NSG3036 W2 Project
Research Template Name
Cite both articles reviewed in APA style:
***In the template, any direct quotes from the articles needs to only include the page number.
Week 2 Template
Quantitative Article
Qualitative Article
Summarize the two assigned articles. In a paragraph, describe in your own words what the study was about and what the researchers found.
Identify and describe the problem for each article
Identified the purpose statement for each article
Identified hypothesis and/or research questions depending on the methodology used in the articles.
After analyzing, discuss
each article’s significance to nursing practice.
Identify two details to support the study being quantitative or qualitative
Name:
Growth Mindset
Task 1: Read the article Transforming Students’ Motivation to Learn, by Carol S. Dweck, Winter 2008, (following pages)before coming to class. Highlight the things you find interesting as you read.
Task 2: Think about yourself and your own mindset about mathematics and Engineering. Think about your personal science history in light of what Carol S. Dweck and her graduate students have discovered about mindsets and learning.
Write a draft of a paragraph or two about your reaction to this article. You might include thoughts about the following.
· How did the article make you feel?
· Do you believe you have a fixed mindset or a growth mindset? Explain why.
· How might the article influence how your approach to your classes, particularly Engineering and Science classes, this semester?
Bring a copy of this with you to class next time we meet. We might / will use our responses to generate discussion and a list of things we can do to help us move toward and maintain a growth mindset.
Task 3: Review the draft of a paragraph or two you wrote before the class discussion next week. Revise these paragraphs if necessary and incorporate your thoughts on the mindset article in your Draft. Be sure to address the specific questions raised in Task 2.
Transforming Students’ Motivation to Learn Carol S. DweckWinter 2008
This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated t.
Assignments View FeedbackFeedback for 7-2 Journal Wri!ng .docxnormanibarber20063
Assignments View Feedback
Feedback for 7-2 Journal: Wri!ng a Tense
Conversa!on
Submission Feedback
Rubric Name: ENG 510 Module Seven Journal Rubric
Score
20.7 / 30 - F
Feedback Date
Mar 15, 2020 8:26 PM
Assignment
7-2 Journal: Wri!ng a Tense Conversa!on
SP
Sandy:
You cra"ed a scene in which you achieved the dual-layered argument. You wrote with passion and
convic!on which amplified the emo!onal he" embedded within the piece. However, you did forget
one major component of the assignment which resulted in a significant deduc!on. Please see the
rubric for more specific commentary.
Be well and have fun.
--S
Submission ID Submission(s) Turni!n® Similarity Date Submi#ed
https://learn.snhu.edu/d2l/lms/dropbox/user/folders_List.d2l?ou=344913
javascript:void(0)
10441957 journal 7.docx (9.03 KB) 0 % Mar 7, 2020 3:10 PM
Done
https://learn.snhu.edu/d2l/le/dropbox/344913/turnitin/747269/submission/10441957/13684361/RetrieveOriginalityReport
https://learn.snhu.edu/d2l/common/viewFile.d2lfile/Database/MTM2ODQzNjE/journal%207.docx?ou=344913
ENGR 102 Growth Mindset “Persistence and Grit”
ENGR 102 Growth Mindset “Persistence and Grit”
Growth Mindset
Task 1: Read the article Transforming Students’ Motivation to Learn, by Carol S. Dweck, Winter 2008, (following pages)before coming to class. Highlight the things you find interesting as you read.
Task 2: Think about yourself and your own mindset about mathematics and Engineering. Think about your personal science history in light of what Carol S. Dweck and her graduate students have discovered about mindsets and learning.
Write a draft of a paragraph or two about your reaction to this article. You might include thoughts about the following.
· How did the article make you feel?
· Do you believe you have a fixed mindset or a growth mindset? Explain why.
· How might the article influence how your approach to your classes, particularly Engineering and Science classes, this semester? Transforming Students’ Motivation to Learn Carol S. Dweck Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer th.
The red coler with file are very importantAttached Files Fixedv.docxhelen23456789
The red coler with file are very important
Attached Files:
FixedvsGrowth.pdf
(
384.466 KB
)
Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it.
Ideas for write up portion:
What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity?
Points: 20 (which is a lot in this class)
(Do not forget I am international student, please)
http://www.nais.org/about/index.cfm?ItemNumber=145867
You can see these information on wibsite and I will put on this page because you have to read this a story.
SCHOOL MATTERS
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my
research in collaboration with my graduate students, we have shown that what students believe about
their brains — whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change — has profound effects on their motivation, learning, and school
achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological
worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can
they be changed? As we answer these questions, you will understand why so many students do not
achieve to their potential, why so many bright students stop working when school becomes
challenging, and why stereotypes have such profound effects on students' achievement. You will also
learn how praise can have a negative effect on students' mindsets, harming their motivation to
learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about
how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a
belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through e.
SCHOOL MATTERS BrainologyTransforming Students’ .docxMARRY7
SCHOOL MATTERS
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students' achievement. You will also learn how praise can have a negative effect on students' mindsets, harming their motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through effort and education. They don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they
understand that even Einstein wasn't Einstein until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a difficult school transition — the transition to seventh grade. This i ...
Topic Example Dialectical Journal Directions .docxjuliennehar
Topic: Example: Dialectical Journal
Directions: Choose 5-10 Passages/Quotes from reading and input 1 response to each passage. Responses
can include: Analysis (describe the various parts), Ask a question, Interpreting (explain the meaning), Infer
(educated guess based on prior understanding), Reflecting, Personal Connection (relates to self, world
events, book/movie/etc), Summarizing, Predicting. Number your quotes and responses.
Passage or Quotation from the Text:
Example quote from text:
“The age when food finders became food makers”
Student Response:
Example response:
● Analysis: Describing the human transition
from hunter gatherers to farmers (humans
now produce/make food)
6/20/2019 NAIS - Brainology
https://www.nais.org/magazine/independent-school/winter-2008/brainology/ 1/9
HOME > MAGAZINE > INDEPENDENT SCHOOL > BRAINOLOGY
Search
Brainology
Winter 2008
By Carol S. Dweck
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research
in collaboration with my graduate students, we have shown that what students believe about their
brains — whether they see their intelligence as something that's fixed or something that can grow
and change — has profound effects on their motivation, learning, and school achievement (Dweck,
2006). These different beliefs, or mindsets, create different psychological worlds: one in which
students are afraid of challenges and devastated by setbacks, and one in which students relish
challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most
important, can they be changed? As we answer these questions, you will understand why so many
students do not achieve to their potential, why so many bright students stop working when school
becomes challenging, and why stereotypes have such profound effects on students' achievement.
You will also learn how praise can have a negative effect on students' mindsets, harming their
motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how
much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
To understand the different worlds these mindsets create, we followed several hundred students
across a difficult school transition — the transition to seventh grade. This is when the academic
LOGIN >
http://w ...
Brainology Transforming Students’ Motivation to Learn .docxjackiewalcutt
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
Photoillustration: Michael
Northrup
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in
collaboration with my graduate students, we have shown that what students believe about their brains —
whether they see their intelligence as something that's fixed or something that can grow and change — has
profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs,
or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated
by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they
be changed? As we answer these questions, you will understand why so many students do not achieve to their
potential, why so many bright students stop working when school becomes challenging, and why stereotypes
have such profound effects on students' achievement. You will also learn how praise can have a negative effect
on students' mindsets, harming their motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call
this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed
intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that
their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they
believe that such setbacks reflect badly on their level of fixed intelligence).
1
Other students believe that intelligence is something that can be cultivated through effort and education. They
don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they
do believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein
until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is
a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes,
and persevering in the face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a
difficult school transition — the transition to seventh grade. This is when the academic work often gets much
harder, the grading gets stricter, and the school environment gets less personalized with students moving .
Brainology Transforming Students’ Motivation to LearnBy Carol S.docxAASTHA76
Brainology: Transforming Students’ Motivation to Learn
By Carol S. Dweck
This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students' achievement. You will also learn how praise can have a negative effect on students' mindsets, harming their motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through effort and education. They don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a difficult school transition — the transition to seventh grade. This is when the academic work often gets much harder, the grading gets stricter, ...
Brainology Transforming Students’ Motivation to Learn Ca.docxAASTHA76
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change constantly with
learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration
with my graduate students, we have shown that what students believe about their brains — whether they see their
intelligence as something that's fixed or something that can grow and change — has profound effects on their
motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different
psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be
changed? As we answer these questions, you will understand why so many students do not achieve to their potential,
why so many bright students stop working when school becomes challenging, and why stereotypes have such
profound effects on students' achievement. You will also learn how praise can have a negative effect on students'
mindsets, harming their motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this
a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they
possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may
not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks
reflect badly on their level of fixed intelligence).
Other students believe that intelligence is something that can be cultivated through effort and education. They don't
necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do
believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein until he put
in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that
can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the
face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a difficult
school transition — the transition to seventh grade. This is when the academic work often gets much harder, the
grading gets stricter, and the school environment gets less personalized with students moving from class to class. As
the students entered seventh grade, w ...
October 2007 Volume 65 Number 2 Early Intervention .docxvannagoforth
October 2007 | Volume 65 | Number 2
Early Intervention at Every Age Pages 34-39
The Perils and Promises of Praise
Carol S. Dweck
We often hear these days that we've produced a generation of young people who can't get
through the day without an award. They expect success because they're special, not because
they've worked hard.
Is this true? Have we inadvertently done something to hold back our students?
I think educators commonly hold two beliefs that do just that. Many believe that (1) praising
students' intelligence builds their confidence and motivation to learn, and (2) students' inherent
intelligence is the major cause of their achievement in school. Our research has shown that the
first belief is false and that the second can be harmful—even for the most competent students.
Praise is intricately connected to how students view their intelligence. Some students believe that
their intellectual ability is a fixed trait. They have a certain amount of intelligence, and that's that.
Students with this fixed mind-set become excessively concerned with how smart they are,
seeking tasks that will prove their intelligence and avoiding ones that might not (Dweck, 1999,
2006). The desire to learn takes a backseat.
Other students believe that their intellectual ability is something they can develop through effort
and education. They don't necessarily believe that anyone can become an Einstein or a Mozart,
but they do understand that even Einstein and Mozart had to put in years of effort to become who
they were. When students believe that they can develop their intelligence, they focus on doing
just that. Not worrying about how smart they will appear, they take on challenges and stick to
them (Dweck, 1999, 2006).
More and more research in psychology and neuroscience supports the growth mind-set. We are
discovering that the brain has more plasticity over time than we ever imagined (Doidge, 2007);
that fundamental aspects of intelligence can be enhanced through learning (Sternberg, 2005); and
that dedication and persistence in the face of obstacles are key ingredients in outstanding
achievement (Ericsson, Charness, Feltovich, & Hoffman, 2006).
The fixed and growth mind-sets create two different psychological worlds. In the fixed mind-set,
students care first and foremost about how they'll be judged: smart or not smart. Repeatedly,
students with this mind-set reject opportunities to learn if they might make mistakes (Hong,
Chiu, Dweck, Lin, & Wan, 1999; Mueller & Dweck, 1998). When they do make mistakes or
reveal deficiencies, rather than correct them, they try to hide them (Nussbaum & Dweck, 2007).
They are also afraid of effort because effort makes them feel dumb. They believe that if you have
the ability, you shouldn't need effort (Blackwell, Trzesniewski, & Dweck, 2007), that ability
should bring success all by itself. This is one of the worst beliefs that students can hold. It can
cause many bright st ...
Assignments View FeedbackFeedback for 7-2 Journal Wri!ng .docxnormanibarber20063
Assignments View Feedback
Feedback for 7-2 Journal: Wri!ng a Tense
Conversa!on
Submission Feedback
Rubric Name: ENG 510 Module Seven Journal Rubric
Score
20.7 / 30 - F
Feedback Date
Mar 15, 2020 8:26 PM
Assignment
7-2 Journal: Wri!ng a Tense Conversa!on
SP
Sandy:
You cra"ed a scene in which you achieved the dual-layered argument. You wrote with passion and
convic!on which amplified the emo!onal he" embedded within the piece. However, you did forget
one major component of the assignment which resulted in a significant deduc!on. Please see the
rubric for more specific commentary.
Be well and have fun.
--S
Submission ID Submission(s) Turni!n® Similarity Date Submi#ed
https://learn.snhu.edu/d2l/lms/dropbox/user/folders_List.d2l?ou=344913
javascript:void(0)
10441957 journal 7.docx (9.03 KB) 0 % Mar 7, 2020 3:10 PM
Done
https://learn.snhu.edu/d2l/le/dropbox/344913/turnitin/747269/submission/10441957/13684361/RetrieveOriginalityReport
https://learn.snhu.edu/d2l/common/viewFile.d2lfile/Database/MTM2ODQzNjE/journal%207.docx?ou=344913
ENGR 102 Growth Mindset “Persistence and Grit”
ENGR 102 Growth Mindset “Persistence and Grit”
Growth Mindset
Task 1: Read the article Transforming Students’ Motivation to Learn, by Carol S. Dweck, Winter 2008, (following pages)before coming to class. Highlight the things you find interesting as you read.
Task 2: Think about yourself and your own mindset about mathematics and Engineering. Think about your personal science history in light of what Carol S. Dweck and her graduate students have discovered about mindsets and learning.
Write a draft of a paragraph or two about your reaction to this article. You might include thoughts about the following.
· How did the article make you feel?
· Do you believe you have a fixed mindset or a growth mindset? Explain why.
· How might the article influence how your approach to your classes, particularly Engineering and Science classes, this semester? Transforming Students’ Motivation to Learn Carol S. Dweck Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer th.
The red coler with file are very importantAttached Files Fixedv.docxhelen23456789
The red coler with file are very important
Attached Files:
FixedvsGrowth.pdf
(
384.466 KB
)
Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it.
Ideas for write up portion:
What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity?
Points: 20 (which is a lot in this class)
(Do not forget I am international student, please)
http://www.nais.org/about/index.cfm?ItemNumber=145867
You can see these information on wibsite and I will put on this page because you have to read this a story.
SCHOOL MATTERS
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my
research in collaboration with my graduate students, we have shown that what students believe about
their brains — whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change — has profound effects on their motivation, learning, and school
achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological
worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can
they be changed? As we answer these questions, you will understand why so many students do not
achieve to their potential, why so many bright students stop working when school becomes
challenging, and why stereotypes have such profound effects on students' achievement. You will also
learn how praise can have a negative effect on students' mindsets, harming their motivation to
learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about
how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a
belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through e.
SCHOOL MATTERS BrainologyTransforming Students’ .docxMARRY7
SCHOOL MATTERS
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students' achievement. You will also learn how praise can have a negative effect on students' mindsets, harming their motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through effort and education. They don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they
understand that even Einstein wasn't Einstein until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a difficult school transition — the transition to seventh grade. This i ...
Topic Example Dialectical Journal Directions .docxjuliennehar
Topic: Example: Dialectical Journal
Directions: Choose 5-10 Passages/Quotes from reading and input 1 response to each passage. Responses
can include: Analysis (describe the various parts), Ask a question, Interpreting (explain the meaning), Infer
(educated guess based on prior understanding), Reflecting, Personal Connection (relates to self, world
events, book/movie/etc), Summarizing, Predicting. Number your quotes and responses.
Passage or Quotation from the Text:
Example quote from text:
“The age when food finders became food makers”
Student Response:
Example response:
● Analysis: Describing the human transition
from hunter gatherers to farmers (humans
now produce/make food)
6/20/2019 NAIS - Brainology
https://www.nais.org/magazine/independent-school/winter-2008/brainology/ 1/9
HOME > MAGAZINE > INDEPENDENT SCHOOL > BRAINOLOGY
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Brainology
Winter 2008
By Carol S. Dweck
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research
in collaboration with my graduate students, we have shown that what students believe about their
brains — whether they see their intelligence as something that's fixed or something that can grow
and change — has profound effects on their motivation, learning, and school achievement (Dweck,
2006). These different beliefs, or mindsets, create different psychological worlds: one in which
students are afraid of challenges and devastated by setbacks, and one in which students relish
challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most
important, can they be changed? As we answer these questions, you will understand why so many
students do not achieve to their potential, why so many bright students stop working when school
becomes challenging, and why stereotypes have such profound effects on students' achievement.
You will also learn how praise can have a negative effect on students' mindsets, harming their
motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how
much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
To understand the different worlds these mindsets create, we followed several hundred students
across a difficult school transition — the transition to seventh grade. This is when the academic
LOGIN >
http://w ...
Brainology Transforming Students’ Motivation to Learn .docxjackiewalcutt
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
Photoillustration: Michael
Northrup
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in
collaboration with my graduate students, we have shown that what students believe about their brains —
whether they see their intelligence as something that's fixed or something that can grow and change — has
profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs,
or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated
by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they
be changed? As we answer these questions, you will understand why so many students do not achieve to their
potential, why so many bright students stop working when school becomes challenging, and why stereotypes
have such profound effects on students' achievement. You will also learn how praise can have a negative effect
on students' mindsets, harming their motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call
this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed
intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that
their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they
believe that such setbacks reflect badly on their level of fixed intelligence).
1
Other students believe that intelligence is something that can be cultivated through effort and education. They
don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they
do believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein
until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is
a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes,
and persevering in the face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a
difficult school transition — the transition to seventh grade. This is when the academic work often gets much
harder, the grading gets stricter, and the school environment gets less personalized with students moving .
Brainology Transforming Students’ Motivation to LearnBy Carol S.docxAASTHA76
Brainology: Transforming Students’ Motivation to Learn
By Carol S. Dweck
This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be changed? As we answer these questions, you will understand why so many students do not achieve to their potential, why so many bright students stop working when school becomes challenging, and why stereotypes have such profound effects on students' achievement. You will also learn how praise can have a negative effect on students' mindsets, harming their motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through effort and education. They don't necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein until he put in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a difficult school transition — the transition to seventh grade. This is when the academic work often gets much harder, the grading gets stricter, ...
Brainology Transforming Students’ Motivation to Learn Ca.docxAASTHA76
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change constantly with
learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration
with my graduate students, we have shown that what students believe about their brains — whether they see their
intelligence as something that's fixed or something that can grow and change — has profound effects on their
motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different
psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can they be
changed? As we answer these questions, you will understand why so many students do not achieve to their potential,
why so many bright students stop working when school becomes challenging, and why stereotypes have such
profound effects on students' achievement. You will also learn how praise can have a negative effect on students'
mindsets, harming their motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's that. We call this
a fixed mindset, and, as you will see, students with this mindset worry about how much of this fixed intelligence they
possess. A fixed mindset makes challenges threatening for students (because they believe that their fixed ability may
not be up to the task) and it makes mistakes and failures demoralizing (because they believe that such setbacks
reflect badly on their level of fixed intelligence).
Other students believe that intelligence is something that can be cultivated through effort and education. They don't
necessarily believe that everyone has the same abilities or that anyone can be as smart as Einstein, but they do
believe that everyone can improve their abilities. And they understand that even Einstein wasn't Einstein until he put
in years of focused hard work. In short, students with this growth mindset believe that intelligence is a potential that
can be realized through learning. As a result, confronting challenges, profiting from mistakes, and persevering in the
face of setbacks become ways of getting smarter.
To understand the different worlds these mindsets create, we followed several hundred students across a difficult
school transition — the transition to seventh grade. This is when the academic work often gets much harder, the
grading gets stricter, and the school environment gets less personalized with students moving from class to class. As
the students entered seventh grade, w ...
October 2007 Volume 65 Number 2 Early Intervention .docxvannagoforth
October 2007 | Volume 65 | Number 2
Early Intervention at Every Age Pages 34-39
The Perils and Promises of Praise
Carol S. Dweck
We often hear these days that we've produced a generation of young people who can't get
through the day without an award. They expect success because they're special, not because
they've worked hard.
Is this true? Have we inadvertently done something to hold back our students?
I think educators commonly hold two beliefs that do just that. Many believe that (1) praising
students' intelligence builds their confidence and motivation to learn, and (2) students' inherent
intelligence is the major cause of their achievement in school. Our research has shown that the
first belief is false and that the second can be harmful—even for the most competent students.
Praise is intricately connected to how students view their intelligence. Some students believe that
their intellectual ability is a fixed trait. They have a certain amount of intelligence, and that's that.
Students with this fixed mind-set become excessively concerned with how smart they are,
seeking tasks that will prove their intelligence and avoiding ones that might not (Dweck, 1999,
2006). The desire to learn takes a backseat.
Other students believe that their intellectual ability is something they can develop through effort
and education. They don't necessarily believe that anyone can become an Einstein or a Mozart,
but they do understand that even Einstein and Mozart had to put in years of effort to become who
they were. When students believe that they can develop their intelligence, they focus on doing
just that. Not worrying about how smart they will appear, they take on challenges and stick to
them (Dweck, 1999, 2006).
More and more research in psychology and neuroscience supports the growth mind-set. We are
discovering that the brain has more plasticity over time than we ever imagined (Doidge, 2007);
that fundamental aspects of intelligence can be enhanced through learning (Sternberg, 2005); and
that dedication and persistence in the face of obstacles are key ingredients in outstanding
achievement (Ericsson, Charness, Feltovich, & Hoffman, 2006).
The fixed and growth mind-sets create two different psychological worlds. In the fixed mind-set,
students care first and foremost about how they'll be judged: smart or not smart. Repeatedly,
students with this mind-set reject opportunities to learn if they might make mistakes (Hong,
Chiu, Dweck, Lin, & Wan, 1999; Mueller & Dweck, 1998). When they do make mistakes or
reveal deficiencies, rather than correct them, they try to hide them (Nussbaum & Dweck, 2007).
They are also afraid of effort because effort makes them feel dumb. They believe that if you have
the ability, you shouldn't need effort (Blackwell, Trzesniewski, & Dweck, 2007), that ability
should bring success all by itself. This is one of the worst beliefs that students can hold. It can
cause many bright st ...
1 The Secret to Raising Smart Kids Hint Dont tel.docxShiraPrater50
1
The Secret to Raising Smart Kids
Hint: Don't tell your kids that they are. More than three decades of
research shows that a focus on effort—not on intelligence or ability—
is key to success in school and in life
By Carol S. Dweck, Scientific American Mind - November 28, 2007
A brilliant student, Jonathan sailed
through grade school. He completed his
assignments easily and routinely earned
As. Jonathan puzzled over why some of
his classmates struggled, and his
parents told him he had a special gift. In
the seventh grade, however, Jonathan
suddenly lost interest in school, refusing
to do homework or study for tests. As a
consequence, his grades plummeted.
His parents tried to boost their son’s
confidence by assuring him that he was
very smart. But their attempts failed to
motivate Jonathan (who is a composite
drawn from several children).
Schoolwork, their son maintained, was
boring and pointless.
Our society worships talent, and many
people assume that possessing superior
intelligence or ability—along with
confidence in that ability—is a recipe for
success. In fact, however, more than 30
years of scientific investigation suggests
that an overemphasis on intellect or
talent leaves people vulnerable to failure,
fearful of challenges and unwilling to
remedy their shortcomings.
The result plays out in children like
Jonathan, who coast through the early
grades under the dangerous notion that
no-effort academic achievement defines
them as smart or gifted. Such children
hold an implicit belief that intelligence is
innate and fixed, making striving to learn
seem far less important than being (or
looking) smart. This belief also makes
them see challenges, mistakes and
even the need to exert effort as threats
to their ego rather than as opportunities
to improve. And it causes them to lose
confidence and motivation when the
work is no longer easy for them.
Praising children’s innate abilities, as
Jonathan’s parents did, reinforces this
mind-set, which can also prevent young
athletes or people in the workforce and
even marriages from living up to their
potential. On the other hand, our studies
show that teaching people to have a
“growth mind-set,” which encourages a
focus on effort rather than on intelligence
or talent, helps make them into high
achievers in school and in life.
The Opportunity of Defeat I first
began to investigate the underpinnings
of human motivation—and how people
persevere after setbacks—as a
psychology graduate student at Yale
University in the 1960s. Animal
experiments by psychologists Martin
Seligman, Steven Maier and Richard
Solomon of the University of
Pennsylvania had shown that after
repeated failures, most animals
conclude that a situation is hopeless
and beyond their control. After such an
2
experience, the researchers found, an
animal often remains passive even when
it can affect change—a state they called
learned helplessness ...
This presentation was given at ACPI-TESOL Costa Rica in July 2016. I discuss the definitions of grit and growth mindset, and how it can be applied to SLA. I believe that grit and growth mindset help students persevere and succeed in their language learning.
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
Don’t tell your kids that they are. More than three decades
of research show that a focus on effort—not intelligence or
ability—is key to success in school and in life
This paper covers six major learning theories for Academic Advisors. It gives an overview of each theory and notes where students may struggle and strategies to help students succeed.
SOCW 6210 Week 10 Discussion Theories of Life-Span Development.docxrosemariebrayshaw
SOCW 6210 Week 10: Discussion: Theories of Life-Span Development
Zastrow and Kirst-Ashman (2016) stated, "We need theories to guide our thinking and our work so that we may undertake research-informed practice" (p. 127-128). At the same time, the authors asserted, "No theory will be perfectly applicable. Perhaps you will decide that only one or two concepts make any sense to you in terms of working with clients" (p. 128). Though you may be able to apply only a few concepts in a particular theory to your work with clients, as a social worker, you should be applying evidence-based research to your work. Empirically-based developmental theories may guide you as you assess clients and their presenting problems. You may also apply developmental theories to your treatment decisions.
For this Assignment, you discuss theories of life-span development by evaluating a theory that seems especially relevant to you and your role as a social worker. Select a theory of life-span development to address in this Discussion. This may be a theory described in the resources of this course, or you may select a theory based on personal research. Locate at least one scholarly resource (not included in the course resources) that addresses the theory you selected.
Assignment:
Post a Discussion in which you:
· analyze the theory of life-span development that you selected and Summarize the theory
· identify the strengths and weaknesses of this theory, especially as it relates to social work practice.
· Explain one way you might apply the theory to your social work practice.
· Proper English with no run-on sentences is an absolute requirement!
The paper must contain at least 2 references and citations. Use the following resources for the references and citations. At a minimum, be sure to reference Zastrow and Kirst-Ashman and Locate at least one scholarly resource (not included in the course resources) that addresses the theory you selected.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Dybicz, P. (2012). The hero(ine) on a journey: A postmodern conceptual framework for social work practice. Journal of Social Work Education, 48(2), 267–283.
Villadsen, K. (2008). 'Polyphonic' welfare: Luhmann's systems theory applied to modern social work. International Journal of Social Welfare, 17(1), 65–73.
What Do You Expect?
A teacher’s high — or low — expectations can wield a profound influence on students. Here’s how
to set the bar high for every child.
By Ann Gazin | August 2004
Source: Instructor Magazine
As your new students take their seats on the first day of school, no doubt some quick impressions will leap to
mind: She certainly looks enthusiastic and bright...He's daydreaming already...Her second-grade teacher
mentioned that she was a troublemaker; I wonder if she'll act up?
As fallible humans, it's natural to make judgments, both positive and negative. A.
Nurse Staffing and Inpatient Hospital Mortality.Write a Memora.docxgibbonshay
Nurse Staffing and Inpatient Hospital Mortality.
Write a
Memorandum
(no more than 2 pages) directed to your faculty answering the questions:
What questions the did researchers try to answer?
What study design was chosen for this study? Why?
What data was collected? Why?
What biases the study was subjected to?
What conclusions were made?
How a healthcare manager can use this study to guide departmental staffing?
**Refer to credible sources following APA format when appropriate
.
NR360 INFORMATION SYSTEMS IN HEALTHCARE Required Un.docxgibbonshay
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: Technology
Presentation
PURPOSE
The purpose of this assignment is to (a) explore and present an information technology used in the
healthcare system that supports the patient care experience and (b) develop the skills of team
communication, collaboration, and production.
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 5: Identify patient care technologies, information systems, and communication devices that
support safe nursing practice. (PO 5)
• CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to
data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)
• CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing
care. (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. For this team project, students will be assigned by faculty into teams of three to five individuals
depending upon class size.
2. Teams will receive a project grade based on assessment by the project rubric, which will then be
applied to each individual’s grade for the project minus points for lack of participation in the
development or presentation of the project.
3. The team leader will make all dropbox submissions for the course so that the
NR360 Technology Presentation Guidelines V1.docx Revised for SEP17 tz/css/slp 2
a. TURNITIN similarity index will not pickup inadvertent self‐plagiarism from another team
member’s submission
b. Course faculty will have only one submission to review and grade.
4. Use Microsoft PowerPoint 2007, 2010 or higher for systems’ compatibility.
a. Follow the best practices for PowerPoint construction & presentation
Preparing the Presentation
1. Prepare a PowerPoint presentation with speaker notes between 25‐30 slides, NOT including the
title and reference slides.
a. Speaker Notes
i. Outline and “script” the presentation for online students.
ii. Online students’ speaker notes should include the name of the student who
researched and presented the slide information.
iii. Campus students follow the guidelines of your course instructor.
b. Scholarly writing and APA 6th Edition guidelines should be followed as applicable to
PowerPoint slides.
c. Cite sources in APA format in the applicable slides and include the APA formatted
reference in your reference list slide(s) ‐ Minimum 6 references
d. Spelling, grammar, and punctuation apply even in bullet points and speaker slides (e.g.,
quotation marks, i.
More Related Content
Similar to NSG3036 W2 ProjectResearch Template NameCite both articles r.docx
1 The Secret to Raising Smart Kids Hint Dont tel.docxShiraPrater50
1
The Secret to Raising Smart Kids
Hint: Don't tell your kids that they are. More than three decades of
research shows that a focus on effort—not on intelligence or ability—
is key to success in school and in life
By Carol S. Dweck, Scientific American Mind - November 28, 2007
A brilliant student, Jonathan sailed
through grade school. He completed his
assignments easily and routinely earned
As. Jonathan puzzled over why some of
his classmates struggled, and his
parents told him he had a special gift. In
the seventh grade, however, Jonathan
suddenly lost interest in school, refusing
to do homework or study for tests. As a
consequence, his grades plummeted.
His parents tried to boost their son’s
confidence by assuring him that he was
very smart. But their attempts failed to
motivate Jonathan (who is a composite
drawn from several children).
Schoolwork, their son maintained, was
boring and pointless.
Our society worships talent, and many
people assume that possessing superior
intelligence or ability—along with
confidence in that ability—is a recipe for
success. In fact, however, more than 30
years of scientific investigation suggests
that an overemphasis on intellect or
talent leaves people vulnerable to failure,
fearful of challenges and unwilling to
remedy their shortcomings.
The result plays out in children like
Jonathan, who coast through the early
grades under the dangerous notion that
no-effort academic achievement defines
them as smart or gifted. Such children
hold an implicit belief that intelligence is
innate and fixed, making striving to learn
seem far less important than being (or
looking) smart. This belief also makes
them see challenges, mistakes and
even the need to exert effort as threats
to their ego rather than as opportunities
to improve. And it causes them to lose
confidence and motivation when the
work is no longer easy for them.
Praising children’s innate abilities, as
Jonathan’s parents did, reinforces this
mind-set, which can also prevent young
athletes or people in the workforce and
even marriages from living up to their
potential. On the other hand, our studies
show that teaching people to have a
“growth mind-set,” which encourages a
focus on effort rather than on intelligence
or talent, helps make them into high
achievers in school and in life.
The Opportunity of Defeat I first
began to investigate the underpinnings
of human motivation—and how people
persevere after setbacks—as a
psychology graduate student at Yale
University in the 1960s. Animal
experiments by psychologists Martin
Seligman, Steven Maier and Richard
Solomon of the University of
Pennsylvania had shown that after
repeated failures, most animals
conclude that a situation is hopeless
and beyond their control. After such an
2
experience, the researchers found, an
animal often remains passive even when
it can affect change—a state they called
learned helplessness ...
This presentation was given at ACPI-TESOL Costa Rica in July 2016. I discuss the definitions of grit and growth mindset, and how it can be applied to SLA. I believe that grit and growth mindset help students persevere and succeed in their language learning.
Slidecast based on a presentation given on October 29th 2009. An attempt to drill down to find concrete strategies to encourage optimal motivation for learning. Far from being an expert on this, this was an opportunity for me to explore a topic of interest.
Don’t tell your kids that they are. More than three decades
of research show that a focus on effort—not intelligence or
ability—is key to success in school and in life
This paper covers six major learning theories for Academic Advisors. It gives an overview of each theory and notes where students may struggle and strategies to help students succeed.
SOCW 6210 Week 10 Discussion Theories of Life-Span Development.docxrosemariebrayshaw
SOCW 6210 Week 10: Discussion: Theories of Life-Span Development
Zastrow and Kirst-Ashman (2016) stated, "We need theories to guide our thinking and our work so that we may undertake research-informed practice" (p. 127-128). At the same time, the authors asserted, "No theory will be perfectly applicable. Perhaps you will decide that only one or two concepts make any sense to you in terms of working with clients" (p. 128). Though you may be able to apply only a few concepts in a particular theory to your work with clients, as a social worker, you should be applying evidence-based research to your work. Empirically-based developmental theories may guide you as you assess clients and their presenting problems. You may also apply developmental theories to your treatment decisions.
For this Assignment, you discuss theories of life-span development by evaluating a theory that seems especially relevant to you and your role as a social worker. Select a theory of life-span development to address in this Discussion. This may be a theory described in the resources of this course, or you may select a theory based on personal research. Locate at least one scholarly resource (not included in the course resources) that addresses the theory you selected.
Assignment:
Post a Discussion in which you:
· analyze the theory of life-span development that you selected and Summarize the theory
· identify the strengths and weaknesses of this theory, especially as it relates to social work practice.
· Explain one way you might apply the theory to your social work practice.
· Proper English with no run-on sentences is an absolute requirement!
The paper must contain at least 2 references and citations. Use the following resources for the references and citations. At a minimum, be sure to reference Zastrow and Kirst-Ashman and Locate at least one scholarly resource (not included in the course resources) that addresses the theory you selected.
Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA: Cengage Learning.
Dybicz, P. (2012). The hero(ine) on a journey: A postmodern conceptual framework for social work practice. Journal of Social Work Education, 48(2), 267–283.
Villadsen, K. (2008). 'Polyphonic' welfare: Luhmann's systems theory applied to modern social work. International Journal of Social Welfare, 17(1), 65–73.
What Do You Expect?
A teacher’s high — or low — expectations can wield a profound influence on students. Here’s how
to set the bar high for every child.
By Ann Gazin | August 2004
Source: Instructor Magazine
As your new students take their seats on the first day of school, no doubt some quick impressions will leap to
mind: She certainly looks enthusiastic and bright...He's daydreaming already...Her second-grade teacher
mentioned that she was a troublemaker; I wonder if she'll act up?
As fallible humans, it's natural to make judgments, both positive and negative. A.
Nurse Staffing and Inpatient Hospital Mortality.Write a Memora.docxgibbonshay
Nurse Staffing and Inpatient Hospital Mortality.
Write a
Memorandum
(no more than 2 pages) directed to your faculty answering the questions:
What questions the did researchers try to answer?
What study design was chosen for this study? Why?
What data was collected? Why?
What biases the study was subjected to?
What conclusions were made?
How a healthcare manager can use this study to guide departmental staffing?
**Refer to credible sources following APA format when appropriate
.
NR360 INFORMATION SYSTEMS IN HEALTHCARE Required Un.docxgibbonshay
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: Technology
Presentation
PURPOSE
The purpose of this assignment is to (a) explore and present an information technology used in the
healthcare system that supports the patient care experience and (b) develop the skills of team
communication, collaboration, and production.
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 5: Identify patient care technologies, information systems, and communication devices that
support safe nursing practice. (PO 5)
• CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to
data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)
• CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing
care. (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. For this team project, students will be assigned by faculty into teams of three to five individuals
depending upon class size.
2. Teams will receive a project grade based on assessment by the project rubric, which will then be
applied to each individual’s grade for the project minus points for lack of participation in the
development or presentation of the project.
3. The team leader will make all dropbox submissions for the course so that the
NR360 Technology Presentation Guidelines V1.docx Revised for SEP17 tz/css/slp 2
a. TURNITIN similarity index will not pickup inadvertent self‐plagiarism from another team
member’s submission
b. Course faculty will have only one submission to review and grade.
4. Use Microsoft PowerPoint 2007, 2010 or higher for systems’ compatibility.
a. Follow the best practices for PowerPoint construction & presentation
Preparing the Presentation
1. Prepare a PowerPoint presentation with speaker notes between 25‐30 slides, NOT including the
title and reference slides.
a. Speaker Notes
i. Outline and “script” the presentation for online students.
ii. Online students’ speaker notes should include the name of the student who
researched and presented the slide information.
iii. Campus students follow the guidelines of your course instructor.
b. Scholarly writing and APA 6th Edition guidelines should be followed as applicable to
PowerPoint slides.
c. Cite sources in APA format in the applicable slides and include the APA formatted
reference in your reference list slide(s) ‐ Minimum 6 references
d. Spelling, grammar, and punctuation apply even in bullet points and speaker slides (e.g.,
quotation marks, i.
NUR3020Assignment 1 Application of Law and Ethics Modules.docxgibbonshay
NUR3020
Assignment 1: Application of Law and Ethics Modules
Contents
Objectives: Assignment one: 1
Process 1
Assignment Brief 2
Assignment Section One: Patient Safety/Nursing Care 2
Assignment Section Two: The Tort of Negligence 3
Assignment Section Three: Ethical Issues 3
Guidelines 4
References 4
Objectives: Assignment one:
After successfully completing this assignment students will:
1. Demonstrate an understanding of law and ethics in 21st Century registered nursing practice in Australia
2. Apply published theory to case situations.
3. Synthesise published material with the student’s own analysis to demonstrate appropriate conclusions.
4. Demonstrate professional communication in the accepted form of an Academic Assignment.
Process
1. Due Date: Monday, August 14, 2017 Extension to Tuesday, Aug 22nd.
2. Word limit is 2000 words – 10% deviation allowed
3. This piece of assessment is an individual submission; it is not group work – it must be your own and will be electronically tracked against other submissions.
4. Submitted via Study Desk, course site (only) - no emailed copies or hard copy accepted
5. Please submit Marking Guide as a separate document (in WORD).
6. APA6 referencing is required as per the USQ Library guide is expected.
7. The teaching team is not in a position to review drafts – but welcomes questions and outlines of your work and questions about areas you may find challenging! These can be in the Communities of Practice if you feel the question would benefit your peers, or emailed to Marie Cleary individually if you feel it is something of an individual nature.
8. Request for extensions are for extenuating circumstances and must be at least three days prior to due date. The examiner will request a ‘work in progress’ at the point of request.
Assignment Brief
Conduct an analysis of the Case: Findings of the Inquest into the death of Albert Eric Bruce Biffin addressing the three sections as outlined.
In the report of the Inquest into the death of Albert Eric Bruce Biffin1 the Coroner identified the medical cause of death as complications of an incarcerated umbilical hernia. It was known that Mr Biffin had a long medical history however was still relatively independent in his residential care environment. Mr Biffin died on February 27, 2013 at the age of 86.
A number of registered nurses, were involved in Mr Biffin’s care in the period February 24, 2013 to February 27, 2013. The role of the assistant in nursing, the endorsed enrolled nurse and the registered nurse were key within the chain of events that transpired and affected the deterioration and death of Mr Biffin.
In a chapter provided for you on DIRECT readings on the study desk for NUR3020, McDonald and Then (2014) discuss that while individuals can make errors, it also may be difficult to attribute to one person. (McDonald & Then, 2014, p. 134).
Assignment Section One: Patient Safety/Nursing Care
Section 1 - Conduct an analysis of the nur.
Numinous
Alienated
Bifurcate
Anthropocentric
Embody
Supernatural
Stultifying
Slogan
Ubiquitous
Justification
Contingently
Impermissible
Cannibalize
Antecedent
Utilitarian
Degradation
Ideology
Paradigm
Moral
Ethical
Dilemma
Essay 3 (20 points): Life
Context: Over the last two quarters, we have studied monster stories, real life “monstrous” events, and our
life-threatening fears to find that, as Stephen King said, they “make us feel alive.” Aside from forcing us to
consider our own mortality, your cultural stories (told last quarter -- sooo long ago!) also incorporated elements
of your historic and cultural lessons aimed at teaching you to be “good.”
Assignment: For this next paper, you’ll come to terms with the phrase “a good life,” forward other theorists’
research on the matter, and expand your findings by assessing/interpreting your own life.
Basic Requirements:
● MLA format
● Incorporate _____ sources to help you define your terms
● A minimum of 4 sources - only one may be from our past readings.
● A minimum of 3.5 pages (The Works Cited does not count as a page)
Skills Required:
● Research and critical selection of sources
● Citing like a boss
● Comparison/Contrast
● Careful use of language
● Paragraph content - discuss only ONE concept/perspective/aspect of work
● Paragraph organization (logical order of paragraphs)
● Paragraph cohesion (use of transitions and reasonable flow of ideas)
● Revision and final editing
.
nstructionsIn this assignment, you will use Microsoft Word o.docxgibbonshay
nstructions
In this assignment, you will use Microsoft Word or PowerPoint to create a detailed diagram and timeline of eight domestic and international terrorist events that have occurred. Four events must have occurred before 9/11, and four events must be from after 9/11.Further, you will be required to submit a paragraph that provides a brief synopsis of each terrorist event. Therefore, at least eight paragraphs should be present in your submission. Your synopsis of each event must include the following information.
Who was the terrorist or terrorist organization?
What was the terrorist’s or terrorist organization’s motive(s)?
Where did the terrorist events take place? Why did the terrorist or terrorist organization launch this attack?
When did the attack occur?
How did the terrorist or terrorist organization complete this attack? What tactics were used?
The length of the timeline will depend on how you organize the points. There is no specific length requirement as long as the criteria is met. You are required to use at least your textbook as an outside source. All sources used, including the textbook, must be cited and referenced according to APA guidelines.
Resources
.
NUR204: Week 7 Assignment Page 1
`
Assignment: Leadership
Assignment Overview
In this assignment, you will research and locate a current journal article on nursing leadership styles.
The article must be from a professional, peer-reviewed nursing journal published within the last 5
years; and then write a summary of your findings.
Assignment Details:
Perform the following tasks:
Complete the reading assignment and the interactive lesson before attempting this
assignment.
Research a current journal article on nursing leadership styles. The article must be from a
professional, peer-reviewed nursing journal published within the last 5 years.
Write a 1-2 page summary of your findings following the criteria below:
o First paragraph: summarize the major points of the article.
o Second paragraph: answer whether you support the leadership style, and why or
why not.
o Final paragraph: discuss the article as it relates to nursing practice.
o Use at least one additional outside source, such as your textbook.
o The summary should be written in APA style format and all sources must be
cited correctly.
Include the proper file naming convention: NUR204_wk7_assn_jsmith_mmddyyy.
Grading:
Criteria Excellent (3pts) Good (2pts) Needs Improvement
(1pt)
Pts.
Article - Citation from a
professional
peer-reviewed
nursing journal.
- Current within last 5
years
- Relates to nursing
leadership.
- Citation from nursing
journal.
- Out of date or
- Not related to nursing
leadership
- Citation not from a
nursing journal
- Article out of date or
not related to nursing
leadership.
First Paragraph - Concise summary of
key points of article.
- Writing is clear and
focused.
- Details are present.
- Concise summary of
key points.
- Writing is not clear or
focused.
- Some details present.
- Summary is not
concise.
- Writing is not clear or
focused.
- Details are missing.
Second Paragraph - Writing presents
support or non-support
of leadership style.
- Writing explains why
support or non-support
is given.
- Writing is clear and
logical.
- Writing presents
support or non-support.
- Writing does not
express reason for
support or non-
support.
- Writing is somewhat
unclear or not logical.
- Writing does not
present support or non-
support.
- Writing does not
express reason for
support or non-
support.
- Writing is unclear
and illogical.
NUR204: Week 7 Assignment Page 2
`
Third Paragraph - Writing is related to
nursing practice and
demonstrates analysis
and application.
- Writing is related to
nursing practice.
- Analysis and
application is weak.
- Writing is not related
to nursing practice.
- Missing analysis and
application.
Spelling/grammar/
APA
- Proper APA format is
used for citations.
- At least two sources
are included.
- Spelling and grammar
errors are few and
insignificant.
- Proper APA f.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docxgibbonshay
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• 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 #6: Discuss the principles of data integrity, professional ethics, and legal
requirements related to data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take
NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment
criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
NURS 6003 Transition to Graduate Study for NursingAca.docxgibbonshay
NURS 6003: Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
This document is to be used for NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.
Week 1 | Part 1: My Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.
Directions: In the space below Identify and describe at least three academic resources or strategies that can be applied to the MSN program, and at least threeprofessional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.
Academic Resource/Strategy 1
Academic Resource/Strategy 2
Academic Resource/Strategy 3
Professional Resource/Strategy 1
Professional Resource/Strategy 2
Professional Resource/Strategy 3
ADDITIONAL RESOURCES/STRATEGIES
Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the relation.
NURS 6241 Strategic Planning in Healthcare Organizations.docxgibbonshay
NURS 6241: Strategic Planning in Healthcare Organizations
Strategic Plan Issue
Prepared by:
<INSERT NAME>
This document is to be used for NURS 6241: Strategic Planning Issue in Healthcare Organizations to complete the Module 1 Assessment, in which you identify a strategic planning issue for your Strategic Plan. This document serves to organize your thoughts about planning for your strategic plan issue.
Identify a strategic plan issue that has significant impact on your organization and/or community.
In a total of 1–2 pages, briefly address each component below related to your proposed issue:
· Historical analysis of issue
· Explanation of how evidence from the literature supports the need to address this issue (Note: Include appropriate resources.)
· Past attempts by various individuals and groups to address this issue
· Stakeholders who should be included in the strategic planning process
· Financial implications of the project for the organization
How to Identify a Strategic Plan Issue
Use the questions in the worksheet below to guide your identification of a strategic plan issue that has significant impact on your organization and/or community.
What is the organization for which you will create a strategic plan?
What is the mission or vision of this organization?
How is the organization currently meeting its mission or vision?
Is there a specific segment of the organization that is ineffective or may be financially underperforming?
What are some notable achievements, successes, or failures of the organization?
· Could a plan be devised to address or extend anything notable you identified above?
Consider the performance of services offered by the organization. Do the services offered effectively or efficiently meet their intended goals?
· Could a plan be devised to meet or improve current or future organizational goals?
Identify current trends in the field of healthcare or trends that are specific to the organization you are addressing (this could include political or economic issues).
· What strategic plan could be developed to position the organization to meet these trends successfully?
Additionally, consider the impacts of each of following on the issue you are considering:
· Historical analysis of issue
· Evidence from the literature
· Past attempts by various individuals and groups to address this issue
· Stakeholders which should be included in the strategic planning process
· Financial implications for the organization
Looking Ahead: Strategic Plan
In this course, you will create a nine-section strategic plan to address an issue that you will identify in Week 2. In the Week 11 Discussion, you will share the Executive Summary of your Strategic Plan with your colleagues. Please see the Strategic Plan Overview and Template for complete directions.
· Due Day 7 of Week 2
· Identifying a Strategic Plan Issue (1 page)
· Due Day 7 of Week 5
· Section 1: Summary of the Issue (2–3 pages)
· Section 2:.
Now you should have started your actual work for the project. The wo.docxgibbonshay
Now you should have started your actual work for the project. The work may involve some design, testing, field study, interviews and data collection.
Write your work development with the following items:
1. Title of your project
2. Update on your experimental/field study as reference to your project plan and timeline
a) Any design you made - drawings
b) Any place your visited
c) Any people you interviewed
d) Any data you collected
3. Your next plan for the project development
8 pages
.
NUR204: Week 9 Assignment Page 1
`
Assignment: Change Paper
Assignment Overview
In this assignment, you will assess a current semi-direct or indirect nursing situation that is in need
of change. Observe a healthcare environment, focusing on areas of the nursing process that are
inefficient, unsafe, or problematic in nature. Diagnose the problem and choose a nursing change
theory that suits the change(s) you want to make. Propose a detailed plan based on your chosen
change theory, explaining how to implement change. Develop criteria to evaluate the effectiveness
of the plan and include a timeline for your change proposal. Finally, reflect on how your change
affects the nursing profession.
Assignment Details:
Perform the following tasks:
Complete the reading assignment and the interactive lesson before attempting this
assignment.
Assess a current semi-direct or indirect nursing situation that is in need of change.
o Observe your healthcare environment, focusing on areas of nursing process that
are inefficient, unsafe, or problematic in nature.
o Diagnose the problem and choose a nursing change theory that suits the change
you want to make.
o Propose a detailed plan based on your chosen change theory, explaining how
to implement change.
o Develop criteria to evaluate the effectiveness of the plan and include a timeline for
your change proposal.
o Reflect on how your change affects the nursing profession.
Write a 3-5 page paper following the criteria below:
o Your paper should include primary sources and include at least two peer-
reviewed nursing journal articles.
o Citations should be in your own words and not direct quotes.
o Include a title page, running head, appropriate headings, and reference page.
o The paper should be double spaced, written in Times New Roman, 12-point font,
follow APA style format, and cite all sources correctly.
Include the proper file naming convention: NUR204_wk9_assn_jsmith_mmddyyy.
Grading:
Criteria Excellent (3pts) Good (2pts) Needs Improvement
(1pt)
Pts.
Research - Cited 4 or more
reliable sources.
- Sufficient information
provided to support
topic.
- Research in-depth,
revealing new insight.
- Cited 4 or more
reliable sources.
- Adequate information
provided to support
topic.
- Research is
superficial.
- Missing citations or
unreliable sources
used.
- Information does not
support research topic.
- Research is not
relevant to paper.
NUR204: Week 9 Assignment Page 2
`
Content - Appropriate topic is
chosen that relates
directly to the nursing
process.
- Proposed plan
contains specific ideas
for change.
- Change theory is
included and proposal
follows theory.
- Timeline is included for
change proposal.
- Reflection is provided.
- Appropriate topic is
chosen that relates
directly to the nursing
process.
- Proposed plan is
included but missing
specifics.
.
Nur 6053. Mod2 Wk3 Assignment Developing Organizational Policies .docxgibbonshay
Nur 6053. Mod2 Wk3 Assignment: Developing Organizational Policies and Practices
Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.
Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.
Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.
To Prepare:
· Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.
· Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.
· Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.
The Assignment (4-5 pages):
Developing Organizational Policies and Practices
Add a section to the paper you submitted in Module 1. The new section should address the following:
· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
· Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
· Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
· Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
· Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.
RUBRIC
Excellent
Good
Fair
Poor
Add a section to the paper you submitted in Module 1. In 4–5 pages, address the following:
· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
23 (23%) - 25 (25%)
The response accurately and clearly identifies at least two competing needs impacting the healthcare issue/stressor selected.
20 (20%) - 22 (22%)
The response identifies at least two competing needs impacting the healthcare issue/stressor selected.
18 (18%) - 19 (19%)
The response identifies at least two competing needs impacting the healthcare issue/stressor selected that is vague or inaccurate.
0 (0%) - 17 (17%)
The response describes at least two competin.
NR103 Transition to the Nursing Profession 3-Minute ReflectionW.docxgibbonshay
NR103 Transition to the Nursing Profession 3-Minute Reflection
"WHY COMMUNICATION IS IMPORTANT AS NURSE"
Required criteria
1. Writes about the assigned topic.
2. Demonstrates strong evidence of reasoned reflection.
3. Demonstrated depth of original thought.
.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxgibbonshay
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NUR 48200 Nursing Leadership and Management Module 2 A.docxgibbonshay
NUR 48200
Nursing Leadership and Management
Module 2 Assignment
The Speed of Trust, Part 2
Overview: The Principle of Credibility
Our credibility is such an integral part of who we are, that we often take it for granted. But think of what it would be like to lose your credibility, your reputation. How do you regain what you have developed over years? Think of some of the disgraced politicians or celebrities. As a nurse, your credibility is your most valuable asset.
This assignment is worth 15 points.
Objectives
• Analyze the evolving professional nursing roles of leader/manager within a dynamic health care team
• Evaluate several management theories.
• Recognize several leadership styles and associated behaviors.
• Identify the leadership style that would be best for you.
Directions
Before completing this assignment, read the second section (p 27-124) of Covey’s
The Speed of Trust
.
In this assignment, you will write a short (1-2 pages), opinion paper. The paper is to be based on your own experiences and opinions. You should critically reflect on your personal experiences and apply what you have learned in the module to your current practice. Justify and explain your responses with examples and thorough explanations.
Consider a person you want to trust, perhaps a manager or an elected official.
• Discuss how you might determine their credibility using the four cores of credibility discussed by the author.
• Discuss how this person might fall short in one of the cores.
• Reflect on your own leadership experience and ability. How do you see your current status using the four cores of credibility?
• How might you be viewed professionally using the four cores?
Grading Rubric
Tasks
Accomplished
Proficient
Needs Improvement
Not Acceptable
The Speed of Trust Part 2
Quality paper, with thorough content and minimal
grammar or spelling errors.
Good paper, but a few omissions in content or more
than 2 errors in spelling or grammar
Fair to poor paper, difficult to follow or
lacking in pertinent content, or many
spelling or grammar
errors
Very poor paper, very late paper, or no paper at all.
15 Points
15
14-12
11-8
7-0
.
NRFThe National Response Framework (NRF) is a guide to how.docxgibbonshay
NRF
The National Response Framework (NRF) is a guide to how the nation responds to all types of disasters and emergencies.
The NRF is used to prevent, prepare for, respond to, and recover from terrorist attacks, major disasters, and other emergencies.
The NRF also established a fundamental mission to (1) engage partnerships; (2) tiered response; (3) flexible and adaptable operational capability; (4) unity of effort through unified command; and (5) readiness to act.
The governor coordinates state resources and provides the guidance for all types of incidents.
NIMS
The National Incident Management System (NIMS) focus is to better improve the nation's response to emergencies. Its goal is a better system that can more efficiently allocate resources in the event of a disaster and facilitate cooperation among diverse entities and agencies.
NIMS guides all levels of government, non-governmental organizations (NGO), and the private sector to work together to prevent, protect against, mitigate, respond to, and recover from incidents.
A comprehensive, nationwide, systematic approach to incident management, including the command and coordination of incidents, resource management, and information management
A set of concepts and principles for all threats, hazards, and events across all mission areas (Prevention, Protection, Mitigation, Response, Recovery)
Scalable, flexible, and adaptable; used for all incidents, from day-to-day to large-scale
Standard resource management procedures that enable coordination among different jurisdictions or organizations
ICS
Management system designed to enable effective and efficient domestic incident management by integrating a combination of facilities, equipment, personnel, procedures, and communications operating within a common organizational structure.
Structured to facilitate activities in five major functional areas: command, operations, planning, logistics, Intelligence & Investigations, finance and administration.
Purpose of enabling incident managers to identify the key concerns associated with the incident often under urgent conditions without sacrificing attention to any component of the command system.
The National Response Framework (NRF) is the guide that established the fundamental mission to engage partnerships, tiered responses, and unit efforts. In short, the NRF is responsible for all the planning and preparedness that goes into the support of the communities.
The National Incident Management System (NIMS) guides the government officials and organizations in the private sector regarding the necessary recourses for the emergencies they are faced with daily. The system is set-up to be resourceful towards any kind of national emergency event, whether it’s to mitigate, prevent, protect against, respond to, and recover from.
The Incident Command System (ICS) assist in bring the necessary tools and plans of action to the major areas in an emergen.
Now that you have identified the revenue-related internal contro.docxgibbonshay
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For this assignment, you will write and submit 400–500 words that set specific tests of internal controls for the 5 internal controls related to management assertions that you identified for the previous assignment.
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Now its time to dig deeper! Discover a different oral condition.docxgibbonshay
Now it's time to dig deeper! D
iscover a different oral condition that is related/caused by a non-oral disease/condition or infection.
Your text submission will state and explain the non-oral condition so we can learn about the its oral affects (appearance/characteristics, treatments, etc.).
Be sure your resource(s) are reliable and obtainable. Other students need the resource to further increase their knowledge to complete part two. So make sure it works!
.
Now that you have completed your project and are in the last week of.docxgibbonshay
Now that you have completed your project and are in the last week of the course, reflect on your experience and growth by addressing the following:
Reflect on your time in the course and provide two examples that describe the manner in which your own theories of instructional design and development have matured or changed since the beginning of this course.
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Now that you have completed a series of assignments that have le.docxgibbonshay
Now that you have completed a series of assignments that have led you into the active project planning and development stage for your project, briefly describe your proposed solution to address the problem, issue, suggestion, initiative, or educational need and how it has changed since you first envisioned it. What led to your current perspective and direction?
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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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter 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.
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 libraries can support authors with open access requirements for UKRI fund...
NSG3036 W2 ProjectResearch Template NameCite both articles r.docx
1. NSG3036 W2 Project
Research Template Name
Cite both articles reviewed in APA style:
***In the template, any direct quotes from the articles needs to
only include the page number.
Week 2 Template
Quantitative Article
Qualitative Article
Summarize the two assigned articles. In a paragraph, describe in
your own words what the study was about and what the
researchers found.
Identify and describe the problem for each article
Identified the purpose statement for each article
Identified hypothesis and/or research questions depending on
the methodology used in the articles.
After analyzing, discuss
each article’s significance to nursing practice.
2. Identify two details to support the study being quantitative or
qualitative
Name:
Growth Mindset
Task 1: Read the article Transforming Students’ Motivation to
Learn, by Carol S. Dweck, Winter 2008, (following
pages)before coming to class. Highlight the things you find
interesting as you read.
Task 2: Think about yourself and your own mindset about
mathematics and Engineering. Think about your personal
science history in light of what Carol S. Dweck and her
graduate students have discovered about mindsets and learning.
Write a draft of a paragraph or two about your reaction to this
article. You might include thoughts about the following.
· How did the article make you feel?
· Do you believe you have a fixed mindset or a growth mindset?
Explain why.
· How might the article influence how your approach to your
classes, particularly Engineering and Science classes, this
semester?
Bring a copy of this with you to class next time we meet. We
might / will use our responses to generate discussion and a list
of things we can do to help us move toward and maintain a
growth mindset.
Task 3: Review the draft of a paragraph or two you wrote
3. before the class discussion next week. Revise these paragraphs
if necessary and incorporate your thoughts on the mindset
article in your Draft. Be sure to address the specific questions
raised in Task 2.
Transforming Students’ Motivation to Learn Carol S.
DweckWinter 2008
This is an exciting time for our brains. More and more research
is showing that our brains change constantly with learning and
experience and that this takes place throughout our lives.
Does this have implications for students' motivation and
learning? It certainly does. In my research in collaboration with
my graduate students, we have shown that what students believe
about their brains — whether they see their intelligence as
something that's fixed or something that can grow and change
— has profound effects on their motivation, learning, and
school achievement (Dweck, 2006). These different beliefs, or
mindsets, create different psychological worlds: one in which
students are afraid of challenges and devastated by setbacks,
and one in which students relish challenges and are resilient in
the face of setbacks.
How do these mindsets work? How are the mindsets
communicated to students? And, most important, can they be
changed? As we answer these questions, you will understand
why so many students do not achieve to their potential, why so
many bright students stop working when school becomes
challenging, and why stereotypes have such profound effects on
students' achievement. You will also learn how praise can have
a negative effect on students' mindsets, harming their
motivation to learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each
4. person has a certain amount and that's that. We call this a fixed
mindset, and, as you will see, students with this mindset worry
about how much of this fixed intelligence they possess. A fixed
mindset makes challenges threatening for students (because they
believe that their fixed ability may not be up to the task) and it
makes mistakes and failures demoralizing (because they believe
that such setbacks reflect badly on their level of fixed
intelligence).
Other students believe that intelligence is something that can be
cultivated through effort and education. They don't necessarily
believe that everyone has the same abilities or that anyone can
be as smart as Einstein, but they do believe that everyone can
improve their abilities. And they understand that even Einstein
wasn't Einstein until he put in years of focused hard work. In
short, students with this growth mindset believe that
intelligence is a potential that can be realized through learning.
As a result, confronting challenges, profiting from mistakes,
and persevering in the face of setbacks become ways of getting
smarter.
To understand the different worlds these mindsets create, we
followed several hundred students across a difficult school
transition — the transition to seventh grade. This is when the
academic work often gets much harder, the grading gets stricter,
and the school environment gets less personalized with students
moving from class to class. As the students entered seventh
grade, we measured their mindsets (along with a number of
other things) and then we monitored their grades over the next
two years.
The first thing we found was that students with different
mindsets cared about different things in school. Those with a
growth mindset were much more interested in learning than in
just looking smart in school. This was not the case for students
with a fixed mindset. In fact, in many of our studies with
students from preschool age to college age, we find that
students with a fixed mindset care so much about how smart
they will appear that they often reject learning opportunities —
5. even ones that are critical to their success (Cimpian, et al.,
2007; Hong, et al., 1999; Nussbaum and Dweck, 2008; Mangels,
et al., 2006).
Next, we found that students with the two mindsets had
radically different beliefs about effort. Those with a growth
mindset had a very straightforward (and correct) idea of effort
— the idea that the harder you work, the more your ability will
grow and that even geniuses have had to work hard for their
accomplishments. In contrast, the students with the fixed
mindset believed that if you worked hard it meant that you
didn't have ability, and that things would just come naturally to
you if you did. This means that every time something is hard for
them and requires effort, it's both a threat and a bind. If they
work hard at it that means that they aren't good at it, but if they
don't work hard they won't do well. Clearly, since just about
every worthwhile pursuit involves effort over a long period of
time, this is a potentially crippling belief, not only in school but
also in life.
Students with different mindsets also had very different
reactions to setbacks. Those with growth mindsets reported that,
after a setback in school, they would simply study more or
study differently the next time. But those with fixed mindsets
were more likely to say that they would feel dumb, study less
the next time, and seriously consider cheating. If you feel dumb
— permanently dumb — in an academic area, there is no good
way to bounce back and be successful in the future. In a growth
mindset, however, you can make a plan of positive action that
can remedy a deficiency. (Hong. et al., 1999; Nussbaum and
Dweck, 2008; Heyman, et al., 1992)
Finally, when we looked at the math grades they went on to
earn, we found that the students with a growth mindset had
pulled ahead. Although both groups had started seventh grade
with equivalent achievement test scores, a growth mindset
quickly propelled students ahead of their fixed-mindset peers,
and this gap only increased over the two years of the study.
In short, the belief that intelligence is fixed dampened students'
6. motivation to learn, made them afraid of effort, and made them
want to quit after a setback. This is why so many bright students
stop working when school becomes hard. Many bright students
find grade school easy and coast to success early on. But later
on, when they are challenged, they struggle. They don't want to
make mistakes and feel dumb — and, most of all, they don't
want to work hard and feel dumb. So they simply retire.
It is the belief that intelligence can be developed that opens
students to a love of learning, a belief in the power of effort and
constructive, determined reactions to setbacks.
How Do Students Learn These Mindsets?
In the 1990s, parents and schools decided that the most
important thing for kids to have was self-esteem. If children felt
good about themselves, people believed, they would be set for
life. In some quarters, self-esteem in math seemed to become
more important than knowing math, and self-esteem in English
seemed to become more important than reading and writing. But
the biggest mistake was the belief that you could simply hand
children self-esteem by telling them how smart and talented
they are. Even though this is such an intuitively appealing idea,
and even though it was exceedingly well-intentioned, I believe
it has had disastrous effects.
In the 1990s, we took a poll among parents and found that
almost 85 percent endorsed the notion that it was necessary to
praise their children's abilities to give them confidence and help
them achieve. Their children are now in the workforce and we
are told that young workers cannot last through the day without
being propped up by praise, rewards, and recognition. Coaches
are asking me where all the coachable athletes have gone.
Parents ask me why their children won't work hard in school.
Could all of this come from well-meant praise? Well, we were
suspicious of the praise movement at the time. We had already
seen in our research that it was the most vulnerable children
who were already obsessed with their intelligence and
chronically worried about how smart they were. What if
praising intelligence made all children concerned about their
7. intelligence? This kind of praise might tell them that having
high intelligence and talent is the most important thing and is
what makes you valuable. It might tell them that intelligence is
just something you have and not something you develop. It
might deny the role of effort and dedication in achievement. In
short, it might promote a fixed mindset with all of its
vulnerabilities.
The wonderful thing about research is that you can put
questions like this to the test — and we did (Kamins and
Dweck, 1999; Mueller and Dweck, 1998). We gave two groups
of children problems from an IQ test, and we praised them. We
praised the children in one group for their intelligence, telling
them, "Wow, that's a really good score. You must be smart at
this." We praised the children in another group for their effort:
"Wow, that's a really good score. You must have worked really
hard." That's all we did, but the results were dramatic. We did
studies like this with children of different ages and ethnicities
from around the country, and the results were the same.
Here is what happened with fifth graders. The children praised
for their intelligence did not want to learn. When we offered
them a challenging task that they could learn from, the majority
opted for an easier one, one on which they could avoid making
mistakes. The children praised for their effort wanted the task
they could learn from.
The children praised for their intelligence lost their confidence
as soon as the problems got more difficult. Now, as a group,
they thought they weren't smart. They also lost their enjoyment,
and, as a result, their performance plummeted. On the other
hand, those praised for effort maintained their confidence, their
motivation, and their performance. Actually, their performance
improved over time such that, by the end, they were performing
substantially better than the intelligence-praised children on
this IQ test.
Finally, the children who were praised for their intelligence lied
about their scores more often than the children who were
praised for their effort. We asked children to write something
8. (anonymously) about their experience to a child in another
school and we left a little space for them to report their scores.
Almost 40 percent of the intelligence-praised children elevated
their scores, whereas only 12 or 13 percent of children in the
other group did so. To me this suggests that, after students are
praised for their intelligence, it's too humiliating for them to
admit mistakes.
The results were so striking that we repeated the study five
times just to be sure, and each time roughly the same things
happened. Intelligence praise, compared to effort (or "process")
praise, puts children into a fixed mindset. Instead of giving
them confidence, it made them fragile, so much so that a brush
with difficulty erased their confidence, their enjoyment, and
their good performance, and made them ashamed of their work.
This can hardly be the self-esteem that parents and educators
have been aiming for.
Often, when children stop working in school, parents deal with
this by reassuring their children how smart they are. We can
now see that this simply fans the flames. It confirms the fixed
mindset and makes kids all the more certain that they don't want
to try something difficult — something that could lose them
their parents' high regard.
How should we praise our students? How should we reassure
them? By focusing them on the process they engaged in — their
effort, their strategies, their concentration, their perseverance,
or their improvement.
"You really stuck to that until you got it. That's wonderful!"
"It was a hard project, but you did it one step at a time and it
turned out great!"
"I like how you chose the tough problems to solve. You're really
going to stretch yourself and learn new things."
"I know that school used to be a snap for you. What a waste that
was. Now you really have an opportunity to develop your
abilities."
Brainology
Can a growth mindset be taught directly to kids? If it can be
9. taught, will it enhance their motivation and grades? We set out
to answer this question by creating a growth mindset workshop
(Blackwell, et al., 2007). We took seventh graders and divided
them into two groups. Both groups got an eight-session
workshop full of great study skills, but the "growth mindset
group" also got lessons in the growth mindset — what it was
and how to apply it to their schoolwork. Those lessons began
with an article called "You Can Grow Your Intelligence: New
Research Shows the Brain Can Be Developed Like a Muscle."
Students were mesmerized by this article and its message. They
loved the idea that the growth of their brains was in their hands.
This article and the lessons that followed changed the terms of
engagement for students. Many students had seen school as a
place where they performed and were judged, but now they
understood that they had an active role to play in the
development of their minds. They got to work, and by the end of
the semester the growth-mindset group showed a significant
increase in their math grades. The control group — the group
that had gotten eight sessions of study skills — showed no
improvement and continued to decline. Even though they had
learned many useful study skills, they did not have the
motivation to put them into practice.
The teachers, who didn't even know there were two different
groups, singled out students in the growth-mindset group as
showing clear changes in their motivation. They reported that
these students were now far more engaged with their
schoolwork and were putting considerably more effort into their
classroom learning, homework, and studying.
Joshua Aronson, Catherine Good, and their colleagues had
similar findings (Aronson, Fried, and Good, 2002; Good,
Aronson, and Inzlicht, 2003). Their studies and ours also found
that negatively stereotyped students (such as girls in math, or
African-American and Hispanic students in math and verbal
areas) showed substantial benefits from being in a growth-
mindset workshop. Stereotypes are typically fixed-mindset
labels. They imply that the trait or ability in question is fixed
10. and that some groups have it and others don't. Much of the harm
that stereotypes do comes from the fixed-mindset message they
send. The growth mindset, while not denying that performance
differences might exist, portrays abilities as acquirable and
sends a particularly encouraging message to students who have
been negatively stereotyped — one that they respond to with
renewed motivation and engagement.
Inspired by these positive findings, we started to think about
how we could make a growth mindset workshop more widely
available. To do this, we have begun to develop a computer-
based program called "Brainology." In six computer modules,
students learn about the brain and how to make it work better.
They follow two hip teens through their school day, learn how
to confront and solve schoolwork problems, and create study
plans. They visit a state-of-the-art virtual brain lab, do brain
experiments, and find out such things as how the brain changes
with learning — how it grows new connections every time
students learn something new. They also learn how to use this
idea in their schoolwork by putting their study skills to work to
make themselves smarter.
We pilot-tested Brainology in 20 New York City schools.
Virtually all of the students loved it and reported
(anonymously) the ways in which they changed their ideas
about learning and changed their learning and study habits.
Here are some things they said in response to the question, "Did
you change your mind about anything?"
“I did change my mind about how the brain works…I will try
harder because I know that the more you try, the more your
brain works.”
“Yes... I imagine neurons making connections in my brain and I
feel like I am learning something.”
“My favorite thing from Brainology is the neurons part where
when u learn something, there are connections and they keep
growing. I always picture them when I'm in school.”
Teachers also reported changes in their students, saying that
they had become more active and eager learners: "They offer to
11. practice, study, take notes, or pay attention to ensure that
connections will be made."
What Do We Value?
In our society, we seem to worship talent — and we often
portray it as a gift. Now we can see that this is not motivating
to our students. Those who think they have this gift expect to sit
there with it and be successful. When they aren't successful,
they get defensive and demoralized, and often opt out. Those
who don't think they have the gift also become defensive and
demoralized, and often opt out as well.
We need to correct the harmful idea that people simply have
gifts that transport them to success, and to teach our students
that no matter how smart or talented someone is — be it
Einstein, Mozart, or Michael Jordan — no one succeeds in a big
way without enormous amounts of dedication and effort. It is
through effort that people build their abilities and realize their
potential. More and more research is showing there is one thing
that sets the great successes apart from their equally talented
peers — how hard they've worked (Ericsson, et al., 2006).
Next time you're tempted to praise your students' intelligence or
talent, restrain yourself. Instead, teach them how much fun a
challenging task is, how interesting and informative errors are,
and how great it is to struggle with something and make
progress. Most of all, teach them that by taking on challenges,
making mistakes, and putting forth effort, they are making
themselves smarter.
Carol S. Dweck is the Lewis and Virginia Eaton Professor of
Psychology at Stanford University and the author of Mindset:
The New Psychology of Success (Random House, 2006).
References
Aronson, J., Fried, C., & Good, C. (2002). Reducing the effects
of stereotype threat on African American college students by
shaping theories of intelligence.Journal of Experimental Social
Psychology, 38, 113–125.
Binet, A. (1909/1973). Les idées modernes sur les enfants
12. [Modern ideas on children]. Paris: Flamarion.
Blackwell, L., Trzesniewski, K., & Dweck, C.S. (2007). Implicit
Theories of Intelligence Predict Achievement Across an
Adolescent Transition: A Longitudinal Study and an
Intervention. Child Development, 78, 246–263.
Cimpian, A., Arce, H., Markman, E.M., & Dweck, C.S. (2007).
Subtle linguistic cues impact children's motivation.
Psychological Science, 18, 314-316.
Dweck, C.S. (2006). Mindset. New York: Random House.
Ericsson, K.A., Charness, N., Feltovich, P.J., & Hoffman, R.R.
(Eds.) (2006). The Cambridge Handbook of Expertise and
Expert Performance. New York: Cambridge University Press.
Good, C. Aronson, J., & Inzlicht, M. (2003). Improving
adolescents' standardized test performance: An Intervention to
reduce the effects of stereotype threat. Journal of Applied
Developmental Psychology, 24, 645-662.
Hong, Y.Y., Chiu, C., Dweck, C.S., Lin, D., & Wan, W. (1999)
Implicit theories, attributions, and coping: A meaning system
approach. Journal of Personality and Social Psychology, 77,
588–599.
Kamins, M., & Dweck, C.S. (1999). Person vs. process praise
and criticism: Implications for contingent self-worth and
coping. Developmental Psychology, 35,835–847.
Mangels, J. A., Butterfield, B., Lamb, J., Good, C.D., & Dweck,
C.S. (2006). Why do beliefs about intelligence influence
learning success? A social-cognitive-neuroscience model.
Social, Cognitive, and Affective Neuroscience, 1, 75–86.
13. Mueller, C. M., & Dweck, C. S. (1998). Intelligence praise can
undermine motivation and performance. Journal of Personality
and Social Psychology, 75, 33–52.
Nussbaum, A.D., & Dweck, C.S. (2007, in press).
Defensiveness vs. Remediation: Self-Theories and Modes of
Self-Esteem Maintenance. Personality and Social Psychology
Bulletin.
1
CLINICAL SCHOLARSHIP
Using Photovoice to Explore Nigerian Immigrants’ Eating and
Physical Activity in the United States
Melanie T. Turk, PhD, MSN, RN1, Abimbola Fapohunda, DrPH,
MPH, MS2, & Rick Zoucha, PhD, APRN-BC,
CTN-A3
1 Epsilon Phi, Assistant Professor, Duquesne University School
of Nursing, Pittsburgh, PA, USA
2 Consultant, FOB Group, LLC, Monroeville, PA, USA
3 Professor of Nursing, Duquesne University School of Nursing,
Pittsburgh, PA, USA
Key words
Immigrants, nutrition, physical activity,
Photovoice
Correspondence
14. Dr. Melanie T. Turk, Duquesne University School
of Nursing, 518 Fisher Hall, 600 Forbes Avenue,
Pittsburgh, PA 15282. E-mail: [email protected]
Accepted: July 19, 2014
doi: 10.1111/jnu.12105
Abstract
Purpose: African immigrants are one of the fastest growing
immigrant groups
to the United States; there is a crucial need to learn about
African immigrants’
beliefs and lifestyle behaviors that may impact health. The
purposes of this
study were to (a) explore the perceptions and practices of
Nigerian immigrants
regarding healthy eating and physical activity in the United
States; (b) assess
the influence of cultural beliefs of Nigerian immigrants on
eating and physical
activity; (c) describe the role that healthcare providers can play
in helping to
promote healthy eating and physical activity; and (d) evaluate
the feasibility
and efficacy of using Photovoice to collect data on the
perceptions and practices
of Nigerian immigrants regarding healthy eating and physical
activity.
Design: Qualitative visual ethnography using Photovoice.
Methods: Thirteen Nigerian immigrants were recruited. Data
were col-
lected using photography and focus group discussions at a
church. Photovoice
15. methodology and Leininger’s four phases of qualitative analysis
were used to
analyze photographs, field notes, and focus group transcripts.
Findings: Four overarching themes emerged from the data:
moderation is
healthy, Nigerian ways of living are healthy, acquiring
American ways is un-
healthy, and cultural context is important to promote healthy
behaviors.
Conclusions: Photovoice was a feasible, effective methodology
for collecting
data on the perceptions and practices of Nigerian immigrants.
Nigerian partic-
ipants believed that adherence to traditional dietary and activity
practices are
healthy. Nurses and other healthcare providers must make
concerted efforts
to communicate with and educate Nigerian immigrants about
healthful eating
and activity behaviors within their cultural context.
Clinical Relevance: The number of African immigrants to the
United States
has increased dramatically. Photovoice is a creative method to
learn about the
health beliefs and behaviors of the Nigerian immigrant
population.
Immigration plays a major role in the growth of the
population of the United States, and it is estimated that
82% of the population increase between 2005 and 2050
will be attributable to immigrants and their offspring
(Passel & Cohn, 2008). The African-born population in
the United States doubled in size from 881,300 in 2000
to 1.6 million in 2010, and one of the most common
countries of origin for African immigrants is Nigeria
17. and only 38% of a sample of African immigrants to the
Netherlands said they had engaged in physical activity
in the previous month (Beune, Haafkens, Agyemang, &
Bindels, 2010).
US national data systems used in monitoring health,
mortality, and disease patterns do not identify Africans
in the US as a separate ethnic group, and do not rou-
tinely report and analyze health data by immigrant sta-
tus (Singh & Hiatt, 2006; Singh & Miller, 2004; Singh,
Rodriguez-Lainz, & Kogan, 2013). Thus, data for African-
born immigrants are often entangled with data for
African Americans. An analysis of National Health Inter-
view Survey data showed that 58.4% of African adult im-
migrants were either overweight or obese in 2002 after
residing in the US for 15 or more years (Koya & Egede,
2007). Current statistics of Black US residents, including
persons born in the US or elsewhere, indicate that 54%
and 38% of Black female and male adults, respectively,
are either overweight or obese compared to 33% and
34% of White female and male adults (American Heart
Association Statistics Committee & Stroke Statistics Sub-
committee, 2014). While diet and activity are key deter-
minants of weight, an established contributor to health,
little is known about African immigrants’ perceptions and
practices around healthy eating and physical activity as
they relate to residing in the US.
Photovoice, in which participants use photographs to
describe their health and life experiences, is one method
that has been used as a health-promoting strategy (Wang
& Burris, 1997; Wang & Redwood-Jones, 2001). Initially
originated by Wang and Burris (1997) to document the
everyday lives of women in rural villages of China, Pho-
tovoice is a grassroots approach of community-engaged
research that assists people in identifying the strengths
18. and issues of their community through photography. The
Photovoice approach has been used previously with im-
migrant groups such as Latino, Chinese, Korean, and
Vietnamese immigrants to learn about topics such as hu-
man immunodeficiency virus prevention, family plan-
ning, mental and cardiovascular health, and the influence
of immigration (Fitzpatrick et al., 2009; Garcia & Saewye,
2007; Rhodes & Hergenrather, 2007; Schwartz, Sable,
Dannerbeck, & Campbell, 2007; Streng et al., 2004). Pho-
tovoice can provide Nigerian African immigrants the op-
portunity to express their ideas about eating habits and
physical activity within the context of their daily lives in
the US.
Purpose
The purposes of this study were to (a) explore the be-
liefs, perceptions, and practices of Nigerian immigrants
regarding healthy eating and physical activity behaviors
while living in the US; (b) assess the influence of cultural
beliefs of Nigerian immigrants on eating and physical ac-
tivity behaviors after migration to the US; (c) describe the
role that healthcare providers can play in helping to pro-
mote healthy eating and physical activity behaviors for
Nigerian immigrants; and (d) evaluate the acceptability,
feasibility, and efficacy of using Photovoice as a technique
to collect data on the perceptions and practices of Nige-
rian immigrants.
Methods
Design
A qualitative visual ethnography design using Pho-
tovoice was employed for this study, and two of the goals
20. with a community advisory committee from the church
to learn about the community’s health issues, needs, and
concerns revealed a concern about obesity among the im-
migrant group (unpublished data). Thus, we continued
working with this community to learn about their views
on healthy eating and activity in the US.
Participants
Individuals were eligible to participate if they were im-
migrants to the US from Nigeria, at least 18 years old, and
able to read and write in English. Participants also needed
to be able to use the digital camera we provided to take
photos of what they perceived as unhealthy and healthy
eating and activity. Recruitment was facilitated by a re-
search team member of Nigerian descent who had estab-
lished connections with community gatekeepers. We also
utilized the snowball method, in which word of mouth is
utilized, and participants referred to the study other in-
dividuals who might be interested (Munhall, 2011). We
recruited 13 participants.
Procedures
Prior to any study activities, institutional review board
approval was obtained from the university where the
principal investigator is employed. During our first re-
cruitment meeting at the church, the study was explained
to interested individuals, and written informed consent
was obtained. We returned to the church in 2 weeks to
distribute the digital cameras, demonstrate how to use
the cameras, and explain to the participants what they
needed to photograph for the study. We also discussed
potential issues related to using cameras, such as respect-
ing privacy and asking for permission to take someone’s
picture. We instructed participants to take photos for the
21. next 2 weeks of what they perceived as unhealthy eating
and physical activity. In order to explore the total per-
spective of what was seen as healthy, we also gathered
data about perceptions of what is unhealthy to provide
contrasting ideas. Participants were told they could take
as many photos as they liked, but they would need to
select the top four photos that most accurately reflected
their perceptions of what is unhealthy eating and activity.
In order to facilitate the discussion of each participant’s
pictures at the focus group meetings, it was necessary that
they only select their top four pictures to discuss. A brief
demographic questionnaire was completed by all partici-
pants at this time.
Held 2 weeks later, the next meeting was a focus group
to discuss the photos of unhealthy eating and activity.
Participants were informed that the meeting would be
audiotaped but that their responses would remain con-
fidential. Each participant’s four photos were projected
onto the wall for everyone to view, and each person dis-
cussed their photos with the group. At the end of the first
focus group, which lasted approximately 80 min, partici-
pants were told to take photos of healthy eating and ac-
tivity, and select their top four pictures to discuss when
they returned for another group meeting in 2 weeks.
The second focus group was focused on a discussion
of what the participants perceived as healthy eating and
physical activity and was facilitated as described in the
preceding paragraph. This second focus group lasted ap-
proximately 90 min. Both focus group sessions were au-
diotaped and transcribed verbatim. Healthy snacks were
provided at all meetings, and participants were permitted
to keep the digital camera to compensate them for their
time.
23. meetings. In order to capture the dynamics of the set-
ting, group, and discussion, the research assistant took
observational field notes. The participants all discussed
their photos individually, and additional input and de-
scription were provided by other group members for each
person’s photos. The photos were all of high quality,
and only one male participant’s photos were not view-
able by the other participants at the focus group that fo-
cused on healthy eating and activity. He did, however,
remember his photos and described them for the group.
Open-ended questions and probes were also used to help
participants express their ideas, attitudes, feelings, and
perceptions about healthy and unhealthy eating and ac-
tivity in the US.
Data Analysis
Transcribed interviews and photos were uploaded to
the NVivo 10 qualitative data software management
system (QSR International, 2013). Transcripts and field
notes were read and re-read by two researchers, and
the analysis followed Leininger’s four phases of quali-
tative data analysis (Leininger, 1991): (a) collecting and
documenting raw data, (b) identifying descriptors and
categories, (c) identifying patterns and initiating contex-
tual analysis, and (d) identifying themes and theoreti-
cal formulations. Phase one consisted of collecting the
data, field notes, observations, and initial analysis. Phase
two focused on the identification of categories; data were
coded according to the domains of inquiry and specific
aims, and 18 categories emerged. In the third phase, the
researchers searched for common patterns via contextual
analysis; data were scrutinized to discover saturation of
ideas, and seven patterns emerged from the categories.
During the final phase, the researchers looked for ma-
jor themes and recommendations from the data, and four
24. themes emerged. See Table 1 for the categories, patterns,
and themes. Two investigators analyzed transcripts, field
notes, and photos individually and then together, dis-
cussing their analysis and coding choices until consensus
was reached. Analytic memos were maintained as an au-
dit trail for data collection and analysis decisions.
Results
Thirteen Nigerian immigrants agreed to participate,
and 11 participants were present at each focus group
meeting. Participants ranged in age from 27 to 57 years,
were mostly female (92%), and were employed outside
of the home (62%). Everyone had some college educa-
tion. The range of time participants had lived in the US
was between 9 months and 30 years. Most participants
considered English to be their primary language (77%);
one participant each stated Yoruba, Igbo, or Kanuri was
his or her primary language. Participants reported being
part of the Yoruba, Bini, Igbo, or Kanuri ethnic groups.
See Table 2 for the participant characteristics.
Eating and Activity Themes
Four overarching themes emerged from the data: Mod-
eration is healthy, Nigerian ways of living are healthy, ac-
quiring American ways is unhealthy, and cultural context
is important to promote healthy behaviors. These themes
captured the perceptions that the participants had about
healthy and unhealthy eating habits and physical activ-
ity in the context of their daily lives within the US. Al-
though we asked participants to photograph and discuss
both eating behaviors and physical activity, the bulk of
their photos and comments focused on eating habits and
cooking practices.
25. Moderation is healthy is the first theme that
emerged. This theme encompasses the idea that eating
and activity behaviors should not be done to excess in or-
der to remain healthy. Several participants spoke about
the importance of controlling portion sizes. One woman
stated, “I mean, it’s all about portion. I remember my
mom, when she was alive, she was a nurse, and in the
house we could have a small bowl, and no matter what
you want to eat, it has to fit into that bowl.” Another
woman conveyed that while portion size is important,
the taste of foods is important as well; she stated, “Pro-
portion is everything. I’m not going to finish a whole
bowl [of rice]. I’m just going to take a bit. But at the
same time, I’m not going to not eat doughnuts if I feel like
eating doughnuts.” For her, eating foods like doughnuts
could still be seen as healthy if the food was consumed in
moderation. An excessive amount of watching television
and sitting was identified as unhealthy by the statements,
“. . . for unhealthy activity, TV, too much TV,” and “sitting
and studying is unhealthy activity . . . I’m sitting down.”
Another aspect of the moderation is healthy theme re-
ferred to the timing of meals. Eating too late at night
or eating foods that were considered “heavy” late in
the evening was considered unhealthy. This notion was
demonstrated by one woman’s statement, “I know with
our own food too, the time of the day, you can’t eat
pounded yam at 9:00 p.m., and go to bed . . . you’re not
doing anything. It’s just going to sit in there.” Another
woman reinforced this idea with the comment, “We eat
the solid food in the afternoon; we don’t eat solid food at
night.” Eating heavier foods during the day and not eat-
ing at night was consistent with healthier eating habits.
Nigerian ways of living are healthy theme referred
27. Healthy activity
Healthy eating
Moderation
Nigerian food
Substitutions for traditional ingredients
Taste is important
Timing of meals
Unhealthy activity
Unhealthy cooking
and activities were healthy. The majority of the photos
of healthy foods we received were Nigerian dishes, al-
though some photos were of items such as fresh fruits,
steamed vegetables, and water. In describing a Nigerian
food, pounded yam, one woman stated, “It gives us car-
bohydrate because that gives us energy for our body
building.” One woman’s photo of a bean dish was in-
cluded in the healthy foods, and she stated, “That is
actually cooked beans . . . what I do is I cut the plan-
tains and I cook it with the beans so, I don’t have to fry
these. . . .” Everyday physical activity common in their
native country was seen as healthy, for example, “In
Nigeria, we get our activities mostly by walking. It’s not
like people have cabs like here.” Although three partici-
pants discussed engaging in scheduled exercise, most par-
ticipants described incorporating everyday activities as a
means of getting enough physical activity; one woman
28. noted,
If I go to the mall, I don’t park close to the store. I like
parking far away to get exercise. I don’t go to the gym,
but I like to get my exercise, so I don’t park too close.
Another woman indicated that her household chores
were her physical activity. “I have the leaves and the tools
to blow the leaves, and this is the only kind of exercise
that I do.”
While Nigerian ways of living were mainly seen as
healthy, many participants still recognized that some
Nigerian dishes were not as healthy as they could be
and described healthier cooking adaptations. For ex-
ample, plantains are commonly deep fried, and it was
noted,
Table 2. Participant Characteristics (N = 13)
Demographic characteristic M (SD)
Age (years) 34 (8.9)
Number of children 1.7 (1.7)
Number of people living in household 3.6 (1.6)
Years lived in the United States 10.1 (7.8)
n (%)
Gender (women) 12 (93%)
Employed outside the home 8 (62%)
29. Level of education
Some college or associate’s degree 6 (46.2%)
Baccalaureate degree 3 (23.1%)
Master’s or doctoral degree 4 (30.7%)
Marital status
Married 12 (93%)
Widowed 1 (7%)
Annual household incomea
<$20,000/year 2 (15.3%)
$20,001–$50,000/year 4 (30.7%)
>$50,000/year 5 (38.4%)
aTwo participants did not report income.
There was one of the questions about plantains and
how they’re not exactly healthy to fry, so I put in an
example of how I bake them . . . and it tastes very close
to the fried ones, so that’s nice.
A male participant discussed preparing foods with little
to no oil, such as, “I’ve learned to completely stay away
from oil. I use a bottle of oil a year.” Others discussed how
Nigerian meat dishes are cooked and served in a broth
but that care needed to be taken to remove additional fat,
for example,
31. “When you’re going to work and you can’t cook, and you
don’t have time, it’s a problem.” One male participant
described the Nigerian immigrant’s lifestyle in the US by
saying, “I realize that we work a lot, and it’s a killer. I just
feel that for Africans here in this country, they are work-
ing two jobs, three jobs, going to school, stress is killing
people. . . .” Because of this busy lifestyle, participants
talked of quiet time, meditation, and prayer as healthy
activities in the context of their lives in the US. “I can
see that physical activity can be something different, just
keeping still for some cultures. . . .” “Quiet time is usually
like the time that you meditate. . . . When I’m driving, I
use that particular time to take a quick word of prayer. . . .
So I think that helps with my sanity.” Conscious efforts
were needed to cope with the demands of their fast-paced
lifestyle in the US.
Cultural context is important to promote healthy
behaviors, the final theme, referred to what healthcare
providers can do to encourage Nigerian immigrants to
eat healthier and engage in healthy physical activity. Par-
ticipants emphasized the importance of providers taking
time to ask about and learn the foods that Nigerians eat.
One woman stated,
If I’m seeing a doctor here, the doctor doesn’t under-
stand what I’m eating in terms of the African dishes
. . . if I come with what I eat, then you can advise me
on portion control or maybe substitutions for some of
the things.
This need for education from healthcare providers was
expressed by others.
Like teaching Africans how to make healthy meals
. . . people are afraid to step out of their comfort zone
32. . . . training that would not only teach how to make
meals, but also teach how to get it healthy.
Participants talked about wanting educational activities
within their community setting. “If you can suggest ac-
tivities that we can do, and if you could give us some sug-
gestions of healthy activities we can use for our [women’s
group] meetings. . . .” Others wanted to explore the pos-
sibility of including a gym in the church hall. “What I
was thinking, was like if you can get like a gym here that
would be a way of encouraging people to do the physical
activity. For us, we can’t go to the gym for free.” Par-
ticipants also thought that nurses and other healthcare
providers “should encourage people to do more cooking
at home instead of going to the restaurants.”
Discussion
Never before utilized with Nigerian immigrants, Pho-
tovoice was a valuable method to explore the beliefs,
perceptions, and practices of these participants regard-
ing healthy eating and physical activity behaviors while
living in the US. This methodology was well received
and easily used by the Nigerians in this study. At the
conclusion of the study, we talked with the participants
about their experiences using the digital camera to cap-
ture their perceptions of unhealthy and healthy lifestyle
behaviors since immigration to the US. All participants
expressed that the camera was easy to use, and that they
enjoyed taking photos and discussing their ideas. The
photo-elicited discussions were rich with descriptions of
healthy and unhealthy Nigerian and American foods and
adaptations that could be applied to improve the health-
iness of certain foods. The facilitated group dialogue cov-
ering each participant’s photos ensured that everyone’s
voice was heard, and a diverse range of perspectives
34. trust, justice, Korea, Copenhagen Psychosocial
Questionnaire II
Correspondence
Sung-Hyun Cho, College of Nursing, Research
Institute of Nursing Science, Seoul National
University, 101 Daehak-ro, Jongno-gu, Seoul
110–799, South Korea.
E-mail: [email protected]
Accepted: September 13, 2014
doi: 10.1111/jnu.12112
Abstract
Aims: To identify the prevalence and perpetrators of workplace
violence
against nurses and to examine the relationship of work demands
and trust
and justice in the workplace with the occurrence of violence.
Design: This study employed cross-sectional data from a 2013
nurse survey
conducted at a university hospital in Seoul, South Korea. The
study sample
included 970 female nurses from 47 nursing units, including
general, oncol-
ogy, intensive care units (ICUs), operating rooms, and
outpatient departments.
Methods: The second version of the medium-sized Copenhagen
Psychosocial
35. Questionnaire (COPSOQ II) was used to measure work demands
(i.e., quan-
titative demands, work pace, and emotional demands), trust and
justice, and
violence. Relationships among those variables were examined
by conducting
multiple logistic regression analyses with multilevel modeling.
Findings: The 12-month prevalence of verbal abuse (63.8%) was
highest, fol-
lowed by threats of violence (41.6%), physical violence
(22.3%), and sexual
harassment (19.7%), but bullying had the lowest prevalence
(9.7%). Physi-
cal violence, threats of violence, and verbal abuse occurred
most frequently
in ICUs, whereas sexual harassment and bullying were highest
in operat-
ing rooms. The main perpetrators were patients, followed by
physicians and
patients’ families. Nurses perceiving greater work demands and
less trust and
justice were more likely to have been exposed to violence.
Conclusions: The prevalence and perpetrators of violence varied
considerably
among nursing units. Greater work demands and less trust and
justice were
associated with nurses’ experiences of violence.
Clinical Relevance: Adequate work demands and a trusted and
just work
environment may reduce violence against nurses. In return,
reduction of vio-
lence will contribute to creating a better nursing work
environment.
Workplace violence is a global problem affecting not only
people’s dignity but also their emotional and physical
37. Thus, more research on psychological workplace violence
is needed (International Labour Office et al., 2002; Lee,
Lee, & Bernstein, 2013; Robbins, Bender, & Finnis,
1997). In South Korea, employers are required by the
law to provide their employees with sexual harassment
prevention education. General guidelines for workplace
violence have also been published (Korea Occupational
Safety & Health Agency, 2009). However, best practice
guidelines and mandatory prevention programs specific
to health care that cover various types of workplace
violence have not been developed yet.
The source of violence is another concern because the
effect of violence varies among perpetrators (Grandey,
Kern, & Frone, 2007; Hershcovis & Barling, 2010). Crim-
inals, clients, and coworkers have generally been iden-
tified as the major perpetrators of workplace violence
(LeBlanc & Kelloway, 2002), with clients and cowork-
ers prominent in the health sector (Farrell, 1997; Lee &
Chung, 2007; Spector et al., 2014). According to Spector
and colleagues’ review study (2014), patients and their
relatives were perpetrators of most incidents of physical
violence (on average, 64.3% and 30.2%, respectively),
while the perpetrators of nonphysical violence varied,
but included nurse colleagues, superiors, physicians, and
other staff members. To understand the impact of vio-
lence, comparing the effects of violence from different
perpetrators might be meaningful. Furthermore, nurs-
ing studies reporting workplace violence have mainly
focused on the experiences of psychiatric, geriatric, or
emergency care nurses (Lawoko, Soares, & Nolan, 2004;
Mullan & Badger, 2007; Taylor & Rew, 2011) because
these areas have been identified as being at high risk for
workplace violence. However, this research may obscure
the fact that nurses may be exposed to violence anywhere
they work.
38. Assessing risk factors of workplace violence has
been suggested as the first step in preventing violence
(International Labour Office et al., 2002), including
individual characteristics, organizational factors, work
demands, and type of nursing unit. Individual factors are
age, gender, race, work experience, and education level
(Campbell et al., 2011; Rowe & Sherlock, 2005; Weaver,
2013). Organizational factors include culture and the
psychosocial work environment. Unfair treatment,
disrespect, and distrust among coworkers and superiors
have been identified as critical causes of conflict and
aggressive behaviors in organizations (Almost, 2006;
Daiski, 2004; Neuman & Baron, 1998). In addition,
heavy work demands under time pressure caused by
low staffing levels, high patient acuity, and high patient
turnover have been reported to create stressful situa-
tions for patients, families, and hospital staff members
(Carayon & Gurses, 2008; Di Martino, 2003); these
intense or continuous stressful situations increase the
risk for workplace violence by superiors, patients, and
patients’ families (Camerino, Estryn-Behar, Conway,
van Der Heijden, & Hasselhorn, 2008; Roche, Diers,
Duffield, & Catling-Paull, 2010). The type of nursing
unit or clinical area (e.g., intensive care, perioperative,
geriatric, psychiatric, and emergency) is also known to
influence the prevalence of violence against nurses due
to differences in their patient populations and the care
provided to patients (Camerino et al., 2008; Cook, Green,
& Topp, 2001; Park, Kang, Kim, & Kwon, 2011).
Among those risk factors, this study focused on individ-
ual nurse characteristics, organizational factors of work-
place values (i.e., trust and justice), work demands, and
the type of nursing unit under the assumptions that the
40. Jeon, Chang, & Hong, 2014; Park, Jeon, Hong, & Cho,
2014). Of the total RNs surveyed, 13 nurses in the psy-
chiatric unit were excluded from our study population
because their work environment and patient characteris-
tics were assumed to be unique and different from other
nursing units. Male nurses (n = 38) were also excluded
to control for the effect of gender on violence. In ad-
dition, six nurses with incomplete responses preventing
the calculation of the prevalence of violence were further
excluded. The final study population included 970 female
RNs working on 47 nursing units.
Instruments
Nurse characteristics including age, marital status,
education, and years worked as an RN were included in
the survey questionnaire as potential factors associated
with violence. Violence, work demands, and trust and
justice in the workplace were measured using the sec-
ond version of the medium-sized Copenhagen Psychoso-
cial Questionnaire (COPSOQ II; Pejtersen, Kristensen,
Borg, & Bjorner, 2010). The COPSOQ II has been used
with various occupations, including health professions
and various countries, and its validity has been estab-
lished (Pejtersen et al., 2010). June and Choi (2013)
translated the COPSOQ II into Korean and examined the
validity and reliability of the Korean version using a sam-
ple of office workers. After reviewing the Korean version
developed by June and Choi (2013), we revised sev-
eral sections of the COPSOQ II and back-translated our
revised Korean version into English until the original and
Korean versions had equivalent meanings.
The COPSOQ II included four types of violence: phys-
ical violence, threats of violence, sexual harassment
(undesired sexual attention), and bullying (repeated un-
41. pleasant or degrading treatment). We also added ques-
tions about verbal abuse to the survey questionnaire to
identify verbal abuse that would not be directly related
to threats of violence, sexual harassment, or bullying.
Nurses were asked if they had been exposed to each type
of violence during the previous 12 months and answered
with one of five responses: “yes, daily”; “yes, weekly”;
“yes, monthly”; “yes, a few times”; or “no.” When nurses
replied with one of the four “yes” responses, they were
asked further about the perpetrators of the violence, and
multiple responses (data on more than one perpetrator)
were allowed. The COPSOQ II included four groups of
perpetrators (i.e., colleagues, managers or superiors, sub-
ordinates, and clients, customers, or patients). Based on
the literature, these original groups were revised into five
categories by our researchers: patients, patients’ families,
nurse colleagues, nurse managers, and physicians. The
first two groups comprised the “clients” and the others
were considered “insiders.”
Two domains, “demands at work” and “values at work-
place level,” included in the COPSOQ II were used
to measure nurses’ work demands and levels of trust
and justice in the workplace, respectively. The domain
“demands at work” consisted of three dimensions: quan-
titative demands (four items), work pace (three items),
and emotional demands (four items). The domain “val-
ues at workplace level” also consisted of three dimen-
sions: trust regarding management (four items), mutual
trust between employees (three items), and justice (four
items). Each item on the six dimensions was answered
with a 5-point scale (from “to a very small extent” to
“to a very large extent”; or from “never/hardly ever” to
“always”). Responses with the 5-point scale were then
converted to 0, 25, 50, 75, and 100, and a higher score
43. Workplace Violence Against Nurses Park et al.
and nursing unit. Nursing units were grouped into five
categories: general units, oncology units, intensive care
units (ICUs), operating rooms, and outpatient depart-
ments. The distribution of the five categories of perpetra-
tors (patients, patients’ families, nurse colleagues, nurse
managers, and physicians) was analyzed based on the
type of violence and nursing unit by presenting the per-
centage of nurses who experienced violence in each cat-
egory of perpetrator.
The relationships of work demands and trust and
justice in the workplace to violence were examined
using multiple logistic regression analyses with a sepa-
rate model for each type of violence with the outcome
as nurses who had experienced a specific violence ver-
sus nurses who had not experienced violence. The rela-
tionships of work demands and trust and justice in the
workplace with violence perpetrators were also examined
using multiple logistic regression analyses with a sepa-
rate model for each category of perpetrator. The outcome
of these models was nurses who had experienced vio-
lence by a specific perpetrator (e.g., patients) regardless
of the violence type versus nurses who had not experi-
enced violence by a perpetrator. Multilevel modeling was
employed in all regression analyses to take into account
the clustering of nurses within their units. Nurse charac-
teristics and the type of nursing unit were also included in
the regression models. Age was excluded from the regres-
sion models due to a high correlation with years worked
as an RN (r = .95, p < .001). SAS 9.3 (SAS Institute, Cary,
NC, USA) was used to analyze the data.
44. Findings
Our study sample of 970 RNs had a mean age of 28.6
years. The majority were single (77.5%) and had a bac-
calaureate or higher academic degree (76.6%). The av-
erage years worked as an RN was 5.4 years; 33.7% had
worked less than 3 years as an RN, 31.6% for 3 to 5 years,
and the rest 6 years or longer.
Prevalence of Workplace Violence by Type of
Violence and Nursing Unit
The prevalence of violence is presented in Table 1.
Respondents could report experiencing violence “daily,”
“weekly,” “monthly,” or “a few times.” During the pre-
vious 12 months, 71% of nurses reported having been
exposed to at least one of five types of violence. The
12-month prevalence of verbal abuse (63.8%) was the
highest, followed by threats of violence (41.6%), phys-
ical violence (22.3%), and sexual harassment (19.7%);
bullying had the lowest prevalence (9.7%). The majority,
74.3% and 93.2% of those who had experienced verbal
abuse and sexual harassment, respectively, had been ex-
posed to the violence “a few times.”
The highest prevalence of violence overall (exposed
to at least one type of violence) was found in the ICUs
(82.8%), followed by outpatient departments (73.3%),
with the lowest prevalence (63.5%) in oncology units.
ICUs also had the highest prevalence of physical violence
(48.5%), threats of violence (61.4%), and verbal abuse
(75.8%) among the five groups of nursing units and the
second highest prevalence of sexual harassment (23.2%).
Sexual harassment (25.2%) and bullying (10.8%) oc-
45. curred most frequently in operating rooms. Outpatient
departments had the second highest prevalence of over-
all and physical violence, threats of violence, and verbal
abuse.
Distributions of Perpetrators by Type of
Violence and Nursing Unit
The distributions of perpetrators by type of violence
and nursing unit are presented in Table 1. Overall, the
majority (64.4%; 444/689) of violent incidents were per-
petrated by patients, followed by physicians (49.3%), and
patients’ families (48%). Patients, followed by families,
were the most frequent perpetrators of physical violence
and threats of violence; patients, followed by physicians,
were the major perpetrators of sexual harassment and
verbal abuse. In the operating rooms, however, physi-
cians were the most frequent perpetrators of all types
of violence except for bullying. Bullying was perpetrated
mostly by nurse colleagues (68.1%) across all nursing
units.
Relationships of Work Demands and Trust and
Justice in the Workplace With the Occurrence of
Violence
The relationships of nurse characteristics, work
demands, and trust and justice in the workplace with the
occurrence of violence are presented in Table 2. After the
relationship of the type of nursing unit with violence was
controlled for, nurses with 3 years or more experience as
an RN were more likely to experience threats of violence
than those with less than 3 years. When nurses perceived
a higher work pace, they were more likely to have been
exposed to physical violence, threats of violence, and ver-
bal abuse with an odds ratio (OR) of 1.02, which indi-
49. Operating room 139 80 57.6 5 (6.3) 3 (3.8) 8 (10.0) 8 (10.0) 63
(78.8)
Outpatient department 90 62 68.9 50 (80.6) 34 (54.8) 1 (1.6) 3
(4.8) 7 (11.3)
Bullying
Overall 970 94 9.7 2 (2.1) 6 (6.4) 64 (68.1) 15 (16.0) 7 (7.4)
General unit 302 29 9.6 1 (3.4) 3 (10.3) 19 (65.5) 5 (17.2) 1
(3.4)
Oncology unit 241 25 10.4 2 (8.0) 15 (60.0) 4 (16.0) 4 (16.0)
Intensive care unit 198 18 9.1 1 (5.6) 1 (5.6) 13 (72.2) 1 (5.6) 1
(5.6)
Operating room 139 15 10.8 12 (80.0) 1 (6.7) 1 (6.7)
Outpatient department 90 7 7.8 5 (71.4) 4 (57.1)
Note. Empty cells indicate no case. aThe sum of percentages
may be over 100% due to multiple responses.
from “to a large extent” to “to a very large extent”), corre-
sponded to a 64% increase in the odds of violence (OR =
1.64 = (1.02)25). Perceiving greater emotional demands
was also associated with a greater likelihood of experi-
encing threats of violence, sexual harassment, and verbal
abuse. Higher mutual trust between employees was asso-
ciated with a greater occurrence of threats of violence, but
with a lower occurrence of bullying. Justice was inversely
related with verbal abuse (OR = 0.98) and bullying
(OR = 0.98).
51. Quantitative demands 1.01 [0.99, 1.02] 1.00 [0.99, 1.01] 1.00
[0.99, 1.01] 1.00 [0.99, 1.01] 1.02 [0.998, 1.04]
Work pace 1.02 [1.01, 1.04]∗ ∗ 1.02 [1.01, 1.03]∗ ∗ 1.01 [0.99,
1.02] 1.02 [1.01, 1.03]∗ ∗ 1.00 [0.98, 1.02]
Emotional demands 1.01 [0.99, 1.03] 1.02 [1.00, 1.03]∗ 1.02
[1.01, 1.04]∗ ∗ 1.03 [1.01, 1.04]∗ ∗ ∗ 1.01 [0.99, 1.03]
Workplace values
Trust regarding management 1.02 [0.995, 1.04] 0.99 [0.97, 1.01]
1.02 [0.997, 1.04] 1.00 [0.98, 1.01] 1.01 [0.99, 1.04]
Mutual trust between employees 0.99 [0.98, 1.01] 1.02 [1.00,
1.03]∗ 0.99 [0.97, 1.00] 1.01 [0.999, 1.02] 0.96 [0.94,
0.98]∗ ∗ ∗
Justice 0.99 [0.97, 1.00] 0.99 [0.97, 1.00] 0.99 [0.98, 1.01] 0.98
[0.97, 0.99]∗ ∗ 0.98 [0.96, 0.99]∗
Note. ∗ p < .05, ∗ ∗ p < .01, ∗ ∗ ∗ p < .001. Effects of the type
of nursing unit were controlled for in the multiple regression
analyses.
Table 3. Relationships of Work Demands and Workplace Values
to Violence by Type of Perpetrator: Odds Ratio [95%
Confidence Interval]
Patients Patients’ family Nurse colleagues Nurse managers
Physicians
Single (vs. married) 0.77 [0.46, 1.27] 0.95 [0.60, 1.52] 0.77
[0.39, 1.51] 0.81 [0.35, 1.84] 0.96 [0.60, 1.53]
Diploma (vs. BSN or higher) 0.98 [0.66, 1.46] 1.01 [0.70, 1.46]
52. 0.62 [0.36, 1.07] 0.77 [0.37, 1.61] 0.62 [0.43, 0.91]∗
Years worked as an RN (vs. <3)
3–5 1.36 [0.89, 2.07] 1.15 [0.78, 1.70] 0.57 [0.34, 0.96]∗ 0.78
[0.37, 1.66] 1.64 [1.11, 2.44]∗
�6 1.19 [0.71, 1.98] 1.44 [0.90, 2.31] 0.41 [0.21, 0.81]∗ 0.80
[0.33, 1.93] 1.65 [1.02, 2.66]∗
Work demands
Quantitative demands 1.00 [0.99, 1.02] 1.01 [0.99, 1.02] 1.01
[0.99, 1.03] 1.03 [1.00, 1.05]∗ 1.01 [0.99, 1.02]
Work pace 1.02 [1.00, 1.03]∗ 1.01 [0.99, 1.02] 0.99 [0.98,
1.01] 0.98 [0.96, 1.01] 1.01 [0.99, 1.02]
Emotional demands 1.02 [1.00, 1.03]∗ 1.03 [1.01, 1.04]∗ ∗ ∗
1.03 [1.01, 1.04]∗ ∗ 1.01 [0.99, 1.04] 1.03 [1.01, 1.04]∗ ∗ ∗
Workplace values
Trust regarding management 1.01 [0.99, 1.02] 0.99 [0.98, 1.01]
1.02 [0.997, 1.04] 0.97 [0.94, 1.00] 0.99 [0.98, 1.01]
Mutual trust between employees 1.01 [0.99, 1.02] 1.01 [0.99,
1.03] 0.98 [0.96, 0.99]∗ 0.99 [0.96, 1.01] 1.01 [0.99, 1.02]
Justice 0.98 [0.97, 0.99]∗ 0.99 [0.98, 1.01] 0.97 [0.95, 0.99]∗ ∗
0.98 [0.95, 1.01] 0.98 [0.97, 0.99]∗
Note. ∗ p < .05, ∗ ∗ p < .01, ∗ ∗ ∗ p < .001. Effects of the type
of nursing unit were controlled for in the multiple regression
analyses.
with 3 or more years of experience as an RN were less
likely to experience violence by nurse colleagues, but
more likely to by physicians than were nurses with less
53. than 3 years of experience. Higher quantitative demands
were associated with an increased occurrence of vio-
lence by nurse managers, whereas higher work pace was
associated with violence by patients. Emotional demands
were positively related with violence by all perpetra-
tors except for nurse managers. Higher mutual trust be-
tween employees was associated with a lower occurrence
of violence by nurse colleagues. Justice was inversely
related with violence by patients, nurse colleagues, and
physicians.
Discussion
This study reports the high prevalence of workplace
violence against nurses in a university hospital, suggest-
ing the need for attention to workplace violence. The
overall prevalence (71%) of workplace violence in this
study was high compared to the prevalence range
(mean = 57.3%; range = 24.7%–88.9%) that was re-
ported in a recent review of 136 articles related to vio-
lence against nurses (Spector et al., 2014). The prevalence
of nonphysical violence (e.g., verbal abuse and threats
of violence) was higher than that of physical violence in
both studies. Compared with emergency, geriatric, and
psychiatric nurses who had a high prevalence of phys-
ical violence in the review, the nursing units in this
study (general, oncology, intensive care, operating room,
and outpatient) had a relatively low prevalence of phys-
ical violence. The prevalence of bullying (9.7%) in this
study was also lower than those reported in the review
(mean = 47.6%; range = 26.4%–86.5%) and among Ko-
rean nurses in another study (23%; Lee et al., 2013).
Overall, the main sources of workplace violence in this
study were patients, which …