EBP and Nosocomial infection in Long Term care, health and medicine

Question description

The subject will be EBP and Nosocomial infection in Long Term care

In collaboration with your approved course mentor, you will identify a specific evidence-based practice proposal topic for the capstone project. Consider the clinical environment in which you are currently working or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a quality improvement suggestion, a leadership initiative, or an educational need appropriate to your area of interest as well as your practice immersion (practicum) setting. Examples of the integration of community health, leadership, and an EBP can be found on the “Educational and Community-Based Programs” page of the Healthy People 2020 website.

Write a 500-750 word description of your proposed capstone project topic. Make sure to include the following:

  1. The problem, issue, suggestion, initiative, or educational need that will be the focus of the project
  2. The setting or context in which the problem, issue, suggestion, initiative, or educational need can be observed.
  3. A description providing a high level of detail regarding the problem, issue, suggestion, initiative, or educational need.
  4. Impact of the problem, issue, suggestion, initiative, or educational need on the work environment, the quality of care provided by staff, and patient outcomes.
  5. Significance of the problem, issue, suggestion, initiative, or educational need and its implications to nursing.
  6. A proposed solution to the identified project topic

You are required to retrieve and assess a minimum of 8 peer-reviewed articles. Plan your time accordingly to complete this assignment.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

NRS-427V Week 2 Epidemiology, Nursing And A Communicable Disease Paper

NRS-427V Week 2  Epidemiology, Nursing and a Communicable Disease Paper


Concepts in Community and Public Health – Epidemiology and Communicable Diseases
Grand Canyon University

In a written paper of 1,200-1,500 words, apply the concepts of epidemiology and nursing research to a communicable disease.
Communicable Disease Selection
Choose one communicable disease from the following list:
1. Chickenpox
2. Tuberculosis
3. Influenza
4. Mononucleosis
5. Hepatitis B
6. HIV
Epidemiology Paper Requirements
Include the following in your assignment:
1. Description of the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence).
2. Describe the determinants of health and explain how those factors contribute to the development of this disease.
3. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. (The textbook describes each element of the epidemiologic triangle).
4. Explain the role of the community health nurse (case finding, reporting, data collecting, data analysis, and follow-up).
5. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organization(s) contributes to resolving or reducing the impact of disease.
A minimum of three references is required.
Refer to “Communicable Disease Chain.”
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

Effective communication that promotes patient safety

Question Description

Please respond with a paragraph to the following post, add citations and references:

The type of communication that would be utilized to present my ideology on the manner in which patient care can be improved within the upper-level management would include the use of research and its findings. First and foremost, the inclusion of research and its findings would communicate clearly and concisely the areas that need to be addressed in improving patient care, an element that would be used in influencing decisions. The research findings need to be translated to non-researchers within the upper management for understanding. Researchers therefore bring together a wide array of evidences from several research studies that strengthen the research ideas aimed at improving patient care. The research findings and ideas are translated in the production of programmatically useful information (Clochesy et al, 2015). To achieve this goal, the researchers need to communicate the results of the findings through multiple channels in a bid to reach an audience, with the ideology aimed at repeating the same message severally with the aim of increasing the probability of resource utilization. For instance, if communication is done on the same idea, final report summaries, national workshops, program briefs, announcements and international conferences. This therefore, gives a greater chance for other individuals to determine the ideas raised for consideration. Additionally, the results of the findings and ideas can be shared among individuals and specialist organizations who effectively synthesize the information, hence promoting communication.

Reference

Clochesy, J. M., Dolansky, M. A., Hickman Jr., R. L., Gittner, L. S., & Hickman, R. J. (2015). Enhancing Communication between Patients and Healthcare Providers: SBAR3. Journal Of Health & Human Services Administration, 38(2), 237-252.Retrirved From: http://search.ebscohost.com/login.aspx?direct=true…

PUBHLTH 160 Unit 2 Resilience & Stress Reflection Journal

Question Description

The following file is the reading material

The following is the requirements

PUBHLTH 160 My Body/My Health

Unit 2 – Resilience & Stress Reflection Journal Description

This journal entry has two activities:
Activity 1 – is about practice of gratitude.
Activity 2 – is a reflection activity called “Life Map Exercise”

This Journal Entry is worth 100 points.
Activity 1 is worth 50/100 points
Activity 2 is worth 50/100 points

Due Date: Check the Course Calendar on Blackboard
See below for grading criteria
Note: You will complete both activities and write about your experiences in a single journal entry for Unit 2.

Activity 1 – The Practice of Gratitude The required word count for Activity 1 is 250-550 words. See below for additional grading criteria.

Why this activity?
Research suggests that people who regularly express gratitude are more resilient when facing life’s challenges. They report better health, reduce their risk of heart disease, get better sleep, strengthen feelings of connection and satisfaction in their relationships, feel more satisfied with their lives, more joy and optimism, and less anxiety.

Do this:
Look at the provided sheet of gratitude practices (PDF file). Choose and carry out a different gratitude activity to practice (one a day, for a total of five activities). Each day keep notes describing what gratitude activity you practiced, and what took place. Be specific: in your notes include details about what/how you felt and thought before, during, and after each activity. Dare to step out of your comfort zone and choose activities that represent a bit of a stretch!

What to Write in Your Journal Entry Under “Activity 1”
In your journal entry start by listing the five gratitude activities you choose, and describe what you did in each activity. For example you might choose the activity, “When you are feeling sad, upset, or angry, notice and stop. Pay attention to your breath. Think of three things you are grateful for.” You should write this down, and describe what took place when you did this; be sure to include details about what/how you felt and thought before, during, and after the activity. Include your answers to the following two questions, as well: Among the five gratitude activities you practiced, which two activities had the greatest impact on you, and why? How might continuing each one of these practices on a regular basis contribute to your wellbeing?

Activity 2 – “Life Map Exercise”
The required word count for Activity 2 is 250-550 words. See below for details and additional grading criteria.
Why this activity?
This activity is helpful for putting one’s life in perspective – for seeing the “big picture” and getting to know oneself better – all of which are fundamental to fostering stress hardiness, or resilience. Thoughtful reflection on the themes identified can give you a better grasp on who you are, where you’ve come from, and where you might be headed next. It can also highlight patterns/themes in your life, which you may not have recognized before, contributing to a sense of purpose. For some people, reflecting on this activity or others like it can additionally bring greater hope or motivation in current situations. A gift from facing life’s challenges is perspective! This activity has two parts (A and B) described below:

Part A – Creating Your “Timeline”You will need cardboard, or a large sheet of paper (you can tape several pieces of plain white printer paper together to create a larger one). Feel free to adapt and use other materials you may have at hand, as long as you can produce a similar result.

You will also need three different colors of “post-it” or “sticky” notes (you can create your own, but you must use three different colors of paper or three distinctly different colors of markers that would show up clearly in a photo)

Do This:
(Take 25 minutes to complete this part of the activity – don’t try to dig too deeply. You want what comes to mind easily and quickly)

  • Draw a line along the length of the paper. This will be your “time line”
  • Choose one color of “sticky” note and write down “pleasant” experiences in your life (e.g. growing up in a loving family). You might also include the name of a person or an activity, a specific memory of an encounter, or even a place, etc. You need to have at least five of these sticky-notes on your timeline, with a different item on each one.
  • On the second color of sticky note write down “painful” situations (e.g. broken relationship). It’s important to write these situations down as “painful” if that is how they felt at the time. Even if something good came out of it later, if it was painful at the time you went through it, it needs to go on this color (and not the “pleasant experiences” color). “Painful” doesn’t have to be hugely traumatic. If piano lessons weren’t a good experience, you’re allowed to write that down. Nothing is too trivial as long as it has meaning for you. You need to have at least five of these “sticky-notes” on your timeline, with a different item on each one.
  • Arrange both colors of “sticky notes” in chronological order along your time line (it can help to brainstorm things in sections like early childhood, high school, college, or in 5 or 10 year increments – it depends on how old you are, and how detailed you want to get).
  • As you assess what you’ve written take a third color of “sticky note” and write down the lessons that you learned through these defining moments (e.g. Trying new things makes me grow). Place these along the bottom of your time line.
    You need to have at least three of these “sticky-notes” on your timeline.
  • One of the best things you can do with your time line is share what you have learned with someone else – maybe your best friend or a small group; talking through your story with someone else may give you even more insight into the shape of your life story (Note: this step is recommended, but optional)
  • Take a picture of the final result and paste it in your journal entry.
    Tip: Use the “insert/edit image” function on the bottom row of the journal entry tool bar on Blackboard to do this (it looks like a little mountain, next to the paper clip). Important: If you don’t include this picture, you will not receive any points for Activity 2.
  • List the lessons you learned through viewing your timeline events (your third color of “sticky note”). Identify themes/patterns (2 or 3) you recognize by looking at your timeline that make you a more resilient person, and say why.

Part B – Reflecting on your “Timeline”Take another 20 minutes or so, to just sit and notice what is on your life map.
Is there more of one color than the other? Are there many of events in a certain time period, and less in another?

What to Write In Your Journal Entry Under “Activity 2”:

Grading Rubric Activity 1 will be graded according to the degree to which:

  • It demonstrates thoughtful engagement with at least five gratitude activities (worth 10 points)
  • It demonstrates self-reflection, understood as careful thought about your feelings, thoughts and experiences (worth 15 points)
  • It is well thought-out and developed, with content that is specific and appropriate (worth 15 points)
  • Grammatical or spelling errors undermine the overall the effectiveness of your work, and it follows the required word count (250-550 words) (worth 10 points)

Activity 2 will be graded according to the degree to which:

  • It demonstrates self-reflection (understood as careful thought about your feelings, thoughts, and experiences) and follows the required word count (200-400 words (worth 25 points)
  • Number and color of “sticky notes” on time line (worth 10 points)
  • Quality of the picture uploaded (the picture must be clear, and the writing on the “sticky notes” must be clear, and easy to read) (worth 10 points)
  • Grammatical or spelling errors undermine the overall the effectiveness of your work (worth 5 points)

MBMH Policy for Late Journal Submissions
Points will be deducted from late submission of reflection journal entries as follows:

  • 20 points will be deducted from journal entries posted on Blackboard ANY TIME after 11:59 PM on the specified due date, up to the first 24 hours.
  • 20 additional points will be deducted each 24 hours after this, up to 72 hours after the specified due date.
  • After 72 hours you will receive a zero (0) for your journal entry assignment in that Unit.

We strongly suggest that you do not wait until the last minute to post your journal entries as there is always the chance that technical problems (internet, hardware, etc.) might interfere with your ability to upload your work onto Blackboard.
We will not be able to grant exceptions to this grading policy for late entries!

Mental Illness amongst the Young People, topic proposal

Question Description

The Topic Proposal

The purpose of this assignment is to develop a strong, working foundation for your capstone project while demonstrating the ability to target a researchable problem/issue within a broader topic. For this assignment, you will explore topics of interest, select one for your paper, and draft a topic proposal.

Recommended: Before you begin, review chapter 2 in Research Techniques for the Health Sciences.

Your topic proposal should be 2 – 3 pages and should include the following items and address the following questions.

APA formatted title page 

The topic you wish to pursue. (1 paragraph)

  • One paragraph describing the overall topic you wish to explore.
    • It may be somewhat broad at this point and it may imply a problem. Use the resources in your course materials to help you search for ideas.

Identify your purpose: Why are you interested in this topic? (2-3 paragraphs)

  • Specifically explain what it is that fascinates you or draws you to this topic.
  • Clearly describe the relevance of the topic in the field today.
  • Identify a purpose for a paper on this topic:
    • What might exploration of this problem accomplish?
    • What is your intended goal?
      • To evoke change
      • To make new connections (new cause and effect)
      • To introduce a new theory, solution, idea
    • Is this goal realistic?

Define and describe your intended target audience. (1 paragraph)

  • Be specific: identify age, gender, and educational, socioeconomic and cultural demographics as relevant.
  • Who will benefit most from knowing about this topic? Remember, those who think differently about the topic may be the audience you need to address.
  • Identify only one target audience to address in the paper. (This will help you maintain focus.)

Provide a list of 4 – 8 research questions. (list 4-8 questions)

While you have not done any formal research on the topic yet, explore databases and websites to help you identify questions that are being asked by others and to help you articulate questions of your own within the current dialog. Use the resources in your course materials to help you search.

  • Identify questions that you can answer through research.
    • Questions about morality and beliefs, while worthy, are not research questions.
  • Pose questions worth exploring.
  • Not too narrow, not too broad.
  • Keep them intellectually challenging, not too basic.

Identify a problem within the topic and draft an initial problem statement (this is your thesis). (1 sentence)

  • Identify a problem from your research questions and state it as a statement.
  • The problem statement should be specific in nature and indicate the focus of your paper.
    • Not too narrow, not too broad
    • Intellectually challenging
  • Take special care to narrow the topic you started with by locating a very specific problem or argument within the larger scholarly discussion you have explored.

Draft a hypothesis (1 paragraph)

“A hypothesis is a logical supposition, a reasonable guess, or a suggested answer to a problem statement or research question. A hypothesis provides further direction for the research effort by setting forth a possible explanation for an occurrence.” (Research Techniques for the Health Sciences, 5th Edition, p.18)

  • State your hypothesis clearly and concisely.
  • Explain how it expresses a relationship between two or more variables (identify the variables).
  • Suggest how it can be tested.

religion, nursing

Question Description

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and acceptance of a diversity of faith expressions.

The purpose of this paper is to complete a comparative ethical analysis of George’s situation and decision from the perspective of two worldviews or religions: Christianity and a second religion of your choosing. For the second faith, choose a faith that is unfamiliar to you. Examples of faiths to choose from include Sikh, Baha’i, Buddhism, Shintoism, etc.

In your comparative analysis, address all of the worldview questions in detail for Christianity and your selected faith. Refer to Chapter 2 of Called to Carefor the list of questions. Once you have outlined the worldview of each religion, begin your ethical analysis from each perspective.

In a minimum of 1,500-2,000 words, provide an ethical analysis based upon the different belief systems, reinforcing major themes with insights gained from your research, and answering the following questions based on the research:

  1. How would each religion interpret the nature of George’s malady and suffering? Is there a “why” to his disease and suffering? (i.e., is there a reason for why George is ill, beyond the reality of physical malady?)
  2. In George’s analysis of his own life, how would each religion think about the value of his life as a person, and value of his life with ALS?
  3. What sorts of values and considerations would each religion focus on in deliberating about whether or not George should opt for euthanasia?
  4. Given the above, what options would be morally justified under each religion for George and why?
  5. Finally, present and defend your own view.

Support your position by referencing at least three academic resources (preferably from the GCU Library) in addition to the course readings, lectures, the Bible, and the textbooks for each religion. Each religion must have a primary source included. A total of six references are required according to the specifications listed above. Incorporate the research into your writing in an appropriate, scholarly manner.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

NSG 416 Theoretical foundation summary

Question Description

Jean Watson’s influence on nursing practice is significant. As all theorists do, she has a perspective through which she views nursing care and practice. This activity will help frame the guiding principles of University of Phoenix curriculum through the application of theory-based thinking.

Describe the five patterns of knowledge and how they can be applied in nursing practice.

Summarize the main points of Jean Watson’s theory of human caring, including the 10 carative factors.

Determine how Jean Watson views the following patterns of knowledge:

  • Empirical knowledge (the science)
  • Esthetic knowledge (the art)
  • Ethical knowing (what constitutes good actions for that patient)
  • Personal knowing (nurse-patient relationship)

Explain which pattern(s) are more evident or easier to apply in Watson’s theory of human caring, citing specific examples to support your explanation.

Reflect on how you may (or do) use caring science in practice and cite a practice scenario in which you could or do apply the theory to patient care.

Cite a minimum of two sources in text and include a page or slide with APA-formatted references, depending on how you format your assignment.

Format your assignment as one of the following:

  • 15- to 20-slide presentation with detailed speaker notes
  • 15- to 20-minute oral presentation with detailed speaker notes
  • 1,050- to 1,225-word paper
  • Another format approved by your instructor

Research Discussion 5

Question Description

Please read the Lecture and respond to both discussion, APA format with reference

Characteristics of Nursing Research Utilization and Evidence-Based Practice

Introduction

Research utilization and evidence-based practice (EBP) are regularly used within the nursing profession in developing positive changes for patient outcomes. Although both research methods provide results beneficial to the nursing community, each method approaches nursing research in a different manner. Research utilization focuses on implementation of the results after a study is conducted whereas EBP incorporates the research directly into the clinical decision-making process (Polit & Beck, 2006).

Characteristics of Research Utilization

In the previous lessons, the focus has been on the language and components of research. In this lesson, the focus is on how to apply research findings to improve patient outcomes. Over the past 40 years, the concept of research utilization has been described in the literature. In the nursing community, the long-held tradition has been to utilize research, through findings, to impact health changes within the profession. In order for this process to be successfully implemented into application, the research analysis would be compounded upon multiple studies within a specific nursing area. Furthermore, through the presentation of correlated findings and possibly similar results, health care professionals will have an accurate knowledge in order to influence patient and system outcomes.

Over time, issues have been raised about research utilization being affected. The key to research utilization is not only the acknowledgment and review of the findings but the implementation of those results into practice. In order for this to occur, nurses need to be active participants in evaluating current research and utilizing the results within their normal practice (Polit & Beck, 2006).

The majority of nurses in the United States are initially educated at the Associate Degree level. In these programs, the concepts of nursing research are often not discussed. Similarly, most registered nurses are not taught how to evaluate advanced nursing science, or how such advances will improve outcomes. Research utilization and evidenced-based practice principles put emphasis on these skills.

Evidence-Based Practice

Recently, a movement has been made toward evidence-based practice (EBP) research. The purpose behind this method is to implement a solution to an evidence-based problem. To accomplish this goal, registered nurses must become experts in not only reading research articles, but also in collecting relevant research findings to help them make clinical decisions. After the fundamental information is collected about a health care topic, the researcher can utilize it in creating the design and framework for the necessary research. In essence, the search for the best possible information from top-quality research, which is integrated with clinical expertise, available resources, and the needs and desires of the patient, is the basis for EBP in nursing.

The skills associated with EBP research place emphasis on diagnosis, therapy, etiology, prognosis, or prevention. EBP has been developed to provide a method for practicing nurses to understand research in a way that allows them to incorporate it into improved patient care. One skill that is helpful is the PICO method, which allows practitioners to formulate research questions. By formulating a PICO question, nurses are making the first step in preparing for their capstone project.

PICO

PICO is a mnemonic used to describe the four elements of a good clinical foreground question: (P) patient, (I) intervention, (C) comparison, and (O) outcome (see Table 5.1). The purpose of the PICO format is to assist clinicians in formulating clinical questions. This beginning process can be a challenge, but using the PICO format allows researchers to critically consider all of the components their research will address.

PICOExample 1Example 2Example 3Example 4
P (Patient or problem) Describe, as accurately as possible, the patient or group of patients of interest.In patients with acute bronchitis,In children with cancer,Among family members of patients undergoing diagnostic procedures,For pain in post operative patients,
I (Intervention/Issue of Interest or cause, prognosis)
What is the main intervention or therapy you wish to consider, 
including an exposure to disease, a diagnostic test, a prognostic factor, a treatment, a patient perception, a risk factor, etc.?
do antibioticswhat are the current treatmentsdoes standard care−do relaxation and deep breathing accompanied by music therapy
C (Comparison Intervention or Comparison Group)
Is there an alternative treatment to compare, 
including no disease, placebo, a different prognostic factor, absence of risk factor, etc.?
nonenonelistening to tranquil music, or audiotaped comedy routines−none
O (Outcome)
What is the clinical outcome, including a time horizon, if relevant?
reduce sputum production, cough, or days off?in the management of fever and infection?make a difference in the reduction of reported anxiety?change patient reported pain score by 4-5 points?
Table 5.1. Example PICO QuestionsAdapted from Evidence-Based Practice: Asking the Clinical Question (Cushing/Whitney Memorial Library, n.d.).

When developing a PICO question, researchers must take the time to carefully formulate it. They need to make it a topic about which they are passionate, and one that has a body of literature to support the intended outcome.

Conclusion

Nurses’ responsibilities lie in being observant and curious, participating in quality-management activities of their units, and supporting research activities developed by others. Using expertise and professional judgment, along with quality research evidence, is essential in developing quality care and outcomes for patients.

References

Cushing/Whitney Memorial Library. (n.d.). Evidence-based practice: Asking the clinical question. Yale University. Retrieved October 4, 2011, from http://www.med.yale.edu/library/nursing/education/…

Polit, D. F., & Beck, C. T. (2006). Essentials of nursing research: Methods, appraisal, and utilization (6th ed.). Philadelphia: Lippincott.

Discussion 1

The theoretical foundations of qualitative and quantitative methods are very different, but many researchers believe both methods should be used in the research study to increase validity and reliability. What advantages or disadvantages do you see in using both types of methods in a nursing study? Support your answer with current evidence-based literature.

Discussion 2

According to the textbook, nurses in various settings are adopting a research-based (or evidence-based) practice that incorporates research findings into their decisions and interaction with clients. How do you see this being applied in your workplace?

Response to discussion board

Question Description

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

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

Principles Of Organizational Behavior

Imagine you work for a successful company and have been asked to be a guest speaker for an entry-level organizational behavior course at a local college. The goal of this presentation is to help the college students gain a basic understanding of organizational behavior and be able to speak to its importance in an organization.

Create a 350- to 700-word handout, such as a chart or a fact sheet, you can hand out to students during your presentation. Ensure your presentation does the following:

  • Defines organizational behavior.
  • Describes how different components of organizational behavior are used within an organization. 
  • Identifies how the use of organizational behavior can lead to the success and failure of an organization.

Cite any reputable references. Reputable references include trade or industry publications; government or agency websites; scholarly works; your textbook, Organizational Behavior, Theory, and Design in Health Care (2nd ed.); or other sources of similar quality.

Format your references according to APA guidelines.