Feb 23, 2024 NR 506 Week 3 Discussion Effective Coalition Leadership Recent
NR 506 Week 3 Discussion Effective Coalition Leadership Recent
NR 506 Week 3 Discussion Effective Coalition Leadership Recent
Effective Coalition Leadership
Describe the various elements necessary for effective leadership within a coalition. How does this apply to your professional practice or life?
Coalitions is defined as a congregation of liked minded individuals that come together to address a particular problem or issue to reach a common goal. Leaders are important in all roles however an effective leader is one who is strong minded and goal oriented. Effective leaders possess qualities of strength, empowerment, courage, critical thinking and strong ethical values. Leaders of coalitions keep their team focused and on task. The leaders have to the ability to direct members of their organization. “Leadership is a broad term used to describe an individual’s ability to define a vision within a specific competency; leadership is a complex and multifaceted role” (Pravikoff, 2017).
Effective leadership is important to everyday life as well as our careers in nursing. My family consist of 7 people. My husband and I have 5 children. Although we govern our house and rules together, I look at my husband as the leader of our coalition. Our family has goals to be as successful as possible. We work together to ensure our children do well in school in order to be successful in life. As the leader, my husband keeps everyone on task and focused towards a common goal. He applies the knowledge and skill set of organization and critical thinking to our daily routines. Sometimes we filter off task and he bring us back into focus.
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In Week 3, we moved from identifying a specific health policy proposal to exploring how to move the proposal forward through the work of coalitions. One of the key goals of coalitions is to change social or public policy. Special-interest coalitions can play a key strategic role in moving legislation forward. Across the class, leadership of the coalition was identified as a critical factor in coalition effectiveness. Our focus in Week 3 was on the following course outcomes: advocate for institutional, local, national, and international policies that influence healthcare and its consumers and nurses and their nursing practice (PO 2, 10). Developing health policy can be inherently adversarial due to the nature of the process; stakeholders frequently differ on how to solve a health policy problem. Nurses are experienced in advocating for their patients in an environment of competing priorities; they can successfully transfer those skills to become an effective nurse advocate.
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Further it is important to remember the need for evidence-informed policy.
Although we did not discuss evidence-informed policy, the following four reasons are examples of why it is important to use evidence to develop health policy:
Solutions are based on science rather than assumptions;Solutions are practical;Solutions are designed to address lessons learned from previous policy options; and
Solutions are perceived by policymakers as being more credible.
I look forward to reading your priority policy assignment this week. I hope to have grading done by no later than Sunday but that could be a challenge given my eye surgery. When formatting your paper, to prevent forgetting any critical requirements, use the grading rubric to develop your headings. The empirical evidence section can be integrated. Headings are a short phrase describing what the succeeding section is about and facilitate transition from one topic to another.
Coalitions are made up of groups of people who come together with a common goal. Coalitions can be a powerful tool for change. In order for a coalition to provide any change, there needs to be a strong leadership involved. In order for a coalition to be effective, there needs to be a strong organizational structure with clear, defined roles. There also needs to be a formal set of bylaws and policies in place (SAMHSA, 2017). Organization is key in any successful coalition. This applies to our professional practice in many ways. In the hospital setting, many policies are created by practice councils. In these councils, many members of different departments come together with one common goal. These groups are well organized and have a strong leadership. Because of this, many policies are created and maintained and issues are addressed. Beyond the hospital setting, these different groups come together to lobby for medical and nursing related issues.
Thanks,
Reference:
Components of an effective coalition. (2017). Retrieved from https://www.samhsa.gov/capt/tools-learning-resources/components-effective-coalition
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
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Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
Performance Category
10
9
8
4
0
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions.
Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
Evaluates literature resources to develop a comprehensive analysis or synthesis.
Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
Evaluates information from source(s) to develop a coherent analysis or synthesis.
Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
Demonstrates little or no understanding of the topic.
Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
Information is taken from source(s) without any interpretation/evaluation.
The posting uses information that is not valid, relevant, or reliable
No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
Information is not valid, relevant, or reliable
Performance Category
10
9
8
4
0
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
Applies concepts to personal experience in the professional setting and or relevant application to real life.
Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
Applies concepts to personal experience in their professional setting and or relevant application to real life
Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
Posts are superficial and do not reflect an understanding of the lesson content
Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category
5
4
3
2
0
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread)
Exceeds minimum post requirements
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
Replies to a post posed by faculty and to a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week.
Meets expectations of 2 posts on 2 different days.
The main post is not made by the Wednesday deadline
Does not reply to a question posed by a peer or faculty
Has only one post for the week
Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
Does not post to the thread
No connections are made to the topic
Minus 1 Point
Minus 2 Point
Minus 3 Point
Minus 4 Point
Minus 5 Point
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition
2-3 errors in APA format.
Written responses have 2-3 grammatical, spelling, and punctuation errors.
Writing style is generally clear, focused, and facilitates communication.
4-5 errors in APA format.
Writing responses have 4-5 grammatical, spelling and punctuation errors.
Writing style is somewhat focused.
6-7 errors in APA format.
Writing responses have 6-7 grammatical, spelling and punctuation errors.
Writing style is slightly focused making discussion difficult to understand.
8-10 errors in APA format.
Writing responses have 8-10 grammatical, spelling and punctuation errors.
Writing style is not focused, making discussion difficult to understand.
Post contains greater than 10 errors in APA format.
Written responses have more than 10 grammatical, spelling and punctuation errors.
Writing style does not facilitate communication.
The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost
-5 points lost
Total Participation Requirements
per discussion thread
The student answers the threaded discussion question or topic on one day and posts a second response on another day.
The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement
per discussion thread
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.
The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
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