Week 6: Culture and Caring Theories (Orig Post Due Wednesday, Responses Due Sunday)
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Purpose 
The purpose of the graded collaborative discussions is to engage faculty and students in an interactive dialogue to assist the student in organizing, integrating, applying, and critically appraising knowledge regarding advanced nursing practice. Scholarly information obtained from credible sources as well as professional communication are required. Application of information to professional experiences promotes the analysis and use of principles, knowledge, and information learned and related to real-life professional situations. Meaningful dialogue among faculty and students fosters the development of a learning community as ideas, perspectives, and knowledge are shared. 
Activity Learning Outcomes 
Through this discussion, the student will demonstrate the ability to:

Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO 2 and 5) Weeks 2, 6
Examine broad theoretical concepts as foundational to advanced nursing practice roles. (PO 1 and 2) Weeks 1, 2, 4
Analyze theories from nursing and relevant fields with respect to the components, relationship among the components, and application to advanced nursing practice. (PO 1) Weeks 4, 6

Due Date: Sunday, 11:59pm MT 
A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT. 
Total Points Possible:  75
Requirements: 
Discussion Criteria  

Application of Course Knowledge: The student post contributes unique perspectives or insights gleaned from personal experience or examples from the healthcare field. The student must accurately and fully discuss the topic for the week in addition to providing personal or professional examples. The student must completely answer the entire initial question. 
Engagement in Meaningful Dialogue: The student responds to a student peer and course faculty to further dialogue.

Peer Response: The student responds substantively to at least one topic-related post by a student peer. A substantive post adds content or insights or asks a question that will add to the learning experience and/or generate discussion.  

A post of “I agree” with a repeat of the other student’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post. 
The peer response?must occur on a separate day from the initial posting.   
The peer response must occur before Sunday,?11:59 p.m. MT.?  

Faculty Response: The student responds substantively to at least one question by course faculty. The faculty question may be directed to the student, to another student, or to the entire class.    

A post of “I agree” with a repeat of the faculty’s post does not count as a substantive post. A collection of shallow posts does not equal a substantive post. 
The faculty response?must occur on a separate day from the initial posting.   

Integration of Evidence: The student post provides support from a minimum of one scholarly in-text citation with a matching reference and assigned readings or online lessons, per discussion topic per week.

What is a scholarly resource? A scholarly resource is one that comes from a professional, peer-reviewed publication (e.g., journals and government reports such as those from the FDA or CDC). 

Contains references for sources cited 
Written by a professional or scholar in the field and indicates credentials of the author(s) 
Is no more than 5 years old for clinical or research articles 

What is not considered a scholarly resource?  

Newspaper articles and layperson literature (e.g., Readers Digest, Healthy Life Magazine, Food, and Fitness) 
Information from Wikipedia  or any wiki 
Textbooks 
Website homepages 
The weekly lesson 
Articles in healthcare and nursing-oriented trade magazines, such as Nursing Made Incredibly Easy and RNMagazine (Source: What is a scholarly article.docx; Created 06/09 CK/CL  Revised: 02/17/11,  09/02/11  nlh/clm) 

Can the lesson for the week be used as a scholarly source? 

Information from the weekly lesson can be cited in a posting; however, it is not to be the sole source used in the post. 

Are resources provided from CU acceptable sources (e.g., the readings for the week)? 

Not as a sole source within the post. The textbook and/or assigned (required) articles for the week can be used, but another outside source must be cited for full credit. Textbooks are not considered scholarly sources for the purpose of discussions. 

Are websites acceptable as scholarly resourcesfordiscussions? 

Yes, if they are documents or data cited from credible websites. Credible websites usually end in .gov or .edu; however, some .org sites that belong to professional associations (e.g., American Heart Association, National League for Nursing, American Diabetes Association) are also considered credible websites. Websites ending with .com are not to be used asscholarly resources.

Professionalism in Communication: The post presents information in logical, meaningful, and understandable sequence, and is clearly relevant to the discussion topic. Grammar, spelling, and/or punctuation are accurate.
Wednesday Participation Requirement: The student provides a substantive response to the graded discussion question(s) or topic(s), posted by the course faculty (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
Total Participation Requirement: The student provides at least three substantive posts (one to the initial question or topic, one to a student peer, and one to a faculty question) on two different days during the week. 

Web Search Activity In this workshop, we’re going to look at the latter type of web sources–sources that force us to wrestle a bit with the complexities of web source evaluation. So don’t use academic-article databases for this Workshop, and don’t use news sources that are well-known and that have been around since before the internet–for example: USA Today, The New York Times, the Guardian, the Philadelphia Enquirer, CNN, Time, etc. (If you’re one of the younger members of the group and maybe not yet familiar with what is and isn’t a major, longstanding news source, a quick Wikipedia search should help. For example, if you look up The Philadelphia Inquirer on Wikipedia, you’ll see that it was founded in 1829.)To get started, do some web searching using terms from your research question and any synonyms that proved helpful to you in the News Searching Activity. Copy down the URLs of a few web pages that contain information on your topic. Then choose one page to focus on for this Workshop. It’s okay if you have reservations about the reliability of this source. The point of this activity is primarily to ask questions about sources.Your post should address all four of the following:What is the home page of the main site on which this page appears (provide the URL), and what can you learn about the main site?What are the author’s qualifications for writing on this topic? (If no author/s, write “no author listed” and skip to the next question.)Should this source be considered “reliable,” “expert,” or both? Explain.How would this source be cited in APA. Include a full citation. (Scroll down for web citation examples. If you’re an English major, go ahead and use MLA format instead.)Here are some strategies you can use to answer questions 1 through 3:If there is no link to the home page on the page you are viewing, try drilling back in the URL to the site’s domain abbreviation (com, edu, mil, org, gov, etc.). Look for an author biography on the page, or via a link.Look for links with names like “About” and “FAQ” that are likely to lead you to additional information about the site.Do a web search for the author.Do a web search for the site by its name, or by the name of its sponsoring organization.(To filter out the site itself in the latter search, use -siteexample: “yahoo voices” -site:voices.yahoo.com)Search LexisNexis or ProQuest Newsstand to see if/how journalists have described the organization or author in news stories.Web Source EvaluationActivity: News SearchGoals of the Activity:Explore news-search environmentsPractice advanced news searching strategiesReview the distinction between “news” and “opinion” in news sourcesPractice citing news sourcesIn order to successfully complete this Activity, you will need to first read the document, “News Search Reading: Using News Sources in your Research.” “News Search Reading: Using News Sources in your Research.” – Alternative Formats This document refers to additional information you will need that is linked both within the document and here: “News versus Opinion Examples.” “News versus Opinion Examples.” – Alternative FormatsYou will be submitting your work by sharing it with classmates in this discussion forum.Activity instructions:1. Copy your research question onto a blank document and highlight, boldface, or underline its key terms or concepts. For example: Will open educational resources replace commercial textbooks?2. Brainstorm a little to come up with related alternate search terms for each of the question’s core components or concepts. Create a list of these terms. For example: Will open educational resources replace commercial textbooks?Open educational resourcescommercialtextbooksOERfor-profittextbook publishing”open textbooks”retaileducational publishing”open education materialsroyalty-based You will come up with new terms once you begin searching (be sure to add them to your list!), so it’s okay to begin with just a few.3. Search for relevant newspaper sources through Nexis Uni or Google New, or both. Each database contains sources other than newspaper sources. Please review the instructional materials in the Week One reading to ensure that the sources you retrieve for this activity are newspaper sources, specifically.4. Identify two (2) newspaper sources that seem potentially relevant to your project, and write complete and correct citations for them. Information about how to cite newspaper sources is included in the Week One reading.5. Identify each of your two sources as “NEWS” or “OPINION.” (If you’d like, you can be more specific: for example, “news analysis,” “feature,” “editorial,” etc. are some other options. See the “News Search Reading: “Using News Sources in your Research” document linked above.) Identifying sources by type will involved actually reading, or at least skimming, the articles. If you are unsure how to categorize one of your sources, ask for help from your instructor, classmates, or a National University librarian.Note: Variety is not a requirement of the Activity, so if both of your sources are news stories, as in the example that follows, write “NEWS” before each of your two citations. (Most of the newspaper sources you encounter will be news sources since editorials, opinion columns, reviews, etc., represent only a small percentage of newspaper content.)EXAMPLE: Here is an example of a completed News Search Activity:Will open educational resources replace commercial textbooks?Open educational resourcescommercialtextbooksOERfor-profittextbook publishing“open textbooks”retaileducational publishing“open education materials”royalty-based NEWSGuttenplan, D. D. (2012, March 19). Open resources: Transforming the way knowledge is spread. The International Herald Tribune.NEWSFree online content forces publishers to adjust. (2013, July 10). Education Week.Assignment 3: Project Introduction

Part 1 (a) (Must be between 100-200 words, and use references that are websites and based in the United States, and also use in text citations). Continuous improvement is imperative to a business’s success. Continuously improving a company allows for increased efficiency and higher customer satisfaction. Efficiency allows for things to be completed in less time, using less money. This allows for even more growth within a company. Technology is always changing and for a company to take advantage of all the great things that are evolving, they must improve along with technology. Along with greater efficiency comes higher customer satisfaction. Customers like things to be done in an efficient, cost friendly way. Some drawbacks that may be faced with constant improvement of a company are the technological glitches. When new technology hits the market, we all know that it has many bugs initially. This can cause frustration for both customers and employees and cause them to resent the evolution of the technology because it occurred too quickly. Part 1 (B) (Must be between 100-200 words, and use references that are websites and based in the United States, and also use in text citations). Continuous Improvement can be difficult to manage. In order for Continuous Improvement to thrive, leadership and upper management has to support all employees in the organization. A committed vision to see change is how the organization becomes most effective. Some companies fall short of their real goals because they lack commitment to change and don’t have very effective communicative skills. When there is no particular focus for the vision of continuous improvement disagreements in strategies can happen, making it difficult to progress. A prioritization process is key for identifying strategies significant to operational change. The right communication will offer opportunities for improvement all throughout the organization. If the improvement process is recognized by both the management and employee levels, then organizational improvement can possibly be achieved. Engage in an employee’s change processes to develop the individual’s skills in a way that will promote growth in the business. Encourage and empower your employees to seek changes that the manager envisions for the company to find better paths of success. These are some benefits as well as potential drawbacks of applying the continuous improvement process. Successful improvement programs’ barriers – change management tools. The Change Management Blog. (2021, July 29). Retrieved October 7, 2021, from https://change.walkme.com/common-barriers-to-successful-continuous-improvement-programs/. 3 reasons why continuous improvement projects fail. (n.d.). Retrieved October 7, 2021, from https://blog.triaster.co.uk/blog/reasons-continuous-improvement-fails. Part 2(a) (Must be between 100-200 words, and use references that are websites and based in the United States, and also use in text citations). I disagree with the statement cultures around the world are becoming increasingly similar. The reason being products are adapted to fit local needs and expectations. A strong product adaptation strategy allows the company to make the core product available in many markets. This helps the company to expand globally because it allows it to target different countries and consumer markets. (welpmagazine, 2020) Factors such as marketing strategies, and packaging affect how successful a product will sell. Local consumers will be more likely to purchase a product if the said company ensures that the product comply with local cultural norms. There are companies such as McDonalds, who adapt to cultural needs. McDonalds sell and shrimp burgers with mayo in Japan. There are some companies that standardize their products and global marketing efforts such as Coca Cola. The Coca-Cola Company uses global standardization in marketing by keeping the appearance of the product relatively unchanged between different markets. The company uses the same design theme even when different languages are presented on the products. (Grant, James, 2021) References: A Complete Guide to Product Adaptation Strategy – Welp Magazine. (2020, September 07). Retrieved from https://welpmagazine.com/a-complete-guide-to-product-adaptation-strategy/ Grant, M. (2021, May 19). Understanding Standardization. Retrieved from https://www.investopedia.com/terms/s/standardization.asp Part 2(b) (Must be between 100-200 words, and use references that are websites and based in the United States, and also use in text citations). While cultures are becoming similar more and more, there are still distinct differences that companies must recognize. An example would be the August shutdown that occurs in European Union nations. EU standards require 4 weeks of vacation be provided to employees, and business mostly shuts down in the month of August. (Kampf-Lassin, 2021) United States businesses must plan accordingly, as though Western Europe and the US have many cultural similarities, business does not stop in August. While there are still differences that exist, for some industries, cultures may be becoming more similar, and product standardization occurs. Automobiles (with the exceptions of countries like the United Kingdom and Australia), generally appear and function in the same way despite being made in multiple countries. A Mexican citizen could purchase a German made vehicle and know how to operate it with out any special instruction. Electronics are generally standardized as well. While the keyboard layout may be different, anyone familiar with a computer would generally know how to use it no matter what country they were in. Kampf-Lassin, M. (2021, July 30). Give everybody the month of August off. Jacobin. Retrieved October 7, 2021, from https://www.jacobinmag.com/2021/07/vacation-europe-leisure-time-united-states.

ASSIGMENT:
   Develop an intervention (your capstone project), as a solution to the patient, family, or population problem you’ve defined. Submit the proposed intervention to the faculty for review and approval. This solution needs to be implemented (shared) with your patient, family, or group. You are not to share your intervention with your patient, family, or group or move on to Assessment 5 before your faculty reviews/approves the solution you submit in Assessment 4. In a separate written deliverable, write a 5-7 page analysis of your intervention.
Please submit both your solution/intervention and the 5-7 page analysis to complete Assessment 4.
Introduction
In your first three assessments, you applied new knowledge and insight gleaned from the literature, from organizational data, and from direct consultation with the patient, family, or group (and perhaps with subject matter and industry experts) to your assessment of the problem. You’ve examined the problem from the perspectives of leadership, collaboration, communication, change management, policy, quality of care, patient safety, costs to the system and individual, technology, care coordination, and community resources. Now it’s time to turn your attention to proposing an intervention (your capstone project), as a solution to the problem.
Preparation
In this assessment, you’ll develop an intervention as a solution to the health problem you’ve defined. To prepare for the assessment, think about an appropriate intervention, based on your work in the preceding assessments, that will produce tangible, measurable results for the patient, family, or group. In addition, you might consider using a root cause analysis to explore the underlying reasons for a problem and as the basis for developing and implementing an action plan to address the problem. Some appropriate interventions include the following:
Creating an educational brochure.
Producing an educational voice-over PowerPoint presentation or video focusing on your topic.

Creating a teaching plan for your patient, family, or group.
Recommending work process or workflow changes addressing your topic.
Plan to spend at least 3 direct practicum hours working with the same patient, family, or group.
In addition, you may wish to complete the following:

Review the assessment instructions and scoring guide to ensure that you understand the work you will be asked to complete and how it will be assessed.
Conduct sufficient research of the scholarly and professional literature to inform your work and meet scholarly expectations for supporting evidence.
Note: Remember that you can submit all, or a portion of, your draft assessment to Smarthinking for feedback, before you submit the final version. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions
Complete this assessment in two parts: (a) develop an intervention as a solution to the problem and (b) submit your proposed intervention, with a written analysis, to your faculty for review and approval.

Part 1
Develop an intervention, as a solution to the problem, based on your assessment and supported by data and scholarly, evidence-based sources.
Incorporate relevant aspects of the following considerations that shaped your understanding of the problem:
Leadership.
Collaboration.
Communication.
Change management.
Policy.

Quality of care.
Patient safety.
Costs to the system and individual.
Technology.
Care coordination.
Community resources.
Part 2
Submit your proposed intervention to your faculty for review and approval.
In a separate written deliverable, write a 5–7 page analysis of your intervention.
Summarize the patient, family, or population problem.
Explain why you selected this problem as the focus of your project.

Explain why the problem is relevant to your professional practice and to the patient, family, or group.
In addition, address the requirements outlined below. These requirements correspond to the scoring guide criteria for this assessment, so be sure to address each main point. Read the performance-level descriptions for each criterion to see how your work will be assessed. In addition, note the additional requirements for document format and length and for supporting evidence.
Define the role of leadership and change management in addressing the problem. 
Explain how leadership and change management strategies influenced the development of your proposed intervention.

Explain how nursing ethics informed the development of your proposed intervention.
Propose strategies for communicating and collaborating with the patient, family, or group to improve outcomes associated with the problem. 
Identify the patient, family, or group.

Discuss the benefits of gathering their input to improve care associated with the problem.
Identify best-practice strategies from the literature for effective communication and collaboration to improve outcomes.

Explain how state board nursing practice standards and/or organizational or governmental policies guided the development of your proposed intervention. 

Cite the standards and/or policies that guided your work.

Describe research that has tested the effectiveness of these standards and/or policies in improving outcomes for this problem.
Explain how your proposed intervention will improve the quality of care, enhance patient safety, and reduce costs to the system and individual. 
Cite evidence from the literature that supports your conclusions.

Identify relevant and available sources of benchmark data on care quality, patient safety, and costs to the system and individual.

Explain how technology, care coordination, and the utilization of community resources can be applied in addressing the problem. 
Cite evidence from the literature that supports your conclusions.
Write concisely and directly, using active voice.

Overview
Conscription was an extremely divisive issue in Canada during the First World War. As the numbers of men enlisting in the Canadian Expeditionary Force dropped, the government began to seriously consider non-voluntary enlistment, also known as Conscription. The issue created deep wedges in Canadian society, pitting families, friends, neighbours, and community members against one another. In this assignment, you will discuss whether Conscription should have been instituted as a wartime measure. You will be placed into small groups, asked to take a position on the issue, and directed towards resources to help you conduct research that supports your position. You will also converse/debate with your group members about their arguments and supporting research. 
Select Groups from the Tools dropdown menu on the navbar to find the group you have been assigned to. 
Instructions
Choose one of the following statements: “The Conscription Bill should have been instituted by the Canadian government in 1917 because….” OR “The Conscription Bill should not have been instituted by the Canadian government in 1917 because….” It is recommended that you do a bit of reading about Conscription first so that you understand what the debate was about. When choosing which side to support, think about how you would have felt at the time and place yourself in the shoes of a Canadian living in 1917 — would you have wanted Conscription to be enforced?
The discussion will occur in two parts over a period of two weeks in the course – Weeks 8 and 9. In the discussion, each member of the group is expected to actively participate by contributing a post outlining why they believe Conscription should or should not have been instituted, and at least one substantive post in response to another group member’s statement/research. Each group member should aim to post original thoughts and ideas, NOT copies of other students’ words or work. 
Part I: Gather Information and Prepare/Post Your Argument
Prior to Week 8, students should choose their position (either in support of or against Conscription) and begin to gather sources and information that will help support their claim. Some examples of sources are provided below, but you are also responsible for finding others online or from the University of Guelph library.
You will then consolidate the relevant research into a concise report that clearly addresses the question of whether Conscription should have been instituted by the Canadian government. 
Examples of possible sources:

A. M. Willms, “Conscription, 1917: A Brief for the Defence,” The Canadian Historical Review 37 (4) (1956): 338-351.
W. R. Young, “Conscription, Rural Depopulation, and the Farmers of Ontario, 1917-19,” The Canadian Historical Review 53 (3) (September 1972): 289-320.
M. Djebabla, “Fight or farm”: Canadian Farmers and the Dilemma of the War Effort in World War I (1914-1918),” Canadian Military Journal 13 (2) (Spring 2013): 57.
Desmond Morton, “Did the French Canadians Cause the Conscription Crisis of 1917?” Canadian Military History, 24 (1): 89
Gordon L. Heath, “The Protestant Denominational Press and the Conscription Crisis in Canada, 1917-1918,” Historical Studies 78 (Annual 2012): 27.
Andrew Theobald, “Une Loi Extraordinaire: New Brunswick Acadians and the Conscription Crisis of the First World War,” Acadiensis 34 (1) (Autumn/Automne 2004): 80-95.

Again, you are strongly encouraged to look beyond these sources for others that will also help support your argument. 
During Week 8, each student will compose a post in their respective group’s discussion forum that clearly articulates their stance on the Conscription question, supported by an overview of the research that they have conducted which supports their position. This post should aim to be around 300 words and be posted by Sunday, November 8 at 11:59 p.m. ET. Along with your post, please include at the end a list of the resources (cited according to the Chicago Manual of Style) that you consulted and referenced in your post. The post itself does not need footnotes or endnotes, but failure to include a list of sources consulted or referenced will result in an automatic grade of 0 for this assessment.
See: University of Guelph Library Cite Your Sources: Chicago Notes & Bibliography
Some things to consider when posting your argument and supporting evidence:

Begin your post by clearly stating which side you support and why
When choosing a position, keep in mind the state of Canada in 1917
Think about what was happening during the war in 1917 that might influence your decision
Clearly articulate how the research you conducted supports your argument and provide evidence from this research.
Remember that there is no right or wrong answer here!
At the bottom of your post, include a list of all sources consulted or referenced in your post

Part II: Discussion 
During Week 9, group members will respond to each other’s initial posts from Week 8 where they stated their stance on the Conscription question and why. You are encouraged, especially, to respond to the posts of students who are opposed to your own side of the debate. Although it is perfectly fine, even recommended, to challenge your classmates’ posts, debate, and defend your opinions, you are expected to do so in a respectful and polite manner.
You are required to respond to AT LEAST ONE other post but are not limited in the number of posts you may respond to (the more, the better!) Please ensure your response posts are no more than 150 words and are posted by Sunday, November 15 at 11:59 p.m. ET. If you cite another author’s words or research in your response post, you must provide a list of sources you consulted or referenced at the bottom of your response post. Failure to include a list of sources referenced could result in a grade of 0 for this assessment.