Delivering Associated Services Discussion
Delivering Associated Services Discussion
Johnson (2004) reflects that nurses are not only being challenge to new roles but also are challenged of developing the means of delivering associated services and eliciting the participation of other health fields. Dr. Lindsay recalls that her initial efforts have not been met with great enthusiasm: when she started her work as a nurse she was discouraged from redeveloping interventions, in the middle of her career when a mentor discouraged her from further studies and when her early efforts to function as an educator was not valued by her audience or her colleagues.
Delivering Associated Services Discussion
This is not so much as insensitivity to the issues regarding nursing roles in health and society but may also have been influenced by traditional human resource practices that have focused on specialization rather than multi-tasking (Grossman, 2005). However, evidence suggest that the opposite is proving more effecting in education and intervention because of the relationships and partnerships developed with communities, families and other health professionals (Morrison et al, 2004).
Furthermore, the case highlights that solutions to the issues that Dr. Lindsay faced were not resolved by confrontation but in the development of collaborative platforms within and outside the nursing profession. Dr. Lindsay benefited from her consultations with nurse practitioners and educators: Hermann (2004) highlights the importance of such practices to develop interventions and programs that can be incorporated effectively to existing health programs and at the same time be sensitive to current demands.
Another key lesson from the case presented is the realization that nursing practice and research, particularly those that concern education, are evolving rapidly and therefore requires that professionals be responsive to these developments. A significant number of studies have highlighted the significance of nursing in promoting health and social objectives. This is challenging the nursing profession to new roles, particularly in the field of health education and communication.
In the case of Dr. Lindsay, her own development can be seen from her transition from her work in mental health nursing, industrial, hospital settings which eventually will lead her to assume the role of educator. Hermann (2004) points out that this will require the profession to evaluate its roles and how they can be utilized to meet the developing demands of society. Considering these, the experience of Dr.
Rachel Lindsay as given in the case is one good example of the significance of the role of nurses as health educators. In conclusion, there is significant learning in the experience related by Dr. Lindsay. Her experience highlights the significance of nursing educators within the profession, the community and society. More importantly, the case provided insights on how challenges can be dealt with effectively by developing non-combative and collaborative communications and interventions.
References
Grossman, Robert J.(2005) Demystifying Section 404: Hazy roles and regulations are making HR’s greatest Sarbanes-Oxley compliance task even more challenging. Here’s how some are moving through the fog. HR Magazine, October. Retrieved October 8, 2007, from http://findarticles. com/p/articles/mi_m3495/is_10_50/ai_n15875221 Hermann, Mary L. (2004). Linking liberal & professional learning in nursing education. Liberal Education, Fall. Retrieved October 8, 2007, from http://findarticles. com/p/articles/mi_m0NKR/is_4_90/ai_n13787494
Johnson, Diane S. (2004). Staff Development Nursing Secrets. AORN Journal, May. Retrieved October 8, 2007, from http://findarticles. com/p/articles/mi_m0FSL/is_5_79/ai_n6074295 Morrison, Malcolm H. , Cheng, Ruth A. , Lee Richard H. (2004) Best-practices protocols can improve quality: Pennsylvania nursing homes got results with a program sponsored by their state health department. Nursing Homes, June, Retrieved October 8, 2007, from http://findarticles. com/p/articles/mi_m3830/is_6_53/ai_n6091705
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
