Assignment: Demands of Healthcare

Assignment: Demands of Healthcare
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Assignment: Demands of Healthcare
Assignment: Demands of Healthcare
Question Description
Can you help me understand this Health & Medical question?
I just need a response to this dicussion post. 2 paragraphs, 2 references please:
NURS 6053 Week 5 Discussion
The tasks for the demands of healthcare require teams working to reach a common goal. The focus is to succeed, but in order to be in a good position for success, the team must be cohesive and form a cohesive unit. Group-building consists of members who play individual roles contributing differently to the group according to their unique identity, behavioral style, and motivation (Adams & Anantatmula, 2010). Professional leaders often conduct sessions for teamwork efforts and must be able to navigate the members through the stages of group formation and manage any disruptions from individual roles which could hinder the group’s maturity and productivity (Marquis & Huston, 2017).
Group Formation
Assignment: Demands of Healthcare
Assignment: Demands of Healthcare
I was appointed to be involved in a committee project consisting of active nurses planning annual celebrations to honor retired nurses from our hospital. There were fifteen active nurses in the group, all from different departments of nursing and five nurse managers. We were able to transition through all the stages of group formation including forming, storming, norming, and performing but it was not easy. Fortunately, to say, we had a successful event for the retirees and maintained our continued success for three consecutive years. Unfortunately, the next organizing committee was not as successful. It’s sad to say, but after much-exhausted energies from the group, the retirees’ celebratory events diminished to an annual floral delivery. There were quite a few non-returning group members who either had other commitments, was no longer with the organization, or developed lack of interest. New members volunteered to work with the remaining members for that next year’s upcoming celebration. I was a member of both groups and was able to experience group success as well as failure. The second committees’ success was prevented due to stagnation of group formation during the norming stage. Due to the exciting purpose of the group, the 1st stage of forming progressed effortlessly. Excitement and good moods natural brings politeness, and people are happy and geared up to define expectations and receive direction (Adams & Anantatmula, 2010). Next was stage two, which was storming as people began to establish identities, develop positive competition, gain trust, have differences of opinion and use more open communications. Here was a good place to be because open communication fosters better comprehension of the interpersonal orientation of others (Chun & Choi, 2014). The trouble came with the norming stage. This stage was difficult and posed many challenges because rules could not get established and there was never a consensus of the plans in going forth (Marquis & Huston, 2017).
Typical Group Role(s)
In the group, I perform the group role task of the information giver and the group building role of the harmonizer. I feel these two roles complement each other. A mediator can facilitate interaction between group members and encourage them to share ideas and construct new understandings (Frykedal & Rosander, 2015). The information giver offers opinions on what the group’s view of pertinent values should be, and the harmonizer mediates, harmonizes, and resolves conflict (Marquis & Huston, 2017). I mediate and harmonize to keep people focused on the mission.
Facilitating Group Process and Managing Challenging Roles
As a leader, I would interpret the mood of the group and intervene assertively to divert the focus back onto the mission and become a role model to display expected group behavior (Kaufman, 2012). It would be my responsibility to foster an environment in which everyone knows their responsibility for contributing input to reach a solution. The group did not have any disruptive members as everyone was respectful and mindful of each other and without relationship conflict. Members contributed and heard one another out. The problem was task conflict which is member disagreement over opinions, viewpoints, and judgments about the task (Manata, 2016).
Conclusion
Group work is difficult but can be successful with proper communication, role development, and complete progression through the stages of group formation. It is worth the effort for success.
References
Adams, S., & Anantatmula, V. (2010). Social and behavioral influences on team process. Project Management Journal, 41(4), 89-98. doi: 10.1002/pmj.20192
Chun, J., & Choi, J. (2014). Members’ needs, intragroup conflict, and group performance. American Psychological Association, 99(3), 437-450. doi: 10.1037/a0036363
Frykedal, K., & Rosander, M. (2015). The role as moderator and mediator in parent education groups – a leadership and teaching approach model from a parent perspective.Journal of Clinical Nursing, (1314), 1966-1974. doi: 10.1111/jocn.12856
Kaufman, B. (2012). Anatomy of dysfunctional working relationships. Business Strategy Series, 13(2), 102-106. Retrieved from https://doi-org.ezp.waldenulibrary.org/10.1108/17515631211220887
Manata. B. (2016). Exploring the association between relationship conflict and group performance. American Psychological Association, 20(2), 93-104. doi: 10.1037/gdn0000047
Marquis, B. L., & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins
Assignment: Demands of Healthcare
Assignment: Demands of Healthcare
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
 
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