Fluent Essays

Scenario: A team of highly competent members has become adept at organizing and managing itself. The self-sufficiency of the team is appreciated by senior leadership who assumes the team can respond to challenges without support or guidance, given the team's legacy of success. Recent challenges incited the team to request assistance; when assistance was not provided, the team began to make independent decisions. The team members believed they were the only ones who understood their work and avoided asking for help. The leaders involved believed that no news equaled good news. Neither the leaders nor the team members considered their work within the context of the entire organization. As a result, the team's level of emotional competence decreased, along with their productivity. Consider this scenario and address the following. Identify three strategies to reduce friction and build unity between the parties using emotional competence as the framework. What outcomes would you identify to measure the effectiveness of each strategy? Consider an adversarial relationship that exists between leaders and departments in your organization. How does the culture of the organization affect the situation? What knowledge, skills, and attitudes do you bring to the organization? What would others say are your leadership strengths? How can these strengths be used to reduce the adversarial relationship? DNP Discussion Guidelines and Rubric Purpose The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared. Due Date The initial posting to the graded collaborative discussions is due by Wednesday, 11:59 p.m. MT. Peer and faculty responses are due by Sunday, 11:59 p.m. MT. All posts for Week 8 are due by the close of class on Saturday, 11:59 p.m. MT. Please note that the late assignment policy does not apply to the collaborative discussions. Discussion Criteria I. Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question. II. Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue. a. Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion. · A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post. · The peer response must occur on a separate day from the initial posting. · The peer response must occur before Sunday, 11:59 p.m. MT.  · The peer response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply. b. Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class. · A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post. · The faculty response must occur on a separate day from the initial posting. · Responses to the faculty member must occur by Sunday, 11:59 p.m. MT. · This response does not require a scholarly citation and reference unless the information is summarized and/or direct quotes are used, in which APA style standards then apply. III. Integration of Evidence: The student post provides support from a minimum of at least three (3) sources which may include assigned readings, or weekly module content, or outside scholarly sources. The scholarly source when used is: 1) evidence-based, 2) scholarly in nature, 3) published within the last 5 years, and 4) an in-text citation. The student initial response to the graded discussion must include at least 1 source. Responses to peer and/or faculty, citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which APA style standards then apply. 1. It is important that student utilizes support from the literature that is grounded in the literature providing sources relevant to the discussion posting. One source may come from the online weekly content. 2. Scholarly Sources · Two (2) scholarly sources should be used in the discussion board assignments across the week. · These include peer-reviewed publications. · Textbooks are not considered scholarly sources. However, in some assignments, support from textbooks may be used on a limited basis when accompanied with additional scholarly sources if specified in the assignment guidelines or with instructor approval. · Scholarly sources may be present in the weekly readings and students may choose to utilize these. · Wikipedia, Wikis, .com website or blogs should not be used. · Sources should be no more than five years old unless they are historical or seminal references or approved by your instructor. 3. Literature Sources: · Grey literature is scholarly but not peer-reviewed. These resources can be used but do not meet requirements for peer-reviewed sources. · Refer to the assignment guidelines to determine which grey literature sources (e.g., professional organization website, white papers) are appropriate to be used for discussions or assignments and would constitute receiving full credit for using this resource in the paper or discussion. · Government reports are actually part of the grey literature – they are not peer reviewed and the government’s main purpose is not the publication of literature. · Internet resources on dissertations, a form of grey literature, provide additional views on the scholarly level of this literature · Papers written for Chamberlain College of Nursing should be the student’s original work and contain no more than one short quotation for every three pages or as designated in the assignment guidelines. Quotations should be avoided if possible. (Chamberlain Guidelines for Writing Professional Papers, 2018) IV. Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate. V. Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. VI. Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week. Discussion Criteria Highest Level of Performance A Very Good or High Level of Performance B Acceptable Level of Performance C Failing Level of Performance F 10 points 9 points 8 points 0 points Application of Course Knowledge: Answers the initial discussion question(s)/topic(s), demonstrating knowledge and understanding of the concepts for the week. Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding. Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding. Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding. Does not address the initial question(s). 10 points 9 points 8 points 0 points Engagement in Meaningful Dialogue With Peers and Faculty: The student responds to a student peer and course faculty to further dialogue. Responds to a student peer AND course faculty furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. Responds to a student peer AND course faculty furthering the dialogue by adding some depth to the discussion. Responds to a student peer and/or course faculty, adding minimal depth to the discussion. No response post to another student or course faculty. 10 points 9 points 8 points 0 points Integration of Evidence: Includes assigned readings, or weekly module content, or outside scholarly sources. Includes three sources to support concepts for the week. A scholarly source is defined on page 2 of these guidelines. These sources may be evident across the 3 postings. Sources are credited.* At least 3 sources to support posts. Sources are credited.* At least 2 sources to support posts. Sources are credited.* At least 1 source to support posts. No scholarly source provided to support posts. 10 points 9 points 8 points 0 points Professionalism in Communication Presents information using clear and concise language in an organized manner (0–1 error patterns in English grammar, spelling, syntax, and punctuation). Presents information using clear and concise language in an organized manner (2–3 error patterns in English grammar, spelling, syntax, and punctuation). Presents information using understandable language; information is not organized 4-5 error patterns in English grammar, spelling, syntax, and punctuation). Presents information that is not clear, logical, professional, or organized to the point that the reader has difficulty understanding the post 6 or more error patterns in English grammar, spelling, syntax, and/or punctuation). 5 points 0 points Participation Wednesday Response: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. MT. Posts a substantive response to the initial discussion question(s) by Wednesday, 11:59 p.m. MT. Does not post a substantive response to the initial discussion question(s) by Wednesday, 11:59 p.m. MT. 5 points 0 points Total Participation Responses: Participates in the discussion thread at least three times on at least 2 different days. Posts in the discussion at least three times AND on two different days during the discussion week. Posts fewer than three times OR does not participate on at least two different days during the discussion week. NOTE: To receive credit for a week's discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week's assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Saturday. A zero is the lowest score that a student can be assigned. Faculty may submit any collaborative discussion posting to Turnitin in order to verify originality. * Using APA style and formatting, in text citations are included for all sources. Matching references are included for all in-text citations. Due to the formatting constraints of Canvas, references included in the discussion must include complete information. Canvas will not allow a hanging indent; it is not required. (Rev 6_5 Subcommittee, Rev 10/9/19 faculty/subcommittee, Rev 10/23/19 DNP Faculty meeting )