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Title of Paper Your Name Rasmussen College COURSE#: Course Title Professor’s Name Assignment Due Date Title of Paper NO LONGER THAN 2-3 PAGES, INCLUDE CITATIONS AND REFERENCE PAGE Introduction (add paragraph with literature support) Caring (add paragraph with literature support) Professional Identity (add paragraph with literature support) Professional Organization (add paragraph with literature support) Conclusion References Author’s Last Name, First initial. Middle initial. (Year). Title of article. Journal Title, Volume Number (Issue number), Page numbers. Prepare a Learning Activity Akita Roberson ID-5000 v4: Fundamentals of Instructional Design Northcentral University May 16, 2021 Learning Objectives The learning objectives are to promote better communication and listening skills and develop approaches in implementing or enforcing positive attitudes in the workplace.

The outcome is enforcement of better leadership skills improving overall organizational performance. The objective is to increase employee and supervisor cohesion which was the leading cause of dysfunction resulting in client complaints. Nevertheless, the learning activity will entail discussion and practice sessions whereby communication skills will be the focus. It is noteworthy that communication skills are most effective when other facets such as listening skills, teamwork, non-verbal communication skills, and empathy are addressed. Therefore, the discussion will involve the appreciation of communication skills in the workplace and the other factors that influence them.

As previously mentioned, communication skills entail other aspects that determine their effectiveness. The first facet to be addressed will be listening skills; each student will be informed on the importance of listening skills in enforcing communication skills. For effective communication, it is essential that various listening skills such as informational listening where verbal and non-verbal messages are passed for learning or awareness purposes (ÄŒerneviÄiÅ«tÄ— & Strazdas, 2018). Numerous other types of listening skills can have potential. The second aspect that will be addressed in improving the learner’s communication skills is teamwork.

According to Sonoda et al. (2017), teamwork is a necessary aspect of organizational functionality. However, it is greatly affected by ineffective communication skills resulting in poor performance. Therefore, for any team to be successful, effective communication is necessary; the value of the notion is expressed in the needs of the newly promoted supervisors and working staff (Sonoda et al., 2017). The lack of effective communication resulted in poor quality service increasing client complaints. Need to be more explicit with the learning objective (remember the ABCD framework for writing objectives) and the learning activity.

How will we know/measure when learners have "better communication and listening skills"? Also, what do the discussion activities include? Will this be discussion between learners? Role playing, etc.? Just need more details, overall, on the objective and activity.

1 The third aspect to be tackled is non-verbal communication skills; it was selected for its diverse and critical role in transferring various messages. The most apparent form of non-verbal communication is body language and facial gestures (ÄŒerneviÄiÅ«tÄ— & Strazdas, 2018). Without properly incorporating the skills in the communication strategy, it results in ineffective results or breakdown in instruction. The notion is demonstrated when there was a disconnect between the staff and supervisors, further augmenting the problem. The last aspect of the learning activity is the appreciation of empathy in supporting effective communication.

According to Khan and Al Mashikhi (2017), empathy has considerable practical communication skills, such as increasing individual receptiveness to information being offered. The importance of the facet in the learning activities is to support the other communication skills aspects and improve unique personalities creating a conducive working environment (Khan & Al Mashikhi, 2017). The learning process will entail the identified learning activities and other practice sessions after each learning activity to appreciate the skill and its value in the leadership roles. The approach is supported by Kelly and MacDonald (2016), who identify that such actions increase individual accountability, thereby increasing development based on feedback.

Overall, the learning activities focus on the various aspects of leadership roles and factors that promote effective development of leadership skills. As indirectly identified in the assessment of leadership activities, it is evident that leadership entails more than leading people to attain organizational goals. By focusing on the factors that influence effective leadership, the learners would appreciate the multifaceted aspects of leadership. The outcome would be the cohesion between employees affecting the overall achievement of organizational goals and objectives. The term scaffolding refers to the temporary structures used to support workers and materials in the construction process.

However, it can also be applied in the current learning activities as instructional scaffolding, which is the support structure meant to aid the learners in appreciating the effectiveness of the content being taught (Belland, 2017). It is essential to understand that instructional scaffolding is express to the needs of each student. According to Belland (2017), instructional scaffolding’s main advantage is the supportive learning environment temporarily developed. The author further states that through such settings, learners can ask questions, provide feedback and offer support to learning peers. Moreover, Belland (2017) states that instructional scaffolding is also a persuasive approach to supporting learners as it encourages or motivates them to take a more active role in their improvement.

Conclusion To support the learning process, the learners need to appreciate their new roles and expectations. It would be impractical to train the newly promoted supervisors in duties they are unaware of. Additionally, the learners should be aware of their requirements from the employees, in other words, what employees expect the supervisors’ roles to entail. Such information improves the scope and efficiency of the learning process as the learners are aware of their various roles, or duties, and expectations to the employees. The learning activity addresses multiple ethical and social considerations such as diversity, ethics, and equity by not being biased to individual traits and professionalism.

Moreover, inclusion and diversity are supported with the supervisory employees and staff participating in the learning activity, thereby improving expectations. Legal and political factors are addressed when the needs of the working staff and the mandate to have a supportive working environment are established. References Belland, B. (2017). Instructional Scaffolding in STEM Education. Springer. ÄŒerneviÄiÅ«tÄ—, J., & Strazdas, R. (2018).

Teamwork management in Creative industries: factors influencing productivity. Entrepreneurship And Sustainability Issues, 6(2), . Kelly, S., & MacDonald, P. (2016). A Look at Leadership Styles and Workplace Solidarity Communication. International Journal Of Business Communication, 56(3), .

Khan, S., & Al Mashikhi, L. (2017). Impact of Teamwork on Employees Performance. International Journal Of Education And Social Science, 4(11), 14-20. Retrieved 14 May 2021, from Sonoda, Y., Onozuka, D., & Hagihara, A. (2017). Factors related to teamwork performance and stress of operating room nurses.

Journal Of Nursing Management, 26(1), 66-73. Title of Assignment Professional Identity of the Nurse: Putting it All Together Purpose of Assignment: According to Larson, Brady, Engelmann, Perkins, and Shultz (2013), â€the development of professional identity is a continuous process that begins with admission to the nursing program and evolves throughout one’s professional career in a dynamic and fluid process where interacting relationship of education and practice lead to self-reflection, growth, and human flourishing†(p. 138). Larson, J., Brady, N., Engelmann, L., Perkins, B., & Shultz, C. (2013). The formation of professional identity in nursing.

Nursing Education Perspectives.34 (2). p 138. Course Competency(s): Describe the foundations of nursing practice. Identify roles and responsibilities for safe nursing practice in the healthcare environment. Explain the roles and scope of practice for members of the intraprofessional team. Instructions: This course includes a project with three parts.

Each part builds off prior knowledge to help you create your nurse professional identity. In the first part, you examine the role of the nurse and scope of practice, which will help you identify the nurses’ role. In the second part, you examine the standards of nursing practice for the role you are obtaining during the nursing program, and you identify your beliefs, values, motives, and experiences. The final submission requires you to use the first two parts of your assignment to create your professional identity and identify a potential professional organization that you may join to help support your development. Content: Prepare a two to three page written assignment that includes the following: · Introduction to the assignment (sections of the assignment: caring, professional identity, and professional organizations/associations) · Explain your belief of caring in nursing (self, nursing, environment, and profession) · Describe your professional identity including your beliefs, values, motives, and experiences · Discuss one to two professional organizations/associations you plan to be involved in during your nursing career · Conclusion (reflect on the criteria of the assignment; caring, professional identity, and professional organizations/associations) · Use at least two credible resources to support your findings.

For example, one of the resources could be the website for a professional organization or association, and another resource could be a textbook. These resources must be integrated into the body of your paper using at least two in-text citations. Be sure to use proper APA format and style. Format: · Two to three page written assignment · Standard American English (correct grammar, punctuation, etc.) · Logical, original and insightful · Professional organization, style, and mechanics in APA format · Run your paper through Grammarly and make corrections to identified errors before submission. Note: You must use the following link to create your Grammarly account.

You must use your Rasmussen student email address: Resources: Rasmussen College Online Library School of Nursing > Your Career > Jobs and Outlook > Professional Associations Tab Writing Help Rasmussen College offers many different resources to support your academic writing. · Writing Help: How do I access writing support? Research Help School of Nursing Online Guide > Nursing Research Before you begin your search, it is important to understand: · What is a scholarly or peer reviewed article? · What is the difference between evidence-based articles and scholarly, research articles? · How do I know if a source is credible? Use the links below when you are ready to start searching the online library: · How do I find scholarly/peer-reviewed nursing articles? · How do I find articles about nursing best practices? · Discovery database: What is it and how do I use it?

APA Help New to APA? Watch this video for a brief introduction: · APA Quick Start Want a more in-depth introduction to APA? Watch the 30 minute APA Basics webinar: · APA in 30 Minutes The APA Guide contains all of the information you need to create a research paper in the APA style including: · APA Sample Paper · APA Paper Template · Examples of Reference list citations · In-text citations · Formatting an APA paper including the cover page Integrating resources into your writing is a crucial writing skill. Watch this video on how to paraphrase, summarize, and quote resources. · Integrate outside resources into your academic writing Learn more about creating a references list and how NoodleTools can help you by watching the webinar below or view our series of short videos: · APA Reference List and NoodleTools Software · NoodleTools Video Series Grading Rubric: Total Possible Points = 110 Levels of Achievement Criteria Emerging Competence Proficiency Mastery Introduction (10 Pts) Initial introduction does not include explanations of the sections of the paper.

Failure to submit introduction will result in zero points for this criteria. Introduction includes a brief explanation for the sections of the paper. Introduction includes a clear explanation of the sections of the paper and supporting evidence. Introduction includes a comprehensive explanation for the sections of the paper with detailed examples and supporting evidence. Points: 6 Points: 8 Points: 9 Points: 10 Caring (20 Pts) Caring section lacks suggestions and/or supporting evidence.

Failure to submit this section will result in zero points for this criteria. Caring section includes minimal discussion and examples with limited supporting evidence. Caring section includes discussion with examples and supporting evidence. Caring section offers substantial contributions and detailed examples with supporting evidence. Points: 12 Points: 16 Points: 18 Points: 20 Professional Identity (30 Pts) Professional identity lacks presentation and/or supporting evidence.

Failure to submit this section will result in zero points for this criteria. Professional identity includes minimal presentation with limited supporting evidence. Professional identity includes presentation and examples with supporting evidence. Professional identity includes substantial presentation and detailed examples with supporting evidence. Points: 18 Points: 24 Points: 27 Points: 30 Professional Organizations/Associations (30 Pts) Professional organizations/associations section lacks presentation and/or supporting evidence.

Failure to submit this section will result in zero points for this criteria. Professional organizations/associations section includes minimal presentation with limited supporting evidence. Professional organizations/associations section includes presentation with examples with supporting evidence. Professional organizations/associations section includes substantial presentation and detailed examples with supporting evidence. Points: 18 Points: 24 Points: 27 Points: 30 Conclusion (10 Pts) Conclusion lacks a summary of the sections of the paper.

Failure to submit this section will result in zero points for this criteria. Conclusion includes minimal summary of the sections of the paper. Conclusion includes a summary of the paper with supporting evidence. Conclusion includes a substantial summary of the paper with detailed examples with supporting evidence. Points: 6 Points: 8 Points: 9 Points: 10 Spelling and Grammar (5 Pts) Spelling and grammar contain substantial errors that make sentences and/or paragraphs incoherent.

Spelling and grammar errors occur but are inconsistent. Paragraphs and sentences are coherent but may exhibit spelling errors, run-on’s or fragments, and/or improper verb tense usage. Displays proper grammar application, and writing contains minimal to no spelling errors. May contain rare improper uses of words (ex., their vs. there), a misplaced modifier, or a run-on sentence, but does not detract from the overall understanding of the sentence and/or paragraph. Demonstrates an exemplary application of spelling and grammar.

Points:2 Points: 3 Points: 4 Points: 5 APA Citation (5 Pts) Citations do not follow APA Style. Quotations, paraphrases, and summaries are not cited, or there is no attempt to cite them using APA style. Errors in APA citations are noticeable and may detract from the ability to locate the original source (for example, no title provided, year of publication is missing, no punctuation). Errors in APA citations are less noticeable and do not detract from the ability to locate the original source (for example, a missing or misused comma or period, missing parentheses, author name not properly abbreviated, indentation is misaligned). APA citations are free of style and formatting errors. Points: 2 Points:3 Points: 4 Points: 5

Paper for above instructions

Introduction

The nursing profession is characterized by a unique blend of technical knowledge, empathy, and ethical responsibility. The development of a professional identity in nursing is integral to providing high-quality care to patients. As Larson et al. (2013) assert, "the development of professional identity is a continuous process that begins with admission to the nursing program and evolves throughout one’s professional career" (p. 138). This paper explores the concepts of caring in nursing, the formation of professional identity, and the importance of professional organizations in shaping my nursing career.

Caring

Caring is a central tenet of nursing practice and encompasses the health provider's emotional connection with patients, their families, and the community. Benner (1984) suggests that caring consists of five dimensions: knowing, being with, doing for, enabling, and maintaining belief. In my view, caring involves understanding patients' experiences, emotions, and aspirations and creating an environment conducive to healing. For me, “caring” means recognizing the interconnectedness of self, nursing, environment, and profession. This perspective emphasizes that caring extends beyond clinical skills to include compassion, respect, and cultural sensitivity.
Research shows that effective caring behaviors lead to improved patient outcomes (McCaffrey & McCluskey, 2017). When healthcare professionals demonstrate empathy and commitment, patients feel valued and understood, ultimately enhancing their satisfaction, compliance, and overall health. For nurses, integrating the principles of caring into their practice is essential in establishing therapeutic relationships. In my future practice, I aim to prioritize caring, reflecting my belief in the fundamental role that emotional and psychological support plays in the healing process (McCaffrey & McCluskey, 2017).

Professional Identity

The formation of professional identity in nursing involves understanding one’s values, beliefs, and experiences as they relate to the nursing role. It requires continual self-reflection and engagement with education and practice to evolve and grow (Larson et al., 2013). I believe my professional identity is shaped by my dedication to patient-centered care, ethical standards, and the pursuit of lifelong learning.
As I develop my nursing practice, I prioritize empathy, accountability, and knowledge. My experiences, such as volunteer work in a hospital and interactions with seasoned nurses, have enriched my understanding of the profession, reaffirming my commitment to providing compassionate care. In addition, my values such as integrity and respect for patient autonomy guide my decisions and interactions with patients and colleagues. Research indicates that a strong professional identity contributes to job satisfaction and retention in nursing (Gioia et al., 2015).
The evolving nature of healthcare demands that nurses adapt and refine their identities in response to shifts in technology, patient needs, and professional standards. Consequently, I seek feedback from peers and mentors to better understand my impact and areas for improvement, fostering growth in my professional identity.

Professional Organizations

Professional organizations play a pivotal role in supporting the development of nurses and enhancing their professional identity. Organizations such as the American Nurses Association (ANA) provide resources, advocacy, and networking opportunities to help nurses advance their careers (ANA, 2021). The ANA focuses on establishing ethical standards, promoting continuing education, and fostering a sense of community among nurses, making it an ideal organization for me to join as I begin my career.
Participation in professional organizations helps further nursing knowledge and standards while providing opportunities for leadership and mentorship. Through the ANA, I can access continuing education programs, certification opportunities, and grants that will help me stay current with best practices and innovations in healthcare. Networking with other nurses and professionals within the organization will also enable me to establish connections that may lead to collaborative practice and career advancement (Kay & Marcia, 2020).
Moreover, professional organizations advocate for the nursing profession at the policy level, allowing nurses to influence healthcare legislation and reform (Dill & Wambui, 2019). By becoming involved in these advocacy efforts, I can contribute to shaping the future of nursing and ensuring that our voices are heard in matters that affect our profession and patients alike.

Conclusion

In conclusion, understanding the foundations of caring, professional identity, and the role of professional organizations is essential for fostering a successful nursing career. As I evolve as a nursing professional, I will prioritize caring in my practice, embrace my evolving professional identity, and actively engage with organizations such as the American Nurses Association. The interplay of these elements will not only enhance my effectiveness as a caregiver but will ultimately lead to improved patient outcomes and a more fulfilling career.

References

American Nurses Association (ANA). (2021). Professional nursing organizations. Retrieved from [insert link]
Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Addison-Wesley.
Dill, M. J., & Wambui, J. (2019). The role of professional associations in nursing. Nursing Economic$, 37(4), 205-212.
Gioia, D. A., Price, K. W., Hamilton, A. L., & Storz, C. (2015). Professional identity in nursing: A normative framework. Nursing Forum, 50(3), 153-162.
Kay, E. K., & Marcia, R. (2020). Networking in nursing organizations: Building a supportive community. Journal of Nursing Management, 28(4), 793-798.
McCaffrey, R., & McCluskey, M. (2017). The importance of caring in nursing practice: A review of the literature. Journal of Nursing Science, 24(3), 183-190.
Larson, J., Brady, N., Engelmann, L., Perkins, B., & Shultz, C. (2013). The formation of professional identity in nursing. Nursing Education Perspectives, 34(2), 138-142.