Having written for international media for years, I feel I know when and how to explain certain terminology. For example, I’d explain tamade as a national swearword, which is good for expressing joy or anger in equal measure. I belong to a small yet, growing number of people who have insight into a culture that remains largely unknown internationally, yet who are able to communicate with those on the other side of the world.

I have to admit that I am not gifted with language. After all these years, I still make some basic mistakes. I am never too sure when to use or not use ‘the’, and I am sometimes confused by little things such as ‘in the bed’ or ‘on the bed’.

On the other hand, I sometimes fear that my English has become too fluent that it has lost its quaintness.

One of the China memoirs I enjoyed very much is a book entitled Mr China’s son, a villager’s life by a little known author call He Liyi, an English teacher and a Bai minority citizen from Yunnan province. In his ‘little memoir’ as he calls it, he describes his experience of being sent-down to the countryside to be re-educated. Not a very unusual experience. After all, the market has been flooded with bitter tales of suffering from China. What makes Mr China’s son special is its freshness in language. ‘Her feet were seriously pierced by stings’, he wrote. ‘Every now and then, they were found to be short of this and that’. Such sentences do bring readers the delight of tasting something different or fresh.

The author He Liyi developed a passion for the English language. In order to listen to the BBC, his wife sold her fattest pig to buy him a shortwave radio. He listened to it all the time and improved his English to such a degree that he decided to pen his story in English. Once again, you can see the power of the language.

I have also tried deliberately to borrow Chinese sayings or phrases to give the writing some freshness, quaintness or some Chinese flavour. It does not always work. In my first novel Lotus, a book about prostitution set in modern day Shenzhen, I talked about how Lotus, the main character, sent money home so that her family could enjoy a ‘Fat New Year’. My agent in London suggested ‘splendid’ instead of ‘fat’. ‘People wouldn’t understand what is “Fat” New Year!’ he said. But ‘splendid’ simply doesn’t sound right for an uneducated villager, while it is natural for an old Oxford educated gentleman such as my agent. In this case, I think I’ll leave the fat there.

Chinese is such a vivid and expressive language. Borrowing our dated and rich idioms does not just spice up the language but also evokes a sense of place. In my memoir, I describe how my mother is so stubborn that ‘once she makes up her mind, four-horse-cart won’t be able to pull her back’. I commented on a young colleague’s moustache in this way: ‘The moustache on his even-featured face looked as out of place as painted legs on a snake’.

I often don’t directly translate the Chinese idiom into English but rather weave the concept into the text. For example, we have a phrase ‘angry hair shoots a hat’. When my mother told me that I was to stop my schooling to go to work, I borrowed that phrase to describe my anger. ‘If I had been wearing a hat, the force of my rage would have shot it into the air’.

I have a sense that my struggle in writing English shall continue, even if one day I become less confused by ‘the’, ‘in the bed’ or ‘on the bed’. It’s just an ongoing battle for

C© 2015 John Wiley & Sons Ltd

Writing in English in China: An autobiographical essay 281

any writer to gain greater felicity. Having been bewitched by the language – again, I am not sure if that’s the right word to use – I also find the challenge in writing in English rewarding and fun.

After all, fighting for something worthwhile keeps us alive. (Received 6 July 2014)

C© 2015 John Wiley & Sons Ltd

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