Advanced Practice Leadership from an Ethic of Care

Assignment Requirements
Include an introduction and conclusion.
As a connoisseur of instruction, a leader of learners, you must share your expertise with school and district personnel. If you were tasked with explaining brain-compatible learning, differentiated instruction, social-emotional development, “Habits of Mind,” “Marzano’s Cluster of Strategies,” “21st Century Skills,” problem-based learning, and authentic learning to a group of educators, what would you say? How would you compare and contrast the strategies so they understand the uniqueness of each while still seeing how they are interconnected?

This week, you are tasked to create an “at-a-glance” table that illustrates, to others, the uniqueness and interconnections of the strategies learned in Weeks 3–5. After completing this, share your table with at least two school or district colleagues, and revise for clarity as needed. Remember to use your Learning Resources from Weeks 3–5 to help you complete this task.

Submit a copy of your table and a written summary of the uniqueness and interconnections of the strategies presented in Weeks 3–5. Include one to two descriptors that depict what each strategy would look like when observed in a classroom. Describe your experience of sharing the information with at least two school or district colleagues and any revisions to the table that resulted from your conversations. Discuss how your table, and the knowledge gained from creating it, could help improve student learning in your school or district.

References
Article: Bell, S. (2010). Project-based learning for the 21st century: Skills for the future. Clearing House, 83(2), 39-43.
Use the Education Research Complete database, and search using the article’s title.
Report: Partnership for 21st Century Skills. (n.d.). A report and mile guide for 21st century skills. Washington DC: Author. Retrieved on August 31, 2010, from http://www.p21.org/storage/documents/P21_Report.pdf
Website: What is Service-Learning?
http://nylc.advantagelabs.com/sites/nylc.org/files/wisl/index.html

Article: Becker, C., & Glascoff, M. (2005). Linking lessons and learning: A technique to improve student preparation and engagement with subject materials. American Journal of Health Education, 36(1), 51–53.
Use the ProQuest Nursing & Allied Health Source database, and search using the article’s title.
Article: Brabec, K., Fisher, K., & Pitler, H. (2004). Building better instruction: How technology supports nine research-proven instructional strategies. Learning & Leading with Technology, 31(5), 6–11.
Use the ERIC database, and search using the article’s title.
Web Article: Costa, A., & Kallick, B. (2000). Describing 16 habits of mind. Retrieved from http://www.instituteforhabitsofmind.com/resources/pdf/16HOM.pdf
Article: Grueber, D., & Chuby, C. (2010). Smelling the chocolate: The perks of modeling habits of mind. Science Scope, 33(8), 57–6 0.
Use the Education Research Complete database, and search using the article’s title.
Course Text: Leading a Learning Organization: The Science of Working with Others
Chapter 5
Article: Corso, R. (2007) Practices for enhancing children’s social-emotional development and preventing challenging behavior. Gifted Child Today, 30(3), 51–56.
Use the ERIC database, and search using the article’s title.
Article: McTighe, J., & Brown, J. (2005). Differentiated Instruction and Educational Standards: Is Detente Possible? Theory Into Practice, 44(3), 234–244.
Use the Academic Search Premier database, and search using the article’s title.
Web Article: Smith, M. (2008). Howard Gardner, multiple intelligences and education. Retrieved from http://www.infed.org/thinkers/gardner.htm
Article: Tomlinson, C. (2005). Differentiating Instruction: Why Bother? National Middle School Association.
Use the ERIC database, and search using the article’s title.
Article: Tomlinson, C. (2005). Traveling the Road to Differentiation in Staff Development. Journal of Staff Development, 26(4), 8–12.
Use the ERIC database, and search using the article’s title.
Web Article: Willis, J. (2007). The neuroscience of joyful education. Educational Leadership, 64.
“The Neuroscience of Joyful Education”, by Judy Willis. In the Summer, 2007 issue of Educational Leadership, 64 (online). © 2007 by ASCD. Used with Permission. Learn more about ASCD at http://www.ascd.org/Default.aspx.
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Topic: Advanced Practice Leadership from an Ethic of Care

 

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Order type: Research Paper Subject: Healthcare Academic level: PhD Style: APA Language: English (U.S.)

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The purpose of this applicationis to provide the student an opportunity to critically appraise advanced practice leadership from an ethic of care perspective

Advanced Practice Leadership from an Ethic of Care Paper Guidelines

Purpose

The purpose of this applicationis to provide the student an opportunity to critically appraise advanced practice leadership from an ethic of care perspective.

Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes:

 

Assimilate relationship-based and patient-centered care attributes for interprofessional collaboration in advanced practice nursing

 

Formulate selected strategies for increasing interprofessional collaboration and influence

across diverse personal, professional, and/or practice settings

 

Explore ethical dilemma outcomes of organizational and leadership behavior such as mobbing and bullying that have an adverse impact on advanced practice and interprofessional collaboration .

Requirements

1. To complete this application, you will need to access to the following databases: CINAHL, MEDLINE, Cochrane Library, and the Joanna Briggs Institute. You may access these databases through the any Online Library..
2. The Advanced Practice Leadership from an Ethic of Care paper is worth 275points and will be graded on quality of information, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
3. Create your manuscript using Microsoft Word 2007 (a part of Microsoft Office 2007) or later version, which is the required format for all Queen Elizabeth School Nursing documents. You can tell that the document is saved as a MS Word 2007 document because it will end in “.docx”
4. Follow the directions and grading criteria closely.
5. The length of the paper is to be no less than 6 and no greater than 8 pages excluding title page and reference pages.
6. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headings (upper and lower case, centered, boldface):

Note: Introduction – Write an introduction to the Advanced Practice Nursing leadership dynamicbut do not use “Introduction” as a heading in accordance with the rules put forth in the Publication manual of the American Psychological Association(2010, p. 63).

1. Description of Ethic of Care versus Ethic of Justiceperspectives
2. Reflection on the application from an Ethic of Care perspective
3. Conclusion

Preparing the Paper

The following are best practices for preparing this paper:

1. When introducing the advanced practice nursing leadership dynamic, be sure to identify appropriate background information regarding the practice situation (who, what, where, when, and why).
2. When describing Ethic of Care versus Ethic of Justiceperspectives, be sure to fully describe the potential impacts ofeach ethical perspective using current evidence.
3. When reflecting on the application from an Ethic of Care dynamic, be sure to fully critique factors that compel an Ethic of Care in today’s healthcare environment.

Directions and Grading Criteria

Category	Points	%	Description
Introduction to the Advanced Practice Nursing leadership dynamic	30	11	Introduces the purpose of the paper and addresses all background information elements of the advanced practice nursing leadership dynamic in its practice situation.
Description of Ethic of Care versus Ethic of Justice perspectives	55	20	Individually addresspotential impacts of each ethical perspective using current evidence. Use examples from the practice situation to support your assertions.
Reflection on the application from an Ethic of Care perspective	55	20	Individually critique factors that compel an Ethic of Care in today’s healthcare environment. Summarize your critique using examples from the practice situation to support your assertions.
Conclusion	30	11	An effective conclusion identifies the main ideas and major conclusions from the body of your manuscript. Minor details are left out. Summarize benefits of the application of an Ethic of Care to advanced practice nursing.
Clarity of writing	50	18	Use of standard English grammar and sentence structure. No spelling errors or typographical errors. Organized around the required components using appropriate headers.
APA format	55	20	All information taken from another source, even if summarized, must be appropriately cited in the manuscript and listed in the references using APA (6th ed.) format: Document setup Title and reference pages Citations in the text and references.
Total:	275	100	A quality paper will meet or exceed all of the above requirements.

 

Grading Rubric

Assignment Criteria	Meets Criteria	Partially Meets Criteria	Does Not Meet Criteria
Introduction to the Advanced Practice Nursing leadership dynamic (30pts)	Excellent introduction of selected advanced practice nursing leadership dynamic. Rationale is well presented and purpose fully developed. 27 – 30points	Basic understanding and/or limited use of advanced practice nursing leadership dynamic and/or inappropriate emphasis on an area. 23– 26points	Little or very general introduction ofleadership dynamic. Little to no original explanation; inappropriate emphasis on an area. 0 – 22points
Description of Ethic of Care versus Ethic of Justice perspectives   (55pts)	Excellent discussion of each ethical perspective. Discussion of each ethical perspectivesupported with examples. 50– 55points	Basic discussion of each ethical perspective. Discussion of each ethical perspective not supported with examples. 42– 49points	Little or very general discussion of each ethical perspective. Little or no application to practice situation or each ethical perspective not supported with examples. 0 – 41points
Reflection on the application from an Ethic of Care perspective   (55pts)	Excellent discussion of advanced practice nursing leadership application. Reflection on Ethic of Care perspectiveis supported with practice situation examples. 50– 55points	Basic discussion of advanced practice nursing leadership application and/or reflection on Ethic of Care perspective not supported with practice situation examples. 42– 49points	Little or very general discussion of advanced practice nursing leadership application, or little or no reflection on Ethic of Care perspective and/or practice situationexamples. 0 – 41points
Conclusion   (30pts)	Excellent understanding of Ethic of Care contributions to advanced practice nursing. Conclusions are well evidenced and fully developed. 27– 30points	Basic understanding and/or limited application of Ethic of Care contributions to advanced practice nursing. 23– 26points	Little or no understanding ofEthic of Care contributions to advanced practice nursing; inappropriate emphasis on an area.   0 – 22points
Clarity of writing   (50pts)	Excellent use of standard English showing original thought. No spelling or grammar errors. Well organized with proper flow of meaning. 45– 50points	Some evidence of own expression and competent use of language. No more than three spelling or grammar errors. Well organized thoughts and concepts. 38– 44points	Language needs development. Four or more spelling and/or grammar errors. Poorly organized thoughts and concepts.   0 – 37points
APA format   (55pts)	APA format correct with no more than 1-2 minor errors. 50– 55points	3-5 errors in APA format and/or 1-2 citations are missing. 42– 49points	APA formatting contains multiple errors and/or several citations are missing. 0 – 41points
Total Points Possible =   points

 

 

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