Nursing 440 Equating Status with Authority Discussion Paper
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Nursing 440 Equating Status with Authority Discussion Paper
All the replies I need it APA and at least 1 reference. Please label in the way I know which one is. I don’t need cover and with small paragraph is fine.
Discussion 1 reply 1
Discussion 1 reply 2
Discussion 2 reply 1
Discussion 2 reply 2
Discussion 1
Question on this discussion Does equating status with authority cause confusion? Why or why not?
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In my opinion equating status with authority does not cause confusion instead they from boundaries with professional relationship. They are used to show respect just like nurses with doctors’ type of relationship. Authority includes the relative discretion, authority, political control, intellectual capability and respect provided to qualified nurses in the health care system as they deliver their distinct services well. One of the nurse’s position by definition is of leadership. Nurses are expected to direct staff, supervise treatment teams and be responsible for the quality of patient care. With or without a Management Title, these roles are expected.
As nurses, we are always looking for direction and support regardless of the environment of work. Some of us are going to spend a whole career leading within the ranks, while others are going to move into a managerial role. A nurse manager is a task-oriented position that is ideally suited to someone who is well-organized, whose day is better managed by a fixed schedule, who manages well and who follows through to ensure the duties are carried out. Leaders are less hands- more dedicated to developing long- strategies for a care staff and health center. They work on setting goals, shaping nursing staff, and personifying the mission of the company. They play a large role in the overall satisfaction of patients, nurses, and the organization’s reputation within the community.
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Does equating status with authority cause confusion? Why or why not?
I do not believe that a Nurse leader is the only individual serving in a nurse management role. But I do believe that there can be confusion between the two. Nurses that are not managers can also be nurse leaders. When it comes to a nurse manager their role is to ensure that the everything on the unit is running smoothly and everyone is following the proper protocols. Nurse managers are their source for information, advice and guidance, but they also want and deserve encouragement, clear expectations and directions, and some teaching and coaching (Nurse Manager vs Nurse Leader 2020). On the other hand, a nurse leader focuses more on setting the standard on how things should be done. They serve as prime example to their peers. According to Nurse Manager vs. Nurse Leader: what’s the difference?
Both staff and management look to them for their knowledge, experience and vision. Their role is an expansive one that touches the entire organization.
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Reply 2
Discussion 2
Question on this discussion: As a professional nurse, what are some ways in which you are able to reach out to members of the community who do not have access to healthcare reform?
Hannie Garcia
RE: Discussion Prompt 2
As a professional nurse there are a variety of ways to reach out to members of the community. Most notably are organizations such as the Red Cross, food drives, blood banks, and so on. I personally would like to participate in a local organization known as the Miami Volunteers in Medicine (MVM). This organization goes out into the community and provides free medical services to those that cannot access medical healthcare without assistance (Miami Volunteers in Medicine, 2019). I know, it was discussed earlier as to identify at what point we are using resources that are free to others and end up costing taxpayers.
That concept can create a political debate, for which all I can say is that when patients receive preventative care the total burden to tax payers decreases, and in addition patient teaching can only add to this benefit. The MVM has existed for several years and functions by having doctors, nurses, and aides, go out into the community and perform “street medicine.” This term has been used since the 1990’s, and typically describes a collaboration between health care providers to serve those that are homeless and in need. To participate in this organization as a licensed provider, one must provide: current license, must be able to shadow a provider, and agree to a commitment of 4 hours per month for a minimum of six months (Miami Volunteers in Medicine, 2019). This will be one of my goals for 2019.
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As a professional nurse, some ways we can reach out to members of the community who do not have access to healthcare reform is through volunteering. It begins with lending out a helping hand, providing your expertise to help out others who are less fortunate. There are many organizations online and locally that nurses and other health care workers can seek out to volunteer their expertise. One organization I came across is Volunteers in Medicine America. This organization seeks out retired and practicing healthcare workers and professionals that has a well-established national network of free health care clinics to care for the uninsured and medically underserved.
Giving back to the community by providing our services is one the first steps we can take. Volunteering our time to help others is a rewarding and remarkable experience. It would be nice to be able to volunteer more frequently but with time constraints and other commitments makes it challenging. Volunteering is something that I plan to pursue when time and schedule permits and to remind myself of my chosen profession as a nurse and of helping others in need.
Nursing 440 Equating Status with Authority Discussion Paper
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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