Category: Nursing

  • [Solved] Nursing Theories, Conceptual Models and Philosophies

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    ## Module 4: Discussion Forum ## ![](https://agmu.instructure.com/courses/44901/files/11527903/preview)**Module 4:** iLead — A Transformational Leadership Intervention to Train Healthcare Managers’ Implementation Leadership **Instructions:** Read the article _:_ Richter, A., von Thiele Schwarz, U., …

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    ## Module 4: Discussion Forum

    ## ![](https://agmu.instructure.com/courses/44901/files/11527903/preview)**Module 4:** iLead — A Transformational Leadership Intervention to Train Healthcare Managers’ Implementation Leadership

    **Instructions:**

    Read the article _:_

    Richter, A., von Thiele Schwarz, U., Lornudd, C. _et al._ [iLead—a transformational leadership intervention to train healthcare managers’ implementation leadership.Links to an external site.](https://doi.org/10.1186/s13012-016-0475-6) _Implementation Sci_ **11**, 108 (2015).

    Post a summary of what you read emphasizing what most caught your attention in the study. How can you apply the leadership in your work?

    Remember to review the [academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-discussions) for your submission.

    **Submission Instructions:**

    – Submit your initial discussion post by 11:59 PM Eastern on Wednesday.
    – Contribute a minimum of 450 words for your initial post.
    – Respond to at least two of your classmates' discussion posts by 11:59 PM Eastern on Sunday. Ask a question, and provide a different viewpoint.

  • [Solved] provide a reply as a DNP student, using as support different from post references from 2020-2026. make it at least 1 page of length.

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    Pedro 7900: The right to the best possible state of physical or mental well-being has become one of the most important human rights with the greatest impact on global health laws and professional ethics. The right to the highest possible level of health creates an obligation for national governments…

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    Pedro 7900:

    The right to the best possible state of physical or mental well-being has become one of the most important human rights with the greatest impact on global health laws and professional ethics. The right to the highest possible level of health creates an obligation for national governments to provide equal access to health care regardless of race, gender, sexual preference, religion, disability status, etc. Global health is transformed from a voluntary social service to a legally enforceable obligation to deliver quality health care based on principles of justice, equality, and accountability when a rights-based approach is used in the delivery of global health services. (Forman et al. 2025) stated that a rights-based approach can strengthen global health laws and policies by identifying and addressing the root causes of inequalities in health and improving the position of vulnerable groups.

    Human rights provide a basis for shaping the ethics and legal frameworks surrounding health laws by providing standards of justice, fairness, and transparency. The role of human rights in shaping health law and ethics has been most apparent during public health emergencies, where governments have restricted individual freedom in order to protect population health. The application of human rights principles such as legality, necessity, proportionality, and non-discrimination serve as an ethical framework for determining whether emergency measures are both necessary and respect human dignity (OHCHR, 2023).

    Migrants, Refugees, Ethnic Minorities, and people who are in Poverty continue to have unequal access to Healthcare despite the various models that exist. The structural barriers that limit access to Essential Health Services include; Immigration Status, Language Barriers, Financial Insecurity, and Discrimination. Women and Girls, who are Migrant and Refugee, also face a double burden, which is being exposed to additional risk factors due to Gender Disparities, Limited Reproductive Health Care Options, and Exclusion from National Health Systems, and thus perpetuate existing Health Equity Gaps (Lingri & Petelos, 2025).

    Culture, religion, and ethnic background all have an impact on how individuals experience their own health through their belief systems, their behavior around seeking health care, and their confidence in the health care system that they are using. Cultural norms can influence how an individual views an illness and/or their willingness to adhere to a treatment plan; religious beliefs can guide the decision-making process for vaccinations, reproductive health, and end-of-life care. Systemic discrimination and historical mistrust can lead to increased barriers to access, making it even harder to achieve ethical principles of justice and equity when it comes to accessing health care (Forman et al., 2025).

    The inequity can be analyzed by using theories related to Social Determinant of Health and Structural Violence Theory that illustrate how government, societal and economic systems create systematic disadvantages in particular population groups. The Human Rights Frameworks are a direct counter to those inequities as they obligate governments legally and ethically to act against the root cause of health inequities not just their results (Mesquita et al., 2021).

    This discussion relates to several of the AACN DNP Essentials (Essential I: Scientific Underpinnings for Practice) as well as the DNP's ability to advocate for equitable healthcare policy (Essential V) as well as applying population level strategies to address health inequity at the population level (Essential VII) (AACN, 2021). The DNP is uniquely positioned to apply the tenets of human rights through evidence based practice, policy advocacy and through population focused interventions to develop ethical and equitable global health care systems.

    References

    American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education.

    United Nations Office of the High Commissioner for Human Rights. (2023). Principles and guidelines on human rights and public health emergencies. United Nations. https://www.ohchr.org/en/documents/tools-and-resources/principles-and-guidelines-human-rights-and-public-health

    Forman, L., Karim, S. A., & Kolawole, O. (2025). Global health with justice: The challenges and opportunities for human rights in global health law. Journal of Law, Medicine & Ethics, 53(1). https://doi.org/10.1017/jme.2025.1

    Lingri, D., & Petelos, E. (2025). Protecting the rights of migrant and refugee women and girls: A public health law perspective. European Journal of Public Health. https://doi.org/10.1093/eurpub/ckaf161.622

    Mesquita, J. B. D., Kapilashrami, A., & Meier, B. M. (2021). Strengthening human rights in global health law: Lessons from the COVID-19 response. Journal of Law, Medicine & Ethics. https://doi.org/10.2139/SSRN.3849742

  • [Solved] PPP week 4

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    In-depth study guidance and analytical solution covering PPP week 4.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Nursing Capstone assignment

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    In-depth study guidance and analytical solution covering Nursing Capstone assignment.

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    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] HIS QUESTION-520-A

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    I have a question about Healthcare policies.

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    I have a question about Healthcare policies.

  • [Solved] Divepro

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    **_Diversity Project: Guiding Question & Subject Identification_** * * * In last week's module, you chose an organization to analyze and stated a problem related to diversity you would like to investigate. In this module, you will be generating a guiding question and identifying the subjects you wil…

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    **_Diversity Project: Guiding Question & Subject Identification_**

    * * *

    In last week's module, you chose an organization to analyze and stated a problem related to diversity you would like to investigate. In this module, you will be generating a guiding question and identifying the subjects you will be studying. Please fill in the [Guiding Question Worksheet](https://stu.instructure.com/courses/50992/files/4516564?wrap=1 "Link") [Download Guiding Question Worksheet](https://stu.instructure.com/courses/50992/files/4516564/download?download_frd=1)to complete this assignment.

  • [Solved] Clinical guideline

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    **files (1)** – ## Clinicalguidelineassignment.docx **## Clinicalguidelineassignment.docx** **Clinical guideline assignment** Topic: Special Populations: Clinical Guideline for the Management of Violence, Abuse, and Neglect among Children, Adolescents & Older Adults. Instructions Please provide a br…

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    **files (1)**

    – ## Clinicalguidelineassignment.docx

    **## Clinicalguidelineassignment.docx**

    **Clinical guideline assignment**

    Topic: Special Populations: Clinical Guideline for the Management of Violence, Abuse, and Neglect among Children, Adolescents & Older Adults.

    Instructions

    Please provide a brief overview of the condition.  Discuss the following information: etiology (causative relationships), age of onset of the disorder, epidemiology (incidence, prevalence [male versus female ratios], and risk factors), DSM criteria (copy this information verbatim from the DSM-5-TR), sensitivity and specificity of screening tests, tools, or instruments if available or applicable (e.g., PHQ-9 for depression with significant scores), and pharmacological management related to your psychiatric condition and clinical guideline. Students will then present their clinical guideline, followed by a brief group discussion.

    **You can search for your clinical guideline using the CINAHL, PubMed, and/or PsycINFO databases.**

    **Please cite and add references. DO NOT USE AI. Document will be verified for plagiarism and AI detection.**

    **## Clinicalguidelineassignment.docx**

    **Clinical guideline assignment**

    Topic: Special Populations: Clinical Guideline for the Management of Violence, Abuse, and Neglect among Children, Adolescents & Older Adults.

    Instructions

    Please provide a brief overview of the condition.  Discuss the following information: etiology (causative relationships), age of onset of the disorder, epidemiology (incidence, prevalence [male versus female ratios], and risk factors), DSM criteria (copy this information verbatim from the DSM-5-TR), sensitivity and specificity of screening tests, tools, or instruments if available or applicable (e.g., PHQ-9 for depression with significant scores), and pharmacological management related to your psychiatric condition and clinical guideline. Students will then present their clinical guideline, followed by a brief group discussion.

    **You can search for your clinical guideline using the CINAHL, PubMed, and/or PsycINFO databases.**

    **Please cite and add references. DO NOT USE AI. Document will be verified for plagiarism and AI detection.**

  • [Solved] Philosophy of nursing

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    Describing my philosophy of nursing. Focus on mental health No more than 500 words.

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    Assignment Prompt & Instructions

    Describing my philosophy of nursing. Focus on mental health

    No more than 500 words.

  • [Solved] Lorem,lpsum

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    **files (1)** – ## NR293_Pharmacology_Active_Learning_Activity_from_PLP_Opportunities1-97cbf468-1faf-43bb-af91-81400a63c53b1.docx **## NR293_Pharmacology_Active_Learning_Activity_from_PLP_Opportunities1-97cbf468-1faf-43bb-af91-81400a63c53b1.docx** ## Purpose: To expand understanding an…

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    **files (1)**

    – ## NR293_Pharmacology_Active_Learning_Activity_from_PLP_Opportunities1-97cbf468-1faf-43bb-af91-81400a63c53b1.docx

    **## NR293_Pharmacology_Active_Learning_Activity_from_PLP_Opportunities1-97cbf468-1faf-43bb-af91-81400a63c53b1.docx**

    ## Purpose: To expand understanding and application pharmacologic concepts for integration of these concepts to support critical thinking.

    **Course outcomes:** This assignment enables the student to meet the following course outcomes:

    **CO1**: Apply the concepts of pharmacotherapeutics, pharmacokinetics, pharmacodynamics, and pharmacogenomics to the use of specific medication classifications in specific health conditions and in consideration of medication side/adverse effects, nursing implications, and medication teaching. (POs 1, 2, and 3)

    **CO2**: Apply principles of health promotion, as well as illness and injury prevention, to promote safety and effectiveness of commonly used pharmacologic therapy across the lifespan, taking into consideration sociocultural, genetic/genomic, developmental, and gender implications. (POs 3 and 8)

    **CO3**: Utilize the nursing process in understanding the effects of drug therapy on health outcomes across the lifespan within the framework of a diverse population of individuals, families, and communities. (PO 4)

    **CO4**: Examine the professional nursing roles of care manager, educator, researcher, and advocate in relation to pharmacologic therapy and within the framework of a diverse population of individuals, families, and communities. (POs 6 and 7)

    **Due date:** Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

    **Total points possible:** 50 points each; 100 points in course

    **Preparing the assignment**
    Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    1. Complete one Medication Concept Map for the selected drug classes (faculty will pick class of medication based on personalized learning platform (PLP) opportunities for improvement from completed PLP concepts).

    2. Include the following sections for each Medication Concept Map. (50 points/100%)

    · Medication – Medication Type

    · Category Class – Drug class

    · Expected Pharmacological Mechanism of Action

    · Therapeutic Uses

    ·
    Contraindications (minimum 3)

    · Medication Administration

    · Complications (minimum 3)

    · Nursing Specific Interventions/Implications (minimum 3)

    · Interactions (minimum 3)

    · Client Education (minimum 3)

    · Evaluation of Medication Effectiveness

    · Use appropriate resources and ideas to support topic with APA references.

    · Fewer than three unique errors in grammar, capitalization, punctuation, and/or spelling are present and if handwritten information is legible.

    3. Concept map template is on the final page of this guideline.

    For writing assistance (APA, formatting, or grammar) visit the Writing Center.

    ![A picture containing text, sign Description automatically generated](https://www.sweetstudy.com/questions/loremlpsum-20960241)

    **NR293 Pharmacology for Nursing Practice**

    **Active Learning Activity from Personalized Learning Platform Opportunities**

    **Please note** that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

    © 2025 Chamberlain University. All Rights Reserved

    NR293_NOV25_Pharmacology_Active Learning Activity 1

    **Grading Rubric:** Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

    | | | | | | |
    | — | — | — | — | — | — |
    | **Assignment Section and Required Criteria**<br>**(Points possible/% of total points available)** | **Highest Level of Performance** | **High Level of Performance** | **Satisfactory Level of Performance** | **Unsatisfactory Level of Performance** | **Section Not Present** |
    | **Medication Active Learning Template**<br>(50 points/100%) | **50 points** | **43 points** | **39 points** | **19 points** | **0 points** |
    | **Required Criteria**<br>Include the following for each Medication ALT:<br>· Medication – Medication Type<br>· Category Class – Drug Class<br>· Expected Pharmacological Mechanism of Action<br>· Therapeutic Uses<br>· Complications (minimum 3)<br>· Medication Administration<br>· Contraindications (minimum 3)<br>· Nursing Specific Interventions/ Implications (minimum 3)<br>· Interactions (minimum 3)<br>· Evaluation of Medication Effectiveness<br>· Client Education (minimum 3)<br>· APA reference(s)<br>· Fewer than three unique errors in grammar, capitalization, punctuation, and/or spelling are present and if handwritten information is legible. | Includes all listed required criteria. | Includes 10 or more required criteria. | Includes 9 or more required criteria. | Includes 8 or less required criteria. | No criteria for this section present. |
    | **Total Points Possible = 50 points** |

    Name____________________________________

    Medication Name (Generic Name) and Type

    Drug Class

    Expected Pharmacological Mechanism of Action (How it Works)

    Therapeutic Uses (Indications)

    Contraindications (minimum 3)

    Complications (minimum 3)

    Medication Administration (Dose and Route)

    Nursing Specific Interventions/Implications (minimum 3)

    Client Education (minimum 3)

    Evaluation of Medication Effectiveness

    Interactions (minimum 3)

    **References**

    **image1.png**

    **## NR293_Pharmacology_Active_Learning_Activity_from_PLP_Opportunities1-97cbf468-1faf-43bb-af91-81400a63c53b1.docx**

    ## Purpose: To expand understanding and application pharmacologic concepts for integration of these concepts to support critical thinking.

    **Course outcomes:** This assignment enables the student to meet the following course outcomes:

    **CO1**: Apply the concepts of pharmacotherapeutics, pharmacokinetics, pharmacodynamics, and pharmacogenomics to the use of specific medication classifications in specific health conditions and in consideration of medication side/adverse effects, nursing implications, and medication teaching. (POs 1, 2, and 3)

    **CO2**: Apply principles of health promotion, as well as illness and injury prevention, to promote safety and effectiveness of commonly used pharmacologic therapy across the lifespan, taking into consideration sociocultural, genetic/genomic, developmental, and gender implications. (POs 3 and 8)

    **CO3**: Utilize the nursing process in understanding the effects of drug therapy on health outcomes across the lifespan within the framework of a diverse population of individuals, families, and communities. (PO 4)

    **CO4**: Examine the professional nursing roles of care manager, educator, researcher, and advocate in relation to pharmacologic therapy and within the framework of a diverse population of individuals, families, and communities. (POs 6 and 7)

    **Due date:** Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

    **Total points possible:** 50 points each; 100 points in course

    **Preparing the assignment**
    Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

    1. Complete one Medication Concept Map for the selected drug classes (faculty will pick class of medication based on personalized learning platform (PLP) opportunities for improvement from completed PLP concepts).

    2. Include the following sections for each Medication Concept Map. (50 points/100%)

    · Medication – Medication Type

    · Category Class – Drug class

    · Expected Pharmacological Mechanism of Action

    · Therapeutic Uses

    ·
    Contraindications (minimum 3)

    · Medication Administration

    · Complications (minimum 3)

    · Nursing Specific Interventions/Implications (minimum 3)

    · Interactions (minimum 3)

    · Client Education (minimum 3)

    · Evaluation of Medication Effectiveness

    · Use appropriate resources and ideas to support topic with APA references.

    · Fewer than three unique errors in grammar, capitalization, punctuation, and/or spelling are present and if handwritten information is legible.

    3. Concept map template is on the final page of this guideline.

    For writing assistance (APA, formatting, or grammar) visit the Writing Center.

    ![A picture containing text, sign Description automatically generated](https://www.sweetstudy.com/questions/loremlpsum-20960241)

    **NR293 Pharmacology for Nursing Practice**

    **Active Learning Activity from Personalized Learning Platform Opportunities**

    **Please note** that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

    © 2025 Chamberlain University. All Rights Reserved

    NR293_NOV25_Pharmacology_Active Learning Activity 1

    **Grading Rubric:** Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

    | | | | | | |
    | — | — | — | — | — | — |
    | **Assignment Section and Required Criteria**<br>**(Points possible/% of total points available)** | **Highest Level of Performance** | **High Level of Performance** | **Satisfactory Level of Performance** | **Unsatisfactory Level of Performance** | **Section Not Present** |
    | **Medication Active Learning Template**<br>(50 points/100%) | **50 points** | **43 points** | **39 points** | **19 points** | **0 points** |
    | **Required Criteria**<br>Include the following for each Medication ALT:<br>· Medication – Medication Type<br>· Category Class – Drug Class<br>· Expected Pharmacological Mechanism of Action<br>· Therapeutic Uses<br>· Complications (minimum 3)<br>· Medication Administration<br>· Contraindications (minimum 3)<br>· Nursing Specific Interventions/ Implications (minimum 3)<br>· Interactions (minimum 3)<br>· Evaluation of Medication Effectiveness<br>· Client Education (minimum 3)<br>· APA reference(s)<br>· Fewer than three unique errors in grammar, capitalization, punctuation, and/or spelling are present and if handwritten information is legible. | Includes all listed required criteria. | Includes 10 or more required criteria. | Includes 9 or more required criteria. | Includes 8 or less required criteria. | No criteria for this section present. |
    | **Total Points Possible = 50 points** |

    Name____________________________________

    Medication Name (Generic Name) and Type

    Drug Class

    Expected Pharmacological Mechanism of Action (How it Works)

    Therapeutic Uses (Indications)

    Contraindications (minimum 3)

    Complications (minimum 3)

    Medication Administration (Dose and Route)

    Nursing Specific Interventions/Implications (minimum 3)

    Client Education (minimum 3)

    Evaluation of Medication Effectiveness

    Interactions (minimum 3)

    **References**

    **image1.png**

  • [Solved] Assigment .Apa seven . All instructions attached.

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    **files (3)** – ## Instrucction.docx – ## LDR-462-RS-T3-Problem-Solving-Scenarios2.docx – LDR-462Rubric-LDR-462TheIDEALProblem-SolvingMethod.pdf **## Instrucction.docx** **LDR-462 The IDEAL Problem-Solving Method** Start Date Feb 2, 2026, 12:00 AM Due Date Feb 8, 2026, 11:59 PM Points 75 Assessment …

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    **files (3)**

    – ## Instrucction.docx

    – ## LDR-462-RS-T3-Problem-Solving-Scenarios2.docx

    – LDR-462Rubric-LDR-462TheIDEALProblem-SolvingMethod.pdf

    **## Instrucction.docx**

    **LDR-462 The IDEAL Problem-Solving Method**

    Start Date

    Feb 2, 2026, 12:00 AM

    Due Date

    Feb 8, 2026, 11:59 PM

    Points

    75

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    The purpose of this assignment is to apply the IDEAL problem-solving method to relevant business scenarios.

    Professionals recognize the need to integrate problem-solving skills in the work environment. The IDEAL problem-solving method, developed by Bradford and Stein, consists of these five steps:

    1.
    **I** dentifying the problem.

    2.
    **D** efining the problem.

    3.
    **E** xploring strategies.

    4.
    **A** cting on ideas.

    5.
    **L** ooking back.

    Read the "Problem-Solving Scenarios" document. Select one relevant business scenario, then create a 300- to 500-word reflection that addresses the following elements:

    · Examine the behaviors presented in the selected scenario. Apply the IDEAL problem-solving process to the scenario. Be sure you discuss each aspect (identify, define, explore, act, and look back) of the method as it relates to the scenario.

    · Determine whether the behavior in the scenario could be described as unethical or illegal and how it should be addressed professionally.

    · Which step of the IDEAL method did you think was the most beneficial in examining the scenario. Why?

    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.

    Attachments

    **## LDR-462-RS-T3-Problem-Solving-Scenarios2.docx**

    ![A close up of black letters Description automatically generated](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20960237)

    **Problem-Solving Scenarios**

    **Directions:** Select one of the following business scenarios and apply the IDEAL problem-solving method. Be sure to address each of the questions presented in the assignment description.

    1.
    **Roger Richardson**

    Roger Richardson works as an IT manager for a small accounting firm. The company has recently purchased new computers for its nearly 40 employees, and it needs to dispose of the old computers because confidential financial information and employees' personal information is stored on the hard drives. Because the company is small, Roger and one other IT staff member, Russell Bedford, typically handle all matters related to the procurement, maintenance, and disposal of all company computer systems. Normally, he and Russell go out behind the building, physically destroy the computers' hard drives, and then throw all the equipment into the dumpster for removal. Recently, Roger has been told by the company president that they need to be more environmentally responsible and that all electronics should instead be recycled. Russell offered to take the machines to the local recycling center for proper disposal, but Roger said he would handle it himself. However, instead of driving the computers to the recycling center, Roger took the computers home in his truck one night after work and stored them in his garage. Over the next several months, he replaced the hard drives of all the computers and sold them online and to other local small businesses for $250 each, earning him close to $10,000.

    2.
    **Melissa Anderson, Connie Maddox, and the HR Executive**

    A new CEO, Melissa Anderson, met with her leadership team to emphasize the importance of trust within their positions and to reiterate the need for the team to demonstrate trust throughout the company. Employee morale had been quite low for some time because of a lack of trust in leadership and the staff feeling unsupported. After recent layoffs and the changing of CEOs, morale hit an all-time low. After the meeting, Melissa met privately with Connie Maddox, who is an employee working under one of Melissa's direct reports, an executive team member named Rajantiben Patel. Melissa and Connie had a full discussion about moving Connie into an office with a window, a privilege typically reserved for employees at the executive director level and above. After the meeting, Connie went directly to human resources (HR) to tell them that the CEO had approved her transition into a window office and HR needed to handle the move. The HR executive went immediately to Rajantiben and asked him if he knew about the move and if he had authorized it. Rajantiben had not heard anything about it, but he disclosed to the HR executive that he had recently been told by another member of the team that Melissa and Connie seemed to be meeting alone in Melissa's office a lot lately. This same team member shared that she overheard Connie having a hushed conversation in the break room during which she was bragging to another coworker about how she was going to "take full advantage of the dirt" she had on Melissa for as long as she could. This team member had expressed concerns to Rajantiben that Connie was getting special treatment because of whatever secrets she knew about the CEO's personal life. When the HR executive addressed Melissa, she said, "Look, I authorized it, so there is no need to discuss anything further!" The HR executive and Rajantiben were concerned, but they were not sure there was anything they could do.

    3.
    **Donna Blakeny, Debbie Jones, and James Alvarado**

    One evening after work, the management team for a software development company attended an off-site dinner meeting with one of its vendors at a restaurant in a local hotel. After dinner, the software development team's executive director, Donna Blakeny, looked at her phone, grabbed her purse, and excused herself from the table, saying that she needed to go home. A short time later, James Alvarado, one of the vendor's sales team members, said he also had to leave and headed toward the hotel lobby. Because people were laughing and drinking at the table, most of the group did not notice that neither Donna nor James had actually left the hotel. One of the software development team members, Debbie Jones, had a direct line of sight to the hotel elevators, and she saw Donna enter an elevator going to the hotel's guest room floors rather than exiting the main lobby doors to her car parked outside. After witnessing this, Debbie paid attention to where other meeting attendees went when they left the gathering. Everyone went out the front door of the hotel, except James, who got into an elevator to the hotel's guest room floors. A few people from the group lingered at the hotel bar for a few more hours. At 1:00 a.m., there were three people left: two from the software development company (including Debbie) and one from the vendor. As the small group disbanded, they made their way into the hotel lobby to say their goodbyes. At that moment, the hotel elevator door opened, and Donna and James walked out arm-in-arm. Neither of them noticed their colleagues standing in the lobby as they walked through the hotel's front doors, kissed passionately, and then parted ways to walk to their respective cars. The dinner attendees standing in the hotel lobby looked at each other in shock and quickly said their goodbyes, not quite knowing how to react to what they had just seen. The next morning, Debbie approached Donna about the incident and expressed concerns about what the group had witnessed. Debbie felt uncomfortable bringing it up because she reported to Donna, but she also knew that this vendor was one of a handful of companies that were bidding on a huge contract. Debbie knew that another vendor might be the better choice, but she worried that this relationship could impact this project for her company. Donna told Debbie not to worry about any of that and said that although she would not stop seeing James, she would try to make the relationship less noticeable in the future. Debbie was conflicted, but she did not raise the issue again. A few weeks later, James's company got the contract.

    4.
    **Private Loan Service Provider**

    Kristina Simmons, a relatively new member of the marketing team for a private loan service provider, is working on developing a marketing campaign directed at lower-income families to help them make ends meet, particularly during the holidays. The campaign emphasizes the opportunity of "freedom from high-interest credit card debt" and the ability to "provide a wonderful holiday for the family without worrying about having cash on hand," all while downplaying the fact that the interest rates on these personal loans are low only for the first 90 days after disbursement and then jump higher than many credit card annual percentage rates (APRs). Kristina had been hired 6 months prior by the loan company, which billed itself externally as an organization that created opportunities to help people get back on their feet after financial hardship. After working there for a few months, Kristina had continually observed that the culture was highly competitive and people were focused primarily on selling products, not on helping customers. She needed the job, so she had tried to keep her head down and work hard. At the outset of this new project, Kristina had expressed concerns to her manager, William Richardson, about the fact that their company seemed to prey on people who might not really be able to afford the loan payments. William chuckled, shrugged, and encouraged her to put those thoughts aside and "just focus on the job at hand."

    "Besides," William reminded Kristina, "if you do well on this project, a big bonus will surely be coming your way at the end of the year!" Despite Kristina's hesitations, she continued working on the marketing campaign.

    © 2026. Grand Canyon University. All Rights Reserved.

    3

    ## image1.png

    **LDR-462Rubric-LDR-462TheIDEALProblem-SolvingMethod.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ldr-462rubric-ldr-462theidealproblem-solvingmethod-pdf)

    **LDR-462Rubric-LDR-462TheIDEALProblem-SolvingMethod.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ldr-462rubric-ldr-462theidealproblem-solvingmethod-pdf)

    **## Instrucction.docx**

    **LDR-462 The IDEAL Problem-Solving Method**

    Start Date

    Feb 2, 2026, 12:00 AM

    Due Date

    Feb 8, 2026, 11:59 PM

    Points

    75

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    The purpose of this assignment is to apply the IDEAL problem-solving method to relevant business scenarios.

    Professionals recognize the need to integrate problem-solving skills in the work environment. The IDEAL problem-solving method, developed by Bradford and Stein, consists of these five steps:

    1.
    **I** dentifying the problem.

    2.
    **D** efining the problem.

    3.
    **E** xploring strategies.

    4.
    **A** cting on ideas.

    5.
    **L** ooking back.

    Read the "Problem-Solving Scenarios" document. Select one relevant business scenario, then create a 300- to 500-word reflection that addresses the following elements:

    · Examine the behaviors presented in the selected scenario. Apply the IDEAL problem-solving process to the scenario. Be sure you discuss each aspect (identify, define, explore, act, and look back) of the method as it relates to the scenario.

    · Determine whether the behavior in the scenario could be described as unethical or illegal and how it should be addressed professionally.

    · Which step of the IDEAL method did you think was the most beneficial in examining the scenario. Why?

    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.

    Attachments

    **## LDR-462-RS-T3-Problem-Solving-Scenarios2.docx**

    ![A close up of black letters Description automatically generated](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20960237)

    **Problem-Solving Scenarios**

    **Directions:** Select one of the following business scenarios and apply the IDEAL problem-solving method. Be sure to address each of the questions presented in the assignment description.

    1.
    **Roger Richardson**

    Roger Richardson works as an IT manager for a small accounting firm. The company has recently purchased new computers for its nearly 40 employees, and it needs to dispose of the old computers because confidential financial information and employees' personal information is stored on the hard drives. Because the company is small, Roger and one other IT staff member, Russell Bedford, typically handle all matters related to the procurement, maintenance, and disposal of all company computer systems. Normally, he and Russell go out behind the building, physically destroy the computers' hard drives, and then throw all the equipment into the dumpster for removal. Recently, Roger has been told by the company president that they need to be more environmentally responsible and that all electronics should instead be recycled. Russell offered to take the machines to the local recycling center for proper disposal, but Roger said he would handle it himself. However, instead of driving the computers to the recycling center, Roger took the computers home in his truck one night after work and stored them in his garage. Over the next several months, he replaced the hard drives of all the computers and sold them online and to other local small businesses for $250 each, earning him close to $10,000.

    2.
    **Melissa Anderson, Connie Maddox, and the HR Executive**

    A new CEO, Melissa Anderson, met with her leadership team to emphasize the importance of trust within their positions and to reiterate the need for the team to demonstrate trust throughout the company. Employee morale had been quite low for some time because of a lack of trust in leadership and the staff feeling unsupported. After recent layoffs and the changing of CEOs, morale hit an all-time low. After the meeting, Melissa met privately with Connie Maddox, who is an employee working under one of Melissa's direct reports, an executive team member named Rajantiben Patel. Melissa and Connie had a full discussion about moving Connie into an office with a window, a privilege typically reserved for employees at the executive director level and above. After the meeting, Connie went directly to human resources (HR) to tell them that the CEO had approved her transition into a window office and HR needed to handle the move. The HR executive went immediately to Rajantiben and asked him if he knew about the move and if he had authorized it. Rajantiben had not heard anything about it, but he disclosed to the HR executive that he had recently been told by another member of the team that Melissa and Connie seemed to be meeting alone in Melissa's office a lot lately. This same team member shared that she overheard Connie having a hushed conversation in the break room during which she was bragging to another coworker about how she was going to "take full advantage of the dirt" she had on Melissa for as long as she could. This team member had expressed concerns to Rajantiben that Connie was getting special treatment because of whatever secrets she knew about the CEO's personal life. When the HR executive addressed Melissa, she said, "Look, I authorized it, so there is no need to discuss anything further!" The HR executive and Rajantiben were concerned, but they were not sure there was anything they could do.

    3.
    **Donna Blakeny, Debbie Jones, and James Alvarado**

    One evening after work, the management team for a software development company attended an off-site dinner meeting with one of its vendors at a restaurant in a local hotel. After dinner, the software development team's executive director, Donna Blakeny, looked at her phone, grabbed her purse, and excused herself from the table, saying that she needed to go home. A short time later, James Alvarado, one of the vendor's sales team members, said he also had to leave and headed toward the hotel lobby. Because people were laughing and drinking at the table, most of the group did not notice that neither Donna nor James had actually left the hotel. One of the software development team members, Debbie Jones, had a direct line of sight to the hotel elevators, and she saw Donna enter an elevator going to the hotel's guest room floors rather than exiting the main lobby doors to her car parked outside. After witnessing this, Debbie paid attention to where other meeting attendees went when they left the gathering. Everyone went out the front door of the hotel, except James, who got into an elevator to the hotel's guest room floors. A few people from the group lingered at the hotel bar for a few more hours. At 1:00 a.m., there were three people left: two from the software development company (including Debbie) and one from the vendor. As the small group disbanded, they made their way into the hotel lobby to say their goodbyes. At that moment, the hotel elevator door opened, and Donna and James walked out arm-in-arm. Neither of them noticed their colleagues standing in the lobby as they walked through the hotel's front doors, kissed passionately, and then parted ways to walk to their respective cars. The dinner attendees standing in the hotel lobby looked at each other in shock and quickly said their goodbyes, not quite knowing how to react to what they had just seen. The next morning, Debbie approached Donna about the incident and expressed concerns about what the group had witnessed. Debbie felt uncomfortable bringing it up because she reported to Donna, but she also knew that this vendor was one of a handful of companies that were bidding on a huge contract. Debbie knew that another vendor might be the better choice, but she worried that this relationship could impact this project for her company. Donna told Debbie not to worry about any of that and said that although she would not stop seeing James, she would try to make the relationship less noticeable in the future. Debbie was conflicted, but she did not raise the issue again. A few weeks later, James's company got the contract.

    4.
    **Private Loan Service Provider**

    Kristina Simmons, a relatively new member of the marketing team for a private loan service provider, is working on developing a marketing campaign directed at lower-income families to help them make ends meet, particularly during the holidays. The campaign emphasizes the opportunity of "freedom from high-interest credit card debt" and the ability to "provide a wonderful holiday for the family without worrying about having cash on hand," all while downplaying the fact that the interest rates on these personal loans are low only for the first 90 days after disbursement and then jump higher than many credit card annual percentage rates (APRs). Kristina had been hired 6 months prior by the loan company, which billed itself externally as an organization that created opportunities to help people get back on their feet after financial hardship. After working there for a few months, Kristina had continually observed that the culture was highly competitive and people were focused primarily on selling products, not on helping customers. She needed the job, so she had tried to keep her head down and work hard. At the outset of this new project, Kristina had expressed concerns to her manager, William Richardson, about the fact that their company seemed to prey on people who might not really be able to afford the loan payments. William chuckled, shrugged, and encouraged her to put those thoughts aside and "just focus on the job at hand."

    "Besides," William reminded Kristina, "if you do well on this project, a big bonus will surely be coming your way at the end of the year!" Despite Kristina's hesitations, she continued working on the marketing campaign.

    © 2026. Grand Canyon University. All Rights Reserved.

    3

    ## image1.png

    **LDR-462Rubric-LDR-462TheIDEALProblem-SolvingMethod.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ldr-462rubric-ldr-462theidealproblem-solvingmethod-pdf)

    **## Instrucction.docx**

    **LDR-462 The IDEAL Problem-Solving Method**

    Start Date

    Feb 2, 2026, 12:00 AM

    Due Date

    Feb 8, 2026, 11:59 PM

    Points

    75

    Assessment Traits

    Requires Lopeswrite

    Assessment Description

    The purpose of this assignment is to apply the IDEAL problem-solving method to relevant business scenarios.

    Professionals recognize the need to integrate problem-solving skills in the work environment. The IDEAL problem-solving method, developed by Bradford and Stein, consists of these five steps:

    1.
    **I** dentifying the problem.

    2.
    **D** efining the problem.

    3.
    **E** xploring strategies.

    4.
    **A** cting on ideas.

    5.
    **L** ooking back.

    Read the "Problem-Solving Scenarios" document. Select one relevant business scenario, then create a 300- to 500-word reflection that addresses the following elements:

    · Examine the behaviors presented in the selected scenario. Apply the IDEAL problem-solving process to the scenario. Be sure you discuss each aspect (identify, define, explore, act, and look back) of the method as it relates to the scenario.

    · Determine whether the behavior in the scenario could be described as unethical or illegal and how it should be addressed professionally.

    · Which step of the IDEAL method did you think was the most beneficial in examining the scenario. Why?

    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.

    Attachments

    **## LDR-462-RS-T3-Problem-Solving-Scenarios2.docx**

    ![A close up of black letters Description automatically generated](https://www.sweetstudy.com/questions/assigment-apa-seven-all-instructions-attached-20960237)

    **Problem-Solving Scenarios**

    **Directions:** Select one of the following business scenarios and apply the IDEAL problem-solving method. Be sure to address each of the questions presented in the assignment description.

    1.
    **Roger Richardson**

    Roger Richardson works as an IT manager for a small accounting firm. The company has recently purchased new computers for its nearly 40 employees, and it needs to dispose of the old computers because confidential financial information and employees' personal information is stored on the hard drives. Because the company is small, Roger and one other IT staff member, Russell Bedford, typically handle all matters related to the procurement, maintenance, and disposal of all company computer systems. Normally, he and Russell go out behind the building, physically destroy the computers' hard drives, and then throw all the equipment into the dumpster for removal. Recently, Roger has been told by the company president that they need to be more environmentally responsible and that all electronics should instead be recycled. Russell offered to take the machines to the local recycling center for proper disposal, but Roger said he would handle it himself. However, instead of driving the computers to the recycling center, Roger took the computers home in his truck one night after work and stored them in his garage. Over the next several months, he replaced the hard drives of all the computers and sold them online and to other local small businesses for $250 each, earning him close to $10,000.

    2.
    **Melissa Anderson, Connie Maddox, and the HR Executive**

    A new CEO, Melissa Anderson, met with her leadership team to emphasize the importance of trust within their positions and to reiterate the need for the team to demonstrate trust throughout the company. Employee morale had been quite low for some time because of a lack of trust in leadership and the staff feeling unsupported. After recent layoffs and the changing of CEOs, morale hit an all-time low. After the meeting, Melissa met privately with Connie Maddox, who is an employee working under one of Melissa's direct reports, an executive team member named Rajantiben Patel. Melissa and Connie had a full discussion about moving Connie into an office with a window, a privilege typically reserved for employees at the executive director level and above. After the meeting, Connie went directly to human resources (HR) to tell them that the CEO had approved her transition into a window office and HR needed to handle the move. The HR executive went immediately to Rajantiben and asked him if he knew about the move and if he had authorized it. Rajantiben had not heard anything about it, but he disclosed to the HR executive that he had recently been told by another member of the team that Melissa and Connie seemed to be meeting alone in Melissa's office a lot lately. This same team member shared that she overheard Connie having a hushed conversation in the break room during which she was bragging to another coworker about how she was going to "take full advantage of the dirt" she had on Melissa for as long as she could. This team member had expressed concerns to Rajantiben that Connie was getting special treatment because of whatever secrets she knew about the CEO's personal life. When the HR executive addressed Melissa, she said, "Look, I authorized it, so there is no need to discuss anything further!" The HR executive and Rajantiben were concerned, but they were not sure there was anything they could do.

    3.
    **Donna Blakeny, Debbie Jones, and James Alvarado**

    One evening after work, the management team for a software development company attended an off-site dinner meeting with one of its vendors at a restaurant in a local hotel. After dinner, the software development team's executive director, Donna Blakeny, looked at her phone, grabbed her purse, and excused herself from the table, saying that she needed to go home. A short time later, James Alvarado, one of the vendor's sales team members, said he also had to leave and headed toward the hotel lobby. Because people were laughing and drinking at the table, most of the group did not notice that neither Donna nor James had actually left the hotel. One of the software development team members, Debbie Jones, had a direct line of sight to the hotel elevators, and she saw Donna enter an elevator going to the hotel's guest room floors rather than exiting the main lobby doors to her car parked outside. After witnessing this, Debbie paid attention to where other meeting attendees went when they left the gathering. Everyone went out the front door of the hotel, except James, who got into an elevator to the hotel's guest room floors. A few people from the group lingered at the hotel bar for a few more hours. At 1:00 a.m., there were three people left: two from the software development company (including Debbie) and one from the vendor. As the small group disbanded, they made their way into the hotel lobby to say their goodbyes. At that moment, the hotel elevator door opened, and Donna and James walked out arm-in-arm. Neither of them noticed their colleagues standing in the lobby as they walked through the hotel's front doors, kissed passionately, and then parted ways to walk to their respective cars. The dinner attendees standing in the hotel lobby looked at each other in shock and quickly said their goodbyes, not quite knowing how to react to what they had just seen. The next morning, Debbie approached Donna about the incident and expressed concerns about what the group had witnessed. Debbie felt uncomfortable bringing it up because she reported to Donna, but she also knew that this vendor was one of a handful of companies that were bidding on a huge contract. Debbie knew that another vendor might be the better choice, but she worried that this relationship could impact this project for her company. Donna told Debbie not to worry about any of that and said that although she would not stop seeing James, she would try to make the relationship less noticeable in the future. Debbie was conflicted, but she did not raise the issue again. A few weeks later, James's company got the contract.

    4.
    **Private Loan Service Provider**

    Kristina Simmons, a relatively new member of the marketing team for a private loan service provider, is working on developing a marketing campaign directed at lower-income families to help them make ends meet, particularly during the holidays. The campaign emphasizes the opportunity of "freedom from high-interest credit card debt" and the ability to "provide a wonderful holiday for the family without worrying about having cash on hand," all while downplaying the fact that the interest rates on these personal loans are low only for the first 90 days after disbursement and then jump higher than many credit card annual percentage rates (APRs). Kristina had been hired 6 months prior by the loan company, which billed itself externally as an organization that created opportunities to help people get back on their feet after financial hardship. After working there for a few months, Kristina had continually observed that the culture was highly competitive and people were focused primarily on selling products, not on helping customers. She needed the job, so she had tried to keep her head down and work hard. At the outset of this new project, Kristina had expressed concerns to her manager, William Richardson, about the fact that their company seemed to prey on people who might not really be able to afford the loan payments. William chuckled, shrugged, and encouraged her to put those thoughts aside and "just focus on the job at hand."

    "Besides," William reminded Kristina, "if you do well on this project, a big bonus will surely be coming your way at the end of the year!" Despite Kristina's hesitations, she continued working on the marketing campaign.

    © 2026. Grand Canyon University. All Rights Reserved.

    3

    ## image1.png

    **LDR-462Rubric-LDR-462TheIDEALProblem-SolvingMethod.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/ldr-462rubric-ldr-462theidealproblem-solvingmethod-pdf)