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... Interprofessional health education Generative AI-Based Course Assignment Program: Health Sciences Course: Interprofessional Health Education Audience: Undergraduate health sciences and healthcare &business students Introduction A goal of interprofessional health education is to provide the best medical intervention/treatment for patients by getting diverse inputs from multiple healthcare providers. There are a lot of complex patient cases. Also, patient care is not just surgical intervention. We need to understand the patient as a whole, including whether the patient has a caregiver or not, patients housing situation, any resources that the patient has any access to. Thus, we can best provide the best course of intervention/care for the patient. However, understanding Interprofessional health education for undergraduate students who have not had any healthcare exposure may be challenging because they may not identify the importance of patient as a whole approach. Also, interprofessional health education is a relatively new area so we currently do not have a lot of cases as to how we communicate with other professions. Not only that, if there are interprofessional health intervention cases, usually we do not have access to those cases as those cases may be internal information within hospital networks. Thus, with the help of generative AI (such as ChatGPT), we might be able to gather specific case-based scenarios and have a better understanding of interprofessional health education. Student Learning outcome -Student learning outcome 1: Students will identify the roles of diverse healthcare professions. -Student learning outcome 2: Students will identify the importance of interprofessional health education by being exposed to a real-life case base scenario. - Student learning outcome 3: Students will identify the importance of knowing a patients living situation. - Student learning outcome 4: Students will demonstrate how to communicate with different healthcare professions with different perspectives. Assignment Guideline Students are encouraged to use both ChatGPT (https://chat.openai.com/) and Microsoft Bing AI (https://www.bing.com/?/ai) For the completion of this assignment, students should Step 1: identify the roles of diverse healthcare professions (SLO 1) Step 2: read all supporting materials section below. Step 3: use generative AI for this assignment (SLO 2 and 4) 1) create accounts for either ChatGPT or Microsoft Being AI 2) come up with a prompt and enter the prompt 3) copy and paste the final outcome from the generative AI Step 4: make sure to include a patients living situation (SLO 3) Assignment Grading Rubric -Students must come up with a case scenario that covers collaborative environments in healthcare fields. -Students must come up with a complex case scenario that involves multiple layers of situations. Generative AI such as ChatGPT does not do a very good job in terms of multiple different layers of tasks (or consecutive scenarios). Thus, students must analyze the scenario and use generative AI and other resources if needed. In other words, by asking this multiple layers of case base scenario, students cannot just finish the assignment with one simple search. Criteria Allocated Points 10 Students should include a scenario that covers 7 healthcare professions, including a physician, a nurse, a pharmacist, a social worker, a physical therapist, a dietician, and a speech therapist. Students 10 should also include a case scenario that includes a patient and the patients caregiver. Students 10 should come up with a scenario that is complicated and complex so all healthcare professionals need to work together Students 10 should include at least one scientific literature support when coming up with a case scenario of working with different healthcare professionals Ratings 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable 10 points 8 points 5 points 0 Unacceptable Works that surpass expectations Acceptable work Deficiencies in meeting expectations 10 points 8 points 5 points Works that surpass expectations Acceptable work Deficiencies in meeting expectations 10 points 8 points 5 points Works that surpass expectations Acceptable work Deficiencies in meeting expectations 0 Unacceptable 0 Unacceptable Students should include at least one scientific literature when coming up with a specific illness/disease. 10 10 points 8 points 5 points Works that surpass expectations Acceptable work Deficiencies in meeting expectations 0 Unacceptable Supporting Materials Could ChatGPT help you to write your next scientific paper?: concerns on research ethics related to usage of artificial intelligence tools https://pubmed.ncbi.nlm.nih.gov/37394928 Influential Usage of Big Data and Artificial Intelligence in Healthcare https://pubmed.ncbi.nlm.nih.gov/34527076/ Machine learning and artificial intelligence in the service of medicine: Necessity or potentiality? https://pubmed.ncbi.nlm.nih.gov/32029403/ Additional Materials ChatGPT coursera Course via Vanderbuilt University https://www.coursera.org/learn/chatgpt-advanced-dataanalysis?utm_medium=sem&utm_source=gg&utm_campaign=B2C_NAMER_chatgpt-advanced-dataanalysis_vanderbilt_FTCOF_learn_country-US-countryCA&campaignid=20554277198&adgroupid=156544870987&device=c&keyword=&matchtype=&netwo rk=g&devicemodel=&adposition=&creativeid=674067105830&hide_mobile_promo&gclid=Cj0KCQjws p6pBhCfARIsAD3GZuaI0ZIOwKyB-E2syOydNBCtT-p7th3aOYpQQovY1OdAf_diO2o15AaAoOEEALw_wcB  ...

... Meditation for Health Provider - Meditation Planning Assignment Program: Health Sciences Course: Nutrition for health providers, interprofessional health education Audience: Undergraduate health sciences and healthcare & business students Introduction Healthcare professionals contend with a significant level of stress, which may significantly impact their mental health and, consequently, affect their patients' care. Meditation has been recognized as a way to reduce stress levels. However, practicing meditation without any guidance can be challenging for someone without experience. Additionally, there are various types of meditation, and each of us may have different preferences for different types. Lastly, motivation is key when maintaining a meditation habit, so it would be challenging for somebody to practice meditation without an emotional/mental coach. Generative AI, such as ChatGPT, can be a great tool as an experienced meditation teacher and coach. Also, Generative AI may devise a meditation plan for patients with compromised mental health. Student Learning Outcome -Student Learning Outcome 1: You will identify different types of meditations. -Student Learning Outcome 2: You will identify the importance of meditation for a specific disease population. Assignment Guideline You are encouraged to use both ChatGPT (https://chat.openai.com/) and Microsoft Bing AI (https://www.bing.com/?/ai) For the completion of this assignment, you should Step 1: Identify the roles of different types of meditations with breathing techniques (SLO 1) Step 2: Read all supporting materials section below. Step 3: Use generative AI for this assignment (SLO 2) 1) Create accounts for either ChatGPT or Microsoft Being AI 2) Come up with a prompt and enter the prompt 3) Copy and paste the final outcome from the generative AI Step 4: Make sure to include two cases- first case for healthcare professionals; second case for patients with compromised mental health. (SLO 2) Assignment Grading Rubric -You must come up with a weekly meditation plan. -You must come up with a meditation plan that involves multiple layers of tasks and two different cases. Generative AI such as ChatGPT does not do a very good job in terms of multiple different layers of tasks. Thus, students must analyze the task and use generative AI and other resources if needed. Criteria You should include a full one-week meditation plan You should include two different cases. Allocated Points 10 10 You should 10 include diverse meditation methods with breathing techniques Ratings 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable Supporting Materials Could ChatGPT help you to write your next scientific paper?: concerns on research ethics related to usage of artificial intelligence tools https://pubmed.ncbi.nlm.nih.gov/37394928 Influential Usage of Big Data and Artificial Intelligence in Healthcare https://pubmed.ncbi.nlm.nih.gov/34527076/ Machine learning and artificial intelligence in the service of medicine: Necessity or potentiality? https://pubmed.ncbi.nlm.nih.gov/32029403/ Additional Materials ChatGPT coursera Course via Vanderbuilt University https://www.coursera.org/learn/chatgpt-advanced-dataanalysis?utm_medium=sem&utm_source=gg&utm_campaign=B2C_NAMER_chatgpt-advanced-dataanalysis_vanderbilt_FTCOF_learn_country-US-countryCA&campaignid=20554277198&adgroupid=156544870987&device=c&keyword=&matchtype=&netwo rk=g&devicemodel=&adposition=&creativeid=674067105830&hide_mobile_promo&gclid=Cj0KCQjws p6pBhCfARIsAD3GZuaI0ZIOwKyB-E2syOydNBCtT-p7th3aOYpQQovY1OdAf_diO2o15AaAoOEEALw_wcB  ...

... Writing a resume using Generative AI Major: Health Sciences and Healthcare Business Courses: Nutrition for health providers, interprofessional health education Audience: Undergraduate health sciences and healthcare &business students Introduction Writing a resume and curriculum vitae is critical for undergraduate students to get an internship position and/or a full-time position. However, the work can be intimidating and challenging for somebody who has not done this task before. To be specific, a novice person may not include some of the key components of their resume so the persons resume may automatically be filtered by a desired companys system. Moreover, getting additional support for a resume can be pricey unless the person is associated with a college that has a career center. Generative AI can be a great toolbox for people to get general support to write a resume and curriculum vitae because it can provide a general template that one can easily follow. Student Learning outcome -Student learning outcome 1: You will identify a general format of resume. -Student learning outcome 2: You will identify the four main components of resume. -Student learning outcome 3: You will identify several keywords that your desired companys job posting states. Assignment Guideline You are encouraged to use both ChatGPT (https://chat.openai.com/) and Microsoft Bing AI (https://www.bing.com/?/ai) For the completion of this assignment, you should Step 1: Identify a general format of resume (SLO 1) Step 2: Read all supporting materials section below. Step 3: Use generative AI for this assignment (SLO 2) 1) Create accounts for either ChatGPT or Microsoft Being AI 2) Come up with a prompt and enter the prompt 3) Copy and paste the final outcome from the generative AI Step 4: Make sure to include several keywords that your desired (SLO 3) Assignment Grading Rubric -You must come up with a complete and full resume. -You must come up with a complete resume that involves multiple layers of tasks, including your education history, references, previous work experience, and keywords that your desired companys job posting states. Generative AI such as ChatGPT does not do a very good job in terms of multiple different layers of tasks. Thus, you should analyze the task and use generative AI and other resources if needed. Criteria You should include at least three references Allocated Points 10 You should include your full education history 10 You should include your full previous work experience 10 Your should include 10 Ratings 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable 10 points 8 points 5 points 0 Unacceptable Works that surpass expectations Acceptable work Deficiencies in meeting expectations 10 points 8 points 5 points Works that surpass expectations Acceptable work Deficiencies in meeting expectations 10 points 8 points 5 points 0 Unacceptable 0 Unacceptable keywords that your desired companys job posting states Works that surpass expectations Acceptable work Deficiencies in meeting expectations Supporting Materials Chat GPT and Human Resource Management https://doi.org/10.26537/iirh.vi11.5274 Influential Usage of Big Data and Artificial Intelligence in Healthcare https://pubmed.ncbi.nlm.nih.gov/34527076/ Additional Materials ChatGPT coursera Course via Vanderbuilt University https://www.coursera.org/learn/chatgpt-advanced-dataanalysis?utm_medium=sem&utm_source=gg&utm_campaign=B2C_NAMER_chatgpt-advanced-dataanalysis_vanderbilt_FTCOF_learn_country-US-countryCA&campaignid=20554277198&adgroupid=156544870987&device=c&keyword=&matchtype=&netwo rk=g&devicemodel=&adposition=&creativeid=674067105830&hide_mobile_promo&gclid=Cj0KCQjws p6pBhCfARIsAD3GZuaI0ZIOwKyB-E2syOydNBCtT-p7th3aOYpQQovY1OdAf_diO2o15AaAoOEEALw_wcB  ...

... Nutrition for health provider nutrition planning assignment Program: Health Sciences Course: Nutrition for health providers Audience: Undergraduate health sciences and healthcare &business students Introduction There are two goals of the nutrition for health provider course. First, providing foundational information of nutrition. Second, utilizing the nutrition information for the future patient care. This assignment focuses highly on the second goal. When it comes to a patient care, nutrition is critical. Chances are much higher to get type 2 diabetes if I only consume junk food. Also, patients healing and recovery process will be much slower if they only consume junk food. Thus, suggesting a good nutrition plan has been a pivotal portion of medical care. However, coming up with a specific nutrition plan per week (or a month) can be challenging without a consultation of dietitian/nutritionist if ones training background is nonnutrition area (physicians, dentists, physician assistants, physical therapists.. etc) Thus, with the help of generative AI, students may be able to experience a specific weekly nutrition planning without receiving nutritionists guidance. Also, if a student can build a weekly health nutrition plan, this activity will actually be beneficial even if they have a guidance with nutritionists. To be specific, a student can identify and understand a specific monthly nutrition plan from a nutritionist and potentially make some suggestion depending on specific condition of ones patient. Thus, for this assignment, we are trying to build a weekly diet plan for an imaginary future patients. Student Learning outcome -Student learning outcome 1: You will identify the five main elements of food items when creating a weekly food suggestion. -Student learning outcome 2: You will identify the importance of eating healthy food for a specific disease populations. Assignment Guideline You are encouraged to use both ChatGPT (https://chat.openai.com/) and Microsoft Bing AI (https://www.bing.com/?/ai) For the completion of this assignment, you should Step 1: Identify the roles of five main elements of food items (SLO 1) Step 2: Read all supporting materials section below. Step 3: Use generative AI for this assignment (SLO 2) 1) Create accounts for either ChatGPT or Microsoft Being AI 2) Come up with a prompt and enter the prompt 3) Copy and paste the final outcome from the generative AI Step 4: Make sure to include all three disease populations (SLO 2) Step 5: Make sure to include all breakfast, lunch, and dinner. (SLO 2) Assignment Grading Rubric -You must come up with a weekly nutrition plan, -You must come up with a meal plan that involves multiple layers of tasks. Generative AI such as ChatGPT does not do a very good job in terms of multiple different layers of tasks. Thus, students must analyze the task and use generative AI and other resources if needed. Criteria You should include a full one-week nutrition plan, including breakfast, lunch, and dinner. Allocated Points 10 Ratings 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable You should include all three-health condition patients food suggestion. 10 You should include all five main elements of food. 10 10 points 8 points 5 points Works that surpass expectations Acceptable work Deficiencies in meeting expectations 10 points 8 points 5 points Works that surpass expectations Acceptable work Deficiencies in meeting expectations 0 Unacceptable 0 Unacceptable Supporting Materials Could ChatGPT help you to write your next scientific paper?: concerns on research ethics related to usage of artificial intelligence tools https://pubmed.ncbi.nlm.nih.gov/37394928 Influential Usage of Big Data and Artificial Intelligence in Healthcare https://pubmed.ncbi.nlm.nih.gov/34527076/ Machine learning and artificial intelligence in the service of medicine: Necessity or potentiality? https://pubmed.ncbi.nlm.nih.gov/32029403/ Additional Materials ChatGPT coursera Course via Vanderbuilt University https://www.coursera.org/learn/chatgpt-advanced-dataanalysis?utm_medium=sem&utm_source=gg&utm_campaign=B2C_NAMER_chatgpt-advanced-dataanalysis_vanderbilt_FTCOF_learn_country-US-countryCA&campaignid=20554277198&adgroupid=156544870987&device=c&keyword=&matchtype=&netwo rk=g&devicemodel=&adposition=&creativeid=674067105830&hide_mobile_promo&gclid=Cj0KCQjws p6pBhCfARIsAD3GZuaI0ZIOwKyB-E2syOydNBCtT-p7th3aOYpQQovY1OdAf_diO2o15AaAoOEEALw_wcB  ...

... Health Disparities for Health Provider Health Disparities Assignment Program: Health Sciences Course: Health Disparities Audience: Undergraduate health sciences and healthcare & business students Introduction It is prevailing that there are health disparities in the U.S. Due to this, we have lost many lives and have lost medical expenses. However, it is unclear as to specific health disparities cases that we have observed. Unless you are healthcare providers, being exposed to specific health disparities cases can be hard to hear/identify. Generative AI, such as ChatGPT, can be a good guide as an experienced health disparities educator. Not only that, Generative AI can talk about specific cases based on different hospital settings and different ethnicities. Student Learning Outcome -Student Learning Outcome 1: You will identify different types of health disparities based on race and ethnicity. -Student Learning Outcome 2: You will identify different types of health disparities based on three different settings including pediatric, geriatric, and rehabilitation. Assignment Guideline You are encouraged to use both ChatGPT (https://chat.openai.com/) and Microsoft Bing AI (https://www.bing.com/?/ai) For the completion of this assignment, you should Step 1: Identify different types of health disparities based on race and ethnicity (SLO 1) Step 2: Read all supporting materials section below. Step 3: Use generative AI for this assignment (SLO 2) 1) Create accounts for either ChatGPT or Microsoft Being AI 2) Come up with a prompt and enter the prompt 3) Copy and paste the final outcome from the generative AI Step 4: Make sure to include all three cases- first case for pediatric; second case for geriatric; third case for rehabilitation. (SLO 2) Assignment Grading Rubric -You must come up at least three different cases based on race and ethnicity -You must come up with three different cases based on three different settings (pediatric, geriatric, and rehabilitation) Generative AI such as ChatGPT does not do a very good job in terms of multiple different layers of tasks. Thus, students must analyze the task and use generative AI and other resources if needed. Criteria You should include at least three different cases based on race and ethnicity You should include all three different settings You should include at least one scientific article per your case Allocated Points 10 10 10 Ratings 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable 10 points 8 points 5 points 0 Works that surpass expectations Acceptable work Deficiencies in meeting expectations Unacceptable Supporting Materials Could ChatGPT help you to write your next scientific paper?: concerns on research ethics related to usage of artificial intelligence tools https://pubmed.ncbi.nlm.nih.gov/37394928 Influential Usage of Big Data and Artificial Intelligence in Healthcare https://pubmed.ncbi.nlm.nih.gov/34527076/ Machine learning and artificial intelligence in the service of medicine: Necessity or potentiality? https://pubmed.ncbi.nlm.nih.gov/32029403/ Additional Materials ChatGPT coursera Course via Vanderbuilt University https://www.coursera.org/learn/chatgpt-advanced-dataanalysis?utm_medium=sem&utm_source=gg&utm_campaign=B2C_NAMER_chatgpt-advanced-dataanalysis_vanderbilt_FTCOF_learn_country-US-countryCA&campaignid=20554277198&adgroupid=156544870987&device=c&keyword=&matchtype=&netwo rk=g&devicemodel=&adposition=&creativeid=674067105830&hide_mobile_promo&gclid=Cj0KCQjws p6pBhCfARIsAD3GZuaI0ZIOwKyB-E2syOydNBCtT-p7th3aOYpQQovY1OdAf_diO2o15AaAoOEEALw_wcB  ...

... Assignment - Evidence Collection Policies and Procedures AI Created Introduction This assignment aims to write a series of AI prompts to have Chat GPT author a guide for an entry-level Federal Conservation Officer to help them properly collect and preserve physical forensic evidence they encounter in the field. Need Collecting and preserving forensic evidence with a proper custodial record is integral to maintaining the integrity of the accumulated property. In the Conservation Officer profession, the inability to adhere to proper procedures and practices for gathering and protecting evidence can render the material useless for criminal or civil court proceedings. In particular, in the case of criminal cases, a well-trained defense attorney will seek to scrutinize every action taken that relates to forensic evidence collection, including a detailed look at whether there are proper procedures and guidelines in place regarding collecting and preserving evidence and whether or not the procedures and guidelines were followed in practice in the field. Creating a guide that provides instruction on collecting and preserving physical evidence in the conservation field can be of utmost importance when given to a novice Conservation officer who is new to the profession. Purpose This project is to create a guide that conservation officers can use in the field regarding collecting and preserving evidence. The guide needs to explain to someone new to the conservation officer profession the importance and need for the proper execution of physical evidence collection and preservation techniques. The guide also needs to contemplate how appellate courts at the state and federal levels will likely view and rule on relevant evidentiary issues common in the conservation officer profession. The guide must be created with these rules and laws in mind and be responsive to judicial evidentiary concerns. Role To complete the final project, you will assume the role of an experienced Federal Conservation Officer manager tasked with developing a training guide that other conservation officers can use to inform them about how to collect and preserve evidence in their daily professional duties. The guide should be practical in focus and contain guidance regarding handling the most common evidentiary issues. Because evidence may ultimately be part of a court case or court action, the guide should be drafted with the potential ultimate audience of a Judge reviewing the policies and subsequent actions regarding gathering and managing evidence. Student Learning Outcomes By the end of this assignment, you will be able to: (SLO 1) Identify the key parties at a crime scene by role and title and list the most relevant applicable laws.  (SLO 2) Describe the role and responsibilities of a Federal Conservation Officer at the crime scene related to collecting and packing physical evidence. (SLO 3) Detail conservation officers' techniques and processes to collect and store physical evidence gathered at a crime scene. (SLO 4) Use a generative AI as a tool to accomplish a task (SLO 5) Evaluate critically the outputs from AI. (SLO 6) Document your use of AI in alignment with our principles of transparency. Instructions Follow these steps to complete the assignment: 1. On a Word document or Google doc, write out the prompt that you will use initially with the generative AI, asking it to write a guide for an entry-level Federal Conservation Officer to help them properly collect and preserve forensic evidence they encounter in the field. (SLO 1), (SLO 2), (SLO 3) 2. Prompt the AI and tell the AI what you are trying to accomplish by entering your prompt. You can use the following prompt to start or the prompt you created on your own. (SLO 4) a. You are an experienced Federal Conservation Officer who supervises entry-level Federal Conservation Officers new to the profession. Research the relevant laws, practices, and procedures that Federal Conservation Officers need to be aware of when collecting physical forensic evidence in the field that may later be used as evidence in a trial. Summarize the relevant case law, statutes, and regulations. Provide analysis and conclusions based on this research. Based upon your analysis, list the steps Federal Conservation Officers should take when encountering forensic evidence at a crime scene. List step by step what they should do to process and collect any physical evidence, along with the techniques used. (SLO 4) b. Remember that initially, the AI result may not be suitable as a complete guide. AI outputs are unpredictable, and you will get a different result every time you try a prompt. Thus, take the initial AI output to your prompt and modify it. Take the initial prompt and fact-check it to correct any inaccuracies. Also, consider if your prompt needs to be changed to provide a better response. Consider what guidance, limitations, and constraints you may want to add to your prompt. (SLO 4), (SLO 5) 3. Prompt the AI a second time. For the second submission, tell the AI that you are a Federal Conservation Officer writing a guide for entry-level Federal Conservation Officers to help them properly collect and preserve forensic evidence they encounter in the field. Insert the edited version of the AI results from your first prompt and ask the AI to review your work and make any recommendations to revise it and improve it based on your new prompt instructions. (SLO 4), (SLO 5) a. Again, take the AI results and fact-check them, along with making any modifications you think are necessary to enhance the guide. Also, revise your second prompt again to improve it for when you submit the revised version to the AI for the third time. (SLO 4), (SLO 5) 4. Prompt the AI a third time. This will be the final AI submission for this assignment, so make sure you have revised your prompt and guide before asking the AI again to make suggestions to enhance and revise your submission. (SLO 4), (SLO 5) Feedback Reflection Copy and paste the full conversation with the AI into a Word document or Google doc. Your reflection should contain all three prompts and all three AI responses. You should also include the edits and changes you made to the prompt and the guide before submitting them to the AI the second and third time. (SLO 4), (SLO 5) Final Draft 1. Include the final Federal Conservation Office guide you came up with after doing a final round of edits. as your final draft. (SLO 4), (SLO 5) 2. Also, make sure to include your acknowledgment of AI use by including a declaration noting the same. Your declaration should consist of the following: (SLO 6) a. b. c. d. The specific AI tools used How you used the AI tools The prompts you used (which should already be included above) An explanation of how the output from the AI tools was used Resources (SLO 1), (SLO 2), (SLO 3) To help you complete this assignment, here are some resources that you can use: Crime scene investigation: A guide for law enforcement. (2013). . Bureau of Justice Assistance, U.S. Department of Justice, National Institute of Justice, NIST, NFSTC. FasterCapital. (2023, November 2). Limitations of AI generated content. The Need for Human Oversight . https://fastercapital.com/content/Limitations-of-ai-generated-content.html U.S. Fish & Wildlife Service. (n.d.). Laws & Regulations. FWS.gov. https://www.fws.gov/laws Rubric You will be graded on the following criteria: Evidence Collection Guide - Identify the key parties at a crime scene by role and title and list the most relevant applicable laws. Describe the techniques and actions a Federal Conservation Officer should take at a crime scene to collect and preserve physical evidence, focusing on making sure it will be admissible in a court at trial in the future if needed. (50%) AI Feedback You prompt AI to draft your initial guide. You critically evaluate the AI guide and factcheck the information. You implement revisions to the first draft and your prompt and submit it again two more times to the AI, seeking improvement in the guide. (20%) Transparency You properly acknowledge the AI tool you used and include a copy of your prompts, guides, edits, and revisions. Writing Quality Your written assignment is free of grammatical and spelling errors. The written assignment employs a professional tone. It is effectively organized, and there is evidence of analysis and originality of thought in both the prompt and the guide.  ...

... Library Instruction Session Course: Zotero Workshop Librarian(s): Eric Bradley Professor(s): n/a Semester and Year: Fall 2022 Learning Objectives: Participants will be able to: Identify bibliographic management software and explain its benefits as well as its limitations. Contrast bibliographic management software to individual citation generators (Zotero to EBSCO cite feature) Create an Zotero account Set up the Zotero software and corresponding extensions / plugins for their personal device Create a new item from an online source Modify an items bibliographic information Assemble items into collections and subcollections Produce citations / footnotes of items into a document Produce a bibliography / works cited page of compiled items into a document Find known people to follow on Zotero Identify the group feature Manage a group collection Part 1: Overview of Bibliographic Management Software Learning Objectives: Identify bibliographic management software and explain its benefits as well as its limitations. Contrast bibliographic management software to individual citation generators (Zotero to database cite feature). Input: Vocabulary: bibliographic management software, citation creators / generators  Skills: Understanding the difference between bibliographic management software and citation creators / generators Modeling: On the overhead screen, perform a search for Indiana squirrels in Google Scholar. Briefly demonstrate the process of pulling a citation from each product and its limits. Citations have to be copied and saved elsewhere In-text citations / footnotes are not developed Source itself is not saved, needs to be pulled up at a later time Still using the overhead screen, display Zotero with a collection labeled Indiana Squirrels. Add an item to this collection, then create a bibliography to a Google Doc of this collection. Guided Practice: Skip for online. Have students go to Google Scholar and perform a search for the same topic. Point out the links of the bottom of the cite box as well. Check Understanding: Skip for online. Have group leaders check their sections to see if there are any questions or difficulties finding the cite button. Part 2: Zotero Account Registration and Installation of Zotero Software Learning Objectives: Create an Zotero account Set up the Zotero software and corresponding extensions / plugins for their personal device Input: Vocabulary: Zotero, browser extensions, plugins Skills: Downloading and installing software from the internet. Modeling: Have all participants login to a web browser on their device Participants must use Firefox, Chrome, or Safari. Group leaders will check for this and transition anyone using other browsers. Direct participants how to setup a Zotero account Have everyone go to www.zotero.org/  Select the Log In link in the upper right hand corner, then select Register for a free account Select a username and e-mail of your choice. Note: Have students use a non-GC personal email address so that they can keep their account after graduation. Faculty may choose any email of their preference Direct participants to download Zotero software Once Zotero accounts are setup participants should be directed to the downloads page. If not direct them there, back at zotero.org click on the red Download button. Laptops: Select Zotero 6.0 for ... iPad / Tablet group leader: Have participants complete the following Download the Zotero app (iPad) or Zed app (Android) Direct participants to download the necessary browser connector Group leaders, made sure users are keeping up at this point. Word processor plugins are built into Zotero. If time permits (or complete at end of workshop, we want as much time as possible to provide an overview of using the product) Direct participants to download Zotero app on iPad The group leader of the iPad / tablet group can start with this while laptop users are completing their setup. Guided Practice: Participants complete modeling steps Group leaders make sure that software and plugins are downloaded successfully Check Understanding: Group leaders confirm that software and plugins are downloaded successfully Part 3: Collecting and Modifying Items in Zotero Learning Objectives: Create a new item from an online source Modify an items bibliographic information Assemble items into collections and subcollections Input: Vocabulary: Item, collection, subcollection Skills: Save single and multiple items to Zotero. Save PDFs to Zotero. Create collections and move items to collections. Modeling: Have participants open up Zotero and setup Zotero sync server In Zotero, select Edit, then Preferences Login using recently created username and password Have participants add a single item from an online source Have participants go to The New York Times website (nytimes.com) Point out a new article, then add it using the Save to Zotero Go back to Zotero, point out the article and how it looks in Zotero Point out the need to sometimes edit information Have participants add multiple item from an online source Have participants go to Google Scholar Search for Ervin Beck Click on Save to Zotero and point out listing of resources Have participants add multiple resources Go back to Zotero, and point out each resource and variances in capitalization Also point out that E Beck needs to be spelled out Ervin Beck Have participants save a PDF to Zotero In the Ervin Beck Google Scholar search, open Postcolonial Complexity in the Writings of Rudy Wiebe PDF file in Google Scholar. Point out this is a Library purchased resource :) Option 1: Download the PDF to your device Then Select Save to Zotero Click and drag PDF to saved item in Zotero Option 2: Open the PDF to your device Then right click and select Save to Zotero (PDF) Have participants create a Collection In Zotero, direct users to the New Collection button. Create one labeled Workshop Click and drag existing items into this collection. Have participants join a Group In Zotero, direct users to the New Group button. This opens into a Web Browser. Have them search for Goshen College, and join the Goshen College Squirrel Lovers group Guided Practice: Participants complete modeling steps Group leaders make sure participants are able to complete each step Check Understanding:  Have participants complete the first two sections of the Zotero Practice Activity handout: https://docs.google.com/document/d/1jfiqyEgNI55TfPRCrDe2yIdUrq4IfG5LXK yh-qYAlgY/edit?usp=sharing Group leaders confirm participants are able to add, edit, and organize items Part 4: Creating Citations and Bibliographies from Zotero Note: Examples will be from Zotero to Google Docs Learning Objectives: Produce citations / footnotes of items into a document Produce a bibliography / works cited page of compiled items into a document Input: Vocabulary: Bibliography, Citation, Clipboard Skills: Creating a bibliography from a Zotero Collection. Creating in-text citations / footnotes from a Zotero item. Modeling: Have participants open and copy a sample paper in a citation style of their choice MLA: http://bit.ly/zotero-mla APA: http://bit.ly/zotero-apa Chicago / Turabian: http://bit.ly/zotero-chicago Method 1: Add citations and bibliography manually from Zotero software to Google Docs Have participants create a citation / footnote of a source from the Goshen College Squirrel Lovers collection into the sample paper. Select a source. Right click then select Create bibliography from Item... Citation style: Select the citation style to match your sample paper Output mode: Depending on style will say Citations or Notes Output method: Select Copy to Clipboard In the sample paper, paste the citation or footnote accordingly. Have participants create a bibliography of the entire Indiana Squirrels subcollection into the end of their sample paper. Select the folder Indiana Squirrels Right click then select Create bibliography from Collection... Citation style: Select the citation style to match your sample paper Output mode: Select Bibliography Output method: Select Copy to Clipboard  In the sample paper, paste the bibliography at the end of the paper. Margins may need to be adjusted, show how to do this in Google Docs in ruler Method 2: Add citations and bibliography using the Zotero plugin for Google Docs Have participants create a citation / footnote of a source from the Goshen College Squirrel Lovers collection into the sample paper. In the sample paper, select your cursor to where you want the citation or footnote placed. In the Docs toolbar, select Zotero, then Add/edit citation First time you will be asked to authenticate for Google. Say yes. If you have not already, you will be prompted to login to your Zotero.org account. A box will pop up from Zotero asking what citation style you wish to use, select the one you are using for this paper. (Finally) a red search box will pop up, search for your source you are wanting to cite then double click on it. Add a page number if necessary. Have participants create a bibliography of the entire Indiana Squirrels subcollection into the end of their sample paper. In the sample paper, select your cursor to where you want the bibliography placed. In the Docs toolbar, select Zotero, then Add/edit bibliography Note: the bibliography will update automatically as you add or remove sources. If time permits, and there is group interest, show the word processor plugin for Microsoft Word Guided Practice: Participants complete modeling steps Group leaders make sure participants are able to complete each step Check Understanding: Have participants complete the third and fourth sections of the Zotero Practice Activity handout. Group leaders confirm participants are able to add citations and bibliographies into a paper.  ...

... Library Instruction Session Course: Core 110 The Academic Voice Lesson: Incorporating Sources Core 110 Lesson Objectives of Library Sessions (objectives for this lesson highlighted): Students will be able to Apply a source evaluation model to a news article found on the open web. Identify how to incorporate a source into a paper by summary, paraphrase, or quotation. Identify the roles and uses of source types used in academic research. Demonstrate how to incorporate a source into a paper by summary, paraphrase, or quotation. Locate peer-reviewed journal articles through library-operated and open-web search indexes. Acknowledge common pitfalls and benefits of searching scholarly indexes. Lesson Materials: Video: Josh Vosslers Avoiding Plagiarism. Kaltura, Vimeo Handout: Practice Handout Incorporating Sources Anticipatory Set / Hook: Ask students the following: What is plagiarism? How do you commit plagiarism? Modeling: Have students watch Josh Vosslers Avoiding Plagiarism video / video lesson before or at the start of class Review: What is Summary, Paraphrase, and Quote? (see below) Summary: Someone elses idea in your own words Has an attribution (mention the source, use an in-text citation) Is in your words Is big picture, describing a page, chapter, or book in your own words Examples: From Common Sense: Summary: According to Thomas Paine, in the absence of any other form of government people would create a democracy (1776). Plagiarized summary: If you take away all other forms of government people will naturally create a democracy. Paraphrase: Someone elses quote or line in your words Has an attribution (mention the source, use an in-text citation) Is in your words  Is focused, rewriting a quote or sentence in your own words Examples: From Common Sense Paraphrase: Thomas Paine argued that because Europe has so many kingdoms when England is at war with one of them American trade is ruined because of her connection with England (1776). Plagiarism through paraphrase: Because Europe has so many kingdoms when England is at war with one of them American trade is ruined because of her connection with England. Quotation: When you use phrases or sentences exactly as they appear in the source document. Has an attribution (mention the source, use an in-text citation) Has quote marks around the phrase or sentence Use sparingly. When in doubt, paraphrase Examples: From Common Sense Quotation: "I offer nothing more than simple facts, plain arguments and common sense" (Paine, 1776). Plagiarized quote: Thomas Paine said that he offered simple fact, plain arguments and common sense. Plagiarism Plagiarism is not a gotcha move by professors. It is simply when you are not using a summary, paraphrase, or quotation. Self plagiarism, including reusing the same paper for multiple classes. This is considered plagiarism because it does not credit the original source and misleads readers into believing this new, original, content. Guided Practice: Pass out the Practice Handout Incorporating Sources. As a class, complete the page developing a summary, paraphrase, and quotation Allow students to use a device to look up the source If students cannot access, highlight how they can obtain access to the New York Times. Check Understanding: Students independently complete part two of the Practice Handout Incorporating Sources. Allow students to look up the source Have students complete, as they go through these walk across the room to see how they are doing. At the end of class have students share their examples. Encourage creativity!  ...

... Library Instruction Session Course: Nurs 403 Nursing Research Librarian(s): Eric Bradley Professor(s): Beth Miller Semester and Year: Fall 2019 Before Session Preparation: Be logged into the computer Have Library Video up and ready Anticipatory Set (Hook) [5 minutes] Section 1: Locating Nursing Resources at Good Library [10 minutes] Learning Objectives: Locate the library website and nursing research guide Identify the CINAHL database Contrast WorldCat Discovery and CINAHL Input: Vocabulary: Subject Guides, WorldCat Discovery, CINAHL, MEDLINE, Skills: Searching for and accessing items through nursing databases. Evaluating and citing articles using appropriate methods. Modeling: Starting at MyGC (https://my.goshen.edu/ics/) point students to the Good Library website link under QuickLinks Direct students to WorldCat Discovery advanced search, Librarian Chat, and the Nursing subject guide. Explain the differences between WorldCat Discovery and CINAHL using Clue board game illustration. Show two or three search examples and the differences. Guided Practice: Use Guide on the side which has students complete the following: 1. Find the library website and nursing subject guide 2. The TinyURL to this is: http://bit.ly/gcnursing-libwebsite (include in PowerPoint) Check Understanding:  When students complete the basic search in CINAHL, ask them how many search results they received As a class, answer three to four questions at the end of the WorldCat Discovery, CINAHL, Medline conversation and which source they should use. Use a fun online quiz with sound effects. Independent Practice: Apply Classroom Assessment Techniques at the end of class Section 2: Basic Searching of CINAHL Review Learning Objectives: Produce a downloaded PDF file of an applicable and relevant nursing resource Compose an interlibrary loan request for an article. Input: Vocabulary: Boolean operators, PDF Full Text, APA, Skills: Accessing items through nursing databases. Citing articles using appropriate methods. Modeling: Ask students to complete GoTS, see how they do! Guided Practice: Create Guide on the side which has students complete the following: 1. Open CINAHL from Nursing subject guide 2. Have students develop the following search: Create, step by step, the search: patient falls AND staffing NOT hospitals Use the Advanced Search feature to limit by year and publication type 3. Open an PDF Full Text article 4. Copy a CINAHL generated citation in APA format 5. Download the PDF Full Text article 6. The TinyURL to this is: http://bit.ly/gcnursing-cinahl (include in PowerPoint) Check Understanding: While they are working on this activity, walk around to see how they are doing with the final search results At the end of the activity, ask how many search results they found Independent Practice: Apply Classroom Assessment Techniques at the end of class Section 3: Developing Search Strategies for Medical Research Learning Objectives:  Describe criteria to determine appropriate quantity of articles for good information when performing a literature search. Construct a search in a library database using keywords developed for a literature review. Input: Vocabulary: Keywords, broader concepts, narrower concepts Skills: Selecting an appropriate number of quality keywords for database searching. Modeling: Pull up the following Google Document to walk through two scenarios: http://bit.ly/gc-lib-nurs-pico Slides 7 and 8 Review / introduce PICO PICO can be a helpful template when completing a literature review, but dont feel stressed to complete the entire formula. Start broad, with simply the intervention, then add the additional pieces as you have them. OR, if the intervention is brand new then simply search that alone. You may need to develop your PICO as you search as well. Move out of slidedeck to browser What PICO does work great for is developing keywords for a search. Lets work through this example: In adult patients with kidney failure receiving scheduled hemodialysis treatments (P), how does the use of monthly individualized educational sessions regarding dietary adherence (I) compared to group educational sessions (C) affect a patients fluid gain (O) between scheduled treatments (T)? What is the makeup and differences between centralized and decentralized nursing education departments within a hospital? Slides 9, 10 and 11 Review / introduce Boolean Operators Walk through the PICO and when each Boolean would be helpful Move out of slidedeck to browser, notes document hemodialysis treatment hemodialysis treatment AND dietary adherence hemodialysis treatment AND ((diet or dietary or nutrition or food habit or eating habit) and adherence) Example: What terms should we search that we want both included? What terms do we want to find anything listed in? What terms (or similar terms) do we not want listed?  Slide 12 Once first set of terms is developed, do a search on UpToDate then EBSCO CHINAL with Full Text (both under Category: Database). Show how these two can assist in a literature review but are different. Move out of slidedeck to browser, library databases Search in UpToDate hemodialysis treatment Search in CINAHL hemodialysis treatment hemodialysis treatment AND dietary adherence hemodialysis treatment AND ((diet or dietary or nutrition or food habit or eating habit) and adherence) centralized and decentralized nursing education departments Centralized OR decentralized AND education OR development NOT physical therapist OR medical students Also show how to obtain references found in UpToDate in other resources Guided Practice: Have participants complete page one / step one of the Nursing Search Strategy Worksheet Tell participants that this worksheet is not a complete PICOT, and that research will begin that way and you will need to fill out the holes. Step one: Oxygen weaning for hospitalized patients (not ventilator associated) Step two: Create a search with the following terms. Move out of slidedeck to browser, library databases Show the worksheet key after a time of discussion: https://docs.google.com/a/goshen.edu/document/d/1E87xc2dqqoj6u8ANah8NIfWk5BfR eavPm5SZWkFvrGY/edit?usp=sharing Check Understanding: Provide a time for discussion after the completion of the worksheet. Draw on the board various search approaches that can be taken with this topic. Independent Practice: Apply Classroom Assessment Techniques at the end of class Section 4: Searching CINAHL using CINAHL Headings [20 minutes] Learning Objectives:  Construct a search in CINAHL using CINAHL Headings focusing on specific research methods / measurements. Modify a search in CINAHL using search limiters and Boolean operators. Input: Vocabulary: CINAHL Headings Skills: Searching for items through nursing databases. Evaluating articles using appropriate methods. Modeling: Using a list of key concepts, show how to construct a search using CINAHL Headings and Boolean operators. Use the following example: Flu vaccines and egg allergy Show the search limiters in CINAHL, focusing on publication type, publication date, sex and age groups. Use the following example: Journal article, male, 2-5 years Guided Practice: Create Guide on the side which has students complete the following: 1. Open the CINAHL Headings search 2. Look up two separate headings. Led the student through a search which will require them to use a CINAHL Heading with a different term than the wording they put in. 3. Connect two searches using the Boolean operator AND 4. Limit the search results by language, publication type, and date 5. The TinyURL to this is: http://tinyurl.com/nfkwcvj (include in PowerPoint) Check Understanding: While they are working on this activity, walk around to see how they are doing with the final search results At the end of the activity, ask how many search results they found Independent Practice: Apply Classroom Assessment Techniques at the end of class Section 5: Obtaining Nursing Resources [10 minutes] Learning Objectives: Identify if a specific article is available through the librarys resources. Compose an interlibrary loan request for an article. Input: Vocabulary: link resolver, Interlibrary Loan  Skills: Accessing items through the Find a Journal tool, requesting an article through InterLibrary Loan Modeling: WorldCat Discovery, where we left off in Section 2. Display the following: How to View Full Text Show Article not below? Click here for more options How to obtain a citation THEN, add the search term Amish, and expand beyond library collections Request an unavailable item through interlibrary loan CINAHL, where we left off in Section 3. Display the following: How to open a PDF Full Text article and download it How to obtain a citation Search catalog and other full text locations (link resolver) Request an unavailable item through interlibrary loan Show how the Find a Journal tool works to find an article found in another database Guided Practice: Create Guide on the side which has students complete the following: 1. Perform a search in WorldCat Discovery, open results beyond Full-Text, obtain a citation, and request an article through InterLibrary Loan. 2. Perform a search in CINAHL, http://tinyurl.com/k9yla2p , obtain a citation and request an article through InterLibrary Loan. 3. Request an article through interlibrary loan through CINAHL??? 4. Use the Find a Journal tool to open an article located in another database 5. The TinyURL to this is: http://tinyurl.com/omp883u (include in PowerPoint) Check Understanding: Ask the class what correction was needed with the citation in APA Independent Practice: Apply Classroom Assessment Techniques at the end of class Section 5: Searching Cochrane Library using MeSH Headings [20 minutes] Learning Objectives: Define a systematic review, and compare systematic reviews to academic journal articles. Construct a search in Cochrane Library using MeSH Headings focusing on specific research methods / measurements. Modify a search in Cochrane Library using search limiters and Boolean operators. Input: Vocabulary: MeSH Headings  Skills: Searching for items through nursing databases. Evaluating articles using appropriate methods. Modeling: Explain the difference between Cochrane and CINAHL Cochrane Systematic Reviews: Identifies an intervention for a specific disease or other problem in healthcare, and determines whether or not this intervention works Plain language: Effects of interventions in healthcare Summarizes the results of research gathered from Randomized Controlled Trials on a specific topic in a single document Created from randomized controlled trials What treatments work, what treatments dont. evidence-based CINAHL: Articles from scholarly publications in the nursing and allied health areas May contain systematic reviews, but also original research and editorials Browse by topic, browse by special collections Topic: Airways > Asthma, chronic - pharmacotherapy > Antibiotics Ask class if they have a topic at this point to show Perform a keyword search for: diabetes AND kidney disease NOT insulin Three key sections of a Cochrane Review: Abstract summarises the objectives, methods, results and conclusions. Synopsis a 100-word plain language summary found towards the end of the review (currently in two-thirds of the reviews). Reviewers Conclusions an overview of the most important findings and discusses the implications for practice and research. Using a list of key concepts, show how to construct a search using MeSH Headings and Boolean operators with the Search Manager tool. Use the following example:  Using the Search Manager tool, show the search limiters in Cochrane, focusing on publication type, publication date, sex and age groups. Use the following example: Guided Practice: Create Guide on the side which has students complete the following: Browse for specific topic The TinyURL to this is: http://bit.ly/gcnursing-browse-cochrane Create Guide on the side which has students complete the following: Search for specific topic The TinyURL to this is: http://bit.ly/gcnursing-search-cochrane Check Understanding: While they are working on this activity, walk around to see how they are doing with the final search results At the end of the activity, ask how many search results they found Independent Practice: Apply Classroom Assessment Techniques at the end of class Classroom Assessment Techniques Independent Practice: Have students complete the ILAAP One-Shot questionnaire for NURS403 on 9/3/2018 is: https://wassail.augustana.ualberta.ca/web/2724/ http://bit.ly/2wFjIYY Have students go to http://PollEv.com and complete two questions: One question you still have Name one thing you learned  ...