I recently had someone on here who did this and I’m just not happy. I explained stuff and she just didn’t return what was needed. I have included the directions and needed resources. On the course template, in highlighted yellow is what I need fixed. Are you able to help please??
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
A. Complete each of the following parts of the “C920 Course Module Template” provided below by doing the following:
1. Using contemporary educational principles, describe your course for “The Role of the BSN Nurse in Promoting Community Health,” including a high-level summary of the content and purpose of the course.
a. Develop a brief module summary (suggested length of 50 words or fewer) for each module created.
Note: Part A2 through part A7 will guide you through the creation of two unique course modules for “The Role of the BSN Nurse in Promoting Community Health.” Organize each part by module. For example, present Module 1 with all the information required by part A2 through part A7. Then present Module 2 in the same manner. Each part will be evaluated on whether the required information is included for each of the two modules.
2. Provide a unique title for each of the two unique weekly course modules.
3. Develop two unique course objectives for each module, using SMART criteria (specific, measurable, attainable, realistic, time-bound), that indicate what your students will learn by the end of the course. Each course objective should be limited to one major action verb at the appropriate level that conveys an understanding of Bloom’s taxonomy.
4. Develop two unique student learning outcomes using SMART criteria (specific, measurable, attainable, realistic, time-bound) for each module that indicate what your students will be able to do at the end of the module to demonstrate learning. Each student learning outcome should be limited to one major action verb at the appropriate level that conveys an understanding of Bloom’s taxonomy.
Note: For parts A3 and A4, use the “Bloom’s Taxonomy” from the Web Links section when selecting the action verbs for your course objectives and student learning outcomes. Remember, you should have only one action verb for each course objective or student learning outcome, and the verbs should be within the higher levels of the cognitive/psychomotor/affective domain for course objectives and at the lower levels of the cognitive/psychomotor/affective domain for student learning outcomes.
5. Describe at least two topics that will be covered in each module and how each topic will help your students achieve the course objectives and student learning outcomes.
6. Provide two or more unique learning resources (e.g., textbook chapter, article, website, videos, research article), no older than five years, for each module that will supplement your course materials and facilitate student learning.
7. Develop a learning activity for each module that promotes student engagement and encourages reflective practice. One of your module’s learning activities must be a context-based scenario.
Note: The following are examples of what can be used to create the context-based scenario: discussion board with questions, narrative video, case study, and role play.
a. Provide sufficient detail about the context-based scenario learning activity, including clear and concise instructions for your students to be able to complete the activity without additional directions.
