Please respond to the following post with a paragraph Thank You !!!

The process for developing nursing standards in each state includes developing a board of nursing (BON) “which further refines the statutes through the development of administrative rules, known as rules or rules and regulations” (Green, S. 2018). Basically, each state’s board of nursing is responsible for dictating the nursing standards specific to that state. Per the Kansas State Board of Nursing (pg 1., 2018), “The governor shall appoint a board consisting of 11 members of which six shall be registered professional nurses, two shall be licensed practical nurses, and three shall be members of the general public, which shall constitute a board of nursing, with the duties, power and authority set forth in this act.” But what happens before this?

The American Nurses’ Association (ANA) begins the process by creating the general scope of practice as well as basic standards that all nurses should follow. From there, specialty organizations take those general standards and develop and revise their own scope and standards of practice (Maloney, P. 2016).

The standards of practice influence the nursing process by defining what nurses can and cannot do in their respective state. They also align with the nursing process in that the Nurse Practice Act (NPA) for Kansas shows what tasks may be delegated to licensed nurses and also what occurrences are known as misconduct. There have been multiple revisions to the standards and scope of practice for the nursing community. In these cases, task forces are developed to revise the standards.

Resources

Green, S. (2018). Dynamics in Nursing: Art and Science of Professional Practice. Advancing Professional Standards. Retrieved from

https://lc.gcumedia.com/nrs430v/dynamics-in-nursin…

Kansas State Board of Nursing (2018). Nurse practice act statutes and administrative regulations.

Retrieved from https://ksbn.kansas.gov/wp-content/uploads/NPA/npa…

Maloney, P. (2016). Nursing professional development: Standards of professional practice. Journal for

Nurses in Professional Development, 32(6), 327-330.

This assignment provides you with an opportunity to think critically about business ethics, business relationships,

leadership, and how each contributes to an organization’s overall culture. Write a 500-word reflection paper by addressing

each of the following items:

 How does ethics impact business relationships within an organization?

 How can leaders and their leadership styles impact the ethical practices within an organization?

 How does ethics impact an organization’s overall culture?

 Based on what you have learned in this course, how would you describe your approach to business ethics (i.e.,

What are your principles? What is your guide?)?

 Conclude with a reflection on how the insights you gained from this course might affect the way you view your

actions and thoughts in the future.

Your essay should be at least 500 words in length, double-spaced, and written in Times New Roman, 12-point font. You

will not need a title page or a reference page, as this paper is all about your thoughts

For the Strategic Plan assignment, you will work throughout the course to create a market entry plan (entrepreneurial), a market expansion plan for an existing organization, or a mergers and acquisitions plan that seeks to increase your organization’s competitive advantage.

Complete Part I of the Strategic Plan assignment according to the directions in the Part 1: Overview section of the “Strategic Plan” resource.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Strategic Plan Part 1: Overview 1 Unsatisfactory 0.00% 2 Less than Satisfactory 74.00% 3 Satisfactory 79.00% 4 Good 87.00% 5 Excellent 100.00% 100.0 %Content 20.0 %Description of Plan A description of the type of plan including the vision, mission, and values of the organization is not included. A description of the type of plan is included however a description of the vision, mission, or values of the organization is not included. Subject knowledge is unclear or inconsistent. A description of the type of plan including the vision, mission, and values of the organization is included. Some subject knowledge is evident. A description of the type of plan including the vision, mission, and values of the organization is included. Subject knowledge is competent. A description of the type of plan including the vision, mission, and values of the organization is included. Description demonstrates comprehensive subject knowledge and understanding. 20.0 %Values and Culture An explanation of how organizational values drive culture is not included. An explanation of the culture you intend to build or that currently exist is not included. An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Subject knowledge is unclear or inconsistent. An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Some subject knowledge is evident. An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Detailed examples and evidence are included. Subject knowledge is competent. An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding. 20.0 %Competitive Advantage An explanation of your competitive advantage is not included. An explanation of your competitive advantage is included. Subject knowledge is unclear or inconsistent. An explanation of your competitive advantage is included. Some subject knowledge is evident. An explanation of your competitive advantage is included. Detailed examples and evidence are included. Subject knowledge is competent. An explanation of your competitive advantage is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding. 10.0 %Presentation of Content The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project gives the audience a clear sense of the main idea. 10.0 %Layout The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. 10.0 %Language Use and Audience Awareness (includes sentence construction, word choice, etc.) Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. 5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use) Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English. 5.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. 100 %Total Weightage

Foundations Of The Field

Consider the following everyday scenarios:

• You are in a meeting trying to concentrate on a presentation, but a conversation in the hallway outside the conference room threatens to distract you.
• You look up a phone number and repeat it to yourself while you go get your phone so you will not forget it.
• You are driving in an unfamiliar city and consult a street map to find your destination.
• You always associate a particular piece of music with a particular girlfriend or boyfriend with whom you had a bad breakup, and every time you hear that music, you feel sad.

Each of these familiar situations illustrates some aspect of cognitive-affective psychology: attention, short-term recall, visuospatial problem solving, and the role of emotion in memory, respectively. In fact, cognitive-affective psychology involves the study and understanding of day-to-day functions such as memory, language, and other similar processes that are usually transparent to us because our brains mostly carry out these processes automatically.

Cognitive Psychology’s Influence

While Ulric Neisser is usually credited with coining the term “cognitive psychology” in his book Cognitive Psychology, published in 1967, the so-called cognitive revolution in psychology had been developing since the 1950s. Noam Chomsky’s critique of the behaviorist approach to language (Chomsky, 1959) and Donald Broadbent’s seminal Perception and Communication(1958) were already challenging the behaviorist orthodoxy that had determined what material was acceptable for the field of psychology to study throughout the middle part of the twentieth century. Cognitive psychology’s influence grew throughout the 1960s and 1970s as it drew on the growing fields of computer science and neuroscience to develop more powerful and persuasive explanations of cognitive phenomena. And in the 1980s and 1990s, the growth of positive psychology and the therapeutic approach of cognitive-behavior therapy moved the field of cognitive psychology to include the role of affect in its understanding of cognitive processes.

However, cognitive-affective psychology is not just a product of the twentieth century. In fact, it can trace its roots back to ancient Greek thinkers such as Plato and Aristotle; philosophers such as Descartes, Locke, and Hume; and neuroscientists such as Broca and Lashley, as well as the influence of giants of psychology such as Sigmund Freud and William James.

Given its broad scope, cognitive-affective psychology is perhaps the most integrative of subdisciplines within the field of psychology. It arose from three major streams of influence—philosophy, neuroscience, and the larger field of psychology itself—and it also draws on disciplines as diverse as linguistics, computer sciences, and anthropology. The intersection of these and other fields results in complex and overlapping relationships that touch on virtually every other area of psychology as well as the other disciplines involved and most facets of daily life.

References

Broadbent, D. (1958). Perception and communication. New York, NY: Pergamon Press.

Chomsky, N. (1959). A review of Skinner’s Verbal Behavior. Language, 35(1), 26–58.

Neisser, U. (1967). Cognitive psychology. New York, NY: Meredith.

For this assessment, in 5–8 pages you will analyze some of the foundational building blocks of the field of cognitive and affective psychology, and you will identify how those elements impact your professional experience.

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

Library Resources

The following e-books and articles are linked directly in this course:

• Chung, M. C., & Hyland, M. E. (2011). History and philosophy of psychology. Hoboken, NJ: Wiley-Blackwell.
• Flavell, J. H. (1994). Cognitive development: Past, present, and future. In R. D. Parke, P. A. Ornstein, J. J. Rieser, & C. Zahn-Waxler (Eds.), A century of developmental psychology (pp. 569–587). Washington, DC: American Psychological Association.
• Gardiner, H. M., Metcalf, R., & Beebe-Center, J. G. (1937). Feeling and emotion: A history of theories. Salt Lake City, UT: American Book Publishing.
  • Follow the link above. At the page that follows, scroll down to find links to read or listen to each chapter.
• Hoffman, R. R., & Deffenbacher, K. A. (1992). A brief history of applied cognitive psychology. Applied Cognitive Psychology, 6(1), 1–48.
• Solso, R. L., & MacLin, O. H. (2000). Cognitive psychology: History of the field. In A. E. Kazdin (Ed.), Encyclopedia of psychology, vol. 2 (pp. 150–153). Washington, DC: American Psychological Association.
• Wertheimer, M. (2012). A brief history of psychology. (5th ed.). New York, NY: Taylor & Francis.

• Explain how the field of cognitive and affect psychology evolved into a recognized psychological discipline.
  • Analyze foundational disciplines, theories, and thinkers of cognitive and affective psychology.
• Evaluate the theories and principles that pertain to the cognitive components of cognitive and affective psychology.
  • Evaluate the impact of foundational disciplines, theories, and thinkers on the cognitive components of the field.
• Evaluate the theories and principles that pertain to the affective components of cognitive and affective psychology.
  • Evaluate the impact of foundational disciplines, theories, and thinkers on the affective components of the field.
• Explain how the theories and principles of cognitive and affective psychology can be incorporated into professional practice.
  • Explain how theories of cognitive and affective psychology influence professional practice.
• Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.
  • Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the psychological professions.