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
Solved 2025! How does your worldview of human value affect your beliefs about bioethical issues, such as abortion, designer babies, and stem cell research?
How does your worldview of human value affect your beliefs about bioethical issues, such as abortion, designer babies, and stem cell research? Topic 2 DQ 2 How does your worldview of human value affect your beliefs about bioethical issues, such as abortion, designer babies, and stem cell research? Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to the “Discussion Question Rubric” and “Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively. Expert Answer Human value is the worldview that has a significant impact on the way individuals look at bioethical dilemmas like abortion, designer babies, and stem cell research. When human life is regarded as sacred since conception, all human existence phases are considered worthwhile. According to Clarke (2023), the sanctity of life principle views life as something precious and worthy, which should never be destroyed. Therefore, such reasons make many people unsupportive of abortion and embryo-destructive studies. This opinion implies that the act of developing embryos or destroying embryos due to science would violate human dignity. Also, there is a remark by the Writing Group of the ESHRE Ethics Committee et al. (2024) that the definition of personhood is used to define whether or not embryos are given full moral status. Abortion and embryonic research would be morally wrong if embryos were seen as ethical creatures. Combined, these opinions encourage care and preservation of human life. Other worldviews base a human value on autonomy, potential, or contributing to society, and this makes their views on bioethical issues more lenient. Clarke (2023) notes that secular views tend to strike a balance between the value of life and liberty and social progress. Akatsuka and colleagues (2023) discovered that Japanese specialists and the general population are in favor of genome editing in research, which has ethical protection, in a pragmatic sense of human value. Further elaborated by the Writing Group of the ESHRE Ethics Committee et al. (2024), acknowledging the fact of various moral statuses of embryos is what can enable ethical biomedical advances to achieve better health outcomes. These views demonstrate that the worldview of sacredness, autonomy, or the good of a society influences the belief about abortion, designer babies, and stem cell research differently yet significantly. References Akatsuka, K., Hatta, T., Sawai, T., & Fujita, M. (2023). Genome editing of human embryos for research purposes: Japanese lay and expert attitudes. Frontiers in Genetics, 14, 1205067. https://doi.org/10.3389/fgene.2023.1205067 Clarke S. (2023). The sanctity of life as a sacred value. Bioethics, 37(1), 32–39. https://doi.org/10.1111/bioe.13094 Writing Group of the ESHRE Ethics Committee, Pennings, G., Dondorp, W., Popovic, M., Chuva de Sousa Lopes, S., & Mertes, H. (2024). Ethical considerations on the moral status of the embryo and embryo-like structures†. Human reproduction (Oxford, England), 39(11), 2387–2391. https://doi.org/10.1093/humrep/deae228
Solved 2025! How can the Christian concept of the imago Dei inform a holistic perspective of the patient within their family and community?
How can the Christian concept of the imago Dei inform a holistic perspective of the patient within their family and community? Topic 2 DQ 1 How can the Christian concept of the imago Dei inform a holistic perspective of the patient within their family and community? Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to “Discussion Question Rubric” and “Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively. Expert Answer Christian ideology of imago Dei (when all people were created in the likeness of God) emphasizes the original value and dignity of every human being. This doctrine challenges healthcare professionals to consider patients in their entirety as they offer their physical, emotional, social, and spiritual needs in the context of family and community services. Murgia et al. (2022) state that when nurses incorporate spirituality and religious diversity into the nursing process, a practitioner is able to support the more existential needs of patients, leading to more caring and person-centered nursing care. On the same note, Šip et al. (2023) also note that acknowledging human dignity as a divine image fosters caregivers to treat patients like personalities instead of clinical cases. Combined, these viewpoints emphasize the way that the imago Dei concept offers a theological and ethical paradigm of the dignity-focused, holistic care practice. The imago Dei approach that can be applied encourages a relationship-oriented view of a patient that goes beyond the individual health of a patient to the family and community. This opinion is supported by Lanarjeira (2023), who claims that the promotion of dignity during chronic illness care should take into consideration the bio-psycho-social-spiritual needs of patients and their families. This is consistent with the results reported by Murgia et al. (2022) that spirituality improves holistic healing and strengthens the nurse-patient relationships. Similarly, Šip et al. (2023) mention that the identification of the divine image within each individual can make the process of inpatient care a collaborative and dignity-based approach. Finally, imago Dei provides a divine prism with the help of which medical professionals are able to develop empathy, respect human dignity, and facilitate holistic healing at the family and community levels. References Laranjeira, C. (2023). Dignity promotion in people with advanced chronic diseases: contributions for a value-based healthcare practice. Frontiers in Public Health, 11, 1156830. https://doi.org/10.3389/fpubh.2023.1156830 Murgia, C., Notarnicola, I., Caruso, R., De Maria, M., Rocco, G., & Stievano, A. (2022, August). Spirituality and religious diversity in nursing: A scoping review. In Healthcare (Vol. 10, No. 9, p. 1661). MDPI. https://doi.org/10.3390/healthcare10091661 Šip, M., Kuzyšin, B., Sabolik, M., & Valčo, M. (2023). Human dignity in inpatient care: fragments of religious and social grounds. Religions, 14(6), 757. https://doi.org/10.3390/rel14060757
Solved 2025! From the perspective of Christian spirituality and ethics, what is your understanding of compassionate caring that informs your approach to health and healing?
From the perspective of Christian spirituality and ethics, what is your understanding of compassionate caring that informs your approach to health and healing? From the perspective of Christian spirituality and ethics, what is your understanding of compassionate caring that informs your approach to health and healing? Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to the “Discussion Question Rubric” and “Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns with the AACN Core Competency: 9.2 Expert Answer From a Christian spiritual and ethical perspective, compassionate caring is rooted in the belief that every person is created in the image of God and therefore deserves dignity, respect, and love. This understanding shapes my approach to health and healing as a calling to serve others selflessly, reflecting Christ’s example of compassion and mercy. In the Gospel of Matthew, Jesus teaches that caring for the sick and suffering is a direct expression of love for Him: “I was sick and you looked after me” (New International Version Bible, 2011, Matthew 25:36). This scripture reminds me that compassionate care is not merely a professional duty but a spiritual act that honors both God and humanity. Christian ethics emphasizes the moral responsibility to accompany others in their suffering with empathy, hope, and integrity. Snyder (2024) highlights the concept of “ethical accompaniment,” which involves walking alongside patients in their most vulnerable moments and offering presence, understanding, and emotional support. This aligns with my belief that healing extends beyond physical recovery, it includes nurturing the spirit and affirming the patient’s worth. Compassionate caring therefore requires attentiveness to emotional and spiritual needs, not just medical intervention. Daniel and Harris (2024) explain that integrating compassion with science and spiritual care enhances the quality of health outcomes and contributes to overall public health benefits. This intersection of faith and evidence-based practice encourages me to approach patients holistically, combining medical knowledge with genuine kindness and spiritual sensitivity. Ultimately, compassionate care inspired by Christian spirituality promotes healing that touches the body, mind, and soul, reflecting God’s love through every act of service. References Daniel, O., & Harris, H. (2024). Intersections of compassion, science, and spiritual care in global health for public health benefits. Journal of Religion And Health, 63(6), 4257-4275. https://doi.org/10.1007/s10943-024-02145-x New International Version Bible. (2011). Zondervan Publishing (Original work published 1978). Snyder, J. R. (2024). Ethical accompaniment and end-of-life care. Christian bioethics: Non-Ecumenical Studies in Medical Morality, 30(3), 189-199. https://doi.org/10.1093/cb/cbae008
Solved! How can the perspective of Christian spirituality influence the way in which you demonstrate compassionate care?
How can the perspective of Christian spirituality influence the way in which you demonstrate compassionate care? How can the perspective of Christian spirituality influence the way in which you demonstrate compassionate care? Initial discussion question posts should be a minimum of 200 words and include at least two references cited using APA format. Responses to peers or faculty should be 100-150 words and include one reference. Refer to the “Discussion Question Rubric” and “Participation Rubric,” located in Class Resources, to understand the expectations for initial discussion question posts and participation posts, respectively. American Association of Colleges of Nursing Core Competencies for Professional Nursing Education This assignment aligns with the AACN Core Competency: 2.1 Expert Answer Christian spirituality has a profound influence on how care is offered in a compassionate way to a nurse. Fundamentally, Christian spirituality is based on love, empathy, and service to others, the values that are similar to the spirit of compassionate care. Jesus Christ’s teachings would help caregivers to regard every patient as a human being who was created in the image of God and is worthy of dignity, respect, and kindness. The scripture keeps reminding us that we should be kind and have compassion to each other and forgive one another as God forgave you in Christ (New International Version Bible, 2011, Ephesians 4:32). This Christian background is what motivates nurses to do more than what is normal in their daily duties and to provide emotional presence, active listening, and genuine empathy to the suffering. The linkage between spirituality and compassionate nursing is supported by research. Türkben Polat and Ozdemir (2022) found that nurses who incorporate the use of spiritual care in their practice exhibit more forms of compassion, and they regard it as a critical element of providing comprehensive patient care. Prayer, thought, and a feeling of divine purpose can help nurses to become more emotionally resilient and capable of comforting even in a challenging situation. Similarly, de Diego-Cordero et al. (2022) emphasized the importance of spirituality and religiosity as crucial locations of hope and support not only to healthcare workers but also to patients in the face of COVID-19, which confirms the healing potential of faith-based compassion. Christian spirituality, in general, fosters a caring attitude, which is based on human connection, unselfish service, and alleviation of suffering. It gives nurses a reason to take care of the spirit as well as the body, as they understand that healing is best when there is compassion, founded on love, faith, and grace. References de Diego-Cordero, R., Avila-Mantilla, A., Vega-Escano, J., Lucchetti, G., & Badanta, B. (2022). The role of spirituality and religiosity in healthcare during the COVID-19 pandemic: An integrative review of the scientific literature. Journal of Religion And Health, 61(3), 2168-2197. https://doi.org/10.1007/s10943-022-01549-x New International Version Bible. (2011). Zondervan Publishing (Original work published 1978). Türkben Polat, H., & Özdemir, A. A. (2022). Relationship between compassion and spiritual care among nurses in Turkey. Journal of Religion and Health, 61(3), 1894-1905. https://doi.org/10.1007/s10943-021-01287-6
Solved! While servant leadership can be connected to biblical principles and Christianity, it is not exclusively tied to it. In what ways do the principles of servant leadership cross religious and cultural lines?
While servant leadership can be connected to biblical principles and Christianity, it is not exclusively tied to it. In what ways do the principles of servant leadership cross religious and cultural lines? While servant leadership can be connected to biblical principles and Christianity, it is not exclusively tied to it. In what ways do the principles of servant leadership cross religious and cultural lines? Justify your opinions by providing specific examples and supporting citations from “Craig St. John – Topic 1: Transcending Boundaries” and other topic study materials. Provide in-text citations and corresponding references. Expert Answer and Explanation Servant leadership certainly borrows from biblical principles and Christianity, although it is not exclusively a religious practice. The leadership style also borrows its teachings from other religious denominations such as Judaism, Islam, and Buddhism (Biswas et al., 2025). According to Craig St. John (2019) in the video named “Transcending Boundaries,” servant leadership’s core tenets, such as humility, communities, and service, are practices covered extensively in Judaism, Islam, and Buddhism. For instance, Moses in Judaism exemplified servant leadership by involving the Hebrew people in the decision-making processes as they left Egypt for the “Promised Land.” In another example, the Prophet Muhammad in Islam exemplified acts of moral and servant leadership when interacting with the faithful. Craig St. John (2019) in the video also indicated that Buddhism advocates for anatta (“no self”), which means faithful must work for the well-being of others. Although servant leadership is not an extension of popular religions, the moral responsibilities advocated are the principles of the leadership style. Servant leadership also bridges diverse traditions by promoting the dignity and growth of others, regardless of religious context. According to Robert Greenleaf (2002), servant leadership begins with a desire to serve first, not to lead. In support, Craig St. John (2019) indicted that “common grace” is a core Servant leadership that calls for justice, servant hood, and wisdom. These examples indicate that religious and traditional practices are foundational principles of servant leadership. In conclusion, the servant leadership model transcends religious and traditional boundaries. This discussion shows that principles such as service, humility, and shared humanity that are equally embraced in the teachings of Jesus, Moses, Muhammad, and the Buddha are the main principles of servant leadership. Although not an extension of religion, servant leadership continues crossing these teachings and embracing as part of its core tenets. References Biswas, D., Singh, S., & Verma, S. K. (2025). Cultural and Religious Heritage of Servant Leadership in India. Colombo Business Journal, 16(1). https://doi.org/10.4038/cbj.v16i1.208 Greenleaf, R. K. (2002). Servant leadership: A journey into the nature of legitimate power and greatness (25th Anniversary ed.). Paulist Press. St. John, C. (n.d.). Transcending boundaries: Servant leadership and world religions [Video]. Grand Canyon University. https://www.youtube.com/watch?v=lGG0BnodEUg&list=PLg_v7K-G8mej78wWAMH_IQCreR8HfvM81
