Reflection Paper

The purpose of Reflection-in-Action is to reflect upon what one has learned when writing letters to your legislator and discussing issues important attribute of nurse leaders.

 

Letters: BTP35111, BTP35110, BTP35097

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Reflection Paper

The purpose of Reflection-in-Action is to reflect upon what one has learned when writing letters to your legislator and discussing issues important attribute of nurse leaders.

 

Letters: BTP35111, BTP35110, BTP35097

"Order a similar paper and get 15% discount on your first order with us
Use the following coupon
"FIRST15"

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Reflection paper

A.  Reflect on your experience in the Leadership and Communication course by doing the following:

1. Provide a brief overview of your understanding of your Energy Graph from the Learning Report, including two personal strengths and two personal challenges that relate to your working style.

Note: Consider discussing your intensity level (Extreme, Effortless, Deliberate, Stress) in your main dynamics—Explore, Excite, Examine, and Execute—and how they relate to your strengths and challenges.

2.  Describe your experience(s) of conversations as they relate to the laws of conversation and the four levels of the conversation meter.

3.  Discuss your strategies for being a successful student, including how you will incorporate your strengths and address your challenges.

4.  Reflect on your overall experience in the course and how it applies to two of the following: academic activities, professional career, or personal life.

B.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

C.  Demonstrate professional communication in the content and presentation of your submission.

RUBRIC

A1. WORKING STYLE:

NOT EVIDENT

A discussion of 2 personal strengths and 2 personal challenges is not provided.

APPROACHING COMPETENCE

The response includes an impractical or poorly detailed overview of the candidate’s understanding of the Energy Graph, or the response is missing or provides unclear descriptions of 2 personal strengths and 2 personal challenges that relate to the candidate’s working style.

COMPETENT

The response includes a brief overview of the candidate’s understanding of the Energy Graph, including a description of 2 personal strengths and 2 personal challenges as they relate to the candidate’s working style.

A2. COMMUNICATION:

NOT EVIDENT

A description of the candidate’s experiences as they relate to the laws of conversation and the four levels of the conversation meter is not provided.

APPROACHING COMPETENCE

The description of the candidate’s experience(s) is missing a connection or includes an unclear connection to the laws of conversation and the four levels of the conversation meter.

COMPETENT

The description of the candidate’s conversation experience(s) demonstrates a thoughtful, reflective, and detailed connection to the laws of conversation and the four levels of the conversation meter.

A3. STRATEGIES:

NOT EVIDENT

A discussion of the strategies for being a successful student is not provided.

APPROACHING COMPETENCE

The discussion includes unfeasible strategies for being a successful student, or the discussion includes a missing or unclear understanding of how to incorporate personal strengths and address challenges to support success.

COMPETENT

The discussion includes feasible, applicable strategies for being a successful student. The discussion includes a thorough understanding of how to incorporate personal strengths and address challenges to support success.

A4. REFLECTION:

NOT EVIDENT

A reflection of the candidate’s overall experience in the course or how the candidate’s experience applies to academic activities, professional career, or personal life is not provided.

APPROACHING COMPETENCE

The reflection on the candidate’s overall experience in the course does not identify how specific course concepts apply to 2 of the following: academic activities, professional career, or personal life.

COMPETENT

The reflection on the candidate’s overall experience in the course is thoughtful, insightful, and identifies how specific course concepts apply to 2 of the following: academic activities, professional career, and personal life.

B. SOURCES:

NOT EVIDENT

The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

APPROACHING COMPETENCE

The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

COMPETENT

The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

C. PROFESSIONAL COMMUNICATION:

NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

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