The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective. Nurs 6053 Week 5 discussion paper : Groups.

Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.

For this Discussion, you focus on strategies for facilitating the group process.

To prepare for Nurs 6053 Week 5 discussion paper : Groups:

Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.14 of the course text.

Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.

Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?

Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?

In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward? Nurs 6053 Week 5 discussion paper : Groups.

By Day 3

Post a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings. Nurs 6053 Week 5 discussion paper : Groups.

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NURS 6053 Week 5 discussion Groups Sample Paper

NURS 6053 Week 5 Completed Paper- SCORE A+ WITH HELP FROM OUR PROFESSIONAL WRITERS – NURS 6053 Week 5 discussion Groups

WEEK 5

Groups are formed for many reasons, whether in the workplace or outside the workplace.

Groups may be established for learning benefits, common interest, or to achieve a task. In nursing, groups have become common in practice. Thus, interpersonal communication among group members is vital to continuity and productivity (Marquis and Huston, 2015). Good communication skills are one of the many characteristics of a leader and manager. Good communication facilitates common goals, changes, and better team effort in groups. Bruce Tuckman developed four stages of group development: forming, storming, norming, and performing (Mind Tools, 2012). He used these stages to describe the path groups should follow for better achievements (Mind Tools, 2012). It is vital that managers or leaders understand group dynamics and the sequence that each group must go through before the work can be achieved (Marquis & Huston, 2017).

Group

The group I am a part of at my organization is the “Quality Improvement” team (QI). We are a team of individuals from the different units or departments that’s responsible for carrying out improvement efforts in the hospital. Included in the group is a quality improvement officer (the leader of the group), staff nurses, nursing management (i.e., head nurse and/or nursing supervisor) and at one point a physician. The QI team meets regularly to review performance data, to propose and identify areas in need of improvement and to report evaluation once implemented. Performance improvement (PIs) data, which is completed by nurses on the unit, and unit inspections help us identify the areas in need of improvement. Patient pain assessment and reassessment after pain intervention is an example of one of our PI data. Once areas of improvement are identified, the group either reports to the chief nursing officer (CNO) or the department’s head.

Current Stage of Group Formation

As mentioned above there are four stages of group formation. The QI group is not a recently developed group. We have already met each other, which completes the forming stage. In the forming stage, members get acquainted with each other (Marquis & Huston, 2017). In the storming stage, members become comfortable enough to agree to disagree (Marquis & Huston, 2017). In the QI group, we propose ideas and collaborate; some may agree, and some disagree. In the end, everyone agrees to a common improvement tactic. Next, is the norming stage, which we have also already crossed. In that stage, rules are established, and team members resolve their differences (Mind Tool, 2012). The last stage is the performing stage. In the performing stage, the work gets done (Marquis & Huston, 2017). My group is currently in this stage. I will use the pain assessment-reassessment example. Base on PI data, some units scored low when it came to assessing patients’ pain and reassessing after the intervention. Establishing and maintaining a pain performance improvement plan is a requirement of Joint Commission (Wells, Pasero, & McCaffery, 2008). As a result, the group has since provided pain management education and training that included the use of pain management tools, when to reassess after interventions, and proper documentation on pain management.

Group Building Role

Everyone has a role or task in a group, and those roles can change according to the task. Some members may perform several functions while others, only one. Group building roles offer care and maintenance of the group (Marquis & Huston, 2017). It can help in the development of group goals. Marquis and Huston (2017) identified seven group building roles. They include the encourager, harmonizer, compromiser, gatekeeper, standard setter, group commentator, and follower. I find myself as playing many building roles such as the harmonizer, gatekeeper, and the group commentator. The harmonizer keeps peace within the group, the gatekeeper promotes open communication and encourage participation from all members and the group commentator “records group process and provides feedback to the group” (Marquis & Huston, 2017 p. 458).

Being the harmonizer assist the group in resolving differences to move forward positively.

Strategies to Facilitate Group Process

Leaders play a big part in the facilitation of groups. Discovering the stages of the group process, as a leader, my first responsibility to facilitate the group process is to recognize which stage of the group formation my group is in. Once discovering what stage my group is in, I would provide the appropriate support and develop strategies that will move my group to the next stage of the group process. For example, if my group is identified to be in the forming stage, the strategy I will apply is communication. Working as a group is better than working as a single person. However, if communication is not there a group is useless because the work won’t get done. Clear communication allows members to understand their roles, expectations, and responsibilities. Thus, it will reduce any confusion on individual roles in a group. The greater the extent of communication, the more individuals, will interact and the high probability of a group forming and processing. Poor communication can cause a lot of problems, but good communication within a group can assist in positive problem-solving.

References

Marquis, N. L., & Huston, C.J. (2017). Leadership roles and management functions in nursing: Theory and application (9^th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

Mind Tools. (2012). Forming, storming, norming, performing: Helping new teams perform effectively, quickly. Retrieved from /orders/www.mindtools.com/pages/article/newLDR_86.htm

Wells N, Pasero C, & McCaffery M. (2008). Improving the quality of care through pain assessment and management. In: R. G. Hughes RG (Ed.), Patient safety and quality: An evidence-based handbook for nurses (pp. 469-489). Rockville (MD): Agency for Healthcare Research and Quality (US). Available from: /orders/www.ncbi.nlm.nih.gov/books/NBK2658/

NURS 6053 Week 6 discussion: Power Dynamics

There is no graded Discussion Board assignment this week; however, a Week 6 optional discussion board is available for your voluntary participation. Bring to mind a nurse whose words, behaviors, or reputation convey power. What is it about this individual that suggests power? How does your perception of this person relate to your view of yourself as a nurse leader and the image you associate with nursing?

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NURS 6053 Week 7 discussion: Addressing Barriers to Effective Communication

From moment to moment, a nurse leader’s day involves communication—with patients, families, colleagues, supervisors, and so on.

Think of a particular day you spent working in a health care environment, and consider three or four distinct points in time. For each point of time, consider the following: With whom did you interact? Which forms of communication did you use? What issues were communicated about—did they seem to be light-hearted or sensitive? Straightforward or complicated? How would you describe the pace of the interactions and your work?

As you consider these questions, it becomes clear that communication can be quite complex, with many layers of meaning that shape the experience for everyone involved. How could this awareness help you to understand instances of ineffective communication when they arise? NURS 6053 – Discussion Essay Papers – Interprofessional Organizational and Systems Leadership

To prepare:

Review the information in Chapter 19 of the course text, as well as the assigned articles.

Reflect on an incident involving ineffective communication within your organization or another health care setting. Consider this incident through the lens of the communication process outlined in Figure 19.1 of the course text.

What barriers contributed to this incident? What other challenges may have influenced this situation?

Using the information presented in the other Learning Resources, consider what could have been done to prevent or address the ineffective communication. Why do you think the use of these strategies would have resulted in better outcome(s)?

By Day 3

Post a summary of an incident involving ineffective communication. Describe communication barriers and other challenges that contributed to the incident. Propose one or more strategies that could have been employed to promote a better outcome. Be sure to refer to elements of the communication process.

Read a selection of your colleagues’ responses.

By Day 6

Respond by critiquing at least two of your colleagues’ postings on two different days using elements of the communication process and recommend additional strategies to overcome the barriers. If you think other factors may have contributed to the situation, provide an analysis with the support of literature.

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NURS 6053 Week 8 discussion: The Distinction Between Leadership and Management

Think of the managers you have reported to thus far in your career. Now consider the people you have worked with or know of that you would consider leaders. Based on these experiences, what would you surmise about the responsibilities of managers and leaders and about the distinctions between these two categories in health care settings?

This week’s Learning Resources classify management and leadership (which are often confused in everyday discussion) and explain their significance for health care organizations. As you advance professionally, it is critical to understand the distinctions between management and leadership and how you can apply this knowledge for increasing effectiveness in your workplace.

To prepare:

Review the information in the Learning Resources.

Conduct additional research on your own and select at least two current, credible sources that contribute to your understanding of management and leadership.

Reflect on how the roles of management and leadership differ in supporting the organization to set and achieve goals.

Drawing upon specific examples from a current or previous practice setting, bring to mind someone who seemed to be a leader but not a manager and someone who seemed to be a manager but not a leader (generally speaking, or within a specific circumstance). Be prepared to support your assessment with specific behavioral descriptions found in the literature.

By Day 3

Post an analysis of how management and leadership roles differ in terms of supporting an organization to set and achieve goals. In addition, post descriptions of an individual who demonstrates leadership behaviors but not management behaviors and an individual who demonstrates management behaviors but not leadership behaviors. Provide your rationale, identifying specific characteristics of effective managers and leaders. (Note: Do not identify these individuals by name, position, or location.)

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional research.

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NURS 6053 Week 9 discussion: Leadership Style

Throughout your career, you will work with many people who display differing leadership styles. As a nurse leader, it is imperative that you communicate well and get along with those whose leadership style does not align with your preferences. It is also important to understand your own leadership style, as this can prompt insight into how others relate to you and what skills you may need to develop as your leadership responsibilities grow. NURS 6053 – Discussion Essay Papers – Interprofessional Organizational and Systems Leadership

To prepare:

Review the information in the Learning Resources, including the leadership styles identified in Chapter 2 of the course text.

Bring to mind a leader in your organization or one with which you are familiar. Would you describe his or her style as authoritative, democratic, or laissez-faire? Why?

Which characteristics or approaches demonstrated by this person would you integrate into your own leadership style? Which ones would you prefer not to integrate?

Think about how this leader’s style and resulting interactions may impact health care quality and patient outcomes.

By Day 3

Post a description of a leader, distinguishing his or her style as authoritative, democratic, or laissez-faire. Describe the characteristics that inform your perception, and explain which ones you would integrate into your own leadership style, as well as which ones you would prefer not to integrate. Explain at least one potential effect of this leadership style on health care quality and patient outcomes.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information, evidence, or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

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NURS 6053 Week 10 discussion: Effective Ethical, Moral, and Legal Leadership

In this ungraded and voluntary discussion board, please post any questions or examples that may help your colleagues better understand an ethical, moral, or legal dilemma. NURS 6053 – Discussion Essay Papers – Interprofessional Organizational and Systems Leadership

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NURS 6053 Week 11 discussion: Conflict Management Styles

In Week 10, you considered how ethical, moral, and legal dilemmas can provoke internal conflict when a nurse’s values are not in alignment with the apparent demands of a situation or with others’ values, as well as external conflict that can arise as these dynamics are played out. Of course, conflict can also emerge through seemingly simple issues of little consequence—little consequence, that is, except when they are not properly managed.

Nurse leaders need to be familiar with conflict management styles and the impact these styles can have on interpersonal dynamics, and, ultimately, patient care. For this Discussion, you evaluate a situation marked by conflict and consider how conflict management strategies could be applied to promote positive results.

To prepare:

Consider a conflict situation you witnessed or were engaged in within your practice setting. Then, proceed as follows:

Think about who was involved, how it was resolved (if it was), and how it might have been handled more effectively.

Identify the conflict management style(s) employed by various individuals, including ineffective responses or no response to the situation. NURS 6053 – Discussion Essay Papers – Interprofessional Organizational and Systems Leadership

Evaluate your personal response to this conflict.

What do your thoughts and actions in this and other conflict situations reveal about your typical approach to conflict?

By Day 3

Post a description of how you handled or avoided a conflict, as well as the results of your approach. Explain how would you respond to this conflict today and/or what steps you would take to improve your comfort level and skill for managing conflict in the future (including specific conflict management strategies you would use). Explain how conflict management relates to your effectiveness as a leader.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information, evidence or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including 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 the 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 Loud-cloud 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 over-utilization of direct quotes in DQs and assignments at the Master’s 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. NURS 6053 Week 5 discussion Groups

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, 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 Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 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.

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