Describe collaborative skills you would use to create a more positive atmosphere.

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As you learn more about the health care industry, you will find that it is a highly collaborative environment. All systems within health care must collaborate and communicate effectively to serve their consumers.

Note: It is important to complete this assignment prior to working on the Importance of Communication: Part 2.

Read the scenario provided.

Write a 350- to 525-word paper that discusses the principles of communication presented in the scenario.

  • Describe verbal and nonverbal cues from the scenario.
  • Based on the description of each group member, speculate as to how well this group will collaborate.
  • How can verbal and nonverbal communication be perceived as defensive?
    • How can this affect relationships in the work place?

Submit your assignment to the University of Phoenix Center for Writing Excellence plagiarism checker Turnitin® and WritePoint® powered by Grammarly®.

Include the report from Turnitin® and from WritePoint® with your assignment.

Note: Follow the Turnitin® and WritePoint® tutorials to learn how to open, save, and submit the reports with your assignment.

Cite at least 1 peer-reviewed, scholarly, or similar reference.

Format your assignment according to APA guidelines.

Directions for part 2

 

As the meeting drew to a close, it was clear that the members still did not agree on the marketing plan addressed. Robert is frustrated by the end of the meeting and tells the group that they can just work it out on their own. The group leader asks the other members to create their own marketing plan to bring back to the group at a later date.

Write a 350- to 525-word paper that discusses important collaborative skills and the significance of effective communication when working in groups. Include the following:

  • Describe collaborative skills you would use to create a more positive atmosphere.
  • Explain the importance of effective communication and the drawbacks of the ineffective communication used in this scenario.
    • Consider the email and the face-to-face meeting.
  • Explain the role active listening could have played in this scenario.

Submit your assignment to the University of Phoenix Center for Writing Excellence plagiarism checker Turnitin® and WritePoint® powered by Grammarly®.

Include the report from Turnitin® and from WritePoint® with your assignment.

Cite at least 1 peer-reviewed, scholarly, or similar reference or your textbook.

Format your assignment according to APA guidelines.

Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis

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You see a 1-week-old Asian infant for a weight check. The infant is back to his birth weight and is breastfeeding for 10 minutes every 2 hours with one 3-hour stretch a day. He is alert, has bowel movements with each feeding, and wets 8–10 diapers a day. His blood type is A+ and his mother’s blood type is A+. Coombs’ testing at birth was negative. You note slight scleral and skin jaundice.

Case Study 2

Jimmy is a 3-year-old “picky” eater according to his mother. He refuses to eat anything but waffles for breakfast and macaroni and cheese or chicken nuggets for lunch and dinner. He will eat apples and bananas but refuses all vegetables except corn. After a normal physical examination, you obtained blood testing that revealed the hemoglobin is 11.4 mg/dl and his hematocrit is 30% (both obtained by venipuncture). The CBC revealed microcytic hypochromic RBCs.

Case Study 3

Melissa is a 13-year-old who presents to your office for a well-child check. Physical examination reveals a thin child who is short of stature. Breast Tanner stage is II and pubic hair development is Tanner I. Neurologic, skin, heart, lung, abdominal, and HEENT examinations are normal.

To prepare:

  • Review “Endocrine and Metabolic Disorders” and “Hematologic Disorders” in the Burns et al. text.
  • Review and select one of the three provided case studies. Analyze the patient information.
  • Consider a differential diagnosis for the patient in the case study you selected. Think about the most likely diagnosis for the patient.
  • Think about a treatment and management plan for the patient. Be sure to consider appropriate dosages for any recommended pharmacologic and/or non-pharmacologic treatments.
  • Consider strategies for educating patients and families on the treatment and management of the hematologic or metabolic disorder.

By Day 3

Post an explanation of the differential diagnosis for the patient in the case study you selected. Explain which is the most likely diagnosis for the patient and why. Include an explanation of unique characteristics of the disorder you identified as the primary diagnosis. Then, explain a treatment and management plan for the patient, including appropriate dosages for any recommended treatments. Finally, explain strategies for educating patients and families on the treatment and management of the hematologic or metabolic disorder.

Read a selection of your colleagues’ responses.

Does it matter if there is a tight or loose relationship or one at all?

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Are you familiar with Walden University’s vision and mission? Were they a factor in selecting this University? How do they relate to your professional and academic goals? Does it matter if there is a tight or loose relationship or one at all? This week’s Discussion asks you to think about how the Walden mission and vision and the School of Nursing (SON) mission and vision apply to your professional and academic goals. Is there a match? How does Walden’s mission and vision relate to your becoming a scholar-practitioner committed to social change?

To prepare:

Review the Walden and SON mission and vision statements, Walden’s goals and University Outcomes, and the MSN Program Learning Outcomes presented in this week’s Learning Resources.

Reflect on your professional and academic goals as they relate to your program/specialization.

Consider how the information in the documents, identified above, fit with your own goals and to your becoming a scholar-practitioner.

Think about how you will incorporate your commitment to social change into your professional and academic goals, particularly as it relates to the area(s) of interest represented by your program/specialization.

Post a description of one or more significant ways in which Walden’s and the School of Nursing’s perspectives (i.e., vision, mission, social change message, and outcomes) relate to your professional and academic goals and to your becoming a scholar-practitioner. Include how you plan to incorporate social change into your professional and academic goals.

Support your Discussion assignment with specific resources used in its preparation using APA formatting. You are asked to provide a reference for all resources, including those in the Learning Resources for this course.

IMPORTANT: THE DISCUSSION QUESTION HAS TO BE FREE OF PLAGIARISM

NOTE: READ AND USE THE DOCUMENTS ATTACHED BELLOW TO COMPLETE THE ASSIGNMENT CORRECTLY.  USE THE APA Basics Checklist: Citations, Reference List, and Style AS A GUIDE.

Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures

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In your practice as a nurse, you may use procedures and methods that did not necessarily originate in evidence, but instead were derived from informal and unwritten conventions, traditions, and observations. While these techniques may have merit, practices are constantly being updated and contradicted by information from scholarly research studies and professional guidelines. This new information serves as “evidence” for revising practices to improve outcomes across health care.

 

Based on this evidence, you can formulate a question. In this Discussion, you consider the use of evidence-based practice in your own organization and formulate a question that you will need to answer for your portfolio project. This is called a PICOT question. You will also investigate strategies for overcoming barriers to implementing evidence-based practice (EBP).

 

To prepare:

 

  • Consider a recent clinical experience in which you were providing care for a patient.
  • Determine the extent to which the care that you provided was based on evidence and research findings or supported only by your organization’s standard procedures. How do you know if the tasks were based on research?
  • What questions have you thought about in a particular area of care such as a  procedure or policy?
  • Review Chapter 2, pages 36—39 on “Asking Well worded Clinical Questions” in Polit & Beck and consult the resource from the Walden Student Center for Success: Clinical Question Anatomy & examples of PICOT questions (found in this week’s Learning Resources). Formulate your background questions and PICOT question.
  • Reflect on the barriers that might inhibit the implementation of evidence-based practice in your clinical environment.
  • Review the article “Adopting Evidence-Based Practice in Clinical Decision Making” in this week’s Learning Resources. Select one of the barriers described that is evident in your organization and formulate a plan for overcoming this barrier.

 

Post on or before Day 3:

 

  • (1)  an evaluation of the use, or lack thereof, of EBP in a recent clinical experience.
  • (2) Identify which aspects of the care delivered, if any, were based on evidence and provide your rationale.
  • (3) List your background questions and PICOT question about this nursing topic.
  • (4) Critique how the policies, procedures, and culture in your organization may hinder or support the adoption of evidence-based practices.
  • (5) Identify the barrier you selected from the article and explain how this barrier could be overcome within your organization

 

REQUIRED RESOURCES

 

 

 

Readings

 

  • Polit, D. F., & Beck, C. T. (2012).  Nursing research: Generating and assessing evidence for nursing practice (Laureate Education, Inc., custom ed.). Philadelphia, PA: Lippincott Williams & Wilkins.
    • Chapter 1, “Introduction to Nursing Research in an Evidence-Based Practice Environment”This chapter provides an introduction to nursing research, its history, and the evolution of evidence-based practice. It includes an overview of credible sources of evidences and a description of the different paradigms used in nursing research.
    • Chapter 2, “Evidence-Based Nursing: Translating Research Evidence into Practice”The focus of this chapter includes an overview of the key aspects of evidence-based practice, a review of how to identify credible research and appraise its value, and, finally, a discussion on how to take the identified evidence and convert it into a practice.
    • Chapter 3, “Key Concepts and Steps in Qualitative and Quantitative Research”In this chapter, quantitative and qualitative research models are compared and the major steps in each approach are described. Information is also presented on the different sections of a research journal article and how you can identify the research model that was utilized.
  • Adams, J. S. (2010). Utilizing evidence-based research and practice to support the infusion alliance. Journal of Infusion Nursing, 33(5), 273–277.
    Retrieved from the Walden Library databases.This article examines how evidence-based research and practice supports infusion alliances. The text also specifies the increasing challenges that infusion nurses face.
  • Mallory, G. A. (2010). Professional nursing societies and evidence-based practice: Strategies to cross the quality chasm. Nursing Outlook, 58(6), 279–286.
    Retrieved from the Walden Library databases.This article describes strategies for reducing the gap between research knowledge and practice. The article also details how nursing societies could use these strategies to improve the quality of care.
  • Newhouse, R. P., & Spring, B. (2010). Interdisciplinary evidence-based practice: Moving from silos to synergy. Nursing Outlook, 58(6), 309–317.
    Retrieved from the Walden Library databases.In this article, the authors examine the state of interdisciplinary evidence-based practice (EBP). The authors detail efforts to promote interdisciplinary EBP, academic and clinical training regarding interdisciplinary EBP, and strategies that may facilitate EBP translation across disciplines.
  • Shaheen, M., Foo, S., Luyt, B., Zhang, X., Theng, Y-L., Chang, Y-K., & Mokhtar, I. A. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge, and barriers. Journal of the Medical Library Association, 99(3), 229–236.
    Retrieved from the Walden Library databases.This article reviews a study that sought to determine nurses’ awareness of, knowledge of, and attitude toward EBP. The article also describes factors likely to promote barriers to EBP adoption.
  • Shivnan, J. C. (2011). How do you support your staff? Promote EBP. Nursing Management, 42(2), 12–14.
    Retrieved from the Walden Library databases.This article explores the role of the nurse manager in supporting evidence-based practice. The article also explains barriers and strategies to promote EBP for a nurse manager.
  • Walden Student Center for Success. (2012). Clinical Question Anatomy. Retrieved July 9, 2014, from http://academicguides.waldenu.edu/content.php?pid=183871&sid=2950360

 

Media

 

  • Laureate Education, Inc. (Executive Producer). (2012).Timeline of nursing research. Baltimore, MD: Author.This multimedia piece features a timeline of major events in nursing research. The timeline highlights how historical events and seminal research have contributed to nursing practice.