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[Solved] MA 1x

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In-depth study guidance and analytical solution covering MA 1x.

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Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 6, 2026
[Solved] Identify and describe conflict management in ARNP

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Identify and describe conflict management in ARNP

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Identify and describe conflict management in ARNP

November 6, 2026
[Solved] Learning with technology

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Digital technologies provide us with the opportunity to learn anywhere and from anyone. In some ways, this opens the world to us, and we can learn many things from people that we do not know and would not have the chance to interact with in our daily lives. Through YouTube, TikTok, or Instagram (and…

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Digital technologies provide us with the opportunity to learn anywhere and from anyone. In some ways, this opens the world to us, and we can learn many things from people that we do not know and would not have the chance to interact with in our daily lives. Through YouTube, TikTok, or Instagram (and other social media), we can learn how to clean, fix, make, think, style, create, understand, dance, cook, DIY, design, and so on from people who create content and share it online. For example, there are many different content categories on TikTok, such as DIYTok, BeautyTok, AdviceTok, RelationshipTok, and more.

In some instances, people may not have the credentials, background, or knowledge that they are giving advice about online, and this can be potentially dangerous. Being able to critically evaluate information and sources is essential to being a consumer of technological innovations. This assignment gives you the opportunity to evaluate the creditability of those providing the information: the influencers, creators, and authors.

Imagine you are a social media specialist who has been tasked with visiting local middle and high schools to teach students how to evaluate the credibility of influencers. You need to cover possible brands or influencers and discuss how to evaluate their credibility and how having access to credible content can impact how and what we learn.

**Create** an 8- to 10-slide PowerPoint Presentation. Use the following organization:

Slide 1: Introduction

Slide 2: Discuss how to evaluate an influencer, creator, or author's credibility and why it is important to do so. Include red flags.

Slides 3 to 6:

– Discuss 1 health and wellness influencer, creator, or author.
– Discuss 1 beauty or fashion influencer, creator, or author.
– Discuss 1 financial influencer, creator, or author.
– Discuss 1 hobby influencer, creator, or author.

For each influencer, creator, or author, do the following:

– Identify the influencer, creator, or author and their username, channel name, account name, and so on.
– Describe the content the influencer, creator, or author shares and what their audience can learn from them.
– Evaluate the influencer, creator, or author’s credibility.

Slide 7: Discuss how using technology to learn about these topics can have an impact on one’s life.

Slide 8: Conclusion

Slide 9 References

**Include** at least 1 graphic per influencer, creator, or author.

**Review** the following resources for assistance with creating your presentation:

– “ [How to Make a Presentation](https://player.vimeo.com/video/356244211)” from University of Phoenix ( [Video with Transcript](https://multimedia.phoenix.edu/video/?v=356244211))
– “ [Record a Presentation](https://support.microsoft.com/en-us/office/record-a-presentation-2570dff5-f81c-40bc-b404-e04e95ffab33)” from Microsoft

**Cite** at least 4 sources to support your assignment.

**Format** the sources according to APA guidelines.

November 6, 2026
[Solved] casestudy 3

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**files (3)** – ## InstructionssforCaseStudy.docx – ## CaseStudyRubicAdvanced.pdf – 2-25REV-TEMPLATE-Unfolding_Cardiac_Arrest.pdf **## InstructionssforCaseStudy.docx** **What You Will Do During This Case Study** This case study is designed to help you practice the **clinical judgment skills** outl…

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Assignment Prompt & Instructions

**files (3)**

– ## InstructionssforCaseStudy.docx

– ## CaseStudyRubicAdvanced.pdf

– 2-25REV-TEMPLATE-Unfolding_Cardiac_Arrest.pdf

**## InstructionssforCaseStudy.docx**

**What You Will Do During This Case Study**

This case study is designed to help you practice the
**clinical judgment skills** outlined in the KRNCJR. Here’s what you’ll be expected to
_do_ as you work through it:

**STEP 1 — NOTICING: Identify What Clinical Data Matters Most**

As you review the case information, your first task is to identify the clinical cues that are the most important or concerning.

You will do this by:

**✓ Focused Observation**

· Paying close attention to the patient’s assessment findings, vital signs, lab results, medications, and history.

· Distinguishing relevant information from background details.

**✓ Recognizing Deviations from Expected Patterns**

· Identifying what is
_different_ from what you would expect for this patient.

· Noting abnormal findings or trends that may indicate a change in condition.

· Asking yourself:

**“What here is concerning, and why does it matter for this patient right now?”**

This step sets the foundation for your clinical reasoning.

**STEP 2 — INTERPRETING: Make Sense of the Clinical Data**

After you identify the key cues, your next task is to
**interpret** what these findings mean.

You will do this by:

**✓ Prioritizing Data**

· Deciding which findings require immediate attention.

· Ranking clinical cues by urgency or risk.

**✓ Making Sense of Data**

· Connecting clinical cues to potential problems or complications.

· Considering how the patient’s condition is changing.

· Asking yourself:

**“What is this data telling me? What could be happening physiologically?”**

This step helps you determine whether a problem is present and what the priority is.

**STEP 3 — REFLECTING: Analyze Your Thinking and Decisions**

At the end of the case study, you will reflect on your clinical judgment process.

You will do this by:

**✓ Evaluating the Plan of Care**

· Considering whether the nursing actions you identified were effective.

· Determining how the patient responded.

**✓ Evaluation/SelfAnalysis**

· Reflecting on the decisions you made and the reasoning behind them.

· Identifying what you did well and what you would improve.

**⭐ In short, during this case study you will:**

1.
**Notice** the most important clinical cues.

2.
**Interpret** what they mean and decide whether a problem exists.

3.
**Reflect** on your reasoning and plan for improvement.

**## CaseStudyRubicAdvanced.pdf**

KeithRN.com

Copyright © 2023 KeithRN, LLC, Andover, Minnesota USA. All rights reserved.
Structure adapted from Lasater (2007), with permission.

KRN CLINICAL JUDGMENT RUBRIC

NOTICING
Effective NOTICING Involves: Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Focused Observation Recognizes majority (>90%) of
relevant clinical data

Recognizes most (75–90%) of
relevant clinical data

Recognizes some (50–74%) of
relevant clinical data

Recognizes minimal (<50%) of
relevant clinical data

Recognizing Deviations
from Expected Patterns

Recognizes majority (>90%) of
concerning clinical data trends

Recognizes most (75–90%) of
concerning clinical data trends

Recognizes some 50–74%) of
concerning clinical data trends

Recognizes minimal (<50%) of
concerning clinical data trends

INTERPRETING
Effective INTERPRETING
Involves:

Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Prioritizing Data Demonstrates thorough
analysis (>90%) of clinical data
to formulate the most urgent
nursing priority

Demonstrates analysis of most
(75–90%) clinical data to
formulate a nursing priority that
is relevant but may not be the
most urgent

Demonstrates fundamental
analysis (50–74%) of clinical
data to formulate a nursing
priority that is not the most
urgent

Demonstrates lack of analysis
(<50%) of clinical data that
results in formulating incorrect
nursing priority

Making Sense of Data Identifies clinical significance of
the majority (>90%) of relevant
clinical data

Identifies clinical significance
of most (75–90%) relevant
clinical data

Identifies clinical significance
of some (50–74%) relevant
clinical data

Able to identify clinical
significance of minimal (<50%)
relevant clinical data

RESPONDING
Effective RESPONDING
Involves:

Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Well-Planned
Intervention/Flexibility

Identifies majority (>90%) of
nursing interventions that are
relevant to this scenario

Recognizes most (75–90%)
nursing interventions that are
relevant to this scenario

Recognizes some relevant (50–
74%) nursing interventions that
are relevant to this scenario

Recognizes minimal relevant
(<50%) nursing interventions
that are relevant to this scenario

Being Skillful Complete consistency between
each step of the nursing process.
Nursing plan of care is thorough.

Is mostly consistent between
each step of the nursing
process. Nursing plan of care
is mostly thorough.

Little consistency between each
step of the nursing process.
Nursing plan of care has some
thoroughness.

No consistency between
each step of the nursing
process. Superficial and lack of
thoroughness in nursing plan
of care.

CONTINUED on next page

RESPONDING continued

Effective RESPONDING
Involves:

Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Clear Communication

(Not able to be assessed with
SKINNY or NextGen Reasoning)

Communicates concisely and
effectively using SBAR by
summarizing majority (>90%)
of relevant clinical data and
correctly interpreting current
clinical status

Using SBAR, summarizes most
(75–90%) of clinical data that is
relevant, correctly interprets the
patient’s current status

Using SBAR, summarizes some
(50–74%) clinical data that is
relevant, correctly interprets the
patient’s current status

Using SBAR, unable to
summarize (<50%) relevant
clinical data, incorrectly
interprets the patient’s current
status.

Recognizing Patient
Problems
(Not able to be assessed with
SKINNY or NextGen Reasoning)

Identifies all most likely and
worst possible problems and
recognizes majority (>90%)
of expected early changes in
patient’s condition

Identifies most (75–90%)
potential problems and
recognizes most expected early
changes in patient’s condition

Identifies some (50–74%)
potential problems but not the
most important and recognizes
some expected early changes in
patient’s condition

Unable to identify (<50%)
potential problems or recognize
expected early changes in
patient’s condition

KRN CLINICAL JUDGMENT RUBRIC
KeithRN.com

REFLECTING
Effective REFLECTING
Involves:

Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Evaluating Plan of Care Able to evaluate care by
adjusting the nursing priority by
recognizing majority (>90%) of
relevant evaluation data

Able to evaluate care by adjusting
the nursing priority by consistent-
ly recognizing most (75–90%)
relevant evaluation data

Able to evaluate care by
recognizing some (50–74%)
relevant evaluation data

Unable to evaluate care by
adjusting the nursing priority by
recognizing minimal (<50%)
relevant evaluation data

Evaluation/Self-Analysis Evaluates performance on case
by thoroughly reflecting and
identifying personal strengths
and weaknesses

Evaluates performance on case
by reflecting with some
thoroughness, identifying
personal strengths and
weaknesses

Evaluates performance on case
by reflecting with some insight,
identifying personal strengths
and weaknesses

Demonstrates lack of insight on
performance on case. Does not
address personal strengths and
weaknesses

Commitment to
Improvement

Demonstrates commitment to
ongoing improvement with
detailed and specific plans to
improve current weaknesses
(identified in reflection) and
apply what was learned to care
for future patients

Demonstrates commitment to
ongoing improvement with
some clear plans to eliminate
weaknesses (identified in
reflection) and apply what was
learned to care for future
patients

Demonstrates commitment to
ongoing improvement with
vague plans to eliminate
weaknesses (identified in
reflection) and apply what was
learned to care for future
patients

Demonstrates lack of
commitment to ongoing
improvement with no clear
plan to eliminate weaknesses
(identified in reflection) and
apply what was learned to care
for future patients

Copyright © 2023 KeithRN, LLC, Andover, Minnesota USA. All rights reserved.
Structure adapted from Lasater (2007), with permission.

**2-25REV-TEMPLATE-Unfolding_Cardiac_Arrest.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2-25rev-template-unfolding-cardiac-arrest-pdf)

**2-25REV-TEMPLATE-Unfolding_Cardiac_Arrest.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2-25rev-template-unfolding-cardiac-arrest-pdf)

**## InstructionssforCaseStudy.docx**

**What You Will Do During This Case Study**

This case study is designed to help you practice the
**clinical judgment skills** outlined in the KRNCJR. Here’s what you’ll be expected to
_do_ as you work through it:

**STEP 1 — NOTICING: Identify What Clinical Data Matters Most**

As you review the case information, your first task is to identify the clinical cues that are the most important or concerning.

You will do this by:

**✓ Focused Observation**

· Paying close attention to the patient’s assessment findings, vital signs, lab results, medications, and history.

· Distinguishing relevant information from background details.

**✓ Recognizing Deviations from Expected Patterns**

· Identifying what is
_different_ from what you would expect for this patient.

· Noting abnormal findings or trends that may indicate a change in condition.

· Asking yourself:

**“What here is concerning, and why does it matter for this patient right now?”**

This step sets the foundation for your clinical reasoning.

**STEP 2 — INTERPRETING: Make Sense of the Clinical Data**

After you identify the key cues, your next task is to
**interpret** what these findings mean.

You will do this by:

**✓ Prioritizing Data**

· Deciding which findings require immediate attention.

· Ranking clinical cues by urgency or risk.

**✓ Making Sense of Data**

· Connecting clinical cues to potential problems or complications.

· Considering how the patient’s condition is changing.

· Asking yourself:

**“What is this data telling me? What could be happening physiologically?”**

This step helps you determine whether a problem is present and what the priority is.

**STEP 3 — REFLECTING: Analyze Your Thinking and Decisions**

At the end of the case study, you will reflect on your clinical judgment process.

You will do this by:

**✓ Evaluating the Plan of Care**

· Considering whether the nursing actions you identified were effective.

· Determining how the patient responded.

**✓ Evaluation/SelfAnalysis**

· Reflecting on the decisions you made and the reasoning behind them.

· Identifying what you did well and what you would improve.

**⭐ In short, during this case study you will:**

1.
**Notice** the most important clinical cues.

2.
**Interpret** what they mean and decide whether a problem exists.

3.
**Reflect** on your reasoning and plan for improvement.

**## CaseStudyRubicAdvanced.pdf**

KeithRN.com

Copyright © 2023 KeithRN, LLC, Andover, Minnesota USA. All rights reserved.
Structure adapted from Lasater (2007), with permission.

KRN CLINICAL JUDGMENT RUBRIC

NOTICING
Effective NOTICING Involves: Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Focused Observation Recognizes majority (>90%) of
relevant clinical data

Recognizes most (75–90%) of
relevant clinical data

Recognizes some (50–74%) of
relevant clinical data

Recognizes minimal (<50%) of
relevant clinical data

Recognizing Deviations
from Expected Patterns

Recognizes majority (>90%) of
concerning clinical data trends

Recognizes most (75–90%) of
concerning clinical data trends

Recognizes some 50–74%) of
concerning clinical data trends

Recognizes minimal (<50%) of
concerning clinical data trends

INTERPRETING
Effective INTERPRETING
Involves:

Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Prioritizing Data Demonstrates thorough
analysis (>90%) of clinical data
to formulate the most urgent
nursing priority

Demonstrates analysis of most
(75–90%) clinical data to
formulate a nursing priority that
is relevant but may not be the
most urgent

Demonstrates fundamental
analysis (50–74%) of clinical
data to formulate a nursing
priority that is not the most
urgent

Demonstrates lack of analysis
(<50%) of clinical data that
results in formulating incorrect
nursing priority

Making Sense of Data Identifies clinical significance of
the majority (>90%) of relevant
clinical data

Identifies clinical significance
of most (75–90%) relevant
clinical data

Identifies clinical significance
of some (50–74%) relevant
clinical data

Able to identify clinical
significance of minimal (<50%)
relevant clinical data

RESPONDING
Effective RESPONDING
Involves:

Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Well-Planned
Intervention/Flexibility

Identifies majority (>90%) of
nursing interventions that are
relevant to this scenario

Recognizes most (75–90%)
nursing interventions that are
relevant to this scenario

Recognizes some relevant (50–
74%) nursing interventions that
are relevant to this scenario

Recognizes minimal relevant
(<50%) nursing interventions
that are relevant to this scenario

Being Skillful Complete consistency between
each step of the nursing process.
Nursing plan of care is thorough.

Is mostly consistent between
each step of the nursing
process. Nursing plan of care
is mostly thorough.

Little consistency between each
step of the nursing process.
Nursing plan of care has some
thoroughness.

No consistency between
each step of the nursing
process. Superficial and lack of
thoroughness in nursing plan
of care.

CONTINUED on next page

RESPONDING continued

Effective RESPONDING
Involves:

Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Clear Communication

(Not able to be assessed with
SKINNY or NextGen Reasoning)

Communicates concisely and
effectively using SBAR by
summarizing majority (>90%)
of relevant clinical data and
correctly interpreting current
clinical status

Using SBAR, summarizes most
(75–90%) of clinical data that is
relevant, correctly interprets the
patient’s current status

Using SBAR, summarizes some
(50–74%) clinical data that is
relevant, correctly interprets the
patient’s current status

Using SBAR, unable to
summarize (<50%) relevant
clinical data, incorrectly
interprets the patient’s current
status.

Recognizing Patient
Problems
(Not able to be assessed with
SKINNY or NextGen Reasoning)

Identifies all most likely and
worst possible problems and
recognizes majority (>90%)
of expected early changes in
patient’s condition

Identifies most (75–90%)
potential problems and
recognizes most expected early
changes in patient’s condition

Identifies some (50–74%)
potential problems but not the
most important and recognizes
some expected early changes in
patient’s condition

Unable to identify (<50%)
potential problems or recognize
expected early changes in
patient’s condition

KRN CLINICAL JUDGMENT RUBRIC
KeithRN.com

REFLECTING
Effective REFLECTING
Involves:

Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Evaluating Plan of Care Able to evaluate care by
adjusting the nursing priority by
recognizing majority (>90%) of
relevant evaluation data

Able to evaluate care by adjusting
the nursing priority by consistent-
ly recognizing most (75–90%)
relevant evaluation data

Able to evaluate care by
recognizing some (50–74%)
relevant evaluation data

Unable to evaluate care by
adjusting the nursing priority by
recognizing minimal (<50%)
relevant evaluation data

Evaluation/Self-Analysis Evaluates performance on case
by thoroughly reflecting and
identifying personal strengths
and weaknesses

Evaluates performance on case
by reflecting with some
thoroughness, identifying
personal strengths and
weaknesses

Evaluates performance on case
by reflecting with some insight,
identifying personal strengths
and weaknesses

Demonstrates lack of insight on
performance on case. Does not
address personal strengths and
weaknesses

Commitment to
Improvement

Demonstrates commitment to
ongoing improvement with
detailed and specific plans to
improve current weaknesses
(identified in reflection) and
apply what was learned to care
for future patients

Demonstrates commitment to
ongoing improvement with
some clear plans to eliminate
weaknesses (identified in
reflection) and apply what was
learned to care for future
patients

Demonstrates commitment to
ongoing improvement with
vague plans to eliminate
weaknesses (identified in
reflection) and apply what was
learned to care for future
patients

Demonstrates lack of
commitment to ongoing
improvement with no clear
plan to eliminate weaknesses
(identified in reflection) and
apply what was learned to care
for future patients

Copyright © 2023 KeithRN, LLC, Andover, Minnesota USA. All rights reserved.
Structure adapted from Lasater (2007), with permission.

**2-25REV-TEMPLATE-Unfolding_Cardiac_Arrest.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2-25rev-template-unfolding-cardiac-arrest-pdf)

**## InstructionssforCaseStudy.docx**

**What You Will Do During This Case Study**

This case study is designed to help you practice the
**clinical judgment skills** outlined in the KRNCJR. Here’s what you’ll be expected to
_do_ as you work through it:

**STEP 1 — NOTICING: Identify What Clinical Data Matters Most**

As you review the case information, your first task is to identify the clinical cues that are the most important or concerning.

You will do this by:

**✓ Focused Observation**

· Paying close attention to the patient’s assessment findings, vital signs, lab results, medications, and history.

· Distinguishing relevant information from background details.

**✓ Recognizing Deviations from Expected Patterns**

· Identifying what is
_different_ from what you would expect for this patient.

· Noting abnormal findings or trends that may indicate a change in condition.

· Asking yourself:

**“What here is concerning, and why does it matter for this patient right now?”**

This step sets the foundation for your clinical reasoning.

**STEP 2 — INTERPRETING: Make Sense of the Clinical Data**

After you identify the key cues, your next task is to
**interpret** what these findings mean.

You will do this by:

**✓ Prioritizing Data**

· Deciding which findings require immediate attention.

· Ranking clinical cues by urgency or risk.

**✓ Making Sense of Data**

· Connecting clinical cues to potential problems or complications.

· Considering how the patient’s condition is changing.

· Asking yourself:

**“What is this data telling me? What could be happening physiologically?”**

This step helps you determine whether a problem is present and what the priority is.

**STEP 3 — REFLECTING: Analyze Your Thinking and Decisions**

At the end of the case study, you will reflect on your clinical judgment process.

You will do this by:

**✓ Evaluating the Plan of Care**

· Considering whether the nursing actions you identified were effective.

· Determining how the patient responded.

**✓ Evaluation/SelfAnalysis**

· Reflecting on the decisions you made and the reasoning behind them.

· Identifying what you did well and what you would improve.

**⭐ In short, during this case study you will:**

1.
**Notice** the most important clinical cues.

2.
**Interpret** what they mean and decide whether a problem exists.

3.
**Reflect** on your reasoning and plan for improvement.

**## CaseStudyRubicAdvanced.pdf**

KeithRN.com

Copyright © 2023 KeithRN, LLC, Andover, Minnesota USA. All rights reserved.
Structure adapted from Lasater (2007), with permission.

KRN CLINICAL JUDGMENT RUBRIC

NOTICING
Effective NOTICING Involves: Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Focused Observation Recognizes majority (>90%) of
relevant clinical data

Recognizes most (75–90%) of
relevant clinical data

Recognizes some (50–74%) of
relevant clinical data

Recognizes minimal (<50%) of
relevant clinical data

Recognizing Deviations
from Expected Patterns

Recognizes majority (>90%) of
concerning clinical data trends

Recognizes most (75–90%) of
concerning clinical data trends

Recognizes some 50–74%) of
concerning clinical data trends

Recognizes minimal (<50%) of
concerning clinical data trends

INTERPRETING
Effective INTERPRETING
Involves:

Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Prioritizing Data Demonstrates thorough
analysis (>90%) of clinical data
to formulate the most urgent
nursing priority

Demonstrates analysis of most
(75–90%) clinical data to
formulate a nursing priority that
is relevant but may not be the
most urgent

Demonstrates fundamental
analysis (50–74%) of clinical
data to formulate a nursing
priority that is not the most
urgent

Demonstrates lack of analysis
(<50%) of clinical data that
results in formulating incorrect
nursing priority

Making Sense of Data Identifies clinical significance of
the majority (>90%) of relevant
clinical data

Identifies clinical significance
of most (75–90%) relevant
clinical data

Identifies clinical significance
of some (50–74%) relevant
clinical data

Able to identify clinical
significance of minimal (<50%)
relevant clinical data

RESPONDING
Effective RESPONDING
Involves:

Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Well-Planned
Intervention/Flexibility

Identifies majority (>90%) of
nursing interventions that are
relevant to this scenario

Recognizes most (75–90%)
nursing interventions that are
relevant to this scenario

Recognizes some relevant (50–
74%) nursing interventions that
are relevant to this scenario

Recognizes minimal relevant
(<50%) nursing interventions
that are relevant to this scenario

Being Skillful Complete consistency between
each step of the nursing process.
Nursing plan of care is thorough.

Is mostly consistent between
each step of the nursing
process. Nursing plan of care
is mostly thorough.

Little consistency between each
step of the nursing process.
Nursing plan of care has some
thoroughness.

No consistency between
each step of the nursing
process. Superficial and lack of
thoroughness in nursing plan
of care.

CONTINUED on next page

RESPONDING continued

Effective RESPONDING
Involves:

Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Clear Communication

(Not able to be assessed with
SKINNY or NextGen Reasoning)

Communicates concisely and
effectively using SBAR by
summarizing majority (>90%)
of relevant clinical data and
correctly interpreting current
clinical status

Using SBAR, summarizes most
(75–90%) of clinical data that is
relevant, correctly interprets the
patient’s current status

Using SBAR, summarizes some
(50–74%) clinical data that is
relevant, correctly interprets the
patient’s current status

Using SBAR, unable to
summarize (<50%) relevant
clinical data, incorrectly
interprets the patient’s current
status.

Recognizing Patient
Problems
(Not able to be assessed with
SKINNY or NextGen Reasoning)

Identifies all most likely and
worst possible problems and
recognizes majority (>90%)
of expected early changes in
patient’s condition

Identifies most (75–90%)
potential problems and
recognizes most expected early
changes in patient’s condition

Identifies some (50–74%)
potential problems but not the
most important and recognizes
some expected early changes in
patient’s condition

Unable to identify (<50%)
potential problems or recognize
expected early changes in
patient’s condition

KRN CLINICAL JUDGMENT RUBRIC
KeithRN.com

REFLECTING
Effective REFLECTING
Involves:

Exemplary = 4 Accomplished = 3 Developing = 2 Beginning = 1

Evaluating Plan of Care Able to evaluate care by
adjusting the nursing priority by
recognizing majority (>90%) of
relevant evaluation data

Able to evaluate care by adjusting
the nursing priority by consistent-
ly recognizing most (75–90%)
relevant evaluation data

Able to evaluate care by
recognizing some (50–74%)
relevant evaluation data

Unable to evaluate care by
adjusting the nursing priority by
recognizing minimal (<50%)
relevant evaluation data

Evaluation/Self-Analysis Evaluates performance on case
by thoroughly reflecting and
identifying personal strengths
and weaknesses

Evaluates performance on case
by reflecting with some
thoroughness, identifying
personal strengths and
weaknesses

Evaluates performance on case
by reflecting with some insight,
identifying personal strengths
and weaknesses

Demonstrates lack of insight on
performance on case. Does not
address personal strengths and
weaknesses

Commitment to
Improvement

Demonstrates commitment to
ongoing improvement with
detailed and specific plans to
improve current weaknesses
(identified in reflection) and
apply what was learned to care
for future patients

Demonstrates commitment to
ongoing improvement with
some clear plans to eliminate
weaknesses (identified in
reflection) and apply what was
learned to care for future
patients

Demonstrates commitment to
ongoing improvement with
vague plans to eliminate
weaknesses (identified in
reflection) and apply what was
learned to care for future
patients

Demonstrates lack of
commitment to ongoing
improvement with no clear
plan to eliminate weaknesses
(identified in reflection) and
apply what was learned to care
for future patients

Copyright © 2023 KeithRN, LLC, Andover, Minnesota USA. All rights reserved.
Structure adapted from Lasater (2007), with permission.

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November 6, 2026
[Solved] Internet-connected devices have become a regular part of daily life

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In-depth study guidance and analytical solution covering Internet-connected devices have become a regular part of daily life.

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November 6, 2026
[Solved] NEED HELP

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November 6, 2026
[Solved] Prof Double R

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Respond to Tracy and Franchesca post while being respectful of and sensitive to their viewpoints. Consider advancing the discussion in the following ways: – Post an article, video, or visual to reinforce a peer's idea or challenge them to see their point from a different perspective. – Engage in con…

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Respond to Tracy and Franchesca post while being respectful of and sensitive to their viewpoints. Consider advancing the discussion in the following ways:

– Post an article, video, or visual to reinforce a peer's idea or challenge them to see their point from a different perspective.
– Engage in conversation with your peers around the importance of short-term memory. Consider asking a question or sharing your personal experience.

Tracy Post

Short-term memory is vital for navigating daily life because it allows us to briefly store and use information required for continuous responsibilities. Apart from easy things like remembering a name, it helps us keep up with conversations, carry out step-by-step instructions, and solve problems. When driving, we depend on short-term memory to remember directions for a sufficient amount of time to follow them. If not for this action, even simple things would feel hard and confusing (ITV Studios, n.d.).

In the video, Clive Wearing shows strong emotional agony when met with proof of his condition, like his journal entries. He seems flustered and stonewalled, often convinced he has just become conscious. This response shows how baffling it is to repeatedly lose perception of time. I would feel comparable fear and fluster, although my reaction may be different.

Caregivers of people with anterograde amnesia face many obstacles. They have to continuously answer the same questions, give inspiration, and guarantee safety. Clive’s wife regularly reintroduces herself, even though she knew he wouldn't remember. This can be mentally draining. (ITV Studios, n.d.).

The concepts of interacting with individuals experiencing short-term memory impairments apply to the emotional intelligence programmatic course theme because, as caregivers, one must display patience, compassion, and emotional discipline to give adequate and warmhearted support.

Franchesca Post

Short-term memory is something we use constantly, even when we don’t notice it. It helps us keep track of small bits of information long enough to finish everyday tasks. For example, when we follow directions like turning left, then right, then looking for a specific house number we rely on short-term memory to hold those steps in our mind. Without it, even simple tasks would feel confusing.

In the video, Clive Wearing reacted with a lot of fear and frustration when he saw evidence of his memory loss, like his journal entries. He truly felt like he was “waking up” every few seconds, so seeing notes he didn’t remember writing was upsetting. I think I would react the same way. It would be scary to not trust your own mind or to feel like time keeps restarting.

Caring for someone with anterograde amnesia can be very challenging. Caregivers have to repeat information constantly, stay patient, and make sure the person stays safe. For example, the person might forget they already took their medication or forget where they are, so the caregiver has to stay alert and supportive at all times.

This connects to **emotional intelligence** because caregivers need a lot of patience, empathy, and self-control. They have to manage their own emotions while also helping the person feel calm and supported. Using EI helps create a more positive and stable environment for both the caregiver and the person with memory impairments.

November 6, 2026
[Solved] Human Resource Management

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Human Resource Management Capstone **files (1)** – ## HRMDInstructionsandRubric.docx **## HRMDInstructionsandRubric.docx** Purpose This assignment is to equip HR professionals with the knowledge and skills necessary to conduct a comprehensive HR audit focusing on international staffing strategies an…

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Assignment Prompt & Instructions

Human Resource Management Capstone

**files (1)**

– ## HRMDInstructionsandRubric.docx

**## HRMDInstructionsandRubric.docx**

Purpose

This assignment is to equip HR professionals with the knowledge and skills necessary to conduct a comprehensive HR audit focusing on international staffing strategies and organizational structural design for multinational enterprises (MNEs). Through the assignment of writing an executive memo, you will analyze and evaluate two international staffing strategies, considering their advantages and disadvantages in balancing global and local needs, legal requirements, cultural embeddedness, trust, and management involvement. Additionally, you will recommend an MNEs organizational structural design aligned with the company's needs, strategic objectives, and capacity for thriving in diverse global environments. This assignment aims to develop your critical thinking, analytical, and decision-making abilities in the context of international HR management.

Task

**Research international staffing strategies:**

· Explore ethnocentric, polycentric, geocentric, and regiocentric approaches.

· Identify advantages and disadvantages of each strategy.

· Assess global and local needs.

**Evaluate the company's global expansion goals and local market requirements:**

· Analyze legal, cultural, and regulatory factors influencing staffing decisions.

**Justify staffing strategy choices:**

· Determine how each staffing strategy aligns with the company's objectives.

· Evaluate the cultural embeddedness, trust-building, and management involvement associated with each strategy.

**Recommend organizational structural design:**

· Explore various multinational enterprise (MNEs) organizational structures.

· Select a structure that promotes strategic alignment and allows for company growth and adaptation.

**Develop a comprehensive memo:**

· Synthesize research findings and recommendations into a well-structured memo for the intended audience.

· Provide clear justifications and rationale for the chosen staffing strategies and organizational design.

Submission

To effectively address the questions, it is essential that you thoroughly review the unit course scenario, as it provides the contextual framework necessary for crafting informed and relevant responses.

· Identify and explain two international staffing strategies, the advantages, and disadvantages of each strategy.

· Recommend at least one MNEs organizational structural design with a clear rationale for its selection.

· Articulate how the recommended structural design aligns with company needs and strategic goals.

· Anticipate and address potential challenges and risks associated with implementation.

· Produce an exceptionally well-written, articulate, and professionally formatted memo.

· Maintain a consistent tone and language suitable for the intended audience.

· Utilize three credible references to bolster arguments and inform your analysis.

| | | | | | | |
| — | — | — | — | — | — | — |
| **Criteria** | **Excellent**<br>**65 points** | **Proficient**<br>**55.25 points** | **Approaching Proficiency**<br>**48.75 points** | **Needs Improvement**<br>**42.25 points** | **No Submission**<br>**0 points** | **Criterion Score** |
| International Staffing Strategies | Identifies and explains two international staffing strategies comprehensively, demonstrating a deep understanding. Provides a thorough analysis of the advantages and disadvantages of each strategy, considering various factors comprehensively. | Presents two international staffing strategies with clear explanations but may lack depth in understanding. Offers a reasonable analysis of the advantages and disadvantages of each strategy, though some aspects may be overlooked. | Identifies two international staffing strategies, but explanations may be superficial or lack clarity. Provides a basic analysis of the advantages and disadvantages of each strategy but overlooks important considerations. | Identifies two international staffing strategies, but explanations may be superficial or lack clarity. Provides a basic analysis of the advantages and disadvantages of each strategy but overlooks important considerations. | No international staffing strategies identified. | Score of International Staffing Strategies,<br>/ 65 |
| **Criteria** | **Excellent**<br>**50 points** | **Proficient**<br>**42.5 points** | **Approaching Proficiency**<br>**37.5 points** | **Needs Improvement**<br>**32.5 points** | **No Submission**<br>**0 points** | **Criterion Score** |
| Justification for Balancing Global and Local Needs | Demonstrates a comprehensive understanding of the need to balance global and local needs, legal requirements, cultural considerations, trust, and management involvement. Provides a well-justified and detailed plan for achieving this balance, considering various factors and potential challenges. | Shows a clear understanding of the importance of balancing global and local needs, legal aspects, cultural nuances, trust, and management involvement. Presents a reasonably justified plan for achieving this balance, though some aspects may lack depth or clarity. | Recognizes the need to balance global and local needs, legal requirements, cultural factors, trust, and management involvement, but explanations may be limited or vague. Provides a basic plan for achieving this balance, but key considerations may be overlooked or not adequately addressed. | Demonstrates a lack of understanding of the importance of balancing global and local needs, legal aspects, cultural factors, trust, and management involvement. Fails to provide a coherent or justified plan for achieving this balance, lacking critical analysis or consideration of key factors. | Does not justify the need to balance global or local needs. | Score of Justification for Balancing Global and Local Needs,<br>/ 50 |
| Recommendation for MNEs Organizational Structural Design | Provides a thorough analysis of Multinational Enterprises (MNEs) organizational structural designs. Justifies the selected organizational structure with clear alignment to the company's needs and strategic objectives. Offers innovative suggestions for optimizing the organizational structure to enhance the company's competitiveness and resilience in a global context. Adds relevant support and evidence to demonstrate critical thinking. | The analysis of Multinational Enterprises (MNEs) organizational structural designs is detailed, covering most relevant factors, although some aspects may lack depth. The justification for the selected organizational structure is reasonable and demonstrates a solid understanding of the company's needs and strategic objectives. The recommendations for optimizing the organizational structure are sound, though they may lack some innovation or detailed implementation strategies. There is some evidence of critical thinking and the use of course materials to support ideas. | The analysis of Multinational Enterprises (MNEs) organizational structural designs is somewhat limited, lacking depth and critical insights into key factors. The justification for the selected organizational structure is weak or unclear, with limited alignment to the company's needs and strategic objectives. The recommendations for optimizing the organizational structure are basic and may lack specificity or practicality in implementation. Answers are very brief with little or no use evidence of critical thinking or use of course materials to support ideas. | The analysis of Multinational Enterprises (MNEs) organizational structural designs is superficial, with significant gaps and oversights in key areas. The justification for the selected organizational structure is absent or severely lacking, showing little understanding of the company's needs and strategic direction. The recommendations for optimizing the organizational structure are inadequate, offering little to no value in terms of improving the company's competitiveness or strategic alignment. | The analysis of Multinational Enterprises (MNEs) organizational structural designs is missing or answers are incorrect. | Score of Recommendation for MNEs Organizational Structural Design,<br>/ 50 |

| | | | | | | |
| — | — | — | — | — | — | — |
| **Criteria** | **Excellent**<br>**25 points** | **Proficient**<br>**21.25 points** | **Approaching Proficiency**<br>**18.75 points** | **Needs Improvement**<br>**16.25 points** | **No Submission**<br>**0 points** | **Criterion Score** |
| Writing Mechanics and Use of Language | Strictly adheres to standard usage rules of mechanics: Conventions of written English, including, but not limited to capitalization and punctuation and spelling. errors found. jargon used. | Adheres to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. One to three errors found. | Adheres to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. One to three errors found. | Does not adhere to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. Over ten errors found. | Completely missing or incorrect. | Score of Writing Mechanics and Use of Language,<br>/ 25 |
| **Criteria** | **Excellent**<br>**10 points** | **Proficient**<br>**8.5 points** | **Approaching Proficiency**<br>**7.5 points** | **Needs Improvement**<br>**6.5 points** | **No Submission**<br>**0 points** | **Criterion Score** |
| Guidelines for In-text Citations and References | The paper correctly cites in-text and lists at least three course resources. All references are cited, and all citations are referenced. | Most in-text citations and the references are properly cited; formatting is inconsistent/inaccurate in a few cases, or there is a mismatch between a citation and a reference. Uses at least three course materials resources. | References are cited but incorrectly or does not use three resources from course materials. | Most in-text citations and the references are properly cited; formatting is inconsistent/inaccurate in a few cases, or there is a mismatch between a citation and a reference. Uses at least three course materials resources. | | |

**## HRMDInstructionsandRubric.docx**

Purpose

This assignment is to equip HR professionals with the knowledge and skills necessary to conduct a comprehensive HR audit focusing on international staffing strategies and organizational structural design for multinational enterprises (MNEs). Through the assignment of writing an executive memo, you will analyze and evaluate two international staffing strategies, considering their advantages and disadvantages in balancing global and local needs, legal requirements, cultural embeddedness, trust, and management involvement. Additionally, you will recommend an MNEs organizational structural design aligned with the company's needs, strategic objectives, and capacity for thriving in diverse global environments. This assignment aims to develop your critical thinking, analytical, and decision-making abilities in the context of international HR management.

Task

**Research international staffing strategies:**

· Explore ethnocentric, polycentric, geocentric, and regiocentric approaches.

· Identify advantages and disadvantages of each strategy.

· Assess global and local needs.

**Evaluate the company's global expansion goals and local market requirements:**

· Analyze legal, cultural, and regulatory factors influencing staffing decisions.

**Justify staffing strategy choices:**

· Determine how each staffing strategy aligns with the company's objectives.

· Evaluate the cultural embeddedness, trust-building, and management involvement associated with each strategy.

**Recommend organizational structural design:**

· Explore various multinational enterprise (MNEs) organizational structures.

· Select a structure that promotes strategic alignment and allows for company growth and adaptation.

**Develop a comprehensive memo:**

· Synthesize research findings and recommendations into a well-structured memo for the intended audience.

· Provide clear justifications and rationale for the chosen staffing strategies and organizational design.

Submission

To effectively address the questions, it is essential that you thoroughly review the unit course scenario, as it provides the contextual framework necessary for crafting informed and relevant responses.

· Identify and explain two international staffing strategies, the advantages, and disadvantages of each strategy.

· Recommend at least one MNEs organizational structural design with a clear rationale for its selection.

· Articulate how the recommended structural design aligns with company needs and strategic goals.

· Anticipate and address potential challenges and risks associated with implementation.

· Produce an exceptionally well-written, articulate, and professionally formatted memo.

· Maintain a consistent tone and language suitable for the intended audience.

· Utilize three credible references to bolster arguments and inform your analysis.

| | | | | | | |
| — | — | — | — | — | — | — |
| **Criteria** | **Excellent**<br>**65 points** | **Proficient**<br>**55.25 points** | **Approaching Proficiency**<br>**48.75 points** | **Needs Improvement**<br>**42.25 points** | **No Submission**<br>**0 points** | **Criterion Score** |
| International Staffing Strategies | Identifies and explains two international staffing strategies comprehensively, demonstrating a deep understanding. Provides a thorough analysis of the advantages and disadvantages of each strategy, considering various factors comprehensively. | Presents two international staffing strategies with clear explanations but may lack depth in understanding. Offers a reasonable analysis of the advantages and disadvantages of each strategy, though some aspects may be overlooked. | Identifies two international staffing strategies, but explanations may be superficial or lack clarity. Provides a basic analysis of the advantages and disadvantages of each strategy but overlooks important considerations. | Identifies two international staffing strategies, but explanations may be superficial or lack clarity. Provides a basic analysis of the advantages and disadvantages of each strategy but overlooks important considerations. | No international staffing strategies identified. | Score of International Staffing Strategies,<br>/ 65 |
| **Criteria** | **Excellent**<br>**50 points** | **Proficient**<br>**42.5 points** | **Approaching Proficiency**<br>**37.5 points** | **Needs Improvement**<br>**32.5 points** | **No Submission**<br>**0 points** | **Criterion Score** |
| Justification for Balancing Global and Local Needs | Demonstrates a comprehensive understanding of the need to balance global and local needs, legal requirements, cultural considerations, trust, and management involvement. Provides a well-justified and detailed plan for achieving this balance, considering various factors and potential challenges. | Shows a clear understanding of the importance of balancing global and local needs, legal aspects, cultural nuances, trust, and management involvement. Presents a reasonably justified plan for achieving this balance, though some aspects may lack depth or clarity. | Recognizes the need to balance global and local needs, legal requirements, cultural factors, trust, and management involvement, but explanations may be limited or vague. Provides a basic plan for achieving this balance, but key considerations may be overlooked or not adequately addressed. | Demonstrates a lack of understanding of the importance of balancing global and local needs, legal aspects, cultural factors, trust, and management involvement. Fails to provide a coherent or justified plan for achieving this balance, lacking critical analysis or consideration of key factors. | Does not justify the need to balance global or local needs. | Score of Justification for Balancing Global and Local Needs,<br>/ 50 |
| Recommendation for MNEs Organizational Structural Design | Provides a thorough analysis of Multinational Enterprises (MNEs) organizational structural designs. Justifies the selected organizational structure with clear alignment to the company's needs and strategic objectives. Offers innovative suggestions for optimizing the organizational structure to enhance the company's competitiveness and resilience in a global context. Adds relevant support and evidence to demonstrate critical thinking. | The analysis of Multinational Enterprises (MNEs) organizational structural designs is detailed, covering most relevant factors, although some aspects may lack depth. The justification for the selected organizational structure is reasonable and demonstrates a solid understanding of the company's needs and strategic objectives. The recommendations for optimizing the organizational structure are sound, though they may lack some innovation or detailed implementation strategies. There is some evidence of critical thinking and the use of course materials to support ideas. | The analysis of Multinational Enterprises (MNEs) organizational structural designs is somewhat limited, lacking depth and critical insights into key factors. The justification for the selected organizational structure is weak or unclear, with limited alignment to the company's needs and strategic objectives. The recommendations for optimizing the organizational structure are basic and may lack specificity or practicality in implementation. Answers are very brief with little or no use evidence of critical thinking or use of course materials to support ideas. | The analysis of Multinational Enterprises (MNEs) organizational structural designs is superficial, with significant gaps and oversights in key areas. The justification for the selected organizational structure is absent or severely lacking, showing little understanding of the company's needs and strategic direction. The recommendations for optimizing the organizational structure are inadequate, offering little to no value in terms of improving the company's competitiveness or strategic alignment. | The analysis of Multinational Enterprises (MNEs) organizational structural designs is missing or answers are incorrect. | Score of Recommendation for MNEs Organizational Structural Design,<br>/ 50 |

| | | | | | | |
| — | — | — | — | — | — | — |
| **Criteria** | **Excellent**<br>**25 points** | **Proficient**<br>**21.25 points** | **Approaching Proficiency**<br>**18.75 points** | **Needs Improvement**<br>**16.25 points** | **No Submission**<br>**0 points** | **Criterion Score** |
| Writing Mechanics and Use of Language | Strictly adheres to standard usage rules of mechanics: Conventions of written English, including, but not limited to capitalization and punctuation and spelling. errors found. jargon used. | Adheres to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. One to three errors found. | Adheres to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. One to three errors found. | Does not adhere to standard usage rules of mechanics: Conventions of written English, including capitalization and punctuation and spelling. Over ten errors found. | Completely missing or incorrect. | Score of Writing Mechanics and Use of Language,<br>/ 25 |
| **Criteria** | **Excellent**<br>**10 points** | **Proficient**<br>**8.5 points** | **Approaching Proficiency**<br>**7.5 points** | **Needs Improvement**<br>**6.5 points** | **No Submission**<br>**0 points** | **Criterion Score** |
| Guidelines for In-text Citations and References | The paper correctly cites in-text and lists at least three course resources. All references are cited, and all citations are referenced. | Most in-text citations and the references are properly cited; formatting is inconsistent/inaccurate in a few cases, or there is a mismatch between a citation and a reference. Uses at least three course materials resources. | References are cited but incorrectly or does not use three resources from course materials. | Most in-text citations and the references are properly cited; formatting is inconsistent/inaccurate in a few cases, or there is a mismatch between a citation and a reference. Uses at least three course materials resources. | | |

November 6, 2026
[Solved] Social Science – Sociology Assignment 4

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Executive Solution Overview

[>Sociology homework help](https://www.sweetstudy.com/fields/social-science-sociology) **files (1)** – ## Whileleadingatreatmentgroup.docx **## Whileleadingatreatmentgroup.docx** While leading a treatment group, you may be faced with a dominant member who takes up much of the session time while othe…

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Assignment Prompt & Instructions

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

**files (1)**

– ## Whileleadingatreatmentgroup.docx

**## Whileleadingatreatmentgroup.docx**

While leading a treatment group, you may be faced with a dominant member who takes up much of the session time while others fall silent, or someone who is resistant or combative. There may be interpersonal conflict, or a complete lack of engagement. These challenging scenarios require effective leadership skills to balance negativity, empower group members, and build a respectful community. What skills do you currently possess, and how do you see yourself applying them in group work practice?

For this Assignment, you assume the role of a social worker leading a group session in an interactive media piece. You draw on your skills to navigate the scenario and take appropriate action; then, you reflect on your choices and the strengths and opportunities for your leadership skills.

· Navigate through the
_Group Therapy_ media piece in which you act as the social worker leading a group session.

· Reflect on the choices you selected based on the on-screen guidance and what you would have done differently if you were truly facilitating the group.

· Consider your leadership skills in general. Where might you need to improve to be a successful group leader?

**Submit** a 2- to 3- page paper in which you:

· Explain the reasoning behind your choices at each step of the video scenario. What leadership skills did you employ and why?

· Explain what you would have done differently from the options presented to you and why. Include specific language you would have used (e.g.,
_I would have said “X” to “Y” person in order to…_ ).

· Describe how you view your leadership skills at this time. What leadership skills (identified in the Toseland and Rivas text) could you work on to improve?

Use the Learning Resources to support your Assignment. Make sure to provide APA citations and a reference list.

· Group Therapy

**Time Estimate:** 5-7 minutes

**Note:** The video below is interactive. NOTE I was unable to get the transcript of the video but I was able to pulled this online. Below in yellow . Its basically the beginning of the group therapy session. The class is SOCW 6121 WKS 4 ASSIGNMENT. If you are unable to access the transcript know please let me know.

In the group therapy video, there were five court-mandated participants attending anger management due to various incidents involving aggression. Walden University (2022) presents each individual in sequence, beginning with Trey and ending with Laura. Trey entered the group after starting a fight in a pub, Ali struggled with anger particularly while driving, Rod assaulted his child’s soccer coach, Laura had a conflict with her neighbor, and Marcus physically attacked his mother.

Throughout the session, the group facilitator demonstrated several key leadership skills that guided my reasoning at each step of the scenario.

First, I noticed the use of active listening and attending behaviors. The facilitator maintained eye contact, acknowledged each speaker, and responded appropriately. I would have made the same choice because active listening helps build trust and encourages participants to feel heard, which is essential in a mandated group where resistance is common.

Second, when Trey and Ali began dominating the conversation and interrupting others, the facilitator used group management and redirection skills. Instead of shutting them down harshly, the leader redirected the conversation and invited quieter members to speak. I agree with this approach because it promotes equity and inclusion, ensuring that all group members have an opportunity to participate. If I were leading, I would also have stepped in respectfully and said something like, “Let’s make sure everyone gets a chance to share.”

Third, during the rule-setting portion, Trey and Ali attempted to control the discussion. The facilitator demonstrated assertiveness and boundary-setting, which are critical leadership skills in group counseling. Establishing clear expectations early helps maintain structure and prevents disruptive behavior from escalating. I would have reinforced group norms by clearly outlining rules such as respect, no interruptions, and equal participation.

Additionally, the facilitator showed empathy and emotional regulation. Even when participants displayed hostility or resistance, the leader remained calm and nonjudgmental. This is important because it models appropriate behavior for individuals who struggle with anger. I would have used this same approach to de-escalate tension and create a safe environment.

Finally, the facilitator used encouragement and support-building techniques, especially when prompting quieter members to engage. This reflects strength-based leadership, which focuses on empowering individuals rather than criticizing them. Encouraging participation helps build group cohesion and trust over time.

Overall, the leadership skills I would employ—and that were demonstrated in the video—include active listening, assertiveness, boundary-setting, emotional regulation, empathy, and inclusive facilitation. These skills are essential because they create a structured, respectful, and supportive environment where all participants feel safe to share and work toward behavioral change.

**## Whileleadingatreatmentgroup.docx**

While leading a treatment group, you may be faced with a dominant member who takes up much of the session time while others fall silent, or someone who is resistant or combative. There may be interpersonal conflict, or a complete lack of engagement. These challenging scenarios require effective leadership skills to balance negativity, empower group members, and build a respectful community. What skills do you currently possess, and how do you see yourself applying them in group work practice?

For this Assignment, you assume the role of a social worker leading a group session in an interactive media piece. You draw on your skills to navigate the scenario and take appropriate action; then, you reflect on your choices and the strengths and opportunities for your leadership skills.

· Navigate through the
_Group Therapy_ media piece in which you act as the social worker leading a group session.

· Reflect on the choices you selected based on the on-screen guidance and what you would have done differently if you were truly facilitating the group.

· Consider your leadership skills in general. Where might you need to improve to be a successful group leader?

**Submit** a 2- to 3- page paper in which you:

· Explain the reasoning behind your choices at each step of the video scenario. What leadership skills did you employ and why?

· Explain what you would have done differently from the options presented to you and why. Include specific language you would have used (e.g.,
_I would have said “X” to “Y” person in order to…_ ).

· Describe how you view your leadership skills at this time. What leadership skills (identified in the Toseland and Rivas text) could you work on to improve?

Use the Learning Resources to support your Assignment. Make sure to provide APA citations and a reference list.

· Group Therapy

**Time Estimate:** 5-7 minutes

**Note:** The video below is interactive. NOTE I was unable to get the transcript of the video but I was able to pulled this online. Below in yellow . Its basically the beginning of the group therapy session. The class is SOCW 6121 WKS 4 ASSIGNMENT. If you are unable to access the transcript know please let me know.

In the group therapy video, there were five court-mandated participants attending anger management due to various incidents involving aggression. Walden University (2022) presents each individual in sequence, beginning with Trey and ending with Laura. Trey entered the group after starting a fight in a pub, Ali struggled with anger particularly while driving, Rod assaulted his child’s soccer coach, Laura had a conflict with her neighbor, and Marcus physically attacked his mother.

Throughout the session, the group facilitator demonstrated several key leadership skills that guided my reasoning at each step of the scenario.

First, I noticed the use of active listening and attending behaviors. The facilitator maintained eye contact, acknowledged each speaker, and responded appropriately. I would have made the same choice because active listening helps build trust and encourages participants to feel heard, which is essential in a mandated group where resistance is common.

Second, when Trey and Ali began dominating the conversation and interrupting others, the facilitator used group management and redirection skills. Instead of shutting them down harshly, the leader redirected the conversation and invited quieter members to speak. I agree with this approach because it promotes equity and inclusion, ensuring that all group members have an opportunity to participate. If I were leading, I would also have stepped in respectfully and said something like, “Let’s make sure everyone gets a chance to share.”

Third, during the rule-setting portion, Trey and Ali attempted to control the discussion. The facilitator demonstrated assertiveness and boundary-setting, which are critical leadership skills in group counseling. Establishing clear expectations early helps maintain structure and prevents disruptive behavior from escalating. I would have reinforced group norms by clearly outlining rules such as respect, no interruptions, and equal participation.

Additionally, the facilitator showed empathy and emotional regulation. Even when participants displayed hostility or resistance, the leader remained calm and nonjudgmental. This is important because it models appropriate behavior for individuals who struggle with anger. I would have used this same approach to de-escalate tension and create a safe environment.

Finally, the facilitator used encouragement and support-building techniques, especially when prompting quieter members to engage. This reflects strength-based leadership, which focuses on empowering individuals rather than criticizing them. Encouraging participation helps build group cohesion and trust over time.

Overall, the leadership skills I would employ—and that were demonstrated in the video—include active listening, assertiveness, boundary-setting, emotional regulation, empathy, and inclusive facilitation. These skills are essential because they create a structured, respectful, and supportive environment where all participants feel safe to share and work toward behavioral change.

November 6, 2026
[Solved] WKR12026

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2 reply questions **files (1)** – ## ReplyQuestions.docx **## ReplyQuestions.docx** 1. **Reply RAMS** Chernobyl Nuclear Disaster – An Ethical Case Study The Chernobyl disaster is one of the most serious disasters in the nuclear power industry that occurred during a safety test of Reactor 4 on April…

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2 reply questions

**files (1)**

– ## ReplyQuestions.docx

**## ReplyQuestions.docx**

1.
**Reply RAMS**

Chernobyl Nuclear Disaster – An Ethical Case Study

The Chernobyl disaster is one of the most serious disasters in the nuclear power industry that occurred during a safety test of Reactor 4 on April 26, 1986. Reactor 4 was completely destroyed and two Chernobyl plant workers died immediately. A further 28 people died within a few weeks as a result of acute radiation syndrome; caused radiation injuries to hundred others. As per authorities, about 335,000 people were affected and had to be evacuated because of the accident (United Nations Scientific Committee on the Effects of Atomic Radiation [UNSCEAR], n.d.).

The safety test of reactor 4 was performed under the supervision of deputy chief engineer Anatoly Dyatlov. The goal was to simulate cooling the reactor during an accident in blackout conditions. Dyatlov pressured the operators to carry on with the test despite clear violations of safety protocols and dangerously unstable reactor conditions. Under pressure from Dyatlov, the team of operators continued the test even after reactor power dropped to critically low levels. To compensate, they disabled key safety systems and withdrew too many control rods-actions that made the reactor highly unstable and caused a power surge. Due to the design flaws of the reactor, combined with massive unsafe conditions, the Reactor-4 exploded (Chernobyl X, 2023).

As per Dr. Darnell’s lecture notes, ethical principles are critical in project management in order to ensure that projects are carried out with integrity, fairness, and social responsibility. In light of these principles, the Chernobyl disaster presents a clear ethical dilemma between completing a project task and upholding ethical responsibility. Operators were pressured to proceed with a reactor safety test despite unsafe conditions, prioritizing adherence to schedule and authority over integrity, safety, and social responsibility (Darnell, n.d.)

If we apply PMI Ethical Decision-Making Framework (EDMF) to the Chernobyl disaster, the ethical alternative would be to stop or delay the test to ensure safety. Considering PMI Code of Ethics and Professional Conduct in this assessment since proceeding in unsafe conditions and endangering lives violates ethical principles of responsibility, honesty, and respect (Project Management Institute [PMI], 2006). This alternate decision would have a positive impact for future generations in the long run, as preventing disaster and safety of lives outbids the short-term cost of delay and possible disciplinary action (Project Management Institute, n.d.).

Therefore, based on the framework discussed, the final decision should have been to choose the ethical alternative of delaying the test. Dyatlov was eager to meet deadlines, and the operators were under pressure to proceed despite unsafe conditions. However, the
[PMI Code of Ethics](https://moodle.amberton.edu/mod/resource/view.php?id=53022) and its Ethical Decision-Making Framework emphasize avoiding reckless decisions that could harm others. The safety of all stakeholders and long-term benefits must be prioritized over deadlines and short-term gains (PMI, 2006).

References

Chernobyl X. (2023, April 26).
_From engineer to villain: The controversial legacy of Anatoly Dyatlov_.
[https://chernobylx.com/from-engineer-to-villain-the-controversial-legacy-of-anatoly-dyatlov/](https://chernobylx.com/from-engineer-to-villain-the-controversial-legacy-of-anatoly-dyatlov/)

Darnell, R. C. (n.d.).
_Ethical principles in project management_ [Class notes]. Amberton University Moodle.
[https://moodle.amberton.edu/mod/resource/view.php?id=53024](https://moodle.amberton.edu/mod/resource/view.php?id=53024)

Project Management Institute. (2006).
_Code of ethics and professional conduct_.
[https://www.pmi.org/-/media/pmi/documents/public/pdf/ethics/pmi-code-of-ethics.pdf](https://www.pmi.org/-/media/pmi/documents/public/pdf/ethics/pmi-code-of-ethics.pdf)

Project Management Institute. (n.d.).
_Ethical decision-making framework_.
[https://www.pmi.org/-/media/pmi/documents/public/pdf/ethics/ethical-decision-making-framework.pdf](https://www.pmi.org/-/media/pmi/documents/public/pdf/ethics/ethical-decision-making-framework.pdf)

United Nations Scientific Committee on the Effects of Atomic Radiation. (n.d.).
_The Chernobyl accident_.
[https://www.unscear.org/unscear/en/areas-of-work/chernobyl.html](https://www.unscear.org/unscear/en/areas-of-work/chernobyl.html)

**Reply 2 MUmm**

**Ethics in Project Management – The Samsung Galaxy Note 7 Recall**

An important case study on the value of ethics in project management, especially in the technology industry, is the Samsung Galaxy Note 7 recall. When Samsung released the Galaxy Note 7 smartphone in August 2016, there were immediately allegations of the gadget overheating and, in some cases, catching fire. Investigations showed that defective batteries were the root of the problem, and even after an initial recall and replacement program, the new devices continued to have identical problems. In the end, Samsung recalled more than 2.5 million Note 7 devices globally and permanently terminated the device (Whitney, 2016).

**Ethical Dilemma**

The ethical problem in this case was the conflict between the goal to maintain market leadership and the need to prioritize customer safety. Samsung was under pressure to ship the Note 7 before the rest of the market, which necessitated a quick development process. When concerns about the batteries in the Note 7 were highlighted, Samsung's immediate response was to halt sales of the device and give replacement phones (Kharpal 2016). However, this was an example of placing organizational goals before customer interests, as the replacement phones were as problematic.

**Applying the PMI Ethical Decision-Making Framework (EDMF)**

The PMI EDMF offers a systematic approach to ethical decision-making that emphasizes accountability, respect, fairness, and honesty (Project Management Institute [PMI], 2019). Using this approach for the Samsung Galaxy Note 7 disaster, a more ethical option would have comprised the following steps:

**Assessment of the Situation:** The first step is to collect all necessary facts about a given case or situation. In this case, Samsung had to know everything about the gravity and magnitude of the battery flaw and how it impacted consumer safety and other stakeholders. There were reports of explosions and fire from the batteries, which were a clear indicator that there was a serious problem that required attention (Kharpal, 2016).

**Alternatives:**

The next thing that Samsung ought to have done is consider all the possible courses of action. This includes whether it should stop the sales of the products immediately, conduct a thorough investigation before replacing the products, or go ahead with a small-scale recall and replacement of the products.

**Analysis:**

Accountability, respect, justice, and integrity are the key beliefs of PMI. These beliefs should be kept in mind while assessing the options. Although the decision to continue sales and replace the product as soon as possible without conducting an in-depth investigation may not be in accordance with the beliefs of PMI, the decision to stop sales and conduct an in-depth investigation is a reasonable and respectful approach.

**Application:**

Applying ethical principles in this case, it would have been most appropriate to ensure that consumer safety came first and above everything else. This would have entailed halting sales and openly communicating to consumers about the danger while working hand-in-hand with relevant bodies to ensure a safe exit.

**Action:**

The ethical choice here would have been to carry out a full recall and stop all sales. Eventually, this is what Samsung did, but after initial attempts at a partial recall and replacement failed to address the problem (Whitney, 2016).

**Assessment (Reflection):**

However, after taking such an action, it is essential to reflect on the outcome of the decision and the decision-making process. In the case of Samsung, there is a need to enhance quality, communicate transparently, and have a culture that takes ethical issues seriously while managing projects. Therefore, learning from this case would help avoid such ethical failures in the future.

**Conclusion:**

The Samsung Galaxy Note 7 recall serves as an example of how important it is to follow a methodical process of ethical decision-making in project management, as enabled by the PMI EDMF, in order to prioritize stakeholder interests while fostering ethical leadership in organizations.

**References:**

Kharpal, A. (2016, September 2).
_Samsung stops Note 7 sales after exploding battery reports, offers replacements_. CNBC.
[https://www.cnbc.com/2016/09/02/samsung-stops-note-7-sales-after-exploding-battery-reports-offers-replacements.html](https://www.cnbc.com/2016/09/02/samsung-stops-note-7-sales-after-exploding-battery-reports-offers-replacements.html)

Project Management Institute. (2012).
_Ethical decision-making framework_.
[https://www.pmi.org/-/media/pmi/documents/public/pdf/ethics/ethical-decision-making-framework.pdf](https://www.pmi.org/-/media/pmi/documents/public/pdf/ethics/ethical-decision-making-framework.pdf)

Whitney, L. (2016, September 15).
_US government officially recalls 1 million Note 7s_. ZDNet.
[https://www.zdnet.com/article/us-government-officially-recalls-1-million-note-7s/](https://www.zdnet.com/article/us-government-officially-recalls-1-million-note-7s/)

**## ReplyQuestions.docx**

1.
**Reply RAMS**

Chernobyl Nuclear Disaster – An Ethical Case Study

The Chernobyl disaster is one of the most serious disasters in the nuclear power industry that occurred during a safety test of Reactor 4 on April 26, 1986. Reactor 4 was completely destroyed and two Chernobyl plant workers died immediately. A further 28 people died within a few weeks as a result of acute radiation syndrome; caused radiation injuries to hundred others. As per authorities, about 335,000 people were affected and had to be evacuated because of the accident (United Nations Scientific Committee on the Effects of Atomic Radiation [UNSCEAR], n.d.).

The safety test of reactor 4 was performed under the supervision of deputy chief engineer Anatoly Dyatlov. The goal was to simulate cooling the reactor during an accident in blackout conditions. Dyatlov pressured the operators to carry on with the test despite clear violations of safety protocols and dangerously unstable reactor conditions. Under pressure from Dyatlov, the team of operators continued the test even after reactor power dropped to critically low levels. To compensate, they disabled key safety systems and withdrew too many control rods-actions that made the reactor highly unstable and caused a power surge. Due to the design flaws of the reactor, combined with massive unsafe conditions, the Reactor-4 exploded (Chernobyl X, 2023).

As per Dr. Darnell’s lecture notes, ethical principles are critical in project management in order to ensure that projects are carried out with integrity, fairness, and social responsibility. In light of these principles, the Chernobyl disaster presents a clear ethical dilemma between completing a project task and upholding ethical responsibility. Operators were pressured to proceed with a reactor safety test despite unsafe conditions, prioritizing adherence to schedule and authority over integrity, safety, and social responsibility (Darnell, n.d.)

If we apply PMI Ethical Decision-Making Framework (EDMF) to the Chernobyl disaster, the ethical alternative would be to stop or delay the test to ensure safety. Considering PMI Code of Ethics and Professional Conduct in this assessment since proceeding in unsafe conditions and endangering lives violates ethical principles of responsibility, honesty, and respect (Project Management Institute [PMI], 2006). This alternate decision would have a positive impact for future generations in the long run, as preventing disaster and safety of lives outbids the short-term cost of delay and possible disciplinary action (Project Management Institute, n.d.).

Therefore, based on the framework discussed, the final decision should have been to choose the ethical alternative of delaying the test. Dyatlov was eager to meet deadlines, and the operators were under pressure to proceed despite unsafe conditions. However, the
[PMI Code of Ethics](https://moodle.amberton.edu/mod/resource/view.php?id=53022) and its Ethical Decision-Making Framework emphasize avoiding reckless decisions that could harm others. The safety of all stakeholders and long-term benefits must be prioritized over deadlines and short-term gains (PMI, 2006).

References

Chernobyl X. (2023, April 26).
_From engineer to villain: The controversial legacy of Anatoly Dyatlov_.
[https://chernobylx.com/from-engineer-to-villain-the-controversial-legacy-of-anatoly-dyatlov/](https://chernobylx.com/from-engineer-to-villain-the-controversial-legacy-of-anatoly-dyatlov/)

Darnell, R. C. (n.d.).
_Ethical principles in project management_ [Class notes]. Amberton University Moodle.
[https://moodle.amberton.edu/mod/resource/view.php?id=53024](https://moodle.amberton.edu/mod/resource/view.php?id=53024)

Project Management Institute. (2006).
_Code of ethics and professional conduct_.
[https://www.pmi.org/-/media/pmi/documents/public/pdf/ethics/pmi-code-of-ethics.pdf](https://www.pmi.org/-/media/pmi/documents/public/pdf/ethics/pmi-code-of-ethics.pdf)

Project Management Institute. (n.d.).
_Ethical decision-making framework_.
[https://www.pmi.org/-/media/pmi/documents/public/pdf/ethics/ethical-decision-making-framework.pdf](https://www.pmi.org/-/media/pmi/documents/public/pdf/ethics/ethical-decision-making-framework.pdf)

United Nations Scientific Committee on the Effects of Atomic Radiation. (n.d.).
_The Chernobyl accident_.
[https://www.unscear.org/unscear/en/areas-of-work/chernobyl.html](https://www.unscear.org/unscear/en/areas-of-work/chernobyl.html)

**Reply 2 MUmm**

**Ethics in Project Management – The Samsung Galaxy Note 7 Recall**

An important case study on the value of ethics in project management, especially in the technology industry, is the Samsung Galaxy Note 7 recall. When Samsung released the Galaxy Note 7 smartphone in August 2016, there were immediately allegations of the gadget overheating and, in some cases, catching fire. Investigations showed that defective batteries were the root of the problem, and even after an initial recall and replacement program, the new devices continued to have identical problems. In the end, Samsung recalled more than 2.5 million Note 7 devices globally and permanently terminated the device (Whitney, 2016).

**Ethical Dilemma**

The ethical problem in this case was the conflict between the goal to maintain market leadership and the need to prioritize customer safety. Samsung was under pressure to ship the Note 7 before the rest of the market, which necessitated a quick development process. When concerns about the batteries in the Note 7 were highlighted, Samsung's immediate response was to halt sales of the device and give replacement phones (Kharpal 2016). However, this was an example of placing organizational goals before customer interests, as the replacement phones were as problematic.

**Applying the PMI Ethical Decision-Making Framework (EDMF)**

The PMI EDMF offers a systematic approach to ethical decision-making that emphasizes accountability, respect, fairness, and honesty (Project Management Institute [PMI], 2019). Using this approach for the Samsung Galaxy Note 7 disaster, a more ethical option would have comprised the following steps:

**Assessment of the Situation:** The first step is to collect all necessary facts about a given case or situation. In this case, Samsung had to know everything about the gravity and magnitude of the battery flaw and how it impacted consumer safety and other stakeholders. There were reports of explosions and fire from the batteries, which were a clear indicator that there was a serious problem that required attention (Kharpal, 2016).

**Alternatives:**

The next thing that Samsung ought to have done is consider all the possible courses of action. This includes whether it should stop the sales of the products immediately, conduct a thorough investigation before replacing the products, or go ahead with a small-scale recall and replacement of the products.

**Analysis:**

Accountability, respect, justice, and integrity are the key beliefs of PMI. These beliefs should be kept in mind while assessing the options. Although the decision to continue sales and replace the product as soon as possible without conducting an in-depth investigation may not be in accordance with the beliefs of PMI, the decision to stop sales and conduct an in-depth investigation is a reasonable and respectful approach.

**Application:**

Applying ethical principles in this case, it would have been most appropriate to ensure that consumer safety came first and above everything else. This would have entailed halting sales and openly communicating to consumers about the danger while working hand-in-hand with relevant bodies to ensure a safe exit.

**Action:**

The ethical choice here would have been to carry out a full recall and stop all sales. Eventually, this is what Samsung did, but after initial attempts at a partial recall and replacement failed to address the problem (Whitney, 2016).

**Assessment (Reflection):**

However, after taking such an action, it is essential to reflect on the outcome of the decision and the decision-making process. In the case of Samsung, there is a need to enhance quality, communicate transparently, and have a culture that takes ethical issues seriously while managing projects. Therefore, learning from this case would help avoid such ethical failures in the future.

**Conclusion:**

The Samsung Galaxy Note 7 recall serves as an example of how important it is to follow a methodical process of ethical decision-making in project management, as enabled by the PMI EDMF, in order to prioritize stakeholder interests while fostering ethical leadership in organizations.

**References:**

Kharpal, A. (2016, September 2).
_Samsung stops Note 7 sales after exploding battery reports, offers replacements_. CNBC.
[https://www.cnbc.com/2016/09/02/samsung-stops-note-7-sales-after-exploding-battery-reports-offers-replacements.html](https://www.cnbc.com/2016/09/02/samsung-stops-note-7-sales-after-exploding-battery-reports-offers-replacements.html)

Project Management Institute. (2012).
_Ethical decision-making framework_.
[https://www.pmi.org/-/media/pmi/documents/public/pdf/ethics/ethical-decision-making-framework.pdf](https://www.pmi.org/-/media/pmi/documents/public/pdf/ethics/ethical-decision-making-framework.pdf)

Whitney, L. (2016, September 15).
_US government officially recalls 1 million Note 7s_. ZDNet.
[https://www.zdnet.com/article/us-government-officially-recalls-1-million-note-7s/](https://www.zdnet.com/article/us-government-officially-recalls-1-million-note-7s/)

November 6, 2026