1 2 Title of Paper Your Name Rasmussen College COURSE#: Course Title Professor’s Name Assignment Due Date Title of Paper NO LONGER THAN 2-3 PAGES, INCLUDE CITATIONS AND REFERENCE PAGE Introduction (add paragraph with literature support) Caring (add paragraph with literature support) Professional Identity (add paragraph with literature support) Professional Organization (add paragraph with literature support) Conclusion References Author’s Last Name, First initial. Middle initial. (Year). Title of article. Journal Title, Volume Number(Issue number), Page numbers. Prepare a Learning Activity Akita Roberson ID-5000 v4: Fundamentals of Instructional Design Northcentral University May 16, 2021 Learning Objectives The learning objectives are to promote better communication and listening skills and develop approaches in implementing or enforcing positive attitudes in the workplace. The outcome is enforcement of better leadership skills improving overall organizational performance. The objective is to increase employee and supervisor cohesion which was the leading cause of dysfunction resulting in client complaints. Nevertheless, the learning activity will entail discussion and practice sessions whereby communication skills will be the focus. It is noteworthy that communication skills are most effective when other facets such as listening skills, teamwork, non-verbal communication skills, and empathy are addressed. Therefore, the discussion will involve the appreciation of communication skills in the workplace and the other factors that influence them. As previously mentioned, communication skills entail other aspects that determine their effectiveness. The first facet to be addressed will be listening skills; each student will be informed on the importance of listening skills in enforcing communication skills. For effective communication, it is essential that various listening skills such as informational listening where verbal and non-verbal messages are passed for learning or awareness purposes (Černevičiūtė & Strazdas, 2018). Numerous other types of listening skills can have potential. The second aspect that will be addressed in improving the learner’s communication skills is teamwork. According to Sonoda et al. (2017), teamwork is a necessary aspect of organizational functionality. However, it is greatly affected by ineffective communication skills resulting in poor performance. Therefore, for any team to be successful, effective communication is necessary; the value of the notion is expressed in the needs of the newly promoted supervisors and working staff (Sonoda et al., 2017). The lack of effective communication resulted in poor quality service increasing client complaints. Need to be more explicit with the learning objective (remember the ABCD framework for writing objectives) and the learning activity. How will we know/measure when learners have "better communication and l ...

1. 1
2
Title of Paper
Your Name
Rasmussen College
COURSE#: Course Title
Professor’s Name
Assignment Due Date
Title of Paper
NO LONGER THAN 2-3 PAGES, INCLUDE CITATIONS AND
REFERENCE PAGE
Introduction (add paragraph with literature support)
Caring (add paragraph with literature support)
Professional Identity (add paragraph with literature support)
Professional Organization (add paragraph with literature
support)
Conclusion
References
Author’s Last Name, First initial. Middle initial. (Year). Title
of article. Journal Title, Volume Number(Issue number), Page
numbers.
Prepare a Learning Activity

2. Akita Roberson
ID-5000 v4: Fundamentals of Instructional Design
Northcentral University
May 16, 2021
Learning Objectives
The learning objectives are to promote better communication
and listening skills and develop
approaches in implementing or enforcing positive attitudes in
the workplace. The outcome is
enforcement of better leadership skills improving overall
organizational performance. The objective is
to increase employee and supervisor cohesion which was the
leading cause of dysfunction resulting in
client complaints. Nevertheless, the learning activity will entail
discussion and practice sessions whereby
communication skills will be the focus. It is noteworthy that
communication skills are most effective
when other facets such as listening skills, teamwork, non-verbal
communication skills, and empathy are
addressed. Therefore, the discussion will involve the
appreciation of communication skills in the

3. workplace and the other factors that influence them.
As previously mentioned, communication skills entail
other aspects that determine their
effectiveness. The first facet to be addressed will be listening
skills; each student will be informed on the
importance of listening skills in enforcing communication
skills. For effective communication, it is
essential that various listening skills such as informational
listening where verbal and non-verbal
messages are passed for learning or awareness purposes
(Černevičiūtė & Strazdas, 2018). Numerous
other types of listening skills can have potential. The second
aspect that will be addressed in improving
the learner’s communication skills is teamwork. According to
Sonoda et al. (2017), teamwork is a
necessary aspect of organizational functionality. However, it is
greatly affected by ineffective
communication skills resulting in poor performance. Therefore,
for any team to be successful, effective
communication is necessary; the value of the notion is
expressed in the needs of the newly promoted
supervisors and working staff (Sonoda et al., 2017). The lack of
effective communication resulted in poor
quality service increasing client complaints.

4. Need to be more explicit with the learning objective (remember
the ABCD framework for writing objectives) and the learning
activity. How will we know/measure when learners have "better
communication and listening skills"? Also, what do the
discussion activities include? Will this be discussion between
learners? Role playing, etc.? Just need more details, overall, on
the objective and activity.
1
The third aspect to be tackled is non-verbal
communication skills; it was selected for its diverse
and critical role in transferring various messages. The most
apparent form of non-verbal communication
is body language and facial gestures (Černevičiūtė & Strazdas,
2018). Without properly incorporating the
skills in the communication strategy, it results in ineffective
results or breakdown in instruction. The
notion is demonstrated when there was a disconnect between the
staff and supervisors, further
augmenting the problem. The last aspect of the learning activity
is the appreciation of empathy in
supporting effective communication.
According to Khan and Al Mashikhi (2017), empathy has
considerable practical communication

5. skills, such as increasing individual receptiveness to
information being offered. The importance of the
facet in the learning activities is to support the other
communication skills aspects and improve unique
personalities creating a conducive working environment (Khan
& Al Mashikhi, 2017). The learning
process will entail the identified learning activities and other
practice sessions after each learning
activity to appreciate the skill and its value in the leadership
roles. The approach is supported by Kelly
and MacDonald (2016), who identify that such actions increase
individual accountability, thereby
increasing development based on feedback.
Overall, the learning activities focus on the various aspects of
leadership roles and factors that
promote effective development of leadership skills. As
indirectly identified in the assessment of
leadership activities, it is evident that leadership entails more
than leading people to attain
organizational goals. By focusing on the factors that influence
effective leadership, the learners would
appreciate the multifaceted aspects of leadership. The outcome
would be the cohesion between
employees affecting the overall achievement of organizational

6. goals and objectives.
The term scaffolding refers to the temporary structures used to
support workers and materials
in the construction process. However, it can also be applied in
the current learning activities as
instructional scaffolding, which is the support structure meant
to aid the learners in appreciating the
effectiveness of the content being taught (Belland, 2017). It is
essential to understand that instructional
scaffolding is express to the needs of each student. According to
Belland (2017), instructional
scaffolding’s main advantage is the supportive learning
environment temporarily developed. The author
further states that through such settings, learners can ask
questions, provide feedback and offer support
to learning peers. Moreover, Belland (2017) states that
instructional scaffolding is also a persuasive
approach to supporting learners as it encourages or motivates
them to take a more active role in their
improvement.
Conclusion
To support the learning process, the learners need to appreciate

7. their new roles and
expectations. It would be impractical to train the newly
promoted supervisors in duties they are
unaware of. Additionally, the learners should be aware of their
requirements from the employees, in
other words, what employees expect the supervisors’ roles to
entail. Such information improves the
scope and efficiency of the learning process as the learners are
aware of their various roles, or duties,
and expectations to the employees. The learning activity
addresses multiple ethical and social
considerations such as diversity, ethics, and equity by not being
biased to individual traits and
professionalism. Moreover, inclusion and diversity are
supported with the supervisory employees and
staff participating in the learning activity, thereby improving
expectations. Legal and political factors are
addressed when the needs of the working staff and the mandate
to have a supportive working
environment are established.
References
Belland, B. (2017). Instructional Scaffolding in STEM

8. Education. Springer.
Černevičiūtė, J., & Strazdas, R. (2018). Teamwork management
in Creative industries: factors
influencing productivity. Entreprene urship And Sustainability
Issues, 6(2), 503-516.
https://doi.org/10.9770/jesi.2018.6.2(3)
Kelly, S., & MacDonald, P. (2016). A Look at Leadership Styles
and Workplace Solidarity
Communication. International Journal Of Business
Communication, 56(3), 432-448.
https://doi.org/10.1177/2329488416664176
Khan, S., & Al Mashikhi, L. (2017). Impact of Teamwork on
Employees
Performance. International Journal Of Education And Social
Science, 4(11), 14-20.
Retrieved 14 May 2021, from http://www.ijessnet.com.
Sonoda, Y., Onozuka, D., & Hagihara, A. (2017). Factors
related to teamwork performance and
stress of operating room nurses. Journal Of Nursing
Management, 26(1), 66-73.
https://doi.org/10.1111/jonm.12522

9. Title of Assignment
Professional Identity of the Nurse: Putting it All Together
Purpose of Assignment:
According to Larson, Brady, Engelmann, Perkins, and Shultz
(2013), ”the development of professional identity is a
continuous process that begins with admission to the nursing
program and evolves throughout one’s professional career in a
dynamic and fluid process where interacting relationship of
education and practice lead to self-reflection, growth, and
human flourishing” (p. 138).
Larson, J., Brady, N., Engelmann, L., Perkins, B., & Shultz, C.
(2013). The formation of professional identity in nursing.
Nursing Education Perspectives.34 (2). p 138.
Course Competency(s):
Describe the foundations of nursing practice.
Identify roles and responsibilities for safe nursing practice in
the healthcare environment.
Explain the roles and scope of practice for members of the
intraprofessional team.
Instructions:
This course includes a project with three parts. Each part builds
off prior knowledge to help you create your nurse professional
identity. In the first part, you examine the role of the nurse and
scope of practice, which will help you identify the nurses’ role.
In the second part, you examine the standards of nursing
practice for the role you are obtaining during the nursing
program, and you identify your beliefs, values, motives, and
experiences. The final submission requires you to use the first
two parts of your assignment to create your professional
identity and identify a potential professional organization that
you may join to help support your development.
Content:
Prepare a two to three page written assignment that includes
the following:

10. · Introduction to the assignment (sections of the assignment:
caring, professional identity, and professional
organizations/associations)
· Explain your belief of caring in nursing (self, nursing,
environment, and profession)
· Describe your professional identity including your beliefs,
values, motives, and experiences
· Discuss one to two professional organizations/associations you
plan to be involved in during your nursing career
· Conclusion (reflect on the criteria of the assignment; caring,
professional identity, and professional
organizations/associations)
· Use at least two credible resources to support your findings.
For example, one of the resources could be the website for a
professional organization or association, and another resource
could be a textbook. These resources must be integrated into the
body of your paper using at least two in-text citations. Be sure
to use proper APA format and style.
Format:
· Two to three page written assignment
· Standard American English (correct grammar, punctuation,
etc.)
· Logical, original and insightful
· Professional organization, style, and mechanics in APA format
· Run your paper through Grammarly and make corrections to
identified errors before submission. Note: You must use the
following link to create your Grammarly account. You must use
your Rasmussen student email address:
https://www.grammarly.com/signin?page=edu
Resources:
Rasmussen College Online Library School of Nursing > Your
Career > Jobs and Outlook > Professional Associations Tab
https://guides.rasmussen.edu/nursing/jobsandoutlook

11. Writing Help
Rasmussen College offers many different resources to support
your academic writing.
· Writing Help: How do I access writing support?
Research Help
School of Nursing Online Guide > Nursing Research
https://guides.rasmussen.edu/nursing/research
Before you begin your search, it is important to understand:
· What is a scholarly or peer reviewed article?
· What is the difference between evidence-based articles and
scholarly, research articles?
· How do I know if a source is credible?
Use the links below when you are ready to start searching the
online library:
· How do I find scholarly/peer-reviewed nursing articles?
· How do I find articles about nursing best practices?
· Discovery database: What is it and how do I use it?
APAHelp
New to APA? Watch this video for a brief introduction:
· APA Quick Start
Want a more in-depth introduction to APA? Watch the 30
minute APA Basics webinar:
· APA in 30 Minutes
The APA Guide contains all of the information you need to
create a research paper in the APA style including:
· APA Sample Paper
· APA Paper Template
· Examples of Reference list citations
· In-text citations
· Formatting an APA paper including the cover page

12. Integrating resources into your writing is a crucial writing skill.
Watch this video on how to paraphrase, summarize, and quote
resources.
· Integrate outside resources into your academic writing
Learn more about creating a references list and how
NoodleTools can help you by watching the webinar below or
view our series of short videos:
· APA Reference List and NoodleTools Software
· NoodleTools Video Series
Grading Rubric:
Total Possible Points = 110
Levels of Achievement
Criteria
Emerging
Competence
Proficiency
Mastery
Introduction
(10 Pts)
Initial introduction does not include explanations of the sections
of the paper. Failure to submit introduction will result in zero
points for this criteria.
Introduction includes a brief explanation for the sections of the
paper.
Introduction includes a clear explanation of the sections of the
paper and supporting evidence.
Introduction includes a comprehensive explanation for the
sections of the paper with detailed examples and supporting
evidence.
Points: 6
Points: 8
Points: 9

13. Points: 10
Caring
(20 Pts)
Caring section lacks suggestions and/or supporting evidence.
Failure to submit this section will result in zero points for this
criteria.
Caring section includes minimal discussion and examples with
limited supporting evidence.
Caring section includes discussion with examples and
supporting evidence.
Caring section offers substantial contributions and detailed
examples with supporting evidence.
Points: 12
Points: 16
Points: 18
Points: 20
Professional Identity (30 Pts)
Professional identity lacks presentation and/or supporting
evidence.
Failure to submit this section will result in zero points for this
criteria.
Professional identity includes minimal presentation with limited
supporting evidence.
Professional identity includes presentation and examples with
supporting evidence.
Professional identity includes substantial presentation and
detailed examples with supporting evidence.
Points: 18
Points: 24
Points: 27
Points: 30
Professional Organizations/Associations
(30 Pts)

14. Professional organizations/associations section lacks
presentation and/or supporting evidence.
Failure to submit this section will result in zero points for this
criteria.
Professional organizations/associations section includes
minimal presentation with limited supporting evidence.
Professional organizations/associations section includes
presentation with examples with supporting evidence.
Professional organizations/associati ons section includes
substantial presentation and detailed examples with supporting
evidence.
Points: 18
Points: 24
Points: 27
Points: 30
Conclusion
(10 Pts)
Conclusion lacks a summary of the sections of the paper.
Failure to submit this section will result in zero points for this
criteria.
Conclusion includes minimal summary of the sections of the
paper.
Conclusion includes a summary of the paper with supporting
evidence.
Conclusion includes a substantial summary of the paper with
detailed examples with supporting evidence.
Points: 6
Points: 8
Points: 9
Points: 10
Spelling and Grammar
(5 Pts)
Spelling and grammar contain substantial errors that make

15. sentences and/or paragraphs incoherent.
Spelling and grammar errors occur but are inconsistent.
Paragraphs and sentences are coherent but may exhibit spelling
errors, run-on’s or fragments, and/or improper verb tense usage.
Displays proper grammar application, and writing contains
minimal to no spelling errors. May contain rare improper uses
of words (ex., their vs. there), a misplaced modifier, or a run-on
sentence, but does not detract from the overall understanding of
the sentence and/or paragraph.
Demonstrates an exemplary application of spelling and
grammar.
Points:2
Points: 3
Points: 4
Points: 5
APA Citation
(5 Pts)
Citations do not follow APA Style. Quotations, paraphrases, and
summaries are not cited, or there is no attempt to cite them
using APA style.
Errors in APA citations are noticeable and may detract from the
ability to locate the original source (for example, no title
provided, year of publication is missing, no punctuation).
Errors in APA citations are less noticeable and do not detract
from the ability to locate the original source (for example, a
missing or misused comma or period, missing parentheses,
author name not properly abbreviated, indentation is

16. misaligned).
APA citations are free of style and formatting errors.
Points: 2
Points:3
Points: 4
Points: 5