Tag: Homework Solution

  • [Solved] WK5 DISCUSSION1 HP-213

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    COMPLETE IN DETAIL 250 WORDS – ## WK5DISCUSSION1HP-213.odt **## WK5DISCUSSION1HP-213.odt** ## Thumbnails/thumbnail.png ##### Identifying Endoscopy Procedures for the Digestive System Endoscopy procedures are commonly performed by Gastroenterologists. GI endoscopy is performed in order to diagnose an…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    COMPLETE IN DETAIL 250 WORDS

    – ## WK5DISCUSSION1HP-213.odt

    **## WK5DISCUSSION1HP-213.odt**

    ## Thumbnails/thumbnail.png

    ##### Identifying Endoscopy Procedures for the Digestive System

    Endoscopy procedures are commonly performed by Gastroenterologists. GI endoscopy is performed in order to diagnose and treat various patient disorders of the GI tract. It is very interesting to note as a Medical Coder that these procedures are not restricted to only the Digestive System! You will learn in future readings that this is a common procedure through several body systems and for important reasons.

    Investigate customary types of endoscopy procedures performed.

    Include the following aspects in the discussion:

    – Identify one example of an endoscopy procedure performed

    – Explain what type of symptoms a patient would experience in order to receive this procedure

    – Provide the CPT code example that would apply to the notes or guidelines you selected

    – Discuss the process for querying a physician further information was needed to accurately code this patient procedure

    250 WORDS

    **## WK5DISCUSSION1HP-213.odt**

    ## Thumbnails/thumbnail.png

    ##### Identifying Endoscopy Procedures for the Digestive System

    Endoscopy procedures are commonly performed by Gastroenterologists. GI endoscopy is performed in order to diagnose and treat various patient disorders of the GI tract. It is very interesting to note as a Medical Coder that these procedures are not restricted to only the Digestive System! You will learn in future readings that this is a common procedure through several body systems and for important reasons.

    Investigate customary types of endoscopy procedures performed.

    Include the following aspects in the discussion:

    – Identify one example of an endoscopy procedure performed

    – Explain what type of symptoms a patient would experience in order to receive this procedure

    – Provide the CPT code example that would apply to the notes or guidelines you selected

    – Discuss the process for querying a physician further information was needed to accurately code this patient procedure

    250 WORDS

  • [Solved] RC

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    \ 20250709_015758.jpg](https://www.sweetstudy.com/files/20250709-015758-jpg "20250709_015758.jpg") \ 20250709_015436.jpg](https://www.sweetstudy.com/files/20250709-015436-jpg "20250709_015436.jpg") \ 20250709_015657.jpg](https://www.sweetstudy.com/files/20250709-015657-jpg "20250709_015657.jpg…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    \
    20250709_015758.jpg](https://www.sweetstudy.com/files/20250709-015758-jpg "20250709_015758.jpg")
    \
    20250709_015436.jpg](https://www.sweetstudy.com/files/20250709-015436-jpg "20250709_015436.jpg")
    \
    20250709_015657.jpg](https://www.sweetstudy.com/files/20250709-015657-jpg "20250709_015657.jpg")
    \
    20250709_015553.jpg](https://www.sweetstudy.com/files/20250709-015553-jpg "20250709_015553.jpg")

  • [Solved] WK5 DISCUSSION2 HP-213

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    COMPLETE IN DETAIL 250 WORDS – ## WK5DISCUSSION2HP-213.odt **## WK5DISCUSSION2HP-213.odt** ## Thumbnails/thumbnail.png ##### Antepartum and Postpartum Coding There will be times when an OB/GYN provider will provide all of the antepartum care to a patient (prenatal visits), including the post-partum …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    COMPLETE IN DETAIL 250 WORDS

    – ## WK5DISCUSSION2HP-213.odt

    **## WK5DISCUSSION2HP-213.odt**

    ## Thumbnails/thumbnail.png

    ##### Antepartum and Postpartum Coding

    There will be times when an OB/GYN provider will provide all of the antepartum care to a patient (prenatal visits), including the post-partum care (after delivery) but not perform the delivery. As a Medical Coder, this is essential to know if we will be billing visits and care separately or together as a global package; this is a huge difference in reimbursement!

    Apply your understanding of coding and theory to this patient example.

    Include the following aspects in the discussion:

    – Identify an example of when an OB patient may not have the same provider for the antepartum, delivery, and postpartum services.

    – Explain what code or codes would be used for this scenario. Assume that the patient has had seven antepartum visits.

    – Discuss at least two services that are part of antepartum care.

    250 WORDS

    **## WK5DISCUSSION2HP-213.odt**

    ## Thumbnails/thumbnail.png

    ##### Antepartum and Postpartum Coding

    There will be times when an OB/GYN provider will provide all of the antepartum care to a patient (prenatal visits), including the post-partum care (after delivery) but not perform the delivery. As a Medical Coder, this is essential to know if we will be billing visits and care separately or together as a global package; this is a huge difference in reimbursement!

    Apply your understanding of coding and theory to this patient example.

    Include the following aspects in the discussion:

    – Identify an example of when an OB patient may not have the same provider for the antepartum, delivery, and postpartum services.

    – Explain what code or codes would be used for this scenario. Assume that the patient has had seven antepartum visits.

    – Discuss at least two services that are part of antepartum care.

    250 WORDS

  • [Solved] reply to a peer search strategy

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering reply to a peer search strategy.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

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

  • [Solved] WK5 ASSIGNMENT HP-213

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    COMPLETE ALL FILL IN BLANK – ## WK5ASSIGNMENTHP-213.odt **## WK5ASSIGNMENTHP-213.odt** ## Thumbnails/thumbnail.png 1) Physician inserted a flexible esophagoscope into the esophagus and removed a lesion using snare technique.FILL IN BLANK 2) Surgeon made an incision in the left posterior chest wall i…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    COMPLETE ALL FILL IN BLANK

    – ## WK5ASSIGNMENTHP-213.odt

    **## WK5ASSIGNMENTHP-213.odt**

    ## Thumbnails/thumbnail.png

    1) Physician inserted a flexible esophagoscope into the esophagus and removed a lesion using snare technique.FILL IN BLANK

    2) Surgeon made an incision in the left posterior chest wall into the esophagus to remove a foreign body from the esophagus.FILL IN BLANK

    3) Physician inserted a balloon endoscopically for tamponade of bleeding esophageal varices. FILL IN BLANK

    4) Dr. Smith performed a partial cervical esophagectomy, and then Dr. Jones performed a jejunum transfer with microvascular anastomosis. FILL IN BLANK (for Dr.Smith), fill in blank (for Dr.Jones)

    5) he physician passed an endoscope through the patient's mouth and visualized the entire esophagus, stomach, duodenum, and jejunum. One lesion was removed from the small intestine using biopsy forceps. Another small intestinal lesion was removed using a snare. Fill in blank , Fill in blank

    6) Patient underwent incision of the pyloric muscle.FILL IN BLANK

    7) The physician performed an open revision of a previously performed gastric restrictive procedure and reversed the previously partitioned stomach to restore normal gastrointestinal continuity. FILL IN BLANK

    8) Using fluoroscopic guidance (lasting 15 minutes), the physician repositioned a gastric feeding tube through the duodenum. FILL IN BLANK , FILL IN BLANK

    9) The physician performed a laparoscopic surgical gastric restrictive procedure with gastric bypass and Roux-en-Y gastroenterostomy (roux limb length 75 centimeters). FILL IN BLANK

    10) The physician performed laparoscopic gastric restrictive procedure by revising the adjustable gastric restrictive device component. FILL IN BLANK

    **## WK5ASSIGNMENTHP-213.odt**

    ## Thumbnails/thumbnail.png

    1) Physician inserted a flexible esophagoscope into the esophagus and removed a lesion using snare technique.FILL IN BLANK

    2) Surgeon made an incision in the left posterior chest wall into the esophagus to remove a foreign body from the esophagus.FILL IN BLANK

    3) Physician inserted a balloon endoscopically for tamponade of bleeding esophageal varices. FILL IN BLANK

    4) Dr. Smith performed a partial cervical esophagectomy, and then Dr. Jones performed a jejunum transfer with microvascular anastomosis. FILL IN BLANK (for Dr.Smith), fill in blank (for Dr.Jones)

    5) he physician passed an endoscope through the patient's mouth and visualized the entire esophagus, stomach, duodenum, and jejunum. One lesion was removed from the small intestine using biopsy forceps. Another small intestinal lesion was removed using a snare. Fill in blank , Fill in blank

    6) Patient underwent incision of the pyloric muscle.FILL IN BLANK

    7) The physician performed an open revision of a previously performed gastric restrictive procedure and reversed the previously partitioned stomach to restore normal gastrointestinal continuity. FILL IN BLANK

    8) Using fluoroscopic guidance (lasting 15 minutes), the physician repositioned a gastric feeding tube through the duodenum. FILL IN BLANK , FILL IN BLANK

    9) The physician performed a laparoscopic surgical gastric restrictive procedure with gastric bypass and Roux-en-Y gastroenterostomy (roux limb length 75 centimeters). FILL IN BLANK

    10) The physician performed laparoscopic gastric restrictive procedure by revising the adjustable gastric restrictive device component. FILL IN BLANK

  • [Solved] Week 7 Discussion Response- Managing People and Promoting Collab

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Colleague 1** Alexis Rubin **Fostering a Culture of Collaboration and Belonging** The experience I had on a university-led community project aimed at creating financial literacy workshops for underrepresented families was my best team experience. The team was cross-functional, comprising students …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Colleague 1**
    Alexis Rubin
    **Fostering a Culture of Collaboration and Belonging**
    The experience I had on a university-led community project aimed at creating financial literacy workshops for underrepresented families was my best team experience. The team was cross-functional, comprising students with majors in business, psychology, and education. The ease with which cooperation and openness informed us of our work made it such a great experience. All the voices were heard, and our team leader kept reminding us that we were working towards a bigger goal than any single point of view.
    Three essential considerations contributed to its success. The first was the layout of thinking. We also introduced diversity in all our discussions, and instead of sidelining differences, we delved into them. Vickberg and Christfort (2017) also emphasize the importance of integrating different work styles, drivers, integrators, and guardians to produce richer and more balanced options. Second, we were well-structured and expected to behave in a given direction, having a team charter established on the first day of work. Rodgers (n.d.) notes that team charters make the situations more transparent and accountable, which is the case we observed. And last but not least, inclusive leadership. Our facilitator purposefully switched roles, and quieter members were given a chance to be checked in one-on-one so that all would feel seen and heard. This aligns with the recommendation by Williams and Mihaylo (2019) to encourage effective managers to take a stand against prejudice and amplify the voices of those on the margins.
    One practice that I would want to prioritize as a manager is introducing team norms early on, through the use of charters, values, and communication styles. It prevents misunderstandings and guarantees psychological security. Intentionality would be another one, not merely opening up and letting everybody join the table, but by providing them with a say in how the cup is shaped. According to Matsudaira's (2019) research, inclusion leads to better performance when employees are aware that their input is valued and considered significant.
    This experience taught me that high-performing teams are not just about talent; they are also about trust, structure, and the shared belief that anyone can be a part of them.
    **References**
    Matsudaira, K. (2019). How to create a great team culture (and why it matters). _Communications of the ACM_, _62_(6), 42–44. [https://doi.org/10.1145/3316778Links to an external site.](https://doi.org/10.1145/3316778)
    Rodgers, L. A. (2024, April 18). Key Elements You Need in a Team Charter. _Better Teams Training, Meeting Facilitation, And Tools Services_. [https://better-teams.com/team-charters-key-elements/Links to an external site.](https://better-teams.com/team-charters-key-elements/)
    Vickberg, S. M. J., & Christfort, K. (2017). _Pioneers, drivers, integrators, & guardians_. Harvard Business Review, 95(2), 50–57.
    Williams, J. C., & Mihaylo, S. (2019). _How the best bosses interrupt bias on their teams_. Harvard Business Review, 97(6), 151–155.
    **Colleague 2**
    Hello Everyone,
    One of the best team experiences I’ve ever had was during my role as a community engagement leader organizing a county-wide health and wellness initiative. Our team, composed of healthcare professionals, nonprofit leaders, and local government representatives, worked together to assess needs and implement resources that addressed food insecurity, mental health, and transportation barriers. What made this experience so rewarding was the strong sense of collaboration, mutual respect, and shared purpose that permeated everything we did. We weren’t just accomplishing tasks; we were building something meaningful together.
    **Three Factors That Contributed to Positive Culture, Inclusivity, and Engagement:**
    1. **Shared Purpose and Meaningful Goals:**
    Each team member understood why our work mattered, and we were deeply connected to the mission. As Cable (2019) emphasizes, helping team members feel purpose in their work increases motivation and satisfaction. For example, one of our team members, a school nurse, was passionate about childhood mental health. When we incorporated school-based counseling in our initiative, she said, “I finally feel like I’m part of real change.” That kind of purposed riven collaboration created lasting engagement.
    2. **Psychological Safety and Open Dialogue:**
    Our team leader encouraged honest conversations, even when they were difficult. Davey (2019) argues that teams should be allowed to have “heated conversations,” as this leads to deeper understanding and better solutions. During one meeting, tensions arose over how to allocate limited funds. Instead of shutting down the debate, our leader facilitated a respectful, solution-oriented conversation that led to a compromise. That moment-built trust and made everyone feel their input was valued.
    3. **Autonomy and Trust:**
    According to Ancona and Isaacs (2019), giving teams the right amount of autonomy boosts ownership and innovation. We each had freedom to make decisions in our respective areas, which helped us move efficiently and adapt quickly. For instance, I was entrusted to coordinate community partners without needing constant approval, and that trust empowered me to lead confidently and creatively.
    **Two Managerial Practices to Promote Effective, Positive, and Inclusive Teams:**
    1. **Foster Purpose Driven Work:**
    As a manager, I would regularly connect team roles to the broader mission. Inspired by Cable (2019), I would encourage storytelling moments in team meetings where individuals can share how their work has made an impact. This deepens engagement and reminds everyone why their work matters.
    2. **Establish a Culture of Constructive Conflict:**
    I would implement team norms that encourage respectful disagreement and ensure all voices are heard, drawing on Davey’s (2019) insight. Creating structured opportunities for reflection and feedback, such as post project reviews, can help teams grow stronger from conflict rather than avoid it.
    In conclusion, the most effective teams I’ve been a part of were those that blended shared purpose, psychological safety, and autonomy. As a future manager, I hope to replicate those experiences by fostering environments where people feel seen, heard, and empowered to contribute fully.
    Markeita Townsend, MPH
    **References**
    Ancona, D., & Isaacs, K. (2019, July 11). _How to give your team the right amount of autonomy_. Harvard Business Review Digital Articles, 2–4. [http://hbr.orgLinks to an external site.](http://hbr.org/)
    Cable, D. (2019, October 22). _Helping your team feel the purpose in their work_. Harvard Business Review Digital Articles, 2–7. [http://hbr.orgLinks to an external site.](http://hbr.org/)
    Davey, L. (2019, December 23). _Let your team have that heated conversation_. Harvard Business Review Digital Articles, 2–5. [http://hbr.orgLinks to an external site.](http://hbr.org/)
    Katzenbach, J. R., & Smith, D. K. (2005). The discipline of teams. _Harvard Business Review_, 83(7/8), 162–171.
    Matsudaira, K. (2019). How to create a great team culture (and why it matters). _Communications of the ACM_, 62(6), 42–44. [https://doi.org/10.1145/3316778Links to an external site.](https://doi.org/10.1145/3316778)
    Buchanan, L. (2015). _Teams versus groups_ [Video]. YouTube. [https://youtu.be/uG-FLOi4OOULinks to an external site.](https://youtu.be/uG-FLOi4OOU)![A black and grey play button AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/week-7-discussion-response-managing-people-and-promoting-collab)
    \
    Week7Discussion-ManagingPeoplePromotingCollab.docx](https://www.sweetstudy.com/files/week7discussion-managingpeoplepromotingcollab-docx "Week7Discussion-ManagingPeoplePromotingCollab.docx")
    \
    Week7LearningResources-ManagingPeoplePromotingCollab.docx](https://www.sweetstudy.com/files/week7learningresources-managingpeoplepromotingcollab-docx-10345039 "Week7LearningResources-ManagingPeoplePromotingCollab.docx")
    \
    Week7Discussion-ManagingPeoplePromotingCollab.docx](https://www.sweetstudy.com/files/week7discussion-managingpeoplepromotingcollab-docx-10345045 "Week7Discussion-ManagingPeoplePromotingCollab.docx")

  • [Solved] Week 7 Discussion Response- Improving Business Performance

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## Week7LearningResources-ImprovingBusinessPerformance1.docx – ## Week7Discussion-ImprovingBusinessPerformance3.docx – ## Week7DiscussionResponse-ImprovingBusinessPerformance.docx **## Week7LearningResources-ImprovingBusinessPerformance1.docx** **Improving Business Performance** **Week 7 Learning …

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## Week7LearningResources-ImprovingBusinessPerformance1.docx

    – ## Week7Discussion-ImprovingBusinessPerformance3.docx

    – ## Week7DiscussionResponse-ImprovingBusinessPerformance.docx

    **## Week7LearningResources-ImprovingBusinessPerformance1.docx**

    **Improving Business Performance**

    **Week 7 Learning Resources**

    Landel, R. D. & Timoshin, D. (2001, March 8).
    [_Rise and demise of the innovative entrant_](https://waldenu.instructure.com/courses/169294/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FUV3555-PDF-ENG%2Frich-text). Darden Business Publishing. http://hbr.org

    Note: This resource will be used for this week’s Discussion.

    **## Week7Discussion-ImprovingBusinessPerformance3.docx**

    **Improving Business Performance**

    **Week 7 Discussion**

    **The Rise and Demise of the Innovative Entrant-Revised**

    In the Week 5 Discussion, you evaluated the case study “Rise and Demise of the Innovative Entrant” and assessed what type of causal loop diagram was in control of the dilemma faced by this organization. In this Discussion, you will use your assessment from the Week 5 Discussion to create the causal loop diagram that you feel best captures the fundamental situation/dilemma at this organization.

    **To prepare for this Discussion:**

    · Review the case study, “Rise and Demise of the Innovative Entrant,” located in this week's resources.

    · Review your response to the Week 5 Discussion.

    **Post** a robust causal loop diagram to capture the fundamental system behaviors, outcomes, and causes that were in control of the dilemma faced by the organization described in Week 5 case study titled, “Rise and Demise of the Innovative Entrant.” Your diagram should do the following:

    · Utilize your identified common system archetype patterns, refer to your Week 5 Discussion response.

    · Illustrate the fundamental system behaviors and outcomes within the organization, be sure to refer back to your Week 5 Discussion response.

    · Be drawn by hand or with software. (Tables are not appropriate.)

    **## Week7DiscussionResponse-ImprovingBusinessPerformance.docx**

    **Improving Business Performance**

    **Week 7 Discussion Response**

    **Colleague 1**

    Maria Espenida
    ![A diagram of a company AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/week-7-discussion-response-improving-business-performance)

    The system thinking archetype I used in the case study is “Growth and Underinvestment”. Starting with reinforcing loop (R), the innovation by the company was marketed as the first of its kind, which resulted in the growth in sales and demand. The initial marketing strategy of the company was successful because of the innovation, attracting customers as well as competitors who are curious about the technology. Balancing loop 1 (B1) shows the company’s sales and demand increases; the performance slows down to keep up with demand.  This has created an opportunity for competitors who are more capable of investing, to create a better version of technology and offer lower prices. Facing competitive pressure and rising customer demand, the company saw a need to invest in performance improvement which is the balancing loop 2 (B2). It invested in marketing strategies but was not sufficient to sustain growth, causing delays and further loss. The "Growth and Underinvestment" archetype in systems thinking illustrates how a company's inability to anticipate growth and make timely long-term investments can result in underinvestment, ultimately leading to decline, missed growth opportunities, and stagnation.

    References

    Kim, D. H., & Lannon, C. (1997). Applying systems archetypes. The Systems Thinker.
    [https://thesystemsthinker.com/applying-systems-archetypes/\
    Links to an external site.](https://thesystemsthinker.com/applying-systems-archetypes/)

    Lannon, C. (n.d.). Causal loop construction: The basics. The Systems Thinker.
    [https://thesystemsthinker.com/causal-loop-construction-the-basics/\
    Links to an external site.](https://thesystemsthinker.com/causal-loop-construction-the-basics/)

    Landel, R. D. & Timoshin, D. (2001, March 8). Rise and demise of the innovative entrant. Darden Business Publishing.
    [http://hbr.org\
    Links to an external site.](http://hbr.org/)

    **Colleague 2**

    **Femi Owoeye**

    The Rise and Demise of the Innovative Entrant: A Causal Loop Diagram Analysis

    Building on Week 5's assessment of "Rise and Demise of the Innovative Entrant," this discussion presents a causal loop diagram (CLD) capturing the fundamental system behaviors. Senge (2006) notes that system archetypes provide crucial frameworks for diagnosing organizational dilemmas. This CLD integrates the "Limits to Growth," "Failure to the Failing," and "Shifting the Burden" archetypes, as identified in my previous analysis (Braun, 2002).

    ![](https://www.sweetstudy.com/questions/week-7-discussion-response-improving-business-performance)

    **Analysis of Fundamental System Behaviors and Outcomes:**

    The CLD illustrates the critical feedback loops governing the innovative entrant's trajectory:

    **R1: Initial Growth (Reinforcing Loop)** The diagram begins with a reinforcing loop (R1) showing "Sales Growth" driven by "Initial Innovation & Product Quality" and reinforcing "Marketing Efforts." This represents the company's early success and rapid expansion, which are characteristics of a disruptive venture (Landel & Timoshin, 2001).

    **B1: Limits to Growth (Balancing Loop)** This balancing loop (B1) depicts how initial growth invites "Attractiveness to Competitors," leading to "Increased Competition & Market Saturation." This competition causes "Price Pressure & Customer Switching Costs," ultimately reducing "Sales Growth." This aligns with Senge's (2006) "Limits to Growth" archetype, where external forces constrain initial expansion.

    **R2: Failure to the Failing (Reinforcing Loop)** As detailed in Week 5, this inverse "Success to the Successful" loop shows declining "Sales Growth" hurting "Innovative Entrant's Financial Health." Reduced financial health weakens the "Ability to Counter Competition," which exacerbates "Increased Competition & Market Saturation" and fuels "Competitor Success," further eroding the entrant's "Sales Growth." This creates a vicious, self-reinforcing downward spiral (Kim & Lannon, 1997).

    **B2: Shifting the Burden (Complex Archetype)** This archetype, as described by Senge (2006), unfolds in two interconnected parts:

    ·
    **B2a: Symptomatic Balancing Loop (The "Fix"):** "Decreased Profit Margins" (a symptom of competition) leads management to perceive a "Lack of Sales Efforts." Their response is to increase the "Sales & Marketing Budget," intending to boost "Sales Growth" and reduce the profit problem. This short-term fix provides temporary relief.

    ·
    **B2b: Fundamental Solution Neglect & Reinforcing Trap (The "Shift"):** Critically, increasing the "Sales & Marketing Budget" negatively impacts "Innovative Entrant's Financial Health," reducing "Resources for Fundamental Solution." The "Ability to Counter Root Cause (Competition)" diminishes with fewer resources for deep solutions. This allows "Increased Competition & Market Saturation" to persist, trapping the organization in a cycle where the symptomatic fix prevents addressing the underlying issue.

    In conclusion,
    the intricate interplay of these causal loops demonstrates that the demise of the innovative entrant was not due to a single failure but a systemic trap. The initial success (R1) inevitably triggered "Limits to Growth" (B1). Instead of recognizing and strategically adapting to these limits by investing in fundamental solutions, the organization fell into the "Failure to the Failing" (R2) spiral. This was exacerbated by "Shifting the Burden" (B2), where management focused on symptomatic fixes that depleted resources and prevented them from tackling the actual root causes of their decline. Understanding these archetypes through the CLD offers profound insights into how organizations can get caught in self-defeating patterns, highlighting the importance of systems thinking for sustainable success.

    **References**

    Braun, W. (2002, February 27).
    _The system archetypes._ MIT Center for Transportation & Logistics.
    [https://ctl.mit.edu/sites/ctl.mit.edu/files/attachments/tab%204c%20Pacheco%20-%20system%20archetypes.pdfLinks to an external site.](https://ctl.mit.edu/sites/ctl.mit.edu/files/attachments/tab%204c%20Pacheco%20-%20system%20archetypes.pdf)

    Landel, R. D. & Timoshin, D. (2001, March 8
    _). Rise and demise of the innovative entrant._ Darden Business Publishing.
    [http://hbr.orgLinks to an external site.](http://hbr.org/)

    Kim, D. H., & Lannon, C. (1997).
    _Applying systems archetypes_. The Systems Thinker.
    [https://thesystemsthinker.com/applying-systems-archetypes/Links to an external site.](https://thesystemsthinker.com/applying-systems-archetypes/)

    Senge, P. M. (2006). Systems archetypes. In
    _The fifth discipline: The art and practice of the learning organization_ (pp. 389–400). Doubleday.

    ## image1.png

    ## image2.png

    **## Week7DiscussionResponse-ImprovingBusinessPerformance.docx**

    **Improving Business Performance**

    **Week 7 Discussion Response**

    **Colleague 1**

    Maria Espenida
    ![A diagram of a company AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/week-7-discussion-response-improving-business-performance)

    The system thinking archetype I used in the case study is “Growth and Underinvestment”. Starting with reinforcing loop (R), the innovation by the company was marketed as the first of its kind, which resulted in the growth in sales and demand. The initial marketing strategy of the company was successful because of the innovation, attracting customers as well as competitors who are curious about the technology. Balancing loop 1 (B1) shows the company’s sales and demand increases; the performance slows down to keep up with demand.  This has created an opportunity for competitors who are more capable of investing, to create a better version of technology and offer lower prices. Facing competitive pressure and rising customer demand, the company saw a need to invest in performance improvement which is the balancing loop 2 (B2). It invested in marketing strategies but was not sufficient to sustain growth, causing delays and further loss. The "Growth and Underinvestment" archetype in systems thinking illustrates how a company's inability to anticipate growth and make timely long-term investments can result in underinvestment, ultimately leading to decline, missed growth opportunities, and stagnation.

    References

    Kim, D. H., & Lannon, C. (1997). Applying systems archetypes. The Systems Thinker.
    [https://thesystemsthinker.com/applying-systems-archetypes/\
    Links to an external site.](https://thesystemsthinker.com/applying-systems-archetypes/)

    Lannon, C. (n.d.). Causal loop construction: The basics. The Systems Thinker.
    [https://thesystemsthinker.com/causal-loop-construction-the-basics/\
    Links to an external site.](https://thesystemsthinker.com/causal-loop-construction-the-basics/)

    Landel, R. D. & Timoshin, D. (2001, March 8). Rise and demise of the innovative entrant. Darden Business Publishing.
    [http://hbr.org\
    Links to an external site.](http://hbr.org/)

    **Colleague 2**

    **Femi Owoeye**

    The Rise and Demise of the Innovative Entrant: A Causal Loop Diagram Analysis

    Building on Week 5's assessment of "Rise and Demise of the Innovative Entrant," this discussion presents a causal loop diagram (CLD) capturing the fundamental system behaviors. Senge (2006) notes that system archetypes provide crucial frameworks for diagnosing organizational dilemmas. This CLD integrates the "Limits to Growth," "Failure to the Failing," and "Shifting the Burden" archetypes, as identified in my previous analysis (Braun, 2002).

    ![](https://www.sweetstudy.com/questions/week-7-discussion-response-improving-business-performance)

    **Analysis of Fundamental System Behaviors and Outcomes:**

    The CLD illustrates the critical feedback loops governing the innovative entrant's trajectory:

    **R1: Initial Growth (Reinforcing Loop)** The diagram begins with a reinforcing loop (R1) showing "Sales Growth" driven by "Initial Innovation & Product Quality" and reinforcing "Marketing Efforts." This represents the company's early success and rapid expansion, which are characteristics of a disruptive venture (Landel & Timoshin, 2001).

    **B1: Limits to Growth (Balancing Loop)** This balancing loop (B1) depicts how initial growth invites "Attractiveness to Competitors," leading to "Increased Competition & Market Saturation." This competition causes "Price Pressure & Customer Switching Costs," ultimately reducing "Sales Growth." This aligns with Senge's (2006) "Limits to Growth" archetype, where external forces constrain initial expansion.

    **R2: Failure to the Failing (Reinforcing Loop)** As detailed in Week 5, this inverse "Success to the Successful" loop shows declining "Sales Growth" hurting "Innovative Entrant's Financial Health." Reduced financial health weakens the "Ability to Counter Competition," which exacerbates "Increased Competition & Market Saturation" and fuels "Competitor Success," further eroding the entrant's "Sales Growth." This creates a vicious, self-reinforcing downward spiral (Kim & Lannon, 1997).

    **B2: Shifting the Burden (Complex Archetype)** This archetype, as described by Senge (2006), unfolds in two interconnected parts:

    ·
    **B2a: Symptomatic Balancing Loop (The "Fix"):** "Decreased Profit Margins" (a symptom of competition) leads management to perceive a "Lack of Sales Efforts." Their response is to increase the "Sales & Marketing Budget," intending to boost "Sales Growth" and reduce the profit problem. This short-term fix provides temporary relief.

    ·
    **B2b: Fundamental Solution Neglect & Reinforcing Trap (The "Shift"):** Critically, increasing the "Sales & Marketing Budget" negatively impacts "Innovative Entrant's Financial Health," reducing "Resources for Fundamental Solution." The "Ability to Counter Root Cause (Competition)" diminishes with fewer resources for deep solutions. This allows "Increased Competition & Market Saturation" to persist, trapping the organization in a cycle where the symptomatic fix prevents addressing the underlying issue.

    In conclusion,
    the intricate interplay of these causal loops demonstrates that the demise of the innovative entrant was not due to a single failure but a systemic trap. The initial success (R1) inevitably triggered "Limits to Growth" (B1). Instead of recognizing and strategically adapting to these limits by investing in fundamental solutions, the organization fell into the "Failure to the Failing" (R2) spiral. This was exacerbated by "Shifting the Burden" (B2), where management focused on symptomatic fixes that depleted resources and prevented them from tackling the actual root causes of their decline. Understanding these archetypes through the CLD offers profound insights into how organizations can get caught in self-defeating patterns, highlighting the importance of systems thinking for sustainable success.

    **References**

    Braun, W. (2002, February 27).
    _The system archetypes._ MIT Center for Transportation & Logistics.
    [https://ctl.mit.edu/sites/ctl.mit.edu/files/attachments/tab%204c%20Pacheco%20-%20system%20archetypes.pdfLinks to an external site.](https://ctl.mit.edu/sites/ctl.mit.edu/files/attachments/tab%204c%20Pacheco%20-%20system%20archetypes.pdf)

    Landel, R. D. & Timoshin, D. (2001, March 8
    _). Rise and demise of the innovative entrant._ Darden Business Publishing.
    [http://hbr.orgLinks to an external site.](http://hbr.org/)

    Kim, D. H., & Lannon, C. (1997).
    _Applying systems archetypes_. The Systems Thinker.
    [https://thesystemsthinker.com/applying-systems-archetypes/Links to an external site.](https://thesystemsthinker.com/applying-systems-archetypes/)

    Senge, P. M. (2006). Systems archetypes. In
    _The fifth discipline: The art and practice of the learning organization_ (pp. 389–400). Doubleday.

    ## image1.png

    ## image2.png

    **## Week7LearningResources-ImprovingBusinessPerformance1.docx**

    **Improving Business Performance**

    **Week 7 Learning Resources**

    Landel, R. D. & Timoshin, D. (2001, March 8).
    [_Rise and demise of the innovative entrant_](https://waldenu.instructure.com/courses/169294/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FUV3555-PDF-ENG%2Frich-text). Darden Business Publishing. http://hbr.org

    Note: This resource will be used for this week’s Discussion.

    **## Week7Discussion-ImprovingBusinessPerformance3.docx**

    **Improving Business Performance**

    **Week 7 Discussion**

    **The Rise and Demise of the Innovative Entrant-Revised**

    In the Week 5 Discussion, you evaluated the case study “Rise and Demise of the Innovative Entrant” and assessed what type of causal loop diagram was in control of the dilemma faced by this organization. In this Discussion, you will use your assessment from the Week 5 Discussion to create the causal loop diagram that you feel best captures the fundamental situation/dilemma at this organization.

    **To prepare for this Discussion:**

    · Review the case study, “Rise and Demise of the Innovative Entrant,” located in this week's resources.

    · Review your response to the Week 5 Discussion.

    **Post** a robust causal loop diagram to capture the fundamental system behaviors, outcomes, and causes that were in control of the dilemma faced by the organization described in Week 5 case study titled, “Rise and Demise of the Innovative Entrant.” Your diagram should do the following:

    · Utilize your identified common system archetype patterns, refer to your Week 5 Discussion response.

    · Illustrate the fundamental system behaviors and outcomes within the organization, be sure to refer back to your Week 5 Discussion response.

    · Be drawn by hand or with software. (Tables are not appropriate.)

    **## Week7DiscussionResponse-ImprovingBusinessPerformance.docx**

    **Improving Business Performance**

    **Week 7 Discussion Response**

    **Colleague 1**

    Maria Espenida
    ![A diagram of a company AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/week-7-discussion-response-improving-business-performance)

    The system thinking archetype I used in the case study is “Growth and Underinvestment”. Starting with reinforcing loop (R), the innovation by the company was marketed as the first of its kind, which resulted in the growth in sales and demand. The initial marketing strategy of the company was successful because of the innovation, attracting customers as well as competitors who are curious about the technology. Balancing loop 1 (B1) shows the company’s sales and demand increases; the performance slows down to keep up with demand.  This has created an opportunity for competitors who are more capable of investing, to create a better version of technology and offer lower prices. Facing competitive pressure and rising customer demand, the company saw a need to invest in performance improvement which is the balancing loop 2 (B2). It invested in marketing strategies but was not sufficient to sustain growth, causing delays and further loss. The "Growth and Underinvestment" archetype in systems thinking illustrates how a company's inability to anticipate growth and make timely long-term investments can result in underinvestment, ultimately leading to decline, missed growth opportunities, and stagnation.

    References

    Kim, D. H., & Lannon, C. (1997). Applying systems archetypes. The Systems Thinker.
    [https://thesystemsthinker.com/applying-systems-archetypes/\
    Links to an external site.](https://thesystemsthinker.com/applying-systems-archetypes/)

    Lannon, C. (n.d.). Causal loop construction: The basics. The Systems Thinker.
    [https://thesystemsthinker.com/causal-loop-construction-the-basics/\
    Links to an external site.](https://thesystemsthinker.com/causal-loop-construction-the-basics/)

    Landel, R. D. & Timoshin, D. (2001, March 8). Rise and demise of the innovative entrant. Darden Business Publishing.
    [http://hbr.org\
    Links to an external site.](http://hbr.org/)

    **Colleague 2**

    **Femi Owoeye**

    The Rise and Demise of the Innovative Entrant: A Causal Loop Diagram Analysis

    Building on Week 5's assessment of "Rise and Demise of the Innovative Entrant," this discussion presents a causal loop diagram (CLD) capturing the fundamental system behaviors. Senge (2006) notes that system archetypes provide crucial frameworks for diagnosing organizational dilemmas. This CLD integrates the "Limits to Growth," "Failure to the Failing," and "Shifting the Burden" archetypes, as identified in my previous analysis (Braun, 2002).

    ![](https://www.sweetstudy.com/questions/week-7-discussion-response-improving-business-performance)

    **Analysis of Fundamental System Behaviors and Outcomes:**

    The CLD illustrates the critical feedback loops governing the innovative entrant's trajectory:

    **R1: Initial Growth (Reinforcing Loop)** The diagram begins with a reinforcing loop (R1) showing "Sales Growth" driven by "Initial Innovation & Product Quality" and reinforcing "Marketing Efforts." This represents the company's early success and rapid expansion, which are characteristics of a disruptive venture (Landel & Timoshin, 2001).

    **B1: Limits to Growth (Balancing Loop)** This balancing loop (B1) depicts how initial growth invites "Attractiveness to Competitors," leading to "Increased Competition & Market Saturation." This competition causes "Price Pressure & Customer Switching Costs," ultimately reducing "Sales Growth." This aligns with Senge's (2006) "Limits to Growth" archetype, where external forces constrain initial expansion.

    **R2: Failure to the Failing (Reinforcing Loop)** As detailed in Week 5, this inverse "Success to the Successful" loop shows declining "Sales Growth" hurting "Innovative Entrant's Financial Health." Reduced financial health weakens the "Ability to Counter Competition," which exacerbates "Increased Competition & Market Saturation" and fuels "Competitor Success," further eroding the entrant's "Sales Growth." This creates a vicious, self-reinforcing downward spiral (Kim & Lannon, 1997).

    **B2: Shifting the Burden (Complex Archetype)** This archetype, as described by Senge (2006), unfolds in two interconnected parts:

    ·
    **B2a: Symptomatic Balancing Loop (The "Fix"):** "Decreased Profit Margins" (a symptom of competition) leads management to perceive a "Lack of Sales Efforts." Their response is to increase the "Sales & Marketing Budget," intending to boost "Sales Growth" and reduce the profit problem. This short-term fix provides temporary relief.

    ·
    **B2b: Fundamental Solution Neglect & Reinforcing Trap (The "Shift"):** Critically, increasing the "Sales & Marketing Budget" negatively impacts "Innovative Entrant's Financial Health," reducing "Resources for Fundamental Solution." The "Ability to Counter Root Cause (Competition)" diminishes with fewer resources for deep solutions. This allows "Increased Competition & Market Saturation" to persist, trapping the organization in a cycle where the symptomatic fix prevents addressing the underlying issue.

    In conclusion,
    the intricate interplay of these causal loops demonstrates that the demise of the innovative entrant was not due to a single failure but a systemic trap. The initial success (R1) inevitably triggered "Limits to Growth" (B1). Instead of recognizing and strategically adapting to these limits by investing in fundamental solutions, the organization fell into the "Failure to the Failing" (R2) spiral. This was exacerbated by "Shifting the Burden" (B2), where management focused on symptomatic fixes that depleted resources and prevented them from tackling the actual root causes of their decline. Understanding these archetypes through the CLD offers profound insights into how organizations can get caught in self-defeating patterns, highlighting the importance of systems thinking for sustainable success.

    **References**

    Braun, W. (2002, February 27).
    _The system archetypes._ MIT Center for Transportation & Logistics.
    [https://ctl.mit.edu/sites/ctl.mit.edu/files/attachments/tab%204c%20Pacheco%20-%20system%20archetypes.pdfLinks to an external site.](https://ctl.mit.edu/sites/ctl.mit.edu/files/attachments/tab%204c%20Pacheco%20-%20system%20archetypes.pdf)

    Landel, R. D. & Timoshin, D. (2001, March 8
    _). Rise and demise of the innovative entrant._ Darden Business Publishing.
    [http://hbr.orgLinks to an external site.](http://hbr.org/)

    Kim, D. H., & Lannon, C. (1997).
    _Applying systems archetypes_. The Systems Thinker.
    [https://thesystemsthinker.com/applying-systems-archetypes/Links to an external site.](https://thesystemsthinker.com/applying-systems-archetypes/)

    Senge, P. M. (2006). Systems archetypes. In
    _The fifth discipline: The art and practice of the learning organization_ (pp. 389–400). Doubleday.

    ## image1.png

    ## image2.png

    **## Week7LearningResources-ImprovingBusinessPerformance1.docx**

    **Improving Business Performance**

    **Week 7 Learning Resources**

    Landel, R. D. & Timoshin, D. (2001, March 8).
    [_Rise and demise of the innovative entrant_](https://waldenu.instructure.com/courses/169294/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FUV3555-PDF-ENG%2Frich-text). Darden Business Publishing. http://hbr.org

    Note: This resource will be used for this week’s Discussion.

    **## Week7Discussion-ImprovingBusinessPerformance3.docx**

    **Improving Business Performance**

    **Week 7 Discussion**

    **The Rise and Demise of the Innovative Entrant-Revised**

    In the Week 5 Discussion, you evaluated the case study “Rise and Demise of the Innovative Entrant” and assessed what type of causal loop diagram was in control of the dilemma faced by this organization. In this Discussion, you will use your assessment from the Week 5 Discussion to create the causal loop diagram that you feel best captures the fundamental situation/dilemma at this organization.

    **To prepare for this Discussion:**

    · Review the case study, “Rise and Demise of the Innovative Entrant,” located in this week's resources.

    · Review your response to the Week 5 Discussion.

    **Post** a robust causal loop diagram to capture the fundamental system behaviors, outcomes, and causes that were in control of the dilemma faced by the organization described in Week 5 case study titled, “Rise and Demise of the Innovative Entrant.” Your diagram should do the following:

    · Utilize your identified common system archetype patterns, refer to your Week 5 Discussion response.

    · Illustrate the fundamental system behaviors and outcomes within the organization, be sure to refer back to your Week 5 Discussion response.

    · Be drawn by hand or with software. (Tables are not appropriate.)

    **## Week7DiscussionResponse-ImprovingBusinessPerformance.docx**

    **Improving Business Performance**

    **Week 7 Discussion Response**

    **Colleague 1**

    Maria Espenida
    ![A diagram of a company AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/week-7-discussion-response-improving-business-performance)

    The system thinking archetype I used in the case study is “Growth and Underinvestment”. Starting with reinforcing loop (R), the innovation by the company was marketed as the first of its kind, which resulted in the growth in sales and demand. The initial marketing strategy of the company was successful because of the innovation, attracting customers as well as competitors who are curious about the technology. Balancing loop 1 (B1) shows the company’s sales and demand increases; the performance slows down to keep up with demand.  This has created an opportunity for competitors who are more capable of investing, to create a better version of technology and offer lower prices. Facing competitive pressure and rising customer demand, the company saw a need to invest in performance improvement which is the balancing loop 2 (B2). It invested in marketing strategies but was not sufficient to sustain growth, causing delays and further loss. The "Growth and Underinvestment" archetype in systems thinking illustrates how a company's inability to anticipate growth and make timely long-term investments can result in underinvestment, ultimately leading to decline, missed growth opportunities, and stagnation.

    References

    Kim, D. H., & Lannon, C. (1997). Applying systems archetypes. The Systems Thinker.
    [https://thesystemsthinker.com/applying-systems-archetypes/\
    Links to an external site.](https://thesystemsthinker.com/applying-systems-archetypes/)

    Lannon, C. (n.d.). Causal loop construction: The basics. The Systems Thinker.
    [https://thesystemsthinker.com/causal-loop-construction-the-basics/\
    Links to an external site.](https://thesystemsthinker.com/causal-loop-construction-the-basics/)

    Landel, R. D. & Timoshin, D. (2001, March 8). Rise and demise of the innovative entrant. Darden Business Publishing.
    [http://hbr.org\
    Links to an external site.](http://hbr.org/)

    **Colleague 2**

    **Femi Owoeye**

    The Rise and Demise of the Innovative Entrant: A Causal Loop Diagram Analysis

    Building on Week 5's assessment of "Rise and Demise of the Innovative Entrant," this discussion presents a causal loop diagram (CLD) capturing the fundamental system behaviors. Senge (2006) notes that system archetypes provide crucial frameworks for diagnosing organizational dilemmas. This CLD integrates the "Limits to Growth," "Failure to the Failing," and "Shifting the Burden" archetypes, as identified in my previous analysis (Braun, 2002).

    ![](https://www.sweetstudy.com/questions/week-7-discussion-response-improving-business-performance)

    **Analysis of Fundamental System Behaviors and Outcomes:**

    The CLD illustrates the critical feedback loops governing the innovative entrant's trajectory:

    **R1: Initial Growth (Reinforcing Loop)** The diagram begins with a reinforcing loop (R1) showing "Sales Growth" driven by "Initial Innovation & Product Quality" and reinforcing "Marketing Efforts." This represents the company's early success and rapid expansion, which are characteristics of a disruptive venture (Landel & Timoshin, 2001).

    **B1: Limits to Growth (Balancing Loop)** This balancing loop (B1) depicts how initial growth invites "Attractiveness to Competitors," leading to "Increased Competition & Market Saturation." This competition causes "Price Pressure & Customer Switching Costs," ultimately reducing "Sales Growth." This aligns with Senge's (2006) "Limits to Growth" archetype, where external forces constrain initial expansion.

    **R2: Failure to the Failing (Reinforcing Loop)** As detailed in Week 5, this inverse "Success to the Successful" loop shows declining "Sales Growth" hurting "Innovative Entrant's Financial Health." Reduced financial health weakens the "Ability to Counter Competition," which exacerbates "Increased Competition & Market Saturation" and fuels "Competitor Success," further eroding the entrant's "Sales Growth." This creates a vicious, self-reinforcing downward spiral (Kim & Lannon, 1997).

    **B2: Shifting the Burden (Complex Archetype)** This archetype, as described by Senge (2006), unfolds in two interconnected parts:

    ·
    **B2a: Symptomatic Balancing Loop (The "Fix"):** "Decreased Profit Margins" (a symptom of competition) leads management to perceive a "Lack of Sales Efforts." Their response is to increase the "Sales & Marketing Budget," intending to boost "Sales Growth" and reduce the profit problem. This short-term fix provides temporary relief.

    ·
    **B2b: Fundamental Solution Neglect & Reinforcing Trap (The "Shift"):** Critically, increasing the "Sales & Marketing Budget" negatively impacts "Innovative Entrant's Financial Health," reducing "Resources for Fundamental Solution." The "Ability to Counter Root Cause (Competition)" diminishes with fewer resources for deep solutions. This allows "Increased Competition & Market Saturation" to persist, trapping the organization in a cycle where the symptomatic fix prevents addressing the underlying issue.

    In conclusion,
    the intricate interplay of these causal loops demonstrates that the demise of the innovative entrant was not due to a single failure but a systemic trap. The initial success (R1) inevitably triggered "Limits to Growth" (B1). Instead of recognizing and strategically adapting to these limits by investing in fundamental solutions, the organization fell into the "Failure to the Failing" (R2) spiral. This was exacerbated by "Shifting the Burden" (B2), where management focused on symptomatic fixes that depleted resources and prevented them from tackling the actual root causes of their decline. Understanding these archetypes through the CLD offers profound insights into how organizations can get caught in self-defeating patterns, highlighting the importance of systems thinking for sustainable success.

    **References**

    Braun, W. (2002, February 27).
    _The system archetypes._ MIT Center for Transportation & Logistics.
    [https://ctl.mit.edu/sites/ctl.mit.edu/files/attachments/tab%204c%20Pacheco%20-%20system%20archetypes.pdfLinks to an external site.](https://ctl.mit.edu/sites/ctl.mit.edu/files/attachments/tab%204c%20Pacheco%20-%20system%20archetypes.pdf)

    Landel, R. D. & Timoshin, D. (2001, March 8
    _). Rise and demise of the innovative entrant._ Darden Business Publishing.
    [http://hbr.orgLinks to an external site.](http://hbr.org/)

    Kim, D. H., & Lannon, C. (1997).
    _Applying systems archetypes_. The Systems Thinker.
    [https://thesystemsthinker.com/applying-systems-archetypes/Links to an external site.](https://thesystemsthinker.com/applying-systems-archetypes/)

    Senge, P. M. (2006). Systems archetypes. In
    _The fifth discipline: The art and practice of the learning organization_ (pp. 389–400). Doubleday.

    ## image1.png

    ## image2.png

    – 1
    – 2
    – 3

  • [Solved] NUR 601 Discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## NUR601Module2Discussion.docx **## NUR601Module2Discussion.docx** Module 2 Discussion ![icon](https://www.sweetstudy.com/questions/nur-601-discussion)**_Assessment of Health Promotion_** For this Discussion, your instructor will assign you a case number. | | | | — | — | | | **Case 1** | | **…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## NUR601Module2Discussion.docx

    **## NUR601Module2Discussion.docx**

    Module 2 Discussion

    ![icon](https://www.sweetstudy.com/questions/nur-601-discussion)**_Assessment of Health Promotion_**

    For this Discussion, your instructor will assign you a case number.

    | | |
    | — | — |
    | | **Case 1** |
    | **Cases** | J.R. is a nurse practitioner in a clinic on a large, isolated Indian reservation. The clients in his community have a disproportionately high rate of alcoholism and suicide. Poverty is widespread.<br>He believes the most important component of his job is to promote wellness among his clients. J.R. reaches out to the people of the community by providing wellness clinics and educational forums. He uses a holistic approach to health care, incorporating traditional Indian healing practices along with Western medicine. |
    | **Questions for the case** | Do you think is appropriate that J.R. is adapting his practice incorporating traditional Indian healing practices along with Western medicine? Support your answer with evidence base practice recommendation. |

    Once you received your case number; answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:

    1.
    **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

    2.
    **Name the different family developmental stages and give examples of each one.**

    3.
    **Describe family structure and function and the relationship with health care.**

    ## image1.png

    **## NUR601Module2Discussion.docx**

    Module 2 Discussion

    ![icon](https://www.sweetstudy.com/questions/nur-601-discussion)**_Assessment of Health Promotion_**

    For this Discussion, your instructor will assign you a case number.

    | | |
    | — | — |
    | | **Case 1** |
    | **Cases** | J.R. is a nurse practitioner in a clinic on a large, isolated Indian reservation. The clients in his community have a disproportionately high rate of alcoholism and suicide. Poverty is widespread.<br>He believes the most important component of his job is to promote wellness among his clients. J.R. reaches out to the people of the community by providing wellness clinics and educational forums. He uses a holistic approach to health care, incorporating traditional Indian healing practices along with Western medicine. |
    | **Questions for the case** | Do you think is appropriate that J.R. is adapting his practice incorporating traditional Indian healing practices along with Western medicine? Support your answer with evidence base practice recommendation. |

    Once you received your case number; answer the specific question on the table above. Then, continue to discuss the 3 topics listed below for your case:

    1.
    **An effective health assessment incorporates not only physiological parameters; please suggest other parameters that should be considered and included on health assessments to reach maximal health potential on individuals.**

    2.
    **Name the different family developmental stages and give examples of each one.**

    3.
    **Describe family structure and function and the relationship with health care.**

    ## image1.png

  • [Solved] NUR 504 Discussion 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## NUR504Module2Discussion.docx **## NUR504Module2Discussion.docx** Module 2 Discussion ![null](https://www.sweetstudy.com/questions/nur-504-discussion-2) ![icon](https://www.sweetstudy.com/questions/nur-504-discussion-2)**_Skin, Eye, & Ear Disorders_** For this Discussion, you will take on the ro…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## NUR504Module2Discussion.docx

    **## NUR504Module2Discussion.docx**

    Module 2 Discussion

    ![null](https://www.sweetstudy.com/questions/nur-504-discussion-2)

    ![icon](https://www.sweetstudy.com/questions/nur-504-discussion-2)**_Skin, Eye, & Ear Disorders_**

    For this Discussion, you will take on the role of a clinician who is building a health history for one of the following cases. Your instructor will assign you your case number.

    | | |
    | — | — |
    | | **Case 1** |
    | **Chief Complaint**<br>**(CC)** | A 57-year-old man presents to the office with a complaint of left ear drainage since this morning. |
    | **Subjective** | Patient stated he was having pulsating pain on left ear for about 3 days. After the ear drainage the pain has gotten a little better. |
    | **VS** | (T) 99.8°F; (RR) 14; (HR) 72; (BP) 138/90 |
    | **General** | well-developed, healthy male |
    | **HEENT** | EAR: (R) external ear normal, canal without erythema or exudate, little bit of cerumen noted, TM- pearly grey, intact with light reflex and bony landmarks present; (L) external ear normal, canal with white exudate and crusting, no visualization of tympanic membrane or bony landmarks, no light reflex EYE: bilateral anicteric conjunctiva, (PERRLA), EOM intact. NOSE: nares are patent with no tissue edema. THROAT: no lesions noted, oropharynx moderately erythematous with no postnasal drip. |
    | **Skin** | No rashes |
    | **Neck/Throat** | no neck swelling or tenderness with palpation; neck is supple; no JVD; thyroid is not enlarged; <br>trachea midline |

    **Once you received your case number, answer the following questions:**

    1.
    **What other subjective data would you obtain?**

    2.
    **What other objective findings would you look for?**

    3.
    **What diagnostic exams do you want to order?**

    4.
    **Name 3 differential diagnoses based on this patient presenting symptoms?**

    5.
    **Give rationales for your each differential diagnosis.**

    ## image1.png

    ## image2.png

    **## NUR504Module2Discussion.docx**

    Module 2 Discussion

    ![null](https://www.sweetstudy.com/questions/nur-504-discussion-2)

    ![icon](https://www.sweetstudy.com/questions/nur-504-discussion-2)**_Skin, Eye, & Ear Disorders_**

    For this Discussion, you will take on the role of a clinician who is building a health history for one of the following cases. Your instructor will assign you your case number.

    | | |
    | — | — |
    | | **Case 1** |
    | **Chief Complaint**<br>**(CC)** | A 57-year-old man presents to the office with a complaint of left ear drainage since this morning. |
    | **Subjective** | Patient stated he was having pulsating pain on left ear for about 3 days. After the ear drainage the pain has gotten a little better. |
    | **VS** | (T) 99.8°F; (RR) 14; (HR) 72; (BP) 138/90 |
    | **General** | well-developed, healthy male |
    | **HEENT** | EAR: (R) external ear normal, canal without erythema or exudate, little bit of cerumen noted, TM- pearly grey, intact with light reflex and bony landmarks present; (L) external ear normal, canal with white exudate and crusting, no visualization of tympanic membrane or bony landmarks, no light reflex EYE: bilateral anicteric conjunctiva, (PERRLA), EOM intact. NOSE: nares are patent with no tissue edema. THROAT: no lesions noted, oropharynx moderately erythematous with no postnasal drip. |
    | **Skin** | No rashes |
    | **Neck/Throat** | no neck swelling or tenderness with palpation; neck is supple; no JVD; thyroid is not enlarged; <br>trachea midline |

    **Once you received your case number, answer the following questions:**

    1.
    **What other subjective data would you obtain?**

    2.
    **What other objective findings would you look for?**

    3.
    **What diagnostic exams do you want to order?**

    4.
    **Name 3 differential diagnoses based on this patient presenting symptoms?**

    5.
    **Give rationales for your each differential diagnosis.**

    ## image1.png

    ## image2.png

  • [Solved] discussion post Block

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## BLOCK.docx – ## rubricforblock.docx **## BLOCK.docx** In this course, you will produce a series of Blog entries to be shared with your colleagues. Blogs help facilitate a meaningful and more informal classroom environment—one that fosters dialogue, interaction, and the dissemination of ideas in…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## BLOCK.docx

    – ## rubricforblock.docx

    **## BLOCK.docx**

    In this course, you will produce a series of Blog entries to be shared with your colleagues. Blogs help facilitate a meaningful and more informal classroom environment—one that fosters dialogue, interaction, and the dissemination of ideas in a functional platform (Kuo et al., 2017). Blogs also promote community-building and a collaborative learning approach through the sharing of ideas. Although this blog may function somewhat like a discussion, it’s aim is to be more open-ended and informal in terms of sharing perspectives, thoughts, and experiences on a given prompt.

    For this first Blog, you will reflect on your academic and professional experiences and write about strategies you have employed, or would like to employ, to help empower you to succeed as an online doctoral student.

    Reference:
    Kuo, Y.-C., Belland, B. R., & Kuo, Y.-T. (2017). Learning through blogging: Students’ perspectives in collaborative blog-enhanced learning communities. Educational Technology and Society, 20(2), 37–50.

    **To prepare:**

    · Review the Writing Strategies Resources found in this week’s Learning Resources.

    · Review the Walden DNP Resources found in this week’s Learning Resources.

    · Reflect on any strategies you have used (academically and/or professionally) in the past that empowered you in one or more of the following areas: planning, time management, studying, or effective technology use, and consider how these strategies may help ensure your success in your program of study and in completing your DNP degree requirements.

    · Consider any strategies you have not yet used and why. Consider how these strategies may be beneficial to you, given your personal strengths and areas in need of improvement. Be specific and provide examples.

    BY DAY 3 OF WEEK 1

    Address the following in your Blog entry:

    · Describe at least one strategy you have used (academically and/or professionally) in the past that empowered you in one or more of the following areas: planning, time management, studying, or effective technology use, and explain how this strategy may help ensure your success in your program of study and in completing your DNP degree requirements. Be specific and provide examples.

    · Describe at least one strategy you have not yet used and explain why. Explain how this strategy may be beneficial to you, given your personal strengths and areas in need of improvement. Be specific and provide examples.

    **Read** a selection of your colleagues' entries.

    **## rubricforblock.docx**

    **NURS_8006_Week1_Blog_Rubric**

    | | | |
    | — | — | — |
    | NURS_8006_Week1_Blog_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDescription of criterion<br>Main Posting: <br>Idea and Content | **24 to >22.0 ptsExcellent** Thoroughly responds to the blog prompt/s. Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. The post reflects in-depth engagement with the topic. Posts main blog by due date.<br> <br>**22 to >19.0 ptsGood** Responds to all of the blog prompt/s. Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. Personal opinions are expressed and are but not fully developed to align with blog prompts. The post reflects moderate engagement with the topic. Posts main blog by due date.<br> <br>**19 to >16.0 ptsFair** Partially responds to the blog prompt/s. Posts are typically short and may contain some irrelevant material. The post is mostly description or summary without connections or analysis between ideas. The post reflects minimal engagement with the topic. Posts main blog by due date.<br> <br>**16 to >0 ptsPoor** Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. The entries are short and are frequently irrelevant to the events. They do not express opinion clearly and show little understanding. The post does not reflect engagement with the topic. Does not post main blog by due date. | 24 pts |
    | This criterion is linked to a Learning OutcomeFirst Response:<br>Post to colleague's main blogpost shows evidence of insight, understanding, or reflective thought about the topic. <br>NOTE: Responses to faculty are not counted as first or second colleague responses. | **13 to >12.0 ptsExcellent** Presents a focused and cohesive viewpoint in addressing this response. Response includes focused questions or examples related to colleague’s post. Response stimulates dialogue and commentary. Posts by due date.<br> <br>**12 to >11.0 ptsGood** Presents a specific viewpoint that is focused and cohesive. Response includes at least one focused question or example related to colleague’s post. There is some attempt to stimulate dialogue and commentary. Posts by due date.<br> <br>**11 to >9.0 ptsFair** Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. The posting is brief and reflects minimal effort to connect with colleague. Posts by due date.<br> <br>**9 to >0 ptsPoor** The post does not stimulate dialogue or connect with the colleague. Does not post by due date. | 13 pts |
    | This criterion is linked to a Learning OutcomeSecond Response:<br>Post to second colleague blog post shows evidence of insight, understanding, or reflective thought about the topic. | **13 to >12.0 ptsExcellent** Presents a focused and cohesive viewpoint in addressing this response. Response includes focused questions or examples related to colleague’s post. Response stimulates dialogue and commentary. Posts by due date.<br> <br>**12 to >11.0 ptsGood** Presents a specific viewpoint that is focused and cohesive. Response includes at least one focused question or example related to colleague’s post. There is some attempt to stimulate dialogue and commentary. Posts by due date.<br> <br>**11 to >9.0 ptsFair** Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. The posting is brief and reflects minimal effort to connect with colleague. Posts by due date.<br> <br>**9 to >0 ptsPoor** Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. The does not stimulate dialogue or connect with the colleague. Does not post by due date. | 13 pts |

    Tot

    **## rubricforblock.docx**

    **NURS_8006_Week1_Blog_Rubric**

    | | | |
    | — | — | — |
    | NURS_8006_Week1_Blog_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDescription of criterion<br>Main Posting: <br>Idea and Content | **24 to >22.0 ptsExcellent** Thoroughly responds to the blog prompt/s. Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. The post reflects in-depth engagement with the topic. Posts main blog by due date.<br> <br>**22 to >19.0 ptsGood** Responds to all of the blog prompt/s. Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. Personal opinions are expressed and are but not fully developed to align with blog prompts. The post reflects moderate engagement with the topic. Posts main blog by due date.<br> <br>**19 to >16.0 ptsFair** Partially responds to the blog prompt/s. Posts are typically short and may contain some irrelevant material. The post is mostly description or summary without connections or analysis between ideas. The post reflects minimal engagement with the topic. Posts main blog by due date.<br> <br>**16 to >0 ptsPoor** Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. The entries are short and are frequently irrelevant to the events. They do not express opinion clearly and show little understanding. The post does not reflect engagement with the topic. Does not post main blog by due date. | 24 pts |
    | This criterion is linked to a Learning OutcomeFirst Response:<br>Post to colleague's main blogpost shows evidence of insight, understanding, or reflective thought about the topic. <br>NOTE: Responses to faculty are not counted as first or second colleague responses. | **13 to >12.0 ptsExcellent** Presents a focused and cohesive viewpoint in addressing this response. Response includes focused questions or examples related to colleague’s post. Response stimulates dialogue and commentary. Posts by due date.<br> <br>**12 to >11.0 ptsGood** Presents a specific viewpoint that is focused and cohesive. Response includes at least one focused question or example related to colleague’s post. There is some attempt to stimulate dialogue and commentary. Posts by due date.<br> <br>**11 to >9.0 ptsFair** Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. The posting is brief and reflects minimal effort to connect with colleague. Posts by due date.<br> <br>**9 to >0 ptsPoor** The post does not stimulate dialogue or connect with the colleague. Does not post by due date. | 13 pts |
    | This criterion is linked to a Learning OutcomeSecond Response:<br>Post to second colleague blog post shows evidence of insight, understanding, or reflective thought about the topic. | **13 to >12.0 ptsExcellent** Presents a focused and cohesive viewpoint in addressing this response. Response includes focused questions or examples related to colleague’s post. Response stimulates dialogue and commentary. Posts by due date.<br> <br>**12 to >11.0 ptsGood** Presents a specific viewpoint that is focused and cohesive. Response includes at least one focused question or example related to colleague’s post. There is some attempt to stimulate dialogue and commentary. Posts by due date.<br> <br>**11 to >9.0 ptsFair** Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. The posting is brief and reflects minimal effort to connect with colleague. Posts by due date.<br> <br>**9 to >0 ptsPoor** Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. The does not stimulate dialogue or connect with the colleague. Does not post by due date. | 13 pts |

    Tot

    **## BLOCK.docx**

    In this course, you will produce a series of Blog entries to be shared with your colleagues. Blogs help facilitate a meaningful and more informal classroom environment—one that fosters dialogue, interaction, and the dissemination of ideas in a functional platform (Kuo et al., 2017). Blogs also promote community-building and a collaborative learning approach through the sharing of ideas. Although this blog may function somewhat like a discussion, it’s aim is to be more open-ended and informal in terms of sharing perspectives, thoughts, and experiences on a given prompt.

    For this first Blog, you will reflect on your academic and professional experiences and write about strategies you have employed, or would like to employ, to help empower you to succeed as an online doctoral student.

    Reference:
    Kuo, Y.-C., Belland, B. R., & Kuo, Y.-T. (2017). Learning through blogging: Students’ perspectives in collaborative blog-enhanced learning communities. Educational Technology and Society, 20(2), 37–50.

    **To prepare:**

    · Review the Writing Strategies Resources found in this week’s Learning Resources.

    · Review the Walden DNP Resources found in this week’s Learning Resources.

    · Reflect on any strategies you have used (academically and/or professionally) in the past that empowered you in one or more of the following areas: planning, time management, studying, or effective technology use, and consider how these strategies may help ensure your success in your program of study and in completing your DNP degree requirements.

    · Consider any strategies you have not yet used and why. Consider how these strategies may be beneficial to you, given your personal strengths and areas in need of improvement. Be specific and provide examples.

    BY DAY 3 OF WEEK 1

    Address the following in your Blog entry:

    · Describe at least one strategy you have used (academically and/or professionally) in the past that empowered you in one or more of the following areas: planning, time management, studying, or effective technology use, and explain how this strategy may help ensure your success in your program of study and in completing your DNP degree requirements. Be specific and provide examples.

    · Describe at least one strategy you have not yet used and explain why. Explain how this strategy may be beneficial to you, given your personal strengths and areas in need of improvement. Be specific and provide examples.

    **Read** a selection of your colleagues' entries.

    **## rubricforblock.docx**

    **NURS_8006_Week1_Blog_Rubric**

    | | | |
    | — | — | — |
    | NURS_8006_Week1_Blog_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDescription of criterion<br>Main Posting: <br>Idea and Content | **24 to >22.0 ptsExcellent** Thoroughly responds to the blog prompt/s. Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. The post reflects in-depth engagement with the topic. Posts main blog by due date.<br> <br>**22 to >19.0 ptsGood** Responds to all of the blog prompt/s. Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. Personal opinions are expressed and are but not fully developed to align with blog prompts. The post reflects moderate engagement with the topic. Posts main blog by due date.<br> <br>**19 to >16.0 ptsFair** Partially responds to the blog prompt/s. Posts are typically short and may contain some irrelevant material. The post is mostly description or summary without connections or analysis between ideas. The post reflects minimal engagement with the topic. Posts main blog by due date.<br> <br>**16 to >0 ptsPoor** Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. The entries are short and are frequently irrelevant to the events. They do not express opinion clearly and show little understanding. The post does not reflect engagement with the topic. Does not post main blog by due date. | 24 pts |
    | This criterion is linked to a Learning OutcomeFirst Response:<br>Post to colleague's main blogpost shows evidence of insight, understanding, or reflective thought about the topic. <br>NOTE: Responses to faculty are not counted as first or second colleague responses. | **13 to >12.0 ptsExcellent** Presents a focused and cohesive viewpoint in addressing this response. Response includes focused questions or examples related to colleague’s post. Response stimulates dialogue and commentary. Posts by due date.<br> <br>**12 to >11.0 ptsGood** Presents a specific viewpoint that is focused and cohesive. Response includes at least one focused question or example related to colleague’s post. There is some attempt to stimulate dialogue and commentary. Posts by due date.<br> <br>**11 to >9.0 ptsFair** Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. The posting is brief and reflects minimal effort to connect with colleague. Posts by due date.<br> <br>**9 to >0 ptsPoor** The post does not stimulate dialogue or connect with the colleague. Does not post by due date. | 13 pts |
    | This criterion is linked to a Learning OutcomeSecond Response:<br>Post to second colleague blog post shows evidence of insight, understanding, or reflective thought about the topic. | **13 to >12.0 ptsExcellent** Presents a focused and cohesive viewpoint in addressing this response. Response includes focused questions or examples related to colleague’s post. Response stimulates dialogue and commentary. Posts by due date.<br> <br>**12 to >11.0 ptsGood** Presents a specific viewpoint that is focused and cohesive. Response includes at least one focused question or example related to colleague’s post. There is some attempt to stimulate dialogue and commentary. Posts by due date.<br> <br>**11 to >9.0 ptsFair** Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. The posting is brief and reflects minimal effort to connect with colleague. Posts by due date.<br> <br>**9 to >0 ptsPoor** Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. The does not stimulate dialogue or connect with the colleague. Does not post by due date. | 13 pts |

    Tot

    **## BLOCK.docx**

    In this course, you will produce a series of Blog entries to be shared with your colleagues. Blogs help facilitate a meaningful and more informal classroom environment—one that fosters dialogue, interaction, and the dissemination of ideas in a functional platform (Kuo et al., 2017). Blogs also promote community-building and a collaborative learning approach through the sharing of ideas. Although this blog may function somewhat like a discussion, it’s aim is to be more open-ended and informal in terms of sharing perspectives, thoughts, and experiences on a given prompt.

    For this first Blog, you will reflect on your academic and professional experiences and write about strategies you have employed, or would like to employ, to help empower you to succeed as an online doctoral student.

    Reference:
    Kuo, Y.-C., Belland, B. R., & Kuo, Y.-T. (2017). Learning through blogging: Students’ perspectives in collaborative blog-enhanced learning communities. Educational Technology and Society, 20(2), 37–50.

    **To prepare:**

    · Review the Writing Strategies Resources found in this week’s Learning Resources.

    · Review the Walden DNP Resources found in this week’s Learning Resources.

    · Reflect on any strategies you have used (academically and/or professionally) in the past that empowered you in one or more of the following areas: planning, time management, studying, or effective technology use, and consider how these strategies may help ensure your success in your program of study and in completing your DNP degree requirements.

    · Consider any strategies you have not yet used and why. Consider how these strategies may be beneficial to you, given your personal strengths and areas in need of improvement. Be specific and provide examples.

    BY DAY 3 OF WEEK 1

    Address the following in your Blog entry:

    · Describe at least one strategy you have used (academically and/or professionally) in the past that empowered you in one or more of the following areas: planning, time management, studying, or effective technology use, and explain how this strategy may help ensure your success in your program of study and in completing your DNP degree requirements. Be specific and provide examples.

    · Describe at least one strategy you have not yet used and explain why. Explain how this strategy may be beneficial to you, given your personal strengths and areas in need of improvement. Be specific and provide examples.

    **Read** a selection of your colleagues' entries.

    **## rubricforblock.docx**

    **NURS_8006_Week1_Blog_Rubric**

    | | | |
    | — | — | — |
    | NURS_8006_Week1_Blog_Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeDescription of criterion<br>Main Posting: <br>Idea and Content | **24 to >22.0 ptsExcellent** Thoroughly responds to the blog prompt/s. Post provides comprehensive insight, understanding, or reflection about the topic through a focused analysis of the topic supported by personal experiences and/or examples. Personal opinions are expressed and are clearly related to the topic, activity or process identified in blog prompts. The post reflects in-depth engagement with the topic. Posts main blog by due date.<br> <br>**22 to >19.0 ptsGood** Responds to all of the blog prompt/s. Post provides insight, understanding, or reflection about the topic through a reasonably focused analysis of the topic supported by personal experiences and/or examples. Personal opinions are expressed and are but not fully developed to align with blog prompts. The post reflects moderate engagement with the topic. Posts main blog by due date.<br> <br>**19 to >16.0 ptsFair** Partially responds to the blog prompt/s. Posts are typically short and may contain some irrelevant material. The post is mostly description or summary without connections or analysis between ideas. The post reflects minimal engagement with the topic. Posts main blog by due date.<br> <br>**16 to >0 ptsPoor** Does not respond to the blog prompt/s or entries lack insight, depth or are superficial. The entries are short and are frequently irrelevant to the events. They do not express opinion clearly and show little understanding. The post does not reflect engagement with the topic. Does not post main blog by due date. | 24 pts |
    | This criterion is linked to a Learning OutcomeFirst Response:<br>Post to colleague's main blogpost shows evidence of insight, understanding, or reflective thought about the topic. <br>NOTE: Responses to faculty are not counted as first or second colleague responses. | **13 to >12.0 ptsExcellent** Presents a focused and cohesive viewpoint in addressing this response. Response includes focused questions or examples related to colleague’s post. Response stimulates dialogue and commentary. Posts by due date.<br> <br>**12 to >11.0 ptsGood** Presents a specific viewpoint that is focused and cohesive. Response includes at least one focused question or example related to colleague’s post. There is some attempt to stimulate dialogue and commentary. Posts by due date.<br> <br>**11 to >9.0 ptsFair** Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. The posting is brief and reflects minimal effort to connect with colleague. Posts by due date.<br> <br>**9 to >0 ptsPoor** The post does not stimulate dialogue or connect with the colleague. Does not post by due date. | 13 pts |
    | This criterion is linked to a Learning OutcomeSecond Response:<br>Post to second colleague blog post shows evidence of insight, understanding, or reflective thought about the topic. | **13 to >12.0 ptsExcellent** Presents a focused and cohesive viewpoint in addressing this response. Response includes focused questions or examples related to colleague’s post. Response stimulates dialogue and commentary. Posts by due date.<br> <br>**12 to >11.0 ptsGood** Presents a specific viewpoint that is focused and cohesive. Response includes at least one focused question or example related to colleague’s post. There is some attempt to stimulate dialogue and commentary. Posts by due date.<br> <br>**11 to >9.0 ptsFair** Presents a specific viewpoint but lacks supporting examples or focused questions related to colleague’s post. The posting is brief and reflects minimal effort to connect with colleague. Posts by due date.<br> <br>**9 to >0 ptsPoor** Response lacks a specific viewpoint and supporting examples or focused questions related to colleague’s post. The does not stimulate dialogue or connect with the colleague. Does not post by due date. | 13 pts |

    Tot

    – 1
    – 2