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  • [Solved] M2 Forum

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    – a year ago **files (2)** – ## M2Forum.docx – 6thEdition.pdf **## M2Forum.docx** **Discussion 2.1: Ethical Leadership-** Select your prompt from one of the three options provided. Your initial post is due by **Wednesday** of week 3, continue the conversation with at least 3 responses to your peers …

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    Assignment Prompt & Instructions

    – a year ago

    **files (2)**

    – ## M2Forum.docx

    – 6thEdition.pdf

    **## M2Forum.docx**

    **Discussion 2.1: Ethical Leadership-** Select your prompt from one of the three options provided. Your initial post is due by
    **Wednesday** of week 3, continue the conversation with at least 3 responses to your peers by the end of week 3. Your initial post should be between 300-500 words and end with a provocative question that will either deepen the conversation or solicit suggestions for personal growth. Be sure to cite resources using APA format to support your comments.

    ·
    **Option 1: Ethical Dilemmas**: Case study 11.1: The Write Choice on pp. 307 – 308 presents a moral dilemma that many teachers have faced at one time or another.  After reading the case study, use one or more of the questions on p. 308 to discuss Professor Ramirez’s decision and the ethical implications. If you would have handled this situation differently, explain your decision and rationale.

    ·
    **Option 2: Recognizing Ethical Leadership: Think** about a strong ethical leader with whom you have worked recently or in the past.  What factors of ethical leadership (character, actions, goals, honesty, power, and values) were/are most apparent in this leader’s behaviors and actions?  How did these behaviors shape the behaviors of others?  Provide specific examples that support your thinking.

    ·
    **Option 3: Your Role as an Ethical Leader: Use** VoiceThread to complete the following: Select one of the examples that you will be including in your portfolio due at the end of this module.  Share your experience in a VT recording and what you learned about ethical leadership from the experience.
    **Select the VT link below to access this discussion.**

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10303205)

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10303205)

    **## M2Forum.docx**

    **Discussion 2.1: Ethical Leadership-** Select your prompt from one of the three options provided. Your initial post is due by
    **Wednesday** of week 3, continue the conversation with at least 3 responses to your peers by the end of week 3. Your initial post should be between 300-500 words and end with a provocative question that will either deepen the conversation or solicit suggestions for personal growth. Be sure to cite resources using APA format to support your comments.

    ·
    **Option 1: Ethical Dilemmas**: Case study 11.1: The Write Choice on pp. 307 – 308 presents a moral dilemma that many teachers have faced at one time or another.  After reading the case study, use one or more of the questions on p. 308 to discuss Professor Ramirez’s decision and the ethical implications. If you would have handled this situation differently, explain your decision and rationale.

    ·
    **Option 2: Recognizing Ethical Leadership: Think** about a strong ethical leader with whom you have worked recently or in the past.  What factors of ethical leadership (character, actions, goals, honesty, power, and values) were/are most apparent in this leader’s behaviors and actions?  How did these behaviors shape the behaviors of others?  Provide specific examples that support your thinking.

    ·
    **Option 3: Your Role as an Ethical Leader: Use** VoiceThread to complete the following: Select one of the examples that you will be including in your portfolio due at the end of this module.  Share your experience in a VT recording and what you learned about ethical leadership from the experience.
    **Select the VT link below to access this discussion.**

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10303205)

    **## M2Forum.docx**

    **Discussion 2.1: Ethical Leadership-** Select your prompt from one of the three options provided. Your initial post is due by
    **Wednesday** of week 3, continue the conversation with at least 3 responses to your peers by the end of week 3. Your initial post should be between 300-500 words and end with a provocative question that will either deepen the conversation or solicit suggestions for personal growth. Be sure to cite resources using APA format to support your comments.

    ·
    **Option 1: Ethical Dilemmas**: Case study 11.1: The Write Choice on pp. 307 – 308 presents a moral dilemma that many teachers have faced at one time or another.  After reading the case study, use one or more of the questions on p. 308 to discuss Professor Ramirez’s decision and the ethical implications. If you would have handled this situation differently, explain your decision and rationale.

    ·
    **Option 2: Recognizing Ethical Leadership: Think** about a strong ethical leader with whom you have worked recently or in the past.  What factors of ethical leadership (character, actions, goals, honesty, power, and values) were/are most apparent in this leader’s behaviors and actions?  How did these behaviors shape the behaviors of others?  Provide specific examples that support your thinking.

    ·
    **Option 3: Your Role as an Ethical Leader: Use** VoiceThread to complete the following: Select one of the examples that you will be including in your portfolio due at the end of this module.  Share your experience in a VT recording and what you learned about ethical leadership from the experience.
    **Select the VT link below to access this discussion.**

    **6thEdition.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/6thedition-pdf-10303205)

  • [Solved] Learning Theory 7-A

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    Review Section IV. [Recommendations for practitioner](http://teach.ufl.edu/wp-content/uploads/2016/07/ARP_DiversityInclusionCulturalAwareness_Overview.pdf) on page 9 of the Ruggs and Hebl reading, Literature overview: Diversity, inclusion, and cultural awareness for classroom and outreach education….

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    Assignment Prompt & Instructions

    Review Section IV. [Recommendations for practitioner](http://teach.ufl.edu/wp-content/uploads/2016/07/ARP_DiversityInclusionCulturalAwareness_Overview.pdf) on page 9 of the Ruggs and Hebl reading, Literature overview: Diversity, inclusion, and cultural awareness for classroom and outreach education. (This is in the attachement)

    Three strategies to increase diversity, inclusion and cultural awareness in classroom settings are summarized. Reflect on one of the strategies described in the reading.

    If you are not a teacher (or are new to teaching), think about your personal educational history. Do you remember a time when a teacher did not address or make an attempt to redress an issue of diversity, inclusion, or cultural awareness in the class? Drawing from the Ruggs and Hebl reading, how do you think the teacher should have improved the situation? What strategies do you know about today, would have likely improved the educational experience you had?

    – [\
    \
    ARP_DiversityInclusionCulturalAwareness_Overview.pdf](https://www.sweetstudy.com/files/arp-diversityinclusionculturalawareness-overview-pdf "ARP_DiversityInclusionCulturalAwareness_Overview.pdf")

    – a year ago

  • [Solved] Is it morally permissible to believe in God just because it is to your practical advantage to believe?

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    [>Philosophy homework help](https://www.sweetstudy.com/fields/social-science-philosophy) Is it morally permissible to believe in God just because it is to your _practical_ advantage to believe? Why or why not? Use the material in Vaughn's book to help you explain how Pascal argues for belief in God….

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    Assignment Prompt & Instructions

    [>Philosophy homework help](https://www.sweetstudy.com/fields/social-science-philosophy)

    Is it morally permissible to believe in God just because it is to your _practical_ advantage to believe? Why or why not? Use the material in Vaughn's book to help you explain how Pascal argues for belief in God. Explain the strengths and weaknesses of other thinkers have identified in his reasoning.

    What does the argument against believing in God without sufficient evidence look like? Is it plausible that God would look _kindly_ on atheists and agnostics to because they refuse to believe without evidence? After all, aren't they simply using God's gift of reason to arrive at their decision?

    – [\
    \
    Screenshot2025-05-27at3.49.14PM.png](https://www.sweetstudy.com/files/screenshot2025-05-27at3-49-14pm-png "Screenshot2025-05-27at3.49.14PM.png")
    – [\
    \
    Screenshot2025-05-27at3.49.23PM.png](https://www.sweetstudy.com/files/screenshot2025-05-27at3-49-23pm-png "Screenshot2025-05-27at3.49.23PM.png")

    – a year ago

  • [Solved] Nursing NUR 506 Assignment 2

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    – a year ago **files (1)** – ## NUR506Assignment2.docx **## NUR506Assignment2.docx** ![icon](https://www.sweetstudy.com/questions/nursing-nur-506-assignment-2)**_Agency Synopsis_** Identify regulatory agencies that regulate health and the health care system within the US, create a table listing your…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## NUR506Assignment2.docx

    **## NUR506Assignment2.docx**

    ![icon](https://www.sweetstudy.com/questions/nursing-nur-506-assignment-2)**_Agency Synopsis_**

    Identify regulatory agencies that regulate health and the health care system within the US, create a table listing your 5 regulatory agencies and address the following:

    1. Describe the agency, level of regulatory authority (local, state, federal), scope of regulatory authority, and role within the US healthcare system.

    2. Address relevance of the organization or the organization’s authority to the APRN/DNP graduate.

    3. Describe relevance to specialty area, area of practice, or setting of practice. For an example, mental health.

    **Submission Requirements:**

    · In the table, write the 3 criteria above and respond to them.

    · The table is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · The table is to be complete and thorough. It should include all items indicated in the assignment.

    · Incorporate at least 3 current (published within last five years)
    _scholarly journal articles_ or
    _primary legal sources_ (statutes, court opinions) within your work.

    ## image1.png

    **## NUR506Assignment2.docx**

    ![icon](https://www.sweetstudy.com/questions/nursing-nur-506-assignment-2)**_Agency Synopsis_**

    Identify regulatory agencies that regulate health and the health care system within the US, create a table listing your 5 regulatory agencies and address the following:

    1. Describe the agency, level of regulatory authority (local, state, federal), scope of regulatory authority, and role within the US healthcare system.

    2. Address relevance of the organization or the organization’s authority to the APRN/DNP graduate.

    3. Describe relevance to specialty area, area of practice, or setting of practice. For an example, mental health.

    **Submission Requirements:**

    · In the table, write the 3 criteria above and respond to them.

    · The table is to be clear and concise and students will lose points for improper grammar, punctuation and misspelling.

    · The table is to be complete and thorough. It should include all items indicated in the assignment.

    · Incorporate at least 3 current (published within last five years)
    _scholarly journal articles_ or
    _primary legal sources_ (statutes, court opinions) within your work.

    ## image1.png

  • [Solved] Health Information Technology and Nursing Informatics: Introduction

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    Executive Solution Overview

    – a year ago **files (1)** – ## WK1Discussion8210.docx **## WK1Discussion8210.docx** **Health Information Technology and Nursing Informatics: Introduction** ![A person in scrubs using a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/health-information-technolog…

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    Assignment Prompt & Instructions

    – a year ago

    **files (1)**

    – ## WK1Discussion8210.docx

    **## WK1Discussion8210.docx**

    **Health Information Technology and Nursing Informatics: Introduction**

    ![A person in scrubs using a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/health-information-technology-and-nursing-informatics-introduction)

    In the video,
    _Nursing Informatics Innovators,_  you are provided an extensive list of 34 nursing informatics innovators. Each of these individuals has been integral in advancing nursing informatics and the field of nursing practice.

    Innovators in the field of nursing informatics, led the way in shifting the perception of a nurse as an art of patient care, to the practice of nursing as a science, vested in science, technology, and advancements.

    Nursing informatics innovators facilitated and created major advancements in the field of nursing and ensured the field would be one of advancement, continual change, and scientific innovation. Exploring the work of these innovators is essential in understanding where nursing informatics began, where it is now, and where it continues to go.

    For this Discussion, reflect on the role of individual nursing informatics innovators and consider their contributions, the impact of their contributions, and what you might specifically learn from them in your nursing practice. Reflect on your background and experiences in nursing informatics. You will also review Table 1 from the American Nurses Association (2015) Scope and Standards of Practice (2nd ed.) Explore on how you might apply the knowledge of these innovators and the information from Table 1 to your nursing practice, your education, and your future goals.

    **Resources**

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/176158/modules/items/7221211)

    **To Prepare**

    · Review the American Nurses Association. (2015).
    _Nursing informatics: Scope and standards of practice_ (2nd ed.).

    · “Introduction” (p. 1)

    · “The Scope of Nursing Informatics Practice” (pp. 1–6) in this week's resources.

    **By Day 3 of Week 1**

    After reviewing the weekly resources, including the nursing informatics innovators stories, discuss your experience with nursing informatics and how this course could enhance your informatics skills and competencies.

    **Learning Resources**

    [Required Readings](https://waldenu.instructure.com/courses/176158/pages/week-1-learning-resources?module_item_id=7221211)

    · Sipes, C. (2025).
    _Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing.

    · Chapter 1, “Basic Project Management for the Advanced Practice Nurses and Healthcare Professionals” (pp. 3–21)

    · Chapter 2, “Advanced Practice Nurse Role Descriptions and Application of Project Management Concepts” (pp. 22–54)

    · Chapter 3, “Design/Initiation: Project Management—Phase 1” (pp. 55–84)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_ (2nd ed.).

    · “Introduction” (p. 1)

    · “The Scope of Nursing Informatics Practice” (pp. 1–6)

    · “Standard 1: Assessment” (pp. 68–69)

    · “Standard 2: Diagnosis, Problems, and Issues Identification” (p. 70)

    · Walden University Oasis: Writing Center. (n.d.).
    [_Citations: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/citations) _._  https://academicguides.waldenu.edu/writingcenter/apa/citations

    · Walden University Oasis: Writing Center. (n.d.).
    [_Common assignments: Discussion post_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost). https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    [Required Media](https://waldenu.instructure.com/courses/176158/pages/week-1-learning-resources?module_item_id=7221211)

    · American Medical Informatics Association. (2021).
    [_Nursing informatics innovators_ Links to an external site.](https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators). https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators

    · Fung, B. (2018, November 3).
    [_Nursing informatics: A day in the lifeLinks to an external site._](https://www.youtube.com/watch?v=WBAyqTQn28w)[Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28w

    · Project Management. (2018, November 5).
    [_Project planning for beginners: Project management trainingLinks to an external site._](https://www.youtube.com/watch?v=ZWmXi3TW1yA)[Video]. YouTube. https://www.youtube.com/watch?v=ZWmXi3TW1yA

    · ProjectManager. (2018, July 2).
    [_How to write a scope of work document: Project management trainingLinks to an external site._](https://www.youtube.com/watch?v=oacSSamqP6s)[Video]. YouTube. https://www.youtube.com/watch?v=oacSSamqP6s

    ·
    **Document:** [Welcome to the DNP Program](https://waldenu.instructure.com/courses/176158/files/13978093?wrap=1) [Download Welcome to the DNP Program](https://waldenu.instructure.com/courses/176158/files/13978093/download?download_frd=1)(PPT)

    ·
    **Document:** [Welcome to the DNP Program Narrative](https://waldenu.instructure.com/courses/176158/files/13978100?wrap=1) [Download Welcome to the DNP Program Narrative](https://waldenu.instructure.com/courses/176158/files/13978100/download?download_frd=1)(Word document)

    ## image1.jpeg

    **## WK1Discussion8210.docx**

    **Health Information Technology and Nursing Informatics: Introduction**

    ![A person in scrubs using a computer AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/health-information-technology-and-nursing-informatics-introduction)

    In the video,
    _Nursing Informatics Innovators,_  you are provided an extensive list of 34 nursing informatics innovators. Each of these individuals has been integral in advancing nursing informatics and the field of nursing practice.

    Innovators in the field of nursing informatics, led the way in shifting the perception of a nurse as an art of patient care, to the practice of nursing as a science, vested in science, technology, and advancements.

    Nursing informatics innovators facilitated and created major advancements in the field of nursing and ensured the field would be one of advancement, continual change, and scientific innovation. Exploring the work of these innovators is essential in understanding where nursing informatics began, where it is now, and where it continues to go.

    For this Discussion, reflect on the role of individual nursing informatics innovators and consider their contributions, the impact of their contributions, and what you might specifically learn from them in your nursing practice. Reflect on your background and experiences in nursing informatics. You will also review Table 1 from the American Nurses Association (2015) Scope and Standards of Practice (2nd ed.) Explore on how you might apply the knowledge of these innovators and the information from Table 1 to your nursing practice, your education, and your future goals.

    **Resources**

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/176158/modules/items/7221211)

    **To Prepare**

    · Review the American Nurses Association. (2015).
    _Nursing informatics: Scope and standards of practice_ (2nd ed.).

    · “Introduction” (p. 1)

    · “The Scope of Nursing Informatics Practice” (pp. 1–6) in this week's resources.

    **By Day 3 of Week 1**

    After reviewing the weekly resources, including the nursing informatics innovators stories, discuss your experience with nursing informatics and how this course could enhance your informatics skills and competencies.

    **Learning Resources**

    [Required Readings](https://waldenu.instructure.com/courses/176158/pages/week-1-learning-resources?module_item_id=7221211)

    · Sipes, C. (2025).
    _Project management for the advanced practice nurse_ (3rd ed.). Springer Publishing.

    · Chapter 1, “Basic Project Management for the Advanced Practice Nurses and Healthcare Professionals” (pp. 3–21)

    · Chapter 2, “Advanced Practice Nurse Role Descriptions and Application of Project Management Concepts” (pp. 22–54)

    · Chapter 3, “Design/Initiation: Project Management—Phase 1” (pp. 55–84)

    · American Nurses Association. (2015).
    [_Nursing informaticsLinks to an external site._](https://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=1021761&site=eds-live&scope=site&authtype=shib&custid=s6527200) _: Scope and standards of practice_ (2nd ed.).

    · “Introduction” (p. 1)

    · “The Scope of Nursing Informatics Practice” (pp. 1–6)

    · “Standard 1: Assessment” (pp. 68–69)

    · “Standard 2: Diagnosis, Problems, and Issues Identification” (p. 70)

    · Walden University Oasis: Writing Center. (n.d.).
    [_Citations: OverviewLinks to an external site._](https://academicguides.waldenu.edu/writingcenter/apa/citations) _._  https://academicguides.waldenu.edu/writingcenter/apa/citations

    · Walden University Oasis: Writing Center. (n.d.).
    [_Common assignments: Discussion post_ Links to an external site.](https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost). https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

    [Required Media](https://waldenu.instructure.com/courses/176158/pages/week-1-learning-resources?module_item_id=7221211)

    · American Medical Informatics Association. (2021).
    [_Nursing informatics innovators_ Links to an external site.](https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators). https://amia.org/community/working-groups/nursing-informatics/nursing-informatics-innovators

    · Fung, B. (2018, November 3).
    [_Nursing informatics: A day in the lifeLinks to an external site._](https://www.youtube.com/watch?v=WBAyqTQn28w)[Video]. YouTube. https://www.youtube.com/watch?v=WBAyqTQn28w

    · Project Management. (2018, November 5).
    [_Project planning for beginners: Project management trainingLinks to an external site._](https://www.youtube.com/watch?v=ZWmXi3TW1yA)[Video]. YouTube. https://www.youtube.com/watch?v=ZWmXi3TW1yA

    · ProjectManager. (2018, July 2).
    [_How to write a scope of work document: Project management trainingLinks to an external site._](https://www.youtube.com/watch?v=oacSSamqP6s)[Video]. YouTube. https://www.youtube.com/watch?v=oacSSamqP6s

    ·
    **Document:** [Welcome to the DNP Program](https://waldenu.instructure.com/courses/176158/files/13978093?wrap=1) [Download Welcome to the DNP Program](https://waldenu.instructure.com/courses/176158/files/13978093/download?download_frd=1)(PPT)

    ·
    **Document:** [Welcome to the DNP Program Narrative](https://waldenu.instructure.com/courses/176158/files/13978100?wrap=1) [Download Welcome to the DNP Program Narrative](https://waldenu.instructure.com/courses/176158/files/13978100/download?download_frd=1)(Word document)

    ## image1.jpeg

  • [Solved] mod 2. AdvHealth-Assignment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    _**Telehealth Medicine**_ For this assignment, answer the following questions: – What are the Pros and Cons to telehealth? – How will you approach and perform a telehealth assessment? – What are the limits to telehealth? – What is the difference between the provider's need for a successful telehealt…

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    Assignment Prompt & Instructions

    _**Telehealth Medicine**_

    For this assignment, answer the following questions:

    – What are the Pros and Cons to telehealth?
    – How will you approach and perform a telehealth assessment?
    – What are the limits to telehealth?
    – What is the difference between the provider's need for a successful telehealth visit versus the Patient's perspective?

    Course Textbook: Rhoads, J., & Petersen, S. W. (2021). Advanced health assessment and diagnostic reasoning (4th ed.). Jones & Bartlett Learning. ISBN-13: 978-1284170313 ISBN-10: 1284170314

    **Submission Instructions**

    – To be clear and concise current APA and 3 pages in length, excluding the title, abstract, and references page. Minimum of 5 current (published within the last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work.

    – a year ago

  • [Solved] Foundations and Themes & Theories I/O

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – a year ago **files (2)** – ## WeekOneDiscussion_Foundations.docx – ## WEEKONEDISCUSSION.THEDEFINITIONINDUSTRIAL.ORGANIZATIONALPSYCHOLOGY.docx **## WeekOneDiscussion_Foundations.docx** [Foundations Grad Study in Psyc-Summer 2025](https://waldenu.instructure.com/courses/170669) Week One Discussion…

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    Assignment Prompt & Instructions

    – a year ago

    **files (2)**

    – ## WeekOneDiscussion_Foundations.docx

    – ## WEEKONEDISCUSSION.THEDEFINITIONINDUSTRIAL.ORGANIZATIONALPSYCHOLOGY.docx

    **## WeekOneDiscussion_Foundations.docx**

    [Foundations Grad Study in Psyc-Summer 2025](https://waldenu.instructure.com/courses/170669)

    Week One Discussion:

    Hopes, Challenges, and Strategies

    As you begin your studies at Walden, you have probably thought about what you hope to gain from the program of study you will complete. What are your hopes and aspirations as an emerging professional beginning graduate-level study? Apart from a degree in psychology, also think about what you will gain from engaging with the scholarly community at Walden University. Your Program of Study (POS) document can help you anticipate the topics you will learn about and perhaps the kinds of skills you will master as you complete your graduate degree.

    This week, you will discuss potential challenges you and your classmates foresee in the coming weeks. Together, you can share strategies that could help you overcome these challenges, as a group and individually.

    This dialogue through the Discussion Board is designed to connect you with your new colleagues so that you can develop community and engage with each other in a supportive manner as you begin the educational journey together.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/170669/modules/items/7041729)

    **To Prepare for this Discussion:**

    · Locate and download your Program Progress Guide (PPG) from your DegreeWorks, found on your myWalden portal. Note: if you have difficulty, please contact your academic advisor to help you.

    · Review Walden's mission and vision statements and Walden's goals and values in this week's Learning Resources.

    · Explore the web page "Social Change," located in this week's Learning Resources.

    · Reflect on what you hope to achieve as a graduate student personally, professionally, and within the larger community.

    · Consider factors that could pose a challenge to the successful completion of your chosen degree.

    · Reflect on your values, ideals, and goals in relation to what you have learned about Walden.

    · Think about how you will incorporate a commitment to social change, particularly as it relates to the area(s) of interest represented by your program/specialization, into your professional, personal, and academic goals.

    · Review the
    ["Meet the Faculty" media programLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/6002/01/index.html) found in this week's Learning Resources and consider the inspiring messages from the faculty.

    **INSTRUCTIONS: With these thoughts in mind:**

    by Day 3

    **Post by Day 3** a description of at least two expectations that you have about your program (e.g., something you hope to get out of the graduate program, for yourself, your family, or your community). Apply those expectations and hopes to Walden's mission, vision, and values. Then, describe at least two challenges or barriers you foresee in completing your degree. Share and explain at least one strategy you will use to help you overcome those challenges that might also be useful to your colleagues. Then explain why you chose this particular field of study at Walden and how you intend to use your degree.

    Our Mission

    Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change.

    Our Vision

    Walden University envisions a premier, inclusive online learning community where knowledge and professional competencies are valued for their contributions to solving critical societal challenges and advancing the greater global good.

    Social Change

    For more than 50 years, Walden has been empowering passionate people to make a difference—in their lives and in their communities.

    Last month, I completed my Master's degree in Psychology with a focus on Positive Thinking. I have decided to maintain the momentum and begin my PhD in Industrial-Organizational Psychology with a focus on Evidence-Based Coaching.

    Merging the two psychology degrees will equip me to establish True North Coaching and Consulting with the primary focus of Coaching and/or consulting small- to medium-sized organizations, aiming to:

    1. Develop positive and healthy work teams focusing on strengths and character.

    2. To foster motivating and supportive organizational environments for individuals and teams.

    3. Develop a comprehensive approach to organizational transformation and career fulfillment.

    4. Provide an organization with the assessment tools and toolbox to maintain a positive and productive environment, even during periods of employee change.

    5. Offer credible, high-level training and development workshops that enable organizations, individuals, and teams to define and communicate their "True North."

    I am excited about the journey ahead and the impact I can make in Coaching and consulting!

    After reviewing at least five other schools, I chose Walden to pursue my PhD in Psychology with an emphasis on Industrial-Organizational Psychology and Evidence-Based Coaching due to its detailed curriculum and global renown reputation.

    During my Master's degree program, I faced many family health challenges that required my attention. I can see the possibility of these types of challenges arising again due to the age of my mom and my husband's parents. What I learned from them during my Master's program was to do my best to stay calm and focused and communicate effectively with my professors.

    Although I am a well-organized and planned person, some challenges cannot be anticipated or planned for in advance. You have to accept that it's okay to make adjustments in real time. It's necessary to make the adjustments and keep going.

    **## WEEKONEDISCUSSION.THEDEFINITIONINDUSTRIAL.ORGANIZATIONALPSYCHOLOGY.docx**

    Week one discussion. The Definition
    **Industrial/Organizational Psychology**

    Before embarking on any long-term scholarly pursuit of a discipline, it is useful to consider its definition. Exploring the key questions of what I/O psychology is and what I/O psychologists do, you will gain an understanding of the type of specialized discipline I/O psychology is within the study of psychology. I/O psychology has its own distinct historical origins, career paths, and practices that occur primarily in organizational, rather than therapeutic settings.

    **Learning Resources**

    **Required Readings:**

    Introduction to I/O Psychology: History and Theories

    1. Campbell, J. P. & Wilmot, M. P. (2018). The functioning of theory in industrial, work, and organizational psychology (IWOP). In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site. (2nd ed., Vol. 1, pp. 3-38). London, UK: SAGE Publications, Ltd.

    Note: Volume 1, Chapter 1, Read pages 3-14 only

    Time Estimate: 60 minutes

    2. Zickar, M., & Austin, J. (2018). History of industrial work and organizational psychology in North America. In D. S. Ones, N. Anderson, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work and organizational psychologyLinks to an external site. (2nd ed., Vol. 3, pp. 3-42). London, UK: SAGE Publications, Ltd.

    Note: Volume 2, Chapter 1

    Time Estimate: 85 minutes

    **I/O PSYCHOLOGY CAREER INFORMATION**

    3. Society for Industrial Organizational Psychology (SIOP). (n.d.). Career paths for industrial-organizational psychologistsLinks to an external site.. Retrieved from https://www.siop.org/Career-Center/I-O-Career-Paths

    Time Estimate: 15 minutes

    Society for Industrial Organizational Psychology (SIOP). (n.d.). SIOP surveysLinks to an external site.. https://www.siop.org/Membership/Surveys

    Time Estimate: 20 minutes

    **Required Media:**

    1.
    **Walden University, LLC. (2015).**
    **Defining I/O psychology [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT**: [music playing] DONNA DIMATTEO

    GIBSON: Industrial organizational psychology is the application of the study of human behavior within the workplace. What sets us apart from management or business careers is the application of research and theory, and the study of human behavior within the workplace. With I/O psychology It's an evidence-based approach where we use data, and statistics, and research in order to investigate organizational issues and determine solutions. It's a lot of what I do. And I feel strong when I go into organizations, evaluating organizational issues and making recommendations. In my background, I do a lot of organizational assessment work, evaluating the effectiveness of organizations and make suggested improvements. I do a lot of focus groups. And by the time I've left an 0rganization, I always feel strong about leaving it in a much better place than when I started. So the opportunities within this field are vast. In my own experience, there are so many things that I have been able to do. And so many things that I am excited, even with my experience, that lie ahead.

    Note: The approximate length of this media piece is 1 minute.

    2.
    **Walden University, LLC. (2015).**
    **I v. O in I/O psychology [Video]. Walden University Canvas.** [**https://waldenu.instructure.com**](https://waldenu.instructure.com/)

    **TRANSCRIPT:**

    [music playing] DONNA DIMATTEO-GIBSON, PHD: When we look at industrial

    organizational psychology, often it's important to look at what we mean from the I

    versus the O side. The I is the industrial side. The O is the organizational piece. And really, the way that I differentiate the two is the I, or the industrial, is more the statistics, the

    data-driven, the research pieces. So a lot of this selection work,assessment work that we do, is a part of that I side. A lot of the statistics that I run, and things of that nature, are based on the industrial side. Even things like ergonomics and evaluating how people work would fall into that area. The O side is more of taking that data, and then working with the people. So the O side is more organizational development, training, just working with people to make improvements. So it's getting out there. It's using those people skills, things of that nature. Really, in order to be a strong industrial organizational psychologist, in my opinion, having a background or strengths in both areas is really beneficial. So I would suggest working on your skills in both areas, because really, being a good practitioner requires both. [music playing]

    Note: The approximate length of this media piece is 1 minute.

    3.
    **Walden University, LLC. (2015).**
    **Pathways to the I/O psychology profession [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT:**

    DONNA DIMATTEO-GIBSON,

    PHD: My advice as a student working within this field, and really trying to get the most that you can out of the opportunities, involve being involved as a student affiliate in different types of professional organizations. The one I recommend the most is SIOP, the Society of Industrial Organizational Psychology. As a student, the opportunities in research, practice, and application are extensive. And the cost of being involved in a professional organization such as SIOP is so minimal. And the opportunities to network, gain new experience and skills in research and application, are enormous. As a practitioner and who got my start back in the late '90s, it's been huge with my abilities to get into the field. As a student, networking is so important– to determine different opportunities that you have available, and also to connect with other professionals in the field. I've had a few different opportunities that really helped to lay the foundation of my work as an industrial organizational psychologist. In graduate school, I had the opportunity to work on a research project in performance management with one of my professors. And it was a government-based project. So we were all—a few students working with him were able to gain a lot of research experience. Other opportunities that I've had included developing workforce planning systems for organizations and career path training systems. And just having a few

    projects like that, where I was working internally on project-based assignments, was enough to open the door to my next step, which involved being an internal consultant for a LA and San Diego-based organization. It was actually Sempra Energy where I was able to work as a consultant for the different affiliate companies. The value of that was I got to do so many different types of industrial organizational psychology projects as an internal consultant, and learned different skill sets, and really got to determine what my interests and where my strengths lie from that type of experience. I don't know if I would suggest

    one career path over another, but I have found in my own experience that being an internal consultant and working on varying projects really helped to determine my strengths. And then it has allowed me currently to do what I do now, which is to have my own consulting company, and to have more control of my own career and career path. So I'm able to utilize a lot of my skills and strengths, and have applied that to my own consulting practice, which I've had since 2005. Some of the opportunities that I had as an internal consultant just starting off that I really recommend any student that's going into the field to obtain, would involve doing job analysis-type projects. That's really where you get a lot of specific skills that are important to industrial organizational psychology. You learn about the tools that are available, and then you learn how to apply job analysis-type results in a variety of situations, from training, selection, determining of compensation. So there's a lot of different ways of just learning that particular skill set. I also was able to do organizational effectiveness research, and then use that data in order to make suggested managerial improvements and department-level improvements. Another opportunity that I had was to develop HR metrics. But it was by company. And so I created different dashboards that I gave to the vice presidents within the company. And then they used the different benchmarks and metrics in order to make decisions. All these are just examples of how industrial organizational psychology is evidence based. And we do create. And we examine. And we utilize data in order to make informed decisions. And as a practitioner, I'd much rather have data in order to support the suggestions and the points that I'm making. That's really what sets industrial organizational psychology apart from other fields.

    Note: The approximate length of this media piece is 5 minutes.

    To prepare for this Discussion:

    · Review the video TRANSCRIPTS, “Defining I/O Psychology.” Consider the definition of I/O psychology and how it is distinct from management and business.

    · Read the first 14 pages of Chapter 1 in Volume 1 of
    _The SAGE Handbook_. Pay particular attention to how organizations benefit from I/O psychology theory, research, and practice.

    · Review the media resources about the field and profession of I/O psychology and the web article, “Career Paths for Industrial-Organizational Psychologists.” Review the career paths in I/O psychology.

    · Review the web article, “SIOP Surveys.” Click on the most recent survey conducted and review the income information related to different I/O psychology career paths and credentials.

    · Based on your review of the Learning Resources, reflect on the career path you might like to pursue and why.

    INSTRUCTIONS:

    By Day 3 of Week 1

    **Post** a response to the following APA 7th Edition:

    · Briefly define I/O psychology. Then summarize how I/O practitioners benefit organizations.

    · Use at least one specific example to illustrate your response.

    · Describe the career in I/O psychology you would like to pursue and explain why.

    **## WEEKONEDISCUSSION.THEDEFINITIONINDUSTRIAL.ORGANIZATIONALPSYCHOLOGY.docx**

    Week one discussion. The Definition
    **Industrial/Organizational Psychology**

    Before embarking on any long-term scholarly pursuit of a discipline, it is useful to consider its definition. Exploring the key questions of what I/O psychology is and what I/O psychologists do, you will gain an understanding of the type of specialized discipline I/O psychology is within the study of psychology. I/O psychology has its own distinct historical origins, career paths, and practices that occur primarily in organizational, rather than therapeutic settings.

    **Learning Resources**

    **Required Readings:**

    Introduction to I/O Psychology: History and Theories

    1. Campbell, J. P. & Wilmot, M. P. (2018). The functioning of theory in industrial, work, and organizational psychology (IWOP). In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site. (2nd ed., Vol. 1, pp. 3-38). London, UK: SAGE Publications, Ltd.

    Note: Volume 1, Chapter 1, Read pages 3-14 only

    Time Estimate: 60 minutes

    2. Zickar, M., & Austin, J. (2018). History of industrial work and organizational psychology in North America. In D. S. Ones, N. Anderson, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work and organizational psychologyLinks to an external site. (2nd ed., Vol. 3, pp. 3-42). London, UK: SAGE Publications, Ltd.

    Note: Volume 2, Chapter 1

    Time Estimate: 85 minutes

    **I/O PSYCHOLOGY CAREER INFORMATION**

    3. Society for Industrial Organizational Psychology (SIOP). (n.d.). Career paths for industrial-organizational psychologistsLinks to an external site.. Retrieved from https://www.siop.org/Career-Center/I-O-Career-Paths

    Time Estimate: 15 minutes

    Society for Industrial Organizational Psychology (SIOP). (n.d.). SIOP surveysLinks to an external site.. https://www.siop.org/Membership/Surveys

    Time Estimate: 20 minutes

    **Required Media:**

    1.
    **Walden University, LLC. (2015).**
    **Defining I/O psychology [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT**: [music playing] DONNA DIMATTEO

    GIBSON: Industrial organizational psychology is the application of the study of human behavior within the workplace. What sets us apart from management or business careers is the application of research and theory, and the study of human behavior within the workplace. With I/O psychology It's an evidence-based approach where we use data, and statistics, and research in order to investigate organizational issues and determine solutions. It's a lot of what I do. And I feel strong when I go into organizations, evaluating organizational issues and making recommendations. In my background, I do a lot of organizational assessment work, evaluating the effectiveness of organizations and make suggested improvements. I do a lot of focus groups. And by the time I've left an 0rganization, I always feel strong about leaving it in a much better place than when I started. So the opportunities within this field are vast. In my own experience, there are so many things that I have been able to do. And so many things that I am excited, even with my experience, that lie ahead.

    Note: The approximate length of this media piece is 1 minute.

    2.
    **Walden University, LLC. (2015).**
    **I v. O in I/O psychology [Video]. Walden University Canvas.** [**https://waldenu.instructure.com**](https://waldenu.instructure.com/)

    **TRANSCRIPT:**

    [music playing] DONNA DIMATTEO-GIBSON, PHD: When we look at industrial

    organizational psychology, often it's important to look at what we mean from the I

    versus the O side. The I is the industrial side. The O is the organizational piece. And really, the way that I differentiate the two is the I, or the industrial, is more the statistics, the

    data-driven, the research pieces. So a lot of this selection work,assessment work that we do, is a part of that I side. A lot of the statistics that I run, and things of that nature, are based on the industrial side. Even things like ergonomics and evaluating how people work would fall into that area. The O side is more of taking that data, and then working with the people. So the O side is more organizational development, training, just working with people to make improvements. So it's getting out there. It's using those people skills, things of that nature. Really, in order to be a strong industrial organizational psychologist, in my opinion, having a background or strengths in both areas is really beneficial. So I would suggest working on your skills in both areas, because really, being a good practitioner requires both. [music playing]

    Note: The approximate length of this media piece is 1 minute.

    3.
    **Walden University, LLC. (2015).**
    **Pathways to the I/O psychology profession [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT:**

    DONNA DIMATTEO-GIBSON,

    PHD: My advice as a student working within this field, and really trying to get the most that you can out of the opportunities, involve being involved as a student affiliate in different types of professional organizations. The one I recommend the most is SIOP, the Society of Industrial Organizational Psychology. As a student, the opportunities in research, practice, and application are extensive. And the cost of being involved in a professional organization such as SIOP is so minimal. And the opportunities to network, gain new experience and skills in research and application, are enormous. As a practitioner and who got my start back in the late '90s, it's been huge with my abilities to get into the field. As a student, networking is so important– to determine different opportunities that you have available, and also to connect with other professionals in the field. I've had a few different opportunities that really helped to lay the foundation of my work as an industrial organizational psychologist. In graduate school, I had the opportunity to work on a research project in performance management with one of my professors. And it was a government-based project. So we were all—a few students working with him were able to gain a lot of research experience. Other opportunities that I've had included developing workforce planning systems for organizations and career path training systems. And just having a few

    projects like that, where I was working internally on project-based assignments, was enough to open the door to my next step, which involved being an internal consultant for a LA and San Diego-based organization. It was actually Sempra Energy where I was able to work as a consultant for the different affiliate companies. The value of that was I got to do so many different types of industrial organizational psychology projects as an internal consultant, and learned different skill sets, and really got to determine what my interests and where my strengths lie from that type of experience. I don't know if I would suggest

    one career path over another, but I have found in my own experience that being an internal consultant and working on varying projects really helped to determine my strengths. And then it has allowed me currently to do what I do now, which is to have my own consulting company, and to have more control of my own career and career path. So I'm able to utilize a lot of my skills and strengths, and have applied that to my own consulting practice, which I've had since 2005. Some of the opportunities that I had as an internal consultant just starting off that I really recommend any student that's going into the field to obtain, would involve doing job analysis-type projects. That's really where you get a lot of specific skills that are important to industrial organizational psychology. You learn about the tools that are available, and then you learn how to apply job analysis-type results in a variety of situations, from training, selection, determining of compensation. So there's a lot of different ways of just learning that particular skill set. I also was able to do organizational effectiveness research, and then use that data in order to make suggested managerial improvements and department-level improvements. Another opportunity that I had was to develop HR metrics. But it was by company. And so I created different dashboards that I gave to the vice presidents within the company. And then they used the different benchmarks and metrics in order to make decisions. All these are just examples of how industrial organizational psychology is evidence based. And we do create. And we examine. And we utilize data in order to make informed decisions. And as a practitioner, I'd much rather have data in order to support the suggestions and the points that I'm making. That's really what sets industrial organizational psychology apart from other fields.

    Note: The approximate length of this media piece is 5 minutes.

    To prepare for this Discussion:

    · Review the video TRANSCRIPTS, “Defining I/O Psychology.” Consider the definition of I/O psychology and how it is distinct from management and business.

    · Read the first 14 pages of Chapter 1 in Volume 1 of
    _The SAGE Handbook_. Pay particular attention to how organizations benefit from I/O psychology theory, research, and practice.

    · Review the media resources about the field and profession of I/O psychology and the web article, “Career Paths for Industrial-Organizational Psychologists.” Review the career paths in I/O psychology.

    · Review the web article, “SIOP Surveys.” Click on the most recent survey conducted and review the income information related to different I/O psychology career paths and credentials.

    · Based on your review of the Learning Resources, reflect on the career path you might like to pursue and why.

    INSTRUCTIONS:

    By Day 3 of Week 1

    **Post** a response to the following APA 7th Edition:

    · Briefly define I/O psychology. Then summarize how I/O practitioners benefit organizations.

    · Use at least one specific example to illustrate your response.

    · Describe the career in I/O psychology you would like to pursue and explain why.

    **## WeekOneDiscussion_Foundations.docx**

    [Foundations Grad Study in Psyc-Summer 2025](https://waldenu.instructure.com/courses/170669)

    Week One Discussion:

    Hopes, Challenges, and Strategies

    As you begin your studies at Walden, you have probably thought about what you hope to gain from the program of study you will complete. What are your hopes and aspirations as an emerging professional beginning graduate-level study? Apart from a degree in psychology, also think about what you will gain from engaging with the scholarly community at Walden University. Your Program of Study (POS) document can help you anticipate the topics you will learn about and perhaps the kinds of skills you will master as you complete your graduate degree.

    This week, you will discuss potential challenges you and your classmates foresee in the coming weeks. Together, you can share strategies that could help you overcome these challenges, as a group and individually.

    This dialogue through the Discussion Board is designed to connect you with your new colleagues so that you can develop community and engage with each other in a supportive manner as you begin the educational journey together.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/170669/modules/items/7041729)

    **To Prepare for this Discussion:**

    · Locate and download your Program Progress Guide (PPG) from your DegreeWorks, found on your myWalden portal. Note: if you have difficulty, please contact your academic advisor to help you.

    · Review Walden's mission and vision statements and Walden's goals and values in this week's Learning Resources.

    · Explore the web page "Social Change," located in this week's Learning Resources.

    · Reflect on what you hope to achieve as a graduate student personally, professionally, and within the larger community.

    · Consider factors that could pose a challenge to the successful completion of your chosen degree.

    · Reflect on your values, ideals, and goals in relation to what you have learned about Walden.

    · Think about how you will incorporate a commitment to social change, particularly as it relates to the area(s) of interest represented by your program/specialization, into your professional, personal, and academic goals.

    · Review the
    ["Meet the Faculty" media programLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/6002/01/index.html) found in this week's Learning Resources and consider the inspiring messages from the faculty.

    **INSTRUCTIONS: With these thoughts in mind:**

    by Day 3

    **Post by Day 3** a description of at least two expectations that you have about your program (e.g., something you hope to get out of the graduate program, for yourself, your family, or your community). Apply those expectations and hopes to Walden's mission, vision, and values. Then, describe at least two challenges or barriers you foresee in completing your degree. Share and explain at least one strategy you will use to help you overcome those challenges that might also be useful to your colleagues. Then explain why you chose this particular field of study at Walden and how you intend to use your degree.

    Our Mission

    Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change.

    Our Vision

    Walden University envisions a premier, inclusive online learning community where knowledge and professional competencies are valued for their contributions to solving critical societal challenges and advancing the greater global good.

    Social Change

    For more than 50 years, Walden has been empowering passionate people to make a difference—in their lives and in their communities.

    Last month, I completed my Master's degree in Psychology with a focus on Positive Thinking. I have decided to maintain the momentum and begin my PhD in Industrial-Organizational Psychology with a focus on Evidence-Based Coaching.

    Merging the two psychology degrees will equip me to establish True North Coaching and Consulting with the primary focus of Coaching and/or consulting small- to medium-sized organizations, aiming to:

    1. Develop positive and healthy work teams focusing on strengths and character.

    2. To foster motivating and supportive organizational environments for individuals and teams.

    3. Develop a comprehensive approach to organizational transformation and career fulfillment.

    4. Provide an organization with the assessment tools and toolbox to maintain a positive and productive environment, even during periods of employee change.

    5. Offer credible, high-level training and development workshops that enable organizations, individuals, and teams to define and communicate their "True North."

    I am excited about the journey ahead and the impact I can make in Coaching and consulting!

    After reviewing at least five other schools, I chose Walden to pursue my PhD in Psychology with an emphasis on Industrial-Organizational Psychology and Evidence-Based Coaching due to its detailed curriculum and global renown reputation.

    During my Master's degree program, I faced many family health challenges that required my attention. I can see the possibility of these types of challenges arising again due to the age of my mom and my husband's parents. What I learned from them during my Master's program was to do my best to stay calm and focused and communicate effectively with my professors.

    Although I am a well-organized and planned person, some challenges cannot be anticipated or planned for in advance. You have to accept that it's okay to make adjustments in real time. It's necessary to make the adjustments and keep going.

    **## WEEKONEDISCUSSION.THEDEFINITIONINDUSTRIAL.ORGANIZATIONALPSYCHOLOGY.docx**

    Week one discussion. The Definition
    **Industrial/Organizational Psychology**

    Before embarking on any long-term scholarly pursuit of a discipline, it is useful to consider its definition. Exploring the key questions of what I/O psychology is and what I/O psychologists do, you will gain an understanding of the type of specialized discipline I/O psychology is within the study of psychology. I/O psychology has its own distinct historical origins, career paths, and practices that occur primarily in organizational, rather than therapeutic settings.

    **Learning Resources**

    **Required Readings:**

    Introduction to I/O Psychology: History and Theories

    1. Campbell, J. P. & Wilmot, M. P. (2018). The functioning of theory in industrial, work, and organizational psychology (IWOP). In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site. (2nd ed., Vol. 1, pp. 3-38). London, UK: SAGE Publications, Ltd.

    Note: Volume 1, Chapter 1, Read pages 3-14 only

    Time Estimate: 60 minutes

    2. Zickar, M., & Austin, J. (2018). History of industrial work and organizational psychology in North America. In D. S. Ones, N. Anderson, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work and organizational psychologyLinks to an external site. (2nd ed., Vol. 3, pp. 3-42). London, UK: SAGE Publications, Ltd.

    Note: Volume 2, Chapter 1

    Time Estimate: 85 minutes

    **I/O PSYCHOLOGY CAREER INFORMATION**

    3. Society for Industrial Organizational Psychology (SIOP). (n.d.). Career paths for industrial-organizational psychologistsLinks to an external site.. Retrieved from https://www.siop.org/Career-Center/I-O-Career-Paths

    Time Estimate: 15 minutes

    Society for Industrial Organizational Psychology (SIOP). (n.d.). SIOP surveysLinks to an external site.. https://www.siop.org/Membership/Surveys

    Time Estimate: 20 minutes

    **Required Media:**

    1.
    **Walden University, LLC. (2015).**
    **Defining I/O psychology [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT**: [music playing] DONNA DIMATTEO

    GIBSON: Industrial organizational psychology is the application of the study of human behavior within the workplace. What sets us apart from management or business careers is the application of research and theory, and the study of human behavior within the workplace. With I/O psychology It's an evidence-based approach where we use data, and statistics, and research in order to investigate organizational issues and determine solutions. It's a lot of what I do. And I feel strong when I go into organizations, evaluating organizational issues and making recommendations. In my background, I do a lot of organizational assessment work, evaluating the effectiveness of organizations and make suggested improvements. I do a lot of focus groups. And by the time I've left an 0rganization, I always feel strong about leaving it in a much better place than when I started. So the opportunities within this field are vast. In my own experience, there are so many things that I have been able to do. And so many things that I am excited, even with my experience, that lie ahead.

    Note: The approximate length of this media piece is 1 minute.

    2.
    **Walden University, LLC. (2015).**
    **I v. O in I/O psychology [Video]. Walden University Canvas.** [**https://waldenu.instructure.com**](https://waldenu.instructure.com/)

    **TRANSCRIPT:**

    [music playing] DONNA DIMATTEO-GIBSON, PHD: When we look at industrial

    organizational psychology, often it's important to look at what we mean from the I

    versus the O side. The I is the industrial side. The O is the organizational piece. And really, the way that I differentiate the two is the I, or the industrial, is more the statistics, the

    data-driven, the research pieces. So a lot of this selection work,assessment work that we do, is a part of that I side. A lot of the statistics that I run, and things of that nature, are based on the industrial side. Even things like ergonomics and evaluating how people work would fall into that area. The O side is more of taking that data, and then working with the people. So the O side is more organizational development, training, just working with people to make improvements. So it's getting out there. It's using those people skills, things of that nature. Really, in order to be a strong industrial organizational psychologist, in my opinion, having a background or strengths in both areas is really beneficial. So I would suggest working on your skills in both areas, because really, being a good practitioner requires both. [music playing]

    Note: The approximate length of this media piece is 1 minute.

    3.
    **Walden University, LLC. (2015).**
    **Pathways to the I/O psychology profession [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT:**

    DONNA DIMATTEO-GIBSON,

    PHD: My advice as a student working within this field, and really trying to get the most that you can out of the opportunities, involve being involved as a student affiliate in different types of professional organizations. The one I recommend the most is SIOP, the Society of Industrial Organizational Psychology. As a student, the opportunities in research, practice, and application are extensive. And the cost of being involved in a professional organization such as SIOP is so minimal. And the opportunities to network, gain new experience and skills in research and application, are enormous. As a practitioner and who got my start back in the late '90s, it's been huge with my abilities to get into the field. As a student, networking is so important– to determine different opportunities that you have available, and also to connect with other professionals in the field. I've had a few different opportunities that really helped to lay the foundation of my work as an industrial organizational psychologist. In graduate school, I had the opportunity to work on a research project in performance management with one of my professors. And it was a government-based project. So we were all—a few students working with him were able to gain a lot of research experience. Other opportunities that I've had included developing workforce planning systems for organizations and career path training systems. And just having a few

    projects like that, where I was working internally on project-based assignments, was enough to open the door to my next step, which involved being an internal consultant for a LA and San Diego-based organization. It was actually Sempra Energy where I was able to work as a consultant for the different affiliate companies. The value of that was I got to do so many different types of industrial organizational psychology projects as an internal consultant, and learned different skill sets, and really got to determine what my interests and where my strengths lie from that type of experience. I don't know if I would suggest

    one career path over another, but I have found in my own experience that being an internal consultant and working on varying projects really helped to determine my strengths. And then it has allowed me currently to do what I do now, which is to have my own consulting company, and to have more control of my own career and career path. So I'm able to utilize a lot of my skills and strengths, and have applied that to my own consulting practice, which I've had since 2005. Some of the opportunities that I had as an internal consultant just starting off that I really recommend any student that's going into the field to obtain, would involve doing job analysis-type projects. That's really where you get a lot of specific skills that are important to industrial organizational psychology. You learn about the tools that are available, and then you learn how to apply job analysis-type results in a variety of situations, from training, selection, determining of compensation. So there's a lot of different ways of just learning that particular skill set. I also was able to do organizational effectiveness research, and then use that data in order to make suggested managerial improvements and department-level improvements. Another opportunity that I had was to develop HR metrics. But it was by company. And so I created different dashboards that I gave to the vice presidents within the company. And then they used the different benchmarks and metrics in order to make decisions. All these are just examples of how industrial organizational psychology is evidence based. And we do create. And we examine. And we utilize data in order to make informed decisions. And as a practitioner, I'd much rather have data in order to support the suggestions and the points that I'm making. That's really what sets industrial organizational psychology apart from other fields.

    Note: The approximate length of this media piece is 5 minutes.

    To prepare for this Discussion:

    · Review the video TRANSCRIPTS, “Defining I/O Psychology.” Consider the definition of I/O psychology and how it is distinct from management and business.

    · Read the first 14 pages of Chapter 1 in Volume 1 of
    _The SAGE Handbook_. Pay particular attention to how organizations benefit from I/O psychology theory, research, and practice.

    · Review the media resources about the field and profession of I/O psychology and the web article, “Career Paths for Industrial-Organizational Psychologists.” Review the career paths in I/O psychology.

    · Review the web article, “SIOP Surveys.” Click on the most recent survey conducted and review the income information related to different I/O psychology career paths and credentials.

    · Based on your review of the Learning Resources, reflect on the career path you might like to pursue and why.

    INSTRUCTIONS:

    By Day 3 of Week 1

    **Post** a response to the following APA 7th Edition:

    · Briefly define I/O psychology. Then summarize how I/O practitioners benefit organizations.

    · Use at least one specific example to illustrate your response.

    · Describe the career in I/O psychology you would like to pursue and explain why.

    **## WeekOneDiscussion_Foundations.docx**

    [Foundations Grad Study in Psyc-Summer 2025](https://waldenu.instructure.com/courses/170669)

    Week One Discussion:

    Hopes, Challenges, and Strategies

    As you begin your studies at Walden, you have probably thought about what you hope to gain from the program of study you will complete. What are your hopes and aspirations as an emerging professional beginning graduate-level study? Apart from a degree in psychology, also think about what you will gain from engaging with the scholarly community at Walden University. Your Program of Study (POS) document can help you anticipate the topics you will learn about and perhaps the kinds of skills you will master as you complete your graduate degree.

    This week, you will discuss potential challenges you and your classmates foresee in the coming weeks. Together, you can share strategies that could help you overcome these challenges, as a group and individually.

    This dialogue through the Discussion Board is designed to connect you with your new colleagues so that you can develop community and engage with each other in a supportive manner as you begin the educational journey together.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/170669/modules/items/7041729)

    **To Prepare for this Discussion:**

    · Locate and download your Program Progress Guide (PPG) from your DegreeWorks, found on your myWalden portal. Note: if you have difficulty, please contact your academic advisor to help you.

    · Review Walden's mission and vision statements and Walden's goals and values in this week's Learning Resources.

    · Explore the web page "Social Change," located in this week's Learning Resources.

    · Reflect on what you hope to achieve as a graduate student personally, professionally, and within the larger community.

    · Consider factors that could pose a challenge to the successful completion of your chosen degree.

    · Reflect on your values, ideals, and goals in relation to what you have learned about Walden.

    · Think about how you will incorporate a commitment to social change, particularly as it relates to the area(s) of interest represented by your program/specialization, into your professional, personal, and academic goals.

    · Review the
    ["Meet the Faculty" media programLinks to an external site.](https://cdn-media.waldenu.edu/2dett4d/Walden/PSYC/6002/01/index.html) found in this week's Learning Resources and consider the inspiring messages from the faculty.

    **INSTRUCTIONS: With these thoughts in mind:**

    by Day 3

    **Post by Day 3** a description of at least two expectations that you have about your program (e.g., something you hope to get out of the graduate program, for yourself, your family, or your community). Apply those expectations and hopes to Walden's mission, vision, and values. Then, describe at least two challenges or barriers you foresee in completing your degree. Share and explain at least one strategy you will use to help you overcome those challenges that might also be useful to your colleagues. Then explain why you chose this particular field of study at Walden and how you intend to use your degree.

    Our Mission

    Walden University provides a diverse community of career professionals with the opportunity to transform themselves as scholar-practitioners so that they can effect positive social change.

    Our Vision

    Walden University envisions a premier, inclusive online learning community where knowledge and professional competencies are valued for their contributions to solving critical societal challenges and advancing the greater global good.

    Social Change

    For more than 50 years, Walden has been empowering passionate people to make a difference—in their lives and in their communities.

    Last month, I completed my Master's degree in Psychology with a focus on Positive Thinking. I have decided to maintain the momentum and begin my PhD in Industrial-Organizational Psychology with a focus on Evidence-Based Coaching.

    Merging the two psychology degrees will equip me to establish True North Coaching and Consulting with the primary focus of Coaching and/or consulting small- to medium-sized organizations, aiming to:

    1. Develop positive and healthy work teams focusing on strengths and character.

    2. To foster motivating and supportive organizational environments for individuals and teams.

    3. Develop a comprehensive approach to organizational transformation and career fulfillment.

    4. Provide an organization with the assessment tools and toolbox to maintain a positive and productive environment, even during periods of employee change.

    5. Offer credible, high-level training and development workshops that enable organizations, individuals, and teams to define and communicate their "True North."

    I am excited about the journey ahead and the impact I can make in Coaching and consulting!

    After reviewing at least five other schools, I chose Walden to pursue my PhD in Psychology with an emphasis on Industrial-Organizational Psychology and Evidence-Based Coaching due to its detailed curriculum and global renown reputation.

    During my Master's degree program, I faced many family health challenges that required my attention. I can see the possibility of these types of challenges arising again due to the age of my mom and my husband's parents. What I learned from them during my Master's program was to do my best to stay calm and focused and communicate effectively with my professors.

    Although I am a well-organized and planned person, some challenges cannot be anticipated or planned for in advance. You have to accept that it's okay to make adjustments in real time. It's necessary to make the adjustments and keep going.

    **## WEEKONEDISCUSSION.THEDEFINITIONINDUSTRIAL.ORGANIZATIONALPSYCHOLOGY.docx**

    Week one discussion. The Definition
    **Industrial/Organizational Psychology**

    Before embarking on any long-term scholarly pursuit of a discipline, it is useful to consider its definition. Exploring the key questions of what I/O psychology is and what I/O psychologists do, you will gain an understanding of the type of specialized discipline I/O psychology is within the study of psychology. I/O psychology has its own distinct historical origins, career paths, and practices that occur primarily in organizational, rather than therapeutic settings.

    **Learning Resources**

    **Required Readings:**

    Introduction to I/O Psychology: History and Theories

    1. Campbell, J. P. & Wilmot, M. P. (2018). The functioning of theory in industrial, work, and organizational psychology (IWOP). In D. S. Ones, N. Anderson, C. Viswesvaran, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work, and organizational psychologyLinks to an external site. (2nd ed., Vol. 1, pp. 3-38). London, UK: SAGE Publications, Ltd.

    Note: Volume 1, Chapter 1, Read pages 3-14 only

    Time Estimate: 60 minutes

    2. Zickar, M., & Austin, J. (2018). History of industrial work and organizational psychology in North America. In D. S. Ones, N. Anderson, & H. K. Sinangil (Eds.), The SAGE handbook of industrial, work and organizational psychologyLinks to an external site. (2nd ed., Vol. 3, pp. 3-42). London, UK: SAGE Publications, Ltd.

    Note: Volume 2, Chapter 1

    Time Estimate: 85 minutes

    **I/O PSYCHOLOGY CAREER INFORMATION**

    3. Society for Industrial Organizational Psychology (SIOP). (n.d.). Career paths for industrial-organizational psychologistsLinks to an external site.. Retrieved from https://www.siop.org/Career-Center/I-O-Career-Paths

    Time Estimate: 15 minutes

    Society for Industrial Organizational Psychology (SIOP). (n.d.). SIOP surveysLinks to an external site.. https://www.siop.org/Membership/Surveys

    Time Estimate: 20 minutes

    **Required Media:**

    1.
    **Walden University, LLC. (2015).**
    **Defining I/O psychology [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT**: [music playing] DONNA DIMATTEO

    GIBSON: Industrial organizational psychology is the application of the study of human behavior within the workplace. What sets us apart from management or business careers is the application of research and theory, and the study of human behavior within the workplace. With I/O psychology It's an evidence-based approach where we use data, and statistics, and research in order to investigate organizational issues and determine solutions. It's a lot of what I do. And I feel strong when I go into organizations, evaluating organizational issues and making recommendations. In my background, I do a lot of organizational assessment work, evaluating the effectiveness of organizations and make suggested improvements. I do a lot of focus groups. And by the time I've left an 0rganization, I always feel strong about leaving it in a much better place than when I started. So the opportunities within this field are vast. In my own experience, there are so many things that I have been able to do. And so many things that I am excited, even with my experience, that lie ahead.

    Note: The approximate length of this media piece is 1 minute.

    2.
    **Walden University, LLC. (2015).**
    **I v. O in I/O psychology [Video]. Walden University Canvas.** [**https://waldenu.instructure.com**](https://waldenu.instructure.com/)

    **TRANSCRIPT:**

    [music playing] DONNA DIMATTEO-GIBSON, PHD: When we look at industrial

    organizational psychology, often it's important to look at what we mean from the I

    versus the O side. The I is the industrial side. The O is the organizational piece. And really, the way that I differentiate the two is the I, or the industrial, is more the statistics, the

    data-driven, the research pieces. So a lot of this selection work,assessment work that we do, is a part of that I side. A lot of the statistics that I run, and things of that nature, are based on the industrial side. Even things like ergonomics and evaluating how people work would fall into that area. The O side is more of taking that data, and then working with the people. So the O side is more organizational development, training, just working with people to make improvements. So it's getting out there. It's using those people skills, things of that nature. Really, in order to be a strong industrial organizational psychologist, in my opinion, having a background or strengths in both areas is really beneficial. So I would suggest working on your skills in both areas, because really, being a good practitioner requires both. [music playing]

    Note: The approximate length of this media piece is 1 minute.

    3.
    **Walden University, LLC. (2015).**
    **Pathways to the I/O psychology profession [Video]. Walden University Canvas. https://waldenu.instructure.com**

    **TRANSCRIPT:**

    DONNA DIMATTEO-GIBSON,

    PHD: My advice as a student working within this field, and really trying to get the most that you can out of the opportunities, involve being involved as a student affiliate in different types of professional organizations. The one I recommend the most is SIOP, the Society of Industrial Organizational Psychology. As a student, the opportunities in research, practice, and application are extensive. And the cost of being involved in a professional organization such as SIOP is so minimal. And the opportunities to network, gain new experience and skills in research and application, are enormous. As a practitioner and who got my start back in the late '90s, it's been huge with my abilities to get into the field. As a student, networking is so important– to determine different opportunities that you have available, and also to connect with other professionals in the field. I've had a few different opportunities that really helped to lay the foundation of my work as an industrial organizational psychologist. In graduate school, I had the opportunity to work on a research project in performance management with one of my professors. And it was a government-based project. So we were all—a few students working with him were able to gain a lot of research experience. Other opportunities that I've had included developing workforce planning systems for organizations and career path training systems. And just having a few

    projects like that, where I was working internally on project-based assignments, was enough to open the door to my next step, which involved being an internal consultant for a LA and San Diego-based organization. It was actually Sempra Energy where I was able to work as a consultant for the different affiliate companies. The value of that was I got to do so many different types of industrial organizational psychology projects as an internal consultant, and learned different skill sets, and really got to determine what my interests and where my strengths lie from that type of experience. I don't know if I would suggest

    one career path over another, but I have found in my own experience that being an internal consultant and working on varying projects really helped to determine my strengths. And then it has allowed me currently to do what I do now, which is to have my own consulting company, and to have more control of my own career and career path. So I'm able to utilize a lot of my skills and strengths, and have applied that to my own consulting practice, which I've had since 2005. Some of the opportunities that I had as an internal consultant just starting off that I really recommend any student that's going into the field to obtain, would involve doing job analysis-type projects. That's really where you get a lot of specific skills that are important to industrial organizational psychology. You learn about the tools that are available, and then you learn how to apply job analysis-type results in a variety of situations, from training, selection, determining of compensation. So there's a lot of different ways of just learning that particular skill set. I also was able to do organizational effectiveness research, and then use that data in order to make suggested managerial improvements and department-level improvements. Another opportunity that I had was to develop HR metrics. But it was by company. And so I created different dashboards that I gave to the vice presidents within the company. And then they used the different benchmarks and metrics in order to make decisions. All these are just examples of how industrial organizational psychology is evidence based. And we do create. And we examine. And we utilize data in order to make informed decisions. And as a practitioner, I'd much rather have data in order to support the suggestions and the points that I'm making. That's really what sets industrial organizational psychology apart from other fields.

    Note: The approximate length of this media piece is 5 minutes.

    To prepare for this Discussion:

    · Review the video TRANSCRIPTS, “Defining I/O Psychology.” Consider the definition of I/O psychology and how it is distinct from management and business.

    · Read the first 14 pages of Chapter 1 in Volume 1 of
    _The SAGE Handbook_. Pay particular attention to how organizations benefit from I/O psychology theory, research, and practice.

    · Review the media resources about the field and profession of I/O psychology and the web article, “Career Paths for Industrial-Organizational Psychologists.” Review the career paths in I/O psychology.

    · Review the web article, “SIOP Surveys.” Click on the most recent survey conducted and review the income information related to different I/O psychology career paths and credentials.

    · Based on your review of the Learning Resources, reflect on the career path you might like to pursue and why.

    INSTRUCTIONS:

    By Day 3 of Week 1

    **Post** a response to the following APA 7th Edition:

    · Briefly define I/O psychology. Then summarize how I/O practitioners benefit organizations.

    · Use at least one specific example to illustrate your response.

    · Describe the career in I/O psychology you would like to pursue and explain why.

  • [Solved] Nursing diversity assignment 2

    ✓ Verified Academic Solution Available

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    The first document has the assignment instructions very detailed, the second document is the mind map you will use for reference it needs to be based off the mind map and the third document which has the interview question which also need to be incorporated into the powerpoint. Please please read al…

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    The first document has the assignment instructions very detailed, the second document is the mind map you will use for reference it needs to be based off the mind map and the third document which has the interview question which also need to be incorporated into the powerpoint. Please please read all the instructions and follow them carefully.

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    – a year ago

  • [Solved] Five Pillars of Literacy

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    Based on theory, research, and current practice, each student will compose a 300-500 word response that summarizes their thoughts on reading instruction in today’s classroom. It is important to read **Put Reading First**(link on Brightspace), which is based on the 5 Pillars of Reading. You are encou…

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    Based on theory, research, and current practice, each student will compose a 300-500 word response that summarizes their thoughts on reading instruction in today’s classroom. It is important to read **Put Reading First**(link on Brightspace), which is based on the 5 Pillars of Reading. You are encouraged to find at least two more resources online that support reading instruction in today’s classroom. You should provide hyperlinks or APA citations for your resources. Please reflect on the following questions as they will guide you in constructing your response:

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  • [Solved] Nursing BJ week 4,5,6 See below 3 part assignment

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    bj week 4,5,6 – a year ago **files (2)** – ## Beverlyweek3paper2.docx – ## SynthesisMatrixTableUpdate2025SpringBTerm.docx **## Beverlyweek3paper2.docx** **Reducing Missed Mental Health Appointments Among Veterans Through Nurse-Led Motivational Interventions** Student Name Herzing University NU760: E…

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    bj week 4,5,6

    – a year ago

    **files (2)**

    – ## Beverlyweek3paper2.docx

    – ## SynthesisMatrixTableUpdate2025SpringBTerm.docx

    **## Beverlyweek3paper2.docx**

    **Reducing Missed Mental Health Appointments Among Veterans Through Nurse-Led Motivational Interventions**

    Student Name

    Herzing University

    NU760: Evidence-Based Practice

    Faculty Name

    Due Date

    **Reducing Missed Mental Health Appointments Among Veterans Through Nurse-Led Motivational Interventions**

    Veterans are at increased risk for complex mental health disorders such as PTSD, depression, and substance use, yet their continuity of care is frequently disrupted due to missed outpatient appointments. According to the U.S. Department of Veterans Affairs, over 20% of scheduled outpatient mental health appointments are missed annually, contributing to worsening clinical outcomes, increased hospitalizations, and elevated suicide risk (VA Office of Inspector General, 2022). This disruption undermines recovery, delays medication adjustments, and erodes therapeutic alliances. The purpose of this paper is to describe the identified practice problem of high no-show rates in a VA mental health setting, present a problem and AIM statement, and propose a change framework to address the issue through nurse-led motivational engagement strategies.

    **Practice Setting**

    The practice setting is a VA outpatient behavioral health clinic located in an urban area, serving military veterans aged 18 and older. The clinic operates Monday through Friday, providing services such as psychiatric evaluations, medication management, therapy, and case management. Staffing includes psychiatrists, psychiatric mental health nurse practitioners (PMHNPs), social workers, nurses, and peer support specialists. The clinic is part of a larger Veterans Health Administration medical center that serves thousands of veterans annually, many of whom face transportation issues, homelessness, or co-occurring physical health challenges.

    **Population**

    The population includes adult veterans diagnosed with a variety of psychiatric disorders, including post-traumatic stress disorder (PTSD), major depressive disorder, generalized anxiety disorder, schizophrenia, and substance use disorders. The majority are male, with an increasing number of female veterans, many of whom are of diverse racial and cultural backgrounds. Common barriers to care include stigma, low motivation, chronic pain, limited support systems, and difficulties navigating the VA system. Many of these veterans have had previous trauma that impacts trust in providers and engagement in treatment.

    **Description of the Problem**

    Missed mental health appointments among veterans are a persistent challenge, with data from the local VA clinic revealing a no-show rate of approximately 28% over the past six months. This exceeds the national benchmark and disrupts care continuity, resulting in delayed symptom management and increased crisis interventions. Observations show that many missed appointments are due to avoidable causes such as lack of motivation, poor understanding of treatment goals, and limited therapeutic engagement. Despite automated reminders and follow-up calls, the clinic lacks a systematic, nurse-led approach to address ambivalence and enhance commitment to care. Research supports that motivational interviewing and relational interventions led by nurses can foster engagement and reduce missed visits (Tahan et al., 2021; Adams et al., 2023).

    **Problem Statement**

    In adult veterans receiving outpatient mental health services at a Veterans Administration clinic, current efforts to reduce missed appointments have been ineffective due to the absence of nurse-led motivational engagement strategies, resulting in continued high no-show rates and disrupted continuity of care.

    **AIM Statement**

    The aim of this project is to reduce the outpatient mental health no-show rate by 25% within six months by implementing a nurse-led motivational engagement intervention for veterans who have missed two or more appointments in the past 90 days, thereby improving continuity of care and patient outcomes.

    **Theoretical Framework**

    Lewin’s Change Theory will guide the development and implementation of this intervention. This theory includes three phases: unfreezing, change, and refreezing. In the unfreezing phase, data on no-show rates will be presented to staff and stakeholders to increase awareness of the problem and establish urgency. During the change phase, nurses will receive training on motivational interviewing techniques and begin implementing structured motivational calls and brief interventions before and after appointments. In the refreezing phase, successful strategies will be embedded into routine nursing workflows and supported through policy updates and continued staff development. Lewin’s framework supports a structured approach to behavior change and is well-suited to addressing clinical inertia and staff resistance (Burnes, 2020). This model aligns with the VA’s commitment to evidence-based, veteran-centered care and highlights the vital role of nurses in behavior-driven interventions.

    **Conclusion**

    High no-show rates for mental health appointments among veterans continue to challenge continuity of care in VA outpatient settings. This paper identified the lack of structured, nurse-led motivational engagement as a key contributor to the problem. Through the application of Lewin’s Change Theory and a clearly defined AIM statement, a targeted intervention can be developed and implemented to improve attendance, strengthen therapeutic alliances, and support recovery. This initiative emphasizes the power of nursing in leading change and the importance of evidence-based solutions tailored to the unique needs of veterans.

    **References**

    Adams, J. R., Vega, R. J., & Schnurr, P. P. (2023). Enhancing engagement in PTSD treatment for veterans: A review of motivational interventions. Journal of Psychiatric Services, 74(2), 125–132. https://doi.org/10.1176/appi.ps.202200146

    Burnes, B. (2020). The origins of Lewin’s three-step model of change. The Journal of Applied Behavioral Science, 56(1), 32–59. https://doi.org/10.1177/0021886319892685

    Tahan, H. A., Watson, A. C., Sminkey, P. V., & Mullahy, C. M. (2021). Case management engagement and strategies to reduce missed appointments in behavioral health settings. Professional Case Management, 26(3), 107–114. https://doi.org/10.1097/NCM.0000000000000490

    U.S. Department of Veterans Affairs Office of Inspector General. (2022). Veterans Health Administration: Review of outpatient appointment scheduling and telehealth utilization. https://www.va.gov/oig/pubs/VAOIG-22-00457-174.pdf

    **## SynthesisMatrixTableUpdate2025SpringBTerm.docx**

    INSERT YOUR NAME HERE

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | | **In-text citation for the resource – in the References list below this table include a full citation that includes a functional link for faculty to access the article; without a link you must upload the full-text article to the assignment drop box** | **What is the purpose of the resource?** | **Is the resource a research study? If yes, what is the study design? If not a research study, what type of literature is represented in the resource?** | **Using the John Hopkins EBP Rating Scale, what level of evidence is represented in the resource?** | **What are the recommendations or findings in this resource that are relevant to your proposed graduate scholarship project?** | **How does this resource support your proposed project?** |
    | Articles/resources #1-5 in the table need to demonstrate the observation of <br>**the problem you identified** for which you are designing a project to address. |
    | **1** | | | | | | |
    | **2** | | | | | | |
    | **3** | | | | | | |
    | **4** | | | | | | |
    | **5** | | | | | | |
    | Articles/resources #6 -10 in the table need to demonstrate support for <br>**the intervention you have selected** to address the identified problem. |
    | **6** | | | | | | |
    | **7** | | | | | | |
    | **8** | | | | | | |
    | **9** | | | | | | |
    | **10** | | | | | | |
    | Articles/resources #11-15 in the table need to provide support for the <br>**evaluation method/approach you have identified to determine the outcome** of implementing the selected intervention. |
    | **11** | | | | | | |
    | **12** | | | | | | |
    | **13** | | | | | | |
    | **14** | | | | | | |
    | **15** | | | | | | |

    **References**

    **## SynthesisMatrixTableUpdate2025SpringBTerm.docx**

    INSERT YOUR NAME HERE

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | | **In-text citation for the resource – in the References list below this table include a full citation that includes a functional link for faculty to access the article; without a link you must upload the full-text article to the assignment drop box** | **What is the purpose of the resource?** | **Is the resource a research study? If yes, what is the study design? If not a research study, what type of literature is represented in the resource?** | **Using the John Hopkins EBP Rating Scale, what level of evidence is represented in the resource?** | **What are the recommendations or findings in this resource that are relevant to your proposed graduate scholarship project?** | **How does this resource support your proposed project?** |
    | Articles/resources #1-5 in the table need to demonstrate the observation of <br>**the problem you identified** for which you are designing a project to address. |
    | **1** | | | | | | |
    | **2** | | | | | | |
    | **3** | | | | | | |
    | **4** | | | | | | |
    | **5** | | | | | | |
    | Articles/resources #6 -10 in the table need to demonstrate support for <br>**the intervention you have selected** to address the identified problem. |
    | **6** | | | | | | |
    | **7** | | | | | | |
    | **8** | | | | | | |
    | **9** | | | | | | |
    | **10** | | | | | | |
    | Articles/resources #11-15 in the table need to provide support for the <br>**evaluation method/approach you have identified to determine the outcome** of implementing the selected intervention. |
    | **11** | | | | | | |
    | **12** | | | | | | |
    | **13** | | | | | | |
    | **14** | | | | | | |
    | **15** | | | | | | |

    **References**

    **## Beverlyweek3paper2.docx**

    **Reducing Missed Mental Health Appointments Among Veterans Through Nurse-Led Motivational Interventions**

    Student Name

    Herzing University

    NU760: Evidence-Based Practice

    Faculty Name

    Due Date

    **Reducing Missed Mental Health Appointments Among Veterans Through Nurse-Led Motivational Interventions**

    Veterans are at increased risk for complex mental health disorders such as PTSD, depression, and substance use, yet their continuity of care is frequently disrupted due to missed outpatient appointments. According to the U.S. Department of Veterans Affairs, over 20% of scheduled outpatient mental health appointments are missed annually, contributing to worsening clinical outcomes, increased hospitalizations, and elevated suicide risk (VA Office of Inspector General, 2022). This disruption undermines recovery, delays medication adjustments, and erodes therapeutic alliances. The purpose of this paper is to describe the identified practice problem of high no-show rates in a VA mental health setting, present a problem and AIM statement, and propose a change framework to address the issue through nurse-led motivational engagement strategies.

    **Practice Setting**

    The practice setting is a VA outpatient behavioral health clinic located in an urban area, serving military veterans aged 18 and older. The clinic operates Monday through Friday, providing services such as psychiatric evaluations, medication management, therapy, and case management. Staffing includes psychiatrists, psychiatric mental health nurse practitioners (PMHNPs), social workers, nurses, and peer support specialists. The clinic is part of a larger Veterans Health Administration medical center that serves thousands of veterans annually, many of whom face transportation issues, homelessness, or co-occurring physical health challenges.

    **Population**

    The population includes adult veterans diagnosed with a variety of psychiatric disorders, including post-traumatic stress disorder (PTSD), major depressive disorder, generalized anxiety disorder, schizophrenia, and substance use disorders. The majority are male, with an increasing number of female veterans, many of whom are of diverse racial and cultural backgrounds. Common barriers to care include stigma, low motivation, chronic pain, limited support systems, and difficulties navigating the VA system. Many of these veterans have had previous trauma that impacts trust in providers and engagement in treatment.

    **Description of the Problem**

    Missed mental health appointments among veterans are a persistent challenge, with data from the local VA clinic revealing a no-show rate of approximately 28% over the past six months. This exceeds the national benchmark and disrupts care continuity, resulting in delayed symptom management and increased crisis interventions. Observations show that many missed appointments are due to avoidable causes such as lack of motivation, poor understanding of treatment goals, and limited therapeutic engagement. Despite automated reminders and follow-up calls, the clinic lacks a systematic, nurse-led approach to address ambivalence and enhance commitment to care. Research supports that motivational interviewing and relational interventions led by nurses can foster engagement and reduce missed visits (Tahan et al., 2021; Adams et al., 2023).

    **Problem Statement**

    In adult veterans receiving outpatient mental health services at a Veterans Administration clinic, current efforts to reduce missed appointments have been ineffective due to the absence of nurse-led motivational engagement strategies, resulting in continued high no-show rates and disrupted continuity of care.

    **AIM Statement**

    The aim of this project is to reduce the outpatient mental health no-show rate by 25% within six months by implementing a nurse-led motivational engagement intervention for veterans who have missed two or more appointments in the past 90 days, thereby improving continuity of care and patient outcomes.

    **Theoretical Framework**

    Lewin’s Change Theory will guide the development and implementation of this intervention. This theory includes three phases: unfreezing, change, and refreezing. In the unfreezing phase, data on no-show rates will be presented to staff and stakeholders to increase awareness of the problem and establish urgency. During the change phase, nurses will receive training on motivational interviewing techniques and begin implementing structured motivational calls and brief interventions before and after appointments. In the refreezing phase, successful strategies will be embedded into routine nursing workflows and supported through policy updates and continued staff development. Lewin’s framework supports a structured approach to behavior change and is well-suited to addressing clinical inertia and staff resistance (Burnes, 2020). This model aligns with the VA’s commitment to evidence-based, veteran-centered care and highlights the vital role of nurses in behavior-driven interventions.

    **Conclusion**

    High no-show rates for mental health appointments among veterans continue to challenge continuity of care in VA outpatient settings. This paper identified the lack of structured, nurse-led motivational engagement as a key contributor to the problem. Through the application of Lewin’s Change Theory and a clearly defined AIM statement, a targeted intervention can be developed and implemented to improve attendance, strengthen therapeutic alliances, and support recovery. This initiative emphasizes the power of nursing in leading change and the importance of evidence-based solutions tailored to the unique needs of veterans.

    **References**

    Adams, J. R., Vega, R. J., & Schnurr, P. P. (2023). Enhancing engagement in PTSD treatment for veterans: A review of motivational interventions. Journal of Psychiatric Services, 74(2), 125–132. https://doi.org/10.1176/appi.ps.202200146

    Burnes, B. (2020). The origins of Lewin’s three-step model of change. The Journal of Applied Behavioral Science, 56(1), 32–59. https://doi.org/10.1177/0021886319892685

    Tahan, H. A., Watson, A. C., Sminkey, P. V., & Mullahy, C. M. (2021). Case management engagement and strategies to reduce missed appointments in behavioral health settings. Professional Case Management, 26(3), 107–114. https://doi.org/10.1097/NCM.0000000000000490

    U.S. Department of Veterans Affairs Office of Inspector General. (2022). Veterans Health Administration: Review of outpatient appointment scheduling and telehealth utilization. https://www.va.gov/oig/pubs/VAOIG-22-00457-174.pdf

    **## SynthesisMatrixTableUpdate2025SpringBTerm.docx**

    INSERT YOUR NAME HERE

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | | **In-text citation for the resource – in the References list below this table include a full citation that includes a functional link for faculty to access the article; without a link you must upload the full-text article to the assignment drop box** | **What is the purpose of the resource?** | **Is the resource a research study? If yes, what is the study design? If not a research study, what type of literature is represented in the resource?** | **Using the John Hopkins EBP Rating Scale, what level of evidence is represented in the resource?** | **What are the recommendations or findings in this resource that are relevant to your proposed graduate scholarship project?** | **How does this resource support your proposed project?** |
    | Articles/resources #1-5 in the table need to demonstrate the observation of <br>**the problem you identified** for which you are designing a project to address. |
    | **1** | | | | | | |
    | **2** | | | | | | |
    | **3** | | | | | | |
    | **4** | | | | | | |
    | **5** | | | | | | |
    | Articles/resources #6 -10 in the table need to demonstrate support for <br>**the intervention you have selected** to address the identified problem. |
    | **6** | | | | | | |
    | **7** | | | | | | |
    | **8** | | | | | | |
    | **9** | | | | | | |
    | **10** | | | | | | |
    | Articles/resources #11-15 in the table need to provide support for the <br>**evaluation method/approach you have identified to determine the outcome** of implementing the selected intervention. |
    | **11** | | | | | | |
    | **12** | | | | | | |
    | **13** | | | | | | |
    | **14** | | | | | | |
    | **15** | | | | | | |

    **References**

    **## Beverlyweek3paper2.docx**

    **Reducing Missed Mental Health Appointments Among Veterans Through Nurse-Led Motivational Interventions**

    Student Name

    Herzing University

    NU760: Evidence-Based Practice

    Faculty Name

    Due Date

    **Reducing Missed Mental Health Appointments Among Veterans Through Nurse-Led Motivational Interventions**

    Veterans are at increased risk for complex mental health disorders such as PTSD, depression, and substance use, yet their continuity of care is frequently disrupted due to missed outpatient appointments. According to the U.S. Department of Veterans Affairs, over 20% of scheduled outpatient mental health appointments are missed annually, contributing to worsening clinical outcomes, increased hospitalizations, and elevated suicide risk (VA Office of Inspector General, 2022). This disruption undermines recovery, delays medication adjustments, and erodes therapeutic alliances. The purpose of this paper is to describe the identified practice problem of high no-show rates in a VA mental health setting, present a problem and AIM statement, and propose a change framework to address the issue through nurse-led motivational engagement strategies.

    **Practice Setting**

    The practice setting is a VA outpatient behavioral health clinic located in an urban area, serving military veterans aged 18 and older. The clinic operates Monday through Friday, providing services such as psychiatric evaluations, medication management, therapy, and case management. Staffing includes psychiatrists, psychiatric mental health nurse practitioners (PMHNPs), social workers, nurses, and peer support specialists. The clinic is part of a larger Veterans Health Administration medical center that serves thousands of veterans annually, many of whom face transportation issues, homelessness, or co-occurring physical health challenges.

    **Population**

    The population includes adult veterans diagnosed with a variety of psychiatric disorders, including post-traumatic stress disorder (PTSD), major depressive disorder, generalized anxiety disorder, schizophrenia, and substance use disorders. The majority are male, with an increasing number of female veterans, many of whom are of diverse racial and cultural backgrounds. Common barriers to care include stigma, low motivation, chronic pain, limited support systems, and difficulties navigating the VA system. Many of these veterans have had previous trauma that impacts trust in providers and engagement in treatment.

    **Description of the Problem**

    Missed mental health appointments among veterans are a persistent challenge, with data from the local VA clinic revealing a no-show rate of approximately 28% over the past six months. This exceeds the national benchmark and disrupts care continuity, resulting in delayed symptom management and increased crisis interventions. Observations show that many missed appointments are due to avoidable causes such as lack of motivation, poor understanding of treatment goals, and limited therapeutic engagement. Despite automated reminders and follow-up calls, the clinic lacks a systematic, nurse-led approach to address ambivalence and enhance commitment to care. Research supports that motivational interviewing and relational interventions led by nurses can foster engagement and reduce missed visits (Tahan et al., 2021; Adams et al., 2023).

    **Problem Statement**

    In adult veterans receiving outpatient mental health services at a Veterans Administration clinic, current efforts to reduce missed appointments have been ineffective due to the absence of nurse-led motivational engagement strategies, resulting in continued high no-show rates and disrupted continuity of care.

    **AIM Statement**

    The aim of this project is to reduce the outpatient mental health no-show rate by 25% within six months by implementing a nurse-led motivational engagement intervention for veterans who have missed two or more appointments in the past 90 days, thereby improving continuity of care and patient outcomes.

    **Theoretical Framework**

    Lewin’s Change Theory will guide the development and implementation of this intervention. This theory includes three phases: unfreezing, change, and refreezing. In the unfreezing phase, data on no-show rates will be presented to staff and stakeholders to increase awareness of the problem and establish urgency. During the change phase, nurses will receive training on motivational interviewing techniques and begin implementing structured motivational calls and brief interventions before and after appointments. In the refreezing phase, successful strategies will be embedded into routine nursing workflows and supported through policy updates and continued staff development. Lewin’s framework supports a structured approach to behavior change and is well-suited to addressing clinical inertia and staff resistance (Burnes, 2020). This model aligns with the VA’s commitment to evidence-based, veteran-centered care and highlights the vital role of nurses in behavior-driven interventions.

    **Conclusion**

    High no-show rates for mental health appointments among veterans continue to challenge continuity of care in VA outpatient settings. This paper identified the lack of structured, nurse-led motivational engagement as a key contributor to the problem. Through the application of Lewin’s Change Theory and a clearly defined AIM statement, a targeted intervention can be developed and implemented to improve attendance, strengthen therapeutic alliances, and support recovery. This initiative emphasizes the power of nursing in leading change and the importance of evidence-based solutions tailored to the unique needs of veterans.

    **References**

    Adams, J. R., Vega, R. J., & Schnurr, P. P. (2023). Enhancing engagement in PTSD treatment for veterans: A review of motivational interventions. Journal of Psychiatric Services, 74(2), 125–132. https://doi.org/10.1176/appi.ps.202200146

    Burnes, B. (2020). The origins of Lewin’s three-step model of change. The Journal of Applied Behavioral Science, 56(1), 32–59. https://doi.org/10.1177/0021886319892685

    Tahan, H. A., Watson, A. C., Sminkey, P. V., & Mullahy, C. M. (2021). Case management engagement and strategies to reduce missed appointments in behavioral health settings. Professional Case Management, 26(3), 107–114. https://doi.org/10.1097/NCM.0000000000000490

    U.S. Department of Veterans Affairs Office of Inspector General. (2022). Veterans Health Administration: Review of outpatient appointment scheduling and telehealth utilization. https://www.va.gov/oig/pubs/VAOIG-22-00457-174.pdf

    **## SynthesisMatrixTableUpdate2025SpringBTerm.docx**

    INSERT YOUR NAME HERE

    | | | | | | | |
    | — | — | — | — | — | — | — |
    | | **In-text citation for the resource – in the References list below this table include a full citation that includes a functional link for faculty to access the article; without a link you must upload the full-text article to the assignment drop box** | **What is the purpose of the resource?** | **Is the resource a research study? If yes, what is the study design? If not a research study, what type of literature is represented in the resource?** | **Using the John Hopkins EBP Rating Scale, what level of evidence is represented in the resource?** | **What are the recommendations or findings in this resource that are relevant to your proposed graduate scholarship project?** | **How does this resource support your proposed project?** |
    | Articles/resources #1-5 in the table need to demonstrate the observation of <br>**the problem you identified** for which you are designing a project to address. |
    | **1** | | | | | | |
    | **2** | | | | | | |
    | **3** | | | | | | |
    | **4** | | | | | | |
    | **5** | | | | | | |
    | Articles/resources #6 -10 in the table need to demonstrate support for <br>**the intervention you have selected** to address the identified problem. |
    | **6** | | | | | | |
    | **7** | | | | | | |
    | **8** | | | | | | |
    | **9** | | | | | | |
    | **10** | | | | | | |
    | Articles/resources #11-15 in the table need to provide support for the <br>**evaluation method/approach you have identified to determine the outcome** of implementing the selected intervention. |
    | **11** | | | | | | |
    | **12** | | | | | | |
    | **13** | | | | | | |
    | **14** | | | | | | |
    | **15** | | | | | | |

    **References**