Describe strategies team members can use to build trust among one another in terms of skill, knowledge, and responsibility.

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Prepare a 10–12-slide PowerPoint presentation for department managers on building leadership and trust in collaborative teams.

Perhaps the best predictor of team success is its clarity of  purpose and the team’s commitment to achieving it. To support that  purpose, a team needs a process that moves smoothly from vision and  mission to goals and tasks in order to achieve the desired outcomes. The  foundation of both purpose and process is leadership.

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Any form of collaboration is an inherently human process. The  culture of an organization can dramatically affect team efficacy and  performance. The glue that holds teams together is trust. Three factors  can help build trust in collaborative environments: performance and  competence, integrity, and concern for the well-being of others.

“There is a need for nursing leaders to provide inspiration,  mentorship, and direction, whether it be for a patient or the  profession” (Mahoney, 2001, p. 269). Mahoney’s point is that leaders are  needed at all levels, all functions, and all specialties of nursing.  Leadership skills are especially important when guiding or facilitating a  team.

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But what makes a skilled leader? Aranda, Aranda, and Conlon (1998)  suggest that five elements are critical: sharing an inspired vision,  challenging team processes, modeling effective team behaviors,  empowering team members, and encouraging the heart (pp. 45–46). Leaders  must deal with conflict, decision making, and goal achievement.

In health care today, there are more teams (including virtual  teams) of multidisciplinary professionals than ever before. To lead  these teams effectively and successfully, the roles and responsibilities  of each team member need to be clearly defined, along with clear  descriptions of how the team will make decisions.

Trust is an important factor in multidisciplinary team  collaboration as well, and it is measured in terms of reliability and  communication. A competent and effective leader knows how to build trust  across boundaries (geographic, cultural, gender, age, et cetera) to tap  the skills and talents of each team member, resulting in team success.

References

Aranda, E. K., Aranda, L., & Conlon, K. (1998). Teams: Structure, process, culture, and politics. Upper Saddle River, NJ: Prentice Hall.

Mahoney, J. (2001). Leadership skills for the 21st century. Journal of Nursing Management, 9(5), 269–271.

Requirements

You have been asked by organizational leadership to develop a  PowerPoint presentation for department managers on building leadership  and trust in collaborative teams. Your presentation should be 10–12  slides in length and include a references slide at the end. Use the  notes section of each slide to expand your talking points and reference  your resources. Be sure your references are formatted according to APA  guidelines.

This assessment examines two critical components for  interprofessional team success: leadership and trust. Develop a  PowerPoint presentation in which you:

  • Identify at least three leadership behaviors that build trust within a team.
  • Identify at least three leadership behaviors that undermine trust within a team.
  • Explain the consequences of a team that does not trust its leader in terms of patient safety.
  • Describe strategies team members can use to build trust among one another in terms of skill, knowledge, and responsibility.
  • Describe principles of effective interprofessional team  leadership. In other words, what skills and qualities should a good team  leader possess? Is there a difference between being a good leader and  being an effective leader?

Additional Requirements

  • Include a title slide and references slide.
  • Create 10–12 slides in addition to the title and references slides.
  • Use at least three current scholarly or professional resources.
  • Use APA format for references.
  • Be creative. Consider your target audience.

Mr. and Mrs. E are members of your church. Mr. E is seeking counseling but asking that his wife or children not be involved in any of the sessions as they are not aware of the difficulties he is experiencing

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Mr. and Mrs. E are members of your church. Mr. E is seeking counseling but asking that his wife or children not be involved in any of the sessions as they are not aware of the difficulties he is experiencing.  Mr. E is a 27-year-old electrician and complains of dizziness, sweating palms, heart palpitations, and ringing of the ears.  He states that these symptoms have been occurring for at least the last 18 months.  He has also experienced dry mouth and throat, periods of extreme muscle tension, and a constant “edgy” and watchful feeling that has often interfered with his ability to concentrate.  These feelings have been present most of the time over the previous 2 years; they have not been limited to discrete periods.  Although these symptoms sometimes make him feel “discouraged,” he denies feeling depressed and continues to enjoy activities with his family.

 

 

 

He also has many worries.  He constantly worries about the health of his parents.  His father, in fact, had a myocardial infarction 2 years previously, but is now feeling well.  He also worries about whether he is “a good father,” whether his wife will ever leave him (there is no indication that she is dissatisfied with the marriage), and whether he is liked by co-workers on the job.  Although he recognizes that his worries are often unfounded, he can’t stop worrying.

 

 

 

For the past 2 years he has had few social contacts because of his nervous symptoms.  Although he has sometimes had to leave work when the symptoms became intolerable, he continues to work for the same company he joined for his apprenticeship following high-school graduation.  He tends to hide his symptoms from his wife and children, to whom he wants to appear “perfect,” and reports few problems with them as a result of his nervousness.

 

 

 

Please respond (short answer is fine) to all of the following questions:

 

 

 

In your diagnosis, please use DSM IV-TR diagnoses when appropriate (found in your powerpoint presentations)

 

 

 

  1. What are the client’s most prominent ‘presenting issues’ (that is, what seems to take priority as being wrong)?

 

 

 

  1. What else do you feel you need to know (or, what might be some areas you may ask about in order to determine what is going on and how severe the problem may be)?

 

 

 

  1. What do you think may be your ‘initial diagnosis’ based on the information given in the case study? Why?

 

 

 

  1. What, if any, psychospiritual factors might be present and maintaining the presenting issue?

 

 

 

  1. What are possible methods of treatment or referral?

 

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How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?

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Case Study on Death and Dying

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and understanding of a diversity of faith expressions; for the purpose of this course, the focus will be on the Christian worldview.

Based on “Case Study: End of Life Decisions,” the Christian worldview, and the worldview questions presented in the required topic study materials you will complete an ethical analysis of George’s situation and his decision from the perspective of the Christian worldview.

Provide a 1,500-2,000-word ethical analysis while answering the following questions:

  1. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the fallenness of the world?
  2. How would George interpret his suffering in light of the Christian narrative, with an emphasis on the hope of resurrection?
  3. As George contemplates life with amyotrophic lateral sclerosis (ALS), how would the Christian worldview inform his view about the value of his life as a person?
  4. What sorts of values and considerations would the Christian worldview focus on in deliberating about whether or not George should opt for euthanasia?
  5. Given the above, what options would be morally justified in the Christian worldview for George and why?
  6. Based on your worldview, what decision would you make if you were in George’s situation?

Remember to support your responses with the topic study materials.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

In light of problems posed by the concept of drive, Premack, one of Skinner’s followers, proposes that we consider reinforcement:

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In light of problems posed by the concept of drive, Premack, one of Skinner’s followers, proposes that we consider reinforcement:

 

A.In terms of the length of extinction.

 

B.In terms of the power of discriminative stimuli.

 

C.As ratios between positive and negative reinforcement.

 

D.As the momentary probability of a response.

 

Responses that are intermittently rather than continuously reinforced are:

 

A.Less likely to generalize.

 

B.Less subject to negative reinforcement.

 

C.More difficult to extinguish.

 

D.All of the above.

 

The text indicates how Skinner discussed emotions as the effects of:

 

A.Reinforcement schedules.

 

B.Shaping.

 

C.Discriminative stimuli.

 

D.Behavior chains.

 

Skinner’s attitude toward the theory of natural selection seemed basically:

 

A.Positive.

 

B.Negative.

 

C.Mixed.

 

D.Unclear

 

Skinner argued that internal events such as thoughts:

 

A.Have no place in behaviorism.

 

B.Should only be studied if they can be observed and measured.

 

C.Are less important than Pavlov said they are.

 

D.Are less important than Watson said they are

 

According to the text, the most basic difference between Skinner and the developmentalists has to do with:

 

A.The issue of stages.

 

B.The source of developmental change-inner or outer.

 

C.The continuity-discontinuity issue.

 

D.The importance of emotions in the developmental process.

 

An example of a discriminative stimulus is a boy who:

 

A.Is startled by the sight of a dog.

 

B.Works only when immediately rewarded.

 

C.Cries to get attention.

 

D.Works hard only when the teacher says, “This paper will be graded.”

 

The text considers research on televised aggression as:

 

A.Weak.

 

B.Fairly Weak.

 

C.Fairly conclusive.

 

D.Supporting some theorists but not others.

 

In Bandura’s theory, direct reinforcements primarily affect:

 

A.General classes of behavior rather than specific behavior.

 

B.Aggressive behavior rather than other kinds of behavior.

 

C.Altruistic behavior rather than other kinds of behavior.

 

D.Performances rather than the acquisition of responses.

 

Over the years, Bandura has come to view Piaget’s theory as:

 

A.Similar to his own.

 

B.Still wrong in major respects.

 

C.Correct about external standards.

 

D.Correct about stages.

 

Studies on pro-social behavior suggest that:

 

A.Preaching can have strong short-term effects but can backfire.

 

B.Modeling a behavior for children always has stronger effects than issuing orders.

 

C.Practicing and preaching have about the same effects.

 

D.Preaching is always more effective than modeling a behavior

 

A 3-year old child enthusiastically imitates the behavior of a slightly older child. This imitation most clearly supports the theory of:

 

A.Piaget.

 

B.Bandura.

 

C.Skinner.

 

D.Watson.

 

Five-year olds seem to talk to themselves aloud more often as their work becomes increasingly difficult. This finding supports:

 

A.Piaget.

 

B.Vygotsky.

 

C.Both Piaget and Vygotsky.

 

D.Neither Piaget nor Vygotsky.

 

Luria found that when young children try to give themselves verbal commands:

 

A.They can immediately regulate their behavior.

 

B.They respond to the meaning of their words rather than their words’ signaling function.

 

C.They respond primarily to familiar words.

 

D.They behave as if all commands initiate behavior.

 

One of Vygotsky’s laws was that:

 

A.Behavior begins as action and then become increasingly verbal and logical.

 

B.The dialectic of history manifests itself in the cognitive conflicts between individuals.

 

C.Children first learn the social forms of behavior, then apply it to themselves.

 

D.Logic is simply interiorized action.

 

The text most strongly criticizes Vygotsky’s educational approach for:

 

A.Ignoring Piaget.

 

B.Lack of clarity.

 

C.Overemphasizing social learning.

 

D.Fostering dependence.

 

The text suggests Vygotsky described the interactions between inner and outer forces behind development:

 

A.In a clear and precise way.

 

B.In an imbalanced way.

 

C.In a clearer manner with respect to language than school instruction.

 

D.In a clearer manner for older than younger children.

 

Freud would suggest that a young man’s anxiety over competition probably reflects earlier problems at:

 

A.The first stage.

 

B.The second stage.

 

C.The third stage.

 

D.The fourth stage.

 

What most puzzled Freud about the girl’s Oedipus Complex was:

 

A.Why girls experience penis envy.

 

B.Why girls aren’t as open as boys about sexual matters.

 

C.Why girls feel a need to resolve the crisis.

 

D.Why girls develop a masculinity complex.

 

In general, the strongest fixation seems to be:

 

A.Excessive gratification.

 

B.Excessive frustration.

 

C.Inconsistent care.

 

D.Unconscious fantasies.

 

ESSAY QUESTIONS (INCLUDE CITATIONS)

 

1.What does the text consider to be the major difference between Skinner and Piaget?

 

2.Briefly contrast Bandura’s view of learning with Skinner’s view.

 

3.Contrast the views of Piaget and Bandura on how children develop.

 

4.Compare the views of Piaget and Vygotsky on school instruction in abstract concepts.

 

5.a) Why did Vygotsky believe the “zone of proximal development” provides a better indication of students’ potential than conventional achievement tests? b) In the evaluation section, the textbook author presents a Rousseauist critique of this concept. Discuss one of the points the authors makes.

 

6.a) Describe Freud’s theory of the Oedipal Crisis and its resolution in the boy and the girl. b) Summarize a major criticism of Freud’s theory of the Oedipus complex (with respect to either the boy or the girl).

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