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WGU Performance Assessment
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https://tasks.wgu.edu/student/003326743/course/30340017/task/879/overview
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CWP1 — CWP TASK 1: ROLE TRANSITIONS
NURSING ROLE TRANSITION LEADERSHIP EXPERIENCE — C490
PRFA — CWP1
TASK OVERVIEW
SUBMISSIONS
EVALUATION REPORT
COMPETENCIES
726.10.1 : Nursing Role Transition
The graduate uses cognitive knowledge, clinical reasoning, and skill to coordinate and advocate for a
respectful interdisciplinary environment that promotes optimal well-being.
726.10.2 : Manager of the Healing Environment
The graduate responds to unpredictable situations and events common in the healthcare environment
with appropriate flexibility and creativity.
726.10.3 : The Nurse as Scientist
The graduate correctly interprets and applies scientific evidence when planning and providing safe,
quality, and culturally sensitive care for patients and families.
726.10.4 : The Nurse as Detective
The graduate detects subtle changes and deviations from expected health patterns while managing the
care of patients.
726.10.5 : Transition to Professional Practice
The graduate adapts the requisite knowledge and skills necessary to function as a novice baccalaureate
prepared nurse to manage a beginning practitioner’s workload with minimal supervision.
INTRODUCTION
This Leadership Learning Experience (LLE) project will help you examine the roles of a nurse as detective,
scientist, and manager of the healing environment in delivering safe and effective patient care. Nurses are
increasingly called upon to assume dynamic leadership roles on interdisciplinary teams in the workplace.
In the LLE, you will examine team dynamics in your practicum healthcare organization to learn about the
function of the nurse as leader and change agent. You will observe nursing leadership-in-action during
interdisciplinary team meetings. This project will be included in your nursing portfolio.
1. Make an appointment to plan your project with your practicum preceptor.
a. Prepare for this meeting by:
i. reviewing previous course (e.g., C489) content on leadership and interdisciplinary practice
ii. identifying your practicum agency’s mission, vision, value statement, and strategic plan
iii. jotting down your thoughts about the nurse as leader in the interdisciplinary environment
b. Determine the topics and questions you would like to address during your meeting with a nurse
manager.
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2. Request a 30-minute meeting with a nurse manager soon after your third shift. Be prepared and
professional in this meeting, and demonstrate organization of your thoughts for efficient use of
your time together. You should at least ask the following questions:
a. What leadership roles do nurses play in this facility at the administrative, management, and
patient care levels?
b. What regular interdisciplinary team meetings occur at these levels?
c. How is the nursing staff involved in these meetings?
d. As part of my practicum assignment, I need to observe/engage in the work of three different
teams. How can I participate in an activity of an interdisciplinary team?
e. Who should I talk to in order to arrange attending these meetings?
f. What advice would you give me so I can accomplish my goal of observing the nursing leadership
dynamics in the different types of teams?
3. You need to attend three or more interdisciplinary team meetings with a nurse leader, as an
observer or an active participant. The nurse leader may include a charge or unit nurse manager,
clinical nurse specialist, nurse educator, or nurse administrator.
a. The interdisciplinary meetings need to have three or more participants from differing
specialties (e.g., respiratory therapist, physical therapist, speech therapist, wound care nurse,
PICC team nurse, physician, pharmacist, nursing assistant, patient care assistant,
administrator). These meetings may or may not be related to a patient you are providing
primary care for during your clinical rotation. While attending the meetings, you should
observe the following:
• name of the meeting or team
• date
• who is in attendance
• why is the meeting being held
• what is/are the goal/s of the meeting
• how does the team interact (e.g., group dynamic)
• how do the leaders function (e.g., was the leadership effective)
• how do these meetings fit into the organizational goals
• what role does the nurse fulfill in the meeting
• what were the meeting outcomes or next steps
REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and
no more than a 10% match to any one individual source can be directly quoted or closely paraphrased
from sources, even if cited correctly. An originality report is provided when you submit your task that can
be used as a guide.
You must use the rubric to direct the creation of your submission because it provides detailed criteria
that will be used to evaluate your work. Each requirement below may be evaluated by more than one
rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Note: Any information that would be considered confidential, proprietary, or personal in nature should
not be included. Do not include the actual names of people, stakeholders, or other personally identifiable
information. Fictional names should be used. Also, agency-specific data, including financial information,
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should not be included but should be addressed in a general fashion as appropriate.
Note: Your submission may be in a variety of formats (e.g., report, multimedia presentation).
A. Summarize (suggested length of 1/2–1 page) evidence-based practice, relevant national standards, or
current literature to support the need for interdisciplinary teams.
B. Summarize (suggested length of 1–2 pages) your initial meeting with the nurse manager and your
experiences during the three different interdisciplinary team meetings you attended as either an
observer and/or an active participant.
C. Discuss the roles of three interdisciplinary team members who participated in the interdisciplinary
team meetings you attended.
1. Explain how nurses play an important role in interdisciplinary team interactions.
D. Evaluate your interdisciplinary team interactions by doing the following:
1. Discuss how effective the leadership was during the team meetings, based on your observations.
2. Discuss two goals from any of the interdisciplinary teams you observed.
a. Discuss how you participated or could have participated in achieving the goal(s) of one of the
teams.
3. Discuss the benefits of having a cohesive interdisciplinary team, based on your observations, for
the following:
• client or patient
• healthcare organization
• nursing staff
• group dynamic
4. Assess the group dynamic for one interdisciplinary team you observed or participated with,
including the effectiveness of the group.
a. Discuss the method you used to evaluate the group dynamic.
b. Discuss whether any personal or professional conflicts arose during the team interactions.
E. Identify two potential issues that may arise in the future within any of the interdisciplinary teams,
based on your evaluation of the groups’ dynamics.
1. Compare two methods for dealing with difficult group dynamics (e.g., negotiation, conflict
management).
a. Discuss how you could implement one of these methods.
b. Discuss how individual members of the interdisciplinary team could affect the function or
dysfunction of the group.
2. Discuss two factors that could make it difficult for change to occur in your clinical setting, based on
the meetings you observed.
a. Discuss why nurses, as leaders, are instrumental for leading change.
F. Discuss how the meeting outcomes for any one of the interdisciplinary teams were communicated
throughout the practice setting.
1. Discuss whether the interdisciplinary team’s recommendations and action items were
implemented.
G. Reflect on how your observations or participation in the interdisciplinary meetings shaped your views
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about the role of the nurse in an interdisciplinary team.
1. Discuss your observations of nursing leadership in action.
2. Discuss how you, as a nurse, could function as a leader in your clinical setting.
H. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased,
or summarized.
I. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf,
mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:NEED FOR INTERDISCIPLINARY TEAMS
NOT EVIDENT
COMPETENT
A summary of the need for in-
APPROACHING
COMPETENCE
terdisciplinary teams is not
The summary addresses the
need for interdisciplinary teams
provided.
need for interdisciplinary
and is supported with evidence-
teams, but the summary is not
based practice, relevant na-
supported with evidence-based
tional standards, or current lit-
practice, relevant national
erature. The summary is well
standards, or current litera-
reasoned.
The summary addresses the
ture. Or the summary is poorly
reasoned.
B:SUMMARY OF MEETING AND EXPERIENCES
NOT EVIDENT
COMPETENT
A summary of the initial meet-
APPROACHING
COMPETENCE
ing with the nurse manager and
The summary is missing the ini-
initial meeting with the nurse
experiences during interdisci-
tial meeting with the nurse
manager and experiences as an
plinary team meetings is not
manager, or the summary does
observer or an active partici-
provided.
not include experiences as an
pant during 3 different interdis-
observer or an active partici-
ciplinary team meetings. The
pant during 3 different inter-
summary includes key details
disciplinary team meetings. Or
about the meeting or experi-
the summary is missing key de-
ences.
The summary includes both the
tails about the meeting or ex-
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periences.
C:ROLES OF INTERDISCIPLINARY TEAM MEMBERS
NOT EVIDENT
COMPETENT
A discussion of the roles of in-
APPROACHING
COMPETENCE
terdisciplinary teams members
The discussion addresses the
roles of 3 interdisciplinary team
is not provided.
roles of 3 interdisciplinary
members who participated in
team members who partici-
the interdisciplinary team meet-
pated in the interdisciplinary
ings, and the roles are accu-
team meetings, but the roles
rately assigned. The discussion
are inaccurately assigned. Or
is sufficiently detailed and sup-
the discussion does not include
ported with specific examples.
The discussion addresses the
the roles of 3 separate interdisciplinary team members. Or
the discussion is vague or
poorly supported.
C1:IMPORTANCE OF NURSING ROLE
NOT EVIDENT
COMPETENT
An explanation of the role
APPROACHING
COMPETENCE
nurses play is not provided.
The explanation addresses the
importance of the nursing role
importance of the nursing role
in interdisciplinary team inter-
in interdisciplinary team inter-
actions, and the explanation is
actions, but the explanation is
meaningful, sufficiently de-
trivial, vague, or not supported
tailed, and supported with ex-
with examples.
amples.
COMPETENT
A discussion of the effective-
APPROACHING
COMPETENCE
ness of leadership during meet-
The discussion addresses the
fectiveness of leadership in the
ings is not provided.
effectiveness of leadership in
team meetings, and the evalua-
the team meetings, but the
tion of the effectiveness of lead-
evaluation of the effectiveness
ership is congruent with the de-
of leadership is incongruent
scription of the team meetings.
with the description of the
The discussion includes relevant
team meetings. The discussion
observations to support the
includes some observations as
claim of the effectiveness of the
support, but the observations
leadership during the team
are irrelevant to the effective-
meetings.
The explanation addresses the
D1:EFFECTIVE LEADERSHIP
NOT EVIDENT
The discussion addresses the ef-
ness of the leadership during
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the meetings. Or the discussion
does not include observations
to support the discussion.
D2:GOALS
NOT EVIDENT
COMPETENT
A discussion of goals is not pro-
APPROACHING
COMPETENCE
vided.
The discussion addresses 2
goals from the observed inter-
goals from the observed inter-
disciplinary teams, and they are
disciplinary teams, but 1 of the
effective.
The discussion addresses 2
goals is not effective or the discussion only addresses 1 goal.
D2A:PARTICIPATION IN GOALS
NOT EVIDENT
COMPETENT
A discussion of participation in
APPROACHING
COMPETENCE
goals is not provided.
The discussion addresses par-
ipation in achieving at least 1
ticipation in achieving at least 1
goal of 1 of the teams, and the
goal of 1 of the teams, but the
discussion is sufficiently de-
discussion is vague or trivial.
tailed and meaningful.
COMPETENT
A discussion of the benefits of
APPROACHING
COMPETENCE
having a cohesive interdiscipli-
The discussion ineffectively ad-
dresses the benefits of having a
nary team is not provided.
dresses the benefits of having a
cohesive interdisciplinary team.
cohesive interdisciplinary
The discussion includes all of
team. Or the discussion is miss-
the given points, and the discus-
ing at least 1 of the given
sion is well supported with spe-
points, or the discussion is not
cific examples.
The discussion addresses partic-
D3:BENEFITS
NOT EVIDENT
The discussion effectively ad-
supported with specific examples.
D4:GROUP DYNAMIC
NOT EVIDENT
COMPETENT
An assessment of the group dy-
APPROACHING
COMPETENCE
namic or the effectiveness of
The assessment demonstrates
proficient understanding of the
the group is not provided.
a limited understanding of the
group dynamic for 1 of the ob-
group dynamic for 1 of the ob-
served interdisciplinary team.
The assessment demonstrates a
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served interdisciplinary team.
The discussion accurately as-
Or the discussion inaccurately
sesses the group dynamic and
assesses either the group dy-
the effectiveness of the ob-
namic or the effectiveness of
served group, and the assess-
the observed group, or the as-
ment is logical and supported
sessment is illogical or is not
with specific examples.
supported with specific examples.
D4A:METHOD OF EVALUATION
NOT EVIDENT
COMPETENT
The method used to evaluate
APPROACHING
COMPETENCE
the group dynamic is not pro-
The method used to evaluate
the group dynamic is appropri-
vided.
the group dynamic is inappro-
ate, logical, and effective for the
priate, illogical, or ineffective
purposes of evaluation.
The method used to evaluate
for evaluation purposes.
D4B:CONFLICTS
NOT EVIDENT
COMPETENT
A discussion of conflicts is not
APPROACHING
COMPETENCE
provided.
The discussion of any personal
or professional conflicts that
or professional conflicts that
arose during the team interac-
arose during the team interac-
tions is sufficiently detailed and
tions is vague or not supported
supported with examples. The
with examples. Or the conflicts
conflicts discussed are meaning-
discussed are trivial to team in-
ful to team interactions.
The discussion of any personal
teractions.
E:POTENTIAL ISSUES
NOT EVIDENT
COMPETENT
Potential issues are not identi-
APPROACHING
COMPETENCE
fied.
Fewer than 2 potential issues
The issues are relevant to the
are identified. Or the identified
interdisciplinary teams, and
potential issues are not rele-
they are based on the evalua-
vant to the interdisciplinary
tion of the groups’ dynamics.
2 potential issues are identified.
teams, or they are not based on
the evaluation of the groups’
dynamics.
E1:DIFFICULT GROUP DYNAMICS
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NOT EVIDENT
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COMPETENT
A comparison of methods is not
APPROACHING
COMPETENCE
provided.
The comparison of 2 methods
ods for dealing with difficult
for dealing with difficult group
group dynamics is sufficiently
dynamics is vague or illogical.
detailed and logical. The com-
The comparison is unbalanced
parison is balanced and well
or poorly supported.
supported.
COMPETENT
A discussion of implementation
APPROACHING
COMPETENCE
of methods is not provided.
The discussion of the imple-
tation of a method for dealing
mentation of a method for
with difficult group dynamics is
dealing with difficult group dy-
sufficiently detailed and logical.
namics is vague or illogical. The
The implementation method is
implementation method is in-
accurate and appropriate for
accurate or inappropriate for
the scope.
The comparison of the 2 meth-
E1A:METHOD IMPLEMENTATION
NOT EVIDENT
The discussion of the implemen-
the scope.
E1B:FUNCTION OF THE TEAM
NOT EVIDENT
COMPETENT
A discussion of how team mem-
APPROACHING
COMPETENCE
bers affect the function of the
The discussion of how individ-
members of the interdiscipli-
group is not provided.
ual members of the interdisci-
nary team could affect the func-
plinary team could affect the
tion or dysfunction of the group
function or dysfunction of the
is logical and accurate. The dis-
group is illogical or inaccurate.
cussion is well supported with
Or the discussion is not sup-
specific examples.
The discussion of how individual
ported with specific examples.
E2:FACTORS FOR CHANGE
NOT EVIDENT
COMPETENT
A discussion of the factors for
APPROACHING
COMPETENCE
change is not provided.
The discussion addresses 2 fac-
tors that make it difficult for
tors that make it difficult for
change to occur in the clinical
change to occur in the clinical
setting, and the discussion is
setting, but the discussion is il-
logical and based on meeting
logical or not based on meeting
observations. Both factors are
observations. Or at least 1 of
relevant to the clinical setting.
The discussion addresses 2 fac-
the factors is irrelevant to the
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clinical setting. Or the discussion does not include 2 factors.
E2A:LEADING CHANGE
NOT EVIDENT
COMPETENT
A discussion of nurses as in-
APPROACHING
COMPETENCE
struments for leading change is
The discussion of why nurses,
leaders, are instrumental for
not provided.
as leaders, are instrumental for
leading change is sufficiently de-
leading change is vague, trivial,
tailed, meaningful, and well sup-
or poorly supported.
ported with specific examples.
COMPETENT
A discussion of communication
APPROACHING
COMPETENCE
of meeting outcomes is not
The discussion addresses how
the meeting outcomes for 1 of
provided.
meeting outcomes for 1 of the
the interdisciplinary teams were
interdisciplinary teams were
communicated throughout the
communicated throughout the
practice setting, and the discus-
practice setting, but the discus-
sion is logical and thorough.
The discussion of why nurses, as
F:COMMUNICATION OF MEETING OUTCOMES
NOT EVIDENT
The discussion addresses how
sion is illogical or cursory.
F1:RECOMMENDATION AND ACTION ITEMS
NOT EVIDENT
COMPETENT
A discussion of whether recom-
APPROACHING
COMPETENCE
mendations and action items
The discussion of whether the
interdisciplinary team’s recom-
were implemented is not pro-
interdisciplinary team’s recom-
mendations and action items
vided.
mendations and action items
were implemented is suffi-
were implemented is vague or
ciently detailed and well sup-
is not supported with specific
ported with specific examples.
The discussion of whether the
examples.
G:VIEW OF THE ROLE OF THE NURSE
NOT EVIDENT
COMPETENT
A reflection of how views about
APPROACHING
COMPETENCE
the role of the nurse were
The reflection of how views
about the role of the nurse in an
shaped is not provided.
about the role of the nurse in
interdisciplinary team were
an interdisciplinary team were
shaped is sufficiently detailed
shaped is vague or trivial. Or
and meaningful. The reflection
the reflection is not supported
is supported with specific exam-
The reflection of how views
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with specific examples from the
ples from the observations or
observations or participation in
participation in the interdiscipli-
the interdisciplinary meetings.
nary meetings.
COMPETENT
A discussion of observations of
APPROACHING
COMPETENCE
nursing leadership in action is
The discussion addresses the
observations of nursing leader-
not provided.
observations of nursing leader-
ship in action, and the observa-
ship in action, but the observa-
tions are sufficiently detailed
tions are vague or trivial. Or
and meaningful. The discussion
the discussion is not relevant to
is relevant to the role of the
the role of the nurse.
nurse.
COMPETENT
A discussion of how a nurse
APPROACHING
COMPETENCE
could function as a leader is not
The discussion addresses how
nurse could function as a leader
provided.
a nurse could function as a
in the clinical setting, and the
leader in the clinical setting,
discussion is sufficiently de-
but the discussion is vague or
tailed and meaning. The leader-
trivial. Or the leadership aspect
ship aspect is well supported
is not supported with specific
with specific examples.
G1:LEADERSHIP IN ACTION
NOT EVIDENT
The discussion addresses the
G2:FUNCTION AS A LEADER
NOT EVIDENT
The discussion addresses how a
examples.
H:SOURCES
NOT EVIDENT
COMPETENT
The submission does not in-
APPROACHING
COMPETENCE
clude both in-text citations and
The submission includes in-text
citations for sources that are
a reference list for sources that
citations for sources that are
properly quoted, paraphrased,
are quoted, paraphrased, or
quoted, paraphrased, or sum-
or summarized and a reference
summarized.
marized and a reference list;
list that accurately identifies the
however, the citations and/or
author, date, title, and source lo-
reference list is incomplete or
cation as available.
The submission includes in-text
inaccurate.
I:PROFESSIONAL COMMUNICATION
NOT EVIDENT
COMPETENT
Content is unstructured, is dis-
APPROACHING
COMPETENCE
jointed, or contains pervasive
Content is poorly organized, is
detail, is organized, and focuses
Content reflects attention to
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errors in mechanics, usage, or
difficult to follow, or contains
on the main ideas as prescribed
grammar. Vocabulary or tone is
errors in mechanics, usage, or
in the task or chosen by the can-
unprofessional or distracts
grammar that cause confusion.
didate. Terminology is pertinent,
from the topic.
Terminology is misused or inef-
is used correctly, and effectively
fective.
conveys the intended meaning.
Mechanics, usage, and grammar
promote accurate interpretation and understanding.
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