• Briefly describe how cognitive behavioral therapy (CBT) and rational emotive behavioral therapy (REBT) are similar.

• Explain at least three differences between CBT and REBT. Include how these differences might impact your practice as a mental health counselor.

• Explain which version of cognitive behavioral therapy you might use with clients and why. Support your approach with evidence-based literature.

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NURSING LEADERSHIP & MANAGEMENT CAPSTONE

Competency 981.1.1: Capstone – The graduate integrates and synthesizes competencies from across the degree program and thereby demonstrates the ability to participate in and contribute value to the chosen professional field.

Task 1: Final Chapters of Capstone Report

Introduction:

In this task, you will create the remaining chapters of your final capstone written report. Chapters 1 and 2 were created and evaluated as part of your field experience. In this task, you will create chapters 3, 4, and 5, as well as an abstract for your entire report.

Your report should include the following items in the following order: the abstract you will write at the end of this task; a table of contents; chapters 1 and 2, which you wrote for task 2 of the field experience; and chapters 3, 4, and 5, which will be written as part of this task. Chapters 1 and 2 will not be reevaluated, but they will need to be submitted as part of the completed capstone report.

Requirements:

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Chapter 3: Implementation

Project Launch

A. Evaluate how you implemented your capstone project by doing the following:

1. Describe the actual steps taken to implement your capstone project.

2. Discuss any changes that occurred to the original implementation plan during this process.

3. Discuss any barriers associated with the implementation of your capstone project.

a. Explain how you overcame the barriers discussed in part A3.

Collaboration

B. Identify interprofessional relationships that promoted implementation of your capstone project.

1. Discuss how the relationships identified in part B facilitated the implementation of your project.

Chapter 4: Postcapstone Project Considerations

Evaluation

C. Discuss the most successful aspects of your capstone project.

1. Explain how the successes of your project can help to inform future projects.

D. Discuss aspects of your project that did not go as well as anticipated.

1. Explain how understanding of what did not go well can help to inform future projects.

E. Explain how your capstone project bridged the gap between evidence and current practice.

Organizational Sustainability

F. Discuss the organization�s plan to support the postimplementation of the capstone project, including plans for short- and long-term maintenance.

G. Discuss the resources needed for postimplementation support.

Chapter 5: Reflection

H. Discuss how you integrated two MSN program outcomes into your capstone project.

I. Submit your completed capstone report, including the abstract and chapters 1�5.

Abstract

J. Create an abstract for your capstone project, including:

� problem identification

� plan for addressing the problem under investigation

� implementation process

K. When you use sources, include all in-text citations and references in APA format.

File Attachments:
MSN Capstone Template link opens in new window

MSN Capstone Template Instructions link opens in new window

Rubric

(1116)
Top of Form

Not Evident
Approaching Competence
Competent
Score/Level
A1. Description of Steps
A description of the actual steps taken to implement the capstone project is not provided.
The description lacks key details about the actual steps taken to implement the capstone project, or the steps are in an illogical sequence.
The description provides key details about the actual steps taken to implement the capstone project, and the steps are in a logical sequence.
�
A2. Discussion of Changes
A discussion of any changes that occurred to the original implementation plan during the process is not provided.
The discussion lacks key details about any changes that occurred to the original implementation plan during the process.
The discussion provides key details about specific changes that occurred to the original implementation plan during the process.
�
A3. Discussion of Barriers
A discussion of any barriers associated with the implementation of the capstone project is not provided.
The discussion lacks key details about any barriers associated with the implementation of the capstone project.
The discussion provides key details about any barriers associated with the implementation of the capstone project.
�
A3a. Explanation of Overcoming Barriers
An explanation of overcoming barriers is not provided.
The explanation lacks key details about how the barriers discussed in part A3 were overcome with solutions, or the explanation is irrelevant to the capstone project.
The explanation provides key details about how the barriers discussed in part A3 were overcome with specific solutions, and the explanation is relevant to the capstone project.
�
B. Identification of Interprofessional Relationships
Interprofessional relationships that promoted the implementation of the capstone project are not identified.
The identified interprofessional relationships are irrelevant to the role of the promoted implementation of the capstone project, or the identification lacks key details about the relationships.
The identified interprofessional relationships are relevant to the promoted implementation of the capstone project, and the identification provides key details about the relationships.
�
B1. Discussion of Relationships
A discussion of how the relationships identified in part B facilitated the implementation of the capstone project is not provided.
The discussion illogically flows or lacks key details about how the relationships identified in part B facilitated the implementation of the capstone project.
The discussion logically flows and provides key details about how the relationships identified in part B specifically facilitated the implementation of the capstone project.
�
C. Discussion of Successes
A discussion of the most successful aspects of the capstone project is not provided.
The discussion vaguely outlines the most successful aspects of the implementation of the capstone project, or the discussion lacks key details.
The discussion thoroughly outlines specific aspects of the capstone project that were most successful, and the discussion provides key details about the implementation of the project.
�
C1. How Successes Will Inform Future Projects
An explanation of how the successes from the capstone project can help to inform future projects is not provided.
The explanation illogically addresses how the successes from the capstone project can help to inform future projects, or the discussion provides vague details.
The explanation logically addresses with specific details how the successes from the capstone project can help to inform future projects.
�
D. Aspects That Did Not Go As Well
A discussion of aspects that did not go as well as anticipated is not provided.
The discussion vaguely outlines aspects of the capstone project that did not go as well as anticipated during the implementation .
The discussion thoroughly outlines specific aspects of the capstone project that did not go as well as anticipated.
�
D1. Understanding What Did Not Go Well
An explanation of how understanding what aspects that did not go well can help to inform future projects is not provided.
The explanation illogically addresses how understanding what aspects that did not go well during the implementation of the capstone project can help to inform future projects, or the discussion provides vague details.
The explanation logically addresses with specific details how understanding what aspects that did not go well can specifically help to inform future projects.
�
E. Explanation of How Gap Was Bridged
An explanation of how the capstone bridged the gap between evidence and current practice is not provided.
The explanation contains unclear details of how the capstone project bridged the gap between evidence and current practice, or the explanation is poorly supported with a lack of evidence from the capstone project.
The explanation contains clear details of how the capstone project bridged the gap between evidence and current practice, and the explanation is well supported with evidence from the capstone project.
�
F. Supporting the Plan
A discussion of the organization�s plan to support the postimplementation of the capstone project, including plans for short- and long-term maintenance, is not provided.
The discussion contains insufficient supported or illogically addresses with irrelevant details how the organization plans to support the postimplementation of the capstone project, including plans for short- and long-term maintenance.
The discussion contains sufficient support and logically addresses with relevant details how the organization plans to support the postimplementation of the capstone project, including plans for short- and long-term maintenance.
�
G. Resources for Postimplementation
A discussion of the resources needed for postimplementation support is not provided.
The discussion illogically identifies resources for postimplementation support, or the resources are irrelevant.
The discussion logically identifies resources relevant to postimplementation support.
�
H. Integrated Outcomes
A discussion of how the candidate integrated two MSN program outcomes into the capstone project is not provided.
The discussion is poorly supported by drawing on vague information from the capstone project, but 2 MSN program outcomes that were integrated are identified.
The discussion is well supported by drawing on specific information from the capstone project, and the discussion addresses how 2 MSN program outcomes were integrated.
�
I. Capstone Report
A capstone report is not provided.
The capstone report lacks the abstract or all of chapters 1�5.
The capstone report, including the abstract and chapters 1�5, is complete.
�
J. Abstract Creation
An abstract is not provided.
The created abstract is poorly organized, illogical, or difficult to follow, or the abstract contains none of the given points.
The created abstract is well organized, logical, and easy to follow, and the abstract contains all of the given points.
�
K. APA Sources
The submission does not include in-text citations and references according to APA style for content that is quoted, paraphrased, or summarized.
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized but does not demonstrate a consistent application of APA style.
The submission includes in-text citations and references for content that is quoted, paraphrased, or summarized and demonstrates a consistent application of APA style.
�
Professional Communication
Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.
Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.
Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

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Nursing Theory Analysis Paper

Overview/Description:

The purpose of this assignment is to describe, evaluate and discuss application of a nursing grand or mid-range theory. This assignment also provides the learner an opportunity to connect theory and research to nursing phenomena. Learners will develop an 8-10 page paper (excluding the title page and references) using APA style to address the elements listed below.

Theory/Author Name and Background

Select a Grand or Mid-Range Theory that is appropriate to your practice setting.
Describe the theorist’s background in detail and discuss how their experiences have impacted the theory development.
Examine crucial references for the original and/or current work of the theorist and other authors writing about the selected theory.
Identify the phenomenon of concern or problems addressed by the theory.

Theory Description

Explain whether the theory uses deductive, inductive or retroductive reasoning. Provide evidence to support your conclusion.
Describe the major concepts of the theory. How are they defined? (theoretically and/or operationally) Is the author consistent in the use of the concepts and other terms in the theory?
Interpret how the concepts are defined. Implicitly or explicitly?
Examine the relationships (propositions) among the major concepts.

Evaluation

Identify explicit and implicit assumptions (values/beliefs) underlying the theory. On what assumptions does the theory build?
Examine if the theory has a description of the four concepts of the nursing metaparadigm. If so, how are they explained in the theory? If the metapardigm is not explained, what elements do you see as relevant to the theory and why?
Discuss the clarity of the theory. Did it have lucidness and consistency?

Application

Examine how the theory would guide nursing actions.
Describe specifically how you can use this theory in your area of nursing (Practice, Education, Informatics or Administration).

APA Style/Format

Submit your document to the W5: Assignment 2 Dropbox by Tuesday, April 11, 2017.

CRITERIA

WEIGHT

Theory/Author Name and Background:

Select a Grand or Mid-Range Theory that is appropriate to your practice setting.
Describe the theorist’s background in detail and discuss how their experiences have impacted the theory development.
Examine crucial references for the original and/or current work of the theorist and other authors writing about the selected theory.
Identify the phenomenon of concern or problems addressed by the theory.

20

20

20

20

Theory Description:

Explain whether the theory uses deductive, inductive or retroductive reasoning. Provide evidence to support your conclusion.
Describe the major concepts of the theory. How are they defined? (theoretically and/or operationally) Is the author consistent in the use of the concepts and other terms in the theory?
Interpret how the concepts are defined. Implicitly or explicitly?
Examine the relationships (propositions) among the major concepts.

15

15

15

15

Evaluation:

Identify explicit and implicit assumptions (values/beliefs) underlying the theory. On what assumptions does the theory build?
Examine if the theory has a description of the four concepts of the nursing metaparadigm. If so, how are they explained in the theory? If the metapardigm is not explained, what elements do you see as relevant to the theory and why?
Discuss the clarity of the theory. Did it have lucidness and consistency?

15

15

15

Application:

Examine how the theory would guide nursing actions.
Describe specifically how you can use this theory in your area of nursing (Practice, Education, Informatics or Administration).

10

10

APA Style/Format:
Free of grammatical, spelling or punctuation errors. Citations and references are written in correct APA Style.
20

Total:

225

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Nursing informatics is a discipline which integrates computer and information science with nursing profession. Informatics competencies are a must for every professional nurse nowadays. The basis of the nursing informatics competencies are user-level competencies related to working knowledge of basic software programs and processes (Park, Murray & Delaney, 2006).Registered nurses should be able to work with computer software at three levels – user level, modifier level and innovator level (Park, Murray & Delaney, 2006).

The role or nurses and the scope of nursing have been transformed by the use of computerized information management systems. For nursing, the relevant computerized information management systems are also referred to as clinical information systems (Hunt, Sproat & Kitzmiller, 2004). The processes of automating patient care have changed the responsibilities of nurses and requirements towards their skills.

Using clinical information systems, nurses can optimize their administrative responsibilities, reduce the number of errors, reduce costs of these responsibilities and devote more time to direct patient care (Thede & Sewell, 2010). In addition to this, nurses now can effectively use expert knowledge provided by the information systems to improve the quality of care and to integrate evidence-based practices in their workflows (Hunt, Sproat & Kitzmiller, 2004). Therefore, in order to respond to the changing needs of the clinical environment, nurses should have working knowledge of nursing informatics, understand the principles and processes of computerized information management systems and use the technology to improve the quality of patient care.

Nursing Informatics Best Practices Essay

Imagine an organization asks you to contribute to the development of an information system best-practices policy to help maintain patient safety and patient confidentiality in their practice setting. The organization wants you to create a document to help the group better understand why an informatics policy is needed and the practices that should be included in the policy.

A nursing informatics best-practices document can serve multiple purposes, such as a handout for new-hire orientation or as a background report given to a committee tasked with creating or updating a nursing informatics best-practices policy.

Create a description of a nursing informatics best-practices policy document designed to define and encourage effective and safe data use in a practice setting or organization.

• Purpose Statement: Statement of why an organization would create the policy. Include any reasons and intent that supports the creation of an informatics best-practices policy.
• Best Practices Definitions and Descriptions:
  • Definitions of secure practices, data security, and patient confidentiality.
  • Ethical standards.
  • Regulatory requirements.
• Implementation:
  • Behaviors – describe the behaviors nurse leaders will need to demonstrate that will guide implementation of the policy.
  • Skills required – describe the skills needed to ensure policy adherence.

Write 3–5 pages in which you describe a nursing informatics best practices policy for effective and safe data use in a nursing practice setting or organization.

1.      Describe the best practices needed to promote and support data security

2.      Describe the ethical standards needed to promote patient confidentiality

3.      Describe regulatory requirements that promote and support positive patient outcomes related to a specific population

4.      Describe the types of behaviors and skills nurse leaders need to guide the use of information technology and research for improved patient-care outcomes

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Describe briefly an example of a nursing practice that has changed in the last two years.

Assessment Instructions

For this assessment, imagine a group of interprofessional stakeholders involved with patient care in your health care setting would like to increase positive patient outcomes. Nurse leaders have recommended changes in the practice that incorporate informatics and the application of new knowledge into your nursing practices.

You are asked to present a brief overview using PowerPoint (or some other presentation software) to a small group of student nurses. After the session has concluded, the training department would like to use your presentation as a training resource.

Preparation

Select a nursing practice in your own health care setting that has changed for the better since you first began nursing.

Directions

Use the tools in your presentation software to develop a creative and engaging presentation. Use the notes portion of PowerPoint to capture your narrative script for each slide. Include the following in your presentation:

• Describe briefly an example of a nursing practice that has changed in the last two years.
• Explain how theory development, research exploration, and information technology supports the changes you have described.
• Describe the basic differences between research (qualitative and quantitative) and evidence-based practice (EBP).
• Explain how nurse leaders use communication practices and technology to build interprofessional stakeholder engagements in support of the change you have identified.
• Describe how nurse leaders use evidence-based practice to support and sustain patient-care outcomes.

Additional Requirements

• Length: Submit a presentation of 10–12 slides (not including title and reference slides). Include both a title slide and a reference slide with 4–6 references to support your presentation information and ideas.
• Formatting Guidelines: Create streamlined slides with minimal information.
  • Be precise.
  • Keep bulleted content on one line.
  • Use images instead of words when appropriate.
• Narrative Script: Use the notes portion to create a detailed narrative for each slide.

• Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

• • How do you manage and lead technology use?
  • What will the future of health care delivery look like as you contemplate technology development?
  • What should nurses be prepared for within the context of technology use to develop improved patient care (from a strategic standpoint)?
  • How do we translate new technology knowledge into patient care to develop evidence-based practice?
  • How do we maintain patient safety and continue to improve patient outcomes as we increase technology use in health care?

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Borrowed Theories Used By Nursing – Discussion.

Select a nursing practice area – nursing education; then identify a non-nursing (borrowed) theory; and apply it to the nursing practice area you have selected – nursing education. Be sure to provide an example of how the non-nursing theory can be used to enhance the selected nursing practice area – nursing education. Don’t forget to include scholarly reference(s) with in the LAST 5 years to support your information. APA format and at least 300 words.

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Imagine your supervisor has asked you to conduct a lunch and learn session to educate your fellow nursing staff on pharmacological interventions.

Preparation

Select a disease or health condition that requires pharmacological intervention. You may choose any disease or health condition you wish, but the disease or health condition must be relevant to nurses from a variety of settings (for example: ER, pediatrics, public health, et cetera).

Requirements

Once you have selected a disease or health condition, create a PowerPoint presentation you could use in your lunch and learn session, including the following:

• Identify the disease or health condition you have chosen, along with the areas where nurses are likely to see it. (Do this in the agenda slide or next slide after the agenda.)
• Identify the three drugs used most often in the treatment of the disease or health condition.
• Explain the types of actions, side effects, indications, and contraindications that could be expected from the pharmacological treatment.
• Describe the treatment regime most often prescribed for the disease or health condition. This should include pharmacology but not be limited to pharmacology.
• Explain how the treatment regime (including pharmacology) may impact a client’s lifestyle. Consider things such as finances, ease or complexity of administration, instructions (frequency, duration), et cetera.
• Describe how a nurse should monitor a client being treated for the disease or health condition in order to obtain a quality patient outcome.
• Explain any controversies associated with the drugs used in the treatment. For example, is there a black box warning with any of the drugs?

Use the notes section of each slide to expand your points or draft your mock oral presentation (or both) and reference your resources. Use at least 3 peer-reviewed or professional resources to support your work in this assessment. Be sure your PowerPoint includes a title slide, a slide with your agenda or list of topics to be covered, and a reference slide. Follow current APA style and formatting guidelines for your citations and references.

Additional Requirements

• Number of slides: 10–12, not including the title and reference slides.
• Be creative. Consider your intended audience.

• Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.

• • What constitutes a medication error? How can medication errors be prevented?
  • How do you use evidence-based practice in your workplace?
• Context

By having a thorough understanding of pharmacology, nurses can eliminate possible medication errors in their nursing practices. The basic principles of pharmacology include pharmacokinetics (what the body does to a drug) and pharmacodynamics (what a drug does to the body). Pharmacology plays a significant role in the nursing profession, so it is extremely important for nurses to understand the actions of the pharmacological agents they will administer to patients in order to intervene appropriately if necessary.

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Another critical skill for a nurse is the ability to apply and evaluate evidence-based practices, principles, models, and pharmacological guidelines and protocols commonly used in nursing practice. Understanding how specific protocols and guidelines are developed will aid nurses in treating patients with a multitude of physiological and psychological conditions.

Nurses must be able to measure outcomes of pharmacological interventions when caring for patients. The effective use of evidence-based practice guidelines, models, and principles is one way that nurses can analyze quality outcomes for the pharmacological treatments used for patients.

Pharmacology includes different categories of major drugs used in the treatment of primary diseases. The same drug may be used to treat more than one disease or condition, while two patients with the same disease may require different drug treatments. In addition, the professional nurse must be aware of what types of things can influence a patient’s response to a drug. Some things are obvious—other medications, for example—while some are less so. Things like age, weight, herbs—even foods people eat every day—can influence how a person responds to a particular drug. At times, even a strong cultural belief can influence how a drug will react. Nurses who administer drugs have a responsibility to assess patients for both the desired response, as well as for any unwanted and potentially harmful reactions that may occur.

• Overview

Create a 10–12-slide PowerPoint presentation to identify medications associated with a chosen disease or health condition, explain the actions and side effects of the medications, and discuss any controversies related to the medications. Explain a treatment regime, including pharmacology, for the disease or health condition you selected, along with how the treatment regime may affect a client’s lifestyle.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

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• Competency 1: Apply practice guidelines and standards of evidence-based practice related to pharmacology for safe and effective nursing practice.
  • Identify the pharmacological agents most often used in the treatment of a disease or health condition.
  • Describe the treatment regime, including pharmacology, most often prescribed for a disease or health condition.
  • Explain the controversies related to a pharmacological agent.
• Competency 2: Explain the relationship between quality patient outcomes, patient safety, and the appropriate use of pharmacology and psychopharmacology.
  • Explain the types of actions, side effects, indications, and contraindications that may be expected from a pharmacological treatment.
  • Describe how a treatment regime, including pharmacology, may impact a client’s lifestyle.
  • Describe how to monitor a client following a prescribed treatment regime, including pharmacology, in order to obtain a quality patient outcome.
• Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.
  • Write content clearly and logically with correct use of grammar, punctuation, and mechanics.
  • Correctly format citations and references using current APA style.

Pharmacological Treatments Scoring Guide

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Nursing Practice and School Health Privacy Scoring Guide

You are the parent of two teenagers and an active PTA member at their school. The principal approached you about an upcoming professional gathering for middle- and high-school nurses in your district. She asked you to make a short presentation on school health privacy and how it can affect nurse-student care within the teen population, where personal health issues and privacy concerns often collide.
Preparation
Research and gather information about the issues facing school nurses in your state of licensure, as well as state and federal privacy laws that govern your school health privacy information. You will also need to learn about the legal limitations and responsibilities of the school nurse.
Directions
Create a 6–8-slide PowerPoint presentation that examines the privacy issues unique to nurses serving the high-school age population. Address the following:
• Describe the types of health and wellness issues that can affect adolescents in their high-school years. Be sure you think beyond the usual things and really research the types of issues that are affecting young people today.
• Explain how privacy laws can impact the school nurse in regard to patient safety and health outcomes for adolescents.
• Explain how privacy laws benefit the student, the school, and the school nurse.
• Recommend two specific evidence-based ethical strategies regarding health and wellness privacy communications in a school environment.
Use the notes section of each slide to expand your points and cite your supporting evidence. Also, include a title slide and a reference slide that lists the resources you used in this assessment.
Be creative. Consider your intended audience.
Additional Requirements
Your presentation should meet the following requirements:
• Written communication: Written communication should be free of errors that detract from the overall message.
• References: Include a reference slide with a minimum of three references; a majority of these should be peer-reviewed sources. All resources should have been published within the last 5 years.
• APA format: Resources and citations should be formatted according to current APA style and formatting.
• Length: 6–8 slides.
• Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
• What is FERPA?
• What is HIPAA?
• How do FERPA and HIPAA affect school health privacy?
• What unique health concerns might young people have that differentiate them from adults?
• Context
School nurses confront numerous legal issues in their daily work. It is important to know the standards of nursing practice specific to the state of licensure, as well as legal limitations and responsibilities of the school nurse.
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Role of the School Nurse
It is the position of the National Association of School Nurses that the professional registered school nurse is the leader in the school community to oversee school health policies and programs. The school nurse serves in a pivotal role to provide expertise and oversight for the provision of school health services and promotion of health education. Using clinical knowledge and judgment, the school nurse provides health care to students and staff, performs health screenings, and coordinates referrals to the medical home or private health care provider. The school nurse serves as a liaison between school personnel, family, community and healthcare providers to advocate for health care and a healthy school environment (American Nurses Association & National Association of School Nurses, 2011).
• Overview
Create a 6–8-slide PowerPoint presentation for a group of school nurses, which addresses the role of the school nurse in managing the unique health concerns of teenagers while adhering to privacy laws.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Show Less
• Competency 1: Explain the effect of health care policies, legislation, and legal issues on health care delivery and patient outcomes.
o Explain the laws that relate to adolescent safety and health privacy in a school setting.
o Explain how the privacy laws affect schools, students, and school nurses.
• Competency 3: Apply professional nursing ethical standards and principles to the decision-making process.
o Describe health and wellness issues specific to the adolescent population.
o Recommend evidence-based ethical strategies relating to health and wellness privacy communication by the school nurse.
• Competency 4: Communicate in a manner that is consistent with expectations of nursing professionals.
o Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
o Correctly format citations and references using APA style.
• Print
• Nursing Practice and School Health Privacy Scoring Guide
Nursing Practice and School Health Privacy Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Describe health and wellness issues specific to the adolescent population. Does not describe health and wellness issues specific to the adolescent population. Identifies but does not describe health and wellness issues specific to the adolescent population. Describes health and wellness issues specific to the adolescent population. Describes health and wellness issues specific to the adolescent population, including issues related to sexual activity and mental health.
Explain the laws that relate to adolescent safety and health privacy in a school setting. Does not explain the laws that relate to adolescent safety and health privacy in a school setting. Identifies laws that relate to adolescent safety and health privacy in a school setting. Explains the laws that relate to adolescent safety and health privacy in a school setting. Explains the laws that relate to adolescent safety and health privacy in a school setting and provides historical background of the laws.
Explain how privacy laws affect the school, student, and school nurse. Does not explain how privacy laws affect the school, student, and school nurse. Explains how privacy laws affect the school, student, and school nurse but the explanation is inaccurate or missing key elements. Explains how privacy laws affect the school, student, and school nurse. Explains how privacy laws affect the school, student, and school nurse, and provides a rationale of the benefits of the law.
Recommend evidence-based ethical strategies relating to health and wellness privacy communication by the school nurse. Does not recommend evidence-based ethical strategies relating to health and wellness privacy communication by the school nurse. Identifies evidence-based ethical strategies relating to health and wellness privacy communication by the school nurse, but does not clearly recommend strategies. Recommends evidence-based ethical strategies relating to health and wellness privacy communication by the school nurse. Recommends evidence-based ethical strategies relating to health and wellness privacy communication by the school nurse, and examines the consequences of failing to use the strategies.
Write content clearly and logically, with correct use of grammar, punctuation, and mechanics. Does not write content clearly, logically, or with correct use of grammar, punctuation, and mechanics. Writes with errors in clarity, logic, grammar, punctuation, or mechanics. Writes content clearly and logically, with correct use of grammar, punctuation, and mechanics. Writes clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics, and uses relevant evidence to support a central idea.
Correctly format citations and references using APA style. Does not format citations and references using APA style. Formats citations and references with errors. Correctly formats citations and references using APA style. Citations contain a few errors. Correctly formats citations and references using APA style. Citations are free from all errors.

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Research the characteristics of the four generations in the nursing workforce today: The Veterans (born 1925–1945), the Baby Boomers (born 1946–1964), the Gen Xers (born 1963–1980), and the Millennials (born 1980–2000). How can nursing leaders use this information to build a work environment that supports all generations?

Requirements

You have been asked to prepare a report on the challenges of working effectively within a multigenerational team environment. Your report must also include evidence-based strategies for improving the work environment to support all generations. Format this assessment as a report for your organization. Include a title page and references page, and format your supporting citations and references following APA guidelines.

Include the following in your report:

·         Briefly describe the main characteristics of each of the four generations working in nursing today (Veterans, Baby Boomers, Gen Xers, and Millenials). Focus primarily on attitudes toward work and family, communication styles, and comfort with technology.

·         Identify at least one specific skill that each generation brings to a team.

·         Explain the types and causes of conflict that are likely to occur within a multigenerational team.

·         Describe strategies a team leader can use to help build cohesiveness within multigenerational nursing teams. Be sure you include strategies for communication, setting and managing expectations, motivation, and mutual respect.

·         Explain the benefits of a multigenerational nursing team for the organization, the team members, and patients.

Your completed assessment should be 4–5 pages in length, not including title page and references page.

Additional Requirements

·         Include a title page and references page.

·         Reference at least three current scholarly or professional resources.

·         Use APA format for citations and references.

·         Use Times New Roman font, 12 point.

·         Double space.

Generational Diversity Scoring Guide

·         Questions to Consider

To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.

·         How do you identify yourself? Is it by your gender, ethnicity, career, children, personality, or something else?

·         How do others identify you?

·         When describing a co-worker to someone who does not know that person, what is the first description you typically use?

Context
How do you describe yourself? Do you define yourself by your gender, marital status, ethnicity, or profession? Or do you prefer to think of yourself in terms of your accomplishments and skills? We are all so different from each other in many ways.

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When interprofessional teams work together, it requires a blending of talent, knowledge, and resources. How individuals blend as a team can be likened to a fine recipe.

Great chefs know that variety makes for unusual, interesting, and tasty results. Each ingredient makes a unique contribution to the final outcome. But each must be included at the right time and in the right amounts. Some ingredients complement the overall recipe. Other ingredients are bold and play a major role in the taste or texture. Still other ingredients are subtle and afford the sweet or savory aftertaste. Individually, the ingredients could not be a final product. Collectively the ingredients result in culinary masterpieces.

Consider the various aspects of diversity within teams. Levi (2017) distinguishes diversity across two dimensions: personal attributes and functional attributes. How do these attributes contribute to team diversity and positive outcomes?

·         Overview

Write a 4–5-page report that addresses the challenges of working effectively within a multigenerational team environment and provides evidence-based strategies for improving the work environment to support all generations.

Today’s nursing workforce is made up of women and men from a wide variety of cultures, races, religions, and sexual orientations. In addition, nurses and nursing leaders come from four different generations with different attitudes, beliefs, work habits, and experiences. You may find yourself working with team members from the Traditional Generation (Veterans), the Baby Boom Generation, Generation X, and the Millennial Generation. Team leaders need to understand, value, and support the skills, knowledge, and characteristics of each generation in order to build a cohesive, high-performing team. The leadership strategies that have worked in the past may not be as effective in the health care environment of today.

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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

·         Competency 1: Explain strategies for effective interprofessional teamwork and collaboration in health care delivery.

o    Identify specific skills members of each generational group bring to nursing teams.

o    Describe strategies for building cohesiveness within multigenerational nursing teams.

·         Competency 2: Analyze the implications of working with interprofessional teams in multifaceted health care settings.

o    Describe the characteristics of the generational groups working in nursing.

o    Explain types and causes of conflicts that are likely to occur among multigenerational members of nursing teams.

·         Competency 3: Develop evidence-based nursing interventions to address specific problems and enable systemic change.

o    Explain the benefits of a multigenerational nursing team for the organization, the team members, and patients.

·         Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional.

o    Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.

o    Correctly format citations and references using current APA style.

·         Generational Diversity Scoring Guide
Generational Diversity Scoring Guide Grading Rubric
Criteria
Non-performance
Basic
Proficient
Distinguished
Describe the characteristics of the generational groups working in nursing.
Does not describe the characteristics of the generational groups working in nursing.
Describes the characteristics of the generational groups working in nursing but incorrectly assigns characteristics or does not address all the generational groups.
Describes the characteristics of the generational groups working in nursing.
Compares the characteristics of the generational groups working in nursing to highlight relevant differences.
Identify specific skills members of each generational group bring to nursing teams.
Does not identify specific skills members of each generational group bring to nursing teams.
Lists general skills members of generational groups bring to nursing teams.
Identifies specific skills members of each generational group bring to nursing teams.
Identifies specific skills members of each generational group bring to nursing teams and explains the value of the skills to team members and patients.
Explain types and causes of conflicts that are likely to occur among multigenerational members of nursing teams.
Does not explain types and causes of conflicts that are likely to occur among multigenerational members of nursing teams.
Explains the types but not the causes of conflicts that are likely to occur among multigenerational members of nursing teams.
Explains types and causes of conflicts that are likely to occur among multigenerational members of nursing teams.
Analyzes types and causes of conflicts that are likely to occur among multigenerational members of nursing teams.
Describe strategies for building cohesiveness within multigenerational nursing teams.
Does not describe strategies for building cohesiveness within multigenerational nursing teams.
Lists strategies for building cohesiveness within multigenerational nursing teams.
Describes strategies for building cohesiveness within multigenerational nursing teams.
Analyzes strategies for building cohesiveness within multigenerational nursing teams.
Explain the benefits of a multigenerational nursing team for the organization, the team members, and patients.
Does not explain the benefits of a multigenerational nursing team for the organization, the team members, and patients.
Explains the benefits of a multigenerational nursing team for the organization, the team members, and patients, but the explanation is incomplete or missing key elements.
Explains the benefits of a multigenerational nursing team for the organization, the team members, and patients.
Examines the benefits and potential limitations of a multigenerational nursing team for the organization, the team members, and patients.
Write content clearly and logically, with correct use of grammar, punctuation, and mechanics.
Does not write content clearly, logically, or with correct use of grammar, punctuation, and mechanics.
Writes with errors in clarity, logic, grammar, punctuation, and/or mechanics.
Writes content clearly and logically with correct use of grammar, punctuation, and mechanics.
Writes clearly and logically with correct use of spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea.
Correctly format citations and references using current APA style.
Does not correctly format citations and references using current APA style.
Uses current APA to format citations and references but with numerous errors.
Correctly formats citations and references using current APA style with few errors.
Correctly formats citations and references with no errors.

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Briefly describe the main characteristics of each of the four generations working in nursing today (Veterans, Baby Boomers, Gen Xers, and Millenials). Focus primarily on attitudes toward work and family, communication styles, and comfort with technology.

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