This assignment will incorporate a common practical tool in helping clinicians begin to ethically analyze a case. Organizing the data in this way will help you apply the four principles of principlism.Based on the "Case Study: Healing and Autonomy" and other required topic study materials, you will complete the "Applying the Four Principles: Case Study" document that includes the following:Part 1: Chart This chart will formalize principlism and the four-boxes approach by organizing the data from the case study according to the relevant principles of biomedical ethics: autonomy, beneficence, nonmaleficence, and justice.Read "Teaching Clinical Ethics Using the Four Topic Method" (attached). Use the example provided in the article to guide you in the completion of the chart in the topic assignment.Part 2: EvaluationThis part includes questions, to be answered in a total of 500 words, that describe how principalism would be applied according to the Christian worldview.---------------------------------------------------------------------------------------------------------------------This assignment should consist of completing a chart using the four-box method as a way to organize a case according to the four principles of Principlism. As you fill in each box in section once, be sure there is a clear connection to the items you include in the box and one or more of the principles in the box's heading. Bullet points are typically used to complete the boxes in Part I. Make a brief comment in parentheses to show how the information you include relates to the principles for that box. For example:"I include this item in this box" (this supports the autonomy of the patient)Do not include lengthy descriptions of what, for example, "autonomy" is. Give concrete information in each box. For example, in box one, medical indications, the diagnosis current state of the patient must be included.Remember to support your responses with the topic study materials.APA style is not required (except for resources), but must have solid academic writing.

Create a 12–15-page complete teaching plan, synthesizing previous work with an assessment plan for the course to create a cohesive whole. Note: Assessments in this course build on each other and must be completed in sequential order. Assessment is a key to teaching and learning. In this assessment, you will select meaningful ways to assess the teaching and learning in the course you have been designing, and will tie together each of the parts of your course design. The Assessment 4 Context document contains important information about the following topics: Teaching and Technology. Assessment Practices. Evidence-based Teaching. Best Practices in Nursing Education. Assessment Instructions Note: Assessments in this course build on each other and must be completed in sequential order. For this assessment, you will build an assessment plan of your own that fits with your course plan. Your assessment plan should blend seamlessly into the course components that you have already designed. To that end, you will consolidate the work you have already completed in earlier assessments with the assessment plan here in order to create a clear, concise, focused teaching plan that meets the needs of the content, learner population, and environment. Preparation Take time to reflect on the following questions as you craft your assessment plan for your course, conducting additional research as necessary. What types of assessment do you believe are most appropriate for your educational topic and intended audience? How will you evaluate whether or not learning outcomes were accomplished? Do the assessments you selected support cultural competence? How will the assessments demonstrate that learning has occurred? As you select the assessments that you will use, what is your rationale for the type of assessments you will use? Explain how these assessments support differences in learning styles (visual, auditory, kinesthetic)? Also, before completing your final, complete course plan, be sure to make any necessary changes or improvements based on what you have learned over the course overall. (Optional) Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here. Instructions Create a complete teaching plan for your course that fuses together all previous course components and includes the addition of a detailed assessment plan. Your complete teaching plan should provide: An overview of the course topic, environment, and learner population. An explanation of the learner outcomes for the course as well as the learning theory or theories that are the foundation of the course. An incorporation of evidence-based best practices to enhance learner motivation in your selected learning environment and format. An integration of appropriate teaching strategies, techniques, and learner outcomes for nursing and healthcare education for use in specific situations and populations and of evidence-based best practices for classroom and learner management. A consideration of barriers to learning when designing and developing educational programs and an integration of cultural competence in nursing and healthcare educational offerings. A logical, well-designed assessment plan that addresses these points: A selection of assessment types that are most appropriate for the content, environment, and learner population. An explanation of how you will evaluate whether or not learning outcomes were accomplished in the course, and how assessments will demonstrate that learners have learned as intended. An analysis of how your selected assessment types support cultural competence as well as fit for learners with varied learning styles. Organize your plan as follows: Title page. Table of Contents. An overview of your course (topic, setting audience, and so on). Learning Theories and Diversity (Assessment 1). Teaching Strategies (Assessment 2). Management and Motivation (Assessment 3). Assessment Strategies (designed in this Assessment). Summary. References. Appendices. Your completed plan should be clear and flow together well. It should show cohesion, understanding, and the application of best practices, and all writing should be professional and free of errors. Additional Requirements Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word. Length: 12–15 pages, plus a title page and a references page. Use correct APA format, including running head, page numbers, and a title page. Use and cite at least 10 references, and at least five of them from peer-reviewed journals that are not required for this course. Writing should be free of grammar and spelling errors that distract from content. Suggested Resources The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6105 Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you. Preparation for Assessment You are invited to practice in the Vila Health challenge simulation setting before beginning this assessment. Vila Health: Developing an Assessment Strategy | Transcript. SHOW LESS   Classroom Techniques and Strategies Caplan, W., Myrick, F., Smitten, J., & Kelly, W. (2014). What a tangled web we weave: How technology is reshaping pedagogy. Nurse Education Today, 34(8), 1172–1174. Davidson, J. E. (2009). Preceptor use of classroom assessment techniques to stimulate higher-order thinking in the clinical setting. Journal of Continuing Education in Nursing, 40(3), 139–143. Herrman, J. W. (2011). Keeping their attention: Innovative strategies for nursing education. The Journal of Continuing Education in Nursing, 42(10), 449–456. Kalb, K. A., O'Conner-Von, S. K., Brockway, C., Rierson, C. L., & Sendelbach, S. (2015). Evidence-based teaching practice in nursing education: Faculty perspectives and practices. Nursing Education Perspectives, 36(4), 212–219. Simpson-Beck, V. (2011). Assessing classroom assessment techniques. Active Learning in Higher Education, 12(2), 125–132.