Category: Communications

Competencies

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738.1.1 : Create a Personal Plan

The learner creates a personal development plan that fosters professional engagement and personal growth.

738.1.2 : Evaluate Quality Nursing Self-Care

The learner adopts strategies to increase resilience and self-care for the nurse in personal and professional situations.

Introduction

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The purpose of this task is to create a personal development plan. You will create goals focusing on the concepts of strategies to increase resilience and self-care. You will also explore how a personal development plan can positively influence your professional practice. This task will allow you to reflect on the challenges you will encounter in the completion of your goals.

Requirements

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Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).

Note: The suggested length of your response for each prompt is 23 paragraphs.

A. Describe three ways you can apply strategies to increase resilience and self-care that will influence your professional practice in a healthcare environment (e.g., mindfulness, better eating habits, exercise). Include specific examples.

B. Create a personal development plan by doing the following:

1. List a SMART personal growth goal for each of the three strategies from part A (for a total of three SMART goals).

Note: The SMART goals should be specific, measurable, attainable, relevant, and time-bound.

a. List one actionable step for each goal to achieve the goals for part B1, for a total of three steps.

b. Discuss how each of the goals from part B1 will foster your professional development.

C. Explain the importance of having a personal development plan.

1. Provide two examples of how a personal development plan can help you achieve your academic and career goals.

D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

E. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

PLEASE RESPOND TO THESE PROFESSIONAL EMAILS. ATTACHED IS TWO EMAILS THAT NEEDS TO BE RESPONDED TO AND ONE RESPONSE AS A GUIDE OR EXAMPLE ON HOW TO RESPOND. THANK YOU

Read instructions its a very simple assignment

write a 23 page reflection paper addressing the following:

1. Description of the Experience

Where were you emotionally and mentally when the exercise began?

What thoughts, sensations, or emotions emerged during sustained eye contact?

What was difficult, surprising, or meaningful about the experience?

2. Self-Awareness & Emotional Response

What did you notice about your comfort level, vulnerability, or resistance?

Did any past experiences, cultural factors, or personal beliefs influence your reaction?

3. Counseling Skills Connection

How does this exercise relate to:

therapeutic presence

empathy

nonverbal communication

emotional attunement

How might eye contact support or challenge clients in counseling sessions?

4. Ethical & Professional Implications

What ethical considerations arise related to boundaries, power, and client safety?

When might eye contact be contraindicated due to trauma, culture, or diagnosis?

5. Application to Practice

How will this experience shape how you use presence and nonverbal communication as a counselor?

What growth areas did you identify for yourself?

Required Resources

Read/review the following resources for this activity:

• Textbook: Chapter that pertains to your chosen topic
• Lesson
• Minimum of 4 scholarly sources (these can be the same as from Week 5, or you can add four new sources)
• (Must use this template to complete the assignment.)

Introduction

This week, you will craft the Week 6 Final Outline assignment. You will use the Week 5 Rough Draft Outline and add the last parts that will be used in the Week 7 PowerPoint presentation.

PowerPoint Project Timeline

Due	Description
Week 4	PowerPoint Topic
Week 5	PowerPoint Outline Rough Draft
Week 6	PowerPoint Outline Final Draft, Images, and Sources
Week 7	PowerPoint Presentation
Week 8	PowerPoint Evaluation

Instructions

For the Week 6 Final Outline, build upon the Week 5 Rough Draft Outline by including and submitting the following components:

Final Outline Components:

• General topic
• Specific topic
• Thesis statement (the three main ideas of your presentation in one sentence)
• Introduction paragraph (written out as you plan to narrate and record it)
• The body of the outline needs to be in outline format, using a complete sentence for each main point and one complete sentence for each bullet point under each main point.
• Conclusion paragraph (written out as you plan to narrate and record it)

Slide Visuals:

• Find five of the images you plan to use in your PowerPoint presentation.
  • Paste the images onto the document. Do not simply provide a URL for each image.
  • Beneath each visual, describe why you selected this visual and how you plan to use this visual in your PowerPoint.

Four Outside Scholarly Sources:

References page with a minimum of 4 authoritative, outside scholarly sources

• • These sources can be the sources referenced during Week 5, but you are free to change those sources if they are no longer serving as support for your PowerPoint.
    • Anonymous authors or web pages are not acceptable.
    • References must be written in APA format with hanging indents, in alphabetical order, and with everything double-spaced. The word “references” should be centered.
    • Include copyrighted image resources in this list. You can copy and paste these citations to use as the last slide in your PowerPoint.

Presentation Note

Do not copy and paste your table of contents, final outline, or visual description plan into your PowerPoint slides in your Week 7 submission. Your speech slides must be created as a meaningful presentation.

• Use a few bullets for each slide, with one phrase or one sentence for each bullet.
• Do not put any paragraphs into the slides.

Writing Requirements

• Must use the integrated template
• Length: Minimum of 450-500 words (including the title page and references page)
• 1-inch margins
• Page numbers
• Double-spaced
• Minimum of four outside scholarly sources (can be the same as Week 5)
• 12-point Times New Roman font
• References page

Grading

This activity will be graded based on the Week 6 Outline Final Draft Grading Rubric.

Course Outcomes

• CO 1: Examine the communication model and factors that influence perception.
• CO 3: Deliver a presentation with a specific communication intent.

Rubric

W6 Outline Final Draft Grading Rubric

W6 Outline Final Draft Grading Rubric

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeLength	5 ptsMeets the minimum length requirement of 450 to 500 words.0 ptsFalls short of the minimum length requirement (under 450 words).	5 pts
This criterion is linked to a Learning OutcomeThe General Topic, Specific Topic, Thesis (3 Main Points of the Presentation) and Introductory Content	25 ptsThe general topic, specific topic, thesis statement, and introduction paragraph indicate the appropriate focus of the paper.21 ptsThe general topic, specific topic, thesis statement, and introduction paragraph need minimum clarity regarding the focus of the paper. 17 ptsThe general topic, specific topic, thesis statement, and introduction paragraph need some clarity regarding the focus of the paper.15 ptsThe general topic, specific topic, thesis statement, and introduction paragraph need significant clarity regarding the focus of the paper.0 ptsThe general topic, specific topic, thesis statement, and introduction paragraph does not provide any direction for the paper.	25 pts
This criterion is linked to a Learning OutcomeOutline Organization and Body of the Outline	25 ptsPoints are logically organized and sequenced in outline format for the body of the presentation.21 ptsMost points are logically organized and sequenced in outline format for the body of the presentation. Some restructuring is needed. 17 ptsSome points are logically organized and sequenced in outline format for the body of the presentation. Much restructuring is needed15 ptsLimited points are logically organized and sequenced in outline format for the body of the presentation. Significant restructuring is needed.0 ptsNo effort	25 pts
This criterion is linked to a Learning OutcomeSummary/Conclusion	25 ptsThe conclusion provides a sense of closure by restating the thesis and summarizing the main points without adding new topics that were not covered in the main content.22 ptsThe conclusion restates the thesis and summarizes most of the main points but needs additional work to have a stronger sense of closure. 18 ptsThe conclusion is lacking several summary points or restatement of thesis that provide a weak closure and/or introduces new points.15 ptsThe conclusion is lacking most of summary points or restatement of thesis that does not provide a sense of closure and/or introduces new points.0 ptsThe conclusion omits the restatement/summary of the thesis and main points, and/or it introduces new points.	25 pts
This criterion is linked to a Learning OutcomeVisuals	25 ptsImages and explanations align with the content of the outline and provide a logical visual sequence for the presentation22 ptsImages and explanations mostly align with the content of the outline and provide a logical visual sequence for the presentation, but there may be some areas that need to be rearranged or changed for alignment and clarity. 18 ptsSome images and explanations align with the content of the outline and provide a logical visual sequence for the presentation, but more work is needed in this area to provide a well-synthesized presentation.15 ptsFew images and explanations align with the content of the outline and provide a logical visual sequence for the presentation, but significant work is needed in this area to provide a well-synthesized presentation.0 ptsImages and explanations do not align with the content of the outline, nor do they provide a logical visual sequence for the presentation.	25 pts
This criterion is linked to a Learning OutcomeSources	10 ptsSubmission includes at least 4 scholarly sources. The citations and entire submission are in APA format that would be suitable for each main point.8 ptsSubmission includes 3 scholarly sources. The citations and entire submission are in APA format that would be suitable for each main point. 7 ptsSubmission includes 2 scholarly sources. The citations and entire submission are in APA format that would be suitable for each main point.6 ptsSubmission has 1 scholarly source in APA format. The citations and entire submission are in APA format that would be suitable for each main point.0 ptsSubmission has 0 scholarly source in APA format or does not include any sources.	10 pts
This criterion is linked to a Learning OutcomeWriting: Mechanics & Usage	5 ptsThe writing is free of errors in grammar, spelling, and punctuation that would detract from a clear reading of the paper.4 ptsThe writing contains a few errors in grammar, spelling, and punctuation, but the errors do not detract from a clear reading of the text. 3 ptsThe writing contains some errors in grammar, spelling, and punctuation that need to be addressed for a clearer reading of the paper.2 ptsThe writing contains several errors in grammar, spelling, and punctuation that impede a clear reading of the paper.0 ptsSubmission has 1 scholarly source in APA format or does not include any sources.	5 pts
This criterion is linked to a Learning OutcomeAPA guidelines are followed, including: Title Page, Headings, Citations, Reference Formatting, Reference page, Page Numbers, Font, and the Template is used.	5 ptsIncludes all of the following: following APA guidelines, such as a title page, headings, citations, reference formatting, a reference page, page numbers, font, and the use of the template.4 ptsIncludes 4 of the following: following APA guidelines, such as a title page, headings, citations, reference formatting, a reference page, page numbers, font, and the use of the template. 3 ptsIncludes 3 of the following: following APA guidelines, such as a title page, headings, citations, reference formatting, a reference page, page numbers, font, and the use of the template.2 ptsIncludes 2 of the following: following APA guidelines, such as a title page, headings, citations, reference formatting, a reference page, page numbers, font, and the use of the template.0 ptsIncludes less than 2 of the following: following APA guidelines, such as a title page, headings, citations, reference formatting, a reference page, page numbers, font, and the use of the template.	5 pts

Total Points: 125

Write a moderator guide on a topic of your choosing, following the format of the Moderator Guide Example at the bottom of the Instructional Materials page for this week. For additional examples of moderator guides, make sure to review . Note though, the Garrison examples are in a different format to what is required here. There is no universal convention for moderator guide formats. You will use a draft of your moderator guide in the live FG session this week. This means you need a functioning draft moderator guide ready for the start of your live FG session. After testing your guide in the live session you can then refine your guide from the live session for submission here. By actually testing your moderator guide (often referred to as a pilot test) in a live session, you likely identify many (or at least some) things you would like to change in the moderator guide.

You should not feel pressured to make your FG guide interesting to your other group members. If your passion or ideal FG topic is something most other people find boring that is okay. Also, if you desire, you can ask your group members to role-play in the live FG. For example, if your FG is about why teenage females use Facebook, you can ask your group members to pretend to be teenage females in the FG. You will use the data you collect during your live FG to write your FG paper (see for more information). However, you can use a FG guide on any topic to achieve a good grade in the Focus Group paper. Given the time constraints of the FG live session, you will likely not have time to ask all of your moderator guide questions during the live session. For this reason, you should identify your most important questions and make sure you ask these questions in the live session. You do not need to make any notes on the assignment of what you believe your most important questions are. This task of identifying these questions is an ungraded and unreviewed exercise you complete alone in preparation for the live session.

Make sure to do the steps listed:

1. Clearly state the topic and write a three- to four-sentence summary of the problem (real or fictional) and the goal(s) of the FG.
2. Indicate who participants would be, how you would screen, and reimbursement participants receive for participation.
3. Include three general probes and mark these with General Probe.
4. Include at least three specific probes for each key question and mark these with Specific Probe.
5. Your topic should not be one that other students in the class may consider sensitive or intrusive. Concrete examples would be to avoid topics such as sex, drugs, criminal acts, religion, or politics. Although FGs are very useful in these areas such as testing effectiveness of campaign commercials or determining how to promote safe sex, such topics may be offensive to others in the class.

Note: The Moderator Guide Example at the bottom of the instructional materials page for this week is single spaced. For this assignment you can use single space or double space.

Resources: There is no additional or new information about this assignment elsewhere within the course. This is a stand-alone assignment with all the information needed for completion contained on this page.

– Saturday, February 14, 2026, 9:33 PM

Video:
How Do Focus Groups Work?

Play Video

(Focus on 0:004:30)

Overview & Summary:
This video provides a concise overview of focus groups as a qualitative research method, emphasizing their use in understanding attitudes, opinions, and underlying motivations. It clearly explains the role of the moderator as a facilitator who guides discussion through open-ended questions while allowing participants to interact naturally.

What I liked most about the clip is its emphasis on balanced participation and moderator neutrality. The video reinforces that focus groups are not designed to reach consensus, but rather to surface differing perspectives and group dynamics. This aligns with our course materials, which stress that interaction among participants often generates richer insights than individual interviews.

The video also briefly acknowledges key limitations of focus groups, including dominant participants and social pressure. I appreciated that these challenges were presented as manageable through skilled moderation rather than reasons to avoid the method altogether. One limitation of the clip is that it remains mostly conceptual and does not show a real focus group in action. However, as an introductory video, it effectively connects theory to practical application.

Discussion Question:
What techniques can moderators use to encourage quieter participants to contribute without making them uncomfortable?

the outline will be about Mental health stigmasee attached for details

This written reflection invites you to synthesize key concepts from Chapters 1-5 and examine how child development unfolds from conception through infancy and toddlerhood. Rather than summarizing each chapter, you will reflect on how biological, environmental, relational, and cultural factors interact to shape early development.

Your response should demonstrate thoughtful engagement with course material and apply developmental concepts to real-world contexts. I can support the book later, thanks

Jelaskan pengertian komunikasi interpersonal yang terjadi secara tatap muka antara dua individu, kemudian berikan satu contoh konkret dalam konteks mahasiswa dan dosen, serta jelaskan unsur-unsur komunikasi yang muncul dalam contoh tersebut.

I’ill do the homework in communication so I can do the homework as you send me