Tag: Model Answer

  • [Solved] 3 page case study

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    DUE 11/12 5 PM EST MY TUTORS DONT UNDERSTAND BE ON TIME MN 7 REFERENCES APA 3 PAGES NOT INCLUDNG TITLR AND REFERENCE MIN 7 \ SamCaseStudy.docx](https://www.sweetstudy.com/files/samcasestudy-docx-10449143 "SamCaseStudy.docx") \ BenchmarkCasePresentationPaperAssignmentInstructions1.docx](https://www…

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    DUE 11/12  5 PM EST
    MY TUTORS DONT UNDERSTAND BE ON TIME MN 7 REFERENCES APA
    3 PAGES NOT INCLUDNG TITLR AND REFERENCE MIN 7
    \
    SamCaseStudy.docx](https://www.sweetstudy.com/files/samcasestudy-docx-10449143 "SamCaseStudy.docx")
    \
    BenchmarkCasePresentationPaperAssignmentInstructions1.docx](https://www.sweetstudy.com/files/benchmarkcasepresentationpaperassignmentinstructions1-docx "BenchmarkCasePresentationPaperAssignmentInstructions1.docx")
    \
    SamTEMPTemplate2.docx](https://www.sweetstudy.com/files/samtemptemplate2-docx-10449147 "SamTEMPTemplate2.docx")

  • [Solved] DNP 7864 A2 – Correlation Application and Interpretation Coursework

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    — DNP 7864 A2 – Correlation Application and Interpretation Coursework Code#BQE008/11/2025P9963 ———— Subject DNP 7864 A2 – Correlation Application and Interpretation Paper Type Coursework – Academic level Undergraduate/Associate Degree Citation Style APA Style Details —This is assig…

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    —
    DNP 7864 A2 – Correlation Application and Interpretation
    Coursework
    Code#BQE008/11/2025P9963
    ————
    Subject DNP 7864 A2 – Correlation Application and Interpretation
    Paper Type Coursework –
    Academic level Undergraduate/Associate
    Degree
    Citation Style APA Style
    Details —This is assignment 2 of 4 and I'd like same writer please.
    Use statistical software to create, interpret, and analyze two histograms in a Word document.
    Please see attachments for instructions and the template how to compose the paper.
    Attached Files:
    Files to be provided once you confirm you can handle the task

  • [Solved] 505 work 5

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  • [Solved] 509 mod 4 disc

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  • [Solved] Week 6

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    leaders determine the situation was entering chaos – ## Week6casestudy.docx **## Week6casestudy.docx** Write a 3-5 page essay (double-spaced, in APA format) in which you consider any TWO of the following questions. 1. Have you personally witnessed a crisis in your organization? 2. When did your le…

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    leaders determine the situation was entering chaos

    – ## Week6casestudy.docx

    **## Week6casestudy.docx**

    Write a 3-5 page essay (double-spaced, in APA format) in which you consider any TWO of the following questions.

    1. Have you personally witnessed a crisis in your organization?

    2. When did your leaders determine the situation was entering chaos?

    3. How can decision-makers anticipate, prevent, and limit and control chaos?

    4. How can managers ensure organizational character during a crisis?

    Use APA Style, a separate title and reference page is required. Abstract not required.

    **## Week6casestudy.docx**

    Write a 3-5 page essay (double-spaced, in APA format) in which you consider any TWO of the following questions.

    1. Have you personally witnessed a crisis in your organization?

    2. When did your leaders determine the situation was entering chaos?

    3. How can decision-makers anticipate, prevent, and limit and control chaos?

    4. How can managers ensure organizational character during a crisis?

    Use APA Style, a separate title and reference page is required. Abstract not required.

  • [Solved] Week 2 Emotional Intelligence in Leadership 601

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    Emotional intelligence influenced team outcomes – ## Week2EmotionalIntelligenceinLeadership.docx **## Week2EmotionalIntelligenceinLeadership.docx** Assignment Directions: You will analyze a case study involving a leader who demonstrates a high or low level of emotional intelligence. In a 5–7-page pa…

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    Emotional intelligence influenced team outcomes

    – ## Week2EmotionalIntelligenceinLeadership.docx

    **## Week2EmotionalIntelligenceinLeadership.docx**

    Assignment Directions:

    You will analyze a case study involving a leader who demonstrates a high or low level of emotional intelligence. In a 5–7-page paper, you will assess how the leader’s emotional intelligence influenced team outcomes, collaboration, and conflict resolution. The analysis should include the application of at least two EI theories and provide recommendations for enhancing emotional intelligence in similar situations.

    Submission Instructions: [Enter the expectations for the student's submissions]

    · A 4–5-page Word Document

    · Must include a title page and references. These are not counted in the page count/slide count.

    · Assignment Rubric Title: School of Business Paper Rubric

    This assignment aligns with the following:

    · Course Objective:
    [2 [content page]](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=847654&type=content&rcode=00D22884-7DC5-4408-809B-589E36B04C5A-5979)

    · Learning Objectives:
    [2.1, 2.2, 2.3, and 2.4 [Content Page]](https://myclassroom.apus.edu/d2l/le/lessons/14504/topics/17476663)

    **## Week2EmotionalIntelligenceinLeadership.docx**

    Assignment Directions:

    You will analyze a case study involving a leader who demonstrates a high or low level of emotional intelligence. In a 5–7-page paper, you will assess how the leader’s emotional intelligence influenced team outcomes, collaboration, and conflict resolution. The analysis should include the application of at least two EI theories and provide recommendations for enhancing emotional intelligence in similar situations.

    Submission Instructions: [Enter the expectations for the student's submissions]

    · A 4–5-page Word Document

    · Must include a title page and references. These are not counted in the page count/slide count.

    · Assignment Rubric Title: School of Business Paper Rubric

    This assignment aligns with the following:

    · Course Objective:
    [2 [content page]](https://myclassroom.apus.edu/d2l/common/dialogs/quickLink/quickLink.d2l?ou=847654&type=content&rcode=00D22884-7DC5-4408-809B-589E36B04C5A-5979)

    · Learning Objectives:
    [2.1, 2.2, 2.3, and 2.4 [Content Page]](https://myclassroom.apus.edu/d2l/le/lessons/14504/topics/17476663)

  • [Solved] Bio report

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    Can someone get this done for me before November 15th – ## 5-LABREPORTGUIDERESPIRATIONKEY.doc – ## 5-LABREPORTGUIDERESPIRATIONKEY.pdf **## 5-LABREPORTGUIDERESPIRATIONKEY.doc** [removed] **## 5-LABREPORTGUIDERESPIRATIONKEY.pdf** The effect of temperature on the benzoquinone production of catechol o…

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    Can someone get this done for me before November 15th

    – ## 5-LABREPORTGUIDERESPIRATIONKEY.doc

    – ## 5-LABREPORTGUIDERESPIRATIONKEY.pdf

    **## 5-LABREPORTGUIDERESPIRATIONKEY.doc**

    [removed]

    **## 5-LABREPORTGUIDERESPIRATIONKEY.pdf**

    The effect of temperature on the benzoquinone production of catechol oxidase

    Fanny Falcon, Ollie Burrowing Owl, Pete Prairie

    BIOL1106.015

    21 December 2012

    Introduction:

    Enzymes are biological catalysts that speed up chemical reactions. The reaction studied in this report is

    catechol + oxygen – >> – benzoquinone + water. The enzyme involved is catechol oxidase. This is a

    common reaction in fruit and vegetables that darken when cut. The product benzoquinone is dark. In

    general, temperature increases enzyme activity because the molecules are moving more. The question

    studied was ‘What effect does temperature have on catechol oxidase activity?’. The hypothesis tested

    was ‘Catechol oxidase activity will increase with an increase in temperature’.

    Materials and Methods:

    Ten 13×100 test tubes were prepared following the mixing table in the instructions. 1mL of catechol

    oxidase from prepared potato extract was added to each test tube. All tubes were placed in their

    respective temperature baths for 5 minutes: 1&2 – 0C (ice), 3&4 – 27C (room temp), 5&6 – 40C water

    bath, 7&8 – 70C water bath, 9&10 – 100C boiling water bath. All tubes were left in their temperatures

    while 1mL of water was added to the odd tubes (1, 3, 5, 7, 9) and 1mL of catechol was added to the even

    tubes (2, 4, 6, 8, 10). A square of Parafilm was used to cover and seal each tube. All tubes were inverted

    to mix contents. All tubes remained in their temperatures for 10 more minutes. After time was finished,

    each odd number was blanked on a spectrophotometer set at 540nm. The corresponding even number

    was read. Absorbance readings for the even tubes were recorded. Tubes were inverted and wiped

    down before inserting into the spectrophotometer. Tube 1 was blanked and tube 2 was read. Tube 3

    was blanked and tube 4 was read. Tube 5 was blanked and tube 6 was read. Tube 7 was blanked and

    tube 8 was read. Tube 9 was blanked and tube 10 was read.

    Results

    The absorbance numbers ranged from -0.16A at 100C and 2.38A at 40C. The lowest reading are negative

    in the highest temperatures 70C and 100C. On a spectrophotometer, any time the sample is more clear

    or lighter than the blank, the sample is read as negative absorbance. The darkest tube with the highest

    reading was on the 40C tube. The absorbance readings changed with the different temperatures.

    Raw data:

    Tube Temperature Tube Contents Absorbance at 540 nm

    2 0oC Ice Catechol oxidase & catechol Enzyme & Substrate 1.54

    4 27oC Room Catechol oxidase & catechol Enzyme & Substrate 1.04

    6 40oC Warm Catechol oxidase & catechol Enzyme & Substrate 2.39

    8 70 oC Hot Catechol oxidase & catechol Enzyme & Substrate -0.02

    10 100 oC Boiling Catechol oxidase & catechol Enzyme & Substrate -0.16

    Chart:

    -0.5

    0

    0.5

    1

    1.5

    2

    2.5

    3

    0 27 40 70 100

    A
    b

    so
    rb

    an
    ce

    a
    t

    5
    4

    0
    n

    m

    The effect of temperature on catechol oxidase activity

    Temperature C

    Discussion

    The hypothesis tested was ‘Catechol oxidase activity will increase with an increase in temperature’. The

    data only supports the hypothesis in two readings 1.04A at 27C and 2.39A at 40C. None of the other

    data supports the hypothesis. In general the data does not support the hypothesis. In repeating this

    experiment, I would more quickly blank and read the tubes at the cold temperatures. I think the ice

    tubes warmed up in my hands while waiting to use the spectrophotometer. I would do more repetitions

    at each temperature and more temperatures. The change in absorbance between 40C with 2.39A and

    70C with -0.02A is dramatic. I wonder what it would be like at every 5 or 10 degrees in between. I would

    change the hypothesis. The higher temperatures denatured the enzymes and caused it to fall out of

    solution. Each tube has a greyish precipitate at the bottom of the tube. The tube overall was a light

    color showing none of the dark benzoquinone product seen in the cooler tubes. I would change the

    hypothesis to ‘Catechol oxidase activity increases with temperature until extreme temperature

    denatures the enzyme’. In conclusion, catechol oxidase activity varies with temperature.

    **## 5-LABREPORTGUIDERESPIRATIONKEY.pdf**

    The effect of temperature on the benzoquinone production of catechol oxidase

    Fanny Falcon, Ollie Burrowing Owl, Pete Prairie

    BIOL1106.015

    21 December 2012

    Introduction:

    Enzymes are biological catalysts that speed up chemical reactions. The reaction studied in this report is

    catechol + oxygen – >> – benzoquinone + water. The enzyme involved is catechol oxidase. This is a

    common reaction in fruit and vegetables that darken when cut. The product benzoquinone is dark. In

    general, temperature increases enzyme activity because the molecules are moving more. The question

    studied was ‘What effect does temperature have on catechol oxidase activity?’. The hypothesis tested

    was ‘Catechol oxidase activity will increase with an increase in temperature’.

    Materials and Methods:

    Ten 13×100 test tubes were prepared following the mixing table in the instructions. 1mL of catechol

    oxidase from prepared potato extract was added to each test tube. All tubes were placed in their

    respective temperature baths for 5 minutes: 1&2 – 0C (ice), 3&4 – 27C (room temp), 5&6 – 40C water

    bath, 7&8 – 70C water bath, 9&10 – 100C boiling water bath. All tubes were left in their temperatures

    while 1mL of water was added to the odd tubes (1, 3, 5, 7, 9) and 1mL of catechol was added to the even

    tubes (2, 4, 6, 8, 10). A square of Parafilm was used to cover and seal each tube. All tubes were inverted

    to mix contents. All tubes remained in their temperatures for 10 more minutes. After time was finished,

    each odd number was blanked on a spectrophotometer set at 540nm. The corresponding even number

    was read. Absorbance readings for the even tubes were recorded. Tubes were inverted and wiped

    down before inserting into the spectrophotometer. Tube 1 was blanked and tube 2 was read. Tube 3

    was blanked and tube 4 was read. Tube 5 was blanked and tube 6 was read. Tube 7 was blanked and

    tube 8 was read. Tube 9 was blanked and tube 10 was read.

    Results

    The absorbance numbers ranged from -0.16A at 100C and 2.38A at 40C. The lowest reading are negative

    in the highest temperatures 70C and 100C. On a spectrophotometer, any time the sample is more clear

    or lighter than the blank, the sample is read as negative absorbance. The darkest tube with the highest

    reading was on the 40C tube. The absorbance readings changed with the different temperatures.

    Raw data:

    Tube Temperature Tube Contents Absorbance at 540 nm

    2 0oC Ice Catechol oxidase & catechol Enzyme & Substrate 1.54

    4 27oC Room Catechol oxidase & catechol Enzyme & Substrate 1.04

    6 40oC Warm Catechol oxidase & catechol Enzyme & Substrate 2.39

    8 70 oC Hot Catechol oxidase & catechol Enzyme & Substrate -0.02

    10 100 oC Boiling Catechol oxidase & catechol Enzyme & Substrate -0.16

    Chart:

    -0.5

    0

    0.5

    1

    1.5

    2

    2.5

    3

    0 27 40 70 100

    A
    b

    so
    rb

    an
    ce

    a
    t

    5
    4

    0
    n

    m

    The effect of temperature on catechol oxidase activity

    Temperature C

    Discussion

    The hypothesis tested was ‘Catechol oxidase activity will increase with an increase in temperature’. The

    data only supports the hypothesis in two readings 1.04A at 27C and 2.39A at 40C. None of the other

    data supports the hypothesis. In general the data does not support the hypothesis. In repeating this

    experiment, I would more quickly blank and read the tubes at the cold temperatures. I think the ice

    tubes warmed up in my hands while waiting to use the spectrophotometer. I would do more repetitions

    at each temperature and more temperatures. The change in absorbance between 40C with 2.39A and

    70C with -0.02A is dramatic. I wonder what it would be like at every 5 or 10 degrees in between. I would

    change the hypothesis. The higher temperatures denatured the enzymes and caused it to fall out of

    solution. Each tube has a greyish precipitate at the bottom of the tube. The tube overall was a light

    color showing none of the dark benzoquinone product seen in the cooler tubes. I would change the

    hypothesis to ‘Catechol oxidase activity increases with temperature until extreme temperature

    denatures the enzyme’. In conclusion, catechol oxidase activity varies with temperature.

    **## 5-LABREPORTGUIDERESPIRATIONKEY.doc**

    [removed]

    **## 5-LABREPORTGUIDERESPIRATIONKEY.pdf**

    The effect of temperature on the benzoquinone production of catechol oxidase

    Fanny Falcon, Ollie Burrowing Owl, Pete Prairie

    BIOL1106.015

    21 December 2012

    Introduction:

    Enzymes are biological catalysts that speed up chemical reactions. The reaction studied in this report is

    catechol + oxygen – >> – benzoquinone + water. The enzyme involved is catechol oxidase. This is a

    common reaction in fruit and vegetables that darken when cut. The product benzoquinone is dark. In

    general, temperature increases enzyme activity because the molecules are moving more. The question

    studied was ‘What effect does temperature have on catechol oxidase activity?’. The hypothesis tested

    was ‘Catechol oxidase activity will increase with an increase in temperature’.

    Materials and Methods:

    Ten 13×100 test tubes were prepared following the mixing table in the instructions. 1mL of catechol

    oxidase from prepared potato extract was added to each test tube. All tubes were placed in their

    respective temperature baths for 5 minutes: 1&2 – 0C (ice), 3&4 – 27C (room temp), 5&6 – 40C water

    bath, 7&8 – 70C water bath, 9&10 – 100C boiling water bath. All tubes were left in their temperatures

    while 1mL of water was added to the odd tubes (1, 3, 5, 7, 9) and 1mL of catechol was added to the even

    tubes (2, 4, 6, 8, 10). A square of Parafilm was used to cover and seal each tube. All tubes were inverted

    to mix contents. All tubes remained in their temperatures for 10 more minutes. After time was finished,

    each odd number was blanked on a spectrophotometer set at 540nm. The corresponding even number

    was read. Absorbance readings for the even tubes were recorded. Tubes were inverted and wiped

    down before inserting into the spectrophotometer. Tube 1 was blanked and tube 2 was read. Tube 3

    was blanked and tube 4 was read. Tube 5 was blanked and tube 6 was read. Tube 7 was blanked and

    tube 8 was read. Tube 9 was blanked and tube 10 was read.

    Results

    The absorbance numbers ranged from -0.16A at 100C and 2.38A at 40C. The lowest reading are negative

    in the highest temperatures 70C and 100C. On a spectrophotometer, any time the sample is more clear

    or lighter than the blank, the sample is read as negative absorbance. The darkest tube with the highest

    reading was on the 40C tube. The absorbance readings changed with the different temperatures.

    Raw data:

    Tube Temperature Tube Contents Absorbance at 540 nm

    2 0oC Ice Catechol oxidase & catechol Enzyme & Substrate 1.54

    4 27oC Room Catechol oxidase & catechol Enzyme & Substrate 1.04

    6 40oC Warm Catechol oxidase & catechol Enzyme & Substrate 2.39

    8 70 oC Hot Catechol oxidase & catechol Enzyme & Substrate -0.02

    10 100 oC Boiling Catechol oxidase & catechol Enzyme & Substrate -0.16

    Chart:

    -0.5

    0

    0.5

    1

    1.5

    2

    2.5

    3

    0 27 40 70 100

    A
    b

    so
    rb

    an
    ce

    a
    t

    5
    4

    0
    n

    m

    The effect of temperature on catechol oxidase activity

    Temperature C

    Discussion

    The hypothesis tested was ‘Catechol oxidase activity will increase with an increase in temperature’. The

    data only supports the hypothesis in two readings 1.04A at 27C and 2.39A at 40C. None of the other

    data supports the hypothesis. In general the data does not support the hypothesis. In repeating this

    experiment, I would more quickly blank and read the tubes at the cold temperatures. I think the ice

    tubes warmed up in my hands while waiting to use the spectrophotometer. I would do more repetitions

    at each temperature and more temperatures. The change in absorbance between 40C with 2.39A and

    70C with -0.02A is dramatic. I wonder what it would be like at every 5 or 10 degrees in between. I would

    change the hypothesis. The higher temperatures denatured the enzymes and caused it to fall out of

    solution. Each tube has a greyish precipitate at the bottom of the tube. The tube overall was a light

    color showing none of the dark benzoquinone product seen in the cooler tubes. I would change the

    hypothesis to ‘Catechol oxidase activity increases with temperature until extreme temperature

    denatures the enzyme’. In conclusion, catechol oxidase activity varies with temperature.

    **## 5-LABREPORTGUIDERESPIRATIONKEY.doc**

    [removed]

    **## 5-LABREPORTGUIDERESPIRATIONKEY.pdf**

    The effect of temperature on the benzoquinone production of catechol oxidase

    Fanny Falcon, Ollie Burrowing Owl, Pete Prairie

    BIOL1106.015

    21 December 2012

    Introduction:

    Enzymes are biological catalysts that speed up chemical reactions. The reaction studied in this report is

    catechol + oxygen – >> – benzoquinone + water. The enzyme involved is catechol oxidase. This is a

    common reaction in fruit and vegetables that darken when cut. The product benzoquinone is dark. In

    general, temperature increases enzyme activity because the molecules are moving more. The question

    studied was ‘What effect does temperature have on catechol oxidase activity?’. The hypothesis tested

    was ‘Catechol oxidase activity will increase with an increase in temperature’.

    Materials and Methods:

    Ten 13×100 test tubes were prepared following the mixing table in the instructions. 1mL of catechol

    oxidase from prepared potato extract was added to each test tube. All tubes were placed in their

    respective temperature baths for 5 minutes: 1&2 – 0C (ice), 3&4 – 27C (room temp), 5&6 – 40C water

    bath, 7&8 – 70C water bath, 9&10 – 100C boiling water bath. All tubes were left in their temperatures

    while 1mL of water was added to the odd tubes (1, 3, 5, 7, 9) and 1mL of catechol was added to the even

    tubes (2, 4, 6, 8, 10). A square of Parafilm was used to cover and seal each tube. All tubes were inverted

    to mix contents. All tubes remained in their temperatures for 10 more minutes. After time was finished,

    each odd number was blanked on a spectrophotometer set at 540nm. The corresponding even number

    was read. Absorbance readings for the even tubes were recorded. Tubes were inverted and wiped

    down before inserting into the spectrophotometer. Tube 1 was blanked and tube 2 was read. Tube 3

    was blanked and tube 4 was read. Tube 5 was blanked and tube 6 was read. Tube 7 was blanked and

    tube 8 was read. Tube 9 was blanked and tube 10 was read.

    Results

    The absorbance numbers ranged from -0.16A at 100C and 2.38A at 40C. The lowest reading are negative

    in the highest temperatures 70C and 100C. On a spectrophotometer, any time the sample is more clear

    or lighter than the blank, the sample is read as negative absorbance. The darkest tube with the highest

    reading was on the 40C tube. The absorbance readings changed with the different temperatures.

    Raw data:

    Tube Temperature Tube Contents Absorbance at 540 nm

    2 0oC Ice Catechol oxidase & catechol Enzyme & Substrate 1.54

    4 27oC Room Catechol oxidase & catechol Enzyme & Substrate 1.04

    6 40oC Warm Catechol oxidase & catechol Enzyme & Substrate 2.39

    8 70 oC Hot Catechol oxidase & catechol Enzyme & Substrate -0.02

    10 100 oC Boiling Catechol oxidase & catechol Enzyme & Substrate -0.16

    Chart:

    -0.5

    0

    0.5

    1

    1.5

    2

    2.5

    3

    0 27 40 70 100

    A
    b

    so
    rb

    an
    ce

    a
    t

    5
    4

    0
    n

    m

    The effect of temperature on catechol oxidase activity

    Temperature C

    Discussion

    The hypothesis tested was ‘Catechol oxidase activity will increase with an increase in temperature’. The

    data only supports the hypothesis in two readings 1.04A at 27C and 2.39A at 40C. None of the other

    data supports the hypothesis. In general the data does not support the hypothesis. In repeating this

    experiment, I would more quickly blank and read the tubes at the cold temperatures. I think the ice

    tubes warmed up in my hands while waiting to use the spectrophotometer. I would do more repetitions

    at each temperature and more temperatures. The change in absorbance between 40C with 2.39A and

    70C with -0.02A is dramatic. I wonder what it would be like at every 5 or 10 degrees in between. I would

    change the hypothesis. The higher temperatures denatured the enzymes and caused it to fall out of

    solution. Each tube has a greyish precipitate at the bottom of the tube. The tube overall was a light

    color showing none of the dark benzoquinone product seen in the cooler tubes. I would change the

    hypothesis to ‘Catechol oxidase activity increases with temperature until extreme temperature

    denatures the enzyme’. In conclusion, catechol oxidase activity varies with temperature.

    – 1
    – 2

  • [Solved] Nursing Assignment

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    – ## ReflectiveJournal_ClinicalII.docx **## ReflectiveJournal_ClinicalII.docx** **Reflective Journal** Objectives: 1. Reflect on thoughts, ideas, experiences, and insights related to the course. 2. Examine personal skills, frames of reference, and assumptions about the provision of care. 3. Gai…

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    – ## ReflectiveJournal_ClinicalII.docx

    **## ReflectiveJournal_ClinicalII.docx**

    **Reflective Journal**

    Objectives:

    1. Reflect on thoughts, ideas, experiences, and insights related to the course.

    2. Examine personal skills, frames of reference, and assumptions about the provision of care.

    3. Gain insight on how students views themselves in relationship to others when engaged in therapeutic and professional communication.

    4. Identify areas for students to further develop their abilities and understanding related to bedside practice.

    Directions: (Professional Identity and Spirit of Inquiry)

    Respond to
    all 5 of the questions below using the same number points. You will be submitting this assignment as a word document. Grading is based on word count & thoroughness of reflection, consider utilizing about 300 words for each prompt to reach 1500 word goal.

    Emotional Competence Reflective Prompts:

    ## 1. Journal prompt 1 (self-awareness domain)

    What are your feelings as you begin this clinical experience? Make sure you identify feelings, not thoughts. Complete the following statement: "l feel…" What past experiences, perceptions, and thoughts might be contributing to the above feelings? What personal qualities, strengths, and talents do you bring to this clinical experience? Identify one goal for the semester related to your personal self-awareness and growth.

    ## 2. Journal prompt 2 (self-awareness domain)

    Describe a situation you experienced in clinical this week: Describe your thoughts in this situation. Describe your feelings in this situation. Describe the way your body felt physically in this situation. What was more difficult to identify—your thoughts or feelings? Explain why you think this may be. How do your feelings relate to your thoughts in this situation? Were you aware of this at the time? Reread and reflect on your entry. Identify one specific strategy you will use to focus your attention on your internal states during your next clinical day.

    ## 3. Journal prompt 3 (self-awareness and social awareness domains)

    Judgment is making opinions as to the value of someone or something, considered to be lacking in tolerance and objectivity.

    a) Describe in detail a situation in which you felt you were being judged. Describe how you felt about this.

    b) Describe in detail a situation in which you had judged someone else. Describe how you feel about this.

    c) How did judging another impact your sense of self in a positive way? In a negative way? How might judging another have impacted that person's sense of self in a positive way? In a negative way? Describe how being judged affected your subsequent behavior?

    4.
    Journal prompt 4 (self-awareness, self and relationship management domains)

    a) Situation: Think about a situation in which you experienced frustration or anger.

    b) Identify the behaviors of others in this situation that you reacted to with frustration or anger.

    c) Response: How did you respond? How would you have liked to respond?

    d) Analysis: Explore and discuss reasons for the differences and similarities in your actual and desired responses in this situation.

    e) Future Implications: Discuss one strategy for coping with the emotion you experienced in a future situation.

    5.
    Journal prompt 5 (self-awareness and self-management domains)

    a) Locate on NTC library site and read: Henson, J.S. (2017). When Compassion is Lost.
    _MedSurg Nursing_, 26(2).

    b) Describe one new insight you have into the relationship between your self-care and your effectiveness as a nurse. Identify one specific, measurable, and realistic strategy related to your self-care that you could implement during the clinical day.

    Harrison, P.A. & Fopma-Loy, J.L (2010). Reflective Journal Prompts: A Vehicle for Stimulating Emotional Competence in Nursing.
    _Journal of Nursing Education_, 49(11). doi:10.3928/01484834-20100730-07

    Reflective Journal Grading Rubric (15 points)

    | | | | | | |
    | — | — | — | — | — | — |
    | | Level 5 | Level 4 | Level 3 | Level 2 | Level 1 |
    | Complete (7.5 points) | · Thoroughly addresses all 5 questions.<br>· Entry is at least 1500 total words and not more than 2000. | · Addresses all 3 questions with fair amount of depth.<br>· Entry is at least 1250 total words. | · Somewhat addresses at least 2 of the 3 questions.<br>· Entry is at least 1000 total words. | · Somewhat addresses 1 question.<br>· Answers are not complete. <br>· Entry is at least 750 total words. | · Entry does not clearly address any of the questions provided.<br>· Entry is a recitation of significant experiences in clinical, OR<br>· Entry is less than 750 total words. |
    | Reflection<br>(7.5 points) | · Reflection demonstrates insight and the ability to connect personal experience with theory on all questions. <br>· Discussion on all questions draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection usually (2 of 3) demonstrates insight and ability to connect personal experience with theory. <br>· Discussion usually (2 of 3) draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection at times (1 question) demonstrates ability to connect personal experience with theory but 2 of 3 questions are superficially answered.<br>· Discussion at least once draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Entry does not reflect application of theory or genuine insight on behavior. <br>· Objectively shares experience, but reflection is vague, lacks depth or insight. <br>· Does not draw upon self- knowledge, self-awareness, or experience to enhance professional growth. | · There is minimal evidence of reflection<br>· No evidence of ability to draw upon self-knowledge, self-awareness and past experience to gain insight.<br>· Entry merely recites what was done/ learned during clinical. |

    **## ReflectiveJournal_ClinicalII.docx**

    **Reflective Journal**

    Objectives:

    1. Reflect on thoughts, ideas, experiences, and insights related to the course.

    2. Examine personal skills, frames of reference, and assumptions about the provision of care.

    3. Gain insight on how students views themselves in relationship to others when engaged in therapeutic and professional communication.

    4. Identify areas for students to further develop their abilities and understanding related to bedside practice.

    Directions: (Professional Identity and Spirit of Inquiry)

    Respond to
    all 5 of the questions below using the same number points. You will be submitting this assignment as a word document. Grading is based on word count & thoroughness of reflection, consider utilizing about 300 words for each prompt to reach 1500 word goal.

    Emotional Competence Reflective Prompts:

    ## 1. Journal prompt 1 (self-awareness domain)

    What are your feelings as you begin this clinical experience? Make sure you identify feelings, not thoughts. Complete the following statement: "l feel…" What past experiences, perceptions, and thoughts might be contributing to the above feelings? What personal qualities, strengths, and talents do you bring to this clinical experience? Identify one goal for the semester related to your personal self-awareness and growth.

    ## 2. Journal prompt 2 (self-awareness domain)

    Describe a situation you experienced in clinical this week: Describe your thoughts in this situation. Describe your feelings in this situation. Describe the way your body felt physically in this situation. What was more difficult to identify—your thoughts or feelings? Explain why you think this may be. How do your feelings relate to your thoughts in this situation? Were you aware of this at the time? Reread and reflect on your entry. Identify one specific strategy you will use to focus your attention on your internal states during your next clinical day.

    ## 3. Journal prompt 3 (self-awareness and social awareness domains)

    Judgment is making opinions as to the value of someone or something, considered to be lacking in tolerance and objectivity.

    a) Describe in detail a situation in which you felt you were being judged. Describe how you felt about this.

    b) Describe in detail a situation in which you had judged someone else. Describe how you feel about this.

    c) How did judging another impact your sense of self in a positive way? In a negative way? How might judging another have impacted that person's sense of self in a positive way? In a negative way? Describe how being judged affected your subsequent behavior?

    4.
    Journal prompt 4 (self-awareness, self and relationship management domains)

    a) Situation: Think about a situation in which you experienced frustration or anger.

    b) Identify the behaviors of others in this situation that you reacted to with frustration or anger.

    c) Response: How did you respond? How would you have liked to respond?

    d) Analysis: Explore and discuss reasons for the differences and similarities in your actual and desired responses in this situation.

    e) Future Implications: Discuss one strategy for coping with the emotion you experienced in a future situation.

    5.
    Journal prompt 5 (self-awareness and self-management domains)

    a) Locate on NTC library site and read: Henson, J.S. (2017). When Compassion is Lost.
    _MedSurg Nursing_, 26(2).

    b) Describe one new insight you have into the relationship between your self-care and your effectiveness as a nurse. Identify one specific, measurable, and realistic strategy related to your self-care that you could implement during the clinical day.

    Harrison, P.A. & Fopma-Loy, J.L (2010). Reflective Journal Prompts: A Vehicle for Stimulating Emotional Competence in Nursing.
    _Journal of Nursing Education_, 49(11). doi:10.3928/01484834-20100730-07

    Reflective Journal Grading Rubric (15 points)

    | | | | | | |
    | — | — | — | — | — | — |
    | | Level 5 | Level 4 | Level 3 | Level 2 | Level 1 |
    | Complete (7.5 points) | · Thoroughly addresses all 5 questions.<br>· Entry is at least 1500 total words and not more than 2000. | · Addresses all 3 questions with fair amount of depth.<br>· Entry is at least 1250 total words. | · Somewhat addresses at least 2 of the 3 questions.<br>· Entry is at least 1000 total words. | · Somewhat addresses 1 question.<br>· Answers are not complete. <br>· Entry is at least 750 total words. | · Entry does not clearly address any of the questions provided.<br>· Entry is a recitation of significant experiences in clinical, OR<br>· Entry is less than 750 total words. |
    | Reflection<br>(7.5 points) | · Reflection demonstrates insight and the ability to connect personal experience with theory on all questions. <br>· Discussion on all questions draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection usually (2 of 3) demonstrates insight and ability to connect personal experience with theory. <br>· Discussion usually (2 of 3) draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Reflection at times (1 question) demonstrates ability to connect personal experience with theory but 2 of 3 questions are superficially answered.<br>· Discussion at least once draws upon self-knowledge, self-awareness and past experience to gain insight and create or discover ideas that are new and enhance professional growth. | · Entry does not reflect application of theory or genuine insight on behavior. <br>· Objectively shares experience, but reflection is vague, lacks depth or insight. <br>· Does not draw upon self- knowledge, self-awareness, or experience to enhance professional growth. | · There is minimal evidence of reflection<br>· No evidence of ability to draw upon self-knowledge, self-awareness and past experience to gain insight.<br>· Entry merely recites what was done/ learned during clinical. |

  • [Solved] nursing

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    **Respond** to **at least two** colleagues **on two different days** in one or more of the following ways: – Ask a probing question, substantiated with additional background information, evidence, or research. – Share an insight from having read your colleagues’ postings, synthesizing the informatio…

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    **Respond** to **at least two** colleagues **on two different days** in one or more of the following ways:
    – Ask a probing question, substantiated with additional background information, evidence, or research.
    – Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
    – Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
    – Validate an idea with your own experience and additional research.
    – Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
    – Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.

  • [Solved] nursing

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    In-depth study guidance and analytical solution covering nursing.

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