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Discussion: fosters analytical thinking ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: fosters analytical thinking This assignment provides the opportunity for the student to complete an analysis of a concept supported by a nursing theory using an identified process. The assignment fosters analytical thinking related to the selected concept as well as application within the profession. Discussion: fosters analytical thinking attachment_1 NR501 Concept Analysis Guidelines and Rubric PurposeThis assignment provides the opportunity for the student to complete an analysis of a concept supported by a nursing theory using an identified process. The assignment fosters analytical thinking related to the selected concept as well as application within the profession. Course OutcomesThrough this assignment, the student will demonstrate the ability to: (CO#1) Analyze theories from nursing and relevant fields with respect to their components, relationships among the components, logic of the propositions, comprehensiveness, and utility to advanced nursing. (PO1) (CO#3) Communicate the analysis of and proposed strategies for the use of a theory in nursing practice. (PO3, 7, 10) (CO#4) Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO4. 7) Due Date Sunday 11:59 PM MT at the end of Week 3 Total Points Possible : 250 Points Requirements Description of the Assignment This assignment presents a modified method for conducting a concept analysis of ONE concept that is important and useful to nursing. The concept for this assignment must be supported by a published nursing theory. The selected concept is identified and then the elements of the analysis process are applied in order to synthesize knowledge for application as demonstrated through the creation of model, borderline, and contrary cases. Theoretical applications of the concept are also discussed. Non-nursing theories may NOT be used. The paper concludes with a synthesis of the student’s new knowledge about the concept. The scholarly literature is incorporated throughout the analysis. Only the elements identified in this assignment should be used for this concept analysis. Discussion: fosters analytical thinking Criteria for Content Introduction The introduction substantively presents all the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing Identifies the nursing theory that addresses the selected concept. Names the sections of the paper. Scholarly support is required. Definition/Explanation of the selected nursing concept This section includes: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). A substantive discussion of this section with support from nursing literature is required. Literature review This section requires: A substantive discussion of at least 6 (six) scholarly nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. Support from nursing literature is required. Please Note: Primary research articles about the selected nursing concept are the most useful resource for the literature review. Defining attributes For this section: A minimum of THREE (3) attributes are required. A substantive discussion of this section with support from nursing literature is required Explanation : An attribute identifies characteristics of a concept. For this situation, the characteristics of the selected nursing concept are identified and discussed. Antecedent and Consequence This section requires the identification of: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. A substantive discussion of the element with support from nursing literature is required. Explanation: An antecedent is an identifiable occurrence that precedes an event. In this situation, an antecedent precedes a selected nursing concept. A consequence follows or is the result of an event. In this situation a consequence follows or is the result of the selected nursing concept. Empirical Referents This section requires the identification of: 2 (two) empirical referents of the selected nursing concept. A substantive discussion of the element with support from nursing literature is required. Explanation: An empirical referent is an objective ways to measure or determine the presence of the selected nursing concept. Construct Cases Explanation: hypothetical or real-life situations demonstrating the use or absence of the concept. This section requires the creation of a model case, borderline case, and contrary case. Discussion: fosters analytical thinking1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas: Definition All identified attributes Explanation: A model case is an example of a hypothetical or real-life situation that demonstrates all of the attributes noted previously in this assignment. Discussion: fosters analytical thinking 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing. 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case. Explanation: Borderline case is a created case where one or two of the previously identified attributes are missing. Contrary case is a created case that demonstrate the complete opposite of the selected nursing concept – all identified attributes are missing. Theoretical Applications of the Concept Discuss the purpose of a concept analysis in relationship to theory. Explain how the concept applies to the selected nursing theory. A substantive discussion of the element with support from nursing literature is required. Conclusion This section requires: Summarization of key information regarding: Selected nursing concept. Selected nursing theory. Application of concept analysis findings to advanced practice nursing (specific to selected specialty track professional role and/or area of practice). The concluding statements include self-reflection on the new knowledge gained from conducting a concept analysis. (Self-reflection may be written in first-person.) Preparing the Assignment Criteria for Format and Special Instructions The paper (excluding the title page and reference page) should be at least 6, but no more than 8 pages . Points will be lost for not meeting these length requirements. Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6 th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used. The source of the concept for this assignment must be a published nursing Non-nursing theories may NOT be used. A minimum of 6 (six) scholarly references must be used. Required textbooks for this course, and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. A dictionary maybe used as a reference for the section titled “Definition/Explanation of the selected nursing concept”, but it is NOT counted as one of the 6 required scholarly nursing references. Be aware that information from .com websites may be incorrect and should be avoided. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them. Ideas and information from scholarly, peer reviewed, nursing sources must be cited and referenced correctly. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing. PLEASE note: Do not rely on .com sites to identify the nursing theory as they do not provide accurate information in all cases. Possible Concepts: The following concepts are not required; students may select one of these concepts or find another concept. Each selected concept must be associated with a nursing theory; the use of non-nursing theories is NOT allowed. If you have any questions regarding your concept or the nursing theory, please consult with your faculty member for assistance. Please note: the concepts of incivility and civility are not allowed for this assignment. · Adaptation · Burnout · Caring · Comfort · Compassion · Compassion fatigue · Competence · Cultural humility · Empowerment · Engagement · Health · Leadership · Meaningfulness · Modeling · Noise · Pain · Palliative care · Quality of life · Resilience · Self-care · Sensory overload · Situational awareness Directions and Assignment Criteria Assignment Criteria Points % Description Introduction 10 4 The introduction substantively presents all the following elements: · Identifies the role of concept analysis within theory development. Discussion: fosters analytical thinking · Identifies the selected nursing concept. · Identifies the nursing theory that addresses the selected concept. · Names the sections of the paper. · Scholarly support is required. Definition/Explanation of Selected Concept 25 10 This section includes: · Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). · A substantive discussion of this section with support from nursing literature is required. Literature Review 35 14 This section requires: · A substantive discussion of at least 6 (six) scholarly nursing literature sources on the selected concept. · Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. · Support from nursing literature is required. Defining Attributes 25 10 For this section: · A minimum of THREE (3) attributes are required. · A substantive discussion of this section with support from nursing literature is required Antecedent & Consequence 25 10 This section requires the identification of: · 1 antecedent of the selected nursing concept. · 1 consequence of the selected nursing concept. · A substantive discussion of the element with support from nursing literature is required. Empirical Referents 20 8 This section requires the identification of: · 2 (two) empirical referents of the selected nursing concept. · A substantive discussion of the element with support from nursing literature is required. Construct Cases 30 12 This section requires: · 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas: o Definition o All identified attributes · 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing. · 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case. Theoretical Applications of the Concept 30 12 This section requires: · Discussion of the purpose of a concept analysis in relationship to theory. · Explanation on how the concept applies to the selected nursing theory. · A substantive discussion of the element with support from nursing literature is required. Conclusion 10 4 This section requires: · Summarization of key information regarding: · Selected nursing concept. · Selected nursing theory. · Application of concept analysis findings to advanced practice nursing (specific to selected specialty track professional role and/or area of practice). · The concluding statements include self-reflection on the new knowledge gained from conducting a concept analysis. (Self-reflection may be written in first-person.) Paper Specifications 20 8 A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Non-nursing theories may NOT be used. Paper meets length requirements of 6 to 8 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them. APA Format (6 th edition) 10 4 Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6 th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used. One deduction for each type of APA style error Citations in Text 5 2 Ideas and information that come from readings must be cited and referenced correctly. Writing Mechanics 5 2 Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6 th edition of the APA manual. Total 250 100 % A quality assignment will meet or exceed all of the above requirements. Grading Rubric Assignment Criteria Exceptional (100%) Outstanding or highest level of performance Exceeds (88%) Very good or high level of performance Meets (80%) Competent or satisfactory level of performance Needs Improvement (38%) Poor or failing level of performance Developing (0) Unsatisfactory level of performance Content Possible Points = 230 Points Introduction 10 Points 9 Points 8 Points 4 Points 0 Points Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided. Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Scholarly support from nursing literature was provided. Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited scholarly support from nursing literature was provided. Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided. Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no scholarly support from nursing literature was provided. Definition/ Explanation of Selected Concept 25 Points 22 Points 20 Points 10 Points 0 Points Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources. Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides support from scholarly sources. Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides limited support from scholarly sources. Presentation of information in one of the following elements fails to meet expectations: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides limited or no scholarly support. Presentation of information is unsatisfactory in each of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Provides limited or no scholarly support. Literature Review 35 Points 31 Points 28 Points 13 Points 0 Points Presentation of information was exceptional and included all of the following elements: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. Presentation of information was good, but was superficial in places and included all of the following elements: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. Presentation of information was minimally demonstrated in the all of the following elements: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. Presentation of information in one of the following elements fails to meet expectations: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. Presentation of information is unsatisfactory in each of the following elements: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in a disorganized fashion. Defining Attributes 25 Points 22 Points 20 Points 10 Points 0 Points Presentation of information was exceptional and included all of the following elements: A minimum of 3 (three) attributes Support from scholarly sources provided. Presentation of information was good, but was superficial in places and included all of the following elements: A minimum of 3 (three) attributes are required. Support from scholarly sources provided. Presentation of information was minimally demonstrated in the all of the following elements: A minimum of 3 (three) attributes are required. Limited support from scholarly sources provided. Presentation of information in one of the following elements fails to meet expectations: One or two attributes of the selected nursing concepts were presented. Limited or no support from scholarly sources provided. Presentation of information is unsatisfactory in each of the following elements: No attributes of the selected nursing concept were presented. Limited or no support from scholarly sources provided. Antecedent & Consequence 25 Points 22 Points 20 Points 10 Points 0 Points Presentation of information was exceptional and included all of the following elements: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. Support from scholarly nursing literature provided. Presentation of information was good, but was superficial in places and included all of the following elements: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. Support from scholarly nursing literature provided. Presentation of information was minimally demonstrated in the all of the following elements: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. Limited support from scholarly nursing literature provided. Presentation of information in one of the following elements fails to meet expectations: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. Limited or no support from scholarly nursing literature was provided. Presentation of information is unsatisfactory in two or more of the following elements: 1 antecedent of the selected nursing concept. 1 consequence of selected nursing concept. Limited or no support from scholarly literature was provided. Empirical Referents 20 Points 18 Points 16 Points 8 Points 0 Points Presentation of information was exceptional and included all of the following elements: 2 (two) empirical referents of the selected nursing concept. Support from scholarly nursing literature provided. Presentation of information was good, but was superficial in places and included all of the following elements: 2 (two) empirical referents of the selected nursing concept. Support from scholarly nursing literature provided. Presentation of information was minimally demonstrated in the all of the following elements: 2 (two) empirical referents of the selected nursing concept. Limited support from scholarly nursing literature provided. Presentation of information in one of the following elements fails to meet expectations: 2(two) empirical referents of the selected nursing concept. Limited or no support from scholarly nursing literature was provided. Presentation of information is unsatisfactory in each of the following elements: 2(two) empirical referents of the selected nursing concept. Limited or no support from scholarly nursing literature was provided. Construct Cases 30 Points 26 Points 24 Points 11 Points 0 Points Presentation of information was exceptional and included all of the following elements: 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas: · Definition · All identified attributes 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing. 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case. Presentation of information was good, but was superficial in places and included all of the following elements: 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas: · Definition · All identified attributes 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing. 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case. Presentation of information was minimally demonstrated in the all of the following elements: 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas: · Definition · All identified attributes 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing. 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case. Presentation of information in one of the following elements fails to meet expectations: 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas: · Definition · All identified attributes 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing. 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case. Presentation of information is unsatisfactory in two or more of the following elements: 1 Model Case is created by the student and discussed substantively by demonstrating within the case each of the following areas: · Definition · All identified attributes 1 Borderline Case is created by the student in which one or two of the previously identified attributes are missing. 1 Contrary Case is created by the student that demonstrates the opposite of the selected nursing concepts. All identified attributes of the concept are absent in this case. Theoretical Applications of the Concept 30 Points 26 Points 24 Points 11 Points 0 Points Presentation of information was exceptional and included all of the following elements: Discusses the purpose of a concept analysis in relationship to theory. Explains how the concept applies to the selected nursing theory. A substantive discussion of the element with support from nursing literature is required. Presentation of information was good, but was superficial in places and included all of the following elements: Discusses the purpose of a concept analysis in relationship to theory. Explains how the concept applies to the selected nursing theory. A substantive discussion of the element with support from nursing literature is required. Presentation of information was minimally demonstrated in the all of the following elements: Discusses the purpose of a concept analysis in relationship to theory. Explains how the concept applies to the selected nursing theory. A substantive discussion of the element with support from nursing literature is required. Presentation of information in one of the following elements fails to meet expectations: Discusses the purpose of a concept analysis in relationship to theory. Explains how the concept applies to the selected nursing theory. A substantive discussion of the element with support from nursing literature is required. Presentation of information is unsatisfactory in two or more of the following elements: Discusses the purpose of a concept analysis in relationship to theory. Explains how the concept applies to the selected nursing theory. A substantive discussion of the element with support from nursing literature is required. Conclusion 10 Points 9 Points 8 Points 4 Points 0 Points Presentation of information was exceptional and included all of the following elements: Summarizes information on selected nursing concept. Summarizes information on selected nursing theory. Summarizes the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis. Presentation of information was good, but was superficial in places and included all of the following elements: Summarizes information on selected nursing concept. Summarizes information on selected nursing theory. Summarizes the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis. Presentation of information was minimally demonstrated in the all of the following elements: Summarizes information on selected nursing concept. Summarizes information on selected nursing theory. Summarizes the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis. Presentation of information in one or two of the following elements fails to meet expectations: Summarizes information on selected nursing concept. Summarizes information on selected nursing theory. Summarizes the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis. Presentation of information is unsatisfactory in three or more of the following elements: Summarizes information on selected nursing concept. Summarizes information on selected nursing theory. Summarizes the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis. Paper Specifications 20 Points 18 Points 16 Points 8 Points 0 Points This section included all of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 6 to 8 page. Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. This section included three of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 6 to 8 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. This section included only two of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 6 to 8 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. This section included only one of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 6 to 8 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. This section included none of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 6 to 8 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. Content Subtotal ____

Outline for Linguistics Literature Review Essay ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Outline for Linguistics Literature Review Essay I need an outline for a literature review for my Applied Linguistics class. I already have a thesis and data analysis completed, and now need to write a literature review. It needs to be a 3-4 page double spaced essay that focuses on my argument/thesis and uses literature references to support it and provide context. I have attached my proposal and data analysis to give a background of what my study is about. I’ve also attached my raw data. I need legitimate scholarly articles, preferably from Google Scholar or Jstor. I already have a few but I need around 4-5 references. I’ve attached 2 possible articles. Remember that this is a LITERATURE REVIEW. Outline for Linguistics Literature Review Essay Be sure to know exactly how to do this before you bid. If you have questions about the details/concepts about my study, private message me. All I need is a detailed outline and structure, not a full paper. When you finish the outline, send me a screenshot of it, not the original text file. proposal.png analysis.pdf data.pdf proceeding_3_11_1552__3_.pdf profile_issues_in_teach Profile Issues in Teachers` Professional Development Print version ISSN 1657-0790 profile no.11 Bogotá Jan./Apr. 2009 The Use and Functions of Discourse Markers in EFL Classroom Interaction Los usos y las funciones de los marcadores del discurso en la interacción en el aula de inglés como lengua extranjera Claudia Marcela Chapetón Castro* Universidad Pedagógica Nacional, Colombia, Email: [email protected] Address: C/. Colli Vehi 95 p. 302 (08026), BarcelonaSpain. The aim of this paper is to investigate classroom interaction in the context of English as a foreign language being the teacher a nonnative speaker of the language. One specific aspect of classroom interaction and language use is the focus of attention, namely discourse markers (DMs). Using data from an EFL class, this study describes the occurrences and frequencies of DMs. It also provides an account for the main functions of DMs as they were used by a nonnative teacher of English and five adult students of EFL. A qualitative analysis reveals that discourse markers fulfill a number of textual and interpersonal functions which may contribute greatly to the coherent and pragmatic flow of the discourse generated in classroom interaction. Outline for Linguistics Literature Review Essay Key words : EFL classroom interaction, discourse analysis, discourse markers, nonnative teacher, adult EFL students El artículo que aquí se presenta intenta investigar la interacción que ocurre en el aula de inglés como lengua extranjera cuando el profesor de inglés es nonativo. Un aspecto específico de la interacción en el aula y del uso del lenguaje es la presencia de los marcadores del discurso (MD). Con base en datos empíricos, este estudio pretende describir las ocurrencias, la frecuencia y las funciones principales de los MD. El análisis cualitativo de los datos revela que los MD cumplen funciones tanto textuales como interpersonales que pueden facilitar y contribuir al flujo coherente y pragmático del discurso generado en la interacción de aula. Palabras clave : Interacción en el aula, análisis del discurso, marcadores del discurso, profesor de inglés no nativo, estudiantes adultos de inglés como lengua extranjera Introduction English is considered as the major international language in various areas such as science, communications, business, entertainment, and even on the Internet. Knowledge of English is required, at least at a basic level, in many fields, professions, and occupations throughout the world. Consequently, English language teaching is increasingly taking place not only in Englishspeaking countries, but in the student’s own country. Teaching English as a foreign language usually occurs inside the classroom which is a setting that has particular contextual characteristics that deserve special attention. One common characteristic of English as a Foreign Language (EFL) classrooms is that the teachers may be nonnative speakers of the language they are teaching. From my experience as a nonnative teacher of English as a foreign language and, as a studentteacher educator, I consider that research on classroom interaction based on an analysis of the discourse can be very illuminating for two main reasons: First, it may contribute to gaining a better understanding of what happens inside the EFL classroom and second, it provides a valuable possibility to examine and describe the language used by nonnative teachers and students of EFL. Of course there has been research on this issue. A seminal publication on classroom interaction by Sinclair & Coulthard (1975) provides a comprehensive review, traced back to the late 1940s, of the considerable amount of research on the language used by teachers and pupils in classroom practices. An important contribution on discourse analysis for language teachers was made by McCarthy (1991) who provided not only a sound theoretical framework and descriptions based on research but also practical activities which sensitized teachers towards the language used inside their own classrooms. On the same line, CelceMurcia & Olshtain (2000) propose a discourse and context based perspective on language teaching and learning to redefine the roles for teachers, learners and materials. With the exception of the notable work by Llurda (2005) who explicitly addresses and puts together the research conducted in different EFL settings such as Catalonia, the Basque Country, Hungary and Brazil, the language used by nonnative Englishspeaking teachers and students remains largely unexplored. The aim of this exploratory study is to investigate classroom interaction in the context of English as a foreign language being the teacher a nonnative speaker of the language. One specific aspect of classroom interaction and language use is the focus of my attention, namely discourse markers. Therefore, the occurrences of discourse markers will be explored and described both quantitatively and qualitatively with a grounded approach method in mind. Thus, I did not formulate, and seek to validate, hypotheses but rather took simple statistical analyses as a starting point for a qualitative analysis of the functions served by discourse markers in this particular classroom setting. The research questions guiding this smallscale study are: How frequent are discourse markers (DMs) in the EFL classroom discourse sample under scrutiny here? Which DMs occur? How frequently do they occur? Which DMs are used by the teacher? Which DMs are used by the students? What are the prevailing functions of the DMs employed in classroom interaction by the teacher and by the students? The next section will present a brief literature review on the main concepts which are central to this study followed by a description of the characteristics of the participants and setting, the instruments and procedures for data collection and the analysis of the data. The article finally closes with a discussion of the results and the conclusions. Outline for Linguistics Literature Review Essay Literature Review According to van Dijk (1997) discourse is a form of language use which includes the functional aspects of a communicative event. It means that people use language in order to communicate ideas, beliefs or emotions in social events and situations such as an encounter with friends or a lesson in the classroom. This also suggests that in these communicative events, the participants do not limit themselves to using the language or communicating: they interact. As Douglas (2001) points out, discourse analysis is the examination of language used by the members of a speech community which involves looking at both language form and language function. In this study language is viewed as social interaction that takes place within a classroom community, among adult students and a nonnative teacher of EFL. As mentioned earlier, one specific aspect of classroom interaction and language use is the occurrence of discourse markers. This literature review deals with the two central concerns of this study: discourse markers (DMs) and studies on the discourse of nonnative EFL teachers. Discourse Markers: Definition, Characteristics and Functions In her influential work on discourse markers Schiffrin operationally defines them as “sequentially dependant elements which bracket units of talk” (1987, p. 31). She suggests that DMs are used in discourse because they provide “contextual coordinates for utterances”. That is, they contribute to building the local coherence which is jointly constructed by speaker and hearer in their discourse structure, context, meaning and action during interaction. They serve to show how what is being said is connected to what has already been said, either within a speaker’s turn or across speakers’ turns. In her research, she focuses on eleven discourse markers: oh, well (particles), and, but, or, so, because (conjunctions), now, then (time deictics), and you know, I mean (lexicalized clauses). In the relevant literature, there are studies which deal, whether generally or specifically, with a wide scope of DMs, however, difficulties arise as there is no agreement among scholars when they refer to their terminology, classification and functionality 1 . Brinton (1996) points out that DM has been the most common name suggested for “seemingly empty expressions found in oral discourse”, however, she proposes the term pragmatic markers, as pragmatic “better captures the range of functions filled by these items” 2 . Although Brinton acknowledges the fact that there has been little agreement on the items that can be called pragmatic markers, she compiles an inventory of thirty three markers 3 that have received scholarly attention and proposes a broad number of characteristics typical of these words. Those characteristics were later taken up by Jucker & Ziv (1998) who reordered them to combine features that pertain to the same level of linguistic description: phonological and lexical, syntactic, semantic, functional and sociolinguistic features. Some characteristics of DMs, according to Brinton (1996) and Jucker & Ziv (1998) are: DMs are predominantly a feature of oral rather than of written discourse. They appear with high frequency in oral discourse. They are short and phonologically reduced items. They may occur sentence initially, sentence medially and finally as well. They are considered to have little or no prepositional meaning, or at least to be difficult to specify lexically. As DMs may occur outside the syntactic structure or loosely attached to it, they have no clear grammatical function. They seem to be optional rather than obligatory features of discourse. Their absence “does not render a sentence ungrammatical and/or unintelligible” but does “remove a powerful clue” (Fraser, 1988, p. 22 as cited by Brinton, 1996, p. 34). They may be multifunctional, operating on the local and global levels simultaneously though it is difficult to differentiate a pragmatically motivated from a nonpragmatically motivated use of the form. The different studies of DMs distinguish several domains where they may be functional, in which there are included textual, attitudinal, cognitive and interactional parameters. Accordingly, as stated by Jucker & Ziv (1998) DMs have been analyzed as textstructuring devices that serve to mark openings or closings of discourse units or transitions between them. Also, they serve as modality or attitudinal indicators, as markers of speakerhearer intentions and relationships, and as instructions on how given utterances are to be processed or interpreted. Thornbury & Slade (2006) argue that DMs and other interactional signals such as response elicitors (right?, Ok?) and attention signals (hey!) are crucial to the collaborative organization that takes place in conversation as streams of talk are segmented into “loose topically coherent” macrostructures: Topics are broached, commented on, developed, extended, replaced, retrieved… and all this conversational flux is continuously shaped and negotiated by interactants. Crucial to this collaborative organizational “work” is the inserting of discourse markers and other interactional signals into the stream of talk. (Thornbury & Slade, 2006, p. 57) Outline for Linguistics Literature Review Essay As Brinton (1996) claims DMs are grammatically optional and semantically empty but they are not pragmatically optional or superfluous, instead, they serve a variety of pragmatic functions. She presents an inventory of ten functions which she groups into two main categories (based on the modes or functions of language identified by Halliday, 1973). First, the textual function which is related to the way the speaker structures meaning as text, creating cohesive passages of discourse, using language in a way that is relevant to the context. And second, the interpersonal function which refers to the nature of the social exchange, that is, the role of the speaker and the role assigned to the hearer. Table 1 presents my understanding of the inventory of functions devised by Brinton: Central for the development of this study is Hellerman & Vergun’s (2007) approach to DMs as they incorporate pragmatic functions in their definition. As these authors state, DMs are words or phrases that function within the linguistic system to establish relationships between topics or grammatical units in discourse, that is words such as so, well, and then. DMs also serve pragmatic functions, as a speaker uses them to comment on the state of understanding of the information about to be expressed using phrases such as you know, I mean. They may also be used to express a change of state, such as the particle oh; or for subtle commentary by the speaker suggesting that what seems to be the most relevant context is not appropriate e.g. well. Thus, the DMs are understood in this paper as lexical items that serve textual, pragmatic and interactional purposes. And, as Schiffrin (1987) and Brinton (1996) claim, their usage is optional, not obligatory as DMs could be taken out of an utterance without altering neither its structure nor its propositional content. Research on DMs has abounded since the 1980s 4 . Studies include analyses and descriptions of their use in different languages. DMs have also been examined in a variety of genres and interactive contexts, and in a number of different language contact situations as pointed out by Schiffrin (2001), who provides a rich discussion on the three different perspectives to approach DMs and summarizes recent studies that have contributed to understanding how DMs work. Müller (2005) analysed the use of seven DMs in conversations of native and nonnative speakers of English in Germany and USA. Regarding the study of DMs in classroom settings, Chaudron & Richards (1986) investigated the comprehension of university lectures by nonnative speakers of English living and studying in The United States, that is, in English as a Second Language (ESL) contexts. Chaudron & Richards (1986) made use of four different versions of the same text with different categories of discourse markers (baseline, micro, macro, or micromacro versions). Overall results showed that macromarkers produced better text recall than micromarkers. It was hypothesized that micromarkers do not provide enough information to help in making content more salient. Implications for the teaching of listening skills in ESL settings were discussed as well. De Fina (1997) analysed the function of the Spanish marker bien in classroom interaction. She argued that bien has two main functions: a transitional and an evaluative one. Transitional bien is used to signal upcoming transitions between or within activities, while evaluative bien is used to signal a positive response by the teacher in the feedback move of an initiation/ response/feedback cycle. She compared the use of this specific DM in classroom discourse to its use in conversation and discussed both similarities and differences of situational variations. In their aim at determining if consultation of a corpus of classroom discourse can be of benefit in language teacher education, Amador, O’Riordan & Chambers (2006) examined the uses of discourse markers in French and Spanish. A quantitative analysis showed the low number of occurrences of DMs in both a French class and a Spanish class while a qualitative analysis described the main functions of DMs identified in classroom discourse. These functions were categorized into five groups considering mainly the role of the teacher in the classroom: To introduce a new topic or activity; to motivate or encourage the pupils; to call the pupils’ attention; to recap or clarify what has been said; to rephrase what has been said. In a recent research Hellerman & Vergun (2007) investigated the frequency of use and some functions of three particular discourse markers, well; you know; and like in classroom interaction and inhome interviews. 17 adult learners of English as a second language at the beginning level, provided the data of this 5year research project. Their results suggest that the students who use more discourse markers are those who are more acculturated to the US and use them outside their classroom. After this overview on discourse markers, a brief account on research regarding nonnative EFL teachers discourse will be presented. NonNative EFL Teachers To address this issue, it would be perhaps important to refer to what is meant by native speaker of English. In this study, a native speaker of English would be a person who speaks only English, or a person who learned another language later in life but still predominantly uses English as L1.Outline for Linguistics Literature Review Essay The teacher participating in this study is a nonnative English speaker as his L1 is Spanish (as it will be later dealt with in section 3.1). The language used by nonnative teachers in the EFL classroom has been addressed by relatively few scholars. By applying standard discourse analysis procedures, Cots & Diaz (2005) studied the nonnative teachers’ classroom performance looking mainly at the construction of social relationships and the way linguistic knowledge is conveyed. Their analysis suggested that teacher talk might be a continuum that locates teachers’ discourse somewhere between a discourse of power and a discourse of solidarity and that gender variables may be more relevant than nativeness in order to understand interactional styles in the EFL classroom. Frodden, Restrepo, & Maturana (2004) conducted a research project on foreign language teachers’ discourse and practices with respect to assessment in two Colombian universities. Their main aim was to contribute to the improvement of nonnative English teachers’ assessment practices. Pineda (2004) examined how adult EFL students and nonnative teachers constructed meaning in the classroom when dealing with critical thinking related tasks, the metacognitive processes involved, the types of interactions built around the tasks and how they influenced language competence and critical thinking. Chang (2004) explored the relationships between five EFL nonnative teachers’ identities and the impact on their teaching practices in Taiwan. The study proved that the five participants’ knowledge of multiculturalism and language awareness, their Chinesecentered education, and their educational and personal experiences were evident in their teaching. As Müller (2005) asserts little is known about DMs usage by nonnative speakers and, as I see it, even less is known about their usage by nonnative EFL teachers. Methodology The Participants The participants in this study are adult male and female students of English as a foreign language, and one male nonnative EFL teacher. The total number of students in this class is five. There are two male and three female students. Their ages range from 19 to 22. They live in Spain but they come from different places: three of them come from Catalonia, having Catalan and Spanish as their first languages. Another student is from Italy, his mother tongue is Italian. The other student comes from a LatinAmerican country and his first language is Spanish. They are in their fourth year English course and their current proficiency level, according to the classification parameters of the institution where they currently study, is upperintermediate. They attend EFL classes every Saturday morning from 10:00 to 13:15 during each academic semester. The teacher is a 27 yearold man. He is from Colombia and his native language is Spanish. He has been a nonnative English teacher for seven years, both at school and at university levels. He holds a Masters Degree from Kent State University, Ohio, in the United States and he is currently a Doctorate Student in Barcelona. Last year he participated as one of the speakers in a congress in Manchester University in England. He has been a member of a research group in Colombia and a research assistant in the USA. The Setting The EFL class analysed to develop this study was located at a language center functioning in the city of Barcelona, Spain. It is a language school with 15 years of experience in language teaching. They offer reduced groups with a maximum of eight students and a communicative approach to the language with the purpose of helping their students achieve a good command of both spoken and written English. Teachers monitor the students’ progress by means of regular exams, attendance records and pedagogical advice. There are EFL classes scheduled during week days and also on Saturday mornings. Every session on Saturday morning lasts three hours. Instruments and Procedures for Data Collection The class recorded was the first session after Christmas holidays and the students talked about what they had done during their holidays. Participants talked about the traditions to celebrate Christmas in their countries: Spain, Italy and Colombia. After that, they talked about “worstcase scenarios and ways to prepare for disasters” which is a topic developed in their textbooks as part of the initial program of the course. This classroom activity combined reading with speaking practice; that is, with oral interaction. Two different instruments were used to gather the data. First, I designed a questionnaire in order to collect background information of the course and to create a profile of the students. This form, used once with the group of students under scrutiny, was filled in by the teacher and consisted of two main sections: information regarding the nature of the course and students, and, a second section in which a brief description of the particular tasks developed in this class was required. This instrument was really important as it provided valuable information which contributed to a better understanding of the interaction that took place in the classroom. Audiorecordings were also used. As the data were collected in an indoor setting, the type of recording equipment was selected accordingly. With the consent of the participants, a light, portable audiorecorder of professional quality was tested before the recording session and used to record the participants’ oral interaction. Following Calsamiglia & Tusón’s (1999) suggestions on how to deal with oral data for discourse analysis, the quality of the recording was verified at the end of the session in order to make sure that it was intelligible. Once the recording session had been completed, a digital copy was made and kept for backup. Then, an initial process of transliteration of the audiorecorded class began. Afterwards, a 25minute fragment of the session was taken as the main focus of attention in order to develop this paper. The fragment was chosen because it constituted the most representative and richest section in terms of oral interaction among the participants. This selected fragment was transcribed using specific transcription conventions which were very useful in providing the maximum transmission of contextual information and to ensure accuracy. The audio recording was transcribed directly into a computer file using the Sound Scriber program created by Breck (1998) at the University of Michigan, which aides in the transcription of digitized sound files and has several userconfigurable features. Occasional speech errors made by participants were not corrected; instead, they were transcribed as they had actually occurred. An instrument for the transcript was designed including information about the date, site, and key issues regarding the participants, context and the sample transcription. Outline for Linguistics Literature Review Essay Data Analysis Bearing in mind the research questions posed to develop this smallscale study, I aimed at quantitatively and qualitatively relevant results. The quantitative side of the analysis was performed by the use of descriptive statistics. It consisted of simple statistical analyses such as lexical size and frequency counts in order to show the occurrences and distribution of discourse markers in the discourse. Taking Brinton’s (1996) inventory of 33 items that can be considered DMs, I developed the quantitative analyses using the latest version of a computerresearch tool called AntConc, a freeware multipurpose corpus analysis toolkit designed by Laurence Anthony at Waseda University. The qualitative analysis consisted of the identification and description of the pragmatic functions of discourse markers. To complete these tasks, I based my analysis mainly on the functions proposed by Müller (2005), Brinton (1996) and Schiffrin (1987). Results and Discussion Regarding the first research question posed to carry out this exploratory study, I first analyzed the general lexical size and frequency. As shown in Table 2a , the total number of words in the sample taken for the development of this paper (of transcribed oral data) is two thousand one hundred. The most frequent word of this sample is the definite article the, with 93 occurrences accounting for 4.43% of the data. It was followed by the nominative pronoun I with 90 occurrences (4.28%). The fourth most frequent word is the DM and with 74 occurrences (3.52%). This information may be unsurprising. Words such as the, I, and and are highly frequent in spoken communication. To give an example, McCarthy & Carter (1997), who used a far bigger sample (330,000 words), identified the, I, you and and as the four top words used in spoken English. However, a distinction between content and function words might be relevant. Thus, Table 2a shows the distribution of content words and function words in this sample of EFL classroom talk. Most of the highfrequency words are function words which consist of the 66% of the whole sample, while content words represent 34% and comprising words such as family, day and have, the first to appear with 19 occurrences each. McCarthy & Carter (1997) also found that over sixty percent of their data consisted of function words. A closer look at the data reveals that DMs occur 398 times. These occurrences correspond to 19% of the total corpus and to 30% of function words as shown in Table 2b . Concerning the occurrence and frequency of DMs, Brinton’s (1996) inventory of 33 items was considered as a basis. Using the concordance lines provided by the AntConc computer program, I analyzed each one of the instances in which DMs occur. Since some items from Brinton’s inventory may also serve other functions different from their use as discourse markers, it was relevant to distinguish DMs from those cases. I made a distinction between nondiscourse marker and marker functions based on the list of features given in Table 1 . The following extracts from my data illustrate that a) some items function as discourse markers and, therefore, were included as part of the analysis and b) some cases in which the items were serving as nondiscourse marker functions were excluded: Excerpt (1) shows the use of well as a discourse marker: In line 107, the teacher asks S3 a question which is answered in line 112. “Well” has been previously used by the student to mark his/her response (in line 110). Here, well is used as a response marker by the student, thus, it was included in the analysis. b) (2) 50 S2: So. ah: () I don’t remember very well In this example, well collocates with very and is an adverb. It is not fulfilling any discourse marker function. Therefore, it was excluded. Excerpt (3) shows that so is used by the teacher to initiate a new stage in the classroom discourse and to get the attention of the students. So, here, is therefore working as an opening frame marker. In this case, so is qualifying the adjective cheap. It was excluded because it was used as an adverb of degree or manner. In this case, if was excluded because it was used as a conditional.Outline for Linguistics Literature Review Essay The above excerpts (1)(5) illustrate that the use of lexical items is dependent on the local context and sequence of talk in classroom interaction. Thus, these are two important factors to consider when making decisions on what to exclude or include as a discourse marker in the analysis. Table 3a shows the occurrences and frequencies of DMs in this study. The most frequent DM (and) occurs 74 times. Among other very frequent DMs we have uh huh / mhm (44 occurrences), ok and so (23 each), followed by but (19 occurrences). It is interesting to see that some DMs occurred only twice (now, and stuff/things like that, sort/kind of) or once (actually, just). In addition, some other markers from Brinton’s inventory did not occur (after all, almost, anyway, basically, go “say”, if, mind you, moreover, say, therefore, you see). Based on the characteristics assigned to DMs by scholars such as Schiffrin (1987), Brinton (1996) and Jucker & Ziv (1998), I identified three more items that served as discourse markers in this sample taken from classroom interaction. Table 3b shows the occurrence and frequencies of these three DMs. The most frequent items are um / e with 50 occurrences. Yeah occurs 42 times and eh? only once. As stated by Thornbury & Slade (2006) and by Schiffrin (2001), DMs often become combined. In my data, I found combinations such as and then (7 occurrences), ok and (3 occurrences), oh yeah, oh really, mhm and, well but, well um, and well, ok well, yeah mhm, well now, yes I know, ok so, ah ok, ah yeah, like yeah and so ah. Summarizing, the occurrences and frequencies of thirty six discourse markers were analysed as shown in Tables 3a and 3b. The most frequent DM was and with 74 occurrences. Among other very frequent DMs we have um / e (50 occurrences), uh huh / mhm (44), yeah (42) ok and so (23 each). Few or zero occurrences of about 16 markers were also accounted for. Discourse markers were used differently by the participants in this study. In relation to the third and fourth research questions posed to develop this study, Table 4 shows two categories in which DMs were classified according to whether they were used by the nonnative teacher (TT) or the adult EFL students (SS). The total number of DMs used by the teacher was 244 (61%) while students used them 154 times (39%). The fact that students used 39% of the total DMs may confirm De Fina’s (1997, p. 337) concern on the “dominant role of the teacher in the classroom”. However, these results contradict those obtained by Amador, O’Riordan & Chambers (2006, pp. 9091), who found that pupils “use hardly any discourse marker” (3%) being the teachers the ones who used 97% of the DMs identified in classroom interaction. Regarding the use of DMs by the teacher, this study shows that this nonnative teacher uses a great deal of DMs once, and some DMs are repeatedly used, as shown in Table 4. In contrast, Amador, O’Riordan & Chambers (2006) found that “the four native speaker teachers use a relatively limited number of DMs (9, 4, 10, 8)”. The total number of DMs used by the teachers in Amador, O’Riordan & Chambers’ study came to 253, accounting for 97% of the total (ibid.). Though this raw number (253) is very close to the occurrences identified in the discourse of the nonnative teacher participating in this smallscale research (244), it instead accounts for 61% of the total. This may suggest that the nonnative teacher’s role might not

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Discussion: maintaining a certain level of employee growth ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: maintaining a certain level of employee growth One of the areas where organizations face the greatest challenge today is in the growth of employees, especially those in the entry-level position. Many firms fail in this sector because their leadership is not well trained to deal with the increasing demands of the modern economic times when it comes to maintaining a certain level of employee growth. Leadership behavior have a direct correlation to employee’s growth from the entry-level position (Bayram, & Dinc, 2015). Organizational cultures can lack innovation with leadership development and growth for entry-level employees (Joo, & Lim, 2013). The general business problem is organization have a high turnover rate for entry-level employees that are a misguided by leadership. The specific business problem is the lack of the leadership strategies to educate and retain entry-level employees. Discussion: maintaining a certain level of employee growth lit_review_needed.doc Assessing the Correlation between Leadership Behavior and Employee Growth from Entry-Level Position Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Business Administration Abstract In the modern times of economic struggles and trouble, layoffs, pay cuts and reduction of budgets are very common in the employment sector. Leadership behaviors have a direct effect on employee’s growth from the entry-level position. Therefore, misinformed and reckless behavior from the leaders can adversely affect employee growth in a negative way. The purpose of this study was to describe how leadership behavior correlates to the growth of employees from the entry-level position due to the working environments and the nature of leadership strategies in an organization. Conducting a research was be essential for this study because it sought to gather an in-depth understanding of the factors that shape leadership behaviors, and providing information about the experiences of several employees as well as leaders through questionnaires and interviews. The sample was provided with questionnaires with open-ended questions where they were required to give a full response to the questions in order to provide more details about the subject matter. From there, the researcher conducted interviews with questions shaped from the responses given in the questionnaires. This study would lead to social change since it would benefit the individual employees who would receive better treatment from their leaders and improve their social lives and interactions with leaders and fellow employees. The results of the study revealed that leadership behavior correlated with employee growth from the entry-level position. Key words : Social change, interviews, data, sample. Discussion: maintaining a certain level of employee growth Table of Contents List of Tables. iv Section 1: Foundation of the Study. 1 Background of the Problem.. 1 Problem Statement 2 Purpose Statement 3 Nature of the Study. 3 Research Question (Qualitative Only) 4 Interview Questions (Qualitative Only) 5 Theoretical or Conceptual Framework. 5 Operational Definitions. 6 Assumptions, Limitations, and Delimitations. 6 Assumptions. 6 Limitations. 7 Delimitations. 7 Significance of the Study. 7 Contribution to Business Practice. 7 Implications for Social Change. 8 A Review of the Professional and Academic Literature. 8 Transition. 9 Section 2: The Project 10 Purpose Statement 10 Role of the Researcher 10 Participants. 10 Research Method and Design. 11 Research Method. 11 Research Design. 11 Population and Sampling (Qualitative Only) 12 Ethical Research. 12 Data Collection Instruments (Qualitative Only) 13 Data Collection Technique. 13 Data Organization Technique (Qualitative Only) 13 Data Analysis (Qualitative Only) 14 Reliability and Validity (Qualitative Only) 14 Reliability. 14 Validity. 15 Transition and Summary. 15 Section 3: Application to Professional Practice and Implications for Change. 16 Introduction. 16 Presentation of the Findings (Qualitative Only) 16 Applications to Professional Practice. 17 Implications for Social Change. 17 Recommendations for Action. 18 Recommendations for Further Research. 18 Reflections. 18 Conclusion. 19 References. 20 Appendix: Correlation of Leadership Behavior and Employee Growth. 22 List of Tables Table 1. Correlation Coefficients Among Study Predictor Variables. 17 Section 1: Foundation of the Study Background of the Problem In the modern times of economic struggles and trouble, layoffs, pay cuts and reduction of budgets are very common in the employment sector. The employee morale reduces among those people who are lucky enough to retain their jobs and positions in different organizations. Productivity levels reduce, employee satisfaction and employee growth also suffers, as well as an increased loss of faith in the traditional model of the business sector (Bouckenooghe et al., 2014). At such times, many leaders and executives cower behind their prestigious positions and authority until the economic storm calms down. By so doing, they condemn the employees at the entry-level position to a state of retarded growth both in their performance at the work place and individual economic development. Leadership behaviors have a direct effect on employee’s growth from the entry-level position. Therefore, misinformed and reckless behavior from the leaders can adversely affect employee growth in a negative way. The main area where leaders fail to fulfill their responsibilities and ensure engagement and total commitment from employees is their failure to demonstrate respect. No other leadership behavior has as much effect on employee growth like treating them with respect. Appreciation and recognition are very paramount for any employee to motivate them and enhance their growth. However, several leaders still disregard the significance of respect towards their employees hence act as the root cause to the problem of retarded employee growth economically (Hartmann, Stephens, & Jahren). Many leaders tend to focus their efforts to find a solution for the hard times by laying most of the blame on the employees. Because of this, most employees end up being terminated from their employments and or being subjected to pay cuts to accommodate the reduction in organizational budgets. If leaders do the exact opposite and focus on their own leadership duties and effectiveness, they can increase employee satisfaction and commitment, productivity and profitability of the organization even during the challenging times, and consequently enhance the growth of employees from the entry-level position. The lack of respect is therefore the main cause of the problem of reduced employee growth from the entry-level position (Hartmann, Stephens, & Jahren). Discussion: maintaining a certain level of employee growth Problem Statement One of the areas where organizations face the greatest challenge today is in the growth of employees, especially those in the entry-level position. Many firms fail in this sector because their leadership is not well trained to deal with the increasing demands of the modern economic times when it comes to maintaining a certain level of employee growth. Leadership behavior have a direct correlation to employee’s growth from the entry-level position (Bayram, & Dinc, 2015). Organizational cultures can lack innovation with leadership development and growth for entry-level employees (Joo, & Lim, 2013). The general business problem is organization have a high turnover rate for entry-level employees that are a misguided by leadership. The specific business problem is the lack of the leadership strategies to educate and retain entry-level employees. Purpose Statement The purpose of this qualitative study is to describe how leadership behavior correlates to the growth of employees from the entry-level position due to the working environments and the nature of leadership strategies in an organization. This will be achieved using interviews and questionnaires based on open-ended questions as well as records and observations from different firms or organizations. This study will be piloted in Maryland and will apply the use of secondary data as well as applying theoretical skills and abstract knowledge in the application of the several prevailing data to address the specific research questions. This study has the potential of affecting social change by revealing the main reasons why employees in the modern world find it very challenging to grow in their places of business both economically and individually and come up with the alternative solutions that can be implemented to remedy the situation. In such tough economic times as today, leaders would be encouraged to apply new strategies in their day to day leadership roles and ensure that their employees attain the required level of growth from the entry-level position. Nature of the Study This study is about how leadership behavior correlates with the growth of employees from the entry-level position. Therefore, qualitative research will be essential because it seeks to gather an in-depth understanding of the factors that shape leadership behaviors, and providing information about the experiences of several employees as well as leaders through questionnaires and interviews. A qualitative methodology would be essential for this study because it will describe different phenomena related to the subject matter hence enabling people to clearly understand it and report the totality of the situation. A qualitative study will use the responses and experiences of different employees and leaders and help the researchers to analyze the complex relationships between employees and their leaders. The study will also apply the use of a case study which will give detailed consideration to the development and growth of each individual participant. A quantitative study would also be essential because it would measure the relationship between variables and find a correlation between leadership behavior and employee growth from the entry-level position through h results of the experiences and responses of the different employees and leaders question during the interviews. It would apply the use of smaller samples that are focused on getting the required information and data to help the researchers observe the behavior of both leaders and employees through personal interviews while seeking a better understanding of the relationship between employees and leaders (Cegielski & Jones-Farmer, 2016). Research Questions (Qualitative Only) This study will be guided by the following research questions; Does leadership behavior directly correlate to employee’s growth from the entry-level position? How does the relationship between employees and leaders result in a reduction in the rate of employee growth? What Sample size will be appropriate for conducting a well-focused and widely beneficial qualitative research? Do organization cultures innovation with leadership development and growth for entry-level employees? Does the high turnover rate for entry-level employees that are a misguided by leadership lead to the problems faced during the employee’s growth from the entry-level position? Is the lack of the leadership strategies to educate and retain entry-level employees the main cause of the problem? Discussion: maintaining a certain level of employee growth Interview Questions (Qualitative Only) How much importance do you lay on good and functional employee-employer relationships? How does your organization go about the training and innovation sectors for both employees and their leaders to ensure that their relationship results in employee growth? How do you suppose leadership behavior correlates to employee’s growth from the entry-level position? Theoretical or Conceptual Framework The motivation theory applies to this study since there is a very close interconnection between employee motivation and their growth. As discussed before, treating employees with respect and rewarding or recognizing their efforts in the workplace helps to boost their morale and motivate them to improve further. As employees improve, they grow in their workplace, economically and individually hence are capable of moving upwards from the entry-level position to more established positions. Operational Definitions Data : Statistics collected for reference or analysis purposes Social change : Alterations in societal mechanisms in the form of behavioral changes, changes in cultural symbols, social institutions and social relations. Leadership strategies : The techniques that leaders in an organization use when dealing with the day to day governance of the organizations. Sample : A smaller category of a larger population picked during a study in accordance with specific attributes and characteristics. Assumptions, Limitations, and Delimitations Assumptions are facts considered to be true but are not actually verified. Limitations refer to potential weaknesses of the study, while delimitations refer to the bounds or scope of the study. Assumptions All kinds of leadership behavior correlates with employee growth from the entry-level position. Employees will always perform better in their jobs and improve when they receive the right amount of motivation from their leaders. Limitations Some of the potential weaknesses of this study would arise from receiving false and inadequate information from the sample audience which may lead to the collection of less or misinformed data, hence interfering with the credibility of the study. Delimitations The main scope of this study would be focused on the relationship between employees and leaders and how this relationship can promote or reduce growth of employees. Significance of the Study Contribution to Business Practice This study will fill the gaps that are often present in trying to understand the effective practice of businesses by clearly indicating and explaining the important aspects and factors that shape the employee-leader relationships and how both parties are required to relate with each other when it comes to the day to day running of the organization and the fulfillment of their duties (Hill, 2014). It will clearly indicate the numerous problems that employees face in their endeavors to achieve growth from the entry-level position. By identifying these issues and the leadership behaviors that hinder their growth, this study will provide solutions to the most serious problems facing businesses in the modern day and make people understand business practice better. Implications for Social Change Treating employees with respect makes them feel more worthy and dignified. This study focuses on incorporating respect in the relationship between leaders and employees in an attempt to develop them individually, improve their dignity and promote a business oriented culture where everyone is valued regardless of their position. It will therefore enable organizations to improve the productivity of their employees and consequently improve their profitability. This would lead to economic development and hence social change and the improvement of human social conditions (Hill, 2014). A Review of the Professional and Academic Literature Discussion: maintaining a certain level of employee growth To further understand this study, we can apply the theories of motivation which can also be looked at from a cognitive stance to try and understand employee satisfaction levels which is a major contributing factor to employee growth (Yidong & Xinxin, 2012). It doesn’t however assess the fulfillment and happiness that an entry-level employee draws from his or her job in an organization; but rather assesses to degree to which certain jobs are viewed as satisfactory by the employee in comparison to their own objectives or the expectations they set with other jobs. The Existence, Relatedness and Growth theory can also be used when considering the internal or individual growth of employees, including the esteem needs and the needs for self-actualization in each individual employee. These needs are the ones that often drive them towards growth. The transformational leadership theory is also essential in examining the phenomenon which concerns the way leaders and their behavior or leadership skills and responsibilities can affect the growth of individual employees. Leadership in the modern business sector has been eroded with the beliefs that the leader is the one with all the authority and the employees must be submissive. However, without a combined effort from both parties, the organization is doomed to fail. The transformational leadership theory can therefore enlighten the leaders on the significance of a more involving form of leadership that would enhance increased productivity and profitability by making employees feel relevant and valued (Joo & Lim, 2013). Transition Based on the above discussions, it is clear that this study will be very influential in enhancing growth on both the economic and individual fronts and enlightening the leaders on how to relate with their employees to ensure higher levels of profitability. The next section will focus on the main purpose of the project as well as methodologies used in data collection and analysis. Section 2: The Project This section will be primarily focused on the primary aspects of the main study or research; including the different methods of data collection, the ethical considerations while collecting the data, the participants and the main objective and duty of the researcher. Purpose Statement The purpose of this qualitative study is to describe how leadership behavior correlates to the growth of employees from the entry-level position due to the working environments and the nature of leadership strategies in an organization. This will be achieved using interviews and questionnaires based on open-ended questions as well as records and observations from different firms or organizations. Role of the Researcher The role of the researcher will be to identify the correlation between employee growth from the entry-level position to a more established position and leadership behaviors. These two variables will be the main subjects guiding this study since all the research and data collection will be directed towards determining the correlation between the two variables. Participants The participants will be selected from a broader population into samples. The sample for this particular study will entail executive leaders from a high performing textile industry in Maryland as well as a few other leaders from a manufacturing industry that is not as well established as the former. We will also include a few employees from both organizations; from those with high wages to those who are paid lesser wages. The leaders will be a combination of Chief Executive Officers from both organizations as well as the managers and supervisors who have direct interactions with the employees in their places of work. Research Method and Design Research Method In the qualitative study, the employees and the leaders will be provided with questionnaires with open-ended questions where they will be required to give a full response to the questions in order to provide more details about the subject matter. From there, the researcher will conduct interviews with questions shaped from the responses given in the questionnaires. The main purpose of the interviews will be to get more information about some important parts which were not well explained in the questionnaires. At least two leaders and two employees; each from very organization will be interviewed. Discussion: maintaining a certain level of employee growth Research Design The use of the questionnaires and interviews will ensure that the employees reveal more information than they would reveal to their leaders; as well as enabling the leaders to present some of the obstacles they encounter from employees during their day to day interactions. Qualitative research would therefore ensure that more personal information is revealed, hence ensuring the success of the study (Hartmann, Stephens, & Jahren). Population and Sampling (Qualitative Only) The qualitative sampling method that will be used in this study will be the quota sampling; where the researcher will identify the type and size of the sample prior to the research. Characteristics such as the type of leader, whether manager or CEO, employee status in the organization including their wage limits will be pre-identified before the beginning of the study to ensure a much more organized data collection and research process. The sample will be identified depending on their communication skills and coherency, especially those to be interviewed. Ethical Research There won’t be too much ethical issues since most of the study will be conducted while making reference to past discoveries on the subject matter such as journals and other past research findings which have already been approved for referencing. The authorization for the different sites on employee-leader relations have already been obtained and the studies already published and approved for review by the Institutional Review Board. For this reason, there is no need to seek consent from the researchers who conducted and published their research findings (Bouckenooghe et la., 2014). Data collected during this study will be maintained in a safe place for 5 years to protect rights of participants. For credibility and ethical purposes, the final doctoral manuscript will include the Walden IRB approval number. Data Collection Instruments (Qualitative Only) Most of the data collected in this study will be extracted from an examination of samples which include leaders and employees from the two organizations stated earlier, through open ended questionnaires and interviews in order to allow for a better understanding of the phenomenon; which is the correlation between leadership behaviors and growth of employees from the entry-level position. The instruments to be used will include paper stacks on which the questionnaires will be printed and pens for writing, as well as sound recording equipment to be used during interviews to allow for reviews whenever a something is not well explained. The intended population will be around 50 individuals, to be slashed to 30 during sampling. The scaling system will be between 1-10, and the study will take close to one week to be wholly completed. Data Collection Technique Some of the data collected will be extracted from published research findings from past studies. However, most of the data will be collected using the interviewing technique where the researcher will conduct a face to face conversation with the interviewees in the sample population and ask them questions related to the phenomenon being studied (Cegielski & Jones-Farmer, 2016). The questions asked will be particularly based on the specific opinions of individual interviewees and the most recurring responses from both sides noted down for use in the final draft of the research findings. Data Organization Technique (Qualitative Only) The data will be organized according to the position of the respondent in their respective organizations, such as leaders or employees; who are further categorized into CEO’s or supervisors and low or high positioned employees. The data will be stored electronically and destroyed after 5 years. Data Analysis (Qualitative Only) Data analysis will be done through involving all the employees and leaders in the sample population and providing them with questionnaires with open-ended questions to answer and then conducting interviews. The data will then be analyzed through the instruments of data collection mentioned in the prior section. This study will provide the basic characteristics of the data and a brief summary of the sample. The main steps of data analysis will include the following; Comparison and analysis of data among employees and leaders in the sample. An analysis of the major negative aspects of the relationship between employees and leaders. Thematic analysis of data Thematic data coding to help understand the phenomenon. Reliability and Validity (Qualitative Only)Discussion: maintaining a certain level of employee growth Reliability Reliability will involve the checking for the dependability of the research data and findings by inviting an expert to validate the interview questions, direct observation of leadership behaviors, and checking of the data interpretation by the members of the research team. Collecting enough data to the extent of reaching data saturation would ensure the dependability of the findings. Validity Validity of qualitative findings refers to the credibility and confirmability of the research findings. Reaching data saturation will ensure validity of the findings, as well as checking for data interpretation and participant transcript review. Transition and Summary The data collection process and the analysis should all be done in an ethical manner to ensure that no unauthorized information about the sample population is left for public consumption. The information stored electronically must be protected by log in passwords to avoid any unauthorized access. After effective data collection, the data should be presented in an organized manner with recommendations, applications of the study to professional practice and its implications for social change well examined and indicated. Section 3: Application to Professional Practice and Implications for Change Introduction The purpose of this qualitative study is to describe how leadership behavior correlates to the growth of employees from the entry-level position due to the working environments and the nature of leadership strategies in an organization. The results of the study revealed that leadership behavior is directly linked to employee growth from the entry-level position. Some of the leadership behaviors that impact employee growth directly include management and supervision activities. The findings indicate that leaders who treat their employees with respect enable the employees to work more freely and increase their productivity, and also their growth. Organizations which offer much adequate training and innovation to both leaders and employees boast the highest rate of employee growth since they offer a conducive environment for the development of employees as individuals and as workers in a company. Presentation of the Findings (Qualitative Only) I received 56 surveys in total. One of the records was however eliminated due to missing data; resulting in the analysis of 55 surveys. Table 1 below contains the descriptive statistics of the study variables. The findings confirm that the correlation between leadership behaviors of CEO’s strongly correlates with employee growth, whereas organizational cultures are weakly correlated to the activities and behaviors of CEO’s and supervisors. Since coordinators and supervisors often interact closely with employees, their leadership behavior strongly correlate to employee growth. Table 1 Correlation Coefficients Among Study Predictor Variables Variables Leadership behavior Employee growth Turnover rate Organizational cultures Employees .541 1.00 .151 1.00 CEO’s 1.00 .321 .561 -.010 Supervisors .432 1.00 .130 -.010 Coordinators 1.00 .151 .562 .151 Note . N=55 Applications to Professional Practice The study findings can be used to clearly understand the complexities in the relationship between leaders and employees, as well as the specific ways through which leadership behaviors affect employee growth. These are important variables which are very essential in the business sector which can make business owners capable of understanding the business environment hence enhancing development and profitability (Joo & Lim, 2013). Implications for Social Change As organizations grow, so does the economy. Economic developments promotes social change in the society as the behaviors of people change with the changing status. Similarly, individuals, especially the employees experience a certain sense of worth and feel appreciated s the attitudes and behaviors of their leaders towards them changes. This study will enlighten organization leaders to treat their employees better, hence improving their self-esteem and enabling them to develop as individuals in their social lives (Hill, 2014). Recommendations for Action For better action, leaders need to treat employees as part of the organization and interact with them with more respect and appreciation to ensure that they reciprocate by giving their best work output and improving the profit level of the organization. The employees will grow from lower positions to higher ones in the organization and their levels of job satisfaction will also improve (Hill, 2014). The employees also need to improve on their cooperation with their leaders to ensure that the organization runs smoothly and everyone performs their duties. Recommendations for Further Research To ensure that the researcher does not receive false or inadequate information from the sample, the interview protocol or questionnaires must no include leading questions or closed questions. This is because closed questions would limit the interviewees to specific answers which may not reveal the entire scope of the study and enable the researcher to understand the phenomenon better. Reflections The possible biases in this study would arise while choosing the sample. The researcher might select more individuals from a given category, such as employees or leaders, which would result in collection of data that is skewed towards a particular side. This might lead to misinformed research findings which would affect the results and convince leaders and employees to interact in a manner that would lead to more negative repercussions on either side. My opinion on leadership behavior and its effects on employees has changed after this study since it has made the scope of business more expansive and easy to understand from the perspectives of both the leaders and the employees on how they wish to be treated in the workplace. Conclusion Leadership behaviors strongly influence the way employees react to the conditions of their jobs and job satisfaction. Leaders in every organization must therefore pay close attention to the manner in which they interact with their employees in order to improve organizational performance. Organizational cultures also need to be shaped in such a way that they favor every side; employees and leaders. Training of entry-level employees and employees, as well as innovation protocol should be top priority for any organization to ensure success in growth of employees from entry-level position.Discussion: maintaining a certain level of employee growth References Bayram, H., & Dinç, S. (2015). Role of Transformational Leadership on Employee’s Job Satisfaction: the Case of Private Universities in Bosnia and Herzegovina. European Researcher , 93 (4), 270-281. doi:10.13187/er.2015.93.270 Bouckenooghe, D., Zafar, A., & Raja, U. (2014). How Ethical Leadership Shapes Employees’ Job Performance: The Mediating Roles of Goal Congruence and Psychological Capital. Journal of Business Ethics , 129 (2), 251-264. doi:10.1007/s10551-014-2162-3 Cegielski, C. G., & Jones-Farmer, L. A. (2016). Knowledge, Skills, and Abilities for Entry-Level Business Analytics Positions: A Multi-Method Study. Decision Sciences Journal of Innovative Education , 14 (1), 91-118. doi:10.1111/dsji.12086 Hartmann, B., Stephens, C., & Jahren, C. (n.d.). Surveying Industry Needs for Leadership in Entry-level Engineering Positions. 2015 ASEE Annual Conference and Exposition Proceedings . doi:10.18260/p.24784 Hill, R. W. (2014). Virtual Reality and Leadership Development. Using Experience to Develop Leadership Talent , 278-304. doi:10.1002/9781118829417.ch13 Joo, B. & Lim, T. (2013). Transformational Leadership and Career Satisfaction. Journal of Leadership & Organizational Studies , 20 (3), 316-326. doi:10.1177/1548051813484359 Joshi, P., Kaur, H., & Jain, A. (2016). Leadership Behaviour of Manager: An Antecedent of Job Satisfaction of Subordinates. SCMS Journal of Indian Management .

Nursing theory concept analysis Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Nursing theory concept analysis Discussion Please see rubric attached, APA format is required, 6 scholarly references must be used as well. Nursing theory concept analysis Discussion attachment_1 NR501 Concept Analysis Guidelines and Rubric PurposeThis assignment provides the opportunity for the student to complete a concept analysis of a concept found in a nursing theory using an identified process. The assignment fosters analytical thinking related to the selected concept as well as application within the profession. Course OutcomesThrough this assignment, the student will demonstrate the ability to: (CO#1) Analyze theories from nursing and relevant fields with respect to their components, relationships among the components, logic of the propositions, comprehensiveness, and utility to advanced nursing. (PO1) (CO#3) Communicate the analysis of and proposed strategies for the use of a theory in nursing practice. (PO3, 7, 10) (CO#4) Demonstrate logical and creative thinking in the analysis and application of a theory to nursing practice. (PO4. 7) Due Date Sunday 11:59 PM MT at the end of Week 4 Total Points Possible : 250 Points Requirements Description of the Assignment This assignment presents a modified method for conducting a concept analysis of ONE concept found in a nursing theory. The source of the concept for this assignment must be a published nursing theory. The selected concept is identified and then the elements of the analysis process are applied in order to synthesize knowledge for application within the model and alternative cases. Non-nursing theories may NOT be used. The paper concludes with a synthesis of the student’s new knowledge about the concept. The scholarly literature is incorporated throughout the analysis. Only the elements identified in this assignment should be used for this concept analysis. Criteria for Content Introduction The introduction substantively presents all following 4 (four) elements: Identifies the role of concept analysis within theory development, Identifies the selected nursing concept, Identifies the nursing theory from which the selected concept was obtained, and Names the sections of the paper. Definition/Explanation of the selected nursing concept This section includes: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required), and Information about the concept as discussed by the theorist from the selected nursing theory is substantively presented. A substantive discussion of this section with support from nursing literature is required. Literature review This section requires: A substantive discussion of at least 6 (six) scholarly nursing literature sources on the selected concept. Nursing theory concept analysis Discussion Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. Support from nursing literature is required. Please Note: Primary research articles about the selected nursing concept are the most useful resource for the literature review. Defining attributes For this section: A minimum of THREE (3) attributes are required. A substantive discussion of this section with support from nursing literature is required. Explanation : An attribute identifies characteristics of a concept. For this situation, the characteristics of the selected nursing concept are identified and discussed. Antecedent and Consequence This section requires the identification of: 1 antecedent of the selected nursing concept, and 1 consequence of the selected nursing concept. A substantive discussion of the element with support from nursing literature is required. Explanation: An antecedent is an identifiable occurrence that precedes an event. In this situation, an antecedent precedes a selected nursing concept. A consequence follows or is the result of an event. In this situation a consequence follows or is the result of the selected nursing concept. Empirical Referents This section requires the identification of: 2 (two) empirical referents of the selected nursing concept. A substantive discussion of the element with support from nursing literature is required. Explanation: An empirical referent is an objective ways to measure or determine the presence of the selected nursing concept. Model Cases 1 model case is created by the student and discussed substantively by demonstrating within the case each of the following areas: Definition, All identified attributes, Antecedent, Consequence, and Empirical referent or Measurement Information from selected nursing theory is applied to the created model case. A substantive discussion of the element with support from nursing literature is required. Explanation: A model case is an example of the hypothetical individual who demonstrates all of the attributes, antecedents, consequences, and referents noted previously in this assignment. Alternative Cases This section requires: The identification of 2 (two) alternative cases correctly created and presented. The two required alternative cases are: Borderline (absence of one or two of previously identified attributes of the selected nursing concept. Contrary (demonstrates the complete opposite of selected nursing concept) Nursing theory concept analysis Discussion Applies information from selected nursing theory. Explanation: Alternative cases represent the opposite of the model case. For this assignment, two alternative cases are required. These are: Borderline case which is a created case where one or two of the previously identified attributes are missing. Contrary case which is a created case that demonstrate the complete opposite of the selected nursing concept. Conclusion This section requires: Summarization of key information regarding: Selected nursing concept, Selected nursing theory, and Application of concept analysis findings to advanced nursing practice. The concluding statements include self-reflection on the new knowledge gained from conducting a concept analysis. Preparing the Assignment Criteria for Format and Special Instructions The paper (excluding the title page and reference page) should be at least 8, but no more than 10 pages. Points will be lost for not meeting these length requirements. Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6 th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used. The source of the concept for this assignment must be a published nursing theory. Non-nursing theories may NOT be used. A minimum of 6 (six) scholarly references must be used. Required textbooks for this course, and Chamberlain College of Nursing lesson information may NOT be used as scholarly references for this assignment. A dictionary maybe used as a reference for the section titled “Definition/Explanation of the selected nursing concept”, but it is NOT counted as one of the 6 required scholarly nursing references. For additional assistance regarding scholarly nursing references, please see “What is a scholarly source” located in the Course Resources tab. Be aware that information from .com websites may be incorrect and should be avoided. Nursing theory concept analysis Discussion References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them. Ideas and information from scholarly, peer reviewed, nursing sources must be cited and referenced correctly. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing. PLEASE note: Do not rely on .com sites to identify the nursing theory as they do not provide accurate information in all cases. Possible Concepts: The following concepts are not required; students may select one of these concepts or find another concept. Each selected concept must be associated with a nursing theory; the use of non-nursing theories is NOT allowed. If you have any questions regarding your concept or the nursing theory, please consult with your faculty member for assistance. Please note: the concepts of incivility and civility are not allowed for this assignment. · Behavioral system · Boundary lines · Caring · Empowerment · Homeostasis · Noise · Open system · Palliative care · Resources · Self-care · Adaptation · Comfort · Compassion · Engagement · Leadership · Meaningfulness · Modeling · Pain · Pattern · Transaction Directions and Assignment Criteria Assignment Criteria Points % Description Introduction 10 4 The introduction substantively presents all following 4 (four) elements: · Identifies the role of concept analysis within theory development, · Identifies the selected nursing concept, · Identifies the nursing theory from which the selected concept was obtained, and · Identifies the sections of the paper References from nursing literature are required. Definition/Explanation of Selected Concept 25 10 This section includes: · Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required), and · Information about the concept as discussed by the theorist from the selected nursing theory is substantively presented. References from nursing literature are required. Literature Review 30 12 This section requires: · A substantive discussion of at least 6 (six) scholarly nursing literature sources on the selected concept. · Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. Defining Attributes 25 10 For this section: · A minimum of THREE (3) attributes are required. References from nursing literature are required. Antecedents & Consequences 25 10 This section requires the identification of: · 1 antecedent of the selected nursing concept, and · 1 consequence of the selected nursing concept. References from nursing literature are required. Empirical Referents 25 10 This section requires the identification of: · 2 (two) empirical referents of the selected nursing concept. References from nursing literature are required. Model Case 30 12 This section requires: 1 model case is created by the student and discussed substantively by demonstrating within the case each of the following areas: · Definition, · All identified attributes, · Antecedent, · Consequence, and · Empirical referent or Measurement Information from selected nursing theory is applied to the created model case. Alternative Cases (one borderline; one contrary) 30 12 This section requires: · The identification of 2 (two) alternative cases correctly created and presented. The two required alternative cases are: o Borderline (absence of one or two of previously identified attributes of the selected nursing concept. o Contrary (demonstrates the complete opposite of selected nursing concept Applies information from selected nursing theory. Nursing theory concept analysis Discussion Conclusion 10 4 This section requires: · Summarization of key information regarding: · Selected nursing concept, · Selected nursing theory, and · Application of concept analysis findings to advanced nursing practice. Paper Specifications 20 8 A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Non-nursing theories may NOT be used. Paper meets length requirements of 8 to 10 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them. APA Format (6 th edition) 10 4 Title page, running head, body of paper, and reference page must follow APA guidelines as found in the 6 th edition of the manual. This includes the use of headings for each section of the paper except for the introduction where no heading is used. One deduction for each type of APA style error Citations in Text 5 2 Ideas and information that come from readings must be cited and referenced correctly. Writing Mechanics 5 2 Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6 th edition of the APA manual. Total 250 100 % A quality assignment will meet or exceed all of the above requirements. Grading Rubric Assignment Criteria Exceptional (100%) Outstanding or highest level of performance Exceeds (88%) Very good or high level of performance Meets (80%) Competent or satisfactory level of performance Needs Improvement (38%) Poor or failing level of performance Developing (0) Unsatisfactory level of performance Content Possible Points = 230 Points Introduction 10 Points 9 Points 8 Points 4 Points 0 Points Presentation of information was exceptional and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. References from nursing literature are required. Presentation of information was good, but was superficial in places and included all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. References from nursing literature are required. Presentation of information was minimally demonstrated in the all of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited references from nursing literature were provided. Presentation of information in one or two of the following elements fails to meet expectations: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no references from nursing literature were provided. Presentation of information is unsatisfactory in three or more of the following elements: Identifies the role of concept analysis within theory development. Identifies the selected nursing concept. Identifies the nursing theory from which the selected concept was obtained. A nursing theory was used. Identifies the sections of the paper. Limited or no references from nursing literature were provided. Definition/Explanation of Selected Concept 25 Points 22 Points 20 Points 10 Points 0 Points Presentation of information was exceptional and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Information about the concept as discussed by the theorist from the selected nursing theory. References from nursing literature are required. Presentation of information was good, but was superficial in places and included all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required). Information about the concept as discussed by the theorist from the selected nursing theory. References from nursing literature are required. Presentation of information was minimally demonstrated in the all of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required), and Information about the concept as discussed by the theorist from the selected nursing theory. Limited references from nursing literature were provided. Presentation of information in one of the following elements fails to meet expectations: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required), and Information about the concept as discussed by the theorist from the selected nursing theory. Limited or no references from nursing literature were provided. Presentation of information is unsatisfactory in two or more of the following elements: Defines/explains the concept using scholarly literature (a dictionary maybe used for this section ONLY, and additional scholarly nursing references are required), and Information about the concept as discussed by the theorist from the selected nursing theory. Limited or no references from nursing literature were provided. Literature Review 30 Points 26 Points 24 Points 11 Points 0 Points Presentation of information was exceptional and included all of the following elements: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. Presentation of information was good, but was superficial in places and included all of the following elements: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. Presentation of information was minimally demonstrated in the all of the following elements: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. Presentation of information in one of the following elements fails to meet expectations: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in an organized fashion. Presentation of information is unsatisfactory in the following elements: A substantive discussion of at least 6 (six) nursing literature sources on the selected concept. Themes, ideas, and/or facts about the concept found in the reviewed sources are presented in a disorganized fashion. Defining Attributes 25 Points 22 Points 20 Points 10 Points 0 Points Presentation of information was exceptional and included all of the following elements: A minimum of 3 (three) attributes References from nursing literature are required. Presentation of information was good, but was superficial in places and included all of the following elements: A minimum of 3 (three) attributes are required. References from nursing literature are required. Presentation of information was minimally demonstrated in the all of the following elements: A minimum of 3 (three) attributes are required. Limited references from nursing literature were provided. Presentation of information from following elements fails to meet expectations: One or two attributes of the selected nursing concepts were presented. Limited or no references from nursing literature were provided. Presentation of information is unsatisfactory in the following elements: No attributes of the selected nursing concept were presented. Limited or no references from nursing literature were provided. Antecedents & Consequences 25 Points 22 Points 20 Points 10 Points 0 Points Presentation of information was exceptional and included all of the following elements: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. References from nursing literature are required. Presentation of information was good, but was superficial in places and included all of the following elements: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. References from nursing literature are required. Presentation of information was minimally demonstrated in the all of the following elements: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. Limited references from nursing literature were provided. Presentation of information in one of the following elements fails to meet expectations: 1 antecedent of the selected nursing concept. 1 consequence of the selected nursing concept. Limited or no references from nursing literature were provided. Presentation of information is unsatisfactory in two or more of the following elements: 1 antecedent of the selected nursing concept. · 1 consequence of selected nursing concept. Limited or no references from nursing literature were provided. Empirical Referents 25 Points 22 Points 20 Points 10 Points 0 Points Presentation of information was exceptional and included all of the following elements: 2 (two) empirical referents of the selected nursing concept. References from nursing literature are required. Nursing theory concept analysis Discussion Presentation of information was good, but was superficial in places and included all of the following elements: 2 (two) empirical referents of the selected nursing concept. References from nursing literature are required. Presentation of information was minimally demonstrated in the all of the following elements: 2 (two) empirical referents of the selected nursing concept. Limited references from nursing literature were provided. Presentation of information in one of the following elements fails to meet expectations: 2(two) empirical referents of the selected nursing concept. Limited or no references from nursing literature were provided. Presentation of information is unsatisfactory in two of the following elements: 2(two) empirical referents of the selected nursing concept. Limited or no references from nursing literature were provided. Model Case 30 Points 26 Points 24 Points 11 Points 0 Points Presentation of information was exceptional and included all of the following elements: 1 model case was created by the student and discussed substantively by demonstrating within the case each of the following areas: · Definition, · All identified attributes, · Antecedent, · Consequence, and · Empirical referent Information from selected nursing theory is applied to the created model case. Presentation of information was good, but was superficial in places and included all of the following elements: 1 model case is created by the student and discussed substantively by demonstrating within the case each of the following areas: · Definition, · All identified attributes, · Antecedent, · Consequence, and · Empirical referent Information from selected nursing theory is applied to the created model case. Presentation of information was minimally demonstrated in the all of the following elements: 1 model case was created by the student and 1 or 2 of the following are missing: Nursing theory concept analysis Discussion · Definition, · All identified attributes, · Antecedent, · Consequence, and · Empirical referent Information from selected nursing theory is applied to the created model case. Presentation of information in the following elements fails to meet expectations: 1 model case was created by the student and 3 of the following are missing: · Definition, · All identified attributes, · Antecedent, · Consequence, and · Empirical referent Information from selected nursing theory is applied to the created model case. Presentation of information is unsatisfactory in the following elements: 1 model case was created by the student and 4 or more of the following are missing: · Definition, · All identified attributes, · Antecedent, · Consequence, and · Empirical referent Information from selected nursing theory is applied to the created model case. Alternative Cases (one borderline; one contrary) 30 Points 26 Points 24 Points 11 Points 0 Points Presentation of information was exceptional and included all of the following elements: The identification of 2 (two) alternative cases correctly created and presented. · Borderline (absence of one or two of previously identified attributes of the selected nursing concept. · Contrary (demonstrates the complete opposite of selected nursing concept) Applied information from selected nursing theory. Presentation of information was good, but was superficial in places and included all of the following elements: The identification of 2 (two) alternative cases correctly created and presented. · Borderline (absence of one or two of previously identified attributes of the selected nursing concept. · Contrary (demonstrates the complete opposite of selected nursing concept) Applied information from selected nursing theory. Presentation of information was minimally demonstrated in the all of the following elements: The identification of only ONE alternative cases correctly created and presented. · Borderline (absence of one or two of previously identified attributes of the selected nursing concept. · Contrary (demonstrates the complete opposite of selected nursing concept) Applied information from selected nursing theory Presentation of information in the following elements fails to meet expectations: Nursing theory concept analysis Discussion The identification of only ONE alternative cases correctly created and presented. · Borderline (absence of one or two of previously identified attributes of the selected nursing concept. · Contrary (demonstrates the complete opposite of selected nursing concept) Applied information from selected nursing theory Nursing theory concept analysis Discussion Presentation of information is unsatisfactory in the following elements: The identification of only ONE alternative cases correctly created and presented. · Borderline (absence of one or two of previously identified attributes of the selected nursing concept. · Contrary (demonstrates the complete opposite of selected nursing concept) Applied information from selected nursing theory Conclusion 10 Points 9 Points 8 Points 4 Points 0 Points Presentation of information was exceptional and included all of the following elements: · Summarizing information on selected nursing concept, · Summarizing information on selected nursing theory, and · Summarizing the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis Presentation of information was good, but was superficial in places and included all of the following elements: · Summarizing information on selected nursing concept, · Summarizing information on selected nursing theory, and · Summarizing the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis Presentation of information was minimally demonstrated in the all of the following elements: · Summarizing information on selected nursing concept, · Summarizing information on selected nursing theory, and · Summarizing the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis Presentation of information in one or two of the following elements fails to meet expectations: · Summarizing information on selected nursing concept, · Summarizing information on selected nursing theory, and · Summarizing the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis Presentation of information is unsatisfactory in two or more of the following elements: · Summarizing information on selected nursing concept, · Summarizing information on selected nursing theory, and · Summarizing the application of concept analysis findings to advanced nursing practice. Self-reflection on the new knowledge gained regarding concept analysis Paper Specifications 20 Points 18 Points 16 Points 8 Points 0 Points This section included all of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 8 to 10 page. Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. This section included three of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 8 to 10 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. This section included only two of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 8 to 10 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. This section included only one of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 8 to 10 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. This section included none of the following: A nursing theory was used. The source of the concept for this assignment was a published nursing theory. Paper meet length requirements of 8 to 10 pages Minimum of 6 scholarly nursing references A dictionary (except for Definition section), required textbooks for this course and Chamberlain College of Nursing lesson information, were NOT used as scholarly references. References are current – within a 5-year time frame unless a valid rationale was provided and the instructor approved them. Content Subtotal _____of 230 points Format Possible Points = 20

Nursing

Nursing

Assessment Ms Klein Case Study ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Assessment Ms Klein Case Study I uploaded a research article that you can read to help you answer the question which I also uploaded, I also uploaded a pdf which you can read “chapter 9 started in page 379 and chapter 11 started in page 468” which is part of the assigned reading to answer these questions. Assessment Ms Klein Case Study attachment_1 attachment_2 attachment_3 attachment_4 attachment_5 As nurses, we are required to have on-going communications with all the disciplines in an attempt to care for our patients’ as a whole. On occasions, we might forget that this should also include the paraprofessionals and other members of the Interprofessional Team. There is a research article that is part of this module’s assigned readings that reinforces this dilemma. Read it, and the assigned chapters in the text then answer the following questions: Why is it important for the nurse to get feedback from all the disciplines involved with the care of her patient? Be specific, give an example or refer to the readings. How can effective team communication benefit the patient’s progress? How can inadequate communication impede the patient’s progress? If you have had any experiences, you may relate one here. Use the knowledge gained from the readings and this exercise to add in a scholarly manner . Include references to specific material in the readings. Does not have to be in formal APA reference format but does need to refer to a specific topic, page number, Table or Box, etc. Page 275 Interdisciplinary Communication and Collaboration Among Physicians, Nurses, and Unlicensed Assistive Personnel Gwendolyn Lancaster, EdD, MSN, RN, CCRN1, Stephanie Kolakowsky-Hayner, PhD2, Joann Kovacich, PhD3,& Nancy Greer-Williams, PhD, MPH4 Abstract Purpose: Historically, health care has primarily focused on physician, nurse, and allied healthcare provider triads. Using a phenomenological approach, this study explores the potential for hospital-based interdisciplinary care provided by physicians, nurses, and unlicensed assistive personnel (UAPs). Design: This phenomenological study used a purposive nonprobability, criterion-based, convenience sample from a metropolitan hospital. Theoretical Foundation: Malhotra’s (1981) Schutzian lifeworld phenomenological orchestra study provided the theoretical basis for the conductor less orchestra model, which guided this study. In an orchestra, each member sees and hears the musical score from a different vantage point or perspective and has a different stock of knowledge or talent; however, members work together to produce a cohesive performance. Like the orchestra, individual talents and perspectives of physicians, nurses, and UAPs can be collaboratively blended to create a symphony: enhanced patient-centered care. Methods: Qualitative semi-structured face-to-face, individual interviews were carefully transcribed and coded with the aid of NVivo 9, a qualitative data analysis software program, to discover emergent patterns and themes. Findings: The study suggests that most of the time physicians, nurses, and UAPs operate as separate healthcare providers who barely speak to each other. Physicians see themselves as the primary patient care decision makers. Many physicians acknowledge the importance of nurses’ knowledge and expertise. On the other hand, the study indicates a hierarchical, subservient relationship among nurses and UAPs. Physicians and nurses tend to work together or consult each other at times, but UAPs are rarely included in any type of meaningful patient discussion. Conclusions: Since physicians, nurses, and UAPs each provide portions of patient care, coordination of the various treatments and interventions provided is critical to prevent errors and fragmentation of care. Tensions, mis- understandings, and conflicts caused by differences of opinions and interests can interfere with effective interdisciplinary communications and collaboration. Improving patient safety in the hospital requires addressing the current hierarchical professional structure inherent in healthcare delivery. A hospital patient care model based on the conductor less orchestra model would mitigate hierarchy; recognize physician, nurse, and UAP contributions to care; promote improved communication and collaboration; and enhance patient safety. Page 276 Clinical Relevance: Study results provide additional information supporting interdisciplinary communication and collaboration education and training among physicians, nurses, and UAPs to support positive patient care outcomes. The negative impact of medical errors on patient safety is a serious problem. Medical errors are a major cause of death in the United States. Nearly 100,000 patients die annually due to medical errors (Ross, 2008). According to reports from healthcare accrediting agencies like the Joint Commission, poor communication among health-care professionals is one of the most common causes of patient care errors (Siege le, 2009; Tschannen et al.,2011). Studies link efficient communication and dynamic collaboration to improved patient outcomes, while poor communication and collaboration are linked to negative consequences such as medical mistakes (Aston, Shi, Bullˆot, Galway, & Crisp, 2005). With increasing regulatory and public demands and workloads amid decreasing resources, collaboration and cooperation among healthcare providers is essential for patient safety. Since physicians, nurses, and unlicensed assistive personnel (UAPs) each provide a portion of hospital-based patient care, coordination of the various treatments and interventions they provide is critical to preventing errors. Collaboration occurs when providers with different knowledge and skills interact to synergistically and constructively influence patient care (Nelson, King, & Brodine, 2008; Ross, 2008; Vazirani, Hays, Shapiro, & Cowan, 2005). Collaboration involves “direct and open communication, respect for different perspectives, and mutual responsibility for problem solving” (Stein-Parbury & Liaschenko, 2007, p. 471). Lack of cooperation and collaboration hampers efficiency and quality (Hofmarcher, Oxley, & Rusticelli, 2007). Subsequently, it is essential that physicians, nurses, and UAPs find ways to work together to meet increasingly complex patient care needs. Working together is complicated and challenging. Bringing various perspectives into the decision-making process and differences of opinions can affect understanding in clinical situations (Stein-Parbury & Liaschenko,2007). Different perspectives and priorities among the disciplines may present a barrier to collaboration that prevents them from capitalizing on their interdependence (Siege le, 2009). The National Joint Practice Commission formed in 1971 and, supported by the American Nurses Association and the American Medical Association, recognized the detrimental effects of nurse-physician conflict on patient care (Schmalenberg & Kramer, 2009). Nurse-nurse and nurse-UAP conflict can also contribute to negative patient care outcomes. While the expertise of physicians, nurses, and UAPs as individual practitioners are important to safe patient care, good interdisciplinary relationships are equally important to high-quality patient care. Interdisciplinary collaboration can be effective when the professionals involved have a clear understanding of each other’s roles (O’Toole& Kirkpatrick, 2007). This qualitative, phenomenological study explored the research question: How do physicians, nurses, and UAPs perceive their own individual role and each other’s roles in patient care and Page 277 interdisciplinary communication and collaboration? The goal of the study was to gain a greater understanding of interdisciplinary communication and collaboration among physicians, nurses, and UAPs, which can be used to enhance patient safety. Theoretical Framework the Schutzian lifeworld phenomenological orchestra study described by Malhotra (1981) and the conductor-less orchestra (Bartolovich, 2007; Khodyakov, 2007) pro-vided a theoretical model for the study. The orchestra study illustrates how an orchestra’s final symphony performance is made up of more than the sum of its parts or orchestra members. While members may have a shared stock of knowledge, they also have individual experiences or stocks of knowledge and view a phenomenon (the music) from slightly different angles or perspectives. The musicians in the orchestra hear certain parts of the music being played but do not hear the entire musical piece while they are playing (Malhotra, 1981). Stock of knowledge refers to the learning and experiences that ac-cumulate into social guidelines of appropriate behavior that enable groups or individuals to think about and interpret the world (Yu & Kwan, 2008). The different experiences and perspectives of individual orchestra members may affect the overall performance if they are not coordinated. The orchestra study shows that the various member perspectives can come together to create a cohesive final performance. While traditionally orchestras have a conductor that leads the group, directly oversees the musicians, and decides what, how, and when music is played (Seifter,2001), Malhotra noted that a conductor is not an absolutely essential component of an orchestra. The conductor model fosters a rigid hierarchical approach to the musical performance, which presents a barrier to interdisciplinary communication and collaboration. How-ever, the conductor less orchestra model recognizes that physicians, nurses, and UAPs (individual musicians) each see patient care from slightly different perspectives and each provider brings to bear his or her own stockof knowledge about patient-centered care (the musical score), which affects how he or she approaches or interprets the patient’s needs. The conductor less model flat-tens hierarchy, invites every member to participate indecisions, demonstrates willingness to change, promotes open communication, and encourages all members to give their best performance (Khodyakov, 2007). To pro-duce a cohesive performance, orchestra members must have a working understanding of how each individual member contributes to a particular music score. Each orchestra member steps into the lead, using his or her talents as the score (patient care needs) indicates. The musicians engage in a joint interpretive project based on their individual and collective stock of knowledge; they remain perceptive to each other’s roles and functions; and they coach each other while playing the notes as the com-poser (patient) wrote them (Bartolovich, 2007; Malhotra,1981). In some hospitals, there is a disconnection be-tween physicians’, nurses’, and UAPs’ (orchestra members’) interpretations of patient care (the music). Through collaboration, skilled communication, and a respectful work environment, partnerships can develop that pro-mote optimal patient care (successful performance of the musical score; Dietrich et al., 2010). Methods: The study was conducted at a major metropolitan hospital center located in New York City. Approval for the study was obtained from the hospital’s Institutional Review Board (IRB), and written authorization was obtained to use the hospital premises for the study. In addition, union leaders were informed of the study, and their support for member involvement was obtained. Validity and reliability are critical concepts in research. Validity is a measure of the truth or accuracy of a claim or proposition (Burns & Grove, 2005; Cooper & Schindler,2003). Reliability refers to the consistency and accuracy of a measurement tool in gauging the study phenomenon (Neuman, 2003), and describes how well an instrument will produce similar results under different circum-stances, assuming nothing else is changed. There are two major types of validity: internal and external. Internal validity indicates that there are no errors in the research de-sign, and external validity is largely a measure of whether the research makes sense beyond the confines of the data collected (Cooper & Schindler, 2003). In qualitative research, ensuring validity and reliability involves con-ducting studies in an ethical manner (Merriam, 2009). In phenomenological research, external validity is judged in terms of meaningful coherence between results, data, and the techniques by which findings are reached (Garza,2007). Credibility, confirmability, and transferability are the concepts used in qualitative research to evaluate internal and external validity. Credibility is comparable to internal validity, confirmability is comparable to objectivity, and transferability is comparable to generalizability found in quantitative research (Merriam, 2009).Credibility, confirmability, and transferability concerns are addressed through careful attention to a study’s conceptualization and how data are collected, analyzed, and interpreted, and the way findings are presented(Cooper & Schindler, 2003; Merriam, 2009).The hospital’s IRB reviewed all aspects of the study prior to granting permission to perform the study, which insured that the study design, data collection, and data analysis were consistent. Also, informed consent was obtained in accordance with the ethical principles of the National Commission for the Protection of Human Subjects of Biomedical Research, which protects research subjects from abuse (Burns & Grove, 2005). Tape-recording these misstructured interviews and triple checking transcripts and notes against the original audiotape recordings minimized loss or misinterpretation, thereby enhancing the believability and trustworthiness of the research findings and preventing spurious incorrect study conclusions (Salkind, 2003). In addition, all study procedures were discussed openly with participants, and participants were encouraged to ask questions and informed that their participation was strictly voluntary; they could withdraw at any time without penalty. The study did not pose any predictable harm to participants. However, the fear of reprisals might have been a real or perceived stressor for participants since the primary researcher also worked at the hospital and was known by many of the participants. Fear of reprisal was mitigated by making every effort to maintain confidentiality and by making participants as comfortable as possible. No names or identifying information was used in any notes or reports. Fictional names were randomly selected from a list of Jane Does (female) and John Does(male) numbered from 1 to 15 and assigned to each participant (i.e., MD John Doe 1 or Jane Doe 1). A code log of assigned names was developed. The code log, personal information, history, and experiences were kept in a database on a private password-protected laptop computer. Data collection involved qualitative semi structured interviews using an interview guide to maintain focus (Table 1). The qualitative interview is the primary Page 278 method used to uncover the essence or basic underlying structure of meaning of an experience (Merriam, 2009). Interviews were tape-recorded with participants’ express permission and carefully transcribed to ensure accuracy of data collection. Note taking was used in conjunction with the tape recordings to record participants’ initial re-actions, record the researcher’s reactions to what the participant said, or to pace the interview (Merriam, 2009). Data consisted of the word’s participants used to describe their perceptions and experiences. Participants were expected to speak freely and honestly. In depth personal interviews elicit stories, thoughts, and feelings about the study phenomenon and are consistent with an intimate focus on one person’s experience, thereby providing context for understanding the meaning behind the person’s behavior (Smith, Flowers, & Larkin, 2009). The interviewer plays a dynamic role in controlling bias in the data collection process. Through the process of phenomenological reduction, the interviewer must acknowledge and put aside prior beliefs about the phenomenon of interest so as not to interfere with seeing he true essence of the phenomenon (Merriam, 2009).Performing the epoch, in which the researcher abstains from making suppositions and clears his or her mind, allows the researcher to listen with genuine curiosity, be open to new ideas, and see an object or phenomenon as it truly appears (Moustakas, 1994). To minimize potential negative effects of familiarity, the interviewer remained mindful of the study’s purpose, strove to curb personal biases about physician, nurse, and UAP interactions, and kept an open mind by listening intently to participant expressions and feelings and refraining from interjecting personal opinions. In addition, interviews were privately conducted, and study participants chose the time and place of the interviews to maximize participant comfort and facilitate intimate conversation. The population for the qualitative phenomenological inquiry consisted of a nonprobability purposive sample of willing physicians (interns, residents, and attending physicians), and nurses and UAPs with at least 1 year of work experience at the hospital center. Nonprobability sampling is the method of choice in qualitative research since statistical generalization is not the primary goal (Merriam, 2009). A hospital-wide invitation was posted on the hospital’s internal intranet homepage, flyers were posted on patient care units, and information was presented at medical grand round meetings. An average sample size of 20 to 50 participants is ad-equate for qualitative studies (Mason, 2010). The final sample size was determined by the number of responses to the invitation to participate and on how quickly data saturation occurred during the interview process. Satu-ration generally refers to reaching a point where further data collection (conducting additional interviews) becomes counterproductive and new information does not necessarily add substantively to the overall story (Mason, 2010). Nurses readily volunteered for study participation, but physician and UAP recruitment proceeded more slowly. Ultimately, study participants included 12physicians, 13 nurses, and 11 UAPs. Physician participants were involved in direct patient care, regardless of titles (intern, resident, attending) or specialty. The majority of physicians were male attending physicians. The nurses and UAPs were mainly female. All participants were at least 18 years old and consisted of males and females of varying ethnicities. Page 279 The interviewer piloted the interview guide prior to beginning the study to ensure that the questions elicited the type of information that would address the research question. Piloting strengthens study reliability and confirmability by helping the researcher ensure participant comprehension, determine the amount of interview structure needed, refine questions, and determine if participants are willing to talk about the research topic (Luck& Rose, 2007; Smith et al., 2009). The interviews were carefully transcribed, coded, and examined for patterns and themes with the help of NVivo 9 (QSR International Pty Ltd, Victoria, Australia), a computer-assisted qualitative data analysis software, which provided tools to help code, organize, and analyze the large amount of raw data collected. Interview notes were used to verify context of the data, ensure that nothing was excluded or missed, and enhance understanding of the emerging themes. The interviewer generated a list of provisional codes based on the research question, literature review, and interview guide (see Table 1) prior to beginning data collection. Then pattern or inferential coding was used to identify emergent themes (Salda ?na, 2009). Pro visional categories for the study included (a) roles in patient care, (b) others ‘views of a role, (c) communication, (d) collaboration or team work, (e) conflict, (f) patient safety, and (g) ideal interdisciplinary communication and collaboration. Each category was further subdivided to represent physician, nurse, and UAP perceptions. The preliminary coded responses were then reexamined and compared looking for recurring themes or patterns (Salda ?na, 2009). The researcher selected chunks of text and applied codes to them and retrieved all similarly coded text without losing the data’s context. Recurring themes determined when data saturation occurred. Findings: The study suggests that a physician-nurse hierarchy exists, but may be changing. Physicians see them-selves as the primary patient care decision makers, but many physicians advocate for and seek out nurse input. Nonetheless, some nurses reported that physicians order them around. Physicians and UAPs in this study admit-ted that they have very little contact with each other, whereas nurses and UAPs had a more significant relation-ship, which UAPs described as uncooperative and hierarchical. Perceptions among nurses and UAPs differ as to the reason for the negativity. Roles in Patient Care Five of the physicians described the physician’s role as medical plan managers, or decision makers, or coordinators who care for all aspects of the patient. Three physicians described the physician as a teacher. According to MD John Doe 10, “The physician has the ultimate responsibility for all the inner workings of what’s going on with the patient.” MD Jane Doe 3, an outlier, stated, “I see the physician as a conductor… I see the nurse as the first violinist because they are the first on the scene and lead the group in doing everything. “When asked about the physician’s role, five nurses said physicians make a diagnosis and are not on the floor very long: “Honestly, when I see them on the floor, it’s just for a few minutes” (RN Jane Doe 11). Four nurses said physicians write orders and make treatment decisions. Seven UAPs noted that physicians examine patients and make diagnoses or plans. Three nurses stated that some physicians are arrogant, abrupt, and short tempered. RN Jane Doe 3 pumped out her chest and said, “Some doctors have this ‘I am the doctor’ persona so you have to listen to me. . .. It’s like I am nobody?” Then she shrugged her shoulders and laughed. Five nurses said they love nursing and described their role as a compassionate care provider, which includes giving medication, taking care of all of the patients’ needs, following physicians’ orders, and sometimes questioning orders. One nurse said, “It is a lot of work.” RN Jane Doe11 said the nurse’s role is like being a waitress: I see myself as a waitress juggling things. Each patient is a person coming in to eat at the restaurant. I have to get them what they need at certain times and then I still have orders from my boss to carry out certain things. The restaurant boss can be the doctor, the nurse manager, the assistant nursing care coordinator, or it can be the patient. Three nurses mentioned that part of their role includes delegating to nursing attendants. Seven physicians stated that nurses are an integral part of patient care and protecting patients; nurses pay attention to details the physician may not be aware of because they spend more time with the patients. Four physicians noted that nurses do things like give medications, collect blood samples, take vital signs, and alert them to changes in the patients’ conditions. MD Jane Doe 4 reflected, “If you didn’t have your nurses around, you would not know what is going on with your patients.” When UAPs were asked to describe the nurse’s role, four stated that nurses take care of the whole patient, including dispensing medications. Four UAPs noted that some nurses are not helpful with patient care, such as cleaning patients. Three UAPs said the nurse role is similar to the UAP role. “A nurse is somebody who takes care of a patient like a CNA [UAP]. . .. Almost the same work plus they do Page 280 medication” (UAP Jane Doe 3). One UAP stated, “Technically the physician is the head of the team, but the nurse is the actual head because once the physician does his part, he is gone.” Another UAP said nurses just follow doctors’ orders. When asked about the UAP role, five UAPs stated they love their jobs. However, UAP Jane Doe 11’s comments represent the general consensus among UAPs: I am here to make sure patients are comfortable…make sure they feel welcome….I come in the mornings and go to each room, making sure that they can feed themselves…sit them up, make sure they eat, make sure they’re dry, cleaned and just talk to them…I assist the nurse. Most physicians did not comment about the UAP role in patient care. Three physicians and six nurses said UAPs assist the nurses and assist patients with daily needs. Two physicians admitted they were not sure what a UAP does. Five nurses made comments similar to RN Jane Doe 11: They [UAPs] are an extra hand . . . listening to them is important. . . . One came and grabbed me saying the patient was eating but then it seemed like she could not catch her breath. I went right away…the patient was choking. RN Jane Doe 2 took it a step further, stating, “They [UAPs] have a difficult role . . . they are a support system for us . . . I couldn’t work without them.” However, five other nurses said sometimes it is difficult to work with UAPs. RN John Doe 1 offered an explanation for the difficulty: They [UAPs] feel like they’re…on like the lowest rank I guess . . . I don’t want to say that . . . [he laughed uncomfortably, paused, then resumed speaking] …. So I think they already feel they are in the lowest rank and I think they don’t want another person telling them what to do. . . . They already have a lot of work to do and I guess after a while it wears you down. Others’ Views of Provider Roles: Participants were asked to describe what members of the other disciplines thought of that participant’s role. Four physicians believed that nurses see physicians as the major decision makers who write orders. Two physicians said nurses respect them and look to them for guidance. On the other hand, MD Jane Doe 7 stated, “You kind of grow to appreciate how much information and knowledge you gain from what nurses know about a specific case, it’s a medical view, but it’s a different cut of the same view.” MD Jane Doe 4 stated it slightly differently: “Nurses know some things to do with the systems but not to the degree that the doctors would have to know.” Al-most all physicians just shrugged their shoulders when asked what UAPs thought of the physician role. When asked about how physicians view the nurse’s role, seven nurses said they believed physicians thought they were superior to nurses and tended to order nurses around. According to RN Jane Doe 3, “I had a doctor tell me the other day, ‘I am the doctor; you are the nurse.’ Like he was commanding me.” RN John Doe 1, who worked in the critical care and medical-surgical area, hada slightly different view: “I believe that physicians in the intensive care unit (ICU) listen to and value nurses’ opinions more than on the medical-surgical unit.” When asked about how UAPs view the nurse’s role, four nurses stated that UAPs think nurses believe they are superior to UAPs. When UAPs were asked how nurses view the UAP role, the majority of UAPs agreed with UAP Jane Doe 11: “Some nurses feel like you’re just there to clean and run errands. . .. Some nurses look down their noses and boss you.” Physicians and UAPs stated they have little, if any, interaction. Communication: Physicians, nurses, and UAPs all said that communication is critical in health care. The general consensus among physicians was that good communication helps avoid patient care mistakes. MD John Doe 6 noted: Communication is essential in any field. In medicine, it is particularly important because you delegate work on behalf of the patient. You have to be clear on your assessments and management plan, and this has to be laid out very carefully to the patient, your colleagues, to nursing staff, and aides who are participating in care. Six physicians and eight nurses stated communication should be mainly a verbal face-to-face two-way interaction. UAPs mainly described communication as “talk to a person.” The majority of physicians, nurses, and UAPs also noted that how something is said is just as important as what is said. Six UAPs said communication with nurses should be respectful. According to UAP Jane Doe7, “Communication is welcoming yourself to the person you’re working with . . . good morning . . . a smile.” Three physicians noted written communication is important and is often inadequate among physicians. Three UAPs said they try to keep to themselves and do not speak much; they only speak to nurses when it is necessary. Page 281 Collaboration and Teamwork: When asked about their thoughts on collaboration/teamwork, six physicians stated that taking the time to build physician-nurse relationships enables clear communication and helps to ensure that patient information is not missed. Five physicians and four nurses said that the meetings that the hospital called “interdisciplinary” in which the physician, nurse, and social worker discuss patients’ discharge readiness are sometimes helpful. UAPs are not typically included in those established meetings. On the other hand, seven UAPs stated it is important for nurses to work with them and help them with patients’ personal care. UAP Jane Doe 7 stated, sometimes while the call bell is ringing, you’ll have a patient that needs total care, but your hands are too dirty. You can’t run to catch that bell. So, someone else can; it could be the RN, the manager, the doctor, or anybody; it’s a team. Four UAPs also thought that getting reports from nurses was important to teamwork and patient care. Three physicians noted that knowing the staff and keeping the nurses informed of changes to patients’ care plan is important. Two of the physicians noted a hierarchy among physicians. According to MD John Doe 8, “As an intern you don’t have a large role in the decision-making process of the patient. The major decisions are made by the attending [physician] and resident [physician], which are passed on to the juniors.” Conflict: Physicians, nurses, and UAPs stated that poor communication could cause conflict. Five attending physicians mentioned that it bothered them when another physician (consult, intern, or resident) did not inform them of a change in their patient’s condition. Five UAPs and six nurses noted conflict with each other. For example, UAP Jane Doe 6 reflected, “I asked about a patient’s diet and the nurse said in front of the patient’s family, ‘Just give him the food!’ I felt so disrespected, but I didn’t say any-thing.” UAP Jane Doe 8 stated that a nurse told her, “I don’t do nursing attendant work.” On the other hand, RN Jane Doe 3 noted, “When I was in nursing school, they said ‘listen to your [UAPs] good because sometimes they save you or they can sink you’.” Patient Safety: Physicians, nurses, and UAPs all stated that their roles are important to patient safety. Most physicians and nurses stated that communication is important to avoiding mistakes like medication errors, while UAPs mainly focused on preventing patient falls. MD John Doe9 relayed an outlying experience with another physician that deeply affected him: The message was [verbally] relayed to my fellow [an-other physician] to apply wet to dry dressings for 2days . . . the message was [supposedly] relayed to the residents…5 days later, the patient had the same gauze . . . the patient bled when the gauze was removed . . . I should have spoken directly to the res-ident…I think it is on the physician to make sure everybody understands. Ideal Communication and Collaboration: Five physicians and four nurses noted that ideal collaboration involves making rounds with the physicians, nurses, and social workers. Five nurses said that it is important for physicians to at least inform them of changes to the patient care plans or orders. Most UAPs stressed the importance of having nurses help with patients’ personal needs and to give UAPs verbal reports on patients. UAP John Doe 2 took it a step further, “It [ideal teamwork] is the involvement of all who partake in the care of a patient, no matter what your position is. All roles must be considered important and critical to patient care.” Implications for Practice: Meeting today’s increasingly complicated

Discussion: Literature Review SLP 5 Social Media ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS ON Discussion: Literature Review SLP 5 Social Media SLP5 – Submit your final Ch. 2. Also submit a short paper with one or two paragraphs regarding your changes you made to Ch. 2 – summarize the changes and how you think it made this chapter better. Discussion: Literature Review SLP 5 Social Media I have a chapter 2 done, however according to the Professor I need to revise it and make adjustments. I have 4 modules I need to do. I have uploaded the paper that he wants me to work on. SLP2 – review Ch. 2, paragraph by paragraph, and make notes that indicate: 1) what kind of information is in the paragraph (source, reference, etc.), 2)what is the main point of the paragraph, and 3) how does it support your Project, how does this paragraph relate to your Project and in what way does it help you. SLP4 – Review the paper you submitted in SLP3, and make a final edit using Track Changes SLP5 – Submit your final Ch. 2. slp_4_social_media_tracking_changes.docx slp_4_tracking_changes.docx Social Media Marketing Strategiesin Small BusinessDoctoral Study Project (DSP)Presented to the the Glenn R. Jones College of Businessof Trident University Internationalin Partial Fulfillment of the Requirements for the Degree ofDoctor of Business Administration byMonica PatrickCypress, California2019(Defended mm dd, year) Approved by:Office of Academic AffairsMm dd, yearDean:Debra Louis, Ph. D.Director: Indira Guzman, Ph. D.Committee Chair: name of chairCommittee Member: name the member1Committee Member: name of the member2 © 2020 Monica Patrick Table of Contents CHAPTER II: LITERATURE REVIEW– 4 1 Introduction– 4 2 Literature Review– 6 3 Inferences for Forthcoming Study- 27 4 Conceptual models- 29 5 Conceptual Framework for Forthcoming Study- 30 6 Epistemology on Social Media as Marketing Tool- 31 6.1 Communication Theory of a Social Media Marketing Plan- 31 6.2 Chaffey’s Theory- Social Media Marketing- 32 7 Theoretical Perspective- 33 7.1 Social Media Capability- 33 8 Conclusion– 34 9 REFERENCES- 36 CHAPTER II: LITERATURE REVIEW 1 IntroductionSince the 1990s, social networks have become widespread globally (Campbell, Anitsal, and Anitsal, 2013). The development of Internet technology has changed the form of communication that affects billions of people. Social networks are online communities based on Internet technologies that enable the functions needed for greater interaction between companies and customers. Due to the expansion of Internet users, broadband connectivity, ease of use, and rapid distribution of social networks; more and more companies have developed appropriate marketing strategies (Goi, 2014; Zhou and Wang, 2014). The higher growth rate of registered Internet and social media users is why marketers are joining social media platforms (Carim and Warwick, 2013). Social networks are important for understanding all aspects of customers and the company. When customers utilize “social media,” they can access product information, online reviews, eligibility for goods and services, and pre-purchase decisions through social media (Wang and Chang, 2013). As a result, companies have more options to define marketing strategies, such as building customer relationships, public communications, digital content channels, flexible advertising, and cheap operations (Best, Manktelow and Taylor, 2014).Social media marketing has been studied through quantitative and qualitative research. For example, in quantitative research conducted by Schniederjans, Cao, and Schniederjans (2013), the use of social network sensitive management strategies in behaviors between praise, intimidation, organizational promotion, and begging is largely related to business outcomes. It can cover financial aspects and marketing results. In this study, the marketing results include SMEs results, which can be both financial and non-financial indicators. Therefore, marketing results can be evaluated based on the results of the previous year, such as increased sales growth, net profit, reduced cost of sales, and leader or manager satisfaction (Eid and El-Gohary, 2013; O’Sullivan and Abela, 2007).Furthermore, most social network research has focused on consumer perspectives such as consumer behavior, electronic verbal communication, and online shopping (Eagleman, 2013; Wang and Chang, 2013; Wolny and Mueller, 2013).These topics highlight research gaps in the literature. Interestingly, in the context of e-commerce, there are two main points, namely the rapid growth of registered users of any social media platform; however, the percentage of using social media strategies in B2C transactions is still the lowest. This is a warning and challenge in e-commerce operations; we also need to understand how to build a competitive advantage and successful marketing results. Marketing is the biggest battle that marketing teams have to face, and it’s also the senior management of small businesses. Whenever a customer thinks about a product or service, the seller wants to link that product or service to its brand compared to its competitors. Whether through traditional or digital marketing techniques, small business owners are busy promoting their business. One of the best ways to win the marketing war is to use social media marketing methods (Haigh, Brubaker and Whiteside, 2012).Social media marketing is a form of internet marketing that involves creating and exchanging content on social media platforms to achieve marketing and brand goals. This is one of the most powerful forms of marketing for companies of all sizes. The number of global social media users increased from 970 million in 2010 to 2.62 billion in 2018. The most commonly used social platforms are Facebook, Instagram, Twitter, YouTube, Pinterest, etc. Social media marketing helps companies achieve their marketing goals by taking advantage of Increased website traffic, increased brand awareness, communication and interaction with the public, and the establishment of brand identity (Hassan, Nadzim and Shiratuddin, 2015).Therefore, the main purpose of this study is to investigate the relationship between the SMEs dimension and marketing results in e-commerce companies. 2 Literature ReviewIn this study, a conceptual framework of social media marketing strategy and marketing outcome is explicitly discussed and elaborately examined. SMMS is a big problem for Internet marketers and can help companies improve their marketing results in the digital age. One aspect of social media marketing is meeting traditional marketing needs, which is a new type of information management practice (Dahnil et al., 2014). That’s why social media is a new type of media that companies should engage with their customers in social media design and planning. In addition, previous research found that social networks are new marketing tools to interact with customers. Therefore, Parveen, Jaafar, and Ainin (2015) point out that social network are used for various purposes, such as advertising, promotion, brand development, information retrieval, and strengthening customer relationships. In addition, it impacts business results by reducing marketing activities and customer service costs. Similarly, the study looked at the impact of social networks on the Malaysian banking industry, such as dialogue, communication, publishing and participation. Therefore, communication between banks and their customers requires the use of social networks, especially to support the development of new products or product innovations, improve customer satisfaction, and establish an image of “organizing and promoting strategic development” (Goi, 2014).This shows that social media marketing can be not only a new communication tool, but also a new way to showcase the products and services that companies are working to promote and achieve better competition in the digital age. In addition, Dateling and Bick (2013) revealed three main points of the commercial utility of social networks in South Africa, including: digital product promotion, customer service / reputation management in online delivery, and potential content in the marketing process. Social networks can not only communicate with existing customers, but also acquire new customers. Based on the literature review, this study defines SMMS as a marketing action plan that covers all sales, public relations, and customer service through social networks, online communities, or any collaborative media. For better performance (Barker et al., 2013; Evans, 2010). The implementation of the conceptual framework can provide dimensions for social media marketing strategies integrated into previous research (Badea, 2014; Frambach, Prabhu and Verhallen, 2003; Ma, Pant and Sheng, 2011; Bodlaj et al., 2012). These include customer communication channel methods, product diversity introduction knowledge, proactive ability to understand competition, and the direction of market response capabilities, as explained.Social networks play a very important role in most small businesses.Discussion: Literature Review SLP 5 Social Media But when they use social media to grow their business, they don’t have the strategy they want. The study identified the strategies that small businesses must use to interact with their customers. The document results show how to build relationships, increase sales, increase brand awareness, focus on relationships and start interacting. The advantage of this article is that it is easy to identify the main parts of this article, such as the introduction, data collection and upcoming data analysis. The document clearly raises two research questions: How do small businesses known for social media build their own businesses to attract customers’ attention? How can small businesses increase sales through social networks instead of other social networks? Analysis shows how to collect quantitative data and get results. The only drawback is the introduction of the entire history, as well as the structure of the data collection for discussions and outcome participants (Gholston, Kuofie and Hakim, 2016).Social media has led to fundamental changes in the availability of information and the way in which products are delivered to end consumers. Small business leaders use social media extensively to increase awareness and sustainability. Taneja and Toombs (2014) pointed out that the purpose of this article is to check whether social networks have effectively promoted the company and which social network is leading, the differences in the use of social networks compared to competitors, and the advantages and limitations of traditional social networks the way. The most important information in this article is the most important information that has been introduced, such as the comparison between social networks and traditional media, and the advantages of social networks in identifying visibility, sustainability, and profitability. The pros and cons of using social media for marketing and the challenges encountered during implementation. Successful strategies that small businesses can apply; the weakness of this article is the lack of quantitative analysis. However, the goal is to simplify but ignore one of the important aspects that should be classified as a research article.Taneja and Toombs (2014) report that social media has changed the way information is provided, structured and usable to reach current and future customers and other customers. Small business leaders use social media marketing to increase their business visibility, feasibility, and sustainability to survive in today’s highly competitive era. This document is very important for my research because it reveals my theme by increasing the value of literature by reducing the emphasis on the role and importance of social networks in small businesses. The goals are: (1) to analyze the most effective social networks in marketing and promoting small organizations; (2) to study the advantages and limitations of social media in small business marketing strategies compared to traditional promotional tools; (3) to identify social networks How to help companies differentiate from competitors; (4) Analyze the importance of small businesses that include social media in their marketing activities.The main purpose of advertising is to increase awareness. In recent years, companies have shifted from traditional marketing strategies to digital marketing and social media marketing. Small business owners are skeptical of social and digital marketing. This document focuses on analysis of results based on statistical analysis such as ANOVA. This document presents the results based on quantitative and qualitative analysis. The strength of the article is an analysis based on quantitative data obtained from respondents classified by gender, age, education and company size. The results are easy to explain because Facebook is a widely used social network and email is the digital marketing medium for advertising products. The weakness of this article is that it did not provide detailed information as a participant in research and data analysis (Cole, DeNardin and Clow, 2017).The entrepreneur is so involved in day-to-day business activities that he doesn’t realize how much time should be spent advertising the company. In recent years, many social media options (e.g. Facebook, Instagram, Twitter, etc.) have been developed and used to promote the company. The strength of this article is the simple design used by the author. The challenge is the lack of appropriate forms of writing research, for example, a lack of literature review, data analysis, conclusions, conclusions, and acceptance. The results are not supported by other research documents or quantitative data (Dettman-Bielefeldt, 2016).According to Tettman-Bielefeldt, T., social media is constantly evolving and presenting new challenges in the marketing of small businesses. Companies recognize that online presence alone is not enough. It must be appropriate and have an online strategy for a specific goal. The study is relevant to this study because it explains how companies make strategic sales in a competitive business environment. The document indicates that companies should consider their online strategies more carefully.Ninety six percent of small businesses report that social media activities used for business promotion are managed at home, but 19% of companies tend to outsource them. About 33 hours per week are used for marketing activities, which is equivalent to $ 273. Discussion: Literature Review SLP 5 Social Media The advantage of this article is that the results are presented in a quantitative form, because 40% of companies prefer to advertise on TV and radio, 23% of companies prefer online banner ads, and 20% of companies prefer local media with advertising, 22% of companies prefer websites. The challenge is the lack of appropriate forms of writing research, for example, a lack of literature reviews, data analysis, results, conclusions, and recognition (continuing contact: small business owners willing to outsource social media and other marketing activities, 2013).With the popularity of social networks, many companies have stabilized their presence in social networks. Social networks are used to exchange virus information (Schulze, Schöler and Skiera, 2015). The purpose of this article is to introduce different approaches to developing a strategy that meets your advertising needs. This document focuses on social media marketing for different types of products. The purpose of this work is to perform quantitative analysis. For example, social marketing strategies for strangers account for 7%, while social marketing strategies for friends account for 7%. Also, unlike other strategies, reducing activity in social networks by 11% is consistent with incentive strategies. Follow incentive strategies. The challenge strategy is the lack of properly documented research formats, such as data, results, conclusions, and performance analysis. Social media marketing has been very useful for companies in the 21st century. This article aims to identify the research gap between two research questions: How to define and conceptualize strategic marketing in social media? What factors should be considered when developing an organization’s marketing strategy in social media? This article provides a theoretical framework related to effective marketing strategies in social media (Felix, Rauschnabel, and Hinsch, 2017). The advantage of this article is that it is easy to identify the main parts of the article, such as introduction, data collection, data analysis, etc. The document clearly points out two research questions. Analysis shows how to collect quantitative data and get results. There are no weaknesses in this article, as each weakness is described in detail.Social networks target functional brands, not target brands. This article introduces the relationship between marketing strategies in social media, functional brands and target brands. The information comes from 133 participants in the Jordanian market sector. The analysis is based on the SPSS statistical tool. Analysis shows that the concept of the target brand should be explored and used to monitor the brand among customers. The advantage of this article is that it is easy to identify the main parts of the article, such as input, data collection, data analysis, etc. The document clearly defines research questions and assumptions. The question is: which strategy encourages customers to switch from browsers to paying customers? What is the direction of social media marketing between functional and targeted strategies? The analysis shows how to collect quantitative data and how to obtain results through descriptive analysis and hypothesis testing. The only challenge in this article is the interpretation of the results, as the document focuses on hypothesis testing that is not easily understood by ordinary people (Al-Zyoud and Al-Ahliyya, 2018).Arrigo (2018) provides a comprehensive and important systematic approach to the academic literature on social media marketing. The focus of this article is to use relevant headings to distinguish aspects such as introduction, theoretical basis, research methods, data extraction, results and discussion. The challenge for this article is the lack of quantitative data analysis, the use of literature reviews to draw conclusions, and the difficulty of finding the results of this article with numbers.Over the past decade, social marketing has proven to be a major area of ??research. Discussion: Literature Review SLP 5 Social Media The study involved 371 students from a large university in India. Social media marketing activities have five dimensions. Social media marketing has a positive impact on customers, and customer equality factors have a positive impact on customer loyalty. The advantage of the article is the use of statistical analysis to obtain results. The challenge of this article is that it is difficult to understand the results of hypothesis testing, the structure of the research documents that are missing from the documents (such as introductions, literature reviews, research methods, etc.) and the results of difficult to identify documents due to too much information. He provides content that prevents readers from reading the entire document (Yadav and Rahman, 2018).It turns out that social media is a powerful tool to promote the company’s development, which can not only increase revenue, but also increase brand awareness and provide a competitive advantage. Small businesses must determine what they want to achieve and plan their marketing strategies accordingly. Some important factors to consider are controlled social media channels and target market analysis. The advantage of sources is that applications can be easily interpreted based on marketing strategies. Weaknesses include the lack of a format suitable for writing research. For example, research does not include abstracts, data analysis, literature reviews, conclusions, etc. The study did not propose an analysis based on any theory, but merely a peer-reviewed article. This theory has not been empirically verified (Choudhary, 2018).According to Choudhara, social networks have become a great medium for all businesses today. Because these platforms can generate more revenue, attract more companies, and increase brand awareness, today’s companies must have sound social media marketing strategies. These channels can be used to connect with recipients to generate high-quality content, multimedia and personalization. The document complements my research background and emphasizes the importance of social networking.Small businesses must consider the current environment in order to be able to use social media effectively. However, most companies do not specify a pre-sales strategy. It is necessary to determine the pros and cons of social networks, their applications and customer engagement. Some advantages are flexibility and cost effectiveness, while disadvantages are confidentiality and hacking. The strengths of this research are discussions related to important achievements that have been achieved, such as strategies, customer engagement, applications, strengths and weaknesses, applications and methods in small companies. This article doesn’t have any weaknesses because everything has been covered in detail. Sources of terms used in this article are scientific journals and books. These concepts were empirically validated based on conclusions about small business assistance (Gholston, Kuofie, and Hakim, 2016).Social media marketing is important because companies want global visibility of their products and services. To expand the market, marketing teams must define social media marketing strategies so that everything goes according to plan. This article discusses an analysis based on a research project and research question. Some important variables identified in the study are the role in business, education, certain tourism sectors, etc. The analysis is based on quantitative data collected from 234 sampling units. The study was designed based on a 95% confidence interval. The strength of the source is that every aspect of the survey has been properly described and accurate conclusions have been reached using statistical techniques. The only weakness related to this article is the lack of understanding of the results by ordinary people. The source of this theory is based on statistical techniques such as relevance, which indicates a positive correlation between brand and marketing. Discussion: Literature Review SLP 5 Social Media The concept has been validated through experience with the above results, that is, a close relationship between tourism competitiveness and social media marketing (Patient Rambe, 2017)The study was conducted by Rambe, who said that the increasing importance of social media marketing to increase global reach and visibility of products and services is ideal for tourism industry, which the tourism industry depends on visitors; Local and international for Profit from business activities and competitiveness.However, in the tourism literature, the integration of marketing on social networks with the tourism SME’s competitive strategy is still scarce. To address this grey area, the study investigated the extent to which small and medium-sized tourism companies are using social networking (SMT) technology to increase their market share and its impact on the competitiveness of business activities. Based on a quantitative approach, a survey of 234 tourism SME owners / managers in the Free State of South Africa was conducted to determine the impact of social media marketing on their business competitiveness. Evidence suggests that small and medium-sized tourism companies primarily use social media marketing for the online marketing of their products / services, the promotion of products / services, attract existing customers, and sometimes combine them with their marketing strategies. The results of related analysis show that social media marketing has a positive and significant relationship with the competitiveness of small and medium-sized tourism companies. Proposals have been made to combine social media marketing with competitive strategies for small businesses.As the number of people using social media increases, companies use social media marketing to promote products and build brand awareness. We found that users spend about 4 to 5 hours per week on social networks. Some important forms of social networks are blogs, forums, Weibo, social networks, etc. The results show that you need to build an online reputation with the public in order to gain brand reputation. The benefits of sources are detailed descriptions of multiple aspects, such as the benefits of social media marketing, marketing challenges, and an overview of research articles such as problem descriptions, goals, literature reviews, and more. The only disadvantage of this document is that the article content is not rendered correctly according to their location. The source of this theory is statistical techniques, which represent information in the form of various diagrams. There is no difference from other applicable theories, and the theory has been empirically verified (Karimi and Naghibi, 2015).It turns out that social networks are an interesting opportunity for companies to promote their products and brands among the recipients. Social networking has become a strategic element of business promotion and marketing. The platform proved to be very useful for small businesses. The study suggests strategies that small businesses should use to achieve instant market and industry growth. The strengths of this document are a detailed description of all social media platforms such as Facebook, Twitter, YouTube, LinkedIn, and Pinterest, discussions related to business improvement strategies, and recommendations for small businesses. The job-related challenge is that no statistical techniques have been used to draw conclusions. The source of the theory is based on a literature review and quantified based on discussion. The theory has been empirically verified based on the recommendations and applications made (Basri and Siam, 2017).Companies focused on social media marketing should also explore the challenges they face. Efforts should be made to increase relationships, engage, and build online communities to provide immediate assistance. Social media is one of the cheap marketing strategies that can cover almost all industries. The only factor to consider is the rational use of resources. The advantages of this document include a detailed analysis of various factors, such as the benefits of social networks, the challenges associated with using social networks, the use of quantitative data for analysis, and strategies to improve business opportunities. Work-related challenges include a lack of organization of work content and a lack of visual representation of statistics. This application is not supported for quantitative deadlines. Discussion: Literature Review SLP 5 Social Media Sources of terms used in this article are scientific journals and books. These concepts have been empirically validated based on findings that helped small businesses (White, 2017).It turns out that social media is a powerful tool to promote the company’s development, which can not only increase revenue, but also increase brand awareness and provide a competitive advantage. Small businesses must determine what they want to achieve and plan their marketing strategies accordingly. Some important factors to consider are social channel control and target market analysis. The advantage of sources is that applications can be easily interpreted based on marketing strategies. Weaknesses include the lack of a format suitable for writing research. For example, research does not include abstracts, data analysis, literature reviews, conclusions, etc. The study did not propose an analysis based on any theory, but merely a peer-reviewed article. This theory has not been empirically verified (Choudhary, 2018).Small businesses need to think about the environment so they can use social media effectively. However, most companies do not specify a pre-sales strategy. It is necessary to determine the pros and cons of social networks, their applications and customer engagement. Some advantages are flexibility and cost effectiveness, while disadvantages are confidentiality and hacking. The strengths of this research are discussions related to important achievements that have been achieved, such as strategies, customer engagement, applications, strengths and weaknesses, applications and methods in small companies. This article doesn’t have any weaknesses because everything has been covered in detail. Sources of terms used in this article are scientific journals and books. These concepts have been empirically tested based on conclusions about small business assistance (Gholston, Kuofie, and Hakim, 2016).Social media marketing is important because companies want global visibility of their products and services. To expand the market, marketing teams must define social media marketing strategies so that everything goes according to plan. This article discusses an analysis based on a research project and research question. Some important variables identified in the study are the role in business, education, certain tourism sectors, etc. The analysis is based on quantitative data collected from 234 sampling units. The study was designed based on a 95% confidence interval. The strength of the source is that every aspect of the survey has been properly described and accurate conclusions have been reached using statistical techniques. The only weakness related to this article is the lack of understanding of the results by ordinary people.Discussion: Literature Review SLP 5 Social Media The source of this theory is based on statistical techniques such as relevance, which indicates a positive correlation between brand and marketing. The concept has been empirically validated in the form of results, showing that there is a strong link between tourism competitiveness and social media marketing (Patient Rambe, 2017).As the number of people using social media increases, companies use social media marketing to promote products and build brand awareness, Provides valuable information on the average time of global online activities. We found that users spend about 4 to 5 hours per week on social networks. Some important forms of social networks are blogs, forums, Weibo, social networks, etc. The results show that you need to build an online reputation with the public in order to gain brand reputation. The benefits of sources are detailed descriptions of multiple aspects, such as the benefits of social media marketing, marketing challenges, and an overview of research articles such as problem descriptions, goals, literature reviews, and more. The only disadvantage of this document is that the article content is not rendered correctly according to their location. The source of this theory is statistical techniques, which represent information in the form of various diagrams. There is no difference from other applicable theories, and the theory has been empirically verified (Karimi and Naghibi, 2015).It turns out that social networks are an interesting opportunity for companies to promote their products and brands among recipients. Social networking has become a strategic element of business promotion and marketing. The platform proved to be very useful for small businesses. The study suggests strategies that small businesses should use to achieve instant market and industry growth. The strengths of this document are a detailed description of all social media platforms such as Facebook, Twitter, YouTube, LinkedIn, and Pinterest, discussions related to business improvement strategies, and recommendations for small businesses. The job-related challenge is that no statistical techniques have been used to draw conclusions. The source of this theory is based on a literature review and discussed in a quantitative manner. The theory has been empirically verified based on the recommendations and applications made (Basri and Siam, 2017).White (2017) said that companies focused on social media marketing should also explore the challenges they face. Efforts should be made to increase relationships, engage, and build online communiti

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