Improving Teamwork

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Discussion

  1. Read Finkelman (2016), Chapter 13: Improving Teamwork: Collaboration, Coordination, and Conflict Resolution, section on Negotiation and Conflict Resolution, pp. 324-333.
  2. Observe nurses in a care delivery setting. Identify a recurring conflict with the potential to negatively impact patient care. Decide if delegation was an issue in the conflict. This should be from your practice setting or prelicensure experiences.
  3. Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved.
  4. Identify the type of conflict. Explain your rationale for selecting this type.
  5. Outline the four stages of conflict, as described in our text, and how they relate to your example.
  6. Propose strategies to resolve the conflict. Search scholarly sources in the library and the Internet for evidence on what may be effective.
  7. Discuss if delegation was an issue in the conflict. Be specific.
  8. Describe how you would collaborate with a nurse leader to reach consensus on the best strategy to employ to deal with the conflict.
  9. Describe the rationale for selecting the best strategy.
  10. Provide a summary or conclusion about this experience or assignment and how you may deal with conflict more effectively in the future.
  11. Follow APA format.
  12. Write a 5-7 page paper (not including the title or References pages) using APA format that includes the following.
    1. Describe an unresolved (recurring) conflict that you experienced or observed. Identify the type of conflict.
    2. Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved.
    3. Outline the four stages of conflict, as described in Finkelman, and how the stages relate to your example. Decide if delegation was an issue in the conflict. Be specific.
    4. Describe the strategies for conflict resolution and how you would collaborate with a nurse leader to resolve the conflict. Cites the course textbook and two scholarly sources.
    5. Provide a conclusion or summary about this experience and how you may deal with conflict more effectively in the future.

NSG4028 / Concepts of Teaching and Learnin

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Nursing teaching

NSG4028 / Concepts of Teaching and Learning
Simple Lesson Plan Example
1. Introduction • This lesson will help young children, who happen to be hospitalized
elementary-school students, review information about the food
pyramid.
2. Purpose / Rationale for the Lesson
• This lesson is important because it will help students learn more about
healthy eating habits.
• This lesson will provide the student with information that can be used
after he/she has been discharged from the hospital.
• The lesson will raise students’ awareness about the food pyramid.
• The lesson will help students develop skills in using the Internet to find
information.
3. Goals and Objectives
Instructional Goals • The goal of this lesson is to raise students’ awareness about healthy
eating and to provide printed material as well as Internet information for
future reference.
Learning Objectives
Cognitive
• As a result of this lesson, students will be able to identify specific foods
in each category with 90% accuracy.
Page 1 of 4
Simple Lesson Plan Example © 2005, South University
NSG4028 / Concepts of Teaching and Learning
Affective
• During a class discussion, students should be able to express their
opinions about what constitutes healthy eating habits. Every student
will participate in the discussion.
Psychomotor
• After a demonstration, students will able to search the Internet to find
information about the food pyramid and complete a worksheet with
90% accuracy.
4. Instructional Methods and Evaluation of Learning
Objective Content Instructional
Method
Time
Allotted
Resources Method of
Assessment/Evaluation
Cognitive
Domain:
Identify
specific foods
in each
category
Give a brief lecture
about the food
pyramid and its
purpose.
Use a lecture guide
(handout) with
pictures to guide
students through the
food groups.
Invite students to
participate in the
discussion by asking
them to identify
foods in each
category and check
Lecture,
Discussion
10 min.
Handout
For Learners:
Group-Discussion
Complete lecture
guide/handout.
For Instructor:
Reflective Thoughts
about Lesson
Suggestions for
Revision
Page 2 of 4 Simple Lesson Plan Example
© 2005, South University
NSG4028 / Concepts of Teaching and Learning
Objective Content Instructional
Method
Time
Allotted
Resources Method of
Assessment/Evaluation
them off on the
handout.
Affective
Domain:
Express an
opinion about
what
constitutes
healthy
eating habits
Ask students to
consider their normal
eating habits and the
foods they like to eat
most often.
Brainstorm a list of
what students
consider to be
healthy eating
habits.
Ask students to give
the reasons for their
responses.
Evaluate the list as a
group. Agree on a
list of healthy eating
habits.
Whole-group
discussion
Brainstorming
10 min.
Chalk board
or white
board
For Learners:
Group-Discussion
For Instructor:
Reflective Thoughts
about Lesson
Suggestions for
Revision
Psychomotor
Domain:
Search the
Internet to
find
information
about the
food pyramid
Demonstrate how
students can visit the
Web site below.
Ask them to read
information provided
for specific food
groups.
Demonstration
Computer
assisted
instruction
20 min.
PC or
McIntosh
Access to the
Internet
Web sites:
Food
Pyramid-
For Learners:
Worksheet
For Instructor:
Reflective Thoughts
about Lesson
Suggestions
For Revision
Page 3 of 4 Simple Lesson Plan Example
© 2005, South University
NSG4028 / Concepts of Teaching and Learning
Objective Content Instructional
Method
Time
Allotted
Resources Method of
Assessment/Evaluation
Have students
identify suggested
serving sizes and
vitamin content,
which they will use to
complete the
worksheet.
Food Label
Connection
http://fda.gov/
fdac/special
/foodlabel/pyr
amid.html
Dietary
Guidelines
for
Americans
http://www.na
l.usda.gov/
fnic/Dietary/9
dietgui.htm
Page 4 of 4 Simple Lesson Plan Example
© 2005, South University
  • Learning Objectives

Identify an existing at-risk population

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Epidemiology

Please read the assignment before agreeing to do it.
This assignment has to be submitted to Turnitin. APA style and proper use of grammar with a thesis statement to explain the content of the paper.
This assignment requires that support your position by referencing at least six to eight scholarly resources.
Directions:
This assignment comprises the second part of the Epidemiology Paper. Write a 1,250-1,500 word paper that provides the following:
1. Identify an existing at-risk population. Using aggregated statistics, include identified criteria and data that substantiates why this population is at risk.
2. Using analyzed population data, identify a health risk within this population that nursing science can impact. Describe the specific variables. Provide SPSS data that correlates population to the identified health risk.
3. Identify potential obstacles that may hinder the implementation of the prevention and health promotion activities.
4. Identify stakeholders, individuals, and agencies with whom you may need to collaborate.

Health Care Agency

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PICOT Statement Paper

Week 3
Assignment for week 3
Question : Review the Topic Materials and the work completed in NRS-433V to formulate a PICOT statement for your capstone project.
A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.
Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.
In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.
Make sure to address the following on the PICOT statement:
1. Evidence-Based Solution
2. Nursing Intervention
3. Patient Care
4. Health Care Agency
5. Nursing Practice
Prepare this assignment according to the guidelines found in the APA Style Guide.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
RUBRIC

PICOT Statement Paper
RUBRIC FOR ASSIGMENT WK 3

  1 Unsatisfactory 0.00% 2 Less than Satisfactory 75.00% 3 Satisfactory 79.00% 4 Good 89.00% 5 Excellent 100.00%
80.0 %Content  
30.0 %Identification of Clinical Problem/Issue Clinical problem/issue is not identified, and resolution is not addressed. Clinical problem/issue is identified with little discussion of resolution or patient outcome. Clinical problem/issue is identified but not supported with clinical observations or evidence. The identified problem/issue can be resolved, or a patient outcome shows minimal improvement. Clinical problem/issue is identified based on clinical observation experience or evidence in literature. Articles are cited to support the need for change in nursing practice. The identified problem/issue can be resolved, or a patient outcome can be improved using nursing interventions. Clinical problem/issue is identified based on key concepts that define evidence-based practice or clinical experience. Articles are cited to support the need for change in nursing practice. The identified problem/issue can be resolved, or a patient outcome can show a marked improvement through a nursing intervention.
30.0 %Clinical Problem/Issue, Including Description, Evidence-Based Solution, Nursing Intervention, Patient Care, Health Care Agency, and Nursing Practice Clinical problem/issue is not described with clarity and the corresponding elements are not included. Clinical problem/issue description includes a basic understanding of the problem/issue and setting, with few of the following elements explained: evidence-based solution, nursing intervention, patient care, health care agency, and nursing practice. Clinical problem/issue description includes a basic understanding of the problem/issue, the setting, and the patient population. The following elements are explained: evidence-based solution, nursing intervention, patient care, health care agency, and nursing practice. Minimal rationale is provided to support the resolution of the clinical problem/issue. Clinical problem/issue description includes a thorough understanding of the problem/issue, the setting, the patient population, and why it is a problem/issue. The following elements are explained in detail: evidence-based solution, nursing intervention, and patient care consistent with specific health care agency and nursing practice. Sound rationale is provided supporting the clinical problem/issue resolution. Clinical problem/issue description includes a developed and thorough explanation of the problem/issue, the setting, the patient population, and the rationale for why it is a problem/issue. The identified clinical problem/issue explains the following elements with detail and clarity: evidence-based solution, nursing intervention, and improved patient care consistent with specific health care agency resulting in nursing practice change. Sound rationale is provided in the discussion of the clinical problem/issue resolution.
10.0 %PICOT Statement Focused on Resolution, Improvement, Application, and Intervention PICOT statement does not focus on resolution of a problem/issue, improvement of patient care or application of a nursing intervention. PICOT statement discusses a clinical problem/issue without a focus on improvement or intervention. PICOT statement focuses on the resolution of a clinical problem/issue that improves patient care through the application of a nursing intervention. PICOT statement focuses on the resolution of a clinical problem/issue, with discussion of improving patient care through the application of an evidenced-based nursing intervention. PICOT statement clearly focuses on the resolution of a clinical problem/issue and aims at improving patient care through the application of an evidenced-based nursing intervention.
10.0 %PICOT Statement Including Population, Intervention, Comparison, Outcomes, and Time Population, Intervention, Comparison, Outcomes, and Time are not included. Population, Intervention, Comparison, Outcomes, and Time are present, but lack detail or are incomplete. Population, Intervention, Comparison, Outcomes, and Time are present. Population, Intervention, Comparison, Outcomes, and Time are clearly provided and well developed. Population, Intervention, Comparison, Outcomes, and Time are comprehensive and thoroughly developed with supporting details.
15.0 %Organization and Effectiveness  
5.0 %Presentation Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear. Thesis is apparent and appropriate to purpose. Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 %Argument Logic and Construction Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.
5.0 %Format  
2.0 %Paper Format (use of appropriate style for the major and assignment) Template is not used appropriately or documentation format is rarely followed correctly. Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. Template is used, and formatting is correct, although some minor errors may be present. Template is fully used; There are virtually no errors in formatting style. All format elements are correct.
5.0 %Format  
3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 %Total Weightage