Group Structure and Roles
Discussion: Groups
The dynamic and increasingly complex world of health care often requires nurses to work collaboratively on interprofessional teams. In the group environment, individuals with unique skills and expertise come together to focus on a common goal; however, groups must become cohesive before they can become effective.
Your experiences working with groups—whether you perceive them as positive, negative, or neutral—can be used to facilitate insight and development. Health care, with its focus on interprofessional teamwork and collaboration, offers ample opportunities and an imperative for continuous learning.
For this Discussion, you focus on strategies for facilitating the group process.
To prepare:
· Review the information in this week’s Learning Resources regarding the stages of group formation, problematic roles individuals play in groups, and strategies for facilitating and maintaining positive group collaboration. In particular, review Learning Exercise 19.12 on page 464 of the course text.
· Reflect on various groups with which you have been or are currently involved. Select one specific group to analyze for the purposes of this Discussion. Identify the purpose or task that the group is or was meant to perform.
· Consider the four stages of group formation (forming, storming, norming, and performing). How would you describe the progression between stages? Is there a stage in which you believe your group is or was “stuck”?
· Consider the task or group-building role you normally play in a group setting. How could you apply the information from the Learning Resources to improve your group participation and facilitation, as well as the functioning of the group as a whole?
· In addition, think about which individuals within your group (including yourself) may fall into problematic roles such as the Dominator, the Aggressor, or the Blocker. How have you and your group members addressed the enactment of these roles and its impact on interactions? With information from the Learning Resources in mind, what strategies would you apply now or going forward?
By Day 3
Post a description of a group with which you have been or are currently involved. Assess where the group is in terms of the four stages of group formation. If you are reflecting on a past experience, explain if your group moved through all four stages. Describe the task or group-building role you typically play, or played, in this group. Then, explain what strategies you, as a leader, can apply to better facilitate the group process and address any problematic individual roles in the group.
***I work in the Emergency room as an emergency nurse and if this project could be written with that in consideration, that would be greatly appreciated. Thank you!!***
Note: Post a (at least 500 word) response. Be sure to use evidence from the readings and include in-text citations. Utilize essay-level writing practice and skills, including the use of transitional material and organizational frames. Use the writing resources and the Discussion and Response Rubric to develop your post. Three credible references are required for this discussion post. A reference list is required. Use the most current evidence (usually less than or equal to 5 years old).
Rubric Detail – Blackboard Learn 9/25/17, 22:15https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16303604_1&rubric_id=_182157_1 Page 1 of 7Show DescriptionsRubric DetailSelect Grid View or List View to change the rubric’s layout.Name: NURS_6053_Week5_Discussion_RubricExitGrid View List ViewThoroughly responds to the discussion question(s)is reflective with critical analysis and synthesis representative of knowledge gained from the coursereadings for the module and current credible sources.supported by at least 3 current, credible sourcesResponds to the discussion question(s)is reflective with critical analysis and synthesis representative of knowledge gained from the coursereadings for the module.75% of post has exceptional depth and breadthsupported by at least 3 credible referencesResponds to most of the discussion question(s)is somewhat reflective with critical analysis and synthesis representative of knowledge gained fromthe course readings for the module.50% of post has exceptional depth and breadthsupported by at least 3 credible referencesMain Posting:Response to the discussion question is reflective with critical analysis and synthesisrepresentative of knowledge gained from the course readings for the module and currentcredible sources.–Outstanding Performance 44 (44%) – 44 (44%)Excellent Performance 40 (40%) – 43 (43%)Competent Performance 35 (35%) – 39 (39%)Proficient Performance 31 (31%) – 34 (34%)Rubric Detail – Blackboard Learn 9/25/17, 22:15https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16303604_1&rubric_id=_182157_1 Page 2 of 7Responds to some of the discussion question(s)one to two criteria are not addressed or are superficially addressedis somewhat lacking reflection and critical analysis and synthesissomewhat represents knowledge gained from the course readings for the module.post is cited with fewer than 2 credible referencesDoes not respond to the discussion question(s)lacks depth or superficially addresses criterialacks reflection and critical analysis and synthesisdoes not represent knowledge gained from the course readings for the module.contains only 1 or no credible referencesRoom for Improvement 0 (0%) – 30 (30%)Written clearly and conciselyContains no grammatical or spelling errorsFully adheres to current APA manual writing rules and styleWritten clearly and conciselyMay contain one or no grammatical or spelling errorAdheres to current APA manual writing rules and styleWritten conciselyMay contain one to two grammatical or spelling errorAdheres to current APA manual writing rules and styleWritten somewhat conciselyMay contain more than two spelling or grammatical errorsContains some APA formatting errorsMain Posting:Writing –Outstanding Performance 6 (6%) – 6 (6%)Excellent Performance 5.5 (5.5%) – 5.5 (5.5%)Competent Performance 5 (5%) – 5 (5%)Proficient Performance 4.5 (4.5%) – 4.5 (4.5%)Room for Improvement 0 (0%) – 4 (4%)Rubric Detail – Blackboard Learn 9/25/17, 22:15https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16303604_1&rubric_id=_182157_1 Page 3 of 7Not written clearly or conciselyContains more than two spelling or grammatical errorsDoes not adhere to current APA manual writing rules and styleMeets requirements for timely and full participationposts main discussion by due dateNANANADoes not meet requirement for full participationMain Posting:Timely and full participation –Outstanding Performance 10 (10%) – 10 (10%)Excellent Performance 0 (0%) – 0 (0%)Competent Performance 0 (0%) – 0 (0%)Proficient Performance 0 (0%) – 0 (0%)Room for Improvement 0 (0%) – 0 (0%)Response exhibits critical thinking and application to practice settingsresponds to questions posed by facultythe use of scholarly sources to support ideas demonstrates synthesis and understanding oflearning objectivesResponse exhibits critical thinking and application to practice settingsResponse has some depth and may exhibit critical thinking or application to practice settingResponse is on topic, may have some depthResponse may not be on topic, lacks depthFirst Response:Post to colleague’s main post that is reflective and justified with credible sources.–Outstanding Performance 9 (9%) – 9 (9%)Excellent Performance 8.5 (8.5%) – 8.5 (8.5%)Competent Performance 7.5 (7.5%) – 8 (8%)Proficient Performance 6.5 (6.5%) – 7 (7%)Room for Improvement 0 (0%) – 6 (6%)First Response: Rubric Detail – Blackboard Learn 9/25/17, 22:15https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16303604_1&rubric_id=_182157_1 Page 4 of 7Communication is professional and respectful to colleaguesResponse to faculty questions are fully answered if posedProvides clear, concise opinions and ideas that are supported by two or more credible sourcesResponse is effectively written in Standard Edited EnglishCommunication is professional and respectful to colleaguesResponse to faculty questions are answered if posedProvides clear, concise opinions and ideas that are supported by two or more credible sourcesResponse is effectively written in Standard Edited EnglishCommunication is mostly professional and respectful to colleaguesResponse to faculty questions are mostly answered if posedProvides opinions and ideas that are supported by few credible sourcesResponse is written in Standard Edited EnglishResponses posted in the discussion may lack effective professional communicationResponse to faculty questions are somewhat answered if posedFew or no credible sources are citedResponses posted in the discussion lack effectiveResponse to faculty questions are missingNo credible sources are citedWriting –Outstanding Performance 6 (6%) – 6 (6%)Excellent Performance 5.5 (5.5%) – 5.5 (5.5%)Competent Performance 5 (5%) – 5 (5%)Proficient Performance 4.5 (4.5%) – 4.5 (4.5%)Room for Improvement 0 (0%) – 4 (4%)Meets requirements for timely and full participationposts by due dateNAFirst Response:Timely and full participation –Outstanding Performance 5 (5%) – 5 (5%)Excellent Performance 0 (0%) – 0 (0%)Rubric Detail – Blackboard Learn 9/25/17, 22:15https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16303604_1&rubric_id=_182157_1 Page 5 of 7NANADoes not meet requirement for full participationCompetent Performance 0 (0%) – 0 (0%)Proficient Performance 0 (0%) – 0 (0%)Room for Improvement 0 (0%) – 0 (0%)Response exhibits critical thinking and application to practice settings * responds to questionsposed by facultythe use of scholarly sources to support ideas demonstrates synthesis and understanding oflearning objectivesResponse exhibits critical thinking and application to practice settingsResponse has some depth and may exhibit critical thinking or application to practice settingResponse is on topic, may have some depthResponse may not be on topic, lacks depthSecond Response:Post to colleague’s main post that is reflective and justified with credible sources. –Outstanding Performance 9 (9%) – 9 (9%)Excellent Performance 8.5 (8.5%) – 8.5 (8.5%)Competent Performance 7.5 (7.5%) – 8 (8%)Proficient Performance 6.5 (6.5%) – 7 (7%)Room for Improvement 0 (0%) – 6 (6%)Communication is professional and respectful to colleaguesResponse to faculty questions are fully answered if posedProvides clear, concise opinions and ideas that are supported by two or more credible sourcesResponse is effectively written in Standard Edited EnglishCommunication is professional and respectful to colleaguesResponse to faculty questions are answered if posedProvides clear, concise opinions and ideas that are supported by two or more credible sourcesResponse is effectively written in Standard Edited EnglishSecond Response:Writing –Outstanding Performance 6 (6%) – 6 (6%)Excellent Performance 5.5 (5.5%) – 5.5 (5.5%)Rubric Detail – Blackboard Learn 9/25/17, 22:15https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16303604_1&rubric_id=_182157_1 Page 6 of 7Total Points: 100Communication is mostly professional and respectful to colleaguesResponse to faculty questions are mostly answered if posedProvides opinions and ideas that are supported by few credible sourcesResponse is written in Standard Edited EnglishResponses posted in the discussion may lack effective professional communicationResponse to faculty questions are somewhat answered if posedFew or no credible sources are citedResponses posted in the discussion lack effectiveResponse to faculty questions are missingNo credible sources are citedCompetent Performance 5 (5%) – 5 (5%)Proficient Performance 4.5 (4.5%) – 4.5 (4.5%)Room for Improvement 0 (0%) – 4 (4%)Meets requirements for timely and full participationPosts by due dateNANANADoes not meet requirement for full participationSecond Response:Timely and full participation –Outstanding Performance 5 (5%) – 5 (5%)Excellent Performance 0 (0%) – 0 (0%)Competent Performance 0 (0%) – 0 (0%)Proficient Performance 0 (0%) – 0 (0%)Room for Improvement 0 (0%) – 0 (0%)Name: NURS_6053_Week5_Discussion_RubricRubric Detail – Blackboard Learn 9/25/17, 22:15https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/course/rubric?course_id=_16303604_1&rubric_id=_182157_1 Page 7 of 7Exit
Topic: Group Structure and RolesCriteria # Level I Heading Criteria Breakdown1 Group Formation a. Provide a description of a group with which you are currently or were involvedb. Provide an assessment of the group’s status in terms of the four stages of group formationa. Formingb. Stormingc. Normingd. Performingc. Support with appropriate course or external references2 Typical Group Role(s) a. Describe the task or group building role you typically play or played in this group o Use the roles as our authors describe in our Week 5 course resourcesb. Support with appropriate course or external references3 Facilitating Group Process a. Explain the strategies which you, as a leader, can apply to facilitate the group processesb. Address any particular problematic or challenging roles in the group o Use the roles as our authors describe in our Week 5 course resourceso Maintain anonymity, do not use namesc. Support with course or external referencesGraduate Level Template for Week 5PORTIONS of this assignment require personal reflection. Minimize the use of first personTo focus on group processes and strategies, identify a group (committee, task force) in which you currently serve as a member or leader. It may be necessary to review a non-work related group if you have not had the opportunity to participate in any work teamsRemember to use course resources to support your statements, facts, perspectives, and opinions with course resources to demonstrate learning.Analyze — Synthesize — Apply (to your situation) = Critical Thinking 1. Analyze the course materials and content from your lesson2. Synthesize the information3. Apply to your situation in the discussion criteria belowREMINDERS:• Do not use “Criterion #X” as your Level Heading — the Level I Heading provided in the template to ensure you meet all criteria for the DQ• APA Format does not require “Introduction” as a Level I Heading• In order to “Meet Expectations” your DQ must fully address each of the criteria• Define new terms from course materials and use references to supportIntroduction (do not use a Level I Heading)The introduction to your paper will provide a brief overview of your work. A “roadmap” of where your DQ will take the reader. The intro usually includes a fact or two, something to grab the attention of the reader, the purpose of the paper, and describing each of the criteria covered within the DQ. Group Formation (Criterion #1)a. Provide a description of a group with which you are currently or were involvedb. Provide an assessment of the group’s status in terms of the four stages of group formationc. If you are describing a group that occurred in the past, discuss how your group moved through all four stages of the group processTypical Group Role(s) (Criterion #2)a. Describe the task or group-building role you typically play (using roles as described in our course resources) in this group (there may be more than one that fits)Analyze – Synthesize – Apply = Critical Thinking! Facilitating Group Process and Managing Challenging Roles (Criterion #3)a. Explain the strategies which you, as a leader, can apply to facilitate the group processesb. Address any particular problematic roles in the group (Maintain confidentiality do not name individuals — discuss the more problematic roles as described by our course materials — that were or are evident in the group you are describing in Criterion #1)Analyze – Synthesize – Apply = Critical Thinking!Conclusion/SummaryA conclusion is a way to bring the salient points of the paper together to create a crescendo or an “exclamation” point to the paper emphasizing the message(s) you want the reader to take home. A summary summarizes the salient points of the paper, its a recap of the salient points, typically does not include new information.ReferencesReferences must be in APA formatting — although it is nearly impossible to achieve the hanging indent in this format. Double-check your APA resources for common mistakes/ issues — such as citing websites, media, and online resources. For each reference, there needs to be a corresponding citation in the text and vice versa (they need to match!).
