Respond to your colleagues by explaining how the  leadership skills they described may impact your organization or your  personal leadership, or by identifying challenges you see in applying  the skills described.

At least 2 references in each peer responses!

  

Incivility and bullying have long been a problem within nursing and the healthcare profession.  Edmonson defines incivility as “the destructive and harming behaviors of disrespect and degradation” (Edmonson, 2017 p. 40).  In nursing it is known as “getting a thick skin” and “eating their young” (Edmonson 2017).  Incivility is harmful to the individual, patients, the organization, and has long-term negative effects.  It not only harms the individual but it can affect patient care and decrease morale in the work place.  Incivility can contribute to medical errors, preventable adverse outcomes, poor patient satisfaction, and increase cost of care.  It can create unhealthy and hostile work environments and can undermine the nurse’s idealism and professionalism.  Yet, disruptive behaviors such as incivility and bullying are tolerated in many settings and can cause clinicians, managers and staff to seek positions elsewhere.   Some key behaviors of incivility include rude comments, offensive or condescending language, public criticism, screaming, and disregard for interdisciplinary input on patient care (Lachman 2017).  Disruptive behaviors can have long lasting negative effects and affect the health and well-being of individuals due to psychological and physical stressors.  They can develop stress related disorders resulting in feelings of failure, tension and depression (Kim 2018). 

Healthful environments are grounded in a culture that values diversity supports communication, trust and collaboration.  To create a culture of civility that promotes a safe environment it is the responsibility of nurse leaders to support staff.  One strategy to creating a culture that does not tolerate incivility would be to socialize new and current employees.  Rather than let the day-to-day interactions of employees establish expectations, the nurse leader should clearly define behaviors that are acceptable and unacceptable to everyone.  Establish expectations of how staff should treat each other and post those guidelines (Smith 2018).  A second strategy to creating a healthful environment is to have a team approach to establishing team norms of civility.  Team members determine how norms are put into use and how to abide by them.  This approach will establish accountability among all team members of the organization (Clark 2016).  Having an honest and open approach to communication where people should not be afraid of telling their stories will help to empower people so speak out.  Creating a culture of structural empowerment allows people to regain their power, speak out against disruptive behaviors, and lower the levels of incivility (Lachman 2015).  An empowered culture will help maintain strategies that are in place, reduce tolerance of incivility and hold people more accountable.

When I was a nursing student I witnessed behaviors where the preceptor was deliberately being hard on the student, fortunately I had a preceptor who was nice and enjoyed teaching me.  As I entered the work force my first job was in the ED.  The manager of the ED was a nurse and she had an open policy where if anybody had issues they can come to her and discuss their grievances.  I noticed that the morale of the department was always good and everyone got along well.  The manager used a communication strategy called CUS (concerned, uncomfortable, safety) where people can come to her to address concern, state uncomfortable situations, and focus on safety.  When people have disagreements, the manger would talk to both of them in the office at the same time and let each person talk about their grievances.  It seemed to work pretty well as issues were promptly resolved and everybody seemed happy with the results.

References:

Clark, C. M. (2016).  Principled leadership and the imperative for workplace civility.  American Nurse Today, 11(11), 32-33.

Edmonson, C., Bolick, B., & Lee, J. (2017).  A moral imperative for nurse leaders: Addressing incivility and bullying in health care.  Nurse Leader, 15(1), 40-44.

Kim, J. (2018).  Relationship between incivility experiences and nursing professional values among nursing students: Moderating effects of coping strategies.  Nurse Education today, 65, 187-191.

Lachman, V. D. (2015).  Ethical issues in the disruptive behaviors of incivility, bullying, and horizontal/lateral violence. Urologic Nursing, 35(1), 39-42

Smith, J. G. (2018).  Establishing norms of respect: Strategies for nurses and managers.  American Nurse Today, 13(6), 44-45.

 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 

Please pay attention info below

zero plagiarism

five references not more than 5 years

While cognitive behavioral therapy (CBT) and rational emotive behavioral therapy (REBT) have many similarities, they are distinctly different therapeutic approaches. When assessing clients and selecting one of these therapies, you must recognize the importance of not only selecting the one that is best for the client, but also the approach that most aligns to your own skill set. For this Assignment, as you examine the similarities and differences between CBT and REBT, consider which therapeutic approach you might use with your clients. 

Learning Objectives

Students will:

• Compare cognitive behavioral therapy and rational emotive behavioral therapy
• Recommend cognitive behavioral therapies for clients

To prepare:

• Review the media in this week’s Learning Resources. 
• Reflect on the various forms of cognitive behavioral therapy. 

The Assignment

In a 1- to 2-page paper, address the following:

• 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.

Refer back to the interview and evaluation you conducted in the Topic 2 Family Health Assessment assignment. Identify the social determinates of health (SDOH) contributing to the family’s health status. In a 750-1,000-word paper, create a plan of action to incorporate health promotion strategies for this family. Include the following:

1. Describe the SDOH that affect the family health status. What is the impact of these SDOH on the family? Discuss why these factors are prevalent for this family.
2. Based on the information gathered through the family health assessment, recommend age-appropriate screenings for each family member. Provide support and rationale for your suggestions. 
3. Choose a health model to assist in creating a plan of action. Describe the model selected. Discuss the reasons why this health model is the best choice for this family. Provide rationale for your reasoning.
4. Using the model, outline the steps for a family-centered health promotion. Include strategies for communication.

Cite at least three peer-reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.

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