At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed NUR 514

Sample Answer for At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed NUR 514 Included After Question

At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed NUR 514

Topic 3 DQ 2 

Nurse leaders are change agents expected to use evidence-based practice skills and knowledge to address challenges that they may encounter while working in inter-professional collaboration settings. A core component of these skills is increasing understanding of stakeholders about critical issues and diverse perspectives to deliver quality care and attain positive patient outcomes. Spirituality is a critical issue and one that requires in-depth appreciation among members (Nilsen et al., 2020). Having a certain stand that may be against values and perspectives among others requires a leader to model an acceptable approach to the matter. Objectivity requires the leader to listen to all views and encourage members to be aware of the important role that spirituality plays in current healthcare environment and provision (Rizan & Das, 2018). Spirituality is increasing due to increased diversity and need to offer culturally-sensitive and patient-centered care.  

As a leader, I would focus on attaining a consensus among members on the importance of spirituality and the need to review where it is not appropriate as a policy statement. I would implore all stakeholders to present their views on the subject matter and help them understand the need for increased prominence of spirituality. Spirituality allows patients to integrate cultural aspects into their care plans in collaboration with providers to enhance outcomes and better experiences (Timmins & Caldeira, 2019).  

The ADKAR change model would be critical in helping the members appreciate the role of spirituality in healthcare. The model advocates awareness, desire, knowledge among members, ability and reinforcement. This implies that I will leverage the model to teach about the role of spirituality and develop an effective understanding of the issue (Wong et al., 2019). It will entail giving members awareness and developing a desire in them to implement these changes to suit the increased importance of spirituality. The acquisition of knowledge about the role of spirituality will allow them to make informed choices and arrive at a better approach.  

 

References 

Nilsen, P., Seing, I., Ericsson, C., Birken, S. A., & Schildmeijer, K. (2020). Characteristics of 

successful changes in health care organizations: an interview study with physicians, registered nurses and assistant nurses. BMC Health Services Research, 20(1), 1-8. https://doi.org/10.1186/s12913-020-4999-8. 

Rizan, C., & Das, P. (2018). Mind the change management theory-practice gap. British Journal  

of Healthcare Management, 24(2), 97-99. DOI:10.12968/BJHC.2018.24.2.97 

Timmins, F., & Caldeira, S. (Eds.). (2019). Spirituality in healthcare: Perspectives for innovative  

practice. Cham: Springer. 

Wong, Q., Lacombe, M., Keller, R., Joyce, T., & O’Malley, K. (2019). Leading change with  

ADKAR. Nursing management, 50(4), 28-35. 

DOI: 10.1097/01.NUMA.0000554341.70508.75. – 

 

At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed NUR 514

You have been selected to serve on a community outreach committee within your state’s nursing organization. The committee includes registered nurses of different specialties. At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed. As a nurse leader and change agent, how would you approach the committee?  How could you draw from change theory to address these concerns and encourage collaboration on the committee?

At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed NUR 514
At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed NUR 514

A Sample Answer For the Assignment: At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed NUR 514

Title: At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed NUR 514

REPLY TO DISCUSSION

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Pillars of Leadership

In reviewing the pillars of leadership from your readings, how would you anticipate a reflection of leadership skills to evolve in your current role and once you have completed your current graduate education? Is there a specific pillar in which you feel you could identify as a goal to further develop throughout your graduate education? Why is this an important area to develop for you?

~ Dr. Hartje

REPLY

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I have been a nursing supervisor for the last 5 1/2 years. My role includes overseeing 80 direct reports, project management, and hiring manager. I feel that I have gained exposure to three of the four pillars over this time. I have gained experience in professionalism, inspirational motivation, and interpersonal relationships through my role. My master’s degree will help me most with the fourth pillar, business competency. Already my courses have provided me with frameworks to lead projects and promote practice changes. I have been able to reflect on past projects and identify areas I could have been more efficient and effective. I also look forward to better understanding healthcare economics, legislation, and finances. My biggest struggle as a nurse leader is the lack of exposure to the operations and business side of hospital practice and decisions. I look forward to expanding my knowledge to make me an effective leader.

REPLY

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Discussion #2 Topic 3

As a change agent and nurse leader, this is a common situation amongst groups. Rarely within a group project do all committee members agree 100%. It is essential as leaders to recognize disagreement, intervene, and compromise. To begin, I would bring the group together, discuss the committee’s objectives, and remind the group we all have the same goal but different perspectives on the most effective way to obtain the goal. I would ask the group members to share their reasoning behind their disagreement with the position statement and what changes they believe can be made to the statement to best serve the committee’s objectives. The goal would be to clearly understand the rationale behind the disagreement and how we can develop a position statement that would support all specialties.  Once the group compromises on the changes. I would ask the committee to vote on what changes will be made to serve the group best. Before the vote, I would once again review the objectives and the proposed changes. Disagreement is supported and often leads to a better deliverable if done professionally and within the group’s goals.

The tool from change theory that I would utilize to resolve the dispute would be developing a vision or strategy for the group. The goal of developing a vision is collaborating with the team to create concrete objectives. The role of the change agent is to empower the group to come up with creative and innovative solutions to meet the project’s needs (DeNisco, 2021). As a leader, it is crucial to continue bringing the group back to the vision to aid in discussion and compromise.

 

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed NUR 514

Reference:

DeNisco, S. M. (Ed.). (2021). Advanced practice nursing: Essential knowledge for the profession (4th ed.). Jones & Bartlett Learning. ISBN-13: 9781284176124

REPLY

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Clinical leaders accept the resistance, explore, confront and engage it to improve the change process. As a nurse leader and change agent, I would start the discussion on the importance of spiritual care and encourage the nurses to share their ideas and concerns about the recent position statement of spiritual care. I welcomed the opinions of different nurses and respected their values. Team reflection is one of the phases of organizational change. At the same time, the leader should stress the organizational goal and vision. Then, I would move forward with an acceptable plan for the committee members. The change theory could help to understand committee members’ concerns and encourage collaboration in identifying and analyzing forces of change. The team can complete a force field analysis to facilitate strategies for forces documenting the driving and restraining forces of the proposed change. The change team needs to be visible, seek feedback, promote encouragement, communicate and resolve problem(DeNisco,2021)

References:

DeNisco, S. (Ed). (2021). Advanced practice nursing: Essential knowledge for the profession (4th Ed.). Jones and Bartlett Learning

REPLY

  • LM

Lillian Maestas

replied toJessy Kuriakose

Nov 30, 2022, 8:08 AM

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Thank you for your response I do appreciate the perspective. “Therefore, it is important to understand the extent to which the acceptance of mistakes fosters adaptability to change” Kucharska, Bedford (2020). In an effort to make any changes there will be mistakes that will be made, it has been my experience when leadership accepts that a mistake took place and then reviewed and corrected there is more acceptance of the proposed changes. Encouraging collaboration within any organization can boost morale and increase learning for organizational changes.

Reference:

Kucharska, W., & Bedford, D. A. D. (2020). Love your mistakes!—they help you adapt to change. How do knowledge, collaboration and learning cultures foster organizational intelligence? Journal of Organizational Change Management33(7), 1329–1354. https://doi-org.lopes.idm.oclc.org/10.1108/JOCM-02-2020-0052

REPLY

  • LJ

Ligitha John

replied toJessy Kuriakose

Nov 30, 2022, 9:49 AM

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Hi Jessy,

Change is an essential part of the organization to improve patient satisfaction and outcomes. If there are resistance or obstacles for example, in this case, an argument between team members regarding spiritual care needs to be removed or resolved before processing a change. As a nurse leader and agent, I recommend using Kotter’s change model to resolve this problem. 4th step of Kotter’s model which is communicating the change vision is especially useful in this situation. In this step, the nurse leader gives importance to communicating the change vision with employees and team members. Provides opportunities for open communication regarding their concerns, fear, and disagreement. Clarifying their concerns and doubts is critical at this stage. Understanding the change vision and educating them about the benefits helps them to understand the reason for the change. Resistance and obstacles are part of a change project, and it is predictable. Hence understanding and resolving this resistance will enhance the process of change.

REPLY

  • MC

Marie Cherise

replied toLigitha John

Nov 30, 2022, 7:40 PM

Unread

It’s imperative to be transparent and able to communicate the vision clearly in order to powerfully and embed it. In this case communication needs to be direct by clearly describe the vision with the rest of the team for better outcome’s.” It’s equired to achieve it, i.e. talking about the vision in all staff meetings, addressing people’s concerns and anxieties, openly and honestly. Leaders have an important role in communicating the vision for change by creating a culture and climate that actively encourages, supports and enables the adoption of technologies to improve practice.(Jippes M,2013)

When changes occurred don’t expect to see everyone within agreement of the proposal. However by listening to everyone idea’s, there’s a greater chance of a desire outcome.

At your first meeting, it becomes evident that not everyone is in agreement with a recent position statement about the role of spiritual care, with some members arguing they will no longer support the committee if the position statement is not revised or reversed NUR 514

Reference:

 

Jippes M, Driessen EW, Broers NJ, Majoor GD, Gijselaers WH, van der Vleuten CP. A medical school’s organizational readiness for curriculum change (MORC): development and validation of a questionnaire. Acad Med. 2013;88(9):1346–1356.

 

Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

Very good or high level of performance

88%

14 points

Acceptable level of performance

81%

13 points

Inadequate demonstration of expectations

68%

11 points

Deficient level of performance

56%

9 points

 

Failing level

of performance

55% or less

0 points

 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
 

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
 

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.