Spiritual Care in Nursing Practice Discussion.
Spiritual Care in Nursing Practice Discussion.
Running head: TYPE SHORT TITLE IN ALL CAPS Title in Upper and Lower Case Your Name Miami Regional University Course Number: Course Name Term Month and Year 1 TYPE SHORT TITLE IN ALL CAPS 2 Title of your Paper in Upper and Lower Case (Centered, not Bold) Type your introduction here and remove the instructions. Although the first paragraph after the paper title is the introduction, no heading labeled “Introduction” is used. Refer to your assignment guidelines for the headings to be used for the body of the paper. See the APA file in Course Resources for additional writing resources such as the APA Annotated Paper and the Chamberlain Guidelines for Writing Professional Papers. Level One Paper Heading (Bold and centered) Begin to type the body of your paper here. Use as many paragraphs as needed to cover the content appropriately.
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Level Two Heading (If required) (Bold and starts at left margin) Type additional content here if a section with a subheading is needed. Next Level Two Heading Continue to add support for your purpose. Next Level 1 Heading Levels of headings will depend on the length and organization of your paper. Use as many headings as necessary to organize your paper. Short papers may only have first-level headings. Longer papers may require more organizational detail. See your APA Manual for additional instructions on formatting multiple levels of headings. Conclusion Papers should end with a conclusion or summary. The assignment directions will specify which is required. It should be concise and contain little or no detail. No matter how much space remains on the page, the references always start on a separate page (insert a page break after the conclusion so that the references will start on a new page).
TYPE SHORT TITLE IN ALL CAPS References (centered bold) Type your references in alphabetical order here using hanging indents. See your APA Manual and the resources in your APA folder in Course Resources for reference formatting. 3 What is a Literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research. A good literature review does not just summarize sources – it analyzes, synthesizes, and critically evaluates to give a clear picture of the state of knowledge on the subject. Why literature review? It establishes familiarity with the current state of knowledge on the topic of interest. It ensures that the research proposed is not just a repetition of what others have already done. It identifies gaps in knowledge and unresolved problems that the research may address. It assists with development of a theoretical framework and research methodology.
It provides an overview of the key findings and debates on the topic. The literature review shows the research consumers how the proposed research relates to existing research and what new insights it will contribute. REVIEW OF THE LITERATURE The research on the effects of service learning on student learning, community consciousness and moral and civic development has been articulated in the literature (Astin & Sax, 1998; Driscoll, 2000). The implementation of service learning has also been widely researched and documented. However, a void appears in the research pertaining to faculty motivation to use service learning in higher education, satisfaction with student leaming, and the rewards and barriers to the use of service learning, especially for nursing faculty. Information on the needs of nursing faculty to implement service learning in their classrooms, as well as the reasons for the use of service learning is anecdotal at best. Examples arise from reports from nursing faculty who have used service-learning pedagogy in their classrooms who then describe their challenges and successes in the literature. Despite an exhaustive search in databases such as Elton B. Stephen Company (EBSCO) Academic Search Premier, Dissertation Abstracts, and the Cumulative Index to Nursing and 18 Allied Health Literature (CINAHL), limited empirical research on nursing faculty use of service learning, particularly their motivation to use this pedagogy, was found.
The literature review was reported in four sections: (a) research on motivational factors that influence faculty use ofnew and innovative pedagogy, (b) research on faculty motivation to use service learning, (c) applications of the theory of planned behavior to research on faculty use ofpedagogy, and (d) an analysis and critique of the research, and the potential contribution this study may make to the empirical research on service learning and the theory ofplanned behavior. Research on Faculty Motivation Four recent studies were related to faculty motivation and the influence of institutional support for faculty who use alterative pedagogy in higher education. Overall, the results indicated that the support of administration as well as a willingness to use different teaching approaches are important influences on faculty decisions to use creative pedagogy. Euster and Weinbach (1994) and Pribbenow (2002) investigated the influence of the complexity ofthe faculty role that has evolved over the past two decades on choices of pedagogy.
Boyer (1990) discussed the gradual paradigm shift in higher education moving away from an emphasis on teaching and service, toward scholarship and publication. This concept has appeared in the literature from the perspective of faculty motivation to use new or creative pedagogy. The studies reviewed in this section are summarized in Table 1. Euster and Weinbach (1994) examined the role of faculty rewards for community service activities. In this replication study of research conducted in 1981 and 1983, the researchers surveyed 115 deans, directors, and faculty in social work programs in the United States, with a response rate of 80%.
The statistical analysis entailed a comparison of t-tests between the earlier research and the current study. The researchers reported that 47% of the faculty stated that the most valued activity was publication, while in the earlier 19 studies they had reported that teaching had been most valued. However, there was no change in the value placed on service over the span of 13 years. 1 Table 1 Studies ofInstitutional Support and Faculty Motivation to Use Alternative Pedagog Author (Date) Dee, Henkin, & Pell (2002) Focus Methodology Teacher motivation and institutional support for innovative pedagogy Faculty Survey; Statistical analysis (tEuster & Weinbach (1994) rewards for community tests) service activities Hawks (1999) Perceptions of nursing faculty on organizational culture and empowering teaching strategies Impact of innovative pedagogy on faculty work Survey of Deans and Directors of Social Work program; t-tests Questionnaires; multiple regression analysis Pribbenow (2002) Grounded Theory, Qualitative method (guided interviews; theme analysis 20 Pribbenow (2002) conducted a qualitative study exploring the impact of innovative pedagogy on faculty work. Using a grounded theory approach, the researcher interviewed 35 faculty members at one institution. Six major themes on the use of innovative pedagogy emerged: more meaningful engagement with teaching, a deeper connection with students, enhanced knowledge of student leaming processes, increased use of constructivist pedagogy, improved communication, and a greater involvement with the community.
Pribbenow (2002) also reported increased complexity oftheir faculty role and the need for an expanded view of opportunities for scholarly work. Two studies (Dee, Henkin, & Pell, 2002; Hawks, 1999) addressed institutional influences on pedagogical choices. Hawks (1999) studied the perceptions of nursing faculty concerning the organizational culture in their schools of nursing, what empowering teaching behaviors were used, and if a relationship existed between perceptions of organizational culture and use of empowering teaching strategies. A survey was created to measure faculty perception ofthe organizational culture, and selfreported use of empowering teaching behaviors defined as activities such as group analysis of problems, mentoring, and expanded role relationships. Five hundred sixtyeight questionnaires were mailed to faculty with a 49.5% response rate. Participants were primarily women with an average age of 48 years, not tenured, PhD level preparation, and an average of 16 years experience.
Less than 50% of the faculty reported using empowering pedagogy. A multiple regression analysis indicated that the perception of the culture of the organization was not a statistically significant variable, yet their perceptions were moderately positive toward clients (M = 3.52, SD = .82), the impact of the mission (M = 3.43, SD = .59), and managerial maturity (M = 3.4, SD = .62). Hawks (1999) concluded that a client focused, stable organization with a strong mission was important to ensure the use of empowering pedagogy. 21 In 2002, Dee, Henkin, and Pell studied teacher motivation, commitment, and involvement in change related activities, by analyzing their perceptions of school support for innovation and creative functions. Surveys were sent to 517 full time teachers at large urban southeastern schools in the United States schools with predominantly African American and Hispanic populations. A total of 57.1 % completed the Siegel Scale of Support for Innovation Instrument, an instrument with an intemal consistency of .86 .94. Data analysis (t-tests, correlation, and regression analyses) indicated that there was not a statistically significant difference by gender, but teachers who perceived support for innovation had clear responsibilities, good communication with colleagues, and were more willing to use innovative pedagogy, R2 .561, F(18) = 73.93, p =
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Spiritual Care in Nursing Practice Discussion.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. Spiritual Care in Nursing Practice Discussion.
Spiritual Care in Nursing Practice Discussion.
Spiritual Care in Nursing Practice Discussion.