You have been selected to serve on a community outreach committee within your state's nursing organization

You have been selected to serve on a community outreach committee within your state’s nursing organization

Sample Answer for You have been selected to serve on a community outreach committee within your state’s nursing organization Included

You have been selected to serve on a community outreach committee within your state’s nursing organization

A Sample Answer For the Assignment: You have been selected to serve on a community outreach committee within your state’s nursing organization

Title: You have been selected to serve on a community outreach committee within your state’s nursing organization

As a change agent, will assess the current situation and urge for need and find an evidence-based approach that was successful in the past and communicate with team members the positive outcomes. I will take risks for the right decision to improve outcomes (Weberg & Manigold, 2022, pp.20-38) I will apply Lewin’s change theory to this situation. The Change Theory has three major concepts: driving forces, restraining forces, and equilibrium. For change to happen, it must be stimulated by societal and driven forces greater than opposing forces. There are three stages in this theory: unfreezing, moving, and refreezing (Nursing Theory,2021

Unfreezing; I communicate the importance of change, assess members’ past experiences, and include them in participation in the planning process to make it possible for people to reduce their resistance towards change. Proper planning and communicating the change can remove potential unclarities and reduce resistance as much as possible.

Moving. I will Motivate people to follow the plan, act upon implementing the change, and move the position statement on spiritual care so people involved can readjust their behavior to make the change work properly. At the same time, leaders should listen to the concerns of committee members to remove any potential insecurities that might negatively affect people’s behavior.

Freezing: Allow time for committee members to adopt the new position statement about spiritual care. A leader must ensure that the committee agrees with the position statement and changes can be frozen into a permanent state. Process (Rosca,2020).

Three methods can lead to the implementation of change and collaboration among committee members. The first is to increase the driving forces that direct behavior away from the existing situation or status. The Second is to decrease the restraining forces that negatively affect the movement from the current equilibrium—The third finding a combination of the first two methods

Nursing Theory. (2020, July 19) Lewin’s change theory. https://nursing-theory.org/theories-and-models/lewin-change-theory.php

Roşca, Vlad I. “Implications of Lewin’s Field Theory on Social Change” Proceedings of the International Conference on Business Excellence, vol.14, no.1, 2020, pp.617-625. https://doi.org/10.2478/picbe-2020-0058

Weberg, D., & Mangold, K. (2022). Leadership in nursing practice: The intersection of innovation and teamwork in healthcare systems (4th ed.). Jones & Bartlett Learning.pp.20-38

Topic 3 DQ 2

Interprofessional collaboration and specialty sessions are critical components of growing and developing specific evidence-based practice knowledge and skills in nursing and health care delivery models in general. Nurse leaders are change agents who should advocate for increased understanding across all specialties with the goal of delivering high-quality care and achieving positive patient outcomes. In this case, it is critical for a nurse leader and change agent to approach the committee with a fresh and objective perspective on the point of contention (Nilsen et al., 2020). Spiritual care is becoming more prevalent as a result of growing evidence from studies and increased patient diversity, and nurses should develop their cultural competency skills in order to understand the importance of spiritual beliefs in care provision. As such, I would approach the committee with the goal of assisting it in developing a consensus position on spiritual care and its importance in patient care delivery. I would emphasize the importance for everyone present to understand that the changing healthcare environment, influenced by reforms and emerging trends, necessitates that we all value existing evidence and incorporate it into care practices. Spiritual care enables patients to incorporate cultural facets into their care and to have a more positive experience with the healthcare system. You have been chosen to serve on a community outreach

You have been selected to serve on a community outreach committee within your state's nursing organization — You have been selected to serve on a community outreach committee within your state’s nursing organization

committee for the nursing organization in your state.

It is critical to draw on change theories to address these concerns by enhancing communication and allowing individuals to share their perspectives and engage in healthy debate in order to find common ground. Change models such as Kotter’s eight-step process and Lewin’s approach to change promote effective communication and collaboration (Rizan & Das, 2018). The implication is that committee members should share a common position and use evidence to support their positions with the goal of improving patient outcomes regardless of specialty.

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You have been selected to serve on a community outreach committee within your state’s nursing organization 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

You have been selected to serve on a community outreach committee within your state’s nursing organization Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.