Category: Nursing

Human Biological Sample Ethics Essay

Upon review of “Ethical issues in the export, storage and reuse of human biological samples in biomedical research: perspectives of key stakeholders in Ghana and Kenya,” there are several key issues identified in the trial in regards to bio-specimens (Tindana, P., Molyneux C., Bull, S., & Parker, M., 2014). The first being the ability to understanding the collection process and the purpose for the collected samples. There were many misconceptions to how blood samples were transported and if it was safe to be collected. Human Biological Sample Ethics Essay. The second issue identified was the determination of consenting to biological samples being used for future use and what the potential impact of the future studies have on a the research subjects and/or community. The third issue was the ownership of samples once collected and is the work of collecting the samples acknowledged in future research and publications. The cultural negative associations with blood complicated these issues and the consenting process. Although suggestions to aid in the protection of subjects and their biological samples were provided, like the IRB deciding future use acceptability, the intertwining of all of the issues was clearly depicted indicating the complexity of a solution (Tinda et al., 2014). Human Biological Sample Ethics Essay.

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The study, “The debate over research on stored biological samples: what do the sources think” supports the complexity of bio-specimen collection and processing, even with the subject population being in the United States of America (Wendler & Emanuel, 2002). The debate included samples that were personably identifiable versus “anoymized” and the difference in future research for the disease the sample was originally collected for versus new indications. Human Biological Sample Ethics Essay. The idea to consent subjects at the start of the trial for future research, so re-consenting difficulties to “lost” subjects can be minimalized, adds the issue of how subjects can consent to future research when they do not know the future risks and benefits. The data collected indicated five suggestions to the current process, like “requiring consent the first time the samples are used for research purposes.” (Wendler & Emmanuel, 2002). Human Biological Sample Ethics Essay.

The complexity of research biological samples is apparent, but I do not believe it always gets the attention it deserves. As someone who has worked in a clinical research laboratory processing research samples, I can attest to the high level of care and detail put forth to process and handle samples correctly, so the proper analysis could be completed. The samples are irreplaceable, which supports the concern for ownership of the samples once collected that the first article described with publications (Tinda et al., 2014). Human Biological Sample Ethics Essay. I have also consented patients to clinical trials and had to explain the different bio-specimen collection parameters outlined in the consent form. From my experience, most patients do not truly understand what will happen to their biological samples, but they understand it could potentially help make new discoveries in science and medicine, so they are more inclined to participate. The idea if subjects consent to future research for their disease then they are open to future research for other diseases (Wendler & Emmanuel, 2002), also holds true when I have personally spoke to patients. It is interesting to me to learn about the perceptions of biological samples collection for different diseases, as almost all of my research experience is in oncology and there is definitely an altruistic component to consenting to research when it is a matter of life and death.  Human Biological Sample Ethics Essay.

References:

Tindana, P., Molyneux C., Bull, S., & Parker, M. (2014). 
Ethical issues in the export, storage and reuse of human biological samples in biomedical research: Perspectives of key stakeholders in Ghana and Kenya. 
. BMC Medical Ethics. 15(1). Retrieved From https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4210627/

Wendler D., & Emanuel E. (2002). The debate over research on stored biological samples: what do the sources think? Arch Intern Med, 162. (pp. 1457–1462). Retrieved From http://www.lcg.unam.mx/frontiers/files/frontiers/Wendler%20D.pdf. Human Biological Sample Ethics Essay

NRS-490 Scholarly Activity Summary

This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10.

Overview

This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.

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Problem

This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.

Solution

This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section. NRS-490 Scholarly Activity Summary

Opportunity

This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse?

NRS-490-RS-Scholarly Activity Summary

Program Competencies Addressed

This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP. NRS-490 Scholarly Activity Summary

Reuse of Human/ Biological Specimens for Future Research

Key Issues:

Research on biological specimens is ever growing. With genetic and unspecified future research becoming more common, there is need for increased regulatory oversight for the use of biological specimens (and PHI). In the article, 
Ethical issues in the export, storage and reuse of human biological samples in biomedical research: Perspectives of key stakeholders in Ghana and Kenya,
 the authors outline five key issues researchers in Ghana and Kenya face when working with biological samples for research: cultural influences on blood sample collection; broad consent; export of samples; local ethics committees’ concerns; and feasibility of monitoring such future use of specimens. The issues described in this article are applicable to almost any institution that collects and uses biological specimens for future research.Cultural implications and export of samples is underrated. I don’t think this is usually considered by researchers using human specimens for secondary research. Future research may include testing a human blood sample in an animal, and what if that person’s religion or cultural belief was against testing in animals?  Reuse of Human/ Biological Specimens for Future Research

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How would they be able to redact that consent? They’d likely never be provided with this updated information. This touches on the idea of broad consent which usually has specific limitations (some information on the future research is usually provided). However, researchers may want to keep consent vague as to not limit their opportunities. Lastly, local ethics boards must create a proper reviewing mechanism to ensure original consents are being followed for secondary research. This is often very difficult as some committees are small and lack proper resources. Reuse of Human/ Biological Specimens for Future Research

Additional Information on the Issues:

There exists several studies that resulted in poor outcomes due to the issues noted above. For instance, a patient sued his physician after discovering his physician created a cell line from his spleen cells and ultimately filed for a patent (Hakimian & Korn, 2004, p. 2502). However, the only research activities the patient agreed to in the consent form he signed was a splenectomy. There was no mention in the consent of future use of specimens/data for commercial profit. uch misuse led to a lawsuit. Interestingly, the California Supreme Court ruled against the patient’s claimed ownership as it “contradicted the notion that a cell line is the product of invention” (Hakimian & Korn, 2004, p. 2502). This is very similar to Henrietta Lack’s case where the HeLa cell line was created from her cervical cancer cells and are still used today. Reuse of Human/ Biological Specimens for Future Research. Today, consent forms are drafted intentionally vague. Researchers don’t want to limit what they can do with specimens/data they’ve collected. This relates to broad and blanket consent. Blanket consent is essentially consent to future researcher with no specific limitations as to what the researcher can do with the specimens/data (Chandros Hall). It essentially gives the researcher free reign. Broad consent on the other hand is consent with outlined limitations (Chandros Hall). Broad consent is still vague, but it offers more information on what could possibly be done with specimens/data collected. These issues will continue to arise as future research consent is becoming more and more common. Reuse of Human/ Biological Specimens for Future Research.

Personnel Opinion:

Having reviewed many research studies, most research that involves future use is medical. And many of those are industry-sponsored projects. The majority of those consent forms reflect a contract—it’s somewhat chilling to imagine an individual with an 8th grade reading level presented with that type of consent form. It’s hard to believe they fully understand the research at hand, but to ask them for permission to keep and use their specimens for future research is even more unimaginable. How do they know what “future research” is? And how do they know their specimens/data will be used in accordance with applicable regulations? The problem is that there really is no way for a subject to truly understand “future research” because even the researchers don’t know what that future research will entail. So how can they agree to it? That’s somewhat like someone asking you for money, but they want your approval to do whatever they want with—buy drugs, invest to make more money, etc.—and they may not tell you right now what they’re going to use it for. Would you be OK with this? Reuse of Human/ Biological Specimens for Future Research.

References:

Hakimian, R., & Korn, D. (2004). Ownership and use of tissue specimens in research. 
JAMA
, 292(20), 2500-2505.

Chandros Hall, S. 
The ethics of genetic research with stored samples and data
 [PowerPoint slides]. Retrieved from
https://www.bioethics.nih.gov/courses/pdf/2015/session4_hull.pdf
. Reuse of Human/ Biological Specimens for Future Research

Structure of Health Insurance Paper

The present health care system relies on public and private health  insurance systems. On the basis of your understanding of the health  insurance system, answer the following questions:

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Explain the basic structure of health insurance and analyze its most  important part. Describe the main purpose of health insurance in your  own words.

What impact do you think health insurance has on our economy today?

Explain why managed care was incorporated in the US health care  system long ago? Describe and contrast the three types of managed care  plans—HMOs, PPOs, and POS?.

Should the same individuals who pay for your health care (managed  care organizations [MCOs]) also make your treatment decisions? Why or  why not?

Is the fee-for-service (FFS) system more beneficial for the consumer than the current MCO system? Why or why not? Explain. Structure of Health Insurance Paper

Give a posotive peer response paper to the following Children as Research Subjects Essay Paper;

John Lantos summarizes the views of three specific researchers regarding the subject of child involvement in clinical research and the level of consent required to participate. Lantos describes that Beecher, a well-respected researcher in the 1960’s and 70’s, was torn on the idea of experimental trials involving minors. Beecher agreed that if the trial was to benefit the patient (even if they were a minor) and had minimal risk involved, that minors should be included in the subject population “as long as informed consent is obtained from the minor’s parents or guardian” (Lantos, p. 96). It was this debate, and many more regarding the conduct of clinical research, that brought about the rules and regulations we have today guiding our experiments and studies. Beecher did not believe in the multitude of codes set forth to dictate how research was conducted, including the strict guidelines on informed consent. He believed that informed consent was never truly accurate, as there are always unforeseeable risks and “no two situations are alike”. He also believed that research should be reviewed by a panel of individuals for ethicality, but these panels should consist of the researchers themselves. Beecher believed we should be able to trust the physicians to conduct trials at the highest standard by using “their own consciences and their experiences as their guide” (Lantos, p. 97). Children as Research Subjects Essay Paper. Lantos highlights the Willowbrook State school study over hepatitis as a prime example for children involved in research. he notes that Beecher disapproved of this trial because although consent was received from the parents, it is likely that these parents did not fully understand the risks involved and if they had, the study would probably not have been conducted as the parents wouldn’t have agreed to participate. Regarding child participation, Lantos brings to light the differing opinions of two other researchers, Ramsey and McCormick. Ramsey argued that even if consent is given, children should never be the subjects of clinical research, unless that research is guaranteed to benefit the child. McCormick argues the opposite side, stating that research in minors may be required if we want to make advances in medical treatment for minors. McCormick concedes that consent must be obtained from the parent or guardian, but does not believe that research cannot be done with children at all, as that poses a risk to our advancing medical knowledge which could lead to more harm than good for children (Lantos, p 99). Beecher posits that although consent may never cover all possible risks, as there are always unknowns when it comes to experimental treatment, it still must be required to conduct research on children. However, Beecher never assumed that there would be such strict guidelines regarding what must be involved in consent and how strictly the researcher would be watched when conducting his research (Lantos, 101-102). Children as Research Subjects Essay Paper.

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 In another article on research involving children as subjects, Ariella Binik notes that one of the biggest ethical questions on this topic is the issue of informed consent (Binik, p. 27). Depending on the age of the minor involved in research, they may not be able to provide consent for themselves at all (i.e., aren’t able to speak yet), and if they are of talking age, most do not have the capacity to fully understand the research being explained to them within the consent form, and therefore cannot provide true consent to participating. Another problem lies in the type of research conducted, and as stated in Binik and Lantos’ articles, Ramsey argued that non-therapeutic research, or research that will not give results that directly benefit the patient, involving children is absolutely unacceptable. Binik explores the idea of “benefit arguments” when justifying children as research participants (Binik, p. 28). Benefit arguments explain that research risks are justified by the benefits they can provide to the patient. This is true when it relates to direct benefits. However, when using these arguments to justify non-therapeutic research, the proponents argue that the benefits can be broader, non-direct, and sometimes not even medical, to justify the research risks (Binik, p. 30). Children as Research Subjects Essay Paper. Do these arguments truly discredit the idea that children cannot truly consent to participating in research? could these arguments go so far as to prove that informed consent for research involving children is not required? This is a scary thought. We cannot justify research and the risks it poses by coming up with intangible and unproven possible benefits. Children as Research Subjects Essay Paper.

I agree with McCormick on the subject of children in research. how can we expect to further our knowledge of pediatric diseases and treatments if we do not study the population that they effect? I also agree that consent absolutely must be obtained and all known risks must be outlined prior to completing this research. It is clearly better to make subjects and their parents fully aware of what could possibly happen (even if it is not fully inclusive) then to not give them any information at all. As stated in his article, Lantos points out that Beecher “did not conclude from this that consent should not be sought. Instead, he thought of consents as an unattainable goal toward which we should nevertheless strive” (p 103). Much of the article also discusses the fact that there are such strict regulations guiding research conduct, where instead, we could just trust physicians to run clinical trials on their own and believe that they will lead us down the best path for our health. I strongly disagree with this. Not only has history proven this theory wrong, we also cannot blindly follow our clinician’s advice and assume they know best. Although they may be more trained and educated, without regulation, they may no longer have the patient best interest at heart. To agree with everything our doctor tells us and not have the right or capacity to disagree can lead to dangerous results. Children as Research Subjects Essay Paper. Beecher argued that when receiving treatment outside of clinical research, we “trust clinicians themselves to make the decisions about what therapies are appropriate…”, but when the word research is included, a panel of third party members must decide what is appropriate and fair to the subject (Lantos, p 103-104). The biggest part of this statement that stands out to me is that he is referencing non-experimental treatment when arguing that we trust the physician. Children as Research Subjects Essay Paper. We of course trust the physician completely when they are deciding a regular course of treatment that has been proven to work. However, when the treatment is experimental, there can be no harm in having a board of peers review the research to ensure that the patient is getting the respect they deserve. The rules and codes for research and consent forms is not showing distrust in the physician or his opinions and advice, but is instead giving the patient a voice in the situation and ensuring that basic human rights are present. Children as Research Subjects Essay Paper.

Binik, A. (2018). Does benefit justify research with children?. Bioethics, 32(1), 27-35. doi:10.1111/bioe.12385

LANTOS, J. (2016). HENRY K. BEECHER AND THE OVERSIGHT OF RESEARCH IN CHILDREN. Perspectives In Biology & Medicine, 59(1), 95-106. Children as Research Subjects Essay Paper

Essay – Scholarship of Evidence-based Practice

Describe at least two examples of how EBP scholarship is demonstrated either by you personally or by someone in your practice environment. Include in your example descriptions, which type of scholarship the example represents.

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Recall from your lesson that the types of scholarship include (a) discovery, (b) teaching or (c) application and integration. Which type of scholarship do you think that your DNP project will be? Why do you think so?

Further, projects can be categorized into (a) quality improvements, (b) implementing practice guidelines, (c) evaluating practice processes and policy, or (d) examining patterns of behavior.

Essay – Scholarship of Evidence-based Practice

Thinking about these categories of scholarship and project type, how would you describe your potential project? Essay – Scholarship of Evidence-based Practice

Application of Borrowed Theories to Advanced Nursing Practice Essay

Explicate a selected borrowed theory that you already know or one that you read about in this week’s lecture, readings or other materials. Provide an example of how this theoretical perspective has been used to frame nursing knowledge, care or leadership in any healthcare setting.

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List the concepts that constitute the theory and Describe the relevance of those concepts to your advancing nursing knowledge and practice.

In other words, you would not describe Maslow’s theory as it relates to an entry-level, new graduate nursing assessment, but you could consider how an advanced practice nurse, working on his or her doctoral degree would use that theory to improve patient outcomes, quality, and safety, access or cost. Application of Borrowed Theories to Advanced Nursing Practice Essay

Similarly, you could talk about how using Albert Bandura’s Self Efficacy concept facilitates more effective intervention in smoking cessation initiatives.

Application of Borrowed Theories to Advanced Nursing Practice Essay

Health Disparities Discussion Essay: LABOR AND DELIVERY NURSE (delivering babies) in Denver Colorado

FOR THIS ASSIGNMENT, USE THE TOPIC OF LABOR AND DELIVERY NURSE (delivering babies) in Denver Colorado. 

Health Disparities

As you think about the patients you currently serve or hope to work with in the future, it is important to be aware of the health disparities some populations experience.

In this assignment, you will examine health disparities for a population of your choice and then offer a community-based approach to improve patient outcomes.

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When selecting your population, consider aspects of culture, geographical area, generational factors, and any other factors that might be considered outside the perspective of the majority population.

Describe the types of health disparities for this group, and then select one health care concern to focus on for the rest of the assignment. For example, the elderly might be your population and the health care concern could be heart disease.

Instructions

•Specify the selected population.

•Identify the types of health disparities for this group and select one health care concern to focus on for this assignment.

•Distinguish factors that create health disparities for this population. ◦Why does this group have health disparities?  Health Disparities Discussion Essay: LABOR AND DELIVERY NURSE (delivering babies) in Denver Colorado.

•Describe the identified health concern for this population as well as the pharmacological treatment for the condition.

•Describe and discuss how the cultural values, socio-economic status, and traditional beliefs and practices impact the acceptance of pharmacological treatment for this identified health concern.

•Offer at least one strategy for a community-based approach to improve the current pharmacological treatment regimens for this population.

◦What types of community outreach programs could be consulted to effectively reach your target population?

◦Are there education, access, or other issues that community programs could help address?

•Discuss why you believe this strategy would be effective. Support your rationale with references from at least three resources, at least two of which must be from resources not required for this course. Health Disparities Discussion Essay: LABOR AND DELIVERY NURSE (delivering babies) in Denver Colorado.

Additional Requirements

•Length of paper: 3–4 pages, not including title page and reference page.

•References: At least three resources, two of which must be from resources not required for this course.

•Formatting: Follow proper APA style and formatting. Health Disparities Discussion Essay: LABOR AND DELIVERY NURSE (delivering babies) in Denver Colorado

Health Disparities Essay Paper – Maternal, Infant, and Child Health

https://www.healthypeople.gov/2020/Leading-Health-Indicators

From this website, Please select Maternal, Infant, and Child Health, and research for Colorado, and complete the following.

Health Disparities

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For this discussion:

•Review Leading Health Indicators on the HealthyPeople Web site listed above.

•Select one of the health indicators and respond to the following:  (Maternal, Infant, and Child Health)

◦How prevalent is this issue in your community or workplace? Health Disparities Essay Paper – Maternal, Infant, and Child Health.

◦What community health promotion strategies are in place to assist with this issue?

◦What pharmacological agents are typically used to treat the issue? Is there a particular procedure performed in conjunction with the drugs?

◦How do you educate the group of patients? ◦

What cultural factors or barriers contribute to the group’s health disparity?

◦Are the outcomes being measured? If so, how? If not, how might they be measured?  Health Disparities Essay Paper – Maternal, Infant, and Child Health.

•Support your observations and strategies with information found in this week’s reading assignment and the scholarly literature

Minimum of 150 words. Needs at least 1 APA formatted reference throughout the assignment and one as a reference. Health Disparities Essay Paper – Maternal, Infant, and Child Health

HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers 

This module will explore communication within groups and the development of confidence in working as part of a team. You will consider the interpersonal and team working skills essential to health and social care. The importance of team roles, hierarchy and leadership will be considered.

please refer to the learning outcomes as required in the module guide and this is a 1500 word of working in health services

BSc Health & Social Care

HSO5000

Group Dynamics and

Working in Teams

MODULE GUIDE

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Semester 2

Level HE6

Contents

Module Overview.. 2

Learning and Teaching Strategy. 2

Module Communications. 2

Module Description. 2

Learning Outcomes and Assessments. 3

Assessment Deadlines. 3

Assessment Feedback. 3

Module Calendar. 4

Formative Assessment 5

Indicative Reading. 6

Guidelines for the Preparation and Submission of Written Assessments.
Error! Bookmark not defined.

Academic Misconduct 9

Assessments. 10

General Assessment Criteria for Written Assessments.
Error! Bookmark not defined.

 

1. Module Overview

 

Module Tutor

Paula Connaughton

Tel. no.

01204 903764

Email

P.Connaughton@bolton.ac.uk

Office Location

T3-46

Drop-in Availability

Email for an appointment

Web link to Moodle Class

https://modules.bolton.ac.uk/HSO5000

Web link to Module Specification

http://moodle2.bolton.ac.uk/course/view.php?id=7865

2. Learning and Teaching Strategy

A combination of lectures, individual and small group tutorials, alongside group based activities will be used to develop knowledge and understanding. Theory will be linked with examples from health and social care through the use of numerous case studies, role plays and workshops. This is aimed at enabling you to develop a clear understanding, considering how the theory and academic knowledge will link into health and social care practice. You will have considerable one to one support from your tutors at the University. There will also be some practical and skills session, related to areas such as self-reflection and group communications. Distance and online resources will also be used to complement the learning process. Academic skills development will be embedded within the modules, with the inclusion of study skills appropriate to the stage of study. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

3. Module Communications

 
The Module Tutor’s contact details are provided at the top of this page.  You must check your
University of Bolton email address
and the
Moodle
area dedicated to this module regularly as many module communications are channelled through these media.

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Your Module Tutor will normally aim to respond to your email messages within
2 full working days
of receipt; however responses will be longer in holiday periods.

4. Module Description

This module will explore communication within groups and the development of confidence in working as part of a team. You will consider the interpersonal and team working skills essential to health and social care. The importance of team roles, hierarchy and leadership will be considered. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

5. Learning Outcomes and Assessments

 

 

Learning Outcomes

 

 

Assessment

LO1:
Identify the meaning of ‘groups’ and apply these to

workplace settings

Assessment 1

Essay

LO2
:  Analyse roles adopted within groups and how these

contribute to group dynamics
 

Assessment 2

Reflective Account

LO3:
  Identify constraints to group working and contribute      team working within different settings

Assessment 1

Essay

LO4:
Explore different leadership styles and relate to health and social care settings. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers

Assessment 1

Essay

LO5:
Identify your personal attributes and relate these to team

working/group participation

 

Assessment 2

Reflective Account

 

6. Assessment Deadlines

 

 

Assessment item

 

 

Due Date

 

Weight

 

1

 

Essay

1500 words

Friday

4
th
May 2018

9PM

60%

2

Reflective Account

1000 words

 

Friday

4
th
May 2018

9PM

40%

 

7. Assessment Feedback

 

Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness),
you can expect your assignment and examination work to be marked and feedback provided not more than

15 working days
from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.

Please take time you read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.

8. Module Calendar (Check Moodle on a Regular Basis)

 

Session

Date or Week
Commencing

Topics Covered

 

1

29/1/2018

Introduction to the Module

Assessment Criteria

Definition of Groups

2

5/2/2018

Relating to others (Neuro Linguistic Programming)

Self-Awareness & Communication Theory

Personality Activity

3

12/2/2018

 

Transactional Analysis & Academic Misconduct

HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers

4

19/2/2018

Conflict Resolution

Giving and Receiving Feedback &

Assertive Behaviour

Friday 23/02/18 room:T2.26

9.30 – 12.00

Study Skills  (Paula)

5

26/2/2018

 

Belbin Theory

Roles within Groups

 

6

5/3/2018

TIRI Global Learning Week – Employability

Students to identify their chosen session content relating to employability (guest speaker/visit etc.)

Formative feedback on any assignment plans

 

7

12/3/2018

Team Development: Tuckman

Hierarchy within groups

Reflective Practice

Friday 23/3/2018 room: T2.26

Study Skills (Paula)

8

19/3/2018

Leadership

 

 

Spring Break

 

Spring Break

 

9

9/4/2018

Reflective Models / Assessment

 

10

16/4/2018

Assignment Revision & Critical Thinking

Assessment 1 Guidance – Essay

Assessment 2 Guidance – Reflection

 

HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers

11

23/4/2018

Essay & Reflection Tutorials

& Directed Study

No formal lecture
You must come & sign the register 
(9am – 9.20 am
) & work in the library before & after your appointment time.

You must book Appointment via Moodle Link

 

12

30/4/2018

Essay & Reflection Tutorials

& Directed Study

No formal lecture
You must come & sign the register 
(9am – 9.20 am
) & work in the library before & after your appointment time.

You must book Appointment via Moodle Link

Friday 4
th
May 9.30 – 12pm  Room: T2-26

Study Skills (Paula)

13

7/5/2018

No Class session (Bank Holiday)

Email if Support Tutorial Required

Assessment 1 & 2 Submission Tuesday 8
th
May 2018: 9pm

 

14

14/5/2018

Tutorial Drop in Support

No Class Session

Email if Support Tutorial Required

 

15

21/5/2018

Exam Week (not for this module)

Email if Support Tutorial Required

 

16

28/5.2018

No Class Session

TIRI Transitional / support week

 

HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers

 

9. Formative Assessment

 

Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms including verbal; written (via email feedback) and does not contribute to the final module mark. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers

You will be asked to submit the introduction to your assignment along with evidence of your work towards learning outcome one for formative assessment. OR a draft plan indicating the overall structure of your essay.

Formative assessment is systematic and planned assessment that you are expected to undertake and to receive feedback on, but is not considered at an assessment board and is not subject to internal or external moderation.

 

10. Indicative Reading (Further reading is located on Moodle)

 

Adair, J. and Thomas, N. (2002)
John Adair’s 100 Greatest Ideas for Effective Leadership and Management
. Oxford: Capstone Publishing Ltd.

 

Adair, J. and Reed, P. (2003)
Not Bosses But Leaders: How to Lead the Way to Success
, 3rd Ed. London: Kogan Page Ltd.

 

Adams, R. (2007)
Foundations of Health and Social Care
. Basingstoke: Palgrave Macmillan.

 

Belbin, M. (2010)
Team Roles at Work
, 2nd Ed. London: Butterworth-Heinemann

 

Borrill, C. S., West, M. A., Dawson, J. F., Shapiro, D., Rees, A., Richards, A.,

 

Garrod, S., Carletta, J., and Carter, A. J. (1999)
The Effectiveness of Health Care Team in the National Health Service
. Available at:
http://homepages.inf.ed.ac.uk/jeanc/DOH-final-report.pdf

 

Borrill, C. S., West, M. A., Dawson, J. F., Shapiro, D., Rees, A., Richards, A., Garrod, S., Carletta, J., and Carter, A. J. (2003)
Team Working and Effectiveness in Health Care
. Available at:
http://homepages.inf.ed.ac.uk/jeanc/DOH-glossy-brochure.pdf

 

Brotherton, G. and Parker, S. (2013)
Your Foundation in Health & Social Care
. Los Angeles: SAGE Publications.

 

Davies, C., Finlay, L. and Bullman, A. (2000) Changing Practice in Health and Social Care. London: SAGE Publications.

 

Elwyn, G., Greenhalgh, T. and Macfarlane, F. (2001)
Groups: A Guide to Small Group work
. Abingdon: Radcliffe Medical Press. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

 

Jelphs, K. and Dickinson, H. (2016)
Working in Teams
(2
nd
ed) Bristol: Policy.

 

Johnson, D. W. and Johnson, F. P. (2014)
Joining Together: Group Theory and Group Skills
. Harlow, Essex: Pearson.

 

Johns, C. (2013)
Becoming a Reflective Practitioner
. Oxford: Wiley-Blackwell

 

Levi, D. (2014)
Group Dynamics for Teams
. London: SAGE Publications.

 

Martin, V. and Rogers, A. (2004)
Leading Inter-professional Teams in Health and Social Care
. London: Routledge.

 

Payne, M. (2000)
Teamwork in Multi-professional Care
. Basingstoke: Palgrave.

 

Phillips, K. and McKimm, J. (2009)
Leadership and Management in Integrated Services
Exeter: Learning Matters. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

 

Thompson, N. (2015)
People Skills
. Basingstoke: Palgrave Macmillan

 

11. Guidelines for the Preparation and Submission of Written Assessments

Adapt for other formats

Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing and each page should be numbered. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.

You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices).

Where a word limit is specified, the following penalty systems applies:

·         Up to 10% over the specified word length = no penalty

·         10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).

·         More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will capped at the pass mark for the assessment.

All written  work should be referenced using the standard University of Bolton referencing style– see:
http://www.bolton.ac.uk/bissto/Finding-Information/Referencing/Home.aspx

 

Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.

6.      Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).

Late work will be subject to the penalties:

Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.

More than 7 calendar days late = 1 mark awarded

In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion the Module Tutor.  You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

 
Requests for extensions for periods longer than 14 calendar days must be made using the Mitigating Circumstances procedures.

Requests for extensions which take a submission date past the end of the module (normally week 15) must also be made using the Mitigating Circumstances procedures.

See:
http://www.bolton.ac.uk/Everything/StudentInfoPolicyZone/2017-18-Documents/MItigating-Circumstances-Regulations-and-Procedures-2017-18.pdf

 

Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

 

12.
Procedures for Examinations (NOT APPLICABLE)

 

13. Academic Misconduct

Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through
Turnitin. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.
 

Please note that penalties apply if academic misconduct is proven. See the following link for further details:

http://www.bolton.ac.uk/Everything/StudentInfoPolicyZone/2017-18-Documents/Academic-Misconduct-Regulations-and-Procedures-2017-18.pdf

 

 

14. Assessments

 

Assessment Number        

1

Assessment Type (and weighting)

Essay (60%)

Assessment Name

“Identify the meaning of groups and he constraints to group & team working within different settings which include application of leadership styles in a health & social care setting”

Assessment Submission Date

Friday

4th May 2018: 9pm

 

Learning Outcomes Assessed:

 

LO1
:  Identify the meaning of ‘groups’ and apply these to workplace settings

LO3
:  Identify constraints to group working and contribute team working within

different settings

LO4
:  Explore different leadership styles and relate to health and social care

settings

 

Assessment Brief

Assignment 1: 

Produce an essay of 1500 words in which you demonstrate your understanding of group dynamics and working in teams in health and social care settings, you are required to identify the meaning of ‘groups’ in a workplace setting, how groups work and constraints of team working and leadership in relation to health and social care.

You will be required to produce a plan of your essay to discuss at your tutorial.

 

Assessment Number        

2

Assessment Type (and weighting)

Reflective Account (40%)

Assessment Name

“Analysis of roles adopted within groups and how these contribute to group dynamics and applied to personal attributes during team working”

Assessment Submission Date

Friday

4th May 2018: 9pm

 

Learning Outcomes Assessed:

 

LO2
:  Analyse roles adopted within groups and how these contribute to group dynamics

LO5
:  Identify your personal attributes and relate these to team working/group participation

 

Assessment Brief

Assignment 2
:

Using a reflective model as a guiding framework, complete a reflective account. The reflective account may be based on a specific scenario which might have occurred when working in a group, either during study or during placement in the workplace.

This should allow you to reflect upon, analyse and evaluate the event in terms of the following:

What are your strengths and weaknesses in relation to teamwork skills?

In terms of communicating with others, consider how you manage conflict, apply assertive behaviour technique and respond in terms of giving and receiving feedback. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

 
Specific Assessment Criteria:

(Please note that the
General Assessment Criteria
will also apply. Please see section 15)

 

First class (70% and above):

Students will provide an in-depth appraisal of the effectiveness of a sustainable tourism plan, demonstrating excellent critical reasoning skills. Focused and justified recommendations will be made as to how problems/weaknesses identified in the plan may be overcome, and sustainability improved.  Extensive research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be excellent.

 

Second class (50-69%):

Students will provide a comprehensive appraisal of the effectiveness of a sustainable tourism plan, demonstrating critical reasoning skills. Justified recommendations will be made as to how problems/weaknesses identified in the plan may be overcome, and sustainability improved. Research demonstrating use of a wide range of current secondary research sources will be evident. Academic style and referencing will be good. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

Third class (40-49%):

Students will provide a satisfactory appraisal of the effectiveness of a sustainable tourism plan, demonstrating critical reasoning skills. Considered recommendations will be made as to how problems/weaknesses identified in the plan may be overcome, and sustainability improved. Research demonstrating use of a range of current secondary research sources will be evident. Academic style and referencing will be fair.

 

Fail (39% and below):
Students who do not meet the requirements of a third class grade will not successfully complete the assessment activity.

Minimum Secondary Research Source Requirements:

 
Level HE5
– It is expected that the Reference List will contain between
ten and fifteen sources
. As a MINIMUM the Reference List should include
two refereed academic journals and four academic books. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers.

 
Ge
neral Assessment Guidelines for Written Assessments Level HE5

 

Relevance

Knowledge

Argument/Analysis

Structure

Presentation

Written English

Research/Referencing

Class I

(ExceptionalQuality)

85-100%

 

 

 

 

Directly relevant to title.

 

Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an exceptional knowledge/understanding of theory and practice for this level through the identification and critical analysis of the most important issues and themes.

Makes exceptional use of appropriate arguments and/or theoretical models.

Demonstrates some distinctive or independent thinking.

Presents an exceptional critical analysis of the material resulting in clear, logical and original conclusions.

Coherently articulated and logically structured.

 

An appropriate format is used.

The presentational style & layout is correct for the type of assignment.

 

Effective inclusion of figures, tables, plates (FTP).

An exceptionally well written answer with standard spelling and grammar.

Style is clear, resourceful and academic.

 

Sources accurately cited in the text.

 

A wide range of contemporary and relevant references cited in the reference list in the correct style.

Class I

(ExcellentQuality)

70-84%

 

 

 

Directly relevant to title.

 

Addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and analysis of the most important issues and themes.

Makes creative use of appropriate arguments and/or theoretical models.

Presents an excellent analysis of the material resulting in clear, logical conclusions.

Coherently articulated and logically structured.

 

An appropriate format is used.

The presentational style & layout is correct for the type of assignment.

 

Effective inclusion of figures, tables, plates (FTP).

An excellently written

answer with standard spelling and grammar.Style is clear, resourceful and academic.

 

Sources accurately cited in the text.

A range of contemporary and relevant references cited in the reference list in the correct style.

Class II/i

(Very Good Quality)

60-69%

Directly relevant to title.

Addresses most of the assumptions of the title and/or the requirements of the brief.

Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and analysis of key issues.

Uses sound arguments or theoretical models.

Presents a clear and valid analysis of the material in the main with clear, logical conclusions.

Logically constructed in the main.

 

An appropriate format is used.

The presentational style & layout is correct for the type of assignment.

 

Effective inclusion of FTP.

A very well written answer with standard spelling and grammar. Style is clear and academic.

 

Sources accurately cited in the text and a range of appropriate references cited in reference list in the correct style.

Class II/ii

(Good Quality)

 

50-59%

Generally addresses the title/brief, but sometimes considers irrelevant issues.

Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and analysis of some key issues.

Presents largely coherent arguments. Evidence of attempted analysis, with some descriptive or narrative passages.

Conclusions are fairly clear and logical.

For the most part coherently articulated and logically structured.

An acceptable format is used.

The presentational style & layout is correct for the type of assignment.

Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.

 

Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.

Class III

(Satisfactory Quality)

40-49%

Some degree of irrelevance to the title/brief.

 

Superficial consideration of the issues.

Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to analyse key issues. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers

Presents basic arguments, but focus and consistency lacking in places.

Issues are vaguely stated.Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical.

Adequate attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment.

Inappropriate use of FTP or not used where clearly needed to aid understanding.

Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader.

Style limits communication and is non-academic in a number of places.

Some relevant sources cited.

 

Some weaknesses in referencing technique.

Borderline

Fail

 

35-39%

Significant degree of irrelevance to the title/brief.

Only the most obvious issues are addressed at a superficial level and in unchallenging terms.

Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues.

Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical.

Poorly structured.

 

Lack of articulation.

Format deficient.

For the type of assignment the presentational style &/or layout is lacking.

FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar makes reading difficult.

Simplistic or repetitious style impairs clarity.

 

Style is non-academic.

Limited sources and weak referencing.

Fail

 

<34% Relevance to the title/brief is intermittent or missing.   The topic is reduced to its vaguest and least challenging terms. Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of understanding. Inadequate arguments and no analysis. Conclusions are sparse. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers Unstructured.   Lack of articulation. Format deficient For the type of assignment the presentational style &/or layout is lacking. FTP as above. Poorly written with numerous deficiencies in grammar, spelling and expression. Style is non-academic. An absence of academic sources and poor referencing technique. HSO5000: Group Dynamics and Working in Teams Essay Assessment Papers