ROLE TRANSITIONSNURSING ROLE TRANSITION LEADERSHIP EXPERIENCE

Requirements: not sure

8/13/23, 6:18 PMWGU Performance Assessmenthttps://tasks.wgu.edu/student/001485571/course/30340017/task/879/overview1/10CWP1 — CWP TASK 1: ROLE TRANSITIONSNURSING ROLE TRANSITION LEADERSHIP EXPERIENCE — C490PRFA — CWP1COMPETENCIES726.10.1 : Nursing Role TransitionThe graduate uses cognitive knowledge, clinical reasoning, and skill to coordinate and advocate for arespectful interdisciplinary environment that promotes optimal well-being.726.10.2 : Manager of the Healing EnvironmentThe graduate responds to unpredictable situations and events common in the healthcare environment withappropriate flexibility and creativity.726.10.3 : The Nurse as ScientistThe 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 DetectiveThe graduate detects subtle changes and deviations from expected health patterns while managing the careof patients.726.10.5 : Transition to Professional PracticeThe graduate adapts the requisite knowledge and skills necessary to function as a novice baccalaureateprepared nurse to manage a beginning practitioner’s workload with minimal supervision.INTRODUCTIONThis 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 areincreasingly called upon to assume dynamic leadership roles on interdisciplinary teams in the workplace. Inthe LLE, you will examine team dynamics in your practicum healthcare organization to learn about thefunction of the nurse as leader and change agent. You will observe nursing leadership-in-action duringinterdisciplinary 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 practiceii.  identifying your practicum agency’s mission, vision, value statement, and strategic planiii.  jotting down your thoughts about the nurse as leader in the interdisciplinary environmentb.  Determine the topics and questions you would like to address during your meeting with a nursemanager. TASK OVERVIEWSUBMISSIONSEVALUATION REPORT

8/13/23, 6:18 PMWGU Performance Assessmenthttps://tasks.wgu.edu/student/001485571/course/30340017/task/879/overview2/102.  Request a 30-minute meeting with a nurse manager soon after your third shift. Be prepared andprofessional in this meeting, and demonstrate organization of your thoughts for efficient use of yourtime together. You should at least ask the following questions:a.  What leadership roles do nurses play in this facility at the administrative, management, and patientcare 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 leadershipdynamics in the different types of teams? 3.  You need to attend three or more interdisciplinary team meetings with a nurse leader, as an observeror an active participant. The nurse leader may include a charge or unit nurse manager, clinical nursespecialist, 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 teamnurse, physician, pharmacist, nursing assistant, patient care assistant, administrator). Thesemeetings may or may not be related to a patient you are providing primary care for during yourclinical 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 stepsREQUIREMENTSYour submission must be your original work. No more than a combined total of 30% of the submission and nomore than a 10% match to any one individual source can be directly quoted or closely paraphrased fromsources, even if cited correctly. An originality report is provided when you submit your task that can be usedas a guide.You must use the rubric to direct the creation of your submission because it provides detailed criteria thatwill be used to evaluate your work. Each requirement below may be evaluated by more than one rubricaspect. 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 beincluded. Do not include the actual names of people, stakeholders, or other personally identifiableinformation. Fictional names should be used. Also, agency-specific data, including financial information,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). 

8/13/23, 6:18 PMWGU Performance Assessmenthttps://tasks.wgu.edu/student/001485571/course/30340017/task/879/overview3/10A.  Summarize (suggested length of 1/2–1 page) evidence-based practice, relevant national standards, orcurrent literature to support the need for interdisciplinary teams. B.  Summarize (suggested length of 1–2 pages) your initial meeting with the nurse manager and yourexperiences during the three different interdisciplinary team meetings you attended as either anobserver and/or an active participant. C.  Discuss the roles of three interdisciplinary team members who participated in the interdisciplinary teammeetings 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 theteams.3.  Discuss the benefits of having a cohesive interdisciplinary team, based on your observations, for thefollowing:•  client or patient•  healthcare organization•  nursing staff•  group dynamic4.  Assess the group dynamic for one interdisciplinary team you observed or participated with, includingthe 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, basedon your evaluation of the groups’ dynamics.1.  Compare two methods for dealing with difficult group dynamics (e.g., negotiation, conflictmanagement).a.  Discuss how you could implement one of these methods.b.  Discuss how individual members of the interdisciplinary team could affect the function ordysfunction of the group.2.  Discuss two factors that could make it difficult for change to occur in your clinical setting, based on themeetings 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 communicatedthroughout 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 viewsabout 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 APA-formatted in-text citations and references, for content that is quoted,paraphrased, or summarized.

8/13/23, 6:18 PMWGU Performance Assessmenthttps://tasks.wgu.edu/student/001485571/course/30340017/task/879/overview4/10 I.  Demonstrate professional communication in the content and presentation of your submission.File RestrictionsFile name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )File size limit: 200 MBFile 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, 7zRUBRICA:NEED FOR INTERDISCIPLINARY TEAMSB:SUMMARY OF MEETING AND EXPERIENCESC:ROLES OF INTERDISCIPLINARY TEAM MEMBERSNOT EVIDENTA summary of the need for in-terdisciplinary teams is notprovided.APPROACHINGCOMPETENCEThe summary addresses theneed for interdisciplinary teams,but the summary is not support-ed with evidence-based prac-tice, relevant national standards,or current literature. Or thesummary is poorly reasoned.COMPETENTThe summary addresses the needfor interdisciplinary teams and issupported with evidence-basedpractice, relevant national stan-dards, or current literature. Thesummary is well reasoned.NOT EVIDENTA summary of the initial meetingwith the nurse manager and ex-periences during in-terdisciplinary team meetings isnot provided.APPROACHINGCOMPETENCEThe summary is missing the ini-tial meeting with the nurse man-ager, or the summary does notinclude experiences as an ob-server or an active participantduring 3 different in-terdisciplinary team meetings.Or the summary is missing keydetails about the meeting orexperiences.COMPETENTThe summary includes both theinitial meeting with the nursemanager and experiences as anobserver or an active participantduring 3 different in-terdisciplinary team meetings.The summary includes key detailsabout the meeting orexperiences.NOT EVIDENTA discussion of the roles of in-terdisciplinary teams membersis not provided.APPROACHINGCOMPETENCEThe discussion addresses theroles of 3 interdisciplinary teamCOMPETENTThe discussion addresses theroles of 3 interdisciplinary teammembers who participated in the

8/13/23, 6:18 PMWGU Performance Assessmenthttps://tasks.wgu.edu/student/001485571/course/30340017/task/879/overview5/10C1:IMPORTANCE OF NURSING ROLED1:EFFECTIVE LEADERSHIPD2:GOALSmembers who participated inthe interdisciplinary team meet-ings, but the roles are inaccu-rately assigned. Or the discus-sion does not include the rolesof 3 separate interdisciplinaryteam members. Or the discus-sion is vague or poorlysupported.interdisciplinary team meetings,and the roles are accurately as-signed. The discussion is suffi-ciently detailed and supportedwith specific examples.NOT EVIDENTAn explanation of the role nurs-es play is not provided.APPROACHINGCOMPETENCEThe explanation addresses theimportance of the nursing role ininterdisciplinary team interac-tions, but the explanation is triv-ial, vague, or not supported withexamples.COMPETENTThe explanation addresses theimportance of the nursing role ininterdisciplinary team interac-tions, and the explanation ismeaningful, sufficiently detailed,and supported with examples.NOT EVIDENTA discussion of the effectivenessof leadership during meetings isnot provided.APPROACHINGCOMPETENCEThe discussion addresses the ef-fectiveness of leadership in theteam meetings, but the evalua-tion of the effectiveness of lead-ership is incongruent with thedescription of the team meet-ings. The discussion includessome observations as support,but the observations are irrele-vant to the effectiveness of theleadership during the meetings.Or the discussion does not in-clude observations to supportthe discussion.COMPETENTThe discussion addresses the ef-fectiveness of leadership in theteam meetings, and the evalua-tion of the effectiveness of lead-ership is congruent with the de-scription of the team meetings.The discussion includes relevantobservations to support theclaim of the effectiveness of theleadership during the teammeetings.NOT EVIDENTAPPROACHINGCOMPETENCECOMPETENT

8/13/23, 6:18 PMWGU Performance Assessmenthttps://tasks.wgu.edu/student/001485571/course/30340017/task/879/overview6/10D2A:PARTICIPATION IN GOALSD3:BENEFITSD4:GROUP DYNAMICD4A:METHOD OF EVALUATIONA discussion of goals is notprovided.The discussion addresses 2 goalsfrom the observed in-terdisciplinary teams, but 1 ofthe goals is not effective or thediscussion only addresses 1 goal.The discussion addresses 2 goalsfrom the observed in-terdisciplinary teams, and theyare effective.NOT EVIDENTA discussion of participation ingoals is not provided.APPROACHINGCOMPETENCEThe discussion addresses partic-ipation in achieving at least 1goal of 1 of the teams, but thediscussion is vague or trivial.COMPETENTThe discussion addresses partici-pation in achieving at least 1 goalof 1 of the teams, and the discus-sion is sufficiently detailed andmeaningful.NOT EVIDENTA discussion of the benefits ofhaving a cohesive in-terdisciplinary team is notprovided.APPROACHINGCOMPETENCEThe discussion ineffectively ad-dresses the benefits of having acohesive interdisciplinary team.Or the discussion is missing atleast 1 of the given points, or thediscussion is not supported withspecific examples.COMPETENTThe discussion effectively ad-dresses the benefits of having acohesive interdisciplinary team.The discussion includes all of thegiven points, and the discussion iswell supported with specificexamples.NOT EVIDENTAn assessment of the group dy-namic or the effectiveness of thegroup is not provided.APPROACHINGCOMPETENCEThe assessment demonstrates alimited understanding of thegroup dynamic for 1 of the ob-served interdisciplinary team.Or the discussion inaccuratelyassesses either the group dy-namic or the effectiveness of theobserved group, or the assess-ment is illogical or is not sup-ported with specific examples.COMPETENTThe assessment demonstrates aproficient understanding of thegroup dynamic for 1 of the ob-served interdisciplinary team.The discussion accurately assess-es the group dynamic and the ef-fectiveness of the observedgroup, and the assessment is logi-cal and supported with specificexamples.

8/13/23, 6:18 PMWGU Performance Assessmenthttps://tasks.wgu.edu/student/001485571/course/30340017/task/879/overview7/10D4B:CONFLICTSE:POTENTIAL ISSUESE1:DIFFICULT GROUP DYNAMICSE1A:METHOD IMPLEMENTATIONNOT EVIDENTThe method used to evaluatethe group dynamic is notprovided.APPROACHINGCOMPETENCEThe method used to evaluatethe group dynamic is inappropri-ate, illogical, or ineffective forevaluation purposes.COMPETENTThe method used to evaluate thegroup dynamic is appropriate,logical, and effective for the pur-poses of evaluation.NOT EVIDENTA discussion of conflicts is notprovided.APPROACHINGCOMPETENCEThe discussion of any personalor professional conflicts thatarose during the team interac-tions is vague or not supportedwith examples. Or the conflictsdiscussed are trivial to teaminteractions.COMPETENTThe discussion of any personal orprofessional conflicts that aroseduring the team interactions issufficiently detailed and support-ed with examples. The conflictsdiscussed are meaningful to teaminteractions.NOT EVIDENTPotential issues are notidentified.APPROACHINGCOMPETENCEFewer than 2 potential issuesare identified. Or the identifiedpotential issues are not relevantto the interdisciplinary teams, orthey are not based on the evalu-ation of the groups’ dynamics.COMPETENT2 potential issues are identified.The issues are relevant to the in-terdisciplinary teams, and theyare based on the evaluation ofthe groups’ dynamics.NOT EVIDENTA comparison of methods is notprovided.APPROACHINGCOMPETENCEThe comparison of 2 methodsfor dealing with difficult groupdynamics is vague or illogical.The comparison is unbalancedor poorly supported.COMPETENTThe comparison of the 2 methodsfor dealing with difficult groupdynamics is sufficiently detailedand logical. The comparison isbalanced and well supported.NOT EVIDENTAPPROACHINGCOMPETENCECOMPETENT

8/13/23, 6:18 PMWGU Performance Assessmenthttps://tasks.wgu.edu/student/001485571/course/30340017/task/879/overview8/10E1B:FUNCTION OF THE TEAME2:FACTORS FOR CHANGEE2A:LEADING CHANGEF:COMMUNICATION OF MEETING OUTCOMESA discussion of implementationof methods is not provided.The discussion of the implemen-tation of a method for dealingwith difficult group dynamics isvague or illogical. The imple-mentation method is inaccurateor inappropriate for the scope.The discussion of the implemen-tation of a method for dealingwith difficult group dynamics issufficiently detailed and logical.The implementation method isaccurate and appropriate for thescope.NOT EVIDENTA discussion of how team mem-bers affect the function of thegroup is not provided.APPROACHINGCOMPETENCEThe discussion of how individualmembers of the interdisciplinaryteam could affect the functionor dysfunction of the group is il-logical or inaccurate. Or the dis-cussion is not supported withspecific examples.COMPETENTThe discussion of how individualmembers of the interdisciplinaryteam could affect the function ordysfunction of the group is logicaland accurate. The discussion iswell supported with specificexamples.NOT EVIDENTA discussion of the factors forchange is not provided.APPROACHINGCOMPETENCEThe discussion addresses 2 fac-tors that make it difficult forchange to occur in the clinicalsetting, but the discussion is il-logical or not based on meetingobservations. Or at least 1 of thefactors is irrelevant to the clini-cal setting. Or the discussiondoes not include 2 factors.COMPETENTThe discussion addresses 2 fac-tors that make it difficult forchange to occur in the clinicalsetting, and the discussion is logi-cal and based on meeting obser-vations. Both factors are relevantto the clinical setting.NOT EVIDENTA discussion of nurses as instru-ments for leading change is notprovided.APPROACHINGCOMPETENCEThe discussion of why nurses, asleaders, are instrumental forleading change is vague, trivial,or poorly supported.COMPETENTThe discussion of why nurses, asleaders, are instrumental forleading change is sufficiently de-tailed, meaningful, and well sup-ported with specific examples.

8/13/23, 6:18 PMWGU Performance Assessmenthttps://tasks.wgu.edu/student/001485571/course/30340017/task/879/overview9/10F1:RECOMMENDATION AND ACTION ITEMSG:VIEW OF THE ROLE OF THE NURSEG1:LEADERSHIP IN ACTIONNOT EVIDENTA discussion of communicationof meeting outcomes is notprovided.APPROACHINGCOMPETENCEThe discussion addresses howmeeting outcomes for 1 of theinterdisciplinary teams werecommunicated throughout thepractice setting, but the discus-sion is illogical or cursory.COMPETENTThe discussion addresses howthe meeting outcomes for 1 ofthe interdisciplinary teams werecommunicated throughout thepractice setting, and the discus-sion is logical and thorough.NOT EVIDENTA discussion of whether recom-mendations and action itemswere implemented is notprovided.APPROACHINGCOMPETENCEThe discussion of whether theinterdisciplinary team’s recom-mendations and action itemswere implemented is vague or isnot supported with specificexamples.COMPETENTThe discussion of whether the in-terdisciplinary team’s recom-mendations and action itemswere implemented is sufficientlydetailed and well supported withspecific examples.NOT EVIDENTA reflection of how views aboutthe role of the nurse wereshaped is not provided.APPROACHINGCOMPETENCEThe reflection of how viewsabout the role of the nurse in aninterdisciplinary team wereshaped is vague or trivial. Or thereflection is not supported withspecific examples from the ob-servations or participation in theinterdisciplinary meetings.COMPETENTThe reflection of how viewsabout the role of the nurse in aninterdisciplinary team wereshaped is sufficiently detailedand meaningful. The reflection issupported with specific examplesfrom the observations or partici-pation in the interdisciplinarymeetings.NOT EVIDENTA discussion of observations ofnursing leadership in action isnot provided.APPROACHINGCOMPETENCEThe discussion addresses theobservations of nursing leader-ship in action, but the observa-tions are vague or trivial. Or thediscussion is not relevant to therole of the nurse.COMPETENTThe discussion addresses the ob-servations of nursing leadershipin action, and the observationsare sufficiently detailed andmeaningful. The discussion is rel-evant to the role of the nurse.

8/13/23, 6:18 PMWGU Performance Assessmenthttps://tasks.wgu.edu/student/001485571/course/30340017/task/879/overview10/10G2:FUNCTION AS A LEADERH:APA SOURCESI:PROFESSIONAL COMMUNICATIONNOT EVIDENTA discussion of how a nursecould function as a leader is notprovided.APPROACHINGCOMPETENCEThe discussion addresses how anurse could function as a leaderin the clinical setting, but thediscussion is vague or trivial. Orthe leadership aspect is not sup-ported with specific examples.COMPETENTThe discussion addresses how anurse could function as a leaderin the clinical setting, and the dis-cussion is sufficiently detailedand meaning. The leadership as-pect is well supported with spe-cific examples.NOT EVIDENTThe submission does not includein-text citations and referencesaccording to APA style for con-tent that is quoted, paraphrased,or summarized.APPROACHINGCOMPETENCEThe submission includes in-textcitations and references for con-tent that is quoted, paraphrased,or summarized but does notdemonstrate a consistent appli-cation of APA style.COMPETENTThe submission includes in-textcitations and references for con-tent that is quoted, paraphrased,or summarized and demonstratesa consistent application of APAstyle.NOT EVIDENTContent is unstructured, is dis-jointed, or contains pervasiveerrors in mechanics, usage, orgrammar. Vocabulary or tone isunprofessional or distracts fromthe topic.APPROACHINGCOMPETENCEContent is poorly organized, isdifficult to follow, or contains er-rors in mechanics, usage, orgrammar that cause confusion.Terminology is misused orineffective.COMPETENTContent reflects attention to de-tail, is organized, and focuses onthe main ideas as prescribed inthe task or chosen by the candi-date. Terminology is pertinent, isused correctly, and effectivelyconveys the intended meaning.Mechanics, usage, and grammarpromote accurate interpretationand understanding.

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