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In 3 4 pages (not including title page and references), analyze the data sources you selected by addressing the following:

In 3 4 pages (not including title page and references), analyze the data sources you selected by addressing the following: Strengths and Limitations of Secondary Data Sources In this information age, where data are readily accessible and there is both a great demand for accelerated research projects and strict limitations on research funding, using existing data makes sense. Data used in this way are called secondary data; they come in many forms and contain information on just about anything—depending on who collected the information in the first place, and why. As a health professional, you have access to a wide range of secondary data sources, including government agencies (such as, the Census Bureau or the Centers for Disease Control and Prevention) and private sources, including local health service providers. Global and international data are available from familiar sources, such as the World Health Organization and the United Nations. In addition, nearly every nation maintains statistics on social, economic, and environmental indicators, which contain a wealth of health information. As a member of the Walden community, you have access to the Inter-University Consortium for Political and Social Research (ICPSR), the world’s largest archival database of secondary data. You also have access to the Social Change Impact Report (SCIR) data sets—a Walden-owned database. There are also a number of sources and tutorials available to you through Walden’s Office of Research and Doctoral Quality. No matter the topic—be it vaccination rates, women’s access to mammography, or chronic lung disease—you can probably find an existing secondary data source related to the specific population health problem you are investigating. The next steps are to identify the variables in the data source that you would need to analyze to examine the association of interest and to assess the validity of the data source. For this Assignment, you delve into these issues in greater detail. To prepare: Consider a variety of population health problems and then select one of professional interest on which to focus for this Assignment. Explore three data sources (data sets) presented in the Learning Resources that could aid you in describing the population and magnitude of the problem you selected. Consider the strengths and limitations of each data source. The Assignment In 3–4 pages (not including title page and references), analyze the data sources you selected by addressing the following: Briefly identify the population health problem you selected. Identify each data set you selected. Identify the variables in each data set you would need to examine the association of interest. Assess the validity of each data set. Has it been used for prior studies/publications? Explain challenges you might face as a researcher in identifying a proper data set or securing permission to use it. By Day 7 of Week 2 Submit your Assignment. submission information Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area. To submit your completed assignment, save your Assignment as WK2Assgn_LastName_Firstinitial Then, click on Start Assignment near the top of the page. Next, click on Upload File and select Submit Assignment for review. Rubric NURS_8310_Week2_Assignment_Rubric NURS_8310_Week2_Assignment_Rubric Criteria Ratings Pts This criterion is linked to a Learning Outcome In 3–4 pages (not including title page and references), analyze the data sources you selected by addressing the following: Briefly identify the population health problem you selected. 20 to >17.0 pts Excellent The response accurately, clearly, and concisely identifies the selected population health problem. 17 to >15.0 pts Good The response accurately identifies the selected population health problem. 15 to >12.0 pts Fair The response somewhat inaccurately or vaguely identifies the selected population health problem. 12 to >0 pts Poor The response inaccurately and vaguely identifies the selected population health problem, or it is missing. 20 pts This criterion is linked to a Learning Outcome Identify each data set you selected. Identify the variables in each data set you would need to examine the association of interest. 40 to >35.0 pts Excellent The response accurately, clearly, and concisely identifies each data set…. The response accurately, clearly, and concisely identifies the variables in each data set needed to examine the association of interest. 35 to >31.0 pts Good The response accurately identifies each data set…. The response accurately identifies the variables in each data set needed to examine the association of interest. 31 to >27.0 pts Fair The response somewhat inaccurately or vaguely identifies each data set…. The response somewhat inaccurately or vaguely identifies the variables in each data set needed to examine the association of interest. 27 to >0 pts Poor The response inaccurately and vaguely identifies each data set, or it is missing…. The response inaccurately and vaguely identifies the variables in each data set needed to examine the association of interest, or it is missing. 40 pts This criterion is linked to a Learning Outcome Assess the validity of each data set. Has it been used for prior studies/publications? 40 to >35.0 pts Excellent An accurate and detailed explanation of the validity of each data set is provided, including whether it has been used in prior studies/publications. 35 to >31.0 pts Good An accurate explanation of the validity of each data set is provided, including whether it has been used in prior studies/publications. 31 to >27.0 pts Fair A somewhat inaccurate or vague explanation of the validity of each data set and whether it has been used in prior studies/publications is provided. 27 to >0 pts Poor An inaccurate and vague, or incomplete explanation of the validity of each data set and whether it has been used in prior studies/publications is provided, or it is missing. 40 pts This criterion is linked to a Learning Outcome   Explain challenges you might face as a researcher in identifying a proper data set or securing permission to use it.  35 to >31.0 pts Excellent An accurate and detailed explanation of potential challenges as a researcher in identifying a proper data set or securing permission to use it is provided.

[2025] Select two nurses who lived during the 1800s or the early 1900s and explain how this nurse’s dedicated advocacy transformed policies and practices for a specific population, resulting in improved outcomes for the populace

Select two nurses who lived during the 1800s or the early 1900s and explain how this nurse’s dedicated advocacy transformed policies and practices for a specific population Population Health and Epidemiology Then and Now A century ago, epidemiology was a population science that focused on infectious diseases and outbreaks. Pioneered by passionate researchers like John Snow and Florence Nightingale, epidemiologic methods were used to curb the spread of debilitating diseases like cholera and the Spanish Flu. Today epidemiology relates to more than just acute outbreaks of illness; it addresses many chronic population health problems that nurses and other healthcare professionals deal with every day, such as obesity, cardiovascular disease, and cancer. For this assignment, you explore the development and evolution of epidemiology and population health, as well as nurses’ roles in advancing care at the population level. To prepare: Explore important developments in the history of epidemiology and population health. Consider how current practices differ from those at the genesis of the field. Reflect on the role of nurses in promoting population health in the light of the Learning Resources you reviewed this week. By Day 3 of Week 1 Post a 300- to 400-word blog post addressing the following: Select two nurses who lived during the 1800s or the early 1900s and explain how this nurse’s dedicated advocacy transformed policies and practices for a specific population, resulting in improved outcomes for the populace. Explore the enduring impact of these pioneering initiatives up to the present day. Offer insights into the reasons behind their continuity or evolution and identify factors that triggered changes in their initial implementation. Examine the contemporary role of nurses in the advancement of population health. Discuss two effective avenues through which nurses can make a meaningful difference at the population level. Additionally, delve into the pivotal role played by epidemiology in enhancing the well-being of populations. By Day 6 of Week 1 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. Learning Resources Required Readings Curley, A. L. C. (Ed.). (2024). Population-based nursing: Concepts and competencies for advanced practice (4th ed.). Springer. Chapter 1, “Introduction to Population-Based Nursing” (pp. 1-19) Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice ( 6th ed.). Jones & Bartlett. Chapter 1, “History and Scope of Epidemiology” Chapter 2, “Practical Applications of Epidemiology” Centers for Disease Control and Prevention. (2021). Morbidity and mortality weekly report (MMRW). Links to an external site. https://www.cdc.gov/mmwr/index.html Coles A. B. (1969). The Howard University School of Nursing in historical perspective Links to an external site.. Journal of the National Medical Association, 61(2), 105–118. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2611690/pdf/jnma00516-0005.pdf Gallagher, A. (2020). Learning from Florence Nightingale: A slow ethics approach to nursing during the pandemic Links to an external site.. Nursing Inquiry, 27, e12369. https://doi.org/10.1111/nin.12369 Michals, D. (Ed.). (2015). Clara Barton Links to an external site.. National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/clara-barton National Women’s Hall of Fame. (n.d.). Mary Breckinridge Links to an external site.. https://www.womenofthehall.org/inductee/mary-breckinridge Rothberg, E. (2020). Lillian Wald Links to an external site.. National Women’s History Museum. https://www.womenshistory.org/education-resources/biographies/lillian-wald Staring-Derks, C., Staring, J. & Anionwu, E.N. (2014). Mary Seacole: Global nurse extraordinaire Links to an external site.. Journal of Advanced Nursing, 71(3), 514–525. https://doi.org/10.1111/jan.12559 Walden University Oasis: Writing Center. (n.d.). Citations: Overview Links to an external site..  https://academicguides.waldenu.edu/writingcenter/apa/citations Walden University Oasis: Writing Center. (n.d.). Common assignments: Discussion post Links to an external site.. https://academicguides.waldenu.edu/writingcenter/assignments/discussionpost

Descriptive epidemiology deals with describing disease patterns using three major categories: person, place, or time (Friis & Sellers, 2021)

Descriptive Epidemiology: Data Sources and Data Collection Descriptive epidemiology deals with describing disease patterns using three major categories: person, place, or time (Friis & Sellers, 2021). Consider the following example: Over the last weekend, six people went to the Alcan City Hospital emergency room with similar symptoms. The laboratory results for the six patients were indicative of an infection due to Escherichia coli (E. coli). Patient interviews revealed they had all eaten a meal at Sam’s Sandwich Food Truck during the Alcan City Fair within 48 hours of going to the hospital. Further inquiries by the Alcan City public health officials identified that the source of the E. coli contamination was the lettuce that Sam’s had purchased from M&L Produce (a produce supplier located in Tempe, Arizona). Epidemiologists from the Arizona State Health Department determined that the lettuce that M&L supplied Sam’s was from a farm located in Xion, California (the key supplier for M&L Produce). Aside from the six patients who sought treatment, epidemiologists tracked down and conducted interviews with 400 of the fair attendees to identify any potential cases who did not seek treatment and compare data with those who attended but did not become ill. Interview questions pertained to descriptive aspects of the outbreak (person, place, and time). Analysis of data collected on foods eaten allowed the epidemiologists to narrow it down and identify sandwiches served by Sam’s Sandwich Food Truck at the fair on Saturday as the source of infection. Alcan City public health officials were quick to visit the food truck to inquire into their food management and handling. The food truck owner was cooperative and helpful in providing licensing, permits, operations, and sales information. Descriptive epidemiologic studies are often conducted as precursors to analytic studies. Epidemiologic concepts are used to gather data to better understand and evaluate health trends in populations. Data, such as characteristics of the persons affected, place where an incident occurred, and time of occurrence, are collected and analyzed to look for patterns in an effort to identify emerging health problems. It was in just this way that the HIV/AIDS epidemic was first identified. In this Discussion, you will apply the epidemiologic concepts of time, place, and person to a specific population health problem. You will also consider methods for obtaining data to study an issue. To prepare: Examine Table 3.2 in your Curley textbook. Select a topic from the table to use for this Discussion. Locate two scholarly articles that provide background information about the problem. Identify a specific population affected by your selected health problem. Research the patterns of the disease in your selected population using the epidemiologic characteristics of person, place, and time. Consider methods for obtaining data to examine the association you selected. Ask yourself: How would the methods I select influence the accuracy of case identification, definition, and diagnosis By Day 3 of Week 2 Post a cohesive response that addresses the following: Describe your selected health problem using the epidemiologic model (person, place, and time), with a focus on the population affected by this problem. Discuss sampling methods you could use to collect primary data to describe and study your health problem. Identify two secondary data sources that you could use to collect the data needed to address this topic. Explain how these methods and sources would influence the completeness of case identification as well as the case definition/diagnostic criteria used. By Day 6 of Week 2 Respond to at least two classmates 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 classmates’ 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 classmates’ postings by providing additional insights or contrasting perspectives based on readings and evidence. Note: Your responses to classmates should be substantial (250 words minimum), supported with scholarly evidence from your research and/or the Learning Resources, and properly cited using APA Style. Personal anecdotes are acceptable as part of a meaningful response, but cannot stand alone as a response. Your responses should enrich the initial post by supporting and/or offering a fresh viewpoint, and be constructive, thereby enhancing the learning experience for all students. * Additionally, you must respond to your professor if they ask a question or comment on your post. Return to this Discussion in a few days to read the responses to your initial posting. Note what you have learned and/or any insights that you have gained because of your classmates’ comments. Learning Resources Required Readings Curley, A. L. C. (Ed.). (2024). Population-based nursing: Concepts and competencies for advanced practice (4th ed.). Springer. Chapter 7, “Using Information Technology to Improve Population Outcomes” (pp. 158-182) Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice ( 6th ed.). Jones & Bartlett. Chapter 4, “Descriptive Epidemiology: Person, Place, Time” Chapter 5, “Sources of Data for Use in Epidemiology” National Institutes of Health National Library of Medicine. (2019). Finding and using health statistics. Links to an external site. https://www.nlm.nih.gov/nichsr/stats_tutorial/cover.html SECONDARY DATA SOURCES Use the following resources to locate secondary data sources for this week’s Assignment: Centers for Disease Control and Prevention. (n.d.). Data.CDC.gov: Home. Links to an external site. https://data.cdc.gov/ National Center for Health Statistics. (2015). Resources for researchers. Links to an external site. https://www.cdc.gov/nchs/nchs_for_you/researchers.htm Walden University Office of Research and Doctoral Services. (n.d.). Explore existing datasets. Links to an external site. https://academicguides.waldenu.edu/research-center/student-research/data-sources World Health Organization. (2021). WHO Data collections Links to an external site. [Data sets]. https://www.who.int/data/collections

[SOLVED 2025] In his seminal article The Necessary and Sufficient Conditions of Therapeutic Personality Change, originally published in 1957

In his seminal article The Necessary and Sufficient Conditions of Therapeutic Personality Change, originally published in 1957 In his seminal article The Necessary and Sufficient Conditions of Therapeutic Personality Change, originally published in 1957, Rogers identified three 3.1. The Core Conditions of Therapeutic Personality Change In his seminal article The Necessary and Sufficient Conditions of Therapeutic Personality Change, originally published in 1957, Rogers identified three core components of what he considered to be the effective approach to counselling.  Since then, few theorists, commentators, or clinicians have raised any arguments against the qualifier “necessary.”   However, the label “sufficient” has been targeted by a number of critics. Based on your understanding of the humanistic approach to counselling in general and the person-centred school in particular, do you think that the three “core conditions” are indeed sufficient for producing a “therapeutic personality change”? Reference Rogers, C. R. (2007). The necessary and sufficient conditions of therapeutic personality change. Psychotherapy: Theory, Research, Practice, Training, 44(3), 240-248. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2007-14639-002&custid=s7439054 The last post is due at the end of Sunday of this unit. 3.2. Rogers’ Position on Encouragement as a Technique Unlike Adler, who emphasized the importance of encouragement, Rogers was not very keen about the use of this technique with clients.  Could you provide some possible explanations for Rogers’ position? The last post is due at the end of Sunday of this unit. Approved Expert Answer and Explanation 3.1. The Core Conditions of Therapeutic Personality Change The three core conditions to effective “therapeutic personality change” as stated by Rodgers include congruence, empathy, and unconditional positive regard. In my opinion, the three core conditions are sufficient for producing a “therapeutic personality change.” One of the conditions which is empathy can help therapist understand the feelings and thoughts experienced by the client. In other words, the counselor with have an idea of what the client is feeling. Empathy will improve the therapist’s urge to help the client change their current mental state and attain healthy mental state (Rogers, 2007). Congruence can help when it comes to building a relationship with the client. Congruence means that the therapist is real and genuine, and hence the client can trust them and freely express what they feel without fear. Congruence can help us as counselors to overcome the negative attitudes we have towards our clients. The warmth and genuine encounter can make the client feel respected and valued. Hence, the client will have higher self-esteem and trust their personal judgment (Rogers, 1992). The third condition which unconditional positive regard will allow clients to be free and speak their mind out without thinking of being judged or criticized. If the client says what they feel, the therapist will be in a better position to help them. References  Rogers, C. R. (1992). The necessary and sufficient conditions of therapeutic personality change. Journal of Consulting and Clinical Psychology, 60(6), 827. http://129.7.114.13/Harrington/necessary.pdf Rogers, C. R. (2007). The necessary and sufficient conditions of therapeutic personality change. Psychotherapy: Theory, Research, Practice, Training, 44(3), 240-248. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2007-14639-002&custid=s7439054 Expert Answer and Explanation 3.2. Rogers’ Position on Encouragement as a Technique Encouragement is a therapy technique where a therapist uses non-verbal and verbal methods to prompt the client to continue narrating their feelings and thoughts. Some these methods include positive facial expression, nodding, and saying words, such as “uh-huh.” Rodgers did not see the need for encouragement technique in his mode of therapy which is person-centered therapy. In his opinion, being genuine, empathetic, and showing respect and warmth are enough to allow the patient to continue communicating what they feel. For instance, when the clients are communicating and they see that you are empathizes with them, they will be motivated to continue talking because they know you feel them (Silberschatz, 2007). The counselor can show empathy by responding to the client always, taking time to listen, using short responses, and understating the client’s perspective. He believed that if a counselor applies the skills above, there is no need for using encouragement techniques. Unconditional positive regards also allow the client to be free, open up, and narrate their feeling without thinking of being judged or criticized (Rogers, 2007). This condition also acts in place of encouragement (Silberschatz, 2007). In other words, Rodgers did not see the need to use encouragement techniques because the three conditions had already taken care of ensuring that there is “therapeutic personality change.” References Rogers, C. R. (2007). The necessary and sufficient conditions of therapeutic personality change. Psychotherapy: Theory, Research, Practice, Training, 44(3), 240-248. Retrieved from https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=pdh&AN=2007-14639-002&custid=s7439054 Silberschatz, G. (2007). Comments on “The necessary and sufficient conditions of therapeutic personality change.” Psychotherapy: Theory, Research, Practice, Training, 44(3), 265–267. https://doi.org/10.1037/0033-3204.44.3.265 Place your order now for a similar assignment and get fast, cheap and best quality work written by our expert level  assignment writers.Use Coupon Code: NEW30 to Get 30% OFF Your First Order Other Solved Questions: SOLVED! How would your communication and interview SOLVED! Describe the difference between a nursing practice SOLVED! Discuss how elimination complexities can affect SOLVED! Case C 38-year-old Native American pregnant ANSWERED! In a 1,000–1,250 word essay, summarize two [ANSWERED] Students will develop a 1,250-1,500 word paper that includes [ANSWERED] Post a description of the national healthcare ANSWERED!! Explain how you would inform this nurse ANSWERED!! In a 4- to 5-page project proposal written to the ANSWERED!! A 15-year-old male reports dull pain in both ANSWERED!! Should government continue to take an [ANSWERED] Mrs. Adams a 68-year-old widow who was [ANSWERED] Compare and contrast the various ways you can ANSWERED! Provide a summary of your learning style which of the following is not a characteristic of psychotherapy which of the following is an example of a social change which of the following is not a characteristic of personality rogers position on encouragement as a technique the psychology of encouragement theory research and applications encouraging in counselling, adlerian therapy journal articles encouragement article, science of encouragement rogers the necessary and sufficient conditions, theory about encouragement Understanding Rogers Position on Encouragement as a Technique Introduction: In the field of psychology, Carl Rogers

Cultural theorist Campinha-Bacote describes cultural competency as a continuum

Cultural theorist Campinha-Bacote describes cultural competency as a continuum, which Cultural theorist Campinha-Bacote describes cultural competency as a continuum, which implies continual growth and development (Kersey-Matusiak, 2019). Discuss the following: • What is cultural competence? • Are there steps nurses can take to achieve it? • How does it differ from cultural humility? • Briefly describe how a lack of cultural sensitivity may impact patients’ health and well-being and their future encounters with the healthcare system. • Why is it more important to focus on cultural humility rather than achieving cultural competence? Expert Answer and Explanation In the healthcare sector, cultural competence focuses on the ability of a nurse or any other medical professional to be aware of their cultural beliefs and values. Additionally, cultural competence also includes the awareness of how personal culture and perspectives are different from that of others (Kersey-Matusiak, 2018). In the case of a nurse, cultural competence focuses on the ability to differentiate one’s cultural beliefs from that of the patient. Nurses can take different initiatives and steps to achieve cultural competence. The most efficient strategy is to interact with patients, improve self-awareness and learn about different cultures within the community. The strategies are key as they will create the needed awareness, and help improve the outcome of care. Cultural competence differs from cultural humility in different ways. Cultural competence encompasses the ability to work with patients from different cultures while at the same time identifying the impact that cultural bias might have on care delivery. On the other hand, cultural humility entails the capacity for care providers to recognize their limitations, assumptions, or challenges when working with other cultures to avoid bias or predetermined patient care (Kersey-Matusiak, 2018). When nurses are not sensitive to cultural differences, they tend to provide biased medical care that does not meet patient autonomy. As a result, patient satisfaction is negatively affected. With modernization, care providers are more likely to encounter patients from different cultures which requires the need for cultural competence. Focusing on cultural humility is more sustainable than trying to be more culturally competent as a nurse cannot be able to be aware of different cultures. However, a nurse can identify their biases and adjust their care depending on the needs of the patient through cultural humility (Kersey-Matusiak, 2018). Reference Kersey-Matusiak, G. (2018). Delivering culturally competent nursing care: Working with diverse and vulnerable populations (2nd ed.). Springer. ISBN: 9780826137272. Alternative Answer Cultural competence is the ability to appreciate, interact, and understand others cultures or beliefs that are different from their own (DeAngelis, 2015). “Cultural competence is defined as the attitudes, knowledge, and skills necessary for providing quality care to diverse populations” (Kersey-Matusiak, 2019, p.8). Culturally competent nurses are able to deliver care that values the beliefs of their patients (Kersey-Matusiak, 2019). Culturally competent care does not just happen; there are steps nurses must take to become culturally competent. To become culturally competent, one must learn who they are first (Clay, 2010). Learn about your ancestors, personal background, be curious, and perform a self-assessment (Clay, 2010). Learn about different cultures by immersing yourself in their literature, language, and customs (Clay, 2010). Become comfortable in unfamiliar surroundings, converse with different religious groups, volunteer at community centers, and make friends with people of different cultures (Clay, 2010). Attend diversity training seminars to collaborate with other professionals (Clay, 2010). If culturally competent training is not offered at your institution, submit a process to formalize educational material for your organization and peers (Clay, 2010). Cultural humility recognizes that bias may occur and nurses need to understand and eliminate their own prejudices (Kersey-Matusiak, 2019). Healthcare providers need to recognize that their perspectives are influenced by policies that are dominated on the basis of whiteness and maleness (Kersey-Matusiak, 2019). Cultural humility addresses unconscious biases a nurse may possess and empowers the nurse to work towards eliminating these biases while providing culturally competent care. Cultural sensitivity is having an attitude towards a specific culture or ethnic background and not saying offensive things directed at that background (Kersey-Matusiak, 2019). Cultural sensitivity can also include the avoidance of particular words, phrases, or categorizations of individuals (Kersey-Matusiak, 2019). An example of cultural sensitivity was the removal of the Washington Redskins name from the NFL due to the thoughts and feelings of the Native Americans. Nursing is a trusted profession by the public. Nurses as well as other healthcare providers must provide culturally sensitive care to know how to communicate with their patients and develop professional relationships (The Role of Cultural Sensitivity in Building Patient Relationships, 2019). Nurses must understand nonverbal communication, inclusive language, cultural customs, relatable medical terms, and the use of personal touch (The Role of Cultural Sensitivity in Building Patient Relationships, 2019). Failure to utilize culturally sensitive care can create unwanted distress for patients and they may fail to seek medical attention when required as a result. Nurses must be able to make their patients feel comfortable in a healthcare setting. Cultural competence is learning to accept and understand other cultures. Cultural humility is recognizing personal biases that may distort your perception of other cultures. Cultural sensitivity is recognizing those biases and behaving in an acceptable way towards different backgrounds. Providing care with “cultural sensitivity and cultural humility are both means to the end being cultural competence” (Kersey-Matusiak, 2019, p. 6). References Clay, R. (2010). https://www.apa.org/gradpsych/2010/09/culturally-competent. www.apa.org. https://www.apa.org/gradpsych/2010/09/culturally-competent. DeAngelis, T. (2015, March). In search of cultural competence. American Psychological Association. https://www.apa.org/monitor/2015/03/cultural-competence. Kersey-Matusiak, G. (2019). Delivering culturally competent nursing care: Working with diverse  and vulnerable populations (2nd ed.). The Role of Cultural Sensitivity in Building Patient Relationships. (2019, July 11). Minority  Nurse. https://minoritynurse.com/the-role-of-cultural-sensitivity-in-building-patient-relationships/.   Frequently Asked Question What is the best way to provide culturally competent health care? Communicate effectively. Use professional interpreters for language barriers. Ask open-ended questions about patients’ health beliefs and treatment preferences. Listen actively without making cultural assumptions. Respect diverse beliefs. Acknowledge traditional healing practices and spiritual beliefs. Ask about home remedies or traditional treatments patients may use. Integrate these safely with medical care when possible.

Solved! Using the topic study materials, research a reputable nonprofit organization that serves people and the community as a servant leader.

Using the topic study materials, research a reputable nonprofit organization that serves people and the community as a servant leader Using the topic study materials, research a reputable nonprofit organization that serves people and the community as a servant leader. Create a 3-6-slide PowerPoint presentation, then record your 5-7-minute presentation using YouTube video or Loom that illustrates how the nonprofit organization you chose puts servant leadership into action. The content slides should provide detailed speakers notes that include supporting examples and citations. The detailed speaker’s notes will serve as verbatim transcript of the audio portion of your video that will cover the following: Specific information about the servant leadership principles employed by the organization Examples of how implementing servant leadership principles has helped the organization achieve success while having a positive impact on people and the community. Explanation of which servant leadership principles you recognize as most valuable and would consider integrating within your own organization. Use a minimum of two resources to strengthen and support your claims. Each section of your presentation should include in-text citations. On the title slide of your PowerPoint presentation, provide the link to the YouTube or Loom video recording that you created APA format is not required, but solid academic writing with supporting citations and specific examples is expected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are not required to submit this assignment to LopesWrite. Expert Answer and Explanation References Allen, S., Winston, B. E., Tatone, G. R., & Crowson, H. M. (2018). Exploring a model of servant leadership, empowerment, and commitment in nonprofit organizations. Nonprofit Management and Leadership, 29(1), 123-140 Brinkerhoff, D. W., Cross, H. E., Sharma, S., & Williamson, T. (2019). Stewardship and health systems strengthening: An overview. Public Administration and Development, 39(1), 4-10 Community Foundation for Greater Atlanta. (n.d.). About Us. https://cfgreateratlanta.org/about-us/ Community Foundation for Greater Atlanta. (2025). TogetherATL https://cfgreateratlanta.org/togetheratl Jin, J., & Ikeda, H. (2023). The role of empathic communication in the relationship between servant leadership and workplace loneliness: A serial mediation model. Behavioral Sciences, 14(1), 4. https://doi.org/10.3390/bs14010004

Solved! Use Greenleaf’s principles of servant leadership in “What Is Servant Leadership?” and the Bible passages in “Biblical Servant Leadership References” for this assignment

Use Greenleaf’s principles of servant leadership in “What Is Servant Leadership?” and the Bible passages in “Biblical Servant Leadership References” for this assignment Use Greenleaf’s principles of servant leadership in “What Is Servant Leadership?” and the Bible passages in “Biblical Servant Leadership References” for this assignment. Create a graphic representation to illustrate the similarities and differences between the servant leadership principles of Greenleaf and those in the Bible passages. Write at least 750-word summary of how both Greenleaf and the Bible call people to serve, and discuss how one feels when called to serve as a leader. In your summary, include discussion of the following: Similarities and differences between Greenleaf’s servant leadership and the Bible passages. Describe how this will impact your personal approach to leadership. The idea that power comes from giving it away and putting oneself in the position to serve others. Using Matthew 20:20-28 and Greenleaf’s principles of servant leadership as a basis, explain how taking the role of a servant can make one a leader. Provide specific examples from scripture and supporting citations from the readings related to Greenleaf’s principles of servant leadership to strengthen your ideas and claims. Submit your graphic representation and written response as a single Word document, not as a PDF. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. Benchmark Information This benchmark assignment assesses the following programmatic competencies: MS-Leadership 4.1: Interpret Christian perspectives of leadership through the analysis of biblical passages. MBA-MSL 7.1: Interpret Christian perspectives of leadership through the analysis of biblical passages. Expert Answer and Explanation Servant Leadership and Christianity Different leaders have different styles of leadership that they manifest to motivate their subordinates to action. One of those styles is servant leadership. Servant leadership is a leadership philosophy that emphasizes putting the needs of others first and empowering individuals to grow and succeed (Demeke et al., 2024). This approach, developed by Robert K. Greenleaf, although, its roots can be traced back earlier from the Bible, with Jesus Christ being an embodiment of true servant leadership. As depicted in Mathew 20:26. At its core, servant leadership challenges traditional leadership models by shifting the focus from power and authority to service and selflessness. This paper will explore the connection between Greenleaf’s principles and Biblical teachings on service, specifically in Matthew 20:20-28, which calls believers to adopt a servant’s heart in leadership. It will examine the similarities and differences between Greenleaf’s philosophy and the Bible, discuss how this perspective reshapes leadership, and reflect on how it will impact my personal approach to leading others. Graphic Representation Comparing Servant Leadership Principles of Greenleaf and Bible Comparing the two descriptions of servant leadership between Greenleaf’s principles and Biblical teachings, there are several aspects that appear similar; one of those aspects is the concept of service. Both Greenleaf and Scripture emphasize that leadership begins with serving others, with Greenleaf stating that being a servant leader begins with serving others first (Greenleaf Center for Servant Leadership, n.d.), while Jesus teaches the same in Mark 10:43. There is also the aspect of humility that both regard as essential to empowering others, which is noted by Greenleaf and in Philippians 2:3–4. Greenleaf’s model encourages empowering others in servant leadership and the Bible echoes this in 1 Peter 4:10, which calls believers to use their gifts in the service of others. Other similarities include leading by example and making the focus to being of service to others. Some of the differences include the goal of servant leadership, where Greenleaf emphasizes personal growth and institutional renewal, while the Bible in Philippians 2:5-11, placing servant leadership as not only a platform to empower others, but also for spiritual growth and glorifying God. The other difference is the source of authority where Greenleaf states it being rooted in one’s personal choice to serve (Greenleaf Center for Servant Leadership, n.d.), while the Bible mentioning it being rooted in divine calling and obedience to God as seen in Deuteronomy 10:12; Acts 20:28. The third aspect is its application context, where Greenleaf shows its application in secular and organizational contexts, while the Bible is centered on Christ’s example and teachings as seen in John 13:13-15. Greenleaf defines the role of servant leadership as a way of regenerating the society, while the Bible calls servant leaders to serve the flock with care (New International Version, 2011, Acts 20:28). Impact on Personal Approach to Servant Leadership The distinction between the two leadership approaches has shifted my thinking on what the main motivation of leadership shpuld be. Motivation to lead should be based on the intent to serve others in love, humility, and purpose. In this case, serving others should be a selfless endeavor as called in Mathew 20, and not as a way of amassing power or personal benefits. Another way the perspectives shared in the Bible will impact my personal approach to leadership is the fact that leadership is viewed as a noble calling from God as seen in Acts 20:28. Therefore, the level of diligence and care needed to discharge my duties as a leader should be on a higher level. Acts 20:28 calls leaders to “care for the church of God, showing that leadership extends beyond personal motives and tasks to carefully nurturing relationships and fulfilling God’s purpose for mankind. The distinctions shared further cements the need to model Christ-like leadership by embodying the values I teach, serving with integrity, compassion, and consistency. Just as Jesus said John 13:15. My actions as a leader should become a living

Shadow Health Tina Jones Neurological Assessment: Complete Guide for Nursing Students

The Shadow Health Tina Jones neurological assessment is a comprehensive virtual simulation designed for nursing students to practice neurological examination skills. This interactive case study involves assessing a 28-year-old African American woman with diabetes who presents with headaches following a recent car accident. Students must conduct a thorough neurological evaluation, document findings using SOAP note format, and develop appropriate care plans while demonstrating clinical reasoning skills essential for advanced practice nursing. Introduction to Shadow Health Neurological Assessments Shadow Health’s Tina Jones neurological assessment module represents a critical component of nursing education, providing students with realistic clinical scenarios to develop assessment competencies. This digital clinical experience (DCE) allows learners to practice neurological examination techniques in a risk-free environment before encountering real patients.[1] The neurological shadow health assessment focuses on systematic evaluation of the nervous system, including cranial nerve function, motor and sensory abilities, reflexes, and cognitive status. According to the American Association of Colleges of Nursing (AACN), simulation-based learning experiences like Shadow Health improve clinical judgment and patient safety outcomes among nursing students.[2] Understanding the Tina Jones Neurological Case Study Patient Background and Chief Complaint Tina Jones is a 28-year-old African American female with a history of type 2 diabetes mellitus and asthma who presents for evaluation of persistent headaches. The patient reports these symptoms began following a motor vehicle accident approximately two weeks prior to the assessment. Key Patient Demographics: Characteristic Details Age 28 years old Gender Female Ethnicity African American Medical History Type 2 Diabetes, Asthma Chief Complaint Headaches post-motor vehicle accident Vital Signs BP: 138/90, HR: 90, RR: 18, Temp: 98.6°F Clinical Significance of the Case This neurological assessment shadow health scenario requires students to differentiate between post-traumatic headaches, tension-type headaches, and potentially serious complications such as traumatic brain injury or intracranial hemorrhage. Research indicates that approximately 30-90% of individuals who experience head trauma develop post-traumatic headaches.[3] Comprehensive Neurological Assessment Components Mental Status Examination The mental status examination forms the foundation of any neurological shadow health assessment. Students must evaluate: Level of consciousness: Alert and oriented to person, place, time, and situation Attention and concentration: Ability to follow commands and maintain focus Memory: Immediate, recent, and remote recall Language: Speech clarity, word-finding ability, comprehension Mood and affect: Emotional state and appropriateness According to the National Institute of Neurological Disorders and Stroke (NINDS), systematic mental status evaluation identifies cognitive deficits in approximately 15-20% of patients following mild traumatic brain injury.[4] Cranial Nerve Assessment The tina jones neurological assessment requires systematic evaluation of all twelve cranial nerves: Cranial Nerve Assessment Table: Cranial Nerve Name Assessment Method Expected Finding CN I Olfactory Test smell recognition Identifies common odors bilaterally CN II Optic Visual acuity, visual fields 20/20 vision, full visual fields CN III, IV, VI Oculomotor, Trochlear, Abducens Extraocular movements (EOMs), pupillary response PERRLA, EOMs intact CN V Trigeminal Facial sensation, corneal reflex, jaw strength Sensation intact, strong jaw muscles CN VII Facial Facial symmetry, smile, eye closure Symmetrical facial movements CN VIII Vestibulocochlear Hearing acuity, Weber and Rinne tests Hearing intact bilaterally CN IX, X Glossopharyngeal, Vagus Gag reflex, uvula position, voice quality Gag reflex present, midline uvula CN XI Accessory Shoulder shrug, head turning strength Strong shoulder and neck muscles CN XII Hypoglossal Tongue protrusion, movement Tongue midline, moves symmetrically Motor Function Examination Motor assessment in the shadow health neurological objective answers includes: Muscle bulk and tone: Inspection for atrophy or hypertrophy Muscle strength: Graded on a 0-5 scale using the Medical Research Council scale Coordination: Finger-to-nose test, heel-to-shin test, rapid alternating movements Gait and balance: Observation of walking pattern, Romberg test Muscle Strength Grading Scale: Grade Description Clinical Interpretation 0/5 No contraction Complete paralysis 1/5 Trace contraction Severe weakness 2/5 Active movement without gravity Moderate to severe weakness 3/5 Active movement against gravity Moderate weakness 4/5 Active movement against resistance Mild weakness 5/5 Normal strength No weakness detected Research from the Journal of Neurological Sciences indicates that standardized motor assessments detect subtle neurological deficits in 25% of patients with normal initial examinations.[5] Sensory Function Testing The neurological assessment shadow health requires evaluation of: Light touch: Using cotton wisp on face, arms, hands, legs, feet Pain sensation: Using sterile pin on same distributions Temperature: Hot/cold discrimination (when indicated) Proprioception: Position sense in fingers and toes Vibratory sense: Using 128 Hz tuning fork on bony prominences Deep Tendon Reflexes Reflex testing provides objective data about nervous system integrity: Reflex Assessment and Grading: Reflex Spinal Level Normal Response Grading Scale Biceps C5-C6 Elbow flexion 0 = Absent Triceps C7-C8 Elbow extension 1+ = Diminished Brachioradialis C5-C6 Forearm flexion/supination 2+ = Normal Patellar L2-L4 Knee extension 3+ = Increased Achilles S1-S2 Plantarflexion of foot 4+ = Hyperactive with clonus Documenting the Shadow Health Neurological Assessment SOAP Note Format Professional documentation using the SOAP note format is essential for the shadow health tina jones neurological transcript: Subjective Data: Chief complaint in patient’s own words History of present illness (HPI) using OLDCARTS format Review of systems relevant to neurological complaints Past medical, surgical, and family history Current medications and allergies Objective Data: Vital signs and general appearance Complete neurological examination findings Results of special tests (if performed) Relevant laboratory or imaging results Assessment: Primary and differential diagnoses Clinical reasoning supporting diagnostic conclusions Severity and acuity determination Plan: Diagnostic testing recommendations Treatment interventions (pharmacological and non-pharmacological) Patient education priorities Follow-up scheduling Referral considerations According to the Joint Commission, standardized documentation reduces medical errors by 30% and improves continuity of care.[6] Common Documentation Errors to Avoid Students completing the tina jones neurological assessment should avoid: Vague terminology: Use specific descriptors (e.g., “5/5 strength bilaterally” vs. “normal strength”) Incomplete assessments: Document all required components even when normal Inconsistent findings: Ensure subjective and objective data align Missing differential diagnoses: Consider multiple possibilities Inadequate patient education documentation: Record specific instructions provided Clinical Reasoning and Diagnostic Considerations Differential Diagnoses for Post-Traumatic Headaches When completing the neurological shadow health assessment, consider these differential diagnoses: Differential Diagnosis Comparison: Diagnosis Key Features Diagnostic Testing Treatment Approach Post-Traumatic Headache History of head trauma,

VARK Learning Styles: A Complete Guide to Understanding Your Learning Preferences

Introduction Understanding how you learn best can transform your educational experience and professional development. The VARK learning styles framework, developed by Neil Fleming in 1987, identifies four primary learning preferences: Visual, Aural (Auditory), Reading/Writing, and Kinesthetic. This evidence-based model helps learners optimize their study strategies by aligning them with their natural preferences, potentially improving information retention and academic performance. What Are VARK Learning Styles? VARK learning styles represent a framework for understanding individual learning preferences based on sensory modalities. The acronym stands for Visual, Aural, Reading/Writing, and Kinesthetic – four distinct ways people prefer to receive and process information. According to Fleming’s original research, while most people have a dominant learning preference, many individuals are multimodal learners who benefit from combining multiple approaches. The VARK model has been widely adopted in educational settings worldwide, with over 6 million people having taken the questionnaire since its inception. The Four VARK Learning Styles Explained Learning Style Characteristics Preferred Learning Methods Percentage of Population Visual (V) Learns through seeing and spatial understanding Diagrams, charts, maps, videos, color-coding 65% Aural (A) Learns through listening and speaking Lectures, discussions, podcasts, verbal explanations 30% Reading/Writing (R) Learns through written words Articles, essays, lists, note-taking, textbooks 25% Kinesthetic (K) Learns through physical experience and practice Hands-on activities, experiments, movement, real-world examples 5% Note: Percentages exceed 100% because many learners are multimodal Visual Learners: Learning Through Sight Visual learners process information most effectively when it’s presented in graphic formats. These individuals think in pictures and benefit from visual representations of concepts. Characteristics of Visual Learners Visual learners typically: Remember faces better than names Prefer maps over written directions Notice environmental details others might miss Think in images and spatial patterns Benefit from color-coded organization systems Effective Study Strategies for Visual Learners Research from the University of Washington suggests that visual learners retain up to 80% more information when concepts are presented graphically compared to text-only formats. To optimize learning: Create mind maps and flowcharts to organize information Use highlighters and color-coding systems for notes Watch educational videos and demonstrations Draw diagrams to represent relationships between concepts Utilize infographics and visual summaries Aural (Auditory) Learners: Learning Through Sound Aural learners excel when information is presented through sound and verbal communication. These individuals often think in sounds and rhythms, making spoken explanations particularly effective for their comprehension. Characteristics of Aural Learners Auditory learners often: Remember conversations in detail Prefer listening to lectures over reading textbooks Talk through problems to understand them better Enjoy group discussions and debates May struggle with written instructions but excel with verbal ones Effective Study Strategies for Aural Learners According to educational research published by Purdue University, auditory learners show a 35% improvement in retention when they verbalize concepts compared to silent reading. Recommended strategies include: Record lectures and listen to them repeatedly Participate actively in study groups and discussions Read notes aloud to reinforce learning Use mnemonic devices and rhymes Listen to educational podcasts and audiobooks Explain concepts to others verbally Reading/Writing Learners: Learning Through Text Reading/Writing learners thrive on written words and text-based information. These individuals process information best through reading and expressing ideas through writing. Characteristics of Reading/Writing Learners These learners typically: Prefer written instructions and explanations Take extensive notes during lectures Enjoy reading textbooks and articles Express themselves clearly in writing Create lists and written summaries Effective Study Strategies for Reading/Writing Learners Research from Stanford University indicates that students who engage in active note-taking retain approximately 40% more information than passive listeners. Optimal strategies include: Rewrite notes in your own words Create detailed outlines and summaries Read textbooks and supplementary articles Write essays and reports to process information Use dictionaries and glossaries to clarify concepts Develop comprehensive study guides Kinesthetic Learners: Learning Through Experience Kinesthetic learners understand concepts best through physical experience and hands-on practice. These learners often struggle with traditional lecture-based instruction but excel in experiential learning environments. Characteristics of Kinesthetic Learners Kinesthetic learners often: Learn by doing rather than watching Have difficulty sitting still for extended periods Use gestures frequently when speaking Remember activities and experiences vividly Prefer laboratory work and field studies Effective Study Strategies for Kinesthetic Learners According to a study published in the Journal of Educational Psychology, kinesthetic learners show a 55% improvement in comprehension when learning includes physical activity or manipulation of materials. Effective approaches include: Conduct experiments and hands-on projects Use physical objects and models to represent concepts Take frequent breaks to move around while studying Act out scenarios or create role-plays Apply theoretical knowledge to real-world situations Use flashcards and manipulatives for memorization Multimodal Learning: Combining Multiple Preferences Research indicates that 60-70% of learners are multimodal, meaning they benefit from multiple learning approaches. A 2019 study published in Educational Research Review found that students who employed multimodal learning strategies scored 23% higher on assessments compared to those who relied on a single modality. Types of Multimodal Learners Type Combination Learning Approach Bimodal Two preferences Alternates between two dominant styles Trimodal Three preferences Integrates three learning approaches Quadmodal All four preferences Adapts flexibly to any learning situation The VARK Learning Styles Questionnaire The VARK questionnaire is a 16-question assessment designed to identify individual learning preferences. Developed by Neil Fleming at Lincoln University in New Zealand, the questionnaire presents scenario-based questions that reveal how individuals prefer to receive and process information. How to Take the VARK Assessment The official VARK questionnaire is available at vark-learn.com and typically takes 10-15 minutes to complete. The assessment: Presents real-life scenarios requiring information processing Offers four response options corresponding to each learning style Calculates scores for each modality Provides personalized study strategy recommendations Is available in multiple languages Interpreting Your VARK Results Results are presented as scores for each learning preference, indicating: Strong preference: One modality significantly higher than others Mild preference: Multiple modalities with similar scores Multimodal: Two or more preferences within 3 points of each other Research and Evidence Behind VARK Learning Styles Supporting Research The VARK model is based on research in sensory modalities and cognitive

Solved 2025! Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen

Post a brief description of your results from the StrengthsFinder assessment. Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills. How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits. Weekly Resources Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer. Chapter 1, “Frameworks for Becoming a Transformational Leader” (pp. 2–19 ONLY) Chapter 6, “Shaping Your Own Leadership Journey” (pp. 182-211) Chan, R. J., Knowles, R., Hunter, S., Conroy, T., Tieu, M., & Kitson, A. (2023). From evidence-based practice to knowledge translation: What is the difference? What are the roles of nurse leaders?Links to an external site. Seminars in Oncology Nursing, 39(1). https://doi.org/10.1016/j.soncn.2022.151363 Resouces for strength finder Rath, T. (2007). Strengths Finder 2.0 – with Access Code. Purchase the access code from the Walden bookstore. Then follow the instructions in the document “How to Access the Strengths Finder 2.0. Document: How to Access Strengths Finder 2.0 (PDF) Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific. Note: Be sure to attach your Signature Theme Report to your Discussion post. RUBRICS Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. … Supported by at least three current, credible sources. … Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Expert Answer Module 3 Discussion As a tool that helps individuals determine their behaviors and skills, StrengthsFinder Assessment offers a guide for users to build their strengths, and align these strengths with professional goals. The tool reveals individuals’ signature themes, which are consistent with their personality and work styles (Lin & Jiang, 2023). This discussion involves presentation a personal reflection of my signature themes as revealed by the tool. Description of the Results The assessment results suggest positivity, harmony, developer, belief, and achiever as the core signature themes. These results, as captured in the Positivity and Harmony signature themes in respective order demonstrate that I inspire others to see good in themselves, and that I am committed to ensuring that individuals collaborate and work towards abating conflicts. The results also suggest that I support others’ growth, and live out deeply held values as highlighted under the Developer and Belief themes (Broome & Marshall, 2021). As highlighted in the Achiever theme, I am persistent in pursuing personal and career growth, reinforcing my commitment to be productive and contribute to my work. Core Values to Strengthen As I work on my professional growth, I intend to improving how I employ my core values to be of service to others. I particularly want my behavior to be consistent, aligning with the principle of servanthood as I focus on addressing others’ needs. I am focused on balancing between striving for progress and ensuring that I am in a state of good health. This is informed by the idea that for me to professionally thrive, I have to be emotionally and physiologically well (Liu et al., 2021). Strengths to Strengthen To improve my strengths as a developer, I intend to focus on using constructive feedback as I encourage others to grow. I see this as a strategy that will shape how I support the growth of others. As a person committed to maintaining harmony, I use a problem-solving strategy in which I engage others to make peace and avoid conflicts. As I work on guiding others to maintain harmony, I intend to ensure I adopt a constructive approach to resolving conflicts. Characteristics to Strengthen I tend to work on multiple tasks at a time, instead of focusing on a single task at a time. This is a behavior that I need to work on by effectively prioritizing tasks in terms of their urgency and value, and channeling my energy to specific tasks (Chan et al., 2023). While I see positivity particularly in positive situations, I would like to work on my resilience, ensuring that I remain optimistic even when things are not going according to expectations. By being resilient, I am able to deal with stressors, and ensure that I am well-prepared to overcome the challenges I may experience. Conclusion The results generated based on the StrengthsFinder assessment affirms that I am a source of motivation for others, and that I foster collaboration. The results also show that I strive for progression, and that I derive inspiration from positivity. However, I am aware that I have room for growth, and for this reason, I am working on strengthening my core values, current strengths and characteristics. In resolving conflicts and guiding others, I intend to pursue constructive approach, ensuring that I offer meaningful corrections. In addition, I intend to provide mentorship, guiding others to learn how to manage conflicts. References Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer. Chan, R. J., Knowles, R., Hunter, S., Conroy, T., Tieu, M., & Kitson, A. (2023). From Evidence-Based Practice to Knowledge Translation: What Is the Difference? What Are the Roles of Nurse Leaders? Seminars in Oncology Nursing, 39(1). https://doi.org/10.1016/j.soncn.2022.151363. Lin, Z., & Jiang, Y. (2023). Character