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Thoughts – 2025 What are your thoughts The characteristics of a performance driven team consist of many integral parts First
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Thoughts – 2025
What are your thoughts???
The characteristics of a performance-driven team consist of many integral parts. First, a performance-driven team needs a leader who is someone that sets goals and instills a purpose for the team and the organization. Open communication, trust, mutual respect, shared leadership, effective working procedures, building on differences, flexibility, adaptability, and continuous learning are all essential characteristics of a good performance-driven team (Neumann, 2014). The performance-driven team is a team that works together towards a common goal and feeds based on their overall performance.
Intrinsic motivation involves engaging in behaviors because it is personally rewarding to oneself, this type of motivation comes from within the individual (Cherry, 2019). Extrinsic motivation occurs when someone is motivated to perform a behavior or engage in an activity to earn a reward or avoid punishment (Cherry, 2019). Extrinsic and Intrinsic motivation are both key components to team performance because they both help the team achieve their goals. With Intrinsic motivation, the team member will likely perform the behavior or task at hand because he/she feels good about helping the team in achieving the overall goal and can feel a sense of pride and accomplishment. Extrinsic motivation is also a key component of team performance because it too allows for the team to achieve the overall goal. If a person is being motivated extrinsically by some type of monetary compensation or because he/she may get punished for not helping the team, the individual will perform the task at hand in order to receive compensation or avoid punishment.
Thoughts – 2025 What s your thoughts Advocacy is defined as the act of supporting a
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Thoughts – 2025
What’s your thoughts?
Advocacy is defined as the act of supporting a proposal or cause, therefore, an advocate pleads, defends or supports a particular cause for the interest of others (Thomas, 2018). Nurse managers’ positions innately involve advocacy. According to Porter-O’Grady (2018) as stewards for creating safety and healthy environments that support the functions of health care teams and patient environment, nurse managers are in a better position to determine lacking aspects, aspects that need improvements, or changes that should be implemented to create optimum working environments. In general, their advocacy actions include ensuring proper allocation of resources and promoting positive environments. For instance, in the face of budget scrutiny, workflow change or work process design, nurse managers can fulfil their advocacy role by safeguarding nursing resources. They can involve their staff in the budgeting process to promote understanding of the challenges in the modern-day healthcare systems.
On the other hand, the advocacy role towards patients happens among point-of-care nurses (Davoodvand, Abbaszadeh & Ahmadi, 2016). The voice of nurses at the bedside is important in decisions related to patient care and the healthcare environment. The inevitable contact between these professionals and patients make them the best candidates to best represent their grievances, desires and requests to organizational panels for effective decision making. They can also present evidence-based concepts for bettering patient care (Davoodvand, Abbaszadeh & Ahmadi, 2016). For example, a nurse can advocate for the palliative care approach to provide access, to patients with life-limiting illnesses, to health care that is reactive to their holistic prerequisites, upholds a standard quality of life and is delivered by interprofessional teams- a shift from the present traditional focus of providing such care only to cancer patients.
NR631 Week SR – 2025 Respond The ability to navigate a complex project is not something I expected to learn
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NR631 Week SR – 2025
Respond
The ability to navigate a complex project is not something I expected to learn to such a high level of detail when I first planned to work toward my graduate degree. When I first learned that this was the plan, I thought it was a good idea; but I can’t say that I fully appreciated the impact this would have on my ability to actively engage others in change management. I deal with projects quite a bit. I am not the project manager and am always grateful to be paired with a person who loves this side of change management. I would like to share a couple of moments that have happened during the time of this class.
The first challenge that I was able to address occurred a handful of weeks ago when I was assigned to transition one of our sites from a fully functional express care to a designated COVID test site for pre-surgical patient testing. Without diluting the purpose of this post with too many details, the site leadership had significant concerns regarding the requested change and so I offered to conduct a SWOT analysis to help the team understand if their concerns were valid or an emotional response to a stressful situation. In the parking lot of the facility, the entire team participated in a brainstorming activity to complete the analysis. What resulted was a well-thought proposal where the team was able to outline a plan to achieve the critical elements of the request while acknowledging local weaknesses with shifts in how the plan was executed.
The next example happened one week ago. One of my projects is evolving beyond expectations. Some of the work will be shifted into a distinct phase that can be temporarily backlogged. A great deal of work needs to be done to ensure that the team is addressing the true root of the problem. We had just completed the work breakdown structure and so it was fresh in my mind. Despite an awareness of how complex the document can become, I offered this as a way for the team to navigate the growing number of project tasks. Only a few sections are completed because there is so much discovery to be done. Even with that, the team is finding clarity, direction, and an awareness of how this intimidating number of tasks can be organized in a way that makes them achievable.
I feel empowered by these experiences and look forward to finding more opportunities like the two I have mentioned. On one hand, these forms are taking more time and increase the work. On the other hand, they are improving communication and contributing to the way the team perceives the work. From my perspective, that is a win.
Another 9th – 2025 Levels of prevention primary prevention is most important in adult learning Review the five levels of prevention and then focus
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Another 9th – 2025
Levels of prevention (primary prevention is most important in adult learning). Review the five levels of prevention and then focus on primary prevention. Offer three innovative ways in which to engage the adult population.
Please include at least three scholarly sources within your initial post.
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.
All instruction requirements noted.
40 pointsComponents are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions.
Cites two references.
35 pointsComponents are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions.
Cites one reference, or references do not clearly support content.
Most instruction requirements are noted.
31 pointsAbsent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No references cited.
Missing several instruction requirements.
Submits post late.
27 points40Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted.
40 pointsEvidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post.
All instruction requirements noted.
35 pointsLacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.
Missing reference from one peer post.
Partially followed instructions regarding number of reply posts.
Most instruction requirements are noted.
31 pointsPost is primarily a summation of peer’s post without further synthesis of course content.
Demonstrates incomplete understanding of content and/or inadequate preparation.
Did not follow instructions regarding number of reply posts.
Missing reference from peer posts.
Missing several instruction requirements.
Submits post late.
27 points40Frequency of DistributionInitial post and peer post(s) made on multiple separate days.
All instruction requirements noted.
10 pointsInitial post and peer post(s) made on multiple separate days.
8 pointsMinimum of two post options (initial and/or peer) made on separate days.
7 pointsAll posts made on same day.
Submission demonstrates inadequate preparation.
No post submitted.
6 points10OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas
5 pointsOrganized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.
4 pointsPoor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted.
3 pointsIllogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation.
No purpose statement.
Submits assignment late.
2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).
Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.
There are no spelling, punctuation, or word-usage errors.
5 pointsCorrect and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.
There are minimal to no grammar, punctuation, or word-usage errors.
4 pointsThree to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.
Multiple grammar, punctuation, or word usage errors.
3 pointsFive or more unique formatting errors or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).
The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.
Grammar and punctuation are consistently incorrect. Spelling errors are numerous.
Submits assignment late.
2 points5Total Points100