Rasmussen NUR2868 2020 August Module 4 Project Latest -

Rasmussen NUR2868 2020 August Module 4 Project Latest

Sample Answer for Rasmussen NUR2868 2020 August Module 4 Project Latest Included After Question

NUR2868 Role, Scope, Quality, and Leadership in Professional Nursing Module 4 Project

Keywords/Literature Search

Steps to developing a Literature Search:

*Determine your topic/area of interest

*The key to a good search is the use of Key Words. Key words are those words/terms databases use to sort and categorize resources

*Compile a list of at least 5 Key Words; include them at the top of your document

*Use appropriate databases (CINAHL is one of the best for nursing research); search e-books; use reputable online sources ONLY

*Search current references using your key words/terms—you need to have at least 5 references, no more than 5 years old, and at least 3 of them need to be peer-reviewed journal articles.

Blaine – NUR2868 RSQL Didactic – Concept Review – Exam #3
Focus on: Module 7 – Interprofessional Collaboration & Module 8 – Communication
Inteprofessional Collaboration

Effective Teams

Behaviors that lead to an effective team
oAccomplish assigned tasks realizing there is a common purpose

https://nursingassignmentcrackers.com/rasmussen-nur2868-2020-august-module-4-project-latest/
oRespectful Communication to each other
oEffective communication to each other – sharing needed information in a timely manner, not being
afraid to speak up (psychological safety)
Effective Teams result in the following benefits:

oWork together to improve health care for the clients

oParticipate to problem solve together
oUse creative approaches to solve problems
oImprove Nurse Satisfaction

Rasmussen NUR2868 2020 August Module 4 Project Latest

Ineffective Teams

A nurse is on an interprofessioinal project team which he perceives is ineffective. He sees that certain team members are getting singled out when they they share perspectives.
oWhat are factors of effective and ineffective team communication – including this situation?

Communication Pitfalls

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oReview the ‘pitfalls’ of communication slide
oIf a nurse is older and is saying to a peer that all younger nurses think they know more than they do – which
‘pitfall’is this behavior demonstrating? (e.g. judging young nurses actions)
o A Charge nurse is providing feedback to a newer nurse – he notices that the new nurse has crossed her arms and
is gazing away. Which ‘pitfall’ behavior is being exhibited?
oA nurse states to a depressed patient that things will brighten up in the morning. What non-therapeutic
communication pitfall is this?

Barriers to Communication

What gets in the way of effective team communication
oNurses, CNAs and HUC on a surgical unit frequently do not understand their assignments and other unit
responsibilities that need to be completed before the end of shift.
oWhat gets in the way? (slide –what gets in the way of effective team communication)
When working with the interprofessional health care team, which kind of leadership style would you want to
avoid given you are working with professionals with a high level of expertise? (Think authoritative vs.
democratic. vs. transactional vs. laissez faire vs. transformational)
Communication – 93% is Body language and Tone of voice
Behaviors with our body language may be interpreted as negative (and unprofessional) by others – perhaps
when annoyed at something. Some examples include:
oSmall rolling of eyes
oRemaining standing with arms crossed over a client
oNot making eye contact with the client or family member
oTightened facial muscles
oAbrupt or louder tone of voice
NUR2868 RSQL Lecture – Exam Concept Review js

Conducting nursing research in workplaces, Remember to
oWrite Clinical Research Question (PICOT)
oIdentify and include key stakeholders
oGain buy-in and include as many persons in the process as possible
oRobust review of topic in scholarly journals
oIf human subjects, consider the Belmont Report mandate around this
oPartner with researchers and/or University or Colleges nearby that may be able to assist (if a small rural
H.C. facility)
oIdentify potential barriers or challenges with policy changes resulting from the research findings
NUR2868 RSQL Lecture – Exam Concept Review js

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A Sample Answer For the Assignment: Rasmussen NUR2868 2020 August Module 4 Project Latest

Title: Rasmussen NUR2868 2020 August Module 4 Project Latest

Rasmussen NUR2868 2020 August Module 4 Project Latest 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.