Final Paper
In preparation for your research, select an individual currently in a leadership position. The person must be responsible in some capacity for other employees, and the person must be an individual that can be researched.
Overview
In your overview of the leader, include:
· The leader’s name and title.
· His or her specific role or position and responsibilities.
· The name, industry, and description of the organization, including the culture of the organization.
· The length of time the leader has been in his or her current position.
· A brief history of the leader’s background and career path to his or her present day leadership position.
Analysis
Your analysis should:
· Describe, assess, and analyze the person’s leadership style. Be sure to provide specific examples.
· Identify and describe three significant challenges they faced as a leader.
· Identify and describe their greatest achievement, to date, as a leader.
· Apply and correctly cite a minimum of three leadership concepts from the course to this leader’s roles and responsibilities within the organization, their relationships with others, etc.
· Use these concepts to help describe the person’s leadership style and assess what makes it effective or ineffective.
· Reflect on what you learned about leadership from your research.
· Reflect on the implications for your personal leadership style.
Writing the Final Paper:
The Final Paper:
· Must be eight to ten double-spaced pages in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Writing Center.
· Must include a title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must begin with an introductory paragraph that has a succinct thesis statement.
Text
Warrick, D. D. (2016). Leadership: A high impact approach. Bridgepoint Education.
· This text is a Constellation™ course digital materials (CDM) title.
Articles
· Hourston, R. (2013, April 24). 7 steps to a truly effective leadership style (Links to an external site.). Forbes. Retrieved from http://www.forbes.com/sites/womensmedia/2013/04/24/7-steps-to-a-truly-effective-leadership-style/
· McWilliams, Margaret A. (2007, Jul-Aug). A leadership competency model: Guiding the NAON process. Orthopedic Nursing . 26:4, 211-213. Retrieved from the Ebscohost database.
· SHRM. (2008). Leadership competencies (Links to an external site.). Retrieved from https://www.shrm.org/resourcesandtools/hr-topics/behavioral-competencies/leadership-and-navigation/pages/leadershipcompetencies.aspx
· Snaiderbaur, S. (2012). Symphonic leadership: A model for the global business environment. The ISM Journal of International Business, 1(4), 17,1H-7H. Retrieved from the ProQuest database
Multimedia
· TED (Producer). (2010). TedTalks: Sheryl Sandberg- Why we have too few women leaders (Links to an external site.)[Video file]. Retrieved from the Films On Demand database.
Rubric Detai ...
(NR326 Mental Health NursingRUA Scholarly VannaJoy20
(
NR326
Mental
Health
Nursing
RUA:
Scholarly
Article
Review
Guidelines
)Purpose
The student will review, summarize, and critique a scholarly article related to a mental health topic.
Course outcomes: This assignment enables the student to meet the following course outcomes.
(CO 4) Utilize critical thinking skills in clinical decision-making and implementation of the nursing process for psychiatric/mental health clients. (PO 4)
(CO 5) Utilize available resources to meet self-identified goals for personal, professional, and educational development appropriate to the mental health setting. (PO 5)
(CO 7) Examine moral, ethical, legal, and professional standards and principles as a basis for clinical decision-making. (PO 6)
(CO 9) Utilize research findings as a basis for the development of a group leadership experience. (PO 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 100 pointsPreparing the assignment
1) Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
a. Select a scholarly nursing or research article, published within the last five years, related to mental health nursing. The content of the article must relate to evidence-based practice.
· You may need to evaluate several articles to find one that is appropriate.
b. Ensure that no other member of your clinical group chooses the same article, then submit your choice for faculty approval.
c. The submitted assignment should be 2-3 pages in length, excluding the title and reference pages.
2) Include the following sections (detailed criteria listed below and in the Grading Rubric must match exactly).
a. Introduction (10 points/10%)
· Establishes purpose of the paper
· Captures attention of the reader
b. Article Summary (30 points/30%)
· Statistics to support significance of the topic to mental health care
· Key points of the article
· Key evidence presented
· Examples of how the evidence can be incorporated into your nursing practice
c. Article Critique (30 points/30%)
· Present strengths of the article
· Present weaknesses of the article
· Discuss if you would/would not recommend this article to a colleague
d. Conclusion (15 points/15%)
· Provides analysis or synthesis of information within the body of the text
· Supported by ides presented in the body of the paper
· Is clearly written
e. Article Selection and Approval (5 points/5%)
· Current (published in last 5 years)
· Relevant to mental health care
· Not used by another student within the clinical group
· Submitted and approved as directed by instructor
f. APA format and Writing Mechanics (10 points/10%)
NR326 Mental Health Nursing
RUA: Scholarly Article Review Guidelines
NR326 Mental Health Nursing
RUA: Scholarly Article Review Guidelines
NR326_RUA_Scholarly_Article_Review_V4b_FINAL_MAY21 1
· Correct use of standard English grammar and sentence structure
· ...
Pharmacology question Pharmacology for Psychological DisordersLdannies7qbuggie
Pharmacology question: Pharmacology for Psychological Disorders
Learning Objectives
Students will:
· Evaluate patients for treatment of psychological disorders
· Analyze decisions made throughout the diagnosis and treatment of patients with psychological disorders
· Analyze impacts of pharmacotherapeutics for psychological disorders on patient pathophysiology
· Evaluate patients for treatment of neurological and musculoskeletal disorders
· Analyze decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders
· Justify decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders
Discussion question: Decision Making When Treating Psychological Disorders
Psychological disorders, such as depression, bipolar, and anxiety disorders can present several complications for patients of all ages. These disorders affect patients physically and emotionally, potentially impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders have many drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the advanced practice nurse’s responsibility to ensure the safe and effective diagnosis, treatment, and education of patients with psychological disorders.
For this Discussion, you will select an interactive media piece to practice decision making when treating patients with psychological disorders. You will recommend the most effective pharmacotherapeutic to treat the psychological disorder presented and examine potential impacts of pharmacotherapeutics on a patient’s pathophysiology.
To Prepare
· Review this week’s interactive media pieces and select one to focus on for this Discussion.
· Reflect on the decision steps in the interactive media pieces, and consider the potential impacts from the administration of the associated pharmacotherapeutics on the patient’s pathophysiology.
Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing the interactive media piece for the psychological disorder you selected. Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for this patient? Be specific and provide examples.
Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing
the interactive media piece for the psychological disorder you selected.
Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact
the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for for this patient?
RUBRIC TO FFL F ...
Required Readings
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
· Standard 2 “Diagnosis” (pages 46-47)
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.
· Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 225–238 and pp. 245–258)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Young, J. M., & Solomon, M. J. (2009). How to critically appraise an article. Nature Clinical Practice. Gastroenterology & Hepatology, 6(2), 82–91.
How to Critically Appraise an Article by Young, J.; Solomon, M., in Nature Reviews Gastroenterology & Hepatology, Vol. 6/Issue 2. Copyright 2009 by Nature Publishing Group. Reprinted by permission of Nature Publishing Group via the Copyright Clearance Center.
Select one of the following articles on psychodynamic therapy to evaluate in your Assignment:
Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu, I. (2016). Couple psychoanalytic psychotherapy as the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20. doi:10.1037/a0038503
Karbelnig, A. M. (2016). “The analyst is present”: Viewing the psychoanalytic process as performance art. Psychoanalytic Psychology, 33(supplement 1), S153–S172. doi:10.1037/a0037332
LaMothe, R. (2015). A future project of psychoanalytic psychotherapy: Revisiting the debate between classical/commitment and analytic therapies. Psychoanalytic Psychology, 32(2), 334–351. doi:10.1037/a0035982
Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology, 30(2), 281–299. doi:10.1037/a0031507
Tummala-Narra, P. (2013). Psychoanalytic applications in a diverse society. Psychoanalytic Psychology, 30(3), 471–487. doi:10.1037/a0031375
Note: You will access all of these articles from the Walden Library databases.
Required Media
Laureate Education (Producer). (2015c). The importance of a therapeutic relationship: Mary Boyle [Video file]. Baltimore, MD: Author.
Provided courtesy of the Laureate International Network of Universities.
Note: The approximate length of this media piece is 2 minutes.
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6640_Week3_Assignment1_Rubric
· Grid View
· List View
Excellent
Good
Fair
Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Points Ra ...
HS450 Unit 9 Assignment Strategic Training of Healthca.docxwellesleyterresa
HS450 Unit 9 Assignment
Strategic Training of Healthcare Workforce on Policies, Procedures, and
Regulation
Course Outcomes
● HS450-6: Construct organizational training strategies that resolve emerging
issues in a healthcare environment.
● GEL-1.2: Demonstrate college-level communication through the composition of original
materials in Standard American English.
Unit Outcomes
● Differentiate between the concepts of strategy and strategic management.
● Apply analyses of internal and external environments to strategic planning.
● Describe a business model and its component parts.
● Understand the purposes of strategic alliances.
● Describe the relationships among alliance motivation, structure, and outcomes.
Instructions
You are a healthcare executive for a large hospital, serving as the Director of Health in formation.
There are serious concerns regarding the competence of your healthcare staff. To address these
concerns, you will develop an action plan. Please complete each part of your action plan as
indicated below.
Part
Competency
Assessed
Instruction
s
1
Determine policies
and procedures to
monitor abuse or
fraudulent trends
Evaluate at least three (3) types of abuse or fraud that may occur
within a health information management department. Determine at
least three (3) organizational policies and procedures that monitor
such activities and critique the effectiveness of each
policy/procedures.
2
Create and
implement staff
orientation and
training programs
Based upon the identified trends of abuse or fraud, develop a
staff orientation and training program for medical billing and
coding employees. Design an outline of the program —
constructing the learning activities involved. Your plan should
indicate a leadership approach that you would use in the
implementation of the program.
3
Evaluate initial and
on- going training
programs
Develop a plan to evaluate the training program at "time of launch"
and then at periodic times over the next 2 years. Appraise the
effectiveness of our training program evaluation plan.
4
Facilitate the use of
enterprise-wide
information assets to
support organizational
strategies and
objectives
Analyze the enterprise-wide information assets that you need to
support organizational strategies and objectives. Differentiate at
least three (3) assets and their role with ensuring quality
healthcare. Please include the relationship of the asset to
information management planning, enterprise information
management, and/or master data/information management.
Assignment Requirements
● Please complete all parts in a Microsoft Word document.
● The body of your document should be at least 1500 words in length. A title page and a
reference page should also be included but do not apply to the length requirement.
● Quoting should be less than 10% of the ent ...
Portfolio Assignment The Role of the Nurse Informaticist in Syste.docxstilliegeorgiana
Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation
Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.
To Prepare:
· Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
· Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.
The Assignment: (2-3 pages)
In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:
· Planning and requirements definition
· Analysis
· Design of the new system
· Implementation
· Post-implementation support
· Let your citations match your references
Submit your completed Role Description.
Submission and Grading Information
· RUBRIC
· Develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the Systems Development Life Cycle (SDLC) stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:
· Planning and requirements definition
· Analysis
· Design of the new system
· Implementation
· Post-implementation support
77 (77%) - 85 (85%)
An accurate and fully developed role description is provided for the Assignment and fully supports the guidance of a graduate-level nurse's participation in the steps of the SDLC.
The responses accurately and thoroughly define in detail a graduate-level nurse's participation in the steps of the SDLC.
The responses accurately and thoroughly explain in detail the impacts of a graduate-level nurse's participation in the steps of the SDLC.
68 (68%) - 76 (76%)
A role description is provided for the Assignment and supports the guidance of a graduate-level nurse's participation in the steps of the SDLC.
The responses define a graduate-level nurse's participation in the steps of the SDLC.
The responses explain the impact of the graduate-level nurse's participation in the steps of the SDLC.
60 (60%) - 67 (67%)
A vague or inaccurate role description is provided for the Assignment and vaguely or inaccurately provides guidance to a graduate-level nurse's participation in the steps of the SDLC.
The responses defining the graduate-level nurse's participation in the steps of the SDLC are vague or inaccurate.
The responses explaining the impact of the graduate-level nurse's participation in the steps of the SDLC are vague or inaccurate.
0 (0%) - 59 (59%)
A vague and inac ...
Critiquing research studies and articles is one of the method to improve the quality of research projects and it is also a method to learn research methodology for beginners.
Research Questions, Objectives, and HypothesisAshok Pandey
With the objective of
To train the health professionals on health system research proposal development,
To acquaint the participants with health research process, and
To train basic managerial skills required to manage proposed health research.
Research Questions, Objectives, and Hypothesis is important.
RUBRIC TO FOLLOWExcellentGoodFairWrite a detailed 1-pageMalikPinckney86
RUBRIC TO FOLLOW
Excellent
Good
Fair
Write a detailed 1-page narrative (not a formal paper) addressing the following:
· Explain the health assessment information required for a diagnosis of your selected patient (include the scenario number).
30 (30%) - 35 (35%)
The response clearly, accurately, and thoroughly explains detailed health assessment information required to diagnose the selected patient, with correct scenario number included.
24 (24%) - 29 (29%)
The response accurately explains health assessment information required to diagnose the selected patient, with correct scenario number included.
18 (18%) - 23 (23%)
The response vaguely explains health assessment information required to diagnose the selected patient, with scenario number, correct or inaccurate, included.
0 (0%) - 17 (17%)
The response lacks and/or inaccurately explains assessment information required to diagnose the selected patient, with scenario number inaccurate or missing.
· Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.
45 (45%) - 50 (50%)
The response clearly, accurately, and thoroughly explains detailed evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with clear, accurate, and thorough justification using three or more different references from current evidence-based literature.
39 (39%) - 44 (44%)
The response accurately explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with accurate justification using at least three different references from current evidence-based literature.
33 (33%) - 38 (38%)
The response vaguely explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with vague and/or inaccurate justification using two to three different references from current evidence-based literature.
0 (0%) - 32 (32%)
The response inaccurately explains or lacks evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with inaccurate or missing justification using two or fewer references from current evidence-based literature.
Written Expression and Formatting - Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused--neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehens ...
(NR326 Mental Health NursingRUA Scholarly VannaJoy20
(
NR326
Mental
Health
Nursing
RUA:
Scholarly
Article
Review
Guidelines
)Purpose
The student will review, summarize, and critique a scholarly article related to a mental health topic.
Course outcomes: This assignment enables the student to meet the following course outcomes.
(CO 4) Utilize critical thinking skills in clinical decision-making and implementation of the nursing process for psychiatric/mental health clients. (PO 4)
(CO 5) Utilize available resources to meet self-identified goals for personal, professional, and educational development appropriate to the mental health setting. (PO 5)
(CO 7) Examine moral, ethical, legal, and professional standards and principles as a basis for clinical decision-making. (PO 6)
(CO 9) Utilize research findings as a basis for the development of a group leadership experience. (PO 8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.
Total points possible: 100 pointsPreparing the assignment
1) Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
a. Select a scholarly nursing or research article, published within the last five years, related to mental health nursing. The content of the article must relate to evidence-based practice.
· You may need to evaluate several articles to find one that is appropriate.
b. Ensure that no other member of your clinical group chooses the same article, then submit your choice for faculty approval.
c. The submitted assignment should be 2-3 pages in length, excluding the title and reference pages.
2) Include the following sections (detailed criteria listed below and in the Grading Rubric must match exactly).
a. Introduction (10 points/10%)
· Establishes purpose of the paper
· Captures attention of the reader
b. Article Summary (30 points/30%)
· Statistics to support significance of the topic to mental health care
· Key points of the article
· Key evidence presented
· Examples of how the evidence can be incorporated into your nursing practice
c. Article Critique (30 points/30%)
· Present strengths of the article
· Present weaknesses of the article
· Discuss if you would/would not recommend this article to a colleague
d. Conclusion (15 points/15%)
· Provides analysis or synthesis of information within the body of the text
· Supported by ides presented in the body of the paper
· Is clearly written
e. Article Selection and Approval (5 points/5%)
· Current (published in last 5 years)
· Relevant to mental health care
· Not used by another student within the clinical group
· Submitted and approved as directed by instructor
f. APA format and Writing Mechanics (10 points/10%)
NR326 Mental Health Nursing
RUA: Scholarly Article Review Guidelines
NR326 Mental Health Nursing
RUA: Scholarly Article Review Guidelines
NR326_RUA_Scholarly_Article_Review_V4b_FINAL_MAY21 1
· Correct use of standard English grammar and sentence structure
· ...
Pharmacology question Pharmacology for Psychological DisordersLdannies7qbuggie
Pharmacology question: Pharmacology for Psychological Disorders
Learning Objectives
Students will:
· Evaluate patients for treatment of psychological disorders
· Analyze decisions made throughout the diagnosis and treatment of patients with psychological disorders
· Analyze impacts of pharmacotherapeutics for psychological disorders on patient pathophysiology
· Evaluate patients for treatment of neurological and musculoskeletal disorders
· Analyze decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders
· Justify decisions made throughout the diagnosis and treatment of patients with neurological and musculoskeletal disorders
Discussion question: Decision Making When Treating Psychological Disorders
Psychological disorders, such as depression, bipolar, and anxiety disorders can present several complications for patients of all ages. These disorders affect patients physically and emotionally, potentially impacting judgment, school and/or job performance, and relationships with family and friends. Since these disorders have many drastic effects on patients’ lives, it is important for advanced practice nurses to effectively manage patient care. With patient factors and medical history in mind, it is the advanced practice nurse’s responsibility to ensure the safe and effective diagnosis, treatment, and education of patients with psychological disorders.
For this Discussion, you will select an interactive media piece to practice decision making when treating patients with psychological disorders. You will recommend the most effective pharmacotherapeutic to treat the psychological disorder presented and examine potential impacts of pharmacotherapeutics on a patient’s pathophysiology.
To Prepare
· Review this week’s interactive media pieces and select one to focus on for this Discussion.
· Reflect on the decision steps in the interactive media pieces, and consider the potential impacts from the administration of the associated pharmacotherapeutics on the patient’s pathophysiology.
Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing the interactive media piece for the psychological disorder you selected. Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for this patient? Be specific and provide examples.
Post a brief explanation of the psychological disorder presented and the decision steps you applied in completing
the interactive media piece for the psychological disorder you selected.
Then, explain how the administration of the associated pharmacotherapeutics you recommended may impact
the patient’s pathophysiology. How might these potential impacts inform how you would suggest treatment plans for for this patient?
RUBRIC TO FFL F ...
Required Readings
American Nurses Association. (2014). Psychiatric-mental health nursing: Scope and standards of practice (2nd ed.). Washington, DC: Author.
· Standard 2 “Diagnosis” (pages 46-47)
Wheeler, K. (Ed.). (2014). Psychotherapy for the advanced practice psychiatric nurse: A how-to guide for evidence-based practice (2nd ed.). New York, NY: Springer Publishing Company.
· Chapter 5, “Supportive and Psychodynamic Psychotherapy” (pp. 225–238 and pp. 245–258)
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: Author.
Young, J. M., & Solomon, M. J. (2009). How to critically appraise an article. Nature Clinical Practice. Gastroenterology & Hepatology, 6(2), 82–91.
How to Critically Appraise an Article by Young, J.; Solomon, M., in Nature Reviews Gastroenterology & Hepatology, Vol. 6/Issue 2. Copyright 2009 by Nature Publishing Group. Reprinted by permission of Nature Publishing Group via the Copyright Clearance Center.
Select one of the following articles on psychodynamic therapy to evaluate in your Assignment:
Aznar-Martinez, B., Perez-Testor, C., Davins, M., & Aramburu, I. (2016). Couple psychoanalytic psychotherapy as the treatment of choice: Indications, challenges, and benefits. Psychoanalytic Psychology, 33(1), 1–20. doi:10.1037/a0038503
Karbelnig, A. M. (2016). “The analyst is present”: Viewing the psychoanalytic process as performance art. Psychoanalytic Psychology, 33(supplement 1), S153–S172. doi:10.1037/a0037332
LaMothe, R. (2015). A future project of psychoanalytic psychotherapy: Revisiting the debate between classical/commitment and analytic therapies. Psychoanalytic Psychology, 32(2), 334–351. doi:10.1037/a0035982
Migone, P. (2013). Psychoanalysis on the Internet: A discussion of its theoretical implications for both online and offline therapeutic technique. Psychoanalytic Psychology, 30(2), 281–299. doi:10.1037/a0031507
Tummala-Narra, P. (2013). Psychoanalytic applications in a diverse society. Psychoanalytic Psychology, 30(3), 471–487. doi:10.1037/a0031375
Note: You will access all of these articles from the Walden Library databases.
Required Media
Laureate Education (Producer). (2015c). The importance of a therapeutic relationship: Mary Boyle [Video file]. Baltimore, MD: Author.
Provided courtesy of the Laureate International Network of Universities.
Note: The approximate length of this media piece is 2 minutes.
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NURS_6640_Week3_Assignment1_Rubric
· Grid View
· List View
Excellent
Good
Fair
Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work reflects graduate level critical and analytic thinking.
Points Range: 27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics.
Points Ra ...
HS450 Unit 9 Assignment Strategic Training of Healthca.docxwellesleyterresa
HS450 Unit 9 Assignment
Strategic Training of Healthcare Workforce on Policies, Procedures, and
Regulation
Course Outcomes
● HS450-6: Construct organizational training strategies that resolve emerging
issues in a healthcare environment.
● GEL-1.2: Demonstrate college-level communication through the composition of original
materials in Standard American English.
Unit Outcomes
● Differentiate between the concepts of strategy and strategic management.
● Apply analyses of internal and external environments to strategic planning.
● Describe a business model and its component parts.
● Understand the purposes of strategic alliances.
● Describe the relationships among alliance motivation, structure, and outcomes.
Instructions
You are a healthcare executive for a large hospital, serving as the Director of Health in formation.
There are serious concerns regarding the competence of your healthcare staff. To address these
concerns, you will develop an action plan. Please complete each part of your action plan as
indicated below.
Part
Competency
Assessed
Instruction
s
1
Determine policies
and procedures to
monitor abuse or
fraudulent trends
Evaluate at least three (3) types of abuse or fraud that may occur
within a health information management department. Determine at
least three (3) organizational policies and procedures that monitor
such activities and critique the effectiveness of each
policy/procedures.
2
Create and
implement staff
orientation and
training programs
Based upon the identified trends of abuse or fraud, develop a
staff orientation and training program for medical billing and
coding employees. Design an outline of the program —
constructing the learning activities involved. Your plan should
indicate a leadership approach that you would use in the
implementation of the program.
3
Evaluate initial and
on- going training
programs
Develop a plan to evaluate the training program at "time of launch"
and then at periodic times over the next 2 years. Appraise the
effectiveness of our training program evaluation plan.
4
Facilitate the use of
enterprise-wide
information assets to
support organizational
strategies and
objectives
Analyze the enterprise-wide information assets that you need to
support organizational strategies and objectives. Differentiate at
least three (3) assets and their role with ensuring quality
healthcare. Please include the relationship of the asset to
information management planning, enterprise information
management, and/or master data/information management.
Assignment Requirements
● Please complete all parts in a Microsoft Word document.
● The body of your document should be at least 1500 words in length. A title page and a
reference page should also be included but do not apply to the length requirement.
● Quoting should be less than 10% of the ent ...
Portfolio Assignment The Role of the Nurse Informaticist in Syste.docxstilliegeorgiana
Portfolio Assignment: The Role of the Nurse Informaticist in Systems Development and Implementation
Assume you are a nurse manager on a unit where a new nursing documentation system is to be implemented. You want to ensure that the system will be usable and acceptable for the nurses impacted. You realize a nurse leader must be on the implementation team.
To Prepare:
· Review the steps of the Systems Development Life Cycle (SDLC) and reflect on the scenario presented.
· Consider the benefits and challenges associated with involving a nurse leader on an implementation team for health information technology.
The Assignment: (2-3 pages)
In preparation of filling this role, develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the SDLC stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:
· Planning and requirements definition
· Analysis
· Design of the new system
· Implementation
· Post-implementation support
· Let your citations match your references
Submit your completed Role Description.
Submission and Grading Information
· RUBRIC
· Develop a 2- to 3-page role description for a graduate-level nurse to guide his/her participation on the implementation team. The role description should be based on the Systems Development Life Cycle (SDLC) stages and tasks and should clearly define how this individual will participate in and impact each of the following steps:
· Planning and requirements definition
· Analysis
· Design of the new system
· Implementation
· Post-implementation support
77 (77%) - 85 (85%)
An accurate and fully developed role description is provided for the Assignment and fully supports the guidance of a graduate-level nurse's participation in the steps of the SDLC.
The responses accurately and thoroughly define in detail a graduate-level nurse's participation in the steps of the SDLC.
The responses accurately and thoroughly explain in detail the impacts of a graduate-level nurse's participation in the steps of the SDLC.
68 (68%) - 76 (76%)
A role description is provided for the Assignment and supports the guidance of a graduate-level nurse's participation in the steps of the SDLC.
The responses define a graduate-level nurse's participation in the steps of the SDLC.
The responses explain the impact of the graduate-level nurse's participation in the steps of the SDLC.
60 (60%) - 67 (67%)
A vague or inaccurate role description is provided for the Assignment and vaguely or inaccurately provides guidance to a graduate-level nurse's participation in the steps of the SDLC.
The responses defining the graduate-level nurse's participation in the steps of the SDLC are vague or inaccurate.
The responses explaining the impact of the graduate-level nurse's participation in the steps of the SDLC are vague or inaccurate.
0 (0%) - 59 (59%)
A vague and inac ...
Critiquing research studies and articles is one of the method to improve the quality of research projects and it is also a method to learn research methodology for beginners.
Research Questions, Objectives, and HypothesisAshok Pandey
With the objective of
To train the health professionals on health system research proposal development,
To acquaint the participants with health research process, and
To train basic managerial skills required to manage proposed health research.
Research Questions, Objectives, and Hypothesis is important.
RUBRIC TO FOLLOWExcellentGoodFairWrite a detailed 1-pageMalikPinckney86
RUBRIC TO FOLLOW
Excellent
Good
Fair
Write a detailed 1-page narrative (not a formal paper) addressing the following:
· Explain the health assessment information required for a diagnosis of your selected patient (include the scenario number).
30 (30%) - 35 (35%)
The response clearly, accurately, and thoroughly explains detailed health assessment information required to diagnose the selected patient, with correct scenario number included.
24 (24%) - 29 (29%)
The response accurately explains health assessment information required to diagnose the selected patient, with correct scenario number included.
18 (18%) - 23 (23%)
The response vaguely explains health assessment information required to diagnose the selected patient, with scenario number, correct or inaccurate, included.
0 (0%) - 17 (17%)
The response lacks and/or inaccurately explains assessment information required to diagnose the selected patient, with scenario number inaccurate or missing.
· Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.
45 (45%) - 50 (50%)
The response clearly, accurately, and thoroughly explains detailed evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with clear, accurate, and thorough justification using three or more different references from current evidence-based literature.
39 (39%) - 44 (44%)
The response accurately explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with accurate justification using at least three different references from current evidence-based literature.
33 (33%) - 38 (38%)
The response vaguely explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with vague and/or inaccurate justification using two to three different references from current evidence-based literature.
0 (0%) - 32 (32%)
The response inaccurately explains or lacks evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with inaccurate or missing justification using two or fewer references from current evidence-based literature.
Written Expression and Formatting - Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused--neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehens ...
RUBRIC TO FOLLOWExcellentGoodFairWrite a detailed 1-page.docxtoddr4
RUBRIC TO FOLLOW
Excellent
Good
Fair
Write a detailed 1-page narrative (not a formal paper) addressing the following:
· Explain the health assessment information required for a diagnosis of your selected patient (include the scenario number).
30 (30%) - 35 (35%)
The response clearly, accurately, and thoroughly explains detailed health assessment information required to diagnose the selected patient, with correct scenario number included.
24 (24%) - 29 (29%)
The response accurately explains health assessment information required to diagnose the selected patient, with correct scenario number included.
18 (18%) - 23 (23%)
The response vaguely explains health assessment information required to diagnose the selected patient, with scenario number, correct or inaccurate, included.
0 (0%) - 17 (17%)
The response lacks and/or inaccurately explains assessment information required to diagnose the selected patient, with scenario number inaccurate or missing.
· Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.
45 (45%) - 50 (50%)
The response clearly, accurately, and thoroughly explains detailed evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with clear, accurate, and thorough justification using three or more different references from current evidence-based literature.
39 (39%) - 44 (44%)
The response accurately explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with accurate justification using at least three different references from current evidence-based literature.
33 (33%) - 38 (38%)
The response vaguely explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with vague and/or inaccurate justification using two to three different references from current evidence-based literature.
0 (0%) - 32 (32%)
The response inaccurately explains or lacks evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with inaccurate or missing justification using two or fewer references from current evidence-based literature.
Written Expression and Formatting - Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused--neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehens.
Assignment 2 RA Annotated BibliographyThe foundation of a rese.docxrock73
Assignment 2: RA: Annotated Bibliography
The foundation of a research study comes from an understanding of the theory and from knowledge that is set forth by the literature in the field. Before a researcher can develop a sound and needed research design, he or she must first determine what is already known, how the topic has previously been studied, and where there are gaps in the knowledge and/or techniques that have been used to study the research problem.
In this module, you will further explore the research topic that you chose in M1 Assignment 2. Additionally, this will be the time to make any needed changes to your research question before you submit your proposal in M5 Assignment 2 RA 2. For this assignment, you will create a 3- to 4-page document following the directions given below.
Using the Argosy University online library resources and the Internet, locate 6 peer-reviewed articles that could be used for the literature review portion of the research proposal in M5 Assignment 2 RA 2. The articles should fall into the following categories:
· 2 quantitative studies
· 2 qualitative studies
· 1 mixed-methods study
· 1 theoretical or research design of your choice
For each article, cover the following points in 250–350 words:
· The problem to be studied
· The rationale for the study
· The type of research that was conducted (qualitative, quantitative, or mixed-methods)
· The data collection strategy
· The data analysis tools that were used
· A summary of the findings
· A statement of how this article will support your proposed study
Present your work in a 3- to 5-page Microsoft Word document that follows the following format:
· Reference the source in APA format.
· Follow the reference with a single block paragraph of 250–350 words comprising your annotation (summary, evaluation, and reflection).
· The whole block should be double-spaced and indented.
· Repeat for the next article—don’t forget that your articles should be listed in alphabetical order just as you would on a standard APA reference page.
All written assignments and responses should follow APA rules for attributing sources.
Submission Details:
· By Wednesday, September 20, 2017, save your document as M3_A2_Lastname_Firstname.doc and submit it to the M3 Assignment 2 RA Dropbox.
RA is worth 200 points and will be graded according to the following rubric.
Running head: EVALUATING QUANTITATIVE DESIGN 1
EVALUATING QUANTITATIVE DESIGN 2
Evaluating Quantitative Design
Sherry L. Crowe
Dr. Cynthia Palmisano
Research and Evaluation
FP6030
September 13, 2017
Evaluating Quantitative Research
PART 1: Comparing Methods
Experimental Research Method
In the experimental research method, research is approached or viewed as a systematic and scientific process through which a researcher manipulates one or more variables while controlling and measuring any variations in other variables (Stangor, 2011). The variables being manipulated are called the independent variables while ...
For this assignment you willwrite a paper using TOPIC 1 QUANTITAT.docxtemplestewart19
For this assignment you willwrite a paper using TOPIC 1: QUANTITATIVERESEARCH &TOPIC 2:QUALITATIVE RESEARCH. Do not worry about the word count as this is not part of the grading criteria for this assignment. Below is a template of how the paper should be setup. This paper will be in APA format. In the template below I am providing a sample of the headers that should be used in APA format to organize your paper. I would highly recommend using them in your paper.
The introduction should introduce the paper. The intro would also include your thesis statement. The thesis tells the reader what will be discussed in the rest of the paper. This section should be in first paragraphs.
PICOT Statement
Revise the PICOT statement you wrote - PICOT Statements: (1). Changes in leisure time physical activity preference and development of hypertension were significantly correlated, especially among urban Chinese. Hypertension prevention programs may identify the groups at elevated risk by examining levels and changes of LTPA preferences. (2). Hypertension is a major health concern that leads to many complications besides the heart attack, heart failure and other related issues. Therefore, this study will help in studying the Systolic Blood Pressure Intervention Trial (SPRINT) so as to arrive at the solutions. The study will aim at answering the question, how to treat to lower systolic blood pressure. (3). There are several reasons that contributed to non-adherence to treatment in hypertensive patients. Diversity of these reasons is an indication that design and implementation of different kinds of interventions are required in order to increase the patients' awareness, empower them and encourage self-efficacy.” Based on these provide justification of the problem and supporting evidence from multiple resources to justify why this is a problem. This section should be 1-2 paragraphs.
Research Critiques
Use the research critiques to complete this assignment that has both qualitative and quantitative.
Qualitative Studies
Background of the study. Answer the following questions in narrative form regarding the qualitative studies in this section.
· Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.
· How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.
· Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.
· List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.
.
Week 3 Assignment Addressing BiasGuidelines with Scoring Rubric.docxcockekeshia
Week 3 Assignment: Addressing BiasGuidelines with Scoring Rubric
Purpose
In today’s current healthcare settings, the increasing diversity, globalization, and expanding technologies produce complex ethical pressures that influence nursing practice and practice outcomes. To be effective in a master’s-prepared advanced nurse practice role it is important to understand personal values, beliefs, strengths, and limitations. The purpose of this assessment is to promote introspective reflection related to implicit and/or explicit personal biases. Students will develop a plan to reduce bias and promote personal and professional growth.
Course Outcomes
Through this assessment, the student will meet the following Course Outcomes.
CO 1: Examine roles and competencies of master’s-prepared nurses essential to performing as leaders and advocates of safe and quality care.
CO 2: Apply concepts of person-centered care to nursing practice situations.
Total Points Possible
This assessment is worth 125 points.
Due Date
Submit your file(s) by 11:59 p.m. MT Sunday at the end of Week 3.
Requirements
Criteria for Content
Complete a self-inventory on personal biases you hold. The biases might be implicit or explicit.
1. In a one to two-page summary, address the following.
a. Identify your selected specialty track (education, executive, family nurse practitioner, healthcare policy, or nursing informatics).
b. Discuss how biases can impact outcomes in selected nursing practice settings.
c. Identify personal biases and attitudes toward people with various cultural, gender, sexual orientation, age, weight, and religions that are different than your own.
d. Select one bias that you have.
e. Develop one strategy to reduce this bias.
Preparing the paper
Submission Requirements
1. Application: Use Microsoft Word 2013™ to create the written assessment.
2. Length: The paper (excluding the title page and reference page) is at maximum two pages.
3. A minimum of two (2) scholarly literature references must be used.
4. Submission: Submit your files: Last name_First initial_Wk3Assignment_Addressing Bias
Best Practices in Preparing the Project
The following are best practices in preparing this project.
1. Review directions thoroughly.
2. Follow submission requirements.
3. Make sure all elements on the grading rubric are included.
4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
5. Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
6. Ideas and information that come from scholarly literature must be cited and referenced correctly.
7. A minimum of two (2) scholarly literature references must be used.
8. Abide by CCN academic integrity policy.
Grading Criteria
Category
Points
%
Description
Introduc.
answer the following questions thoroughly and provide justification.docxnolanalgernon
answer the following questions thoroughly and provide justification/support. The more complete and detailed your answers for these questions, the better prepared you are to successfully write your final paper.
Please submit your answers as a single 4- to 6-page document as a numbered list; this will ensure you do not inadvertently miss a question.
What is your research question?
Are adolescent girl’s body images influenced by the media?
What is your hypothesis or hypotheses? What is the null hypothesis?
How many participants would you like to use and why? What are the inclusion characteristics, i.e., what must they have in order to be included in your study (for example, gender, diagnosis, age, personality traits, etc.)? Are there any exclusion characteristics, i.e. are there certain characteristics that would exclude them from being in your study? Does the sample need to be diverse? Why or why not?
What sampling technique will be used to collect your sample? What population does your sample generalize to?
What are the variables in your study?
HINT:
Refer back to your hypothesis or hypotheses.
Provide operational definitions for each variable.
How will you measure each variable? Discuss the reliability and validity of these measures in general terms.
What technique will be used for data collection (e.g., observation, survey, interview, archival, etc.)?
What type of research design is being used?
Briefly discuss the procedure that would be followed when conducting the research.
What are some
POTENTIAL
ethical issues? How might they be addressed?
Assignment 2 Grading Criteria
Maximum Points
Explanation and justification of research question.
12
Presentation of hypothesis and null hypothesis.
16
Analysis of participants exclusion/inclusion factors.
16
Explanation of sampling technique and characterization of population that sample generalized.
12
Identification of study's variables.
12
Operational definitions for each variable are defined.
16
Development of methods to measure each variable, and the reliability and validity of these measures are evaluated.
16
Description of technique(s) used for data collection.
12
Description of the research design being used.
12
Identification of the research procedure.
12
Prediction of POTENTIAL ethical issues; POTENTIAL ethical issues are evaluated in terms of how they would be addressed.
20
Organization:
Introduction
Thesis
Transitions
Conclusion
12
Usage and Mechanics:
Grammar
Spelling
Sentence Structure
12
APA Elements:
Attribution
Paraphrasing
Quotations
16
Style:
Audience
Word Choice
4
Total:
200
.
Chamberlain College of NursingNR361 Information Systems in Healt.docxtidwellveronique
Chamberlain College of Nursing NR361 Information Systems in Healthcare
Interview with a Nursing Information Expert:
Guidelines and Grading RubricPurpose
The purpose of this assignment is to
· Communicate your understanding of the importance of quality information in everyday nursing practice;
· Discuss the roles and responsibilities of a Nursing Information Expert; and
· Articulate how the professional nurse uses information or data in everyday practice to improve outcomes.Course Outcomes
This assignment enables the student to meet the following course outcomes.
CO #1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO #1)
CO #4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO #4)
CO #8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO #8)
Points
This assignment is worth a total of 250 points.
Due Date
This assignment, Interview with a Nursing Information Expert, is due at the end of Week 6. Submit your completed Interview, using the Interview Form, to the basket in the Dropbox by Sunday, 11:59 p.m. mountain time. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time will result in a deduction of points.
Directions
1. Download the NR361 Interview Form from Doc Sharing. It is found under the Week 6 Interview link.
2. Select your interviewee and schedule an interview. This individual must be a registered nurse. Job titles of RNs who may be considered include but, are not limited to, Nursing Clinical Information Manager; Super User, Director/Manger Clinical Education; Chief Information Officer; Quality Assurance or Performance Improvement Nurse; Nurse Informaticist; Telenursing Specialist; Nurse Abstractor; Case Manager; Compliance Nurse. If you have any concerns about whether the RN is suitable for this assignment, contact your instructor BEFORE you schedule the interview.
3. Review all questions (areas of inquiry) on the Interview Form located in Doc Sharing PRIOR to conducting the interview. You may print the form and take it with you to the interview.
4. Note that there are five (5) Required Questions to ask the RN.
5. Note that there are four (4) Optional Questions. You need to select only ONE of them to ask the RN.
6. Note that there are two (2) Follow-Up Questions that must be answered by YOU.
Prior to conducting your interview, review two scholarly resources. These resources should guide your understanding of the RN’s role and responsibilities or make you more knowledgeable about GIGO, interprofessional communication, or other key concepts in the questions that you may not fully understand. For example, if your interviewe ...
N4455 Nursing Leadership and ManagementModule 4 Assignment 1 .docxroushhsiu
N4455 Nursing Leadership and Management
Module 4 Assignment 1: Organizational Analysis – The Nurse Leader
Name:
Date:
Overview: Organizational Analysis – The Nurse Leader
The major assignment for this course is analysis of your organization. In this assignment, you will analyze your nurse leader’s characteristics and behaviors regarding others in managing, leading, and communicating. By respectfully, but critically, critiquing these attributes of the nurse leader you have been “shadowing,” you can identify the attributes that you consider most and least effective, and most and least similar to the way you see yourself managing, leading, and communicating.
Complete this document to record your analysis of your nurse leader.
Objectives
· Explain how organizations function.
· Compare and contrast characteristics of leadership and management.
· Apply trends, issues, theories, and evidence as guidelines for management decisions.
· Evaluate effectiveness of communication patterns using specific management situations
Expected elements of scholarly writing:
· Ensure correct grammar and spelling
· Assignment should be submitted as an APA Paper, including title page and references.
· Title page is required for this Assignment and the UTACON version is expected format.
· 1-inch margins, 12 size Times New Roman font.
· Please provide all references used to support your opinions and clarify positions in the paper. The reference list begins on a separate page from the content.
· Headings are expected and must be connected to the assignment criteria following APA style. An introduction is expected providing a brief look at what is planned within the body of the paper. However, no heading is used over the introduction in APA format. A Summary is used and should have a heading over it.
· For all other style questions refer to the American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.) Washington, DC: Author.
Rubric
Use this rubric to guide your work on the Week 4 Organizational Analysis-The Nurse Leader.
Tasks
Target
Acceptable
Unacceptable
Use correct grammar, punctuation, and American Psychological Association (APA) format in writing professional papers.
(max 10 points)
(9-10 points)
APA format and style are correct and clear. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature citations are correct. (0-2 errors)
(5-8 points)
APA format and style are mostly correct. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature citations are correct. (3-5 errors)
(0-4 points)
APA format and style are minimally correct. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature are cited but contain mistakes. (>5)
Nurse Manager
(max 30 points)
(21-30 points)
Specific, well-organized description of credentials, position, responsibilit ...
10222, 430 PMRubric Detail – Blackboard LearnPage 1 of samirapdcosden
10/2/22, 4:30 PMRubric Detail – Blackboard Learn
Page 1 of 4https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Excellent Good Fair Poor
Main Posting 45 (45%) - 50
(50%)
Answers all
parts of the
discussion
question(s)
expectations
with re!ective
critical analysis
and synthesis
of knowledge
gained from
the course
readings for the
module and
current credible
sources.
Supported by
at least three
current,
credible
sources.
Written clearly
and concisely
with no
grammatical or
spelling errors
and fully
40 (40%) - 44
(44%)
Responds to
the discussion
question(s) and
is re!ective
with critical
analysis and
synthesis of
knowledge
gained from
the course
readings for the
module.
At least 75% of
post has
exceptional
depth and
breadth.
Supported by
at least three
credible
sources.
Written clearly
and concisely
with one or no
grammatical or
35 (35%) - 39
(39%)
Responds to
some of the
discussion
question(s).
One or two
criteria are not
addressed or
are super"cially
addressed.
Is somewhat
lacking
re!ection and
critical analysis
and synthesis.
Somewhat
represents
knowledge
gained from the
course readings
for the module.
Post is cited
with two
credible
sources.
0 (0%) - 34 (34%)
Does not
respond to the
discussion
question(s)
adequately.
Lacks depth or
super"cially
addresses
criteria.
Lacks re!ection
and critical
analysis and
synthesis.
Does not
represent
knowledge
gained from the
course readings
for the module.
Contains only
one or no
credible
sources.
Not written
Name: NURS_6050_Module04_Week07_Discussion_Rubric EXIT
Grid View List View
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1#
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1#
10/2/22, 4:30 PMRubric Detail – Blackboard Learn
Page 2 of 4https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1
adheres to
current APA
manual writing
rules and style.
spelling errors
and fully
adheres to
current APA
manual writing
rules and style.
Written
somewhat
concisely; may
contain more
than two
spelling or
grammatical
errors.
Contains some
APA formatting
errors.
clearly or
concisely.
Contains more
than two
spelling or
grammatical
errors.
Does not
adhere to
current APA
manual writing
rules and style.
Main Post:
Timeliness
10 (10%) - 10
(10%)
Posts main
post by day 3.
0 (0%) - 0 (0%) 0 (0%) - 0 (0%) 0 (0%) - 0 (0%)
Does not post
by day 3.
First
Response
17 (17%) - 18
(18%)
Response
exhibits
synthesis,
critical thinking,
and application
to practice
settings.
Communication
is professional
and respectful
to colleagues.
Responses to
faculty
questions are
fully answered,
if posed.
Provides clear,
concise
opinions and ...
CRITIQUE OF NURSING RESEARCH STUDIES by delphy.pptxDelphyVarghese
CRITIQUE OF NURSING RESEARCH STUDIES by delphy.Effectiveness of video assisted structured teaching programme on postnatal exercise in terms of knowledge and attitude among postnatal mothers
Mechanisms of Mind-Body Therapies Coursework 2022-23Service Repo.docxpauline234567
Mechanisms of Mind-Body Therapies Coursework 2022-23
Service Report Coursework
Weighting: 60%
Word count: 2400 words (+/- 10%)
Deadline:
Monday 9th January 2023, 1pm
Assignment Rationale
The Service Report is designed to replicate the type of task psychology graduates are often asked to perform in a range of employment settings. For example, Assistant Psychologists and Trainee Clinical and Counselling Psychologists frequently undertake such reports to help psychological services make evidence-based decisions about treatments options. Psychology graduates are valued members of such teams, due to their skills in critical evaluation of the literature and ability to apply findings to a particular setting or population.
The coursework aims to test your breadth of knowledge of two interventions (LO2), critical evaluation and literature review skills (LO3), knowledge of clinical applications and limitations of therapies (LO4), and ability to reflect on the cultural context of mind-body therapies (LO5).
Instructions
You are working in an NHS psychological therapies service in an ethnically diverse area of London, however the service has noticed that patients from marginalised ethnic groups are under-represented in the patient numbers. Consultation with local community groups and existing patients suggests that a choice of a mind-body therapy, alongside the standard talking therapy currently offered would be welcomed. You have been asked by your Service Manager to investigate
two suitable mind-body therapies and to write a report on these so that the service can determine which therapy to offer to its patients.
You have been asked to 1) describe what the interventions are (as no one in the service has much knowledge of such therapies) 2) explain the ways that the therapies claim to increase wellbeing; 3) review the literature on the two therapies, and to report on their effectiveness; 4) try out at least one of the therapies yourself and 5) provide a final recommendation about which intervention you think should be offered to the patients.
Guidance
To approach this task, you should first choose:
1)
One of the following services to imagine that you are working in:
i. A service for young people with eating disorders
ii. A service for adults who have chronic pain
iii. A service for adults experiencing drug and/or alcohol addiction
iv. A service for older adults with common mental health problems such as depression and anxiety
2) The two mind-body therapies that you will write the report on.
3) The one therapy to try out and reflect upon.
Please note: You are unable to use the intervention you presented in the Debate, as one of your interventions for the Service Report. However, you may use interventions that other Debate group members used.
Within your report you should include the following sections, with headings:
·
Title: An appropriate title which clearly informs the.
RUBRIC FOR WEEK 4 Quantitative Critique Rubric5.25.20Quantita.docxWilheminaRossi174
RUBRIC FOR WEEK 4
Quantitative Critique Rubric:5.25.20
Quantitative Critique Rubric:5.25.20
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Intent of the research: is the title clear?
Yes, the title is clear.
1 pts
This criterion is linked to a Learning Outcome What is the RQ if stated? What is the hypothesis if stated? (3) What are the issues or variables being studied? What are the IV and DV variables? (3)
· The RQ for this study is whether a gender minority health education module would improve the knowledge and confidence of APNs in caring for gender minority patients.
· The hypothesis is that the APNs who receive the GMHE module will have more excellent knowledge and confidence in caring for GM patients than those who do not.
· The issues or variables being studied are the knowledge and confidence of APNs in caring for gender-minority patients.
· The IV is the GMHE module, and the DV is the APNs' knowledge and confidence in caring for GM patients.
6 pts
This criterion is linked to a Learning Outcome Significance of the study: How is the research problem significant to nursing? How will the findings improve practice (5 points)
· The research problem is significant to nursing because it is a problem that is prevalent in nursing. The findings of this study will improve practice by providing a way for nurses to educate themselves on the issue of gender minority health. The research problem is significant to nursing because it is a problem that is prevalent in nursing.
· The findings of this study will improve practice by providing a way for nurses to educate themselves on the issue of gender minority health. Additionally, the findings of this study will improve practice by providing a way for nurses to educate their patients on the issue of gender minority health.
5 pts
This criterion is linked to a Learning Outcome Method: What is the study design? Describe. Was this appropriate? (5) What is the level of evidence in this research? Describe the model used to evaluate the level of research. (3)
· The study design is a randomized controlled trial. This means that participants were randomly assigned to either the intervention or control groups. The intervention group received the gender minority health education module, while the control group did not
· This design is appropriate because it allows the researchers to isolate the effects of the intervention and control for other variables.
· The level of evidence in this research is level I. This is the highest level of evidence, which means that the results are reliable.
· The model used to evaluate the level of research is the hierarchy of evidence. This model is used to rank different types of research according to their quality.
8 pts
This criterion is linked to a Learning Outcome: Was the sample randomized or not randomized? (3) Was the process of sample selection addressed? Was the sample size adequate? Was a power analysis done? (3) What evidence was provided.
Running head: RESEARCH CRITIQUE 1
RESEARCH CRITIQUE 6
Research Critique
Student’s Name
Institution Affiliation
RESEARCH CRITIQUE
Questions 1 - 4: Research Problem and Purpose. (For help with these questions, refer to chapters 2, 5, and 12)
1. Which choices below best reflect the problem statement for the instructor-assigned article?
a. In an effort to address the shortages of nurses with undergraduate and graduate nursing degrees, nursing programs have been measuring student retention, attrition, and graduation rates.
b. There is a paucity of research regarding the relationship of emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success in the context of nursing students.
c. The total score of the psychological empowerment scale represents psychological empowerment at that moment in time. This will not necessarily be the same when measured at a different point in time.
d. Nurse educators need to examine ways to promote student success by improving our current methodologies and practices.
2. Which of the choices below best reflects the purpose statement for the instructor assigned article?
a. Graduate prepared nurses will be needed to replace the large number of retiring faculty in Canada and the United States. In addition, nurse practitioners are needed to help alleviate the family physician shortage.
b. The current rise in employment is improving forecasts for the future supply of registered nurses; however sizable shortages are still projected for the following decade in the United States.
c. Many universities and admission departments dedicate substantial time and money for the recruitment and admission of nursing students.
d. The purpose of the correlational study was to describe the relationship between emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success and undergraduate and graduate nursing students.
3. According to Grove, Gray, and Burns (2015), which of the following statements are important when considering the significance and relevance of a study’s problem and purpose? (Select all that apply.)
a. Does it consider ethical principles in its design?
b. Does it predict the non-significant findings anticipated in the study?
c. Does it influence nursing practice?
d. Does it identify the population to whom they intend to generalize?
e. Does it promote theory testing or development?
f. Does it identify extraneous variables?
4. When considering the feasibility of a study’s problem and purpose, Grove, Gray, and Burns (2015) suggest that several areas should be evaluated, including: researcher expertise, money commitment, ethical considerations, and availability ...
Research Critique GuidelinesTo write a critical appr.docxverad6
Research Critique Guidelines
To write a critical appraisal that demonstrates comprehension of the research study conducted, address each component below for qualitative study in the Topic 2 assignment and the quantitative study in the Topic 3 assignment.
Successful completion of this assignment requires that you provide a rationale, include examples, or reference content from the study in your responses.
Qualitative Study
Background of Study:
· Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.
· How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.
· Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.
· List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.
· Were the purpose and research questions related to the problem?
Method of Study:
· Were qualitative methods appropriate to answer the research questions?
· Did the author identify a specific perspective from which the study was developed? If so, what was it?
· Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include?
· Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study.
· Did the author evaluate or indicate the weaknesses of the available studies?
· Did the literature review include adequate information to build a logical argument?
· When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings?
Results of Study
· What were the study findings?
· What are the implications to nursing?
· Explain how the findings contribute to nursing knowledge/science. Would this impact practice, education, administration, or all areas of nursing?
Ethical Considerations
· Was the study approved by an Institutional Review Board?
· Was patient privacy protected?
· Were there ethical considerations regarding the treatment or lack of?
Conclusion
· Emphasize the importance and congruity of the thesis statement.
· Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.
· Incorporate a critical apprai.
please read the attached file cearfully before telling me you can do.docxChereCheek752
please read the attached file cearfully before telling me you can do it.
I need a complete
power
point presentation (that incloud outlines and pictures) that pointing
3 main points
on the
topic
that is mentioned in the attached file + the speech for the slides that must be 5-7 min lon.
.
please read my post carefully.then place handshakei have the wor.docxChereCheek752
please read my post carefully.then place handshake
i have the work already but i want u do
introduction, background, and conclusion
for it.
and some changes on the paper that already written.
you just need to
add three pages on my paper
.
deadline 20-24 hours.
i attached my paper,
.
More Related Content
Similar to Final PaperIn preparation for your research, select an individua
RUBRIC TO FOLLOWExcellentGoodFairWrite a detailed 1-page.docxtoddr4
RUBRIC TO FOLLOW
Excellent
Good
Fair
Write a detailed 1-page narrative (not a formal paper) addressing the following:
· Explain the health assessment information required for a diagnosis of your selected patient (include the scenario number).
30 (30%) - 35 (35%)
The response clearly, accurately, and thoroughly explains detailed health assessment information required to diagnose the selected patient, with correct scenario number included.
24 (24%) - 29 (29%)
The response accurately explains health assessment information required to diagnose the selected patient, with correct scenario number included.
18 (18%) - 23 (23%)
The response vaguely explains health assessment information required to diagnose the selected patient, with scenario number, correct or inaccurate, included.
0 (0%) - 17 (17%)
The response lacks and/or inaccurately explains assessment information required to diagnose the selected patient, with scenario number inaccurate or missing.
· Explain how you would respond to the scenario as an advanced practice nurse using evidence-based practice guidelines and applying ethical considerations. Justify your response using at least three different references from current evidence-based literature.
45 (45%) - 50 (50%)
The response clearly, accurately, and thoroughly explains detailed evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with clear, accurate, and thorough justification using three or more different references from current evidence-based literature.
39 (39%) - 44 (44%)
The response accurately explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with accurate justification using at least three different references from current evidence-based literature.
33 (33%) - 38 (38%)
The response vaguely explains evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with vague and/or inaccurate justification using two to three different references from current evidence-based literature.
0 (0%) - 32 (32%)
The response inaccurately explains or lacks evidence-based practice guidelines and ethical considerations applied by an advanced practice nurse in responding to the scenario, with inaccurate or missing justification using two or fewer references from current evidence-based literature.
Written Expression and Formatting - Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused--neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehens.
Assignment 2 RA Annotated BibliographyThe foundation of a rese.docxrock73
Assignment 2: RA: Annotated Bibliography
The foundation of a research study comes from an understanding of the theory and from knowledge that is set forth by the literature in the field. Before a researcher can develop a sound and needed research design, he or she must first determine what is already known, how the topic has previously been studied, and where there are gaps in the knowledge and/or techniques that have been used to study the research problem.
In this module, you will further explore the research topic that you chose in M1 Assignment 2. Additionally, this will be the time to make any needed changes to your research question before you submit your proposal in M5 Assignment 2 RA 2. For this assignment, you will create a 3- to 4-page document following the directions given below.
Using the Argosy University online library resources and the Internet, locate 6 peer-reviewed articles that could be used for the literature review portion of the research proposal in M5 Assignment 2 RA 2. The articles should fall into the following categories:
· 2 quantitative studies
· 2 qualitative studies
· 1 mixed-methods study
· 1 theoretical or research design of your choice
For each article, cover the following points in 250–350 words:
· The problem to be studied
· The rationale for the study
· The type of research that was conducted (qualitative, quantitative, or mixed-methods)
· The data collection strategy
· The data analysis tools that were used
· A summary of the findings
· A statement of how this article will support your proposed study
Present your work in a 3- to 5-page Microsoft Word document that follows the following format:
· Reference the source in APA format.
· Follow the reference with a single block paragraph of 250–350 words comprising your annotation (summary, evaluation, and reflection).
· The whole block should be double-spaced and indented.
· Repeat for the next article—don’t forget that your articles should be listed in alphabetical order just as you would on a standard APA reference page.
All written assignments and responses should follow APA rules for attributing sources.
Submission Details:
· By Wednesday, September 20, 2017, save your document as M3_A2_Lastname_Firstname.doc and submit it to the M3 Assignment 2 RA Dropbox.
RA is worth 200 points and will be graded according to the following rubric.
Running head: EVALUATING QUANTITATIVE DESIGN 1
EVALUATING QUANTITATIVE DESIGN 2
Evaluating Quantitative Design
Sherry L. Crowe
Dr. Cynthia Palmisano
Research and Evaluation
FP6030
September 13, 2017
Evaluating Quantitative Research
PART 1: Comparing Methods
Experimental Research Method
In the experimental research method, research is approached or viewed as a systematic and scientific process through which a researcher manipulates one or more variables while controlling and measuring any variations in other variables (Stangor, 2011). The variables being manipulated are called the independent variables while ...
For this assignment you willwrite a paper using TOPIC 1 QUANTITAT.docxtemplestewart19
For this assignment you willwrite a paper using TOPIC 1: QUANTITATIVERESEARCH &TOPIC 2:QUALITATIVE RESEARCH. Do not worry about the word count as this is not part of the grading criteria for this assignment. Below is a template of how the paper should be setup. This paper will be in APA format. In the template below I am providing a sample of the headers that should be used in APA format to organize your paper. I would highly recommend using them in your paper.
The introduction should introduce the paper. The intro would also include your thesis statement. The thesis tells the reader what will be discussed in the rest of the paper. This section should be in first paragraphs.
PICOT Statement
Revise the PICOT statement you wrote - PICOT Statements: (1). Changes in leisure time physical activity preference and development of hypertension were significantly correlated, especially among urban Chinese. Hypertension prevention programs may identify the groups at elevated risk by examining levels and changes of LTPA preferences. (2). Hypertension is a major health concern that leads to many complications besides the heart attack, heart failure and other related issues. Therefore, this study will help in studying the Systolic Blood Pressure Intervention Trial (SPRINT) so as to arrive at the solutions. The study will aim at answering the question, how to treat to lower systolic blood pressure. (3). There are several reasons that contributed to non-adherence to treatment in hypertensive patients. Diversity of these reasons is an indication that design and implementation of different kinds of interventions are required in order to increase the patients' awareness, empower them and encourage self-efficacy.” Based on these provide justification of the problem and supporting evidence from multiple resources to justify why this is a problem. This section should be 1-2 paragraphs.
Research Critiques
Use the research critiques to complete this assignment that has both qualitative and quantitative.
Qualitative Studies
Background of the study. Answer the following questions in narrative form regarding the qualitative studies in this section.
· Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.
· How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.
· Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.
· List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.
.
Week 3 Assignment Addressing BiasGuidelines with Scoring Rubric.docxcockekeshia
Week 3 Assignment: Addressing BiasGuidelines with Scoring Rubric
Purpose
In today’s current healthcare settings, the increasing diversity, globalization, and expanding technologies produce complex ethical pressures that influence nursing practice and practice outcomes. To be effective in a master’s-prepared advanced nurse practice role it is important to understand personal values, beliefs, strengths, and limitations. The purpose of this assessment is to promote introspective reflection related to implicit and/or explicit personal biases. Students will develop a plan to reduce bias and promote personal and professional growth.
Course Outcomes
Through this assessment, the student will meet the following Course Outcomes.
CO 1: Examine roles and competencies of master’s-prepared nurses essential to performing as leaders and advocates of safe and quality care.
CO 2: Apply concepts of person-centered care to nursing practice situations.
Total Points Possible
This assessment is worth 125 points.
Due Date
Submit your file(s) by 11:59 p.m. MT Sunday at the end of Week 3.
Requirements
Criteria for Content
Complete a self-inventory on personal biases you hold. The biases might be implicit or explicit.
1. In a one to two-page summary, address the following.
a. Identify your selected specialty track (education, executive, family nurse practitioner, healthcare policy, or nursing informatics).
b. Discuss how biases can impact outcomes in selected nursing practice settings.
c. Identify personal biases and attitudes toward people with various cultural, gender, sexual orientation, age, weight, and religions that are different than your own.
d. Select one bias that you have.
e. Develop one strategy to reduce this bias.
Preparing the paper
Submission Requirements
1. Application: Use Microsoft Word 2013™ to create the written assessment.
2. Length: The paper (excluding the title page and reference page) is at maximum two pages.
3. A minimum of two (2) scholarly literature references must be used.
4. Submission: Submit your files: Last name_First initial_Wk3Assignment_Addressing Bias
Best Practices in Preparing the Project
The following are best practices in preparing this project.
1. Review directions thoroughly.
2. Follow submission requirements.
3. Make sure all elements on the grading rubric are included.
4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
5. Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used.
6. Ideas and information that come from scholarly literature must be cited and referenced correctly.
7. A minimum of two (2) scholarly literature references must be used.
8. Abide by CCN academic integrity policy.
Grading Criteria
Category
Points
%
Description
Introduc.
answer the following questions thoroughly and provide justification.docxnolanalgernon
answer the following questions thoroughly and provide justification/support. The more complete and detailed your answers for these questions, the better prepared you are to successfully write your final paper.
Please submit your answers as a single 4- to 6-page document as a numbered list; this will ensure you do not inadvertently miss a question.
What is your research question?
Are adolescent girl’s body images influenced by the media?
What is your hypothesis or hypotheses? What is the null hypothesis?
How many participants would you like to use and why? What are the inclusion characteristics, i.e., what must they have in order to be included in your study (for example, gender, diagnosis, age, personality traits, etc.)? Are there any exclusion characteristics, i.e. are there certain characteristics that would exclude them from being in your study? Does the sample need to be diverse? Why or why not?
What sampling technique will be used to collect your sample? What population does your sample generalize to?
What are the variables in your study?
HINT:
Refer back to your hypothesis or hypotheses.
Provide operational definitions for each variable.
How will you measure each variable? Discuss the reliability and validity of these measures in general terms.
What technique will be used for data collection (e.g., observation, survey, interview, archival, etc.)?
What type of research design is being used?
Briefly discuss the procedure that would be followed when conducting the research.
What are some
POTENTIAL
ethical issues? How might they be addressed?
Assignment 2 Grading Criteria
Maximum Points
Explanation and justification of research question.
12
Presentation of hypothesis and null hypothesis.
16
Analysis of participants exclusion/inclusion factors.
16
Explanation of sampling technique and characterization of population that sample generalized.
12
Identification of study's variables.
12
Operational definitions for each variable are defined.
16
Development of methods to measure each variable, and the reliability and validity of these measures are evaluated.
16
Description of technique(s) used for data collection.
12
Description of the research design being used.
12
Identification of the research procedure.
12
Prediction of POTENTIAL ethical issues; POTENTIAL ethical issues are evaluated in terms of how they would be addressed.
20
Organization:
Introduction
Thesis
Transitions
Conclusion
12
Usage and Mechanics:
Grammar
Spelling
Sentence Structure
12
APA Elements:
Attribution
Paraphrasing
Quotations
16
Style:
Audience
Word Choice
4
Total:
200
.
Chamberlain College of NursingNR361 Information Systems in Healt.docxtidwellveronique
Chamberlain College of Nursing NR361 Information Systems in Healthcare
Interview with a Nursing Information Expert:
Guidelines and Grading RubricPurpose
The purpose of this assignment is to
· Communicate your understanding of the importance of quality information in everyday nursing practice;
· Discuss the roles and responsibilities of a Nursing Information Expert; and
· Articulate how the professional nurse uses information or data in everyday practice to improve outcomes.Course Outcomes
This assignment enables the student to meet the following course outcomes.
CO #1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO #1)
CO #4: Investigate safeguards and decision-making support tools embedded in patient care technologies and information systems to support a safe practice environment for both patients and healthcare workers. (PO #4)
CO #8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO #8)
Points
This assignment is worth a total of 250 points.
Due Date
This assignment, Interview with a Nursing Information Expert, is due at the end of Week 6. Submit your completed Interview, using the Interview Form, to the basket in the Dropbox by Sunday, 11:59 p.m. mountain time. Post questions to the weekly Q & A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time will result in a deduction of points.
Directions
1. Download the NR361 Interview Form from Doc Sharing. It is found under the Week 6 Interview link.
2. Select your interviewee and schedule an interview. This individual must be a registered nurse. Job titles of RNs who may be considered include but, are not limited to, Nursing Clinical Information Manager; Super User, Director/Manger Clinical Education; Chief Information Officer; Quality Assurance or Performance Improvement Nurse; Nurse Informaticist; Telenursing Specialist; Nurse Abstractor; Case Manager; Compliance Nurse. If you have any concerns about whether the RN is suitable for this assignment, contact your instructor BEFORE you schedule the interview.
3. Review all questions (areas of inquiry) on the Interview Form located in Doc Sharing PRIOR to conducting the interview. You may print the form and take it with you to the interview.
4. Note that there are five (5) Required Questions to ask the RN.
5. Note that there are four (4) Optional Questions. You need to select only ONE of them to ask the RN.
6. Note that there are two (2) Follow-Up Questions that must be answered by YOU.
Prior to conducting your interview, review two scholarly resources. These resources should guide your understanding of the RN’s role and responsibilities or make you more knowledgeable about GIGO, interprofessional communication, or other key concepts in the questions that you may not fully understand. For example, if your interviewe ...
N4455 Nursing Leadership and ManagementModule 4 Assignment 1 .docxroushhsiu
N4455 Nursing Leadership and Management
Module 4 Assignment 1: Organizational Analysis – The Nurse Leader
Name:
Date:
Overview: Organizational Analysis – The Nurse Leader
The major assignment for this course is analysis of your organization. In this assignment, you will analyze your nurse leader’s characteristics and behaviors regarding others in managing, leading, and communicating. By respectfully, but critically, critiquing these attributes of the nurse leader you have been “shadowing,” you can identify the attributes that you consider most and least effective, and most and least similar to the way you see yourself managing, leading, and communicating.
Complete this document to record your analysis of your nurse leader.
Objectives
· Explain how organizations function.
· Compare and contrast characteristics of leadership and management.
· Apply trends, issues, theories, and evidence as guidelines for management decisions.
· Evaluate effectiveness of communication patterns using specific management situations
Expected elements of scholarly writing:
· Ensure correct grammar and spelling
· Assignment should be submitted as an APA Paper, including title page and references.
· Title page is required for this Assignment and the UTACON version is expected format.
· 1-inch margins, 12 size Times New Roman font.
· Please provide all references used to support your opinions and clarify positions in the paper. The reference list begins on a separate page from the content.
· Headings are expected and must be connected to the assignment criteria following APA style. An introduction is expected providing a brief look at what is planned within the body of the paper. However, no heading is used over the introduction in APA format. A Summary is used and should have a heading over it.
· For all other style questions refer to the American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.) Washington, DC: Author.
Rubric
Use this rubric to guide your work on the Week 4 Organizational Analysis-The Nurse Leader.
Tasks
Target
Acceptable
Unacceptable
Use correct grammar, punctuation, and American Psychological Association (APA) format in writing professional papers.
(max 10 points)
(9-10 points)
APA format and style are correct and clear. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature citations are correct. (0-2 errors)
(5-8 points)
APA format and style are mostly correct. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature citations are correct. (3-5 errors)
(0-4 points)
APA format and style are minimally correct. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature are cited but contain mistakes. (>5)
Nurse Manager
(max 30 points)
(21-30 points)
Specific, well-organized description of credentials, position, responsibilit ...
10222, 430 PMRubric Detail – Blackboard LearnPage 1 of samirapdcosden
10/2/22, 4:30 PMRubric Detail – Blackboard Learn
Page 1 of 4https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Excellent Good Fair Poor
Main Posting 45 (45%) - 50
(50%)
Answers all
parts of the
discussion
question(s)
expectations
with re!ective
critical analysis
and synthesis
of knowledge
gained from
the course
readings for the
module and
current credible
sources.
Supported by
at least three
current,
credible
sources.
Written clearly
and concisely
with no
grammatical or
spelling errors
and fully
40 (40%) - 44
(44%)
Responds to
the discussion
question(s) and
is re!ective
with critical
analysis and
synthesis of
knowledge
gained from
the course
readings for the
module.
At least 75% of
post has
exceptional
depth and
breadth.
Supported by
at least three
credible
sources.
Written clearly
and concisely
with one or no
grammatical or
35 (35%) - 39
(39%)
Responds to
some of the
discussion
question(s).
One or two
criteria are not
addressed or
are super"cially
addressed.
Is somewhat
lacking
re!ection and
critical analysis
and synthesis.
Somewhat
represents
knowledge
gained from the
course readings
for the module.
Post is cited
with two
credible
sources.
0 (0%) - 34 (34%)
Does not
respond to the
discussion
question(s)
adequately.
Lacks depth or
super"cially
addresses
criteria.
Lacks re!ection
and critical
analysis and
synthesis.
Does not
represent
knowledge
gained from the
course readings
for the module.
Contains only
one or no
credible
sources.
Not written
Name: NURS_6050_Module04_Week07_Discussion_Rubric EXIT
Grid View List View
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1#
https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1#
10/2/22, 4:30 PMRubric Detail – Blackboard Learn
Page 2 of 4https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16998532_1&rubric_id=_3280046_1
adheres to
current APA
manual writing
rules and style.
spelling errors
and fully
adheres to
current APA
manual writing
rules and style.
Written
somewhat
concisely; may
contain more
than two
spelling or
grammatical
errors.
Contains some
APA formatting
errors.
clearly or
concisely.
Contains more
than two
spelling or
grammatical
errors.
Does not
adhere to
current APA
manual writing
rules and style.
Main Post:
Timeliness
10 (10%) - 10
(10%)
Posts main
post by day 3.
0 (0%) - 0 (0%) 0 (0%) - 0 (0%) 0 (0%) - 0 (0%)
Does not post
by day 3.
First
Response
17 (17%) - 18
(18%)
Response
exhibits
synthesis,
critical thinking,
and application
to practice
settings.
Communication
is professional
and respectful
to colleagues.
Responses to
faculty
questions are
fully answered,
if posed.
Provides clear,
concise
opinions and ...
CRITIQUE OF NURSING RESEARCH STUDIES by delphy.pptxDelphyVarghese
CRITIQUE OF NURSING RESEARCH STUDIES by delphy.Effectiveness of video assisted structured teaching programme on postnatal exercise in terms of knowledge and attitude among postnatal mothers
Mechanisms of Mind-Body Therapies Coursework 2022-23Service Repo.docxpauline234567
Mechanisms of Mind-Body Therapies Coursework 2022-23
Service Report Coursework
Weighting: 60%
Word count: 2400 words (+/- 10%)
Deadline:
Monday 9th January 2023, 1pm
Assignment Rationale
The Service Report is designed to replicate the type of task psychology graduates are often asked to perform in a range of employment settings. For example, Assistant Psychologists and Trainee Clinical and Counselling Psychologists frequently undertake such reports to help psychological services make evidence-based decisions about treatments options. Psychology graduates are valued members of such teams, due to their skills in critical evaluation of the literature and ability to apply findings to a particular setting or population.
The coursework aims to test your breadth of knowledge of two interventions (LO2), critical evaluation and literature review skills (LO3), knowledge of clinical applications and limitations of therapies (LO4), and ability to reflect on the cultural context of mind-body therapies (LO5).
Instructions
You are working in an NHS psychological therapies service in an ethnically diverse area of London, however the service has noticed that patients from marginalised ethnic groups are under-represented in the patient numbers. Consultation with local community groups and existing patients suggests that a choice of a mind-body therapy, alongside the standard talking therapy currently offered would be welcomed. You have been asked by your Service Manager to investigate
two suitable mind-body therapies and to write a report on these so that the service can determine which therapy to offer to its patients.
You have been asked to 1) describe what the interventions are (as no one in the service has much knowledge of such therapies) 2) explain the ways that the therapies claim to increase wellbeing; 3) review the literature on the two therapies, and to report on their effectiveness; 4) try out at least one of the therapies yourself and 5) provide a final recommendation about which intervention you think should be offered to the patients.
Guidance
To approach this task, you should first choose:
1)
One of the following services to imagine that you are working in:
i. A service for young people with eating disorders
ii. A service for adults who have chronic pain
iii. A service for adults experiencing drug and/or alcohol addiction
iv. A service for older adults with common mental health problems such as depression and anxiety
2) The two mind-body therapies that you will write the report on.
3) The one therapy to try out and reflect upon.
Please note: You are unable to use the intervention you presented in the Debate, as one of your interventions for the Service Report. However, you may use interventions that other Debate group members used.
Within your report you should include the following sections, with headings:
·
Title: An appropriate title which clearly informs the.
RUBRIC FOR WEEK 4 Quantitative Critique Rubric5.25.20Quantita.docxWilheminaRossi174
RUBRIC FOR WEEK 4
Quantitative Critique Rubric:5.25.20
Quantitative Critique Rubric:5.25.20
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome Intent of the research: is the title clear?
Yes, the title is clear.
1 pts
This criterion is linked to a Learning Outcome What is the RQ if stated? What is the hypothesis if stated? (3) What are the issues or variables being studied? What are the IV and DV variables? (3)
· The RQ for this study is whether a gender minority health education module would improve the knowledge and confidence of APNs in caring for gender minority patients.
· The hypothesis is that the APNs who receive the GMHE module will have more excellent knowledge and confidence in caring for GM patients than those who do not.
· The issues or variables being studied are the knowledge and confidence of APNs in caring for gender-minority patients.
· The IV is the GMHE module, and the DV is the APNs' knowledge and confidence in caring for GM patients.
6 pts
This criterion is linked to a Learning Outcome Significance of the study: How is the research problem significant to nursing? How will the findings improve practice (5 points)
· The research problem is significant to nursing because it is a problem that is prevalent in nursing. The findings of this study will improve practice by providing a way for nurses to educate themselves on the issue of gender minority health. The research problem is significant to nursing because it is a problem that is prevalent in nursing.
· The findings of this study will improve practice by providing a way for nurses to educate themselves on the issue of gender minority health. Additionally, the findings of this study will improve practice by providing a way for nurses to educate their patients on the issue of gender minority health.
5 pts
This criterion is linked to a Learning Outcome Method: What is the study design? Describe. Was this appropriate? (5) What is the level of evidence in this research? Describe the model used to evaluate the level of research. (3)
· The study design is a randomized controlled trial. This means that participants were randomly assigned to either the intervention or control groups. The intervention group received the gender minority health education module, while the control group did not
· This design is appropriate because it allows the researchers to isolate the effects of the intervention and control for other variables.
· The level of evidence in this research is level I. This is the highest level of evidence, which means that the results are reliable.
· The model used to evaluate the level of research is the hierarchy of evidence. This model is used to rank different types of research according to their quality.
8 pts
This criterion is linked to a Learning Outcome: Was the sample randomized or not randomized? (3) Was the process of sample selection addressed? Was the sample size adequate? Was a power analysis done? (3) What evidence was provided.
Running head: RESEARCH CRITIQUE 1
RESEARCH CRITIQUE 6
Research Critique
Student’s Name
Institution Affiliation
RESEARCH CRITIQUE
Questions 1 - 4: Research Problem and Purpose. (For help with these questions, refer to chapters 2, 5, and 12)
1. Which choices below best reflect the problem statement for the instructor-assigned article?
a. In an effort to address the shortages of nurses with undergraduate and graduate nursing degrees, nursing programs have been measuring student retention, attrition, and graduation rates.
b. There is a paucity of research regarding the relationship of emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success in the context of nursing students.
c. The total score of the psychological empowerment scale represents psychological empowerment at that moment in time. This will not necessarily be the same when measured at a different point in time.
d. Nurse educators need to examine ways to promote student success by improving our current methodologies and practices.
2. Which of the choices below best reflects the purpose statement for the instructor assigned article?
a. Graduate prepared nurses will be needed to replace the large number of retiring faculty in Canada and the United States. In addition, nurse practitioners are needed to help alleviate the family physician shortage.
b. The current rise in employment is improving forecasts for the future supply of registered nurses; however sizable shortages are still projected for the following decade in the United States.
c. Many universities and admission departments dedicate substantial time and money for the recruitment and admission of nursing students.
d. The purpose of the correlational study was to describe the relationship between emotional intelligence, psychological empowerment, resilience, spiritual well-being, and academic success and undergraduate and graduate nursing students.
3. According to Grove, Gray, and Burns (2015), which of the following statements are important when considering the significance and relevance of a study’s problem and purpose? (Select all that apply.)
a. Does it consider ethical principles in its design?
b. Does it predict the non-significant findings anticipated in the study?
c. Does it influence nursing practice?
d. Does it identify the population to whom they intend to generalize?
e. Does it promote theory testing or development?
f. Does it identify extraneous variables?
4. When considering the feasibility of a study’s problem and purpose, Grove, Gray, and Burns (2015) suggest that several areas should be evaluated, including: researcher expertise, money commitment, ethical considerations, and availability ...
Research Critique GuidelinesTo write a critical appr.docxverad6
Research Critique Guidelines
To write a critical appraisal that demonstrates comprehension of the research study conducted, address each component below for qualitative study in the Topic 2 assignment and the quantitative study in the Topic 3 assignment.
Successful completion of this assignment requires that you provide a rationale, include examples, or reference content from the study in your responses.
Qualitative Study
Background of Study:
· Identify the clinical problem and research problem that led to the study. What was not known about the clinical problem that, if understood, could be used to improve health care delivery or patient outcomes? This gap in knowledge is the research problem.
· How did the author establish the significance of the study? In other words, why should the reader care about this study? Look for statements about human suffering, costs of treatment, or the number of people affected by the clinical problem.
· Identify the purpose of the study. An author may clearly state the purpose of the study or may describe the purpose as the study goals, objectives, or aims.
· List research questions that the study was designed to answer. If the author does not explicitly provide the questions, attempt to infer the questions from the answers.
· Were the purpose and research questions related to the problem?
Method of Study:
· Were qualitative methods appropriate to answer the research questions?
· Did the author identify a specific perspective from which the study was developed? If so, what was it?
· Did the author cite quantitative and qualitative studies relevant to the focus of the study? What other types of literature did the author include?
· Are the references current? For qualitative studies, the author may have included studies older than the 5-year limit typically used for quantitative studies. Findings of older qualitative studies may be relevant to a qualitative study.
· Did the author evaluate or indicate the weaknesses of the available studies?
· Did the literature review include adequate information to build a logical argument?
· When a researcher uses the grounded theory method of qualitative inquiry, the researcher may develop a framework or diagram as part of the findings of the study. Was a framework developed from the study findings?
Results of Study
· What were the study findings?
· What are the implications to nursing?
· Explain how the findings contribute to nursing knowledge/science. Would this impact practice, education, administration, or all areas of nursing?
Ethical Considerations
· Was the study approved by an Institutional Review Board?
· Was patient privacy protected?
· Were there ethical considerations regarding the treatment or lack of?
Conclusion
· Emphasize the importance and congruity of the thesis statement.
· Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice.
· Incorporate a critical apprai.
Similar to Final PaperIn preparation for your research, select an individua (20)
please read the attached file cearfully before telling me you can do.docxChereCheek752
please read the attached file cearfully before telling me you can do it.
I need a complete
power
point presentation (that incloud outlines and pictures) that pointing
3 main points
on the
topic
that is mentioned in the attached file + the speech for the slides that must be 5-7 min lon.
.
please read my post carefully.then place handshakei have the wor.docxChereCheek752
please read my post carefully.then place handshake
i have the work already but i want u do
introduction, background, and conclusion
for it.
and some changes on the paper that already written.
you just need to
add three pages on my paper
.
deadline 20-24 hours.
i attached my paper,
.
Please read the attachment.Please write a pure Essay Paper. Plea.docxChereCheek752
Please read the attachment.
Please write a pure Essay Paper. Please read the instructions. Then follow the grade sheet. Please fully understand both attachments. Also, the essay will be scanned before student upload it for a final grade. Please make sure error is free. And references are given with cited.
.
Please read first because this Assignment is for correction.Plea.docxChereCheek752
Please read first because this Assignment is for correction.
Please, read through the corrections before sending me messages. Because, if you don’t I will not response to your messages. Also, I will attached two more articles for whoever I choose to help me with this assignment. In addition, please, remove the introduction, and also attach a sample of a “Needs Assessment”
Topic Needs Assessment
Title: HIV among Young Men Who Have Sex with Men
Section 1: Background Information
All of this is opinion and needs to come out.
Sex is seemingly as old as the world is. However, sex among men, and especially young men having sex with men has not always been in the books of history. This is arguably one of the latest practices, although some sources have claims of sex among men after the antediluvian period. While sex has positive effects such as procreation, there are some negative effects which include contraction of deadly sexually transmitted diseases.
One such disease is HIV/AIDS.
HIV/AIDS is an acronym for
Human ImmunoDefiency Virus/ Acquired Immune Deficiency Syndrome
not capitalized
. Da
ta
from the Centers for Disease Control and Prevention (2015) sho
ws
that
while
over one million people aged above 13 years of age were living with the disease in the US by the year 2014
,
with
an average of 40,000 new infections are recorded each year (Centers for Disease Control and Prevention [CDC], 2015)
when you use the word while...it indicates as opposite statement coming..and that is not what this sentence did
. The high number of people who are ignorant about their HIV status
and
those who purposely choose to ignore it
has
continued to increase the risk levels for other uninfected people in the world, among them being young men who have sex with men
isn’t it possible that they are one of the above?
.
In this areas and/or introduction...you should be discussing morbidity, mortality,....you need to highlight incidence is higher in this group than in others
Introduction
The issue of young men having sex with other men has continued to be a thorny issue for a number of years, dividing the society between those who support this practice and those who oppose it. Supporters of young men having sex with other men argue that people have a right to decide their sexual orientation and preferences without undue pressure from external forces. However, those who oppose this practice argue that it emanated from social decay and as such should not be supported. One common point of agreement between these two camps is that the practice of young men having sex with men is risk and has the capability to cause grave danger to these men.
opinion
Although sex even among heterosexual could turn out to be risk and a cause of contraction of dangerous sexually transmitted diseases and infections, the risk of contraction of such health complications is doubly higher among young men who have sex with other men.
There are several reasons that c.
Please read below, and write esaay.I need 3 pages.Overvi.docxChereCheek752
Please read below, and write esaay.
I need 3 pages.
Overview
Many people are unaware of just how much they use media. It is important for us to have an awareness of the various types of media that inundate our culture and the degree to which we use those media. This is a component of media literacy.
Instructions
For this assignment, you will keep 3 days of media logs and then write a reflective essay. Please keep a daily journal that records your media use for three days. Track you use of all of the following (even if you don't use something, please make a note of that). Keep track of the time periods when you use it and what you are using it for.
Computer—online
Computer--offline
TV
Newspapers/Magazines
Radio
Stereo/CD
Books
Telephone
Other
For each day, keep a detailed record of how much time you spend using each different medium, and the purpose of the media use (e.g., talking to parents, playing music while studying, recreational TV, etc.) Keep daily logs; you may turn in your "Media Logs" as a list, a table, in columns or in whatever format you choose.
In addition to the 3 days of logs, please write a reflective essay (about 2-4 pages, double spaced) that comments on what you learned about your media use by doing this assignment. For the essay, you may want to think about: what did you learn? did anything surprise you? did you notice any patterns in your media use? has your media use changed? why do you use some forms of media more or less? what role do you think media plays in most people's lives?...)
By Sunday at 11:59 pm PST, please submit:
the 3 days of media logs, AND
your essay
.
Please Read Before RespondingI need assistance with a .docxChereCheek752
***Please Read Before Responding***
I need assistance with a well thought out, well written AWP essay the Essay must use evidence (concrete details from the story) to support your answer. Five paragraphs.
http://www.ciaranhinds.eu/pdf/crucible3.pdf
.
Please provide response to the below post. Topic #1) You are an .docxChereCheek752
Please provide response to the below post.
Topic #1) You are an administrator for the Contoso Corporation and you are responsible for multiple Hyper-V hosts. Often, the developers need to create virtual machines so that they can test their applications. Describe the steps you should take so that developers can create and manage their own machines yet not have direct access to the Hyper-V hosts.
Topic #2) You are an administrator for the Contoso Corporation, which has approximately 400 servers running Windows Server 2012 R2, 50 servers running Windows Server 2012, and 200 servers running Windows Server 2008 R2. You also have several virtual machines running Windows 7 and Windows 8/8.1 and you have approximately 15 domain controllers. From time to time, you field requests in which you need to specify when a user has logged in and when a user has accessed confidential documents. Describe how to handle such requests.
.
Please provide an annotation for the two articles attached AND ide.docxChereCheek752
Please provide an annotation for the two articles attached AND identify three common themes in both articles.
Note the purpose of the article, the participants/subject of the study, the conclusions drawn by the author(s), and the validity of the conclusions. Evaluate the article: is it a credible source? Describe the credibility of the author – are there any biases? How well did the author support his or her assertions? Did they provide an adequate literature review? Were there any limitations?
Due tomorrow, 02/07/2017 at noon.
Note the purpose of the article, the participants/subject of the study, the conclusions drawn by the author(s), and the validity of the conclusions. Evaluate the article: is it a credible source? Describe the credibility of the author – are there any biases? How well did the author support his or her assertions? Did they provide an adequate literature review? Were there any limitations?
.
Please provide a statement that addresses your reasons for transferr.docxChereCheek752
Please provide a statement that addresses your reasons for transferring and the objectives you hope to achieve. You can type directly into the box, or you can paste text from another source. (250-650 words). I'm a Bachelor Student, who wants to transfer to another university, so they need this essay.
.
Please provide a brief response to the following questions1) How .docxChereCheek752
Please provide a brief response to the following questions:
1) How did Dr. Herskovits' discoveries about African people and their cultural practices support Dr. Woodson's beliefs about African history and the effect of Eurocentric thinking on distorting the culture, history, knowledge, and understanding of people of African descent?
2) According to Dr. Cheikh Anta Diop, which people are responsible for Egyptian culture and civilization; how does he support this claim and why is this Afrocentric perspective so controversial?
.
PLEASE NOTE OF SOURCESMATERIALS ALSO INCLUDED---USE THEMT.docxChereCheek752
PLEASE NOTE OF SOURCES/MATERIALS ALSO INCLUDED---USE THEM
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
.
Please note that the following vignettes represent samples of the ty.docxChereCheek752
Please note that the following vignettes represent samples of the types of questions you will be asked to respond to on the comprehensive exam. You will NOT receive these questions on the comprehensive exam; they are for study purposes only. Vignette Please compose a well-written and organized essay in response to each of the following questions. When writing your essays, please 1.Use APA (6th edition) Style, with 1-inch margins, double-spaced, 12 font, with a reference list at the end. 2.Write clearly and concisely. 3.Cite appropriate, and especially current, literature (empirical and/or theoretical). 4.Avoid all sexist idioms and allusions. 5.Remember to demonstrate your multicultural competence where appropriate. Vignette: Utilize this scenario for all of your responses A 42-year-old African American woman was brought to the emergency room by police officers for evaluation prior to going to jail to await disposition. She reported that she had been shopping when "something happened." She said that she had no recollection of events between the time she entered the store and an hour later, when she was arrested for shoplifting in a nearby department store with a considerable amount of stolen property on her person. She protested her innocence and became so agitated, belligerent, and profane that the arresting officers took her to the hospital for evaluation. At the hospital she reported that two years previously she had been arrested for shoplifting and had had amnesia for the act. The charges against her were then dropped because she explained that both the shoplifting and the amnesia resulted from her forgetting to eat after taking her insulin. Of note, her blood-sugar level on testing in the emergency room was elevated. The patient calmed down appearing asymptomatic after the evaluation and was transferred to jail pending a preliminary hearing. When she learned that her release was planned for the next day and that the charges against her would not be dropped, she became extremely agitated, angry, and abusive to the officers. Shortly thereafter, she complained of a headache and said she had no recollection of her abusive behavior. Later that evening she accosted an officer angrily. When the officer responded and addressed the patient by name, "Naomi," the patient said that her name was "Oprah" and that she would not allow herself to be called "Naomi," whom she described as a "wimp and a loser." "Oprah’s" voice and movement were somewhat different from those of "Naomi." She claimed that she had done the shoplifting and stepped back so that "Naomi" could be caught and humiliated, and that if she had wanted to, she could have evaded detection easily. She was returned to the ER and subsequently admitted to the inpatient psychiatric unit for observation. For the next two days, the patient had many apparent switches of personality, accompanied by conspicuous changes in dress, makeup, and demeanor. On several occasions "Oprah" was disrupti.
Please no plagiarism. I have attached an example to go by. The popul.docxChereCheek752
Please no plagiarism. I have attached an example to go by. The population I chose and currently work with are incarcerated juveniles, so at-risk youth.
Boundary Issues
It may not be possible or reasonable for counselors to always avoid dual relationships with clients. For example, counselors who live and work in small rural communities may attend the same religious institutions as their clients, or use the same libraries, doctors, or other services. In these multiple-relationship situations, counselors would not be in violation of ethical standards if they took reasonable steps to protect their objectivity and efficacy, and to avoid possibilities of exploitation or harm.
Counselors and supervisors usually consider dual relationships on a continuum of risk. As you work through the notion of dual relationships, you should consider the relationship with your client and the context of the situation. It is also important to consider the impact of dual roles on the power dynamics of the therapeutic relationship. For example, clients, students, and supervisees have less experience, knowledge, and power compared with licensed counselors and supervisors. Consequently, they are less likely to recognize inappropriate boundary crossings or to express their concerns about these crossings. It is your responsibility as an ethical practitioner to monitor and ensure appropriate boundaries across all related counseling situations.
For this Discussion, review the
Clinical Mental Health Counseling: Boundary Issues
media and consider the population that you are interested in working with as a professional counselor. Then, review the Learning Resources for this week and explore potential boundary issues you may encounter while working with this population. Reflect on potential benefit or harm related to boundary crossing. Finally, consider potential consultants who might be able to address any boundary issues.
Post by Day 3
a brief description of the population you selected. Then, explain any potential boundary issues you anticipate may be challenging in working with this population and explain why. Explain the potential benefit or harm associated with boundary crossing with this population. Finally, explain who you might consult with to address this boundary issue and why.
Be sure to use the Learning Resources and the current literature to support your response.
Respond by Day 5
and expand on your colleague’s posting by providing an alternate perspective on how you would work with your colleague’s selected population. Provide potential boundary crossing challenges that your colleague did not discuss and offer potential solutions for addressing these challenges.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
Herlihy, B., & Corey, G. (2015).
ACA ethical standards casebook
(7th ed.). Alexandria, VA: American Cou.
PLEASE NO PLAGIARIZE!! Have 10 hours to fullfil this work. 1page or .docxChereCheek752
PLEASE NO PLAGIARIZE!! Have 10 hours to fullfil this work. 1page or few paragraphs.
-- Women have a long history of being considered inferior to men. However, during the middle to the late 20th century, the women’s rights movement began to improve the plight of women in Western society by granting them access to societal positions previously held only by men.
-- Some people claim that women have finally achieved equality with men in the 21st century; others are not convinced.
-- How will you describe the status of equality between men and women in contemporary Western culture?
-- Do you see any major areas where women are still discriminated against on a large scale? If so, give at least two examples. If not, rationalize your views.
.
Please Paraphrase the following into a more scholarly toneI f.docxChereCheek752
Please Paraphrase the following into a more scholarly tone:"
"I feel like after reading these excerpts I feel like the first answer clarified what exactly Gus Casely-Hayford was really trying to figure out about Ethiopian history. It was clear that he was trying to figure out its history, however, it was difficult to put the pieces together and pinpoint things that could lead to it's past. I don't think it was a specific sentence it was really just how they answered it that helped me put it together.
A sentence in another paragraph that clarified what the answer was at number two when it said "After this, Ethiopia switched to Christianity, which has a direct link with the history of the kingdom. The Patriarch claims that the Ark of the Covenant was brought to Ethiopia". It clarifies what the patriarch really meant when he said that they had accepted the old testament.
These excerpts can help when I am doing homework because they can be used as a structure when answering questions for my future homework. In my next homework, I will aim to have more references and actually pinpoint what the answer is because I feel like I do not fully answer the question I only answer it partially. So I can turn in something rather than nothing. It is sometimes difficult to understand the main idea or interpret what some people are saying in the documentaries. The readings, however, are easier to understand.
.
Please only respond if you are familiar with raspberry piIam loo.docxChereCheek752
Please only respond if you are familiar with raspberry pi
Iam looking to send Binary data over the GPIO pins. I need to use one of the input and output pin to send binary data on the output.
If you are very familiar with Raspberry pi please message me.
THank you
.
Please note this is 2 ASSIGNMENTS ......Please only orginial work on.docxChereCheek752
Please note this is 2 ASSIGNMENTS ......Please only orginial work only and please follow the instruction provided
Assignment 1: Week 3 COURSE PROJECT
Week 3: Create the Database
Create the database and associated tables in your database environment.
Assignment 2: Week 3 ILAB
iLab 3: Database Creation and Table Manipulation
.
PLEASE NEED TWO RESPONSES TWO HUNDRED WORDS EACHDistinguish b.docxChereCheek752
PLEASE NEED TWO RESPONSES TWO HUNDRED WORDS EACH:
Distinguish between various factions/denominations within Christianity (Catholic/Protestant/Orthodox/etc) and their impact on mainstream (dominant) expression of how Christianity is viewed by those on the "outside."
Consider the viewpoints we saw represented in
Once I Was a Beehive.
How does it differ or compare to popular or mainstream faith as you know it? Of course, it is one interpretation of faith in Jesus and how it impacts daily life (and during troubling times, as seen in the film).
For example, if I walked into one church, I might find folks picking up and handling snakes, singing rather loudly and outwardly in their expressions of worship. If I went to the congregation next door the following Sunday, I might find a church that barely whispered, used no music at all, and perhaps simply followed a monotone lecture/sermon style delivered over the course of an hour, or two, or three! Both representing the same organism/religion...
Please respond with no less than 200 words, and respond to at least one of your classmate's post.
.
Please no plagiarism and make sure you are able to access all resour.docxChereCheek752
Please no plagiarism and make sure you are able to access all resource on your own before you bid. I need this completed by 10/21/17 at 12pm.
Application:
Applying Theoretical Interventions for Clients Experiencing Life Transition and Developmental Issues, Part II
Marriage, couple, and family counselors have varying caseloads. What they all have in common is that their group of clients—whether large or small—represents the variety of human experience. Even those counselors with a specific clinical focus see variety in the ways in which specific issues manifest in different relationships. Part of the goal of your counseling program is to expose you to varying scenarios so that when you are faced with differing client situations, you will have the evidence-based research knowledge, flexibility, analytical skills, and theory-integration practice to know the best course of action to take with a particular couple or family.
To prepare for this Application Assignment, select and view one movie from the list provided in this week’s Learning Resources. Begin to conceptualize the couple's or family’s problem through your theoretical orientation and identify interventions that you might use. Finally, begin to locate articles in the Walden Library that could be used to justify the interventions you selected.
The assignment (2–3 pages)
Identify the movie you selected and the life transition/developmental issue present in the couple/family.
Conceptualize the couple's/family's problem through your chosen theoretical orientation.
Describe two interventions you would use to address these couple/family issues and how you would use them. (
Note
: The interventions may not emerge from your chosen theoretical orientation.)
Justify the intervention you selected with two evidence-based research articles.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.
Submit your assignment by
Day 7
.
Learning Resources
Required Resources
Media
Please select, obtain, and view one of the following movies to use with this week’s Application Assignment:
Please note:
These films are
not
available through Walden Library. Contact your instructor if you are unable to obtain a copy independently.
Movie: Rydell, M. (Director). (1981).
On golden pond
[Motion picture]. [With K. Hepburn, H. Fonda, & J. Fonda]. United States: IPC Films.
Movie: Demme, J. (Director). (2008).
Rachel getting married
[Motion picture]. [With A. Hathaway, R. DeWitt, & D. Winger]. United States: Sony Pictures Classics.
Movie: Redford, R. (Director). (1980).
Ordinary people
[Motion picture]. [With A. Sutherland, M. Tyler Moore, & J. Hirsch]. United States: Paramount Pictures.
Readings
Article: Haggan, P. S. (1998). Counseling adult children of aging parents.
Educational Gerontology
,
24
(4), 333. Ret.
Please need two posts of 200 words each. Discuss the ways in whi.docxChereCheek752
Please need two posts of 200 words each.
Discuss the ways in which Confucianism can or may weave into our everyday lives, given what you've read and watched/reviewed. Consider the ways you saw Confucianism as a religion and/or as a philosophy displayed in the film
Confucius
, focusing on the themes of bravery, self-sacrifice, respect, and loyalty. As you've been reading through the text, you'll find multiple arguments suggesting that Confucianism is less religion, more philosophy. What are your thoughts? Use examples from the film and text to support your conclusions.
.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How libraries can support authors with open access requirements for UKRI fund...
Final PaperIn preparation for your research, select an individua
1. Final Paper
In preparation for your research, select an individual currently
in a leadership position. The person must be responsible in
some capacity for other employees, and the person must be an
individual that can be researched.
Overview
In your overview of the leader, include:
· The leader’s name and title.
· His or her specific role or position and responsibilities.
· The name, industry, and description of the organization,
including the culture of the organization.
· The length of time the leader has been in his or her current
position.
· A brief history of the leader’s background and career path to
his or her present day leadership position.
Analysis
Your analysis should:
· Describe, assess, and analyze the person’s leadership style. Be
sure to provide specific examples.
· Identify and describe three significant challenges they faced as
a leader.
· Identify and describe their greatest achievement, to date, as a
leader.
· Apply and correctly cite a minimum of three leadership
concepts from the course to this leader’s roles and
responsibilities within the organization, their relationships with
others, etc.
· Use these concepts to help describe the person’s leadership
style and assess what makes it effective or ineffective.
· Reflect on what you learned about leadership from your
research.
· Reflect on the implications for your personal leadership style.
Writing the Final Paper:
The Final Paper:
2. · Must be eight to ten double-spaced pages in length (excluding
the title and reference pages) and formatted according to APA
style as outlined in the Writing Center.
· Must include a title page with the following:
· Title of paper
· Student’s name
· Course name and number
· Instructor’s name
· Date submitted
· Must begin with an introductory paragraph that has a succinct
thesis statement.
Text
Warrick, D. D. (2016). Leadership: A high impact approach.
Bridgepoint Education.
· This text is a Constellation™ course digital materials (CDM)
title.
Articles
· Hourston, R. (2013, April 24). 7 steps to a truly effective
leadership style (Links to an external site.). Forbes. Retrieved
from http://www.forbes.com/sites/womensmedia/2013/04/24/7-
steps-to-a-truly-effective-leadership-style/
· McWilliams, Margaret A. (2007, Jul-Aug). A leadership
competency model: Guiding the NAON process. Orthopedic
Nursing . 26:4, 211-213. Retrieved from the Ebscohost
database.
· SHRM. (2008). Leadership competencies (Links to an external
site.). Retrieved from
https://www.shrm.org/resourcesandtools/hr-topics/behavioral-
competencies/leadership-and-
navigation/pages/leadershipcompetencies.aspx
· Snaiderbaur, S. (2012). Symphonic leadership: A model for
the global business environment. The ISM Journal of
International Business, 1(4), 17,1H-7H. Retrieved from the
ProQuest database
Multimedia
· TED (Producer). (2010). TedTalks: Sheryl Sandberg- Why we
3. have too few women leaders (Links to an external site.)[Video
file]. Retrieved from the Films On Demand database.
Rubric Detail
Select Grid View or List View to change the rubric's layout.
Content
Name: NRNP_6645_Week9_Assignment_Rubric
Grid ViewList View
Excellent
90%–100%
Good
80%–89%
Fair
70%–79%
Poor
0%–69%
Succinctly, in 1–2 pages, address the following:
•Briefly explain the neurobiological basis for PTSD illness.
4. Points:
Points Range:
14 (14%) - 15 (15%)
The response includes an accurate and concise explanation of
the neurobiological basis for PTSD illness.
Feedback:
Points:
5. Points Range:
12 (12%) - 13 (13%)
The response includes an accurate explanation of the
neurobiological basis for PTSD illness.
Feedback:
Points:
6. Points Range:
11 (11%) - 11 (11%)
The response includes a somewhat vague or inaccurate
explanation of the neurobiological basis for PTSD illness.
Feedback:
Points:
7. Points Range:
0 (0%) - 10 (10%)
The response includes a vague or inaccurate explanation of the
neurobiological basis for PTSD illness. Or, response is missing.
Feedback:
• Discuss the DSM-5 diagnostic criteria for PTSD and relate
these criteria to the symptomology presented in the case study.
Does the video case presentation provide sufficient information
to derive a PTSD diagnosis? Justify your reasoning. Do you
agree with the other diagnoses in the case presentation? Why or
why not?
8. Points:
Points Range:
23 (23%) - 25 (25%)
The response includes an accurate and concise description of
the DSM-5 diagnostic criteria for PTSD and an accurate
explanation of how they relate to the symptomology presented
in the case study.
The response includes a concise explanation of whether the case
provides sufficient information to derive the PTSD and other
diagnoses. Justification demonstrates strong diagnostic
reasoning and critical thinking skills.
Feedback:
9. Points:
Points Range:
20 (20%) - 22 (22%)
The response includes an accurate description of the DSM-5
diagnostic criteria for PTSD and an adequate explanation of
how they relate to the symptomology presented in the case
study.
The response includes an explanation of whether the case
10. provides sufficient information to derive the PTSD and other
diagnoses. Justification demonstrates adequate diagnostic
reasoning and critical thinking skills.
Feedback:
Points:
Points Range:
18 (18%) - 19 (19%)
11. The response includes a somewhat vague or inaccurate
description of the DSM-5 diagnostic criteria for PTSD and a
somewhat vague or inaccurate explanation of how they relate to
the symptomology presented in the case study.
The response includes a vague or inaccurate explanation of
whether the case provides sufficient information to derive the
PTSD and other diagnoses. Justification demonstrates somewhat
inadequate diagnostic reasoning and critical thinking skills.
Feedback:
Points:
Points Range:
0 (0%) - 17 (17%)
12. The response includes a vague or inaccurate description of the
DSM-5 diagnostic criteria for PTSD and a vague or inaccurate
explanation of how they relate to the symptomology presented
in the case study. Or, response is missing.
The response includes a vague or inaccurate explanation of
whether the case provides sufficient information to derive the
PTSD and other diagnoses. Justification demonstrates poor
diagnostic reasoning and critical thinking skills. Or, response is
missing.
Feedback:
• Discuss one other psychotherapy treatment option for the
client in this case study. Explain whether your treatment option
is considered a “gold standard" treatment from a clinical
practice guideline perspective, and why using gold standard,
13. evidence-based treatments from clinical practice guidelines is
important for psychiatric-mental health nurse practitioners.
Points:
Points Range:
27 (27%) - 30 (30%)
The response includes an accurate and concise explanation of
one other psychotherapy treatment option for the client in this
case study.
The response clearly and concisely explains whether the
recommended treatment option is a "gold standard" treatment
and why using gold standard, evidence-based treatments from
clinical practice guidelines is important for PMHNPs.
14. Feedback:
Points:
Points Range:
24 (24%) - 26 (26%)
The response includes an accurate explanation of one other
psychotherapy treatment option for the client in this case study.
15. The response adequately explains whether the recommended
treatment option is a "gold standard" treatment and why using
gold standard, evidence-based treatments from clinical practice
guidelines is important for PMHNPs.
Feedback:
Points:
Points Range:
21 (21%) - 23 (23%)
16. The response includes a somewhat vague or incomplete
explanation of one other psychotherapy treatment option for the
client in this case study.
The response provides a somewhat vague or incomplete
explanation of whether the recommended treatment option is a
"gold standard" treatment and why using gold standard,
evidence-based treatments from clinical practice guidelines is
important for PMHNPs.
Feedback:
Points:
17. Points Range:
0 (0%) - 20 (20%)
The response includes a vague and inaccurate explanation of
one other psychotherapy treatment option for the client in this
case study, or the treatment option is innappropriate. Or,
response is missing.
The response provides a vague or incomplete explanation of
whether the recommended treatment option is a "gold standard"
treatment and why using gold standard, evidence-based
treatments from clinical practice guidelines is important for
PMHNPs. Or, response is missing.
Feedback:
· Support your approach with specific examples from this
week's media and at least three peer-reviewed, evidence-based
18. sources. PDFs are attached.
Points:
Points Range:
14 (14%) - 15 (15%)
The response is supported by specific examples from this
week's media and at least three peer-reviewed, evidence-based
sources from the literature that provide strong support for the
rationale provided. PDFs are attached.
Feedback:
19. Points:
Points Range:
12 (12%) - 13 (13%)
The response is supported by examples from this week's media
and three peer-reviewed, evidence-based sources from the
literature that provide appropriate support for the rationale
provided. PDFs are attached.
Feedback:
20. Points:
Points Range:
11 (11%) - 11 (11%)
The response is supported by examples from this week's media
and two or three peer-reviewed, evidence-based sources from
the literature. Examples and resources selected may provide
only weak support for the rationale provided. PDFs may not be
attached.
Feedback:
21. Points:
Points Range:
0 (0%) - 10 (10%)
The response is supported by vague or inaccurate examples
from the week's media and/or evidence from the literature, or is
missing.
Feedback:
22. Written Expression and Formatting - Paragraph Development
and Organization:
Paragraphs make clear points that support well-developed ideas,
flow logically, and demonstrate continuity of ideas. Sentences
are carefully focused—neither long and rambling nor short and
lacking substance. A clear and comprehensive purpose
statement and introduction is provided which delineates all
required criteria.
Points:
Points Range:
5 (5%) - 5 (5%)
23. Paragraphs and sentences follow writing standards for flow,
continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and
conclusion are provided that delineates all required criteria.
Feedback:
Points:
Points Range:
4 (4%) - 4 (4%)
24. Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment are
stated, yet are brief and not descriptive.
Feedback:
Points:
Points Range:
25. 3.5 (3.5%) - 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 60%–79% of the time.
Purpose, introduction, and conclusion of the assignment are
vague or off topic.
Feedback:
Points:
26. Points Range:
0 (0%) - 3 (3%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion were
provided.
Feedback:
Written Expression and Formatting - English writing
standards:
Correct grammar, mechanics, and proper punctuation
30. Points:
Points Range:
0 (0%) - 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
Feedback:
Written Expression and Formatting - The paper follows correct
APA format for title page, headings, font, spacing, margins,
indentations, page numbers, parenthetical/in-text citations, and
reference list.
34. Points Range:
0 (0%) - 3 (3%)
Contains many (≥ 5) APA format errors.
Feedback:
Show Descriptions
35. Show Feedback
Succinctly, in 1–2 pages, address the following:
•Briefly explain the neurobiological basis for PTSD illness.--
Levels of Achievement:
Excellent
90%–100%
14 (14%) - 15 (15%)
The response includes an accurate and concise explanation of
the neurobiological basis for PTSD illness.
Good
80%–89%
12 (12%) - 13 (13%)
The response includes an accurate explanation of the
neurobiological basis for PTSD illness.
Fair
36. 70%–79%
11 (11%) - 11 (11%)
The response includes a somewhat vague or inaccurate
explanation of the neurobiological basis for PTSD illness.
Poor
0%–69%
0 (0%) - 10 (10%)
The response includes a vague or inaccurate explanation of the
neurobiological basis for PTSD illness. Or, response is missing.
Feedback:
• Discuss the DSM-5 diagnostic criteria for PTSD and relate
37. these criteria to the symptomology presented in the case study.
Does the video case presentation provide sufficient information
to derive a PTSD diagnosis? Justify your reasoning. Do you
agree with the other diagnoses in the case presentation? Why or
why not?--
Levels of Achievement:
Excellent
90%–100%
23 (23%) - 25 (25%)
The response includes an accurate and concise description of
the DSM-5 diagnostic criteria for PTSD and an accurate
explanation of how they relate to the symptomology presented
in the case study.
The response includes a concise explanation of whether the case
provides sufficient information to derive the PTSD and other
diagnoses. Justification demonstrates strong diagnostic
reasoning and critical thinki ng skills.
Good
80%–89%
20 (20%) - 22 (22%)
38. The response includes an accurate description of the DSM-5
diagnostic criteria for PTSD and an adequate explanation of
how they relate to the symptomology presented in the case
study.
The response includes an explanation of whether the case
provides sufficient information to derive the PTSD and other
diagnoses. Justification demonstrates adequate diagnostic
reasoning and critical thinking skills.
Fair
70%–79%
18 (18%) - 19 (19%)
The response includes a somewhat vague or inaccurate
description of the DSM-5 diagnostic criteria for PTSD and a
somewhat vague or inaccurate explanation of how they relate to
the symptomology presented in the case study.
The response includes a vague or inaccurate explanation of
whether the case provides sufficient information to derive the
PTSD and other diagnoses. Justification demonstrates somewhat
inadequate diagnostic reasoning and critical thinki ng skills.
39. Poor
0%–69%
0 (0%) - 17 (17%)
The response includes a vague or inaccurate description of the
DSM-5 diagnostic criteria for PTSD and a vague or inaccurate
explanation of how they relate to the symptomolog y presented
in the case study. Or, response is missing.
The response includes a vague or inaccurate explanation of
whether the case provides sufficient information to derive the
PTSD and other diagnoses. Justification demonstrates poor
diagnostic reasoning and critical thinking skills. Or, response is
missing.
Feedback:
40. • Discuss one other psychotherapy treatment option for the
client in this case study. Explain whether your treatment option
is considered a “gold standard" treatment from a clinical
practice guideline perspective, and why using gold standard,
evidence-based treatments from clinical practice guidelines is
important for psychiatric-mental health nurse practitioners.--
Levels of Achievement:
Excellent
90%–100%
27 (27%) - 30 (30%)
The response includes an accurate and concise explanation of
one other psychotherapy treatment option for the client in this
case study.
The response clearly and concisely explains whether the
recommended treatment option is a "gold standard" treatment
and why using gold standard, evidence-based treatments from
clinical practice guidelines is important for PMHNPs.
Good
80%–89%
24 (24%) - 26 (26%)
41. The response includes an accurate explanation of one other
psychotherapy treatment option for the client in this case study.
The response adequately explains whether the recommended
treatment option is a "gold standard" treatment and why using
gold standard, evidence-based treatments from clinical practice
guidelines is important for PMHNPs.
Fair
70%–79%
21 (21%) - 23 (23%)
The response includes a somewhat vague or incomplete
explanation of one other psychotherapy treatment option for the
client in this case study.
The response provides a somewhat vague or incomplete
explanation of whether the recommended treatment option is a
"gold standard" treatment and why using gold standard,
evidence-based treatments from clinical practice guidelines is
important for PMHNPs.
42. Poor
0%–69%
0 (0%) - 20 (20%)
The response includes a vague and inaccurate explanation of
one other psychotherapy treatment option for the client in this
case study, or the treatment option is innappropriate. Or,
response is missing.
The response provides a vague or incomplete explanation of
whether the recommended treatment option is a "gold standard"
treatment and why using gold standard, evidence-based
treatments from clinical practice guidelines is important for
PMHNPs. Or, response is missing.
Feedback:
· Support your approach with specific examples from this
week's media and at least three peer-reviewed, evidence-based
43. sources. PDFs are attached.--
Levels of Achievement:
Excellent
90%–100%
14 (14%) - 15 (15%)
The response is supported by specific examples from this week's
media and at least three peer-reviewed, evidence-based sources
from the literature that provide strong support for the rationale
provided. PDFs are attached.
Good
80%–89%
12 (12%) - 13 (13%)
The response is supported by examples from this week's media
and three peer-reviewed, evidence-based sources from the
literature that provide appropriate support for the rationale
provided. PDFs are attached.
Fair
44. 70%–79%
11 (11%) - 11 (11%)
The response is supported by examples from this week's media
and two or three peer-reviewed, evidence-based sources from
the literature. Examples and resources selected may provide
only weak support for the rationale provided. PDFs may not be
attached.
Poor
0%–69%
0 (0%) - 10 (10%)
The response is supported by vague or inaccurate examples
from the week's media and/or evidence from the literature, or is
missing.
Feedback:
45. Written Expression and Formatting - Paragraph Development
and Organization:
Paragraphs make clear points that support well-developed ideas,
flow logically, and demonstrate continuity of ideas. Sentences
are carefully focused—neither long and rambling nor short and
lacking substance. A clear and comprehensive purpose
statement and introduction is provided which delineates all
required criteria.--
Levels of Achievement:
Excellent
90%–100%
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity.
A clear and comprehensive purpose statement, introductio n, and
conclusion are provided that delineates all required criteria.
Good
80%–89%
46. 4 (4%) - 4 (4%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment are
stated, yet are brief and not descriptive.
Fair
70%–79%
3.5 (3.5%) - 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow,
continuity, and clarity 60%–79% of the time.
Purpose, introduction, and conclusion of the assignment are
vague or off topic.
Poor
0%–69%
0 (0%) - 3 (3%)
47. Paragraphs and sentences follow writing standards for flow,
continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion were
provided.
Feedback:
Written Expression and Formatting - English writing standards:
Correct grammar, mechanics, and proper punctuation--
Levels of Achievement:
Excellent
90%–100%
5 (5%) - 5 (5%)
48. Uses correct grammar, spelling, and punctuation with no errors.
Good
80%–89%
4 (4%) - 4 (4%)
Contains 1 or 2 grammar, spelling, and punctuation errors.
Fair
70%–79%
3.5 (3.5%) - 3.5 (3.5%)
Contains 3 or 4 grammar, spelling, and punctuation errors.
Poor
0%–69%
0 (0%) - 3 (3%)
49. Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
Feedback:
Written Expression and Formatting - The paper follows correct
APA format for title page, headings, font, spacing, margins,
indentations, page numbers, parenthetical/in-text citations, and
reference list.--
Levels of Achievement:
Excellent
90%–100%
5 (5%) - 5 (5%)
Uses correct APA format with no errors.
50. Good
80%–89%
4 (4%) - 4 (4%)
Contains 1 or 2 APA format errors.
Fair
70%–79%
3.5 (3.5%) - 3.5 (3.5%)
Contains 3 or 4 APA format errors.
Poor
0%–69%
0 (0%) - 3 (3%)
Contains many (≥ 5) APA format errors.
51. Feedback:
Total Points: 100
Name: NRNP_6645_Week9_Assignment_Rubric
Transcript for Presentation Example: Posttraumatic disorder
(PTSD) and video Link Below
welcome to my scientifically informed
insider look at mental health topics if
you find this video to be interesting or
helpful please like it and subscribe to
my channel oh this is dr. Grande today's
question is can I analyze a presentation
example for post-traumatic stress
disorder
specifically, can I look at an example
where the trauma did not seem to be
congruent with the development of the
52. disorder so another way of putting that
is the trauma didn't really seem that
severe when it happened yet it's still
led to post-traumatic stress disorder so
when I use the term presentation example
what I'm talking about is a situation
where a mental health therapist like a
counselor wants to take the information
from a client's case from a client's
presentation and produce a report from
that so this is also called a
presentation analysis case analysis or a
case study after the clinician obtains
consent they produce this report but
they change a lot of the identifying
information not only the client’s name
but a lot of other information but the
idea here is that the clinical essence
of the case remains unchanged so we can
learn something from it as clinicians
and as people that are not clinicians
but we still don't know who it is right
doesn't have identifying information
about the client typically these are
used in training other types of
education conferences and sometimes
these case reports are published the
presentation example I'm using here did
come from a published study and I'll put
the reference to this article in the
description for this video this is an
interesting presentation example it's of
an eight-year-old boy I'll call him Joe
this takes place in the United Kingdom
this is a good example of how a
traumatic event might not seem severe
53. but how it's the interpretation that can
lead to post-traumatic stress disorder
it's also a good example of how trauma
focused cognitive therapy can be used to
treat post-traumatic stress disorder one
of the mysteries of post-traumatic
stress disorder is why does it tend to
form in some people who have relatively
minor of
massacre when it might not form and
other people have really serious events
occur right so for example a severe
motor vehicle accident compared to a
minor motor vehicle accident and that's
what we're talking about here in this
case a minor motor vehicle accident well
we learn here of course is it's not just
the severity of the traumatic event that
matters there are a number of other
factors that have to be weighed in
genetic factors environmental factors
prior experiences cognitive processing
and what was perceived during the event
so first I'll review Joe's history then
take a look at trauma focused cognitive
therapy and then look at the course of
treatment in this case so again Joe is 8
years old he lives with his father and
two older siblings Joe's father takes
care of the three children alone as his
wife left him many years ago Joe's
father has a physical disability but no
history of mental health conditions now
taking a look specifically at the
traumatic event I mentioned it was a
minor motor vehicle accident we see that
54. Joe was riding home as a passenger in
the front seat of his father's car his
father was driving they were coming back
from soccer practice and his father
entered into a traffic circle in this
case it was a five-way intersection the
father slows down as he sees another
vehicle in the circle so he has to yield
to that vehicle because either the
vehicle has the right of way
and as the father slows down the vehicle
behind him runs into the rear of his
vehicle the guy behind him was driving
too fast not paying attention whatever
was going on there but again he drove
into Joe's father's car so Joe was not
hurt at all Joe's father sustained a
minor injury to his knee because it hit
the steering column there was no airbag
deployment the vehicle is only
cosmetically damaged and it was drivable
immediately after the collision
evidently when Joe's father exited the
vehicle to talk to the driver that hit
them an argument ensued and the other
driver threatened Joe's father with
physical harm so Joe's father got back
into the vehicle and drove away from the
scene but the other driver pursued them
before eventually breaking off the
pursuit by pulling over on
the road Joe's father waited till they
arrived home before he called the police
shortly after this event Joe was taken
in to receive mental health care he
presented with intrusive memories of the
55. accident and the subsequent pursuit he
did not seem to understand the incent
but he did understand that was an
accident
and the car was slightly damaged and he
also understood that the other driver
chased him and his father Joe we become
very anxious when presented with
anything that reminded him of the
accident the stretcher Road word
occurred stories on television related
to car accidents the type of vehicle
that hit them and talking about the
insect Joe had trouble sleeping it took
him a few hours to get to sleep and had
to go to sleep in the same room as his
dad to fall asleep he also had a lot of
nightmares
he became physically aggressive in
school and at home at school he was
engaging in outburst in the middle of
class it was one incident where he
turned over tables and threw trash all
around the classroom and apparently this
was pretty frightening to the school
staff and to his fellow students at home
he was fighting with older siblings and
was set off by the slightest
provocations in addition to meeting the
criteria for post-traumatic stress
disorder Joe had significant comorbidity
including oppositional defiant disorder
conduct disorder that's really uncommon
that both of those diagnoses would be
given he also had major depressive
disorder attention deficit hyperactivity
56. disorder ADHD separation anxiety
disorder and one specific phobia spiders
the only diagnoses that were of concern
before the incident would be the ADHD
and the fear of spiders all the other
diagnoses were given after the event
that's a lot of mental disorders to be
diagnosed with that quickly I'll talk
about this a little later specifically
at the post-traumatic stress disorder, we
see Joe had symptoms of hyper or
avoidance and intrusive thoughts he also
had a disorganized understanding of the
event and didn't really seem to be able
to discuss the incident so now take a
look at the trauma focused cognitive
therapy a key concept of this therapy
when talking about PTSD
is the nature of the traumatic memory
not so much what happened but again the
properties of the actual memory it's
considered to be critical to the
development of PTSD individuals with
PTSD often struggle to retrieve
information about the event when they do
recall information it's often fragmented
and disorganized as I mentioned this is
something of course we see specifically
in this case with Joe another important
concept is the idea of maladaptive
appraisals so an individual PTSD is
unable to accurately assess the event
and the idea that the event was time
limited so they don't really understand
that the event is in the past but it's
over this leads to the sense that
57. there's some sort of current threat
right again so the traumatic event is
not just in the past but it's happening
right now, in some way or it may happen
right now, in some way to address these
concepts and the other factors we see
around PTSD trauma focused cognitive
therapy focuses on the 3ms of PTSD
memories
distorted memory representations
meanings the maladaptive cognitive
appraisals and management this is
working on the difficulty we see with
coping with feelings and thoughts and
perceptions so now moving to the course
of treatment we see in this case of Joe
the treatment team explained to Joe how
the treatment was supposed to work so
they explained the three M's and all the
other information about trauma focused
cognitive therapy we see that Joe's
father joined him for the early sessions
this kind of makes the client more
comfortable in the case of Joe it
certainly, did these initial sessions had
a lot of normalizing of the response to
the event so anybody would be distressed
if they are in a car accident and
pursued by the person that hit them
there was a lot of rapport building they
made it clear to Joe that he had
permission to talk about the event which
I think seems particularly bored in this
case because again he had difficulty
really expressing thoughts or feelings
around the incident they also gave him
58. permission to talk about the symptoms
and they discussed the incident in a
calm and safe way kind of setting at
for joe tafolla trying to really make
this a little bit less emotional for Joe
Joe was encouraged to recognize his
emotions to express his emotions and to
manage the more extreme emotional
reactions some relaxation techniques
were used including progressive muscle
relaxation Joe was also instructed to
practice this at home so we see some
homework assigned which is actually
fairly common for all different types of
cognitive therapy we see the specific
cognitive distortion was identified
early on this is that Joe believed that
the world was a different place since
the accent in relation to him right so
he didn't fit in with the world in the
same way because of that accent
Joe was assigned a number of new
activities this is called behavioral
activation essentially, we see a series
of tasks that Joe and his father would
complete together for example they would
play soccer in the garden then in the
street and then play soccer in the park
the idea here was they're trying to move
Joe into other geographic areas and
increased the probability of contact
with his friends from these behavioral
activation exercises it became clear
that one of Joe's fears was that when he
was away from his father something bad
would happen to his father to alleviate
59. this fear they discussed with Joe how
his father - actually been a number of
altercations before this incident they
tried to sell this like Joe's father had
a lot of skill at surviving fights so it
always worked out okay for him because
he knew how to take care of himself I'm
not sure I would have gone with this
route right like telling Joe that his
father had been in a lot of fights and
kind of was a survivor it seems a little
unusual to me it's kind of introducing
new information that may have backfired
but we see in the case report that this
appears to have been effective again
maybe not something I would have done
but a kind of maneuver that seemed to
work in this case Joe also incorrectly
believed that his father was still
suffering from the injuries that
occurred in the accent what we see is
that Joe became more alert about
behavior as his father already engaged
in for example taking medication the
father already did this right
early but now, Joan noticed it and
attributed this behavior to the accent
so, Joe had a lot of blanks in terms of
understanding what happened and he
tended to fill in those blanks with the
worst case scenario the treatment team
kind of created a game for Joe to
address this making him the detective
who is responsible to find evidence and
fill in those blanks so unlike that
other technique of talking about all
60. these flights that the father had been
in I think this technique makes a lot of
sense
this one really, I think kind of empowers
Joe and allows him to use his creativity
and critical thinking skills to solve
problems that could help him move past
these symptoms so I really like this
technique in particular we see an
example of some of the blanks that Joe
had in terms of the narrative Joe
believed that immediately after the
accent that him and his father were both
severely injured so severely in fact he
believed they required immediate medical
treatment because they did not receive
treatment Joe felt that there must be
unresolved physical issues so he
believed that both him and his father
had physical problems as a result of
that accent but really it was a
cognitive distortion they did not have
any problems at the time that Joe was
receiving treatment so to address this
they talked with Joe about his
understanding what happened and in the
narrative we see that behind the vehicle
that hit Joe and his father there was an
ambulance the ambulance crew saw the
accident of course they were right
behind the vehicle to hit him as I
mentioned but then they drove past the
accent drove around the circle and came
back to make sure that no one was
injured to the degree where they would
need transportation to the hospital Joe
61. remembers seeing the ambulance twice
which is in fact what happened the
ambulance passed their position again
two times going past them and then
coming back the presence of that
ambulance led to this assumption by Joe
that he would need to be hospitalized
therefore, his injuries must have been
serious so again we kind of see how
these cognitive sources play out there
was information that was accurately
collected at the time by Joe but
incorrectly interpreted
the treatment team was able to spin this
around and paint another narrative I
thought this was also a good technique
they said clearly it was unlikely that
Joe and his father were severely injured
as evidenced by the ambulance crew
seeing them and continuing on so they
really took the same information but
interpreted more accurately and in a way
that was more helpful to treating Joe's
symptoms Joe made fairly good progress
as a result of therapy
there was this distress scale that they
used in therapy and went from 0 to 10
with 10 being the most distressed Joe
initially reported a score of 10 when
discussing the incident but by the time
he got to the end of therapy he was
reporting scores of 0 during all parts
of his narrative not just the parts
associated low distress but even the
parts that have been associated with a
high level distress my thoughts on this
62. presentation example this is an
interesting case we get to see as I
mentioned before how severity may be
important sometimes but it may not be
the most important thing for everybody
and it would also appear here that the
altercation was as traumatic as the
accent so I think that's what's really
interesting about this as well we see
this accent that was fairly minor right
Joe was uninjured but then we see this
pursuit and that as a separate incident
could be quite frightening and it's
really again how somebody perceives that
pursuit I think most people would have
been fairly alarmed when being chased by
another car but by the accident itself I
think most people would not have viewed
that as traumatic when these things
combined for Joe it did result again in
the development of post-traumatic stress
disorder
we're also left with the sense that if
Joe didn't realize that they were being
chased he would not have been
traumatized right so maybe the motor
vehicle accident really wasn't enough to
lead to PTSD but it was his
interpretation of that pursuit which of
course as I mentioned would have been
scary to anybody but if he was sitting
there and didn't know about it he may
not have had any reaction to it now
there's not a strategy that comes from
his of course there's no way to really
say hey let's ignore what's going on
63. right Joe's father couldn't have just
said Hey nothing's really happening here
not worry about it he had to acknowledge
what was going on and he was probably
scared himself but again it just points
back to how important perception is I
mentioned before that it seemed like Jo
was given a large number of diagnoses I
have to in some sense of course defer to
the people that treated him because they
actually, saw him and they put together
this case report but I can't help
thinking that it may have been more
useful to diagnose him just with
post-traumatic stress disorder and treat
that for a while
rather than stacking on a lot of
diagnoses the one that concerns me the
most of course is that conduct disorder
diagnosis conduct disorder carries a
stigma because about a third of
individuals diagnosed with it will go on
to develop antisocial personality so I
think I would have tried to avoid the
conduct disorder diagnosis especially
because the oppositional defiant
disorder was already diagnosed as I
mentioned before it's unusual to have
both of those diagnoses together usually
it's just one or the other of course
somebody can technically be diagnosed
with both but again this is somewhat
unusual and if you have the o DD
diagnosis there I don't really see the
urgency to go ahead and move forward
with conduct disorder but again that's
64. just my opinion for me in the case
report there's a lot of information of
course that would not be included there
of less concern but still somewhat
troubling is the diagnosis of major
depressive disorder this is an episodic
disorder that has a distinct course to
it somebody has a major depressive
episode then they usually recover some
degree and sometime later they have
another major depressive episode usually
sometimes there's one episode but
usually there's more than one so this
isn't something that we really think of
as being associated with a traumatic
event like a traumatic event occurs and
then immediately after that we see major
depressive disorder this is a disorder
where you would typically take a lot of
time before making the diagnosis watch
somebody for a while see if there's some
sort of change in their mood looks at the
level of depression and the level of
some of the other symptoms associate the
disorder so a little bit unusual I think
to jump right to major depressive
disorder as well so we see kind of I
think some unusual diagnostic behave
on the part of the clinicians not
necessarily technically incorrect but
just unusual I thought this presentation
example overall though was excellent and
demonstrating how trauma focused
cognitive therapy could be applied to a
real-life situation and how cognitive
distortions were highly problematic for
65. Joe and addressing those distortions
seemed to lead to a market improvement
PTSD and part is driven by individual
perceptions it's what people think of
those events that really matters at
least in some cases so I know whenever I
talk about topics like this like
post-traumatic stress disorder and I
look at these different presentation
examples there gonna be a variety of
opinions,
please put any opinions and
thoughts in the comment section
they always generate a really
interesting dialogue as always, I hope
you found this presentation example on
post-traumatic stress disorder and
trauma focused cognitive therapy to be
interesting thanks for watching
VIDEO LINK: https://youtu.be/RkSv_zPH-M4
Assignment: Posttraumatic Stress Disorder
It is estimated that more almost 7% of the U.S. population will
experience posttraumatic stress disorder (PTSD) in their
lifetime (National Institute of Mental Health, 2017). This
debilitating disorder often interferes with an individual’s ability
to function in daily life. Common symptoms of anxiousness and
depression frequently lead to behavioral issues, adolescent
substance abuse issues, and even physical ailments. For this
66. Assignment, you examine a PTSD video case study and consider
how you might assess and treat clients presenting with PTSD.
To prepare:
· Review this week’s Learning Resources and reflect on the
insights they provide about diagnosing and treating PTSD.
· View the media Presentation Example: Posttraumatic Stress
Disorder (PTSD) and assess the client in the case study.
· For guidance on assessing the client, refer to Chapter 3 of the
Wheeler text.
Note: To complete this Assignment, you must assess the client,
but you are not required to submit a formal comprehensive
client assessment.
The Assignment
Succinctly, in 1–2 pages, address the following:
· Briefly explain the neurobiological basis for PTSD illness.
· Discuss the DSM-5 diagnostic criteria for PTSD and relate
these criteria to the symptomology presented in the case study.
Does the video case presentation provide sufficient information
to derive a PTSD diagnosis? Justify your reasoning. Do you
agree with the other diagnoses in the case presentation? Why or
why not?
· Discuss one other psychotherapy treatment option for the
client in this case study. Explain whether your treatment option
is considered a “gold standard treatment” from a clinical
practice guideline perspective, and why using gold standard,
evidence-based treatments from clinical practice guidelines is
important for psychiatric-mental health nurse practitioners.
·
Support your Assignment with specific examples from this
week’s media and at least three peer-reviewed, evidence-based
sources. Explain why each of your supporting sources is
67. considered scholarly. Attach the PDFs of your sources.
7 Teamwork and Group Skills
iStock/Thinkstock
Learning Objectives
After reading this chapter, you should be able to:
•
Recognizetheimportantroleleadershipplaysinguidingconstructive
teamsandgroups.
• Evaluatetypesofteamsandvariousbackgroundfactors.
•
Respondtoeachstageofteamdevelopmentandotherteamprocesses.
• Utilizeasystemsapproachtoteamwork.
• Understandhowtobuildandguidehigh-performanceteams.
war82476_07_c07_207-242.indd 207 3/3/16 11:34 AM
Introduction
Introduction
What does NASCAR racing have in common with book
publishing? Both rely on teams and
groups to successfully complete their tasks. As NASCAR’s
website (2015) puts it, “a full-blown
pit stop consists of the following—changing four tires, adding a
full tank of Sunoco racing
68. fuel, wiping the grille clean and making minor adjustments to
the car. Oh, and the really good
team can accomplish all of that in 12 seconds with the allotted
six crew members” (para. 1–2).
Typically, the individuals involved are the rear tire carrier, the
rear tire changer, a jackman,
the front tire carrier, the front tire changer, and a gas man. A
support crew works behind the
pit crew to make sure everything moves smoothly. A crew chief
and his/her car chief lead the
group, assisted by an engineer.
The leadership team creates a strategy that the crew must carry
out. Several factors dictate a
team’s pit-road strategy. Race length, caution flags, fuel
mileage, and tire wear are all consid-
ered before the crew chief decides on an appropriate course of
action. Then, the team must
make adjustments on the fly. Change two tires or four (or zero)?
Other corrections make sure
the car will not get worse due to changing track conditions.
All the while, the car’s driver receives most of the attention and
fame, as the supporting cast
does the dirty work. Many people know the name Danica
Patrick. But who can identify her
crew chief or any member of her team?
The same holds true in book publishing. A typical book is
guided by an editor-in-chief, who
will assign a sponsoring editor to a project. That person works
with a team consisting of an
editorial coordinator; a composition person or team; a cover
design employee; one or more
copy editors; manuscript reviewers; a developmental editor; and
individuals assigned to cre-
69. ate graphics, design pages, and edit photos. Then, a publicity
team and a sales force must
make sure copies of the book show up in the right hands in
order for it to gain traction in the
marketplace.
And yet, one or a few names appear on the book’s cover. The
author’s level of success is often
determined, at least in part, by the quality of the team working
behind the scenes. These indi-
viduals must be properly led, managed, and coordinated for a
bestseller to take shape.
Skills in leading teams and building teamwork are critical to
being an effective leader, and
having leaders skilled in these areas is critical to the success of
organizations. The payoffs of
teamwork have been extensively researched (Katzenback &
Smith, 1993; Larson & LaFasto,
2001; McShane & Von Glinow, 2010; Hellriegel & Slocum,
2011; Mathieu, Maynard, Rapp, &
Gilson, 2008). On a personal level, skills in teamwork have
become so important that Fortune
Magazine reported that “[b]ecoming skilled at teamwork may be
the single most important
thing you can do to increase your value regardless of your level
of authority” (Useem, 2006,
p. 11).
I devote this chapter to helping leaders understand the dynamics
of how teams function and
to preparing individuals to be skilled team players, leaders, and
builders. It is designed to
encourage leaders to be strong advocates of the importance of
teamwork throughout the
organization.
70. war82476_07_c07_207-242.indd 208 3/3/16 11:34 AM
Section 7.1 The Study of Groups and Teams
7.1 The Study of Groups and Teams
Leaders throughout the centuries have studied and shared
thoughts about teams. For example,
leaders have had to make decisions about how to organize and
manage military operations,
build magnificent buildings, and complete many other
endeavors. These efforts required the
use of teams. At first, little was written about the formal study
of teams. Some trace the for-
mal study of teams to the work of Norman Triplett who in the
late 1800s studied the effects
of working alone versus working in a group (1897). He noted,
for example, that bicycle racers
who pedaled around a racetrack in groups were faster than those
who pedaled around alone.
A major breakthrough in the study of teams occurred in 1933
when Elton Mayo published his
findings from the Hawthorne studies conducted at a Western
Electric plant outside of Chi-
cago. Mayo was part of a Harvard University research team
asked to study the activities of
work groups at the Hawthorne plant. Prior to the group coming
in, an initial study was done
to evaluate the effect of lighting intensity on performance. One
group worked in a room where
the intensity was kept constant and another where the intensity
was varied. As expected, as
71. illumination increased, productivity also increased. However,
when illumination decreased,
output continued to increase. This is when the Harvard research
team was brought in to dis-
cover why this was happening.
The Hawthorne studies were origi-
nally designed to evaluate the effect of
working conditions on productivity by
varying such things as the intensity of
lighting, length of breaks, incentive pay,
and shorter working days. Instead, the
results launched a whole new interest
in human relations and group dynam-
ics. The researchers concluded that the
increases in productivity were more a
result of the dynamics taking place in
the groups and the special attention the
experimental group was getting than
the influence of working conditions.
The next major wave of developments in the study of teams
came from the work of Kurt Lewin,
as Lewin used the term “group dynamics” to describe the
scientific study of behavior in groups
(1951). After Lewin, many other researchers and popular writers
have focused on group dynam-
ics, the importance and effectiveness of teams, and it’s
important to distinguish between groups
and teams.
“Group” was the primary term used in the earlier studies of the
dynamics that take place in
sets of people. We can define a group as two or more people
gathered or classified together
with a common purpose. Groups can be formal or informal.
72. Formal groups are established to allow members to work
together to accomplish a given out-
come. Examples of formal groups would be an ongoing set of
individuals who work together
on a job, such as members of a department or a subset of a
department in a business; a project
team completing a specific assignment; or a committee that
oversees an element of an opera-
tion, such as workplace safety or employee benefits.
Monkeybusinessimages/iStock/Thinkstock
A group is two or more people gathered together
with a common purpose.
war82476_07_c07_207-242.indd 209 3/3/16 11:34 AM
Section 7.1 The Study of Groups and Teams
Informal groups emerge among individuals with common
interests. Informal groups tend to
form around activities, such as a company bowling or soccer
team; shared sentiments, includ-
ing political and religious affiliations; and interactions that
result from being around people
on an everyday basis, such as those on the same floor of an
office building or employees who
are assigned to a remote location of a company.
We can define a team as two or more people with a common
purpose, interdependent roles,
and complementary skills. Consider a group as a broader term
that encompasses a wide
73. range of activities and a team as a specific kind of formal group
of individuals with not only
a common purpose but also interdependent roles and
complementary skills. All teams can
be considered groups, but not all groups would be considered
teams. Teams become distinct
from groups when synergies, or increased levels of
performance, emerge from greater inter-
dependence and shared effort (Katzenbach & Smith, 1999; Rico,
Sanchez-Manzanares, Gil, &
Gibson, 2008). Characteristics of teams include:
• sharing leadership responsibilities among members;
• shifting from individual responsibility to individual plus
collective responsibility;
• evaluating success based on team outcomes rather than
individual outcomes; and
• improved collective problem solving.
Trust constitutes an additional key component of a team.
Effective teams go beyond interac-
tion and move to the point of collaboration.
Skills in leading teams and building teamwork are critical to
being an effective leader, and
having leaders skilled in these areas is critical to the success of
organizations. Any type of
organization that excels at teamwork at the top, within teams,
between teams, and outside
the organization with key stakeholders holds many advantages.
Table 7.1 displays a number
of reasons why teamwork is important to leaders and
organizations.
Table 7.1: The value of teamwork
74. The Importance of Teamwork to a Leader’s Success
• Leaders who are excellent team players, who can build high-
performance teams, and who can develop
teamwork between teams will be in high demand in the
organization of the future.
• The higher you go as a leader, the more you will rely on
teamwork to succeed.
• In any endeavor there are limits to how far you can go and
how much you can accomplish without the
support and help of others.
The Importance of Teamwork to the Success of Organizations
• Organizations cannot successfully compete and sustain success
at a high level without teamwork.
• Effective teamwork improves performance, speed in getting
things done, the quality of work, products
and services, communications, innovative thinking, the work
culture, morale and motivation, employee
engagement, team and personal development, and employee
retention and loyalty to the organization.
• The organization of the future will rely increasingly on
teamwork not only internally but also externally,
as they will need to partner with others to succeed.
war82476_07_c07_207-242.indd 210 3/3/16 11:34 AM
Section 7.2 What Leaders Need to Know About Teams
75. 7.2 What Leaders Need to Know About Teams
Students of the dynamics of teams often become more effective
leaders. Studying team dynam-
ics means being aware of the strengths and weaknesses of the
team, the team members, and
the activities taking place internally and externally that affect
the health and effectiveness
of the team. Individuals can learn how to fully utilize the
potential of the team as well as any
team issues that should be addressed or could be improved.
Perhaps you have been part of
a team in which the members were aware of a number of
dynamics taking place that were
affecting the group but the team leader was not aware of them.
Among the topics a leader
should understand are the following factors:
• the type of team;
• background factors;
• the stage of development; and
• team processes.
An analysis of the first two of these factors follows in this
section. Later in this section, we
cover the other two factors.
Types of Teams
Before analyzing additional fac-
tors related to team success or
failure, the first step is to under-
stand the types of teams utilized
in organizations. Four of the most
common are:
76. • self-managed work teams;
• problem-solving teams;
• cross-functional teams;
and
• virtual teams.
Each presents potential benefits
and challenges to the leader and
the overall organization.
Uberimages/iStock/Thinkstock
What type of team might this be?
Self-Reflection Questions
1. Both teams and groups share goals. Explain the types of goals
that would be
associated with a formal group and the types of goals that those
in an infor-
mal group would seek.
2. Table 7.1 displays the importance of teamwork to a leader
and an organi-
zation. How would poor or missing teamwork become a
detriment to the
leader and his or her company?
war82476_07_c07_207-242.indd 211 3/3/16 11:34 AM
Section 7.2 What Leaders Need to Know About Teams
Self-Managed Teams
77. Many leaders find that employees can successfully direct
certain types of work. A self- managed
work team consists of a group of employees who are assigned
managerial responsibilities
combined with work tasks. The managerial activities performed
by members of self-managed
work teams include planning activities, scheduling work,
assigning tasks to individual team
members, overseeing the pace of work, making on-the-spot
decisions, and facilitating some
elements of the control function. In some instances self-
managed teams conduct internal per-
formance evaluations.
Research regarding the effectiveness of self-managed teams has
produced mixed findings.
Some evidence suggests team members report higher levels of
job satisfaction (Cordery,
Mueller, & Smith, 1991; van Mierlo, Rutte, Kompier, &
Doorewaard, 2005). In other instances,
workplace productivity increased as accident rates were reduced
in manufacturing settings
(Royal, 1999). In contrast, supervisors and other leaders who
would lose authority in self-
management team settings are logically inclined to resist such a
change, viewing the move as
a threat to job security.
Self-managed work teams would appear to have better chances
for success when employ-
ees are well trained and perform more sophisticated jobs. The
organization must be able to
support the program with rewards for team performance. Firms
exhibiting centralization or
strong patterns of managerial control at top levels are not the
best candidates for such pro-
78. grams. Note that even in self-managed teams leaders become
part of the process. A leader
will either be designated to take charge or one will emerge in
the vacuum that will otherwise
appear.
Problem-Solving Teams
When members of an organization are placed into groups to
examine specific organizational
problems or processes, a problem-solving team may emerge.
Teamwork occurs when mem-
bers are willing to share information, cooperate, and seek to
achieve group as well as indi-
vidual objectives. Problem-solving teams can at times resemble
quality circles and at times
project teams. Such teams remain popular for dealing with
various organizational issues.
In some instances, a team may be asked to serve only in an
advisory role. The team assesses a
problem and then reports to a decision maker. These individuals
serve as part of an advisory
team. Such teams may play additional roles, including at times
when they are assigned to
provide council to top management or those directing a specific
project or activity. Leader-
ship of problem-solving teams involves the ability to solicit
quality ideas while directing those
involved to the best solutions rather than compromises or other
less valid approaches.
Cross-Functional Teams
A cross-functional team consists of employees from different
areas in the company who are
assembled to achieve a specific purpose. Combining experts to
work on an exciting problem,
79. task, or issue often leads to effective cross-functional teams.
Teams can be assigned to develop
a new product, such as has been standard practice at Apple
Computers for many years.
war82476_07_c07_207-242.indd 212 3/3/16 11:34 AM
Section 7.2 What Leaders Need to Know About Teams
Cross-functional teams at times resemble a task force. Many
automobile manufacturers have
employed task forces to coordinate complex projects. Harley
Davidson relies on collections of
individuals from various departments to help manage product
lines, including the design of
the product, manufacturing, and even contacts with suppliers
(Brunetti, 1999).
Note that both problem-solving teams and cross-functional
teams often become change
teams. These sets of individuals are assigned to tackle specific
issues causing problems for
an organization or to guide the company to take advantage of a
new opportunity. In both
instances, the team institutes change.
Virtual Teams
Current technology allows members of groups to meet in
cyberspace. Virtual teams employ
Internet and digital technologies to achieve common goals, such
as collaborating, sharing
information, solving problems, and scheduling activities.
Virtual teams are formed for short-
term projects as well as long-range, ongoing issues.
80. Virtual teams enjoy the advantages of reducing travel costs and
allowing people from remote
locations to participate (see Figure 7.1). They are flexible in the
sense that meetings can be
arranged fairly quickly, especially when compared to the
necessity to travel to a distant place.
Volvo and Lockheed Martin have both made effective use of the
advantages of these types of
teams (Ante, 2003; Naughton, 2003; Crock, 2003).
Figure 7.1: Virtual teams
Virtual teams employ Internet and digital technologies to
achieve common goals.
iStock/Thinkstock
war82476_07_c07_207-242.indd 213 3/3/16 11:34 AM
Section 7.2 What Leaders Need to Know About Teams
One could argue that a virtual team would be better named a
“virtual group.” The reasoning
connected to this interpretation would be that virtual
collaborations do not take on the ele-
ments of trust and member interdependence that are part of the
team concept. Three limita-
tions to virtual teams have been described, two of which reduce
the ability to take on team-
like characteristics. First, in virtual meetings, paraverbal and
nonverbal cues, such as voice
tone and inflection (paraverbal) and eye contact, distance,
gestures, and facial expression
81. (nonverbal) cannot as easily be sent or received. This limits the
richness of communications
between members. Second, socialization will be reduced. As
virtual meetings conclude and
members adjourn, they cannot remain “in the room” to discuss
issues and fraternize. The
third problem associated with virtual teams is that members will
most likely meet at dif-
fering times, depending on location. A meeting that begins at
4:00 in the afternoon in San
Diego is taking place at 7:00 p.m. in New York, a time when
most people have left the office.
International virtual meetings become even more problematic.
Leading a team in those cir-
cumstances constitutes a greater challenge.
In summary, the four types of teams are prevalent in many of
today’s companies. A leader’s
efforts can be designed to improve functioning and can assist
self-managed teams, problem-
solving groups that become teams, cross-functional teams
following the same path, and vir-
tual teams. We describe other elements of team success next.
Team Background Factors
Not only is it important for leaders to know the types of teams
that function within organi-
zations, it is also important to know the various background
factors that contribute to how
teams collectively think and function. Background factors
include the internal and external
factors that influence the group. These include the history of the
team; the mission, goals, and
culture of the organization; the team’s purpose and tasks; team
member characteristics; and
82. the status of the group. A brief analysis follows.
History
A leader should know the background of a group. A new leader
would be wise to invest time
learning as much as possible about the team by interviewing and
getting to know all of the
team members. The leader can ask about the manner in which
the team was formed, the
characteristics of any previous leader, and other elements before
deciding how to operate and
possibly improve a team.
The Organization’s Mission, Goals, and Culture
For a team to be successful, it must to be designed to
effectively contribute to the mission,
goals, and culture of an organization. Therefore, leaders should
become familiar with these
factors make sure the team is aligned to best contribute to the
success of the organization.
The Team’s Purpose and Tasks
The purpose and tasks a group performs need to be clear and
designed in the best possi-
ble way for the team to perform at a high level. The tasks
performed by a team can have
war82476_07_c07_207-242.indd 214 3/3/16 11:34 AM
Section 7.2 What Leaders Need to Know About Teams
a significant impact on its subsequent level of success.
Members should have the skill sets
needed to complete various assignments. If not, the leader
83. should seek to add new members
or address the situation in some other way.
Member Characteristics
Knowing the strengths and weaknesses of each team member
and how the team members
work together is critical information for a leader to discover.
Are team members being fully
utilized? Do they function well together? Are there problems
with or between team members?
The Team’s Status and Influence
A highly respected team tends to exhibit confidence and may be
more motivated to complete
its project or assignment. Members who believe they are
perceived in a more favorable light
because they belong to a certain team will likely give greater
effort and be more willing to
support the team’s activities.
Herb Kelleher: Team Building at Southwest Airlines
One of the most influential leaders in the airline industry, Herb
Kelleher, is responsible for
forming and building a major force: Southwest Airlines. His
novel approach to management
included a heavy emphasis on team building. Leadership
processes were designed for
that purpose. “Power should be reserved for weightlifting and
boats, and leadership really
involves responsibility,” Kelleher once noted (Free Enterprise,
2014, para. 1).
The team-building process begins at the hiring stage. “We will
hire someone with less
experience, less education, and less expertise, than someone
84. who has more of those things
and has a rotten attitude. Because we can train people. We can
teach people how to lead. We
can teach people how to provide customer service. But we can’t
change their DNA.” He adds,
“I forgive all personal weaknesses except egomania and
pretension” (Free Enterprise, 2014,
para. 3, 5).
From there, the company’s culture guides people to share in
numerous activities. Early in the
company’s development, Kelleher and his management team
were guided by the idea that
less time spent at the gate meant more time in the air. As a
result, when a plane went through
a “turnaround,” everyone from the gate agents to the flight
captain and all other nearby
employees were charged with cleanup and preparation for the
next flight. The net result
was the ability to add additional flights each day, leading to the
ability to lower fares while
building profits.
Southwest Airlines has placed a strong emphasis on customer
satisfaction. The company
works hard to make sure that considerate employees resolve
problems on flights such as lost
luggage and delays. For years the company’s staff meetings
resembled pep rallies. Kelleher
notes, “A company is stronger if it is bound by love rather than
by fear.” He notes, “One piece
of advice that always stuck in my mind is that people should be
respected and trusted as
people, not because of their position or title” (Free Enterprise,
2014, para. 2, 6).
85. For years, Herb Kelleher was one of the most sought-after
public speakers in the business
world. At times he was booked for more than 2 years in
advance. Clearly his understanding
of the value of teamwork played a vital role in his success as an
organizational leader and
pioneer (Reingold, 2013; Clow and Baack, 2010).
war82476_07_c07_207-242.indd 215 3/3/16 11:34 AM
1. Forming
2. Storming
3. Norming
4. Performing
Section 7.2 What Leaders Need to Know About Teams
Leaders assess these elements and then respond. In the
following paragraphs, we discuss
how teams develop over time and some of the processes that
take place within them. Only
with an understanding of this can a leader apply an effective
leadership approach.
Stages of Team Development
Now that you have a better understanding of the background
factors that comprise individual
teams and the types of teams that can develop, it’s important to
look at precisely how this
developmental process works. Research regarding team
86. interactions indicates that they go
through a number of stages of development, and that if they do
not devote the adequate atten-
tion needed to address one phase, it handicaps them in their
efforts at the next stage (Tuck-
man, 1965; Tuckman & Jensen, 1977). Tuckman and Jensen
(1997) developed one commonly
cited approach used to explain how groups and teams evolve
over time. Their model suggests
a sequence in which individuals gradually surrender a sense of
independence in favor of
greater interdependence. While the sequence may not be as
precise as the one depicted in
Figure 7.2, the figure does provide a general sense of how
groups tend to operate.
Figure 7.2: The stages of group development
Communication issues are present at each stage of group
development.
1. Forming
2. Storming
3. Norming
4. Performing
Forming
Initially, new team members are likely to distrust one another to
some extent and to experi-
ence feelings of uncertainty. Two behaviors appear in the first
stage of development, known
as the forming stage. First, members try out actions and
activities to see if others in the group
87. deem them as acceptable. The other will be the first tentative
actions of a leader when one has
been designated, such as setting a meeting time or agenda, or by
those seeking to lead when
one has not been appointed. The forming stage ends when
sufficient compliance suggests
that members see themselves as part of the larger group.
war82476_07_c07_207-242.indd 216 3/3/16 11:34 AM
Section 7.2 What Leaders Need to Know About Teams
Storming
Although members now view themselves as part of something,
they sometimes disagree with
the constraints imposed by the team or simply test to see what
the limits are. In the storm-
ing stage, the leader faces resistance as individuals seek to
discover their place in the group’s
structure (Tuckman, 1965). If the leader cannot manage the
group successfully, the possibil-
ity of subgroups, member procrastination, conflicts between
members, and open rebellion
emerges. Group survival may be at risk.
Norming
The close of the storming stage occurs when the team has firmly
established a leader, often
through the efforts of another member who challenges the group
to come together. Closer
relationships build between members, and discussions of power
become less emotional and
more matter-of-fact. Norms, or rules governing behaviors in the
group, begin to emerge. The
88. norming stage is complete when members share a common set
of expectations about behav-
iors and contributions to the group. As Table 7.2 shows, norms
apply to three main areas in
both formal and informal groups. In fact, many times norms
overlap between the two groups.
Norms can be formally or informally sanctioned, with approval
or disapproval by group mem-
bers. Someone engaged in a pleasant conversation with a
supervisor in an organization where
the norm is to see management as adversaries will probably be
accused of being a “brown
noser,” or worse.
Table 7.2: Types of norms
Area of Behavior Example of Norm
Effort Time on the job/overtime
Level of productivity
Sales calls, sales totals, customer follow-ups
Work behaviors Clothes and hairstyle, tattoos and piercings
Use of language, cursing, formality
Obeying or ignoring work rules and procedures
Social behaviors Fraternization between management and labor
Office romances
Norms tend to develop slowly but then become difficult to
change. They apply to the work-
89. place more so than to off-work activities. They also apply to
behaviors rather than private
feelings and thoughts. Members may “go along” with norms
they think are foolish, although
high-status group members may choose to ignore them. In
general, norms summarize group
influence processes, including the rules for joining and
maintaining membership (Hackman,
1992).
Norms may form around the time people arrive for meetings;
how prepared people are for
meetings; productivity, attitudes, vocabulary; how problems are
dealt with; how decisions
war82476_07_c07_207-242.indd 217 3/3/16 11:34 AM
Section 7.2 What Leaders Need to Know About Teams
are made; and many other dynamics in the team. Team norms
may be called other things such
as team standards or guidelines (Hackman, 1992).
Norms can provide vital organizational functions when they
clarify the group or organiza-
tion’s key values and convey a sense of identity. Enforcing
norms can assist an individual in
either meeting behavioral expectations and/or avoiding making
behavioral mistakes. Some
authors argue norms help the group or the organization to
survive (Feldman, 1984), bearing
in mind that counterproductive norms may also emerge that
hinder organizational success
and limit the leader’s ability to function effectively.
90. Performing
When the team reaches the point at which the primary activities
revolve around solving task
problems, the performing stage has opened. Open
communication takes place between mem-
bers as they cooperate with and support one another. Any
disputes are handled quickly and
constructively (Mason & Griffin, 2005). Ongoing work groups
and committees that reach the
performing stage remain there unless drastic events interfere.
Project teams end when the
task is complete. These groups then move to the final stage.
Adjourning
Teams that successfully complete tasks often end with a
ceremony or celebration. These take
the forms of parties, official statements of appreciation by
company leaders, or even gradua-
tions and mock funerals. Individuals resume a stronger sense of
independence as the group
disbands.
Leaders can assist group functioning at every stage of
development. In the forming stage they
can make members feel as comfortable as possible and establish
basic ground rules. In the
storming stage an effective leader works to resolve conflicts and
differences of opinion. In
the norming stage the leader can make sure that unethical or
counterproductive norms do
not emerge. In the performing stage, the leader facilitates group
activities. In the adjourning
stage, a leader can summarize group accomplishments and
express gratitude for good work.
91. Team Processes
Once a team is created, how that team actually functions
becomes critical. Team processes
refer to how things get done in a team. For example, processes
could include the norms that
guide the group and the ways in which the team members solve
problems, make decisions,
and resolve conflicts. Team processes could also i nclude the
team’s problem-solving style, the
roles team members play, communication patterns among
members, the social structure, and
the degree of trust among team members.
Team Problem Solving
The manner in which members of a team solve problems, make
decisions, and resolve con-
flicts plays a key role in how effectively the team will function.
Unfortunately, these processes
war82476_07_c07_207-242.indd 218 3/3/16 11:34 AM
Section 7.2 What Leaders Need to Know About Teams
tend to develop with little thought given to how they are done
or their implications. Effec-
tive leaders pay close attention to these processes. It may be
helpful to discuss each of these
processes with team members and agree on guidelines for how
they should be approached.
Training in these areas for leaders and perhaps all of the team
members can also be helpful.
Team Member Roles
92. A role is the “part” a person plays in a social setting. Teams can
be divided into four basic
roles. The team leader is the person who has been assigned to
direct activities in a formal
group or someone who evolves into that role in an informal
group. Formal leaders in teams
and groups include supervisors, heads of task forces, and
committee chairs. Informal leaders
might evolve from being the person who picks the restaurant
each day for the “lunch bunch,”
someone who signs up a group to participate in a bowling
league, or an individual who takes
charge of a group of employees who are involved in political or
religious activities outside of
work.
Opinion leaders are the leader’s closest associates. They derive
the name from the willingness
to express team goals and norms. A person who says, “We need
to pay attention to our safety
rules,” in an assembly line setting is likely the opinion leader
for a work team. A group mem-
ber who says, “We just want to have some fun” at a company
softball game, when a player gets
a little too serious about winning, serves as an informal group
opinion leader.
Members in good standing are individuals who become part of
the team but do not direct its
activities or reinforce group goals or norms. They simply
participate in team activities.
The gatekeeper is the individual who decides which people will
be included in a group and
who will be excluded. Both formal teams and informal groups
have gatekeepers. At times the
93. entire group or team decides as a collective—which is known as
the “gatekeeping function.”
Table 7.3 displays the productive and unproductive roles team
members play. In a healthy team
it is likely that all members engage in productive roles. For the
unproductive roles, leaders
should take care not to call attention to minor unproductive
behaviors that anyone could slip
into at times. But leaders should address unproductive roles that
are disruptive to the team.
A set of factors that can interfere with both the atmosphere
present and performance levels
includes various issues related to team member roles. The three
major forces that can disrupt
effective role performance and morale include role conflict, role
ambiguity, and role overload.
Role conflict occurs when an individual confronts differing role
expectations. An intra-role
(within the role) conflict takes place when an employee faces
two expectations that are not
in agreement. A restaurant server who is told by the leader to
give personal, attentive service
that makes patrons feel comfortable may also be encouraged to
“turn the table over” or get
people to leave as quickly as possible, in order to accommodate
more guests. Achieving both
objectives will be extremely difficult. An inter-role conflict
takes place when a role or task
performed on the job clashes with personal feelings. The role of
attentive parent may conflict
with the role of reliable employee, especially when being
reliable requires travel, working at
night, or long hours away from family (Peterson et al., 1995).
94. An effective leader makes sure
these conflicts are effectively resolved.
war82476_07_c07_207-242.indd 219 3/3/16 11:34 AM
Section 7.2 What Leaders Need to Know About Teams
Table 7.3: Constructive and unconstructive team roles
Constructive Roles Unconstructive Roles
Leader
Effective leaders clarify objectives and respon-
sibilities, ensure that problems are clearly
defined and resolved, draw group members into
the discussion, work in terms of priorities and
results, and motivate group members to use their
capabilities.
Sidetrackers
Sidetrackers get a group off the subject by bringing up
irrelevant information, changing the subject, telling
stories, pursuing hidden agendas, joking inappropri-
ately, carrying on sideline conversations during meet-
ings, or arriving late or leaving early.
Taskmaster
Taskmasters keep the group on the task, prevent
sidetracking, and assure that tasks are accom-
plished on time.
Shotgunner
Shotgunners are critical and judgmental, and they
continuously put down ideas and people by playing
95. the devil’s advocate.
Human Relations Facilitator
Human relations facilitators keep group harmony,
relieve tension, encourage and support group
members, help reconcile differences, keep com-
munication open, show warmth and friendliness,
use humor appropriately, and watch over the
emotional climate of the group.
Assumer
Assumers assume things about people and ideas with-
out checking them out.
Perception Checker
When appropriate, perception checkers check
out their understanding of what others have said,
check to see if others have understood them, and
occasionally summarize results and check for
consensus.
Isolate
Isolaters withdraw from the group by being silent,
showing disinterest, pouting, looking bored, or refus-
ing to participate or cooperate with the group.
Leveler and Confronter
Constructive leveling and confronting is used to
get issues into the open. It is impossible to have a
healthy group without leveling and confronting.
Autocrat
Autocrats dominate the group by forcing their own
ideas, manipulating and intimidating group members,
monopolizing group time, and making unilateral
decisions.
96. Problem Solver
Problem solvers attack problems and not people,
are good listeners, identify the key issues, explore
alternatives, and motivate the group to select the
best decision given the realities of a situation.
Problem Maker
Problem makers make a habit of disrupting, being
poor listeners, creating and looking for problems and
seldom having solutions, gossiping, ignoring the chain
of command and group policies, rebelling against
change or attempts to achieve change, and informally
rallying group members to their causes.
Contributor
Contributing includes becoming a member of the
group by accepting responsibility for one’s behav-
ior and its consequences, by getting involved, and
by offering ideas and support.
Manipulator
Manipulators maneuver people to get their own way
and send double messages by saying one thing when
they mean another.
Role ambiguity results from lack of clarity about a role. An
employee who complains, “I don’t
know what it is I’m supposed to be doing,” expresses role
ambiguity. It appears when a per-
son first begins a position or joins a new organization. Role
ambiguity may also material-
ize following dramatic changes in the group or in a company,
such as when downsizing or
restructuring takes place. The individual will be unclear about
new job responsibilities. Role
97. war82476_07_c07_207-242.indd 220 3/3/16 11:34 AM
Section 7.2 What Leaders Need to Know About Teams
ambiguity has been related to both job dissatisfaction and levels
of personal stress. It can be
reduced through managerial efforts to increase role clarity, such
as more specific job instruc-
tions, feedback, and coaching by a quality leader.
Role overload comes from being asked to do too much within a
role. The person may have
been mismatched in the first place, being unprepared to tackle a
position or occupation. Oth-
ers experience overload when managers place increasing
demands on them without allocat-
ing sufficient time to accomplish the work. Role overload has
been linked to job dissatisfac-
tion, stress-related problems, and conflicts with others. Table
7.4 identifies leadership tactics
designed to reduce role conflict, role ambiguity, and role
overload.
Table 7.4: Reducing role-related problems
Problem Methods
Role conflicts Clear task instructions
Employees only answer to one leader
Socially and morally responsible atmosphere
98. Role ambiguity Careful selection process
Clear rules and procedures
Goal-setting programs
Specific performance feedback
Quality leader-member relationships
Role overload Match person to job
Assist new or less experienced employees
Help during “crunch time” as needed
Communication Patterns
A leader can learn a great deal about a team by observing
communication patterns. The desir-
able pattern is that communication between team members and
the leader as well as with
one another is open, considerate, and candid. What is not
desirable occurs when individuals
communicate primarily with select individuals, when
destructive dialogue takes place behind
the scenes, when gossip about other team members including the
leader routinely can be
heard, and when interactions are not respectful.
Social Structure
The social structure of a team dictates how members relate to
each other and the status of
each team member. Is the team like a caring family where they
all look out for one another,
or perhaps more like a dysfunctional family where there are
cliques and high- and low-status
99. members? How does the team leader relate to the team
members, and how do they respond
back? Imbalances in the social structure such as a lack of
socialization, too much socialization,
war82476_07_c07_207-242.indd 221 3/3/16 11:34 AM
Section 7.3 A Systems Approach to Teamwork
significant differences in status, or the emergence of cliques can
make it difficult for a team to
function effectively. Quality team leaders work to ensure that
social patterns are caring and
respectful.
Team Trust
Trust is essential for team members to work efficiently and
effectively together. It emerges
from straightforward, fair, and honest dealings among team
members who then become able
to rely on the efforts and good intentions of others. A lack of
trust makes it difficult to accom-
plish tasks, as decisions and behaviors are second guessed.
Trust is something that is earned
and not something that is likely to be the result of experiential
exercises.
In summary, an excellent team leader first tries to understand
how the people involved oper-
ate together. The leader identifies the manner in which the team
solves problems. Then, the
leader identifies or develops opinion leaders, members in good
standing, and how gatekeep-
ing takes place. Also, outstanding leaders work to make sure
100. roles are played in a productive
manner. From there, team communication patterns and social
structure can be studied and
team trust can be built.
Self-Reflection Questions
1. Can you think of a situation in which a team would be both
cross-functional
and virtual at the same time? Explain.
2. Can you think of a situation in which a team would be both
problem solving
and virtual at the same time? Explain.
3. Of the background factors mentioned in this section, which
might pose the
greatest challenge to a leader, and which the least? Defend your
answer.
4. How might team norms and team roles conflict with each
other?
5. What kinds of events or situations could prevent a team from
moving into
the performing stage of its development? What should a
manager do if that
happens?
6. Explain the ways in which distrust can damage a team and
what a leader can
do to build trust among members with each other and with the
leader.
7.3 A Systems Approach to Teamwork
101. Skilled teamwork rarely happens by chance. People do not
automatically become skilled team
players. Teams do not automatically perform like high-
performance teams simply because
they are teams, and it certainly does not always naturally occur
to teams to work collabora-
tively together for a common purpose. In fact, teams can
become myopic in seeing things from
their limited perspective and in looking out for their own
interest.
war82476_07_c07_207-242.indd 222 3/3/16 11:34 AM
Section 7.3 A Systems Approach to Teamwork
For an organization to function at its best, leaders, and
particularly top-level leaders, need to
think of teamwork from a systems perspective. This means that
they should think of team-
work in terms of the whole system and not just in terms of the
teams they lead. In other
words, there ideally needs to be teamwork at the top, within
teams, between teams, and out-
side the organization with key stakeholders, and leaders at all
levels need to do whatever they
can to contribute to teamwork throughout the organization.
Teamwork at the Top
Teamwork should start at the top
in order to provide a quality exam-
ple. It is hard to preach teamwork
if you do not practice teamwork.
Note that whatever happens at
102. the top sets the standard for the
rest of the organization and is
multiplied throughout the orga-
nization. Therefore, the top-level
team should set an example of
leadership and teamwork for the
rest of the organization. Ideally,
the top-level team should func-
tion in a manner that manages
the organization well but focuses
primarily on leading the organi-
zation to success. Unfortunately,
many top-level teams are ineffec-
tive because they do little to pro-
vide an example for others to follow. It becomes the duty of the
top-level leader to ensure that
teams see a quality model of behavior on a daily basis.
Teamwork Within Teams
Leaders at all levels of an organization should receive training
on how to develop effective
teams. Building high-performing teams that excel at teamwork
is an important part of a
leader’s job that requires time and effort. Even a small
investment in building teamwork can
often pay significant dividends in the performance and morale
of a team and avoid many of
the team problems and sometimes dysfunctional behaviors that
occur when teamwork is left
to chance.
Teamwork Between Teams
It takes teamwork between teams as well as within teams for
organizations to excel. Unfor-
103. tunately, teamwork between teams is seldom developed in a
purposeful way. Consequently,
Rawpixel Ltd/iStock/Thinkstock
Leaders at all levels of an organization need to know how
to develop effective and high-performing teams.
war82476_07_c07_207-242.indd 223 3/3/16 11:34 AM
Section 7.3 A Systems Approach to Teamwork
the left hand often does not know what the right hand is doing,
and there is little effort to
coordinate and synchronize the interdependent activities
undertaken by teams. Leaders need
to purposefully make efforts to break down walls, barriers, and
conflicting goals between
teams and to systematically build teamwork between teams and
create a “one team” mental-
ity throughout the organization.
Teamwork With Stakeholders
Part of an organization’s success is dependent on the
relationships and teamwork the orga-
nization develops with key stakeholders outside the
organization like customers, suppliers,
investors, unions, communities, and various partnerships that
organizations are now often
engaged in. This is another part of a systems approach to
teamwork that should not be left to
chance but instead directed and guided by the leader.
104. Other Insights
Two additional insights merit special mention. The first is that
you get what you reward,
value, and measure. Leaders can talk as much as they want
about the importance of team-
work and even offer training on how to be a team player and
how to build teamwork. If the
desired behavior is not rewarded, however, it is not likely to
last. For example, leaders may
emphasize teamwork, but if it is only individual behavior that is
rewarded, most employees
will pursue individual efforts. Those who respond to the
encouragement to be team players
may actually be penalized because of the time invested in
teamwork that takes away from
individual efforts. The message for leaders is that if they
recognize the importance of team-
work and want to encourage teamwork, they need to find ways
to value, reward, and measure
teamwork.
The second insight that leaders should consider is that you
cannot have a strong team with
weak players. One of the most difficult and challenging
responsibilities of leaders is to do
everything within their power to get the right people on the
team. This means making hiring
team members a high priority, and making sure that these
individuals know what is expected
of them as players. It involves coaching team members about
how they are doing as team
players and making efforts to develop the skills of weaker
members. Table 7.5 lists insights
leaders should consider when building teams.
105. In summary, the systems approach to teamwork requires the
leader to examine every possi-
ble type of team relationship. It begins with deliberate action at
the top of the organization
but quickly expands to include those inside the leader’s team,
interactions with other teams,
and finally with other stakeholders, including those outside of
the organization. Effective sys-
tematic leaders understand how to reward employees and how to
choose members who are
most likely to contribute to team success.
Table 7.5: Insights leaders need to know about teams and
teamwork
1. To successfully compete in today’s times, organizations need
to be skilled at teamwork at the top, within
teams, between teams, and outside the organization with key
stakeholders.
2. Almost everyone believes that teamwork is essential to the
success of organizations and to gaining com-
petitive advantage, but few organizations do anything to
purposely develop teamwork.
3. You get what you value, reward, and measure. Organizations
seldom have a process for valuing and
rewarding teamwork and being a team player and often have
practices and rewards that discourage
teamwork and being a team player.
4. Leaders who know how to build high-performance teams and
teamwork will be in high demand in pres-
ent and future organizations.
5. You cannot have an A team with C players! An A player i s a
106. team member who is committed to the team
and contributes significantly to the team. B players are
committed to the team and contribute to the
team but need experience. They can be valuable members of the
team. C players are either not commit-
ted, make minimal contributions, or are disruptive to the team
and are unwilling or unable to improve.
It only takes one C player to derail or handicap a team.
6. Teamwork is so important to the success of organizations that
organizations need to make recruiting
for teamwork and developing employees into skilled team
players a high priority.
7. While teamwork is essential to an organization’s success and
can improve performance, the quality of
work, products and services, the commitment to decisions,
communications, and innovative thinking,
and can result in numerous other benefits, it is not suited for all
situations. It can be over-utilized as
well as under-utilized.
8. All teams do not need to be alike. They need to be designed
to fit their particular purpose.
9. Many team-building methods are ineffective at improving the
performance of teams. Building a high-
performance takes hard and purposeful work and practice.
10. High-performance teams often appear somewhat chaotic, as
everyone is engaged and involved and
wants to contribute. However, they unite and perform at a high
level when things need to get done.
war82476_07_c07_207-242.indd 224 3/3/16 11:34 AM
107. Section 7.4 Building High-Performance Teams
the left hand often does not know what the right hand is doing,
and there is little effort to
coordinate and synchronize the interdependent activities
undertaken by teams. Leaders need
to purposefully make efforts to break down walls, barriers, and
conflicting goals between
teams and to systematically build teamwork between teams and
create a “one team” mental-
ity throughout the organization.
Teamwork With Stakeholders
Part of an organization’s success is dependent on the
relationships and teamwork the orga-
nization develops with key stakeholders outside the
organization like customers, suppliers,
investors, unions, communities, and various partnerships that
organizations are now often
engaged in. This is another part of a systems approach to
teamwork that should not be left to
chance but instead directed and guided by the leader.
Other Insights
Two additional insights merit special mention. The first is that
you get what you reward,
value, and measure. Leaders can talk as much as they want
about the importance of team-
work and even offer training on how to be a team player and
how to build teamwork. If the
desired behavior is not rewarded, however, it is not likely to
last. For example, leaders may
108. emphasize teamwork, but if it is only individual behavior that is
rewarded, most employees
will pursue individual efforts. Those who respond to the
encouragement to be team players
may actually be penalized because of the time invested in
teamwork that takes away from
individual efforts. The message for leaders is that if they
recognize the importance of team-
work and want to encourage teamwork, they need to find ways
to value, reward, and measure
teamwork.
The second insight that leaders should consider is that you
cannot have a strong team with
weak players. One of the most difficult and challenging
responsibilities of leaders is to do
everything within their power to get the right people on the
team. This means making hiring
team members a high priority, and making sure that these
individuals know what is expected
of them as players. It involves coaching team members about
how they are doing as team
players and making efforts to develop the skills of weaker
members. Table 7.5 lists insights
leaders should consider when building teams.
In summary, the systems approach to teamwork requires the
leader to examine every possi-
ble type of team relationship. It begins with deliberate action at
the top of the organization
but quickly expands to include those inside the leader’s team,
interactions with other teams,
and finally with other stakeholders, including those outside of
the organization. Effective sys-
tematic leaders understand how to reward employees and how to
choose members who are
109. most likely to contribute to team success.
Table 7.5: Insights leaders need to know about teams and
teamwork
1. To successfully compete in today’s times, organizations need
to be skilled at teamwork at the top, within
teams, between teams, and outside the organization with key
stakeholders.
2. Almost everyone believes that teamwork is essential to the
success of organizations and to gaining com-
petitive advantage, but few organizations do anything to
purposely develop teamwork.
3. You get what you value, reward, and measure. Organizations
seldom have a process for valuing and
rewarding teamwork and being a team player and often have
practices and rewards that discourage
teamwork and being a team player.
4. Leaders who know how to build high-performance teams and
teamwork will be in high demand in pres-
ent and future organizations.
5. You cannot have an A team with C players! An A player is a
team member who is committed to the team
and contributes significantly to the team. B players are
committed to the team and contribute to the
team but need experience. They can be valuable members of the
team. C players are either not commit-
ted, make minimal contributions, or are disruptive to the team
and are unwilling or unable to improve.
It only takes one C player to derail or handicap a team.
6. Teamwork is so important to the success of organizations that
110. organizations need to make recruiting
for teamwork and developing employees into skilled team
players a high priority.
7. While teamwork is essential to an organization’s success and
can improve performance, the quality of
work, products and services, the commitment to decisions,
communications, and innovative thinking,
and can result in numerous other benefits, it is not suited for all
situations. It can be over-utilized as
well as under-utilized.
8. All teams do not need to be alike. They need to be designed
to fit their particular purpose.
9. Many team-building methods are ineffective at improving the
performance of teams. Building a high-
performance takes hard and purposeful work and practice.
10. High-performance teams often appear somewhat chaotic, as
everyone is engaged and involved and
wants to contribute. However, they unite and perform at a high
level when things need to get done.
Self-Reflection Questions
1. This section suggests that effective teamwork starts at the
top. Can you make
an argument that, instead, effective teamwork really starts at the
bottom?
Why or why not?
2. Can you think of situations in which the goals of insiders
(within the team)
and the goals of outsiders (stakeholders) contradict one
another? If so, what