Ethnomusicology Essay

“We are all ethnomusicologists now” (Nick Cook). Argue for or against this proposition in the light of recent discussions on the decolonization of academic music studies (1500 words).

Formative Assessment for Research Methods in Education

Formative Assessment for

Research Methods in Education


Your mark on this module will be based on a summative assessment in which you will be required to write two essays (total word count: 3500 +/- 10%) evaluating a research design and a questionnaire. To help you check your understanding of the principles of research design and how to write an essay of this type, we provide you the opportunity to receive feedback on a short formative assessment. Formative assessments do not count towards your final mark. Your formative assessment for this module should be submitted via the Google Form in the assessment section of the VLE site. The deadline for submission is midday (12:00) Wednesday week 6.

Your task

Teachers like ourselves are always keen to improve our students’ learning experience. Drawing on the methods of data collection introduced in this module, a number of different methods of eliciting data on students’ learning experiences have been developed. These methods include:

  • Student Evaluation Questionnaires (SEQs)
  • Student formulated evaluations
  • Semi-structured group interviews
  • Peer evaluation

See below for a detailed description of each method.

Your task is to evaluate the appropriateness of these methods of evaluation with respect to a learning context of your choice. If you are an experienced teacher, you might choose the most recent context in which you have taught. If you have not taught before, you might choose a context in which you were a learner or one in which you hope to teach in the future.

Your markers are looking for evidence of critical understanding of research methods. Your essay should therefore:

  • Introduce your context (i.e., subject, age, level of your learners)
  • Introduce the methods of evaluation you have considered
  • Identify the research methods associated with the different methods of evaluation – Explain whether the methods of evaluation generate quantitative and/or qualitative data.
  • State your order of preference for the methods.
  • Provide a justification for your order of preference.

The strongest assignments will provide reasons for your order preference supported with appropriate references from the literature and make links between your reasons and the concepts of reliability and validity.

Your essay should not exceed 300 words (excluding references). It should include an introduction and a conclusion. All in-text citations and the reference list should conform to the American Psychological Association (APA) guidelines (6th Edition).

Approaches to teaching evaluation

Student Evaluation Questionnaires (SEQs)

The SEQ is a common end of module evaluation tool in most university departments.  Standardised end of module SEQs typically cover a range of issues including the quality of the teacher’s presentation skills, the organisation / structure / pitch of the programme of delivery and the resources available.  Responses are normally entered anonymously on a Likert scale (typically 1-5 or 1-4). There is also often space for qualitative comments at the bottom of the SEQ.  End of module SEQs can be administered either online or via paper in a session at the end of the programme of study.

Student-Formulated Evaluations

In student formulated evaluations, the formulation of the evaluation as well as its completion is handed over to students.

  1. Each student is asked to construct an evaluative comment that can be responded to on an agreement – disagreement Likert Scale and to write this at the top of a piece of paper.
  2. The papers are taken in, shuffled and re-distributed. The papers are then rotated through the class and each student is asked to respond to the statement on the top of the sheet of paper by expressing their level of agreement or disagreement and being invited to add a qualitative comment if they wish.
  3. The sheets are collected and examined for evidence of consensus or lack thereof. Sheets showing a consensus on clearly expressed positions are withdrawn and given to the tutors for appropriate response. Sheets showing either lack of consensus or lack of clarity of position are discussed further in the group, with the tutors present, to clarify the students’ views and attempt to reach an actionable position.

The Semi-Structured Group Interviews

This is a meeting with students at which they are asked to give their views about a programme, course or class. Typically, students are asked to work in small groups to reflect upon good and bad features of the educational provision (e.g. programme, course or module), its delivery, and their own performance and experience. A spokesperson from each group is asked to relay the considered views of the group to the meeting. The role of the member of staff leading the meeting is to compile a summary of such views, to validate them at the meeting, and, later, to produce a short report of the main outcomes.

Peer Evaluation

This is where a colleague observes a session and feeds back to the teacher on how it went.  Ideally peer evaluation should be structured, perhaps involving an initial briefing session where the context of the session to be observed can be established, followed by the observation itself which is based around a series of pre-agreed points or a checklist, followed by a de-briefing session where feedback and discussion can occur.

Story Map



Research Proposal

Assessment B Description: Research Proposal.


1.0 Overview.

This is an individual assessment whereby students are expected to demonstrate their understanding of academic theories in the area of research methods that were gained from successfully completing Assessment A. The assignment consists of submitting a research proposal that outlines the various research methods that would be applied in order to carry out the investigation, which closely mirrors the knowledge and skills required in postgraduate study. Assessment B is worth a potential of 100 marks that will use progressive draft submission throughout the semester to monitor development and provide feedback. The report should not contain more than 1500 words (+/- 10%). This coursework has a weighting of 60% towards the final grade. Students are required to achieve an overall grade of 50% in order to pass this module.


2.0 Detailed Description.

For this assignment each student is expected to complete and submit the following task. The lecturer will announce the assignment due date. See Section 4.0 for the marking scheme. For a breakdown of the marks refer to Section 4.0.


2.1 Students are to conduct an initial literature review into their area of interest and are required to find and select two journal research papers based on the same area of interest, which have been taken from the top 10 ranked journals (based on impact factor) or journals that have been rated as 3, 4 or 4* in the ABS (the Associate of Business Schools) guide. The chosen research papers can contain either primary or secondary research but should be useful in developing the research question and therein the research methods to be adopted in the investigation.

Students will be expected to submit:


  • A 1500 word (+/- 10%) Microsoft Word document including 500 word findings from the literature review.


  • The two research papers as well as evidence that the research paper has meet the set journal requirements.


  • Printout of the two selected journals, highlighting and labelling the following details on each paper:


  • Author(s) of the research paper
  • Journal and journal rank
  • Research question of the research paper
  • Research philosophy of the research paper
  • Research design of the research paper
  • Research strategy of the research paper
  • Data collection method and sample
  • Key findings & conclusion of the research paper
  • Strengths & weaknesses of the research paper
  • Relevance to own study


  • Appropriate references in accordance to Harvard style referencing.


2.2 Based on the literature review from Section 2.1, formulate the research question and justify the purpose of the research (5 marks).

2.3  Based on the literature review from Section 2.1 and the research question in Section 2.2, formulate 5 Hypothesis labelling the independent and dependant variable (10 marks).



2.4 State and justify the research philosophy to be adopted. Students should:


  • Suggest at least 2 possible solutions and provide the appropriate references. Then select the best solution(s) and explain how will the theory be practically applied to their research (5 marks).
  • Provide justification for selecting said solution by comparing and contrasting the strength and weaknesses of the research method in order to critically evaluate the theory’s suitability in achieving the research aim (5 marks).

2.5 State and justify the research design to be adopted. Students should:


  • Suggest at least 2 possible solutions and provide the appropriate references. Then select the best solution(s) and explain how will the theory be practically applied to their research (5 marks).
  • Provide justification for selecting said solution by comparing and contrasting the strength and weaknesses of the research method in order to critically evaluate the theory’s suitability in achieving the research aim (5 marks).

2.6 State and justify the research strategy to be adopted. Students should:


  • Suggest at least 2 possible solutions and provide the appropriate references. Then select the best solution(s) and explain how will the theory be practically applied to their research (5 marks).
  • Provide justification for selecting said solution by comparing and contrasting the strength and weaknesses of the research method in order to critically evaluate the theory’s suitability in achieving the research aim (5 marks).

2.7 State and justify the data collection method to be adopted. Students should:


  • Suggest at least 2 possible solutions and provide the appropriate references. Then select the best solution(s) and explain how will the theory be practically applied to their research (5 marks).
  • Provide justification for selecting said solution by comparing and contrasting the strength and weaknesses of the research method in order to critically evaluate the theory’s suitability in achieving the research aim (5 marks).
  • In addition students should explain and justify the sample size to be considered for this investigation (5 marks).

3.0 Submission Details.

  • The lecturer will announce the assignment due date for each task during the semester.
  • All assignments must be uploaded to Moodle.
  • All documents must be written using Microsoft Word and must include the student’s name and LBIC student id.
  • Use an appropriate file name such as LBIC ID along with the title of the assignment (for example, ABC123 Assignment B)


4.0 Marking Scheme.


Assessment B is worth a potential of 100 marks that will use progressive marking throughout the semester to monitor development and provide feedback. This coursework has a weighting of 60% towards the final grade. Students are required to achieve an overall grade of 50% in order to pass this module.


Criteria Weight
Introduction /5
Literature review /15
Research Question /5
Hypothesis /10
Research Philosophy /10
Research Design /10
Research Strategy /10
Data collection method /15
Conclusion /5
Quality of references /5
Writing quality /5
Presentation, structure and cohesion /5
Total /100




Unless otherwise stated in Section 2.0, assignments that are marked out of 5 will be graded based on the criteria described below.














(F) An inadequate response. Failing to reach an expected or required level or standard. Submission is deficient in most respects with insufficient understanding or knowledge. Weak organisation of ideas. The task was not understood and was inappropriately addressed.





(D) A weak response. Demonstrates little skill or ability. Work tends to be descriptive, lacks appropriate references and is deficient in some areas but demonstrates some signs of understanding some of the key issues.




(C) A fair response. Reasonable understanding and knowledge. No more than acceptable or average. Attempted to critique the article, identifying & citing appropriate sources.



(B) A good response. Demonstrates familiarity with relevant sources. Good presentation style with a coherent analysis and clear expression of ideas appropriately referenced possessing the necessary skill & understanding of academic theories & models.






(A) A very good response. Well presented, demonstrating a high level of understanding based on a proficient comprehensive application of relevant concepts. Refers to a range of academic sources using appropriate referencing conventions. Demonstrates skill & originality in interpreting complex ideas that was presented in a coherent and relevant manner.









(A*) An excellent response. Presentation is of very high quality and academic standards. Excellent use of a range of secondary material beyond those introduced or discussed in class, accurately cited, analysed and critically evaluated rather than just described. Demonstrates an authoritative grasp of concept discussed. Provided analysis, evaluation & reflexive conclusions that show originality and insight.






Case Motivation





Our focus for written submissions and workshop discussions is on Part B of this case. However, Part A constitutes essential reading to gather background information on the case and provides resources to undertake quantitative analyses in Part B. Part A reading has thus been provided for this purpose.

Part A’s key learning objectives are:

  1. Understand how to apply ESG considerations to company valuation.
  2. Evaluate ways of determining key ESG KPIs to integrate into company valuation.
  3. Assess which would have the biggest impact on company valuation.


Building on from Part A’s learning objectives, Part B’s learning objectives are:

  1. Understand how to account for sustainable investing using quantitative
  2. Evaluate quantitatively how ESG factors can be integrated into share valuation.
  3. Perform DCF and sensitivity analyses integrating ESG factors.
  4. Assess the validity of integrating ESG factors into share valuation.CASE SYNOPSIS

This case has two parts, with our focus being on Part B. However, the reading of Part A will provide background information to understand key elements for consideration in Part B.

This case focuses on how to incorporate ESG factors into the valuation of an electricity utility company in Hong Kong (CLP). In Part A, Susan Chen, an equity analyst, believed that ESG factors would become important drivers in companies’ valuation and that incorporating them in a company’s valuations would help identify undervalued stocks. She undertook the development of a materiality matrix, plotting the size against the likelihood of ESG key performance indicators (KPI’s) on the share price.


Use these resources as prepared by Susan for Part B of the case, where you are required to conduct quantitative analyses and assess the validity of Susan’s viewpoints about integrating ESG factors into companies’ valuations.

Part B focuses on the valuation process, using the materiality matrix Susan developed in Part A. Forecasted cash flows and a WACC for CLP have been provided. In this second part of the case, the key focus is to examine ways of quantitatively incorporating ESG factors in company valuation. At the conclusion of Part B, Susan has prepared a base case valuation, a valuation adjusted for ESG factors and a sensitivity analysis. These now have to be assessed and recommendations provided in terms of their validity.



  1. What are the possible ways to project ESG KPIs into financial drivers? How should analysts incorporate ESG factors into company share valuation models?
  2. Are ESG factors reflected in the base case valuation provided by Susan Chen? If not, why?
  3. Which ESG KPIs have the biggest impact on utility companies’ valuation?
  4. Are all three dimensions equally important (environmental, social and governance). Is this industry specific?
  5. Should any adjustments be made to given valuations?
  6. Can you identify any shortfalls of ESG valuation? Are these specific to the CLP Group, to the utility industry or are they general shortfalls applying to any valuation? Please specify.
  7. If you were an equity analyst, what would your recommendation be on CLP shares?
  8. Do you agree or disagree with Susan’s viewpoint that integrating ESG factors in company valuations will be increasingly important?
  9. Any other key questions/issues you think should be asked and answered?


Submission (Case: CLP Group)

  • You may work in groups but document and submit individually:
    • Penalties will apply if we spot collusion
  • You must document:
    • The assumptions you have made, if any, that are not in the case
    • Show calculations and results as an appendix (not always required)

Depending on your formatting, about 3 pages (1000 words maximum) in 1.5 spacing, 12 point font.


Sample Template

Key points facts and problems:

  1. What are the problems and the key issues that arise
  2. Address the given discussion points or questions
  3. Conclusions and recommendations if any

Do Not use a Q and A answer format : make this a business type briefing Avoid simply restating what is already in the case.

Note: Key questions for consideration are given to guide your analysis-

they are not meant to be answered one by one (refer back to comment

above re Q&A format).


ou are required to develop an educational pack aimed at schoolchildren to support their learning in an area you have chosen. You must choose an object of interest you can imagine being exhibited in a gallery or museum for your educational pack (State the name of the gallery or museum.) You can design your pack by basing it on one of two age groups to develop appropriate age-related content. Choose either: Key Stage 2 (7-10 year olds). To understand the National Curriculum requirements for each stage, refer to


The pack should include the following:

  1. A teacher’s pack or information pack in the form of a pdf file that can be downloaded from the gallery or museum’s website, with contextual/ historical details and images describing the object. State where you would imagine the object being displayed.
  2. A schedule of three learning activities that clearly outline the different activities children will engage in. Provide guidance. (Consider where there are before-during and after activities and whether any pre-teaching is required, for example.)
  3. A method for evaluating learning that may have taken place.
  4. ou should show how your pack 1. relates to current practices in museum learning and in the design of visitor experiences; 2. how your activities relate to the National Curriculum requirements for the stage you have chosen.




The dissertation is a compulsory 60-credit module and represents the final element of the MSc course. It provides an opportunity to apply aspects learned on your course and study them in greater depth. This is a student-centred module which requires you to undertake an extended piece of research. It provides you with an opportunity to develop skills and knowledge in relation to a topic that interests you and demonstrate your conceptual understanding of a scholarly or practical question.


Module Aims

To develop the ability to undertake independent research in the area of marketing in the context of further academic research or consultancy. To carry out independent research of either a qualitative or quantitative nature. To identify theoretical issues underlying contemporary debates.



Learning Objectives and Outcomes

Knowledge and understanding
This module develops a knowledge and understanding of:

  • Markets – the development and operation of markets for resources, goods and services.
  • Customers – customer expectations, service and orientation.


Intellectual skills
This module develops:

  • Being able to think critically and be creative: manage the creative processes in self and others; organise thoughts, analyse, synthesise and critically appraise. This includes the capability to identify assumptions, evaluate statements in terms of evidence, detect false logic or reasoning, identify implicit values, define terms adequately and generalise appropriately
  • Being able to solve complex problems and make decisions: establish criteria, using appropriate decision-making techniques including identifying, formulating and solving business problems; and the ability to create, identify and evaluate options; the ability to implement and review decisions
  • Using information and knowledge effectively: scanning and organising data, synthesising and analysing in order to abstract meaning from information and to share knowledge


Professional practical skills
This module develops:

  • The ability to conduct research into business and management issues either individually or as part of a team through research design, data collection, analysis, synthesis and reporting
  • Effective use of CIT


Transferable (key) skills
This module develops:

  • High personal effectiveness: critical self-awareness, self-reflection and self-management; time management; sensitivity to diversity in people and different situations and the ability to continue to learn through reflection on practice and experience
  • Effective two-way communication: listening, effective oral and written communication of complex ideas and arguments, using a range of media, including the preparation of business reports





Recommended Texts:

Swetnam, D. and Swetnam, R. (2013) Writing Your Dissertation: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work, How To Books; 3rd Revised edition, ISBN: 185703662X

Ollhoff, J. How to Write a Literature Review, Amazon, ASIN: B004VMTT14



Proposal presentation

Prior to the approval of the proposed project topic, the student must complete a 5-10 minute oral presentation to the supervisor. You are welcome to use visual components (PowerPoint, etc) to support your oral communication of the topic of study, rationale for the dissertation and potential significance. You will gain formative feedback and a mark for this presentation but this mark does not affect your overall dissertation grade.


Evidence of data collection

Students should retain all the materials or records gathered for their data collection (raw data) until

after the final exam board in case they are required to produce them. Raw data includes video/audio file recordings, survey data, material downloaded for primary analysis etc. After the final exam board, you should ensure that you dispose of any personal information in accordance with your ethical protocol.


Transcription requirements

For those dissertations using qualitative methods, you should include a minimum of one verbatim interview (the richest for example) and place it in the appendix. Transcription is generally considered essential to gain immersion in the data and to facilitate rigorous coding, so you may wish to transcribe more than the minimum. Summaries of the content of additional interviews/group discussions are acceptable due to the time it takes to transcribe audio/video recordings. Other evidence of analytical rigour should be included in the appendix, such as the process of moving from emergent codes to axial codes and how these then support discrete themes shown via tables, flow charts or thematic maps.


Dissertation structure, word count, and main assessment criteria

This is an indicative structure, word count, and main assessment criteria for the Marketing Dissertation, outlining the components we normally expect you to include. Some variation in terms of content, structure, and relative word counts may be acceptable with the advice of your supervisor. You must gain consent from your supervisor for deviations from this structure and content.





Marketing Dissertation
Section of the Dissertation Word Count Main Criteria



Approx. 500 words

Use of Abstract and table of contents to help the reader understand the dissertation.


  • Abstract draws out the purpose and main conclusions of the work.


Table of Contents (including list of Tables and Figures)
  • Structure is easy to follow and logical in its flow.


Introduction, including Research Question(s)


Here you give an overview of the marketing topic and focus of the dissertation, and the main objectives and rationale of your research.



Approx. 1,000 to 1,500 words

Subject chosen – appropriateness of topic and level of difficulty.


  • Topic is of managerial and theoretical interest.
  • Appropriate level of topic difficulty in terms of material available and complexity of subject chosen.
Literature Review/Theory Chapters


You literature review should draw upon relevant and current academic research in the topic area. It should discuss and synthesise the literature, and show how theories and/or models from the literature inform your specific research questions.


Approx. 3,500 – 4,000 words

Usefulness of appropriate literature and references to develop a framework for the investigation, the analysis, and the discussion of findings.  Relevance and a critical use of sources.


·        Useful, applicable, relevant and appropriate literature is used.

·        Critical evaluation and interpretation of theory, concepts and models is present.

·        Literature reviewed is integrated and made coherent.

·        Discussion demonstrates understanding, synthesising of ideas, and a competent command of the topic of concern.

·        Literature review is well supported using citations from academic reading using the Harvard citation and referencing system.

Methodology, including Summary of Research Objectives (e.g. hypothesis or propositions)


Here you summarise the objectives of your research study, and state clear, focused, and specific research questions.


You then outline the methodological approach you wish to take, and how you intend to implement this (i.e. methods), and (following data collection) the characteristics of your data (i.e. sample, response rate, participation in interviews or focus groups, etc.).





Approx. 1,500 – 2,500 words

Definition of research issue and outline of study.  Rationale for study and clarity of statement of the purposes and methods used.


·        Derivation of research issue(s) is based on literature review.  Rationale of the study is made clear.

·        Clear, focused, and specific research objectives are given.

·        Realistic, feasible, and attainable research objectives are given.


Appropriateness of the methods used in relation to the topic chosen.  Rigorousness and extent to which they have been implemented.


·        Choice of method used and justification.

·        Suitable description of what was done, when, how and why.

·        Relevance of data sources.

·        Forethought applied and preparation for fieldwork undertaken.

·        Clear relationship of fieldwork instrument(s) developed to research objectives.

·        Effort made to overcome or compensate for data collection difficulties.


Findings and Discussion


Here you present the findings from your data collection, and the results of your analysis of the data.


You will need to discuss in depth what the findings mean in relation to the research questions examined and the prior research covered in your literature review.



Approx. 3,500 – 4,000 words

Competence of analysis and assessment of findings.  There should be a demonstration of thorough analysis in the findings and critical evaluation in the discussion.


·        Work shows an appropriate analysis and assessment of findings.

·        Findings and their discussion are well related to the material covered in the literature review.  Good interpretation of data in relation to the theory covered previously.

·        Clear rationale for the arguments and logic presented in the analysis is present.  Good use of data, supporting the analysis with evidence from the data collected.

·        Clarity of presentation.  Use of diagrams, charts, models, interview quotes, etc.

·        Drawing out the main findings against the research objectives is present.


Conclusions, managerial recommendations, and further suggested research


Here you are to give a summary of your main findings, and relate these to specific managerial implications for practice.


You should also identify any limitations to your research study (i.e. limitations in your data, access to information, alternative methodological approaches, etc.).


You should also consider what future research might be useful given your findings.



Approx. 2,000 to 2,500 words

Quality of conclusions and recommendations.


·        Appropriate conclusions are made based on the findings.

·        Conclusions should focus on the implications and consequences of your analysis, be managerially and theoretically relevant.  Links should be made between conclusions and practical application, with clear implications for managerial practice.

·        Limitations of the research are stated.  Personal assessment of areas of the research which could have been improved or alternative ways of conducting such research where the student to do it again is presented.

·        Relevant and appropriate suggestions for future research are made.


References ·        Adherence to conventions and standards given, including use of Harvard citation and referencing method.


Appendix (optional)


·        Copy of the measuring instrument/s (e.g. pre- and post-pilot questionnaires, interview schedule, focus group discussion guide, content analysis codesheet etc.)

·        Evidence of data analysis (e.g. statistical workings, interview/focus group transcripts, fieldnotes, interview summaries, screenshots, coding procedures, images/stills)

Presentation Presentation, including layout and structuring of material (i.e. neatness, style and clarity). 


·        Structure and layout.  Use of appropriate sections and sub-structure.

·        Style and writing skills, use of English grammar and spelling.

·        Readability.  Clarity and ease of reading.



Approx. 12,000 to 15,000 words


All sections with indicated word counts (above) are included in   the final dissertation word count (Abstract, Introduction, Literature Review, Methodology, Findings, Discussion, Conclusions).



Callista Roy

A 23-year-old male patient is admitted with a fracture of C6 and C7 that has resulted in quadriplegia. He was injured during a football game at the university where he is currently a senior. His career as a quarterback had been very promising. At the time of the injury, contract negotiations were in progress with a leading professional football team.

1. Use Roy’s criteria to identify focal and contextual stimuli for each of the four adaptive modes.

2. Consider what adaptations would be necessary in each of the following four adaptive modes: (1) physiological, (2) self-concept, (3) interdependence, and (4) role function.

3. Create a nursing intervention for each of the adaptive modes to promote adaptation.

Nursing Case Study And Pamphlet

Case study

A few weeks ago you were hired as Director of Patient Education for a regional medical center

located in the Midwest. The medical center includes three community hospitals ranging from 175 to

321 beds, four outpatient clinics, and five centers of excellence. The five centers of excellence are

located at two of the hospitals and focus on heart disease, cancer care, care of the aging,

neuromuscular disorders, and women’s health.

In your position you are responsible for coordinating patient education across the medical

center, including all programs and print materials. Your staff includes three BSN-prepared nurses,

one located at each of the hospitals. As one of your initial steps in this new position, you have

completed an assessment of the current educational offerings and staff satisfaction with the quality

of the current programs. One area of need stands out: The professional staff report that a growing

number of patients have been joining online social networking sites. One staff member said, “I think

they are all helping each other get online.” These patients are now raising new and sometimes

difficult questions about treatment options. None of the staff has explored any of the online sites,

and they are afraid to join for fear that they could become involved in some sort of violation of the

Health Insurance Portability and Accountability Act (HIPAA).

Discussion Questions

1. 400 words. Describe how you would develop a staff education program and create an outline of key points that you would include.

2. 200 words Develop a patient handout that the staff can use to educate patients on the effective use of

online social media materials. Within the pamphlet speak on key information regarding the program and the benefits of various form of social media in health promotion and disease prevention. Include pictures in the pamphlet to appeal to your customers.

A template is provided as an attachment.

Tiger Initiative

ALL READ: The Evolution of TIGER articlePreview the document is found here and in the course resources.

Shaw, T., Sensmeier, J., & Anderson, C. (2017). The evolution of TIGER. CIN: Computers, Informatics, Nursing35(6),278-280. doi: 10.1097/CIN.0000000000000369

TIGER Initiative  (Minimum of 250 words and three references)

Access the HIMSS TIGER Initiative website using this link (Links to an external site.)=

Read the information provided on the website page to gain a base knowledge of what TIGER is all about.  View the video supplied on this webpage.

Discuss the following:

1) History of TIGER

2) International Informatics Competency Synthesis Project

3) TIGER Definitions

4) Reflect on this portion of the initiative and what you found interesting and of value to nursing informatics.