...INDEPENDENT VOICE FOR NURSING Work Engagement, Moral Distress, Education Level, and Critical Reflective Practice in Intensive Care Nurses nuf_237 256..268 Lisa A. Lawrence, PhD, RN Lisa A. Lawrence, PhD, RN, Instructional Faculty, Nursing Department, Pima Community College, Tucson, AZ Keywords Critical reflective practice, education level, moral distress, registered nurse, work engagement Correspondence Lisa A. Lawrence, PhD, RN, Nursing Department, Pima Community College, Tucson, AZ E-mail: llawrence@pima.edu AIM. The purpose of this study was to examine how nurses’ moral distress, education level, and critical reflective practice (CRP) related to their work engagement. The study is relevant to nursing, given registered nurse (RN) documented experiences of job-related distress and work dissatisfaction, and the nursing shortage crisis. A better understanding of factors that may enhance RN work engagement is needed. METHODS. A non-experimental, descriptive, correlational design was used to examine the relationships among four variables: moral distress, education level, CRP, and work engagement. The sample included 28 intensive care unit RNs from three separate ICUs in a 355-bed Southwest magnet-designated hospital. RESULTS. There was a positive direct relationship between CRP and work engagement, a negative direct relationship between moral distress and work engagement, and CRP and moral distress, together, explained 47% of the variance in work engagement. Additionally, in...
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...Fall 08 Fall Students are to select one theme from the list of eleven outlined in the unit Reader. Students are asked to: Explore a theme (in the light of the unit) a) Briefly describe the main aspects of the theme; b) Justify why you chose this theme; c) Provide a brief one paragraph outline for each of 6 readings or articles that are relevant to this theme (articles in the reader can be used); d) In the light of the theme develop either a booklet, or a policy relevant to your role as a leader Students are to select one theme from the list of eleven outlined in the unit Reader. Students are asked to: Explore a theme (in the light of the unit) e) Briefly describe the main aspects of the theme; f) Justify why you chose this theme; g) Provide a brief one paragraph outline for each of 6 readings or articles that are relevant to this theme (articles in the reader can be used); h) In the light of the theme develop either a booklet, or a policy relevant to your role as a leader The nurturing and development of teachers in Catholic Schools is a constant consideration for all educational leaders. A successful Catholic education facility needs to demonstrate consistent commitment to the ongoing development of the whole child. This development needs to reflect the Gospel teachings, while offering current theories and practices embedded in student learning opportunities. Professional development and mentoring of staff is a...
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...Unit 1: Developing Effective Communication in Health and Social Care Unit code: R/600/8939 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to enable learners to understand effective communication, the barriers that may exist and ways to overcome these. The unit will give learners the opportunity to gain the interpersonal skills needed to embark on a career within the health or social care sectors. Unit introduction This is a core unit within the programme, recognising the fact that effective communication is central to all work in the health and social care sectors. Professionals within the sectors require good communication and interpersonal skills to perform their roles effectively, work cooperatively with colleagues and build supportive relationships with people using services. It is, therefore, important for all those embarking on a career in the health or social care sectors to gain knowledge, understanding and the skills associated with communication, so that they are able to develop effective interpersonal skills. Initially, learners will investigate what is meant by effective communication and interpersonal skills and how these may affect the outcomes for people who use services. Learners will consider the factors that influence communication and interactions, analysing theories which may help to explain why there may be difficulties, possible breakdowns in communication and...
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...Unit 13: Unit code: QCF Level 3: Credit value: Recruitment and Selection in Business A/502/5434 BTEC National 10 Guided learning hours: 60 Aim and purpose The aim of this unit is to introduce learners to recruitment and the importance of ensuring that the best people are selected to work in organisations. Learners will study selection and recruitment techniques and will set up, and take part in, a selection interview. Unit introduction Recruiting the right people is the key to the success of many organisations. These organisations ensure that the processes and procedures involved in recruitment and selection meet their needs and are legal. In this unit, learners will develop an understanding of the impact of the regulatory framework on the recruitment process. Potential applicants may decide to apply for a post based on the quality of information that they receive. Details of the post will usually be the first communication they have with the organisation. It is important that the organisation makes a good first impression on potential applicants to ensure that they attract sufficient applicants of the right calibre. Learners will develop their knowledge of the types of documentation used in an interview process. A structured and planned selection procedure is crucial to the success of the selection process. The impression a business makes may determine an applicant’s decision to accept an offer of appointment. Staff conducting the interview will also be forming their impressions...
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...BSS003-2 Applied Integrated Business UNIT HANDBOOK 2013 – 2014 Contents 1. KEY INFORMATION 3 1.1 Introduction 3 1.2 Key Staff 3 1.3 BREO Site 3 1.4 Teaching location 4 1.5 Pod supervision 4 2. LEARNING OUTCOMES 4 3. TEACHING AND LEARNING STRATEGY 5 3.1 Approach to Learning 5 3.2 Group Work 5 3.3 Use of Technology 5 4. TRANSFERABLE SKILLS BEING DEVELOPED 6 5. ESSENTIAL AND RECOMMENDED READING 7 6. ASSESSMENT STRATEGY 7 6.1 Overview 7 6.2 Criteria for assessment 8 6.3 Quality of work 16 6.4 A note on Plagiarism 16 7. COURSE TIMETABLE 17 8. GUIDE FOR STUDENTS ON THE UNIVERSITY’S REGULATIONS 18 9. UIF Unit Information Form 19 Unit information form (UIF) 19 1. KEY INFORMATION Unit Title Applied Integrated Business Unit Number BSS003-2 Level of Study 2 CATS Points 60 Prerequisites This module can only be taken in conjunction with level 2 modules: SHR007-2 Leadership and Management AAF002-2 Management Accounting for Business MAR008-2 Marketing BSS003 -2 Management of Business Systems and Process/Operations 1.1 Introduction This unit continues the theme of integration which underpins the level one Business Studies Programme. It consists of projects based on real cases, which enable students to apply the theories and knowledge gained from the level 2 business units in a variety of realistic contexts – in service and production based organisations. The final project will be carried...
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...Section: 1.0 Introduction Skill: Factual AACSB Tag: Reflective 2) Projects have a process orientation. Answer: FALSE Diff: 2 Section: 1.1 What Is a Project? Skill: Definition AACSB Tag: Reflective 3) A typical project stays within functional and organizational boundaries. Answer: FALSE Diff: 2 Section: 1.1 What Is a Project? Skill: Definition AACSB Tag: Reflective 4) The special nature of projects relieves project managers from their routine of planning, organizing, motivating, directing, and controlling. Answer: FALSE Diff: 2 Section: 1.1 What Is a Project? Skill: Factual AACSB Tag: Reflective 5) A project exists outside of the standard line organization. Answer: TRUE Diff: 2 Section: 1.1 What Is a Project? Skill: Factual AACSB Tag: Reflective 6) The initial goal and technical specifications of the project are developed during the planning stage. Answer: FALSE Diff: 2 Section: 1.3 Project Life Cycles Skill: Factual AACSB Tag: Reflective 7) Client interest in a project is highest during the termination and conceptual phases. Answer: TRUE Diff: 2 Section: 1.3 Project Life Cycles Skill: Factual AACSB Tag: Reflective 8) The classic triple constraint standard for project performance is composed of time, cost, and client acceptance. Answer: FALSE Diff: 2 Section: 1.4 Determinants of Project Success Skill: Definition AACSB Tag: Reflective 9) The business success dimension of project success determines...
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...BTEC Level 3 National Health and Social Care Unit 1 Developing effective communication in health and social care This mandatory unit enables learners to understand effective communication within health or social care settings, some of the many barriers to effective communication and ways to overcome them. Learners will gain the necessary interpersonal skills to communicate with a range of people within the sector and will have the opportunity to identify and analyse the effectiveness of their own communication skills. This is a 10-credit unit and can be taught in 60 guided learning hours, with learners also expected to complete non-supervised individual study time. This is a mandatory unit for all qualifications. On completion of this unit, learners should: LO1 Understand effective communication and interpersonal interaction in health and social care LO2 Understand factors that influence communication and interpersonal interaction in health and social care environments LO3 Understand ways to overcome barriers in a health and social care environment LO4 Be able to communicate and interact effectively in a health or social care environment Unit contents The scheme of work for this unit (page 13) links to the following resources to help you deliver Unit 1. LO1 Lesson plan LO2 LO3 LO4 AS10, AS11, AS12 LP Activity sheet AS1, AS2, AS3, AS4 AS5, AS6, AS7, AS8, AS9 Stretch and support AS1, AS2, AS3, AS4 AS6, AS8, AS9 ...
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...their opinions about whether financial accounting standards should be changed. True False | 5. | Accounting for stock-based compensation is an area in which the FASB has received little political interference. True False | 6. | The Public Reform and Investor Protection Act of 2002 (Sarbanes-Oxley) changed the entity responsible for setting auditing standards in the United States. True False | 7. | A rules-based approach to standard setting stresses professional judgment as opposed to following a list of rules. True False | 8. | Under federal securities laws, the SEC has the authority to set accounting standards in the United States. True False | 9. | The primary responsibility for properly applying GAAP when communicating with investors and creditors through financial statements lies with a firm's auditors. True False | 10. | Auditors play an important role in the resource allocation process by adding credibility to financial statements. True False | 11. | The purpose of the conceptual framework is to provide a structure and framework for a consistent set of GAAP. True False | 12. | In the United States the...
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...analysis during the semester. You should read these cases carefully and come to class prepared to provide constructive input as the class works together to address the issues of the case. 1. Practice Cases (Not assessable but required for class discussion) There will be two practice case studies to be prepared before the relevant class and discussed during class. Participation in these cases is important and will greatly assist you in understanding how to prepare the three assessable cases. Practice Case 1: Discussion Week 2- Seminar 4 - Dr Pepper Snapple Group, Inc: Energy Beverages– Kerin & Peterson page 105. Case Questions: 1. How would you characterise the energy beverage category, competitors, consumers, channels, and DPSG’s category participation in late 2007? 2. Does your characterisation bode well for a new energy beverage brand introduction generally and for Dr Pepper Snapple Group, in particular? 3. What target consumer market should be chosen for a new energy beverage brand? 4. What product should be introduced and how should it be positioned/differentiated? 5. Through which channel(s) should a new energy beverage brand be distributed? 6. What dollar amount for media advertising and promotion should be budgeted for a new energy beverage brand? 7. What suggested retail price should be recommended for a new energy beverage brand? 8. What is a reasonable first-year sales forecast for a new energy beverage brand based on your recommended target market and marketing...
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...Skill: Factual AACSB Tag: Reflective 2) Projects are typically ongoing, day-to-day activities that have goods and services as outputs. Answer: FALSE Diff: 2 Section: 1.1 What Is a Project? Skill: Definition AACSB Tag: Reflective 3) A typical project stays within functional and organizational boundaries. Answer: FALSE Diff: 2 Section: 1.1 What Is a Project? Skill: Definition AACSB Tag: Reflective 4) The special nature of projects relieves project managers from their routine of planning, organizing, motivating, directing, and controlling. Answer: FALSE Diff: 2 Section: 1.1 What Is a Project? Skill: Factual AACSB Tag: Reflective 5) A project exists outside of the standard line organization. Answer: TRUE Diff: 2 Section: 1.1 What Is a Project? Skill: Factual AACSB Tag: Reflective 6) Product life cycles are longer now than twenty years ago. Answer: FALSE Diff: 2 Section: 1.2 Why Are Projects Important? Skill: Factual AACSB Tag: Reflective 7) The emergence of global markets has made project management skills more critical. Answer: TRUE Diff: 1 Section: 1.2 Why Are Projects Important? Skill: Factual AACSB Tag: Reflective 8) Since a business gains market share with day-to-day operations, senior managers value process management experience over project management experience. Answer: FALSE Diff: 1 Section: 1.2 Why Are Projects Important? Skill: Factual AACSB Tag: Reflective 9) The initial goal and technical...
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...return to their factory jobs. ANS: D OBJ: 1 TOP: Application PTS: 1 DIF: Challenging NAT: AACSB Analytic REF: p. 35 LOC: Strategy 2. ____ refers to organizational use of employees to gain or keep a competitive advantage resulting in greater organizational effectiveness. a. Manpower planning b. Strategic HR management c. HR forecasting d. Operational HR ANS: B OBJ: 1 TOP: Definitional PTS: 1 DIF: Easy NAT: AACSB Reflective Thinking REF: p. 36 LOC: Strategy 3. Which of the following statements is FALSE? a. The organization’s existing employees limit the organization’s choice of strategy. b. Organizations survive and grow by choosing the strategy that will allow them to achieve low costs and innovative products. c. Most competitive strategies depend heavily on the quality of the organization’s human capital. d. Organizations in which the CEO dominates the selection of the organization’s strategy are less successful than organizations in which strategy is developed by a formal committee process. ANS: B OBJ: 1 TOP: Conceptual PTS: 1 DIF: Challenging NAT: AACSB Reflective Thinking REF: p. 35 LOC: Strategy 4. In...
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...Experiential learning From EduTech Wiki John Dewey's philosophy proposed that each experience builds upon previous experiences and influences the way future experiences will affect the learner. The role of the educator is to provide experiences that will provide learners with meaningful experiences that will enable the individual to contribute to society. According to Kolb (2005) “ Experiential learning theory (ELT) draws on the work of prominent twentieth century scholars who gave experience a central role in their theories of human learning and development-notably John Dewey, Kurt Lewin, Jean Piaget, William James, Carl Jung, Paulo Freire, Carl Rogers, and others-to develop a holistic model of the experiential learning process and a multi-linear model of adult development. The theory, described in detail in Experiential Learning: Experience as the Source of Learning and Development (Kolb 1984), is built on six propositions that are shared by these scholars.” 1. Learning is best conceived as a process, not in terms of outcomes. 2. All learning is relearning. Learning is best facilitated by a process that draws out the students' beliefs and ideas about a topic so that they can be examined, tested, and integrated with new, more refined ideas. 3. Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world, i.e. reflection and action - and feeling and thinking. 4. Learning is a holistic process of adaptation...
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...BTEC National Diploma in Health and Social Care Unit 6 Personal and Professional Development in Health and Social Care LO1 Understand the learning process * Theories of learning * Influences on learning * Skills for learning * Support for learning * Learning opportunities LO2 Be able to plan for and monitor own professional development * Review at start of programme * Knowledge * Skills * Practice * Values and Beliefs * Career aspirations * Action plan for own development * Consider personal goals LO3 Be able to reflect on own development over time * Monitor and evaluate plan * Changes * Contexts * Professional development portfolio * Relevant experience * Support for development * Reflect on own development LO4 Know service provision in the health or social care sectors * Provision of services * Local health or social care * Health and social care workers What you will be taught 1. Understand the learning process * Theories of learning: theorists, * Skills for learning; * Support for learning; * Learning opportunities; 2. Be able to reflect on own professional development over time * Review at start of programme; * Knowledge; * Skills; * Practice; * Values and beliefs; * Career aspirations; 3. Be able to reflect on own development over time * Monitor and evaluate plan in terms of own development; * Professional development portfolio; * Relevant evidence;...
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...Unit 16: Human Resource Management in Business Unit code: K/502/5445 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60 Aim and purpose The aim of this unit is to introduce learners to methods of managing human resources in the workplace. Learners will use their knowledge of relevant human resources management theory and link it with current human resource management practices in organisations. Unit introduction Human resource management is a dynamic activity in any organisation as it takes place against a changing economic, technical, legal and social background. It is important for learners to appreciate that effective human resource management means getting the best out of the people who work for an organisation in order to ensure the organisation fulfils its purposes, whether it is a football club winning the premiership, or a hospital increasing the success rates for medical operations. Many organisations say that their employees are their most valuable resource because of their skills, knowledge and attitudes. As labour is both an expensive and valuable resource, it is important to ensure it is planned and that the best value is obtained from employees contributions. Human resource managers have to plan their human resource requirements against a background of internal and external factors which are dynamic and constantly changing. The first part of this unit introduces learners to the factors that influence human...
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...Foundation Core Units Multiple Choice Test Section 1 Developing Yourself as an Effective HR/L&D Practitioner Question 1 “Effective HR professionals really have to succeed by understanding the business, the market and the customer as well as the Chief Executive or the Marketing Director. It’s about understanding what the organisation would look like if it was really humming, really succeeding. Translating that back into culture, working practices, learning, motivation, reward, selection – those are the strategic choices…to make” - Geoff Armstrong, CIPD. Aside from this, what other skills and qualities do you think are necessary for HR professionals today? Right Having an understanding of the purpose and role that HR plays within a successful organisation Question 2 How do the skills listed in Question1 help you as an HR professional carry out your role more effectively? Right Having an understanding of HR’s roles and purpose makes it easier to support change within the organisation Question 3 Log into www.cipd.co.uk and access the HRPM: Professional Areas. Review Professional Areas appropriate for level 3 (Bands One and Two). Why is the CIPD HR Profession Map important for HR and L&D professionals? Right The CIPD Professional Map provides clear competencies, activities and behaviours for HR professionals to aspire to in order to continuously develop their skills and experience Question 4 Which of the following are appropriate activities for Level 3 in the Professional...
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