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JWI 521 – Week 8 Lecture Notes (1192) Page 1 of 5

JWI 521
Recruit, Develop, Assess, Reward, Retain

Week Eight Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 2 of 5

MOTIVATION AND ENGAGEMENT

What it Means

What motivates employees to do their best work? What encourages them to stay with your
company? Some employees are motivated by a passion for this particular work, while others stay
for the compensation and benefits that enable them to support their families. Many professionals
are strongly motivated by job content and workplace factors, such as challenging projects,
professional development opportunities, or recognition. Strategies to drive engagement are built
around factors that make employees feel valued and emotionally connected to their work. These
strategies must take into account the wide range of motivational factors that affect employees
across your company.

Why it Matters

• Employee motivation is affected by a complex mix of financial and non-financial factors
• To design effective engagement tools, HR needs a deep understanding of employee

motivation
• Employee morale and engagement can be positively impacted without major expense

“Work consumes at least one-third of your life, and half your waking hours.
It can and ought to be more than a means to an end.”

Laszlo Bock

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 3 of 5

MOTIVATING PEOPLE

Intrinsic Motivation

Intrinsic motivation is demonstrated when a person works more for the love of their job than for the money
they receive. People who have a job that feeds their passion can make a living from an activity they find
inherently satisfying. They are not just working to pay the bills. As you might expect, people more commonly
find intrinsic motivation in careers that involve high levels of skill and creativity, aspects that increase a
person's absorption in their work. For these people, job content rewards, such as new responsibilities or
challenges, are highly effective incentives.

Extrinsic Motivation

Employers provide extrinsic motivation when they offer pay and benefits designed to appeal to employees. A
worker motivated by extrinsic factors may be doing the job mainly for the money and other benefits. This
does not mean that people in high-paying jobs lack intrinsic motivation, but that extrinsic motivation in terms
of pay and benefits may be enough to keep them working at a job, even if they do not find it very satisfying
on a personal level. For these people, finding ways to increase their engagement at work is beneficial
because it will increase their motivation to stay, as well as their ability to be productive.

Rewards at Work

Financial rewards and improved benefits are powerful motivators, but they can be slow to administer, since
they are usually linked to the annual performance review cycle. Depending on the company’s finances at any
given time, not all employees will receive pay increases and benefits at the level that they would wish. Thus,
the impact of pay raises and other perks on employee morale is always a limited gain.

Job content rewards are not costly and they can be offered at any time, which makes it all the more
unfortunate that they are so often overlooked or underutilized. Such rewards are always available because,
as a manager or leader, you create your own supply of job content rewards. What does this mean? Consider
this: you can give feedback to one team member during their check-in meeting, and you can give feedback
to another team member in your next meeting as well. You can give your staff opportunities to participate in
decision-making or to take on new responsibilities today, and you can give them more opportunities
tomorrow. You do not need funds from your budget or permission from your boss to offer this type of reward.
You are limited only by your imagination and creativity.

Ironically, because people are so used to thinking that value comes from scarcity, the ready availability
of non-financial incentives, such as performance feedback and job content rewards, may be one reason why
managers and leaders do not use them enough. Yet, consistent use of these non-financial rewards can have
a significant positive impact on job satisfaction and morale in your workplace. An additional advantage of job
content rewards is that using them gives managers the power to improve employee performance, increase
retention, and identify and develop future leaders.

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 4 of 5

EMPLOYEE ENGAGEMENT STRATEGIES

Most successful strategies for driving engagement work by helping employees feel valued and emotionally
connected to their work. Whatever your company’s culture or budget, the following ideas can be used by HR,
and adapted to increase engagement in your organization.

Give Employees Autonomy

For many people, increased autonomy and responsibility in their jobs lead to higher levels of engagement.
Competent workers appreciate the respect that is implied when they are given a project and can decide
when and how to complete the required tasks. Most managers also prefer to have self-sufficient staff, yet
some managers struggle to give adequate autonomy to their employees. HR can help by offering training in
management skills, including how to delegate effectively.

Provide Training and Coaching

Creating a culture that fosters continuous development helps workers build new skills and communicates
that the company values its employees and believes in their potential. When training budgets are tight, there
are many low-cost options available, such as cross-training employees so that workers learn about other
people’s jobs,coaching of newer employees, and well-implemented professional development plans.

Listen to Employees

Effective leaders pay close attention to what workers have to say, and then act on the feedback. HR can
facilitate this process by bringing employee views to the attention of leaders and managers. For example,
replace the annual employee survey with quarterly or monthly pulse surveys. Modify the performance review
process to include interim meetings to check progress and enable feedback. A comprehensive approach to
listening helps a company pinpoint and quickly address problems, and it makes people feel valued.

Get Social

Engaged workers feel emotionally invested in their jobs. In today’s business environment, where teams are
increasingly important, closer connection to colleagues is a key ingredient. Sponsor social events, such as a
potluck lunch or trivia event. Employees will often contribute their own time or talent, and enjoy being
recognized for their contribution. Service projects also help workers cultivate closer relationships, and such
projects show employees that they are working for an organization that contributes to the wider community.

Recognize and Celebrate

Recognition is always welcome to the recipient, but, far too often, awards and bonuses are doled out with
little fanfare. HR should always celebrate such occasions and clearly broadcast the reasons for employee or
team recognition. This practice reinforces engagement by giving people a clearer idea of how they fit into the
mission of the company, and it highlights what kinds of behavior are rewarded in your company’s culture.

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 5 of 5

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes for
the week:

• Define intrinsic motivation and extrinsic motivation

How many employees at your company are intrinsically motivated by the satisfaction they derive
from doing their work? How many employees are chiefly motivated by extrinsic factors such as
compensation and benefits? Now that you understand the concept of intrinsic versus extrinsic
motivation, how can this knowledge help you, as an HR professional, design better incentives and
engagement strategies for all sections of your company’s workforce?

• Compare the impact of financial and non-financial incentives

Do managers in your company understand the power of non-financial incentives? Are they making
good use of job content rewards, such as performance feedback, stretch assignments, and
autonomy? Does the performance review process include robust development planning for the
upcoming year, with follow-up meetings to check progress? Do managers give their A players
challenging opportunities to develop their leadership skills? Or do they focus on using financial
rewards to retain top talent? If so, how can HR help adjust the balance?

• Explore how to support and increase employee engagement

Take a look at your own organization’s employee engagement practices. Are managers trained
to give employees the autonomy they need to perform well? Do employees have regular
training and coaching opportunities, as well as occasions for social connection with their
colleagues? How does the company make sure that its employees have a voice that is heard
by leadership? Are recognition and awards managed in a way that supports employee
engagement, and reinforces the mission and values of the company?

**Week8DiscussionRecruiting.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week8discussionrecruiting-jpeg)

**Developing_and_Sustaining_Employee_Engagement.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/developing-and-sustaining-employee-engagement-pdf)

**Developing_and_Sustaining_Employee_Engagement.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/developing-and-sustaining-employee-engagement-pdf)

**## JWI_521_Week_8_lecture_1192.pdf**

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 1 of 5

JWI 521
Recruit, Develop, Assess, Reward, Retain

Week Eight Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 2 of 5

MOTIVATION AND ENGAGEMENT

What it Means

What motivates employees to do their best work? What encourages them to stay with your
company? Some employees are motivated by a passion for this particular work, while others stay
for the compensation and benefits that enable them to support their families. Many professionals
are strongly motivated by job content and workplace factors, such as challenging projects,
professional development opportunities, or recognition. Strategies to drive engagement are built
around factors that make employees feel valued and emotionally connected to their work. These
strategies must take into account the wide range of motivational factors that affect employees
across your company.

Why it Matters

• Employee motivation is affected by a complex mix of financial and non-financial factors
• To design effective engagement tools, HR needs a deep understanding of employee

motivation
• Employee morale and engagement can be positively impacted without major expense

“Work consumes at least one-third of your life, and half your waking hours.
It can and ought to be more than a means to an end.”

Laszlo Bock

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 3 of 5

MOTIVATING PEOPLE

Intrinsic Motivation

Intrinsic motivation is demonstrated when a person works more for the love of their job than for the money
they receive. People who have a job that feeds their passion can make a living from an activity they find
inherently satisfying. They are not just working to pay the bills. As you might expect, people more commonly
find intrinsic motivation in careers that involve high levels of skill and creativity, aspects that increase a
person's absorption in their work. For these people, job content rewards, such as new responsibilities or
challenges, are highly effective incentives.

Extrinsic Motivation

Employers provide extrinsic motivation when they offer pay and benefits designed to appeal to employees. A
worker motivated by extrinsic factors may be doing the job mainly for the money and other benefits. This
does not mean that people in high-paying jobs lack intrinsic motivation, but that extrinsic motivation in terms
of pay and benefits may be enough to keep them working at a job, even if they do not find it very satisfying
on a personal level. For these people, finding ways to increase their engagement at work is beneficial
because it will increase their motivation to stay, as well as their ability to be productive.

Rewards at Work

Financial rewards and improved benefits are powerful motivators, but they can be slow to administer, since
they are usually linked to the annual performance review cycle. Depending on the company’s finances at any
given time, not all employees will receive pay increases and benefits at the level that they would wish. Thus,
the impact of pay raises and other perks on employee morale is always a limited gain.

Job content rewards are not costly and they can be offered at any time, which makes it all the more
unfortunate that they are so often overlooked or underutilized. Such rewards are always available because,
as a manager or leader, you create your own supply of job content rewards. What does this mean? Consider
this: you can give feedback to one team member during their check-in meeting, and you can give feedback
to another team member in your next meeting as well. You can give your staff opportunities to participate in
decision-making or to take on new responsibilities today, and you can give them more opportunities
tomorrow. You do not need funds from your budget or permission from your boss to offer this type of reward.
You are limited only by your imagination and creativity.

Ironically, because people are so used to thinking that value comes from scarcity, the ready availability
of non-financial incentives, such as performance feedback and job content rewards, may be one reason why
managers and leaders do not use them enough. Yet, consistent use of these non-financial rewards can have
a significant positive impact on job satisfaction and morale in your workplace. An additional advantage of job
content rewards is that using them gives managers the power to improve employee performance, increase
retention, and identify and develop future leaders.

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 4 of 5

EMPLOYEE ENGAGEMENT STRATEGIES

Most successful strategies for driving engagement work by helping employees feel valued and emotionally
connected to their work. Whatever your company’s culture or budget, the following ideas can be used by HR,
and adapted to increase engagement in your organization.

Give Employees Autonomy

For many people, increased autonomy and responsibility in their jobs lead to higher levels of engagement.
Competent workers appreciate the respect that is implied when they are given a project and can decide
when and how to complete the required tasks. Most managers also prefer to have self-sufficient staff, yet
some managers struggle to give adequate autonomy to their employees. HR can help by offering training in
management skills, including how to delegate effectively.

Provide Training and Coaching

Creating a culture that fosters continuous development helps workers build new skills and communicates
that the company values its employees and believes in their potential. When training budgets are tight, there
are many low-cost options available, such as cross-training employees so that workers learn about other
people’s jobs,coaching of newer employees, and well-implemented professional development plans.

Listen to Employees

Effective leaders pay close attention to what workers have to say, and then act on the feedback. HR can
facilitate this process by bringing employee views to the attention of leaders and managers. For example,
replace the annual employee survey with quarterly or monthly pulse surveys. Modify the performance review
process to include interim meetings to check progress and enable feedback. A comprehensive approach to
listening helps a company pinpoint and quickly address problems, and it makes people feel valued.

Get Social

Engaged workers feel emotionally invested in their jobs. In today’s business environment, where teams are
increasingly important, closer connection to colleagues is a key ingredient. Sponsor social events, such as a
potluck lunch or trivia event. Employees will often contribute their own time or talent, and enjoy being
recognized for their contribution. Service projects also help workers cultivate closer relationships, and such
projects show employees that they are working for an organization that contributes to the wider community.

Recognize and Celebrate

Recognition is always welcome to the recipient, but, far too often, awards and bonuses are doled out with
little fanfare. HR should always celebrate such occasions and clearly broadcast the reasons for employee or
team recognition. This practice reinforces engagement by giving people a clearer idea of how they fit into the
mission of the company, and it highlights what kinds of behavior are rewarded in your company’s culture.

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 5 of 5

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes for
the week:

• Define intrinsic motivation and extrinsic motivation

How many employees at your company are intrinsically motivated by the satisfaction they derive
from doing their work? How many employees are chiefly motivated by extrinsic factors such as
compensation and benefits? Now that you understand the concept of intrinsic versus extrinsic
motivation, how can this knowledge help you, as an HR professional, design better incentives and
engagement strategies for all sections of your company’s workforce?

• Compare the impact of financial and non-financial incentives

Do managers in your company understand the power of non-financial incentives? Are they making
good use of job content rewards, such as performance feedback, stretch assignments, and
autonomy? Does the performance review process include robust development planning for the
upcoming year, with follow-up meetings to check progress? Do managers give their A players
challenging opportunities to develop their leadership skills? Or do they focus on using financial
rewards to retain top talent? If so, how can HR help adjust the balance?

• Explore how to support and increase employee engagement

Take a look at your own organization’s employee engagement practices. Are managers trained
to give employees the autonomy they need to perform well? Do employees have regular
training and coaching opportunities, as well as occasions for social connection with their
colleagues? How does the company make sure that its employees have a voice that is heard
by leadership? Are recognition and awards managed in a way that supports employee
engagement, and reinforces the mission and values of the company?

**Week8DiscussionRecruiting.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week8discussionrecruiting-jpeg)

**Developing_and_Sustaining_Employee_Engagement.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/developing-and-sustaining-employee-engagement-pdf)

**## JWI_521_Week_8_lecture_1192.pdf**

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 1 of 5

JWI 521
Recruit, Develop, Assess, Reward, Retain

Week Eight Lecture Notes

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 2 of 5

MOTIVATION AND ENGAGEMENT

What it Means

What motivates employees to do their best work? What encourages them to stay with your
company? Some employees are motivated by a passion for this particular work, while others stay
for the compensation and benefits that enable them to support their families. Many professionals
are strongly motivated by job content and workplace factors, such as challenging projects,
professional development opportunities, or recognition. Strategies to drive engagement are built
around factors that make employees feel valued and emotionally connected to their work. These
strategies must take into account the wide range of motivational factors that affect employees
across your company.

Why it Matters

• Employee motivation is affected by a complex mix of financial and non-financial factors
• To design effective engagement tools, HR needs a deep understanding of employee

motivation
• Employee morale and engagement can be positively impacted without major expense

“Work consumes at least one-third of your life, and half your waking hours.
It can and ought to be more than a means to an end.”

Laszlo Bock

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 3 of 5

MOTIVATING PEOPLE

Intrinsic Motivation

Intrinsic motivation is demonstrated when a person works more for the love of their job than for the money
they receive. People who have a job that feeds their passion can make a living from an activity they find
inherently satisfying. They are not just working to pay the bills. As you might expect, people more commonly
find intrinsic motivation in careers that involve high levels of skill and creativity, aspects that increase a
person's absorption in their work. For these people, job content rewards, such as new responsibilities or
challenges, are highly effective incentives.

Extrinsic Motivation

Employers provide extrinsic motivation when they offer pay and benefits designed to appeal to employees. A
worker motivated by extrinsic factors may be doing the job mainly for the money and other benefits. This
does not mean that people in high-paying jobs lack intrinsic motivation, but that extrinsic motivation in terms
of pay and benefits may be enough to keep them working at a job, even if they do not find it very satisfying
on a personal level. For these people, finding ways to increase their engagement at work is beneficial
because it will increase their motivation to stay, as well as their ability to be productive.

Rewards at Work

Financial rewards and improved benefits are powerful motivators, but they can be slow to administer, since
they are usually linked to the annual performance review cycle. Depending on the company’s finances at any
given time, not all employees will receive pay increases and benefits at the level that they would wish. Thus,
the impact of pay raises and other perks on employee morale is always a limited gain.

Job content rewards are not costly and they can be offered at any time, which makes it all the more
unfortunate that they are so often overlooked or underutilized. Such rewards are always available because,
as a manager or leader, you create your own supply of job content rewards. What does this mean? Consider
this: you can give feedback to one team member during their check-in meeting, and you can give feedback
to another team member in your next meeting as well. You can give your staff opportunities to participate in
decision-making or to take on new responsibilities today, and you can give them more opportunities
tomorrow. You do not need funds from your budget or permission from your boss to offer this type of reward.
You are limited only by your imagination and creativity.

Ironically, because people are so used to thinking that value comes from scarcity, the ready availability
of non-financial incentives, such as performance feedback and job content rewards, may be one reason why
managers and leaders do not use them enough. Yet, consistent use of these non-financial rewards can have
a significant positive impact on job satisfaction and morale in your workplace. An additional advantage of job
content rewards is that using them gives managers the power to improve employee performance, increase
retention, and identify and develop future leaders.

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 4 of 5

EMPLOYEE ENGAGEMENT STRATEGIES

Most successful strategies for driving engagement work by helping employees feel valued and emotionally
connected to their work. Whatever your company’s culture or budget, the following ideas can be used by HR,
and adapted to increase engagement in your organization.

Give Employees Autonomy

For many people, increased autonomy and responsibility in their jobs lead to higher levels of engagement.
Competent workers appreciate the respect that is implied when they are given a project and can decide
when and how to complete the required tasks. Most managers also prefer to have self-sufficient staff, yet
some managers struggle to give adequate autonomy to their employees. HR can help by offering training in
management skills, including how to delegate effectively.

Provide Training and Coaching

Creating a culture that fosters continuous development helps workers build new skills and communicates
that the company values its employees and believes in their potential. When training budgets are tight, there
are many low-cost options available, such as cross-training employees so that workers learn about other
people’s jobs,coaching of newer employees, and well-implemented professional development plans.

Listen to Employees

Effective leaders pay close attention to what workers have to say, and then act on the feedback. HR can
facilitate this process by bringing employee views to the attention of leaders and managers. For example,
replace the annual employee survey with quarterly or monthly pulse surveys. Modify the performance review
process to include interim meetings to check progress and enable feedback. A comprehensive approach to
listening helps a company pinpoint and quickly address problems, and it makes people feel valued.

Get Social

Engaged workers feel emotionally invested in their jobs. In today’s business environment, where teams are
increasingly important, closer connection to colleagues is a key ingredient. Sponsor social events, such as a
potluck lunch or trivia event. Employees will often contribute their own time or talent, and enjoy being
recognized for their contribution. Service projects also help workers cultivate closer relationships, and such
projects show employees that they are working for an organization that contributes to the wider community.

Recognize and Celebrate

Recognition is always welcome to the recipient, but, far too often, awards and bonuses are doled out with
little fanfare. HR should always celebrate such occasions and clearly broadcast the reasons for employee or
team recognition. This practice reinforces engagement by giving people a clearer idea of how they fit into the
mission of the company, and it highlights what kinds of behavior are rewarded in your company’s culture.

© Strayer University. All Rights Reserved. This document contains Strayer University confidential and proprietary information and may not be
copied, further distributed, or otherwise disclosed, in whole or in part, without the expressed written permission of Strayer University.

JWI 521 – Week 8 Lecture Notes (1192) Page 5 of 5

GETTING THE MOST OUT OF THIS WEEK’S CLASS

As you read the materials and participate in class activities, stay focused on the key learning outcomes for
the week:

• Define intrinsic motivation and extrinsic motivation

How many employees at your company are intrinsically motivated by the satisfaction they derive
from doing their work? How many employees are chiefly motivated by extrinsic factors such as
compensation and benefits? Now that you understand the concept of intrinsic versus extrinsic
motivation, how can this knowledge help you, as an HR professional, design better incentives and
engagement strategies for all sections of your company’s workforce?

• Compare the impact of financial and non-financial incentives

Do managers in your company understand the power of non-financial incentives? Are they making
good use of job content rewards, such as performance feedback, stretch assignments, and
autonomy? Does the performance review process include robust development planning for the
upcoming year, with follow-up meetings to check progress? Do managers give their A players
challenging opportunities to develop their leadership skills? Or do they focus on using financial
rewards to retain top talent? If so, how can HR help adjust the balance?

• Explore how to support and increase employee engagement

Take a look at your own organization’s employee engagement practices. Are managers trained
to give employees the autonomy they need to perform well? Do employees have regular
training and coaching opportunities, as well as occasions for social connection with their
colleagues? How does the company make sure that its employees have a voice that is heard
by leadership? Are recognition and awards managed in a way that supports employee
engagement, and reinforces the mission and values of the company?

**Week8DiscussionRecruiting.jpeg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/week8discussionrecruiting-jpeg)

**Developing_and_Sustaining_Employee_Engagement.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/developing-and-sustaining-employee-engagement-pdf)

November 5, 2026
[Solved] NU504

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November 5, 2026
[Solved] A1

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Analyze a proposed solution to a public health problem, demonstrating the ability to present concise oral and written reports that defend the appropriateness of the solution selected. – a year ago

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Analyze a proposed solution to a public health problem, demonstrating the ability to present concise oral and written reports that defend the appropriateness of the solution selected.

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November 5, 2026
[Solved] Writing

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How may I earn on this plartfom as a writer? – a year ago

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November 5, 2026
[Solved] Lung Cancer

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– **You are planning a case-control study of lung cancer to test the hypothesis that vegetable consumption is protective against lung cancer. After reading the textbooks and reviewing research on the Internet, do you confer with the hypothesis? Why or why not?** – **Explain your rationale at arrivin…

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Assignment Prompt & Instructions

– **You are planning a case-control study of lung cancer to test the hypothesis that vegetable consumption is protective against lung cancer. After reading the textbooks and reviewing research on the Internet, do you confer with the hypothesis? Why or why not?**
– **Explain your rationale at arriving at your answer.**
– **Be sure to respond to at least one of your classmates' posts.**

– [\
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IMG_3355.png](https://www.sweetstudy.com/files/img-3355-png-10300041 "IMG_3355.png")
– [\
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IMG_3356.png](https://www.sweetstudy.com/files/img-3356-png-10300043 "IMG_3356.png")

– a year ago

November 5, 2026
[Solved] Nursing Homework

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## NUR650CLSMARTGoalsAssignment.docx **## NUR650CLSMARTGoalsAssignment.docx** SMART Goals Assignment For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in …

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Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## NUR650CLSMARTGoalsAssignment.docx

**## NUR650CLSMARTGoalsAssignment.docx**

SMART Goals Assignment

For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

**Your goals must be related to Psychiatry. This is very important!**

**_SMART Goals_**

For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

**Format:** Each goal summary should be at least 100 words – totaling 500 words for this assignment (added to the speaker notes). The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references. The presentation should consist of 10-15 slides (excluding the introduction and reference page).

[How to Format a PowerPoint Presentation in APA StyleLinks to an external site.](https://goodwin.libguides.com/c.php?g=29109&p=7298502)
Goodwin University. (2019, October).
_APA style – 7th edition_. https://goodwin.libguides.com/c.php?g=29109&p=7298502

This Assignment must be submitted to Turnitin.

| | | | | | |
| — | — | — | — | — | — |
| **SMART Goals Rubric** |
| **Criteria** | **Ratings** | **Points** |
| **Specific**<br>To set a specific goal you must answer the 6 Ws:<br>Who? Who is involved?<br>What? What would I like to accomplish?<br>Where? Where is this happening?<br>When? When do I start/finish?<br>Which? Identify requirements and constraints<br>Why? Why am I doing this? Specific reasons, purpose or benefits! | **Exemplary – 6-8 points** The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives. | **Distinguished – 4-5 points** The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives. | **Developing – 1-3 points** The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided. | **Novice – 0 points** The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague. | 8 points |
| **Measurable**<br>Goals may have several short-term and on-going measurements so that you can see how you are doing in your aim to achieve your goal.<br>A non-measurable goal: I want to learn how to sing.<br>A measurable goal: I want to learn 5 arias by Friday, November 12th | **Exemplary – 6-8 points** Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal. | **Distinguished – 4-5 points** A method of measuring has been identified but it does not directly link to or connect with the described go. | **Developing – 1-3 points** The method listed for measurement is rather general and does not directly link to or connect with the described goal. | **Novice – 0 points** Not at all measurable – no method of measurement indicated. | 8 points |
| **Achievable/Ambitious**<br>A goal should stretch you slightly so you feel you can do it, and it will need a real commitment<br>from you. Think about what is achievable and what you want to do. | **Exemplary – 6-8 points** The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability. | **Distinguished – 4-5 points** The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity. | **Developing – 1-3 points** The goal is realistic, however the time frame does not support success. There is no process that supports achievability. | **Novice – 0 points** The goal is not at all within reason and cannot be achieved. | 8 points |
| **Relevant**<br>Realistic goals should have you push you, but not break you! | **Exemplary – 6-8 points** The goal has a strong connection to the course objectives, the student’s history, current interests, and/or demonstrated abilities. | **Distinguished – 4-5 points** The goal has some connection to the course objectives, the student’s history, current interests and/or demonstrated abilities. | **Developing – 1-3 points** The goal has only a slight connection to the course objectives, the student’s history, current interests and/or demonstrated abilities. | **Novice – 0 points** The goal has no connection to the course objectives. | 8 points |
| **Timely**<br>What is your time frame? Putting an end to your goal, or target dates to work towards, gives you a sense of accomplishment as you move toward achieving your goal. With a time frame comes more commitment to achievement! | **Exemplary – 8-9 points** The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term. | **Distinguished – 6-7 points** The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term. | **Developing – 1-5 points** The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables. | **Novice – 0 points** Has no dates and/or is over a period far beyond this term. | 8 points |
| **Use of Citations, Writing Mechanics and APA Formatting Guidelines** | **Exemplary – 4-5 points** References page contains more than required current scholarly academic reference and text reference.. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Distinguished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 1-2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors. | **Novice – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| **PowerPoint Slides** | **Exemplary – 4-5 points** PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail. | **Distinguished – 3 points** PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation. | **Developing – 1-2 points** PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation. | **Novice – 0 points** PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content. | 5 points |
| **Total Points** | **50** |

**SMART Goals Rubric**

**Criteria**

**Points**

**Specific**

view longer description

**Exemplary**

The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives

**5.1 to 8 pts**

**Distinguished**

The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives

**3.1 to 5 pts**

**Developing**

The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided.

**0.1 to 3 pts**

**Novice**

The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague.

**0 pts**

/8 pts

**Measureable**

view longer description

**Exemplary**

Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal.

**5.1 to 8 pts**

**Distinguished**

A method of measuring has been identified but it does not directly link to or connect with the described go.

**3.1 to 5 pts**

**Developing**

The method listed for measurement is rather general and does not directly link to or connect with the described goal

**0.1 to 3 pts**

**Novice**

Not at all measurable – no method of measurement indicated

**0 pts**

/8 pts

**Achievable/Ambitious**

view longer description

**Exemplary**

The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability.

**5.1 to 8 pts**

**Distinguished**

The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity.

**3.1 to 5 pts**

**Developing**

The goal is realistic, however the time frame does not support success. There is no process that supports achievability.

**0.1 to 3 pts**

**Novice**

The goal is not at all within reason and cannot be achieved.

**0 pts**

/8 pts

**Relevant**

view longer description

**Exemplary**

The goal has a strong connection to the course objectives, the student’s history, current interests, and/or demonstrated abilities.

**5.1 to 8 pts**

**Distinguished**

The goal has some connection to the course objectives, the student’s history, current interests and/or demonstrated abilities.

**3.1 to 5 pts**

**Developing**

The goal has only a slight connection to the course objectives, the student’s history, current interests and/or demonstrated abilities.

**0.1 to 3 pts**

**Novice**

The goal has no connection to the course objectives.

**0 pts**

/8 pts

**Timely**

view longer description

**Exemplary**

The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term.

**5.1 to 8 pts**

**Distinguished**

The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term.

**3.1 to 5 pts**

**Developing**

The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables.

**0.1 to 3 pts**

**Novice**

Has no dates and/or is over a period far beyond this term.

**0 pts**

/8 pts

**Use of Citations, Writing Mechanics and APA Formatting Guidelines**

**Exemplary**

References page contains more than required current scholarly academic reference and text reference..

Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct.

**3.1 to 5 pts**

**Distinguished**

References page contains one current scholarly academic resource and text reference.

Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent.
Few grammatical errors, but sentences could be clearer and more precise.

**2.1 to 3 pts**

**Developing**

References page contains one current or outdated scholarly academic resource.

Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors.

**0.1 to 2 pts**

**Novice**

References page contains no current scholarly academic resources, only internet webpages or no reference page.

Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors.

**0 pts**

/5 pts

**PowerPoint Slides**

**Exemplary**

PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail.

**3.1 to 5 pts**

**Distinguished**

PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation.

**2.1 to 3 pts**

**Developing**

PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation.

**0.1 to 2 pts**

**Novice**

PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content.

**0 pts**

/5 pts

**## NUR650CLSMARTGoalsAssignment.docx**

SMART Goals Assignment

For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

**Your goals must be related to Psychiatry. This is very important!**

**_SMART Goals_**

For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

**Format:** Each goal summary should be at least 100 words – totaling 500 words for this assignment (added to the speaker notes). The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references. The presentation should consist of 10-15 slides (excluding the introduction and reference page).

[How to Format a PowerPoint Presentation in APA StyleLinks to an external site.](https://goodwin.libguides.com/c.php?g=29109&p=7298502)
Goodwin University. (2019, October).
_APA style – 7th edition_. https://goodwin.libguides.com/c.php?g=29109&p=7298502

This Assignment must be submitted to Turnitin.

| | | | | | |
| — | — | — | — | — | — |
| **SMART Goals Rubric** |
| **Criteria** | **Ratings** | **Points** |
| **Specific**<br>To set a specific goal you must answer the 6 Ws:<br>Who? Who is involved?<br>What? What would I like to accomplish?<br>Where? Where is this happening?<br>When? When do I start/finish?<br>Which? Identify requirements and constraints<br>Why? Why am I doing this? Specific reasons, purpose or benefits! | **Exemplary – 6-8 points** The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives. | **Distinguished – 4-5 points** The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives. | **Developing – 1-3 points** The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided. | **Novice – 0 points** The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague. | 8 points |
| **Measurable**<br>Goals may have several short-term and on-going measurements so that you can see how you are doing in your aim to achieve your goal.<br>A non-measurable goal: I want to learn how to sing.<br>A measurable goal: I want to learn 5 arias by Friday, November 12th | **Exemplary – 6-8 points** Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal. | **Distinguished – 4-5 points** A method of measuring has been identified but it does not directly link to or connect with the described go. | **Developing – 1-3 points** The method listed for measurement is rather general and does not directly link to or connect with the described goal. | **Novice – 0 points** Not at all measurable – no method of measurement indicated. | 8 points |
| **Achievable/Ambitious**<br>A goal should stretch you slightly so you feel you can do it, and it will need a real commitment<br>from you. Think about what is achievable and what you want to do. | **Exemplary – 6-8 points** The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability. | **Distinguished – 4-5 points** The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity. | **Developing – 1-3 points** The goal is realistic, however the time frame does not support success. There is no process that supports achievability. | **Novice – 0 points** The goal is not at all within reason and cannot be achieved. | 8 points |
| **Relevant**<br>Realistic goals should have you push you, but not break you! | **Exemplary – 6-8 points** The goal has a strong connection to the course objectives, the student’s history, current interests, and/or demonstrated abilities. | **Distinguished – 4-5 points** The goal has some connection to the course objectives, the student’s history, current interests and/or demonstrated abilities. | **Developing – 1-3 points** The goal has only a slight connection to the course objectives, the student’s history, current interests and/or demonstrated abilities. | **Novice – 0 points** The goal has no connection to the course objectives. | 8 points |
| **Timely**<br>What is your time frame? Putting an end to your goal, or target dates to work towards, gives you a sense of accomplishment as you move toward achieving your goal. With a time frame comes more commitment to achievement! | **Exemplary – 8-9 points** The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term. | **Distinguished – 6-7 points** The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term. | **Developing – 1-5 points** The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables. | **Novice – 0 points** Has no dates and/or is over a period far beyond this term. | 8 points |
| **Use of Citations, Writing Mechanics and APA Formatting Guidelines** | **Exemplary – 4-5 points** References page contains more than required current scholarly academic reference and text reference.. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Distinguished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 1-2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors. | **Novice – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| **PowerPoint Slides** | **Exemplary – 4-5 points** PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail. | **Distinguished – 3 points** PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation. | **Developing – 1-2 points** PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation. | **Novice – 0 points** PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content. | 5 points |
| **Total Points** | **50** |

**SMART Goals Rubric**

**Criteria**

**Points**

**Specific**

view longer description

**Exemplary**

The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives

**5.1 to 8 pts**

**Distinguished**

The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives

**3.1 to 5 pts**

**Developing**

The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided.

**0.1 to 3 pts**

**Novice**

The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague.

**0 pts**

/8 pts

**Measureable**

view longer description

**Exemplary**

Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal.

**5.1 to 8 pts**

**Distinguished**

A method of measuring has been identified but it does not directly link to or connect with the described go.

**3.1 to 5 pts**

**Developing**

The method listed for measurement is rather general and does not directly link to or connect with the described goal

**0.1 to 3 pts**

**Novice**

Not at all measurable – no method of measurement indicated

**0 pts**

/8 pts

**Achievable/Ambitious**

view longer description

**Exemplary**

The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability.

**5.1 to 8 pts**

**Distinguished**

The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity.

**3.1 to 5 pts**

**Developing**

The goal is realistic, however the time frame does not support success. There is no process that supports achievability.

**0.1 to 3 pts**

**Novice**

The goal is not at all within reason and cannot be achieved.

**0 pts**

/8 pts

**Relevant**

view longer description

**Exemplary**

The goal has a strong connection to the course objectives, the student’s history, current interests, and/or demonstrated abilities.

**5.1 to 8 pts**

**Distinguished**

The goal has some connection to the course objectives, the student’s history, current interests and/or demonstrated abilities.

**3.1 to 5 pts**

**Developing**

The goal has only a slight connection to the course objectives, the student’s history, current interests and/or demonstrated abilities.

**0.1 to 3 pts**

**Novice**

The goal has no connection to the course objectives.

**0 pts**

/8 pts

**Timely**

view longer description

**Exemplary**

The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term.

**5.1 to 8 pts**

**Distinguished**

The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term.

**3.1 to 5 pts**

**Developing**

The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables.

**0.1 to 3 pts**

**Novice**

Has no dates and/or is over a period far beyond this term.

**0 pts**

/8 pts

**Use of Citations, Writing Mechanics and APA Formatting Guidelines**

**Exemplary**

References page contains more than required current scholarly academic reference and text reference..

Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct.

**3.1 to 5 pts**

**Distinguished**

References page contains one current scholarly academic resource and text reference.

Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent.
Few grammatical errors, but sentences could be clearer and more precise.

**2.1 to 3 pts**

**Developing**

References page contains one current or outdated scholarly academic resource.

Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors.

**0.1 to 2 pts**

**Novice**

References page contains no current scholarly academic resources, only internet webpages or no reference page.

Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors.

**0 pts**

/5 pts

**PowerPoint Slides**

**Exemplary**

PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail.

**3.1 to 5 pts**

**Distinguished**

PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation.

**2.1 to 3 pts**

**Developing**

PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation.

**0.1 to 2 pts**

**Novice**

PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content.

**0 pts**

/5 pts

November 5, 2026
[Solved] Nursing Dnp Essentials

✓ Verified Academic Solution Available

Executive Solution Overview

### Summative Assessment Imagine you are tasked to work with the hospital’s HR department to develop a new position for a DNP-prepared nurse. You will develop a job listing for the position. You get to choose whether it is for a nurse leader or nurse clinician. 1. Develop a 3 page (Word document) th…

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Assignment Prompt & Instructions

### Summative Assessment

Imagine you are tasked to work with the hospital’s HR department to develop a new position for a DNP-prepared nurse. You will develop a job listing for the position. You get to choose whether it is for a nurse leader or nurse clinician.

1. Develop a 3 page (Word document) that synthesizes the required education and training for various DNP roles. Include a summary of how the DNP education enhances leadership skills, collaboration in the healthcare setting, and supports the role of the DNP-prepared nurse as a positive change agent.
2. Design a job posting utilizing any desired format. Must be eye-catching.
3. The length should be approximately one page.
4. Write in full sentences and paragraphs.
5. The job listing must include the following: the name/title of the position, the purpose of the role, required and preferred qualifications, and the working conditions. Be as detailed as possible.
6. On a separate Word document, provide your sources on a reference page for the information in your job listing. You do NOT have to include in-text citations in the listing itself.

### Document Type/Template

– Be creative with your job listing! Use whatever format type you prefer to develop an eye-catching posting.

– [\
\
C2_SummativeAssmrubr.pdf](https://www.sweetstudy.com/files/c2-summativeassmrubr-pdf "C2_SummativeAssmrubr.pdf")

– a year ago

November 5, 2026
[Solved] Nursing homework

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## NUR650CLSMARTGoalsAssignment.docx **## NUR650CLSMARTGoalsAssignment.docx** SMART Goals Assignment For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in …

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## NUR650CLSMARTGoalsAssignment.docx

**## NUR650CLSMARTGoalsAssignment.docx**

SMART Goals Assignment

For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

**Your goals must be related to Psychiatry. This is very important!**

**_SMART Goals_**

For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

**Format:** Each goal summary should be at least 100 words – totaling 500 words for this assignment (added to the speaker notes). The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references. The presentation should consist of 10-15 slides (excluding the introduction and reference page).

[How to Format a PowerPoint Presentation in APA StyleLinks to an external site.](https://goodwin.libguides.com/c.php?g=29109&p=7298502)
Goodwin University. (2019, October).
_APA style – 7th edition_. https://goodwin.libguides.com/c.php?g=29109&p=7298502

This Assignment must be submitted to Turnitin.

| | | | | | |
| — | — | — | — | — | — |
| **SMART Goals Rubric** |
| **Criteria** | **Ratings** | **Points** |
| **Specific**<br>To set a specific goal you must answer the 6 Ws:<br>Who? Who is involved?<br>What? What would I like to accomplish?<br>Where? Where is this happening?<br>When? When do I start/finish?<br>Which? Identify requirements and constraints<br>Why? Why am I doing this? Specific reasons, purpose or benefits! | **Exemplary – 6-8 points** The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives. | **Distinguished – 4-5 points** The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives. | **Developing – 1-3 points** The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided. | **Novice – 0 points** The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague. | 8 points |
| **Measurable**<br>Goals may have several short-term and on-going measurements so that you can see how you are doing in your aim to achieve your goal.<br>A non-measurable goal: I want to learn how to sing.<br>A measurable goal: I want to learn 5 arias by Friday, November 12th | **Exemplary – 6-8 points** Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal. | **Distinguished – 4-5 points** A method of measuring has been identified but it does not directly link to or connect with the described go. | **Developing – 1-3 points** The method listed for measurement is rather general and does not directly link to or connect with the described goal. | **Novice – 0 points** Not at all measurable – no method of measurement indicated. | 8 points |
| **Achievable/Ambitious**<br>A goal should stretch you slightly so you feel you can do it, and it will need a real commitment<br>from you. Think about what is achievable and what you want to do. | **Exemplary – 6-8 points** The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability. | **Distinguished – 4-5 points** The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity. | **Developing – 1-3 points** The goal is realistic, however the time frame does not support success. There is no process that supports achievability. | **Novice – 0 points** The goal is not at all within reason and cannot be achieved. | 8 points |
| **Relevant**<br>Realistic goals should have you push you, but not break you! | **Exemplary – 6-8 points** The goal has a strong connection to the course objectives, the student’s history, current interests, and/or demonstrated abilities. | **Distinguished – 4-5 points** The goal has some connection to the course objectives, the student’s history, current interests and/or demonstrated abilities. | **Developing – 1-3 points** The goal has only a slight connection to the course objectives, the student’s history, current interests and/or demonstrated abilities. | **Novice – 0 points** The goal has no connection to the course objectives. | 8 points |
| **Timely**<br>What is your time frame? Putting an end to your goal, or target dates to work towards, gives you a sense of accomplishment as you move toward achieving your goal. With a time frame comes more commitment to achievement! | **Exemplary – 8-9 points** The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term. | **Distinguished – 6-7 points** The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term. | **Developing – 1-5 points** The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables. | **Novice – 0 points** Has no dates and/or is over a period far beyond this term. | 8 points |
| **Use of Citations, Writing Mechanics and APA Formatting Guidelines** | **Exemplary – 4-5 points** References page contains more than required current scholarly academic reference and text reference.. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Distinguished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 1-2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors. | **Novice – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| **PowerPoint Slides** | **Exemplary – 4-5 points** PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail. | **Distinguished – 3 points** PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation. | **Developing – 1-2 points** PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation. | **Novice – 0 points** PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content. | 5 points |
| **Total Points** | **50** |

**SMART Goals Rubric**

**Criteria**

**Points**

**Specific**

view longer description

**Exemplary**

The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives

**5.1 to 8 pts**

**Distinguished**

The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives

**3.1 to 5 pts**

**Developing**

The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided.

**0.1 to 3 pts**

**Novice**

The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague.

**0 pts**

/8 pts

**Measureable**

view longer description

**Exemplary**

Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal.

**5.1 to 8 pts**

**Distinguished**

A method of measuring has been identified but it does not directly link to or connect with the described go.

**3.1 to 5 pts**

**Developing**

The method listed for measurement is rather general and does not directly link to or connect with the described goal

**0.1 to 3 pts**

**Novice**

Not at all measurable – no method of measurement indicated

**0 pts**

/8 pts

**Achievable/Ambitious**

view longer description

**Exemplary**

The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability.

**5.1 to 8 pts**

**Distinguished**

The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity.

**3.1 to 5 pts**

**Developing**

The goal is realistic, however the time frame does not support success. There is no process that supports achievability.

**0.1 to 3 pts**

**Novice**

The goal is not at all within reason and cannot be achieved.

**0 pts**

/8 pts

**Relevant**

view longer description

**Exemplary**

The goal has a strong connection to the course objectives, the student’s history, current interests, and/or demonstrated abilities.

**5.1 to 8 pts**

**Distinguished**

The goal has some connection to the course objectives, the student’s history, current interests and/or demonstrated abilities.

**3.1 to 5 pts**

**Developing**

The goal has only a slight connection to the course objectives, the student’s history, current interests and/or demonstrated abilities.

**0.1 to 3 pts**

**Novice**

The goal has no connection to the course objectives.

**0 pts**

/8 pts

**Timely**

view longer description

**Exemplary**

The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term.

**5.1 to 8 pts**

**Distinguished**

The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term.

**3.1 to 5 pts**

**Developing**

The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables.

**0.1 to 3 pts**

**Novice**

Has no dates and/or is over a period far beyond this term.

**0 pts**

/8 pts

**Use of Citations, Writing Mechanics and APA Formatting Guidelines**

**Exemplary**

References page contains more than required current scholarly academic reference and text reference..

Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct.

**3.1 to 5 pts**

**Distinguished**

References page contains one current scholarly academic resource and text reference.

Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent.
Few grammatical errors, but sentences could be clearer and more precise.

**2.1 to 3 pts**

**Developing**

References page contains one current or outdated scholarly academic resource.

Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors.

**0.1 to 2 pts**

**Novice**

References page contains no current scholarly academic resources, only internet webpages or no reference page.

Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors.

**0 pts**

/5 pts

**PowerPoint Slides**

**Exemplary**

PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail.

**3.1 to 5 pts**

**Distinguished**

PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation.

**2.1 to 3 pts**

**Developing**

PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation.

**0.1 to 2 pts**

**Novice**

PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content.

**0 pts**

/5 pts

**## NUR650CLSMARTGoalsAssignment.docx**

SMART Goals Assignment

For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

**Your goals must be related to Psychiatry. This is very important!**

**_SMART Goals_**

For this assignment, you will work on setting goals for yourself using the SMART method. You will find an explanation of this method in the module that will guide you in your goal-setting process. You will list a minimum of five professional goals that you would like to accomplish during the clinical experience in this term. For each goal, you must provide an explanation of how the goal is representative of each of the SMART characteristics: Specific, Measurable, Attainable, Realistic, Timely. Be sure to answer the following questions for each goal summary: Can you measure it? Is it attainable? Is it realistic? What is the time frame you have set for completing that goal?

**Format:** Each goal summary should be at least 100 words – totaling 500 words for this assignment (added to the speaker notes). The presentation is original work and logically organized, formatted, and cited in the current APA style, including citation of references. The presentation should consist of 10-15 slides (excluding the introduction and reference page).

[How to Format a PowerPoint Presentation in APA StyleLinks to an external site.](https://goodwin.libguides.com/c.php?g=29109&p=7298502)
Goodwin University. (2019, October).
_APA style – 7th edition_. https://goodwin.libguides.com/c.php?g=29109&p=7298502

This Assignment must be submitted to Turnitin.

| | | | | | |
| — | — | — | — | — | — |
| **SMART Goals Rubric** |
| **Criteria** | **Ratings** | **Points** |
| **Specific**<br>To set a specific goal you must answer the 6 Ws:<br>Who? Who is involved?<br>What? What would I like to accomplish?<br>Where? Where is this happening?<br>When? When do I start/finish?<br>Which? Identify requirements and constraints<br>Why? Why am I doing this? Specific reasons, purpose or benefits! | **Exemplary – 6-8 points** The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives. | **Distinguished – 4-5 points** The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives. | **Developing – 1-3 points** The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided. | **Novice – 0 points** The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague. | 8 points |
| **Measurable**<br>Goals may have several short-term and on-going measurements so that you can see how you are doing in your aim to achieve your goal.<br>A non-measurable goal: I want to learn how to sing.<br>A measurable goal: I want to learn 5 arias by Friday, November 12th | **Exemplary – 6-8 points** Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal. | **Distinguished – 4-5 points** A method of measuring has been identified but it does not directly link to or connect with the described go. | **Developing – 1-3 points** The method listed for measurement is rather general and does not directly link to or connect with the described goal. | **Novice – 0 points** Not at all measurable – no method of measurement indicated. | 8 points |
| **Achievable/Ambitious**<br>A goal should stretch you slightly so you feel you can do it, and it will need a real commitment<br>from you. Think about what is achievable and what you want to do. | **Exemplary – 6-8 points** The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability. | **Distinguished – 4-5 points** The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity. | **Developing – 1-3 points** The goal is realistic, however the time frame does not support success. There is no process that supports achievability. | **Novice – 0 points** The goal is not at all within reason and cannot be achieved. | 8 points |
| **Relevant**<br>Realistic goals should have you push you, but not break you! | **Exemplary – 6-8 points** The goal has a strong connection to the course objectives, the student’s history, current interests, and/or demonstrated abilities. | **Distinguished – 4-5 points** The goal has some connection to the course objectives, the student’s history, current interests and/or demonstrated abilities. | **Developing – 1-3 points** The goal has only a slight connection to the course objectives, the student’s history, current interests and/or demonstrated abilities. | **Novice – 0 points** The goal has no connection to the course objectives. | 8 points |
| **Timely**<br>What is your time frame? Putting an end to your goal, or target dates to work towards, gives you a sense of accomplishment as you move toward achieving your goal. With a time frame comes more commitment to achievement! | **Exemplary – 8-9 points** The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term. | **Distinguished – 6-7 points** The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term. | **Developing – 1-5 points** The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables. | **Novice – 0 points** Has no dates and/or is over a period far beyond this term. | 8 points |
| **Use of Citations, Writing Mechanics and APA Formatting Guidelines** | **Exemplary – 4-5 points** References page contains more than required current scholarly academic reference and text reference.. Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct. | **Distinguished – 3 points** References page contains one current scholarly academic resource and text reference. Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Few grammatical errors, but sentences could be clearer and more precise. | **Developing – 1-2 points** References page contains one current or outdated scholarly academic resource. Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors. | **Novice – 0 points** References page contains no current scholarly academic resources, only internet webpages or no reference page. Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors. | 5 points |
| **PowerPoint Slides** | **Exemplary – 4-5 points** PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail. | **Distinguished – 3 points** PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation. | **Developing – 1-2 points** PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation. | **Novice – 0 points** PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content. | 5 points |
| **Total Points** | **50** |

**SMART Goals Rubric**

**Criteria**

**Points**

**Specific**

view longer description

**Exemplary**

The goal is personal and identifies areas of weakness in clinical practice. The goal is detailed and clearly focused on the specific skills, behaviors, and/or knowledge outlined in the course objectives

**5.1 to 8 pts**

**Distinguished**

The goal is personal and identifies areas of weakness in clinical practice. There is a lack of focus and detail on the specific skills, behaviors, and/or knowledge outlined in the course objectives

**3.1 to 5 pts**

**Developing**

The goal is personal and identifies areas of weakness in clinical practice. Details on the specific skills, behaviors and/or knowledge outlined in the course objectives are not provided.

**0.1 to 3 pts**

**Novice**

The goal is general and does not address areas of weakness in clinical practice. The goal displays no specificity, is general and vague.

**0 pts**

/8 pts

**Measureable**

view longer description

**Exemplary**

Measures have been identified that will demonstrate learning, results, and/or progress as related to the described goal.

**5.1 to 8 pts**

**Distinguished**

A method of measuring has been identified but it does not directly link to or connect with the described go.

**3.1 to 5 pts**

**Developing**

The method listed for measurement is rather general and does not directly link to or connect with the described goal

**0.1 to 3 pts**

**Novice**

Not at all measurable – no method of measurement indicated

**0 pts**

/8 pts

**Achievable/Ambitious**

view longer description

**Exemplary**

The goal set forth is realistic, motivating, challenging, and can be achievable within the term. There is a clear process described to support achievability.

**5.1 to 8 pts**

**Distinguished**

The goal set forth is realistic; however, the achievability may not require much challenge, or the achievability may be incredibly challenging to achieve within the term. The process is mentioned but lacks clarity.

**3.1 to 5 pts**

**Developing**

The goal is realistic, however the time frame does not support success. There is no process that supports achievability.

**0.1 to 3 pts**

**Novice**

The goal is not at all within reason and cannot be achieved.

**0 pts**

/8 pts

**Relevant**

view longer description

**Exemplary**

The goal has a strong connection to the course objectives, the student’s history, current interests, and/or demonstrated abilities.

**5.1 to 8 pts**

**Distinguished**

The goal has some connection to the course objectives, the student’s history, current interests and/or demonstrated abilities.

**3.1 to 5 pts**

**Developing**

The goal has only a slight connection to the course objectives, the student’s history, current interests and/or demonstrated abilities.

**0.1 to 3 pts**

**Novice**

The goal has no connection to the course objectives.

**0 pts**

/8 pts

**Timely**

view longer description

**Exemplary**

The goal has a definite date of what will be accomplished by this date and is linked to the measurables. Is within the time frame of this term.

**5.1 to 8 pts**

**Distinguished**

The goal has an indefinite date of what will be accomplished by this date and is linked to the measurables. It is within the time frame of this term.

**3.1 to 5 pts**

**Developing**

The goal has an indefinite date of what will be accomplished by this date but does not link to the measurables.

**0.1 to 3 pts**

**Novice**

Has no dates and/or is over a period far beyond this term.

**0 pts**

/8 pts

**Use of Citations, Writing Mechanics and APA Formatting Guidelines**

**Exemplary**

References page contains more than required current scholarly academic reference and text reference..

Follows APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent. Rules of grammar, usage and punctuation are followed; spelling is correct.

**3.1 to 5 pts**

**Distinguished**

References page contains one current scholarly academic resource and text reference.

Follows most APA guidelines of components: double space, 12 pt. font, abstract, level headings, hanging indent.
Few grammatical errors, but sentences could be clearer and more precise.

**2.1 to 3 pts**

**Developing**

References page contains one current or outdated scholarly academic resource.

Many errors of APA guidelines: double space, 12 pt. font, abstract, level headings, hanging indent. Paper contains few grammatical, punctuation and spelling errors.

**0.1 to 2 pts**

**Novice**

References page contains no current scholarly academic resources, only internet webpages or no reference page.

Lack of APA guidelines for references provided. Paper contains numerous grammatical, punctuation, and spelling errors.

**0 pts**

/5 pts

**PowerPoint Slides**

**Exemplary**

PowerPoint presentation contains 10-15 slides. All parts of the assignment are completed fully and described in the PowerPoint presentation in detail.

**3.1 to 5 pts**

**Distinguished**

PowerPoint presentation contains 10-15 slides. All parts of the project are completed partially and described in the PowerPoint presentation.

**2.1 to 3 pts**

**Developing**

PowerPoint presentation contains fewer than 10 slides, or some slides are incomplete or not relevant to the required content of the presentation.

**0.1 to 2 pts**

**Novice**

PointPoint presentation contains fewer than 10 slides and /or is missing several parts of the required content.

**0 pts**

/5 pts

November 5, 2026
[Solved] Emerging issues and Ethical considerations in practical Leadership

✓ Verified Academic Solution Available

Executive Solution Overview

### Summative Assessment For this summative assessment, you will prepare a comprehensive case study analysis that reflects on an ethical dilemma you have encountered during their clinical practice or another relevant experience. The analysis should be approximately 1,500 words and include the follow…

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Assignment Prompt & Instructions

### Summative Assessment

For this summative assessment, you will prepare a comprehensive case study analysis that reflects on an ethical dilemma you have encountered during their clinical practice or another relevant experience. The analysis should be approximately 1,500 words and include the following components:

– **Overview of the Ethical Dilemma**:

– Clearly describe the ethical dilemma, including the context, stakeholders involved, and the ethical principles at stake (e.g., autonomy, beneficence, non-maleficence, justice).
– **Evaluation of Strategies Used**:

– Analyze the strategies that were employed or could have been employed to address the ethical dilemma. Refer to ethical decision-making models (such as the Four-Quadrant Approach) and discuss the role of patient engagement, interprofessional collaboration, and organizational policies in the decision-making process.
– **Recommendations for Improvement**:

– Propose additional strategies or alternative approaches that could enhance the management of the ethical dilemma. Focus on how these strategies promote better patient outcomes, uphold ethical principles, and facilitate shared decision-making.
– **Reflection on Personal Growth**:

– Reflect on how this ethical dilemma and its management have influenced your personal values, ethical reasoning, and professional development as a nurse leader. Discuss how this experience prepares you for future ethical challenges in your practice.
– **Conclusion**:

– Summarize the key insights gained from your analysis and reinforce the importance of effective strategies for managing ethical dilemmas in nursing practice.

### Document type/ template:

– Word Document
– Formatted according to APA style guidelines

– [\
\
C2_SummativeAssessmentrub.pdf](https://www.sweetstudy.com/files/c2-summativeassessmentrub-pdf "C2_SummativeAssessmentrub.pdf")

– a year ago

November 5, 2026
[Solved] disease analysis

✓ Verified Academic Solution Available

Executive Solution Overview

– a year ago **files (1)** – ## diseaseanalysis.docx **## diseaseanalysis.docx** A 3- to 4-page paper Details: For this assignment, you will select a disease of your choice and conduct a detailed analysis of that disease, exploring it from a balanced traditional and alternative health perspective. B…

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Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

– a year ago

**files (1)**

– ## diseaseanalysis.docx

**## diseaseanalysis.docx**

A 3- to 4-page paper

Details:

For this assignment, you will select a disease of your choice and conduct a detailed analysis of that disease, exploring it from a balanced traditional and alternative health perspective.

Begin by searching the Centers for Disease Control (CDC) website
[Diseases and Conditions Index](http://www.cdc.gov/DiseasesConditions/az/a.html) to choose a disease or condition of interest to you.

Next, review the website for
[Healthy People 2020Links to an external site.](https://health.gov/our-work/national-health-initiatives/healthy-people/healthy-people-2020)

for information related to the disease or the disease category (e.g., mental health for ADHD).

In your paper, discuss the following:

· Prominent aspects of this disease

· Current data and statistics related to the disease

· Health disparities related to the disease

· Prevention strategies including complementary and alternative health therapies

· Contemporary research and clinical studies related to the disease

· An analysis of the pathophysiologic effects of stress related to the disease

· Evidence-based stress management interventions that might help with prevention or cure

The paper should be 3 to 4 pages.

Incorporate at least three scholarly sources within the paper. Sources should be no more than three years old.

**## diseaseanalysis.docx**

A 3- to 4-page paper

Details:

For this assignment, you will select a disease of your choice and conduct a detailed analysis of that disease, exploring it from a balanced traditional and alternative health perspective.

Begin by searching the Centers for Disease Control (CDC) website
[Diseases and Conditions Index](http://www.cdc.gov/DiseasesConditions/az/a.html) to choose a disease or condition of interest to you.

Next, review the website for
[Healthy People 2020Links to an external site.](https://health.gov/our-work/national-health-initiatives/healthy-people/healthy-people-2020)

for information related to the disease or the disease category (e.g., mental health for ADHD).

In your paper, discuss the following:

· Prominent aspects of this disease

· Current data and statistics related to the disease

· Health disparities related to the disease

· Prevention strategies including complementary and alternative health therapies

· Contemporary research and clinical studies related to the disease

· An analysis of the pathophysiologic effects of stress related to the disease

· Evidence-based stress management interventions that might help with prevention or cure

The paper should be 3 to 4 pages.

Incorporate at least three scholarly sources within the paper. Sources should be no more than three years old.

November 5, 2026