Assessment InstructionsRequirementsYou have been asked by organizational leadership to develop a PowerPoint presentation for department managers on building leadership and trust in collaborative teams. Your presentation should be 10–12 slides in length and include a references slide at the end. Use the notes section of each slide to expand your talking points and reference your resources. Be sure your references are formatted according to APA guidelines.This assessment examines two critical components for interprofessional team success: leadership and trust. Develop a PowerPoint presentation in which you:Identify at least three leadership behaviors that build trust within a team.Identify at least three leadership behaviors that undermine trust within a team.Explain the consequences of a team that does not trust its leader in terms of patient safety.Describe strategies team members can use to build trust among one another in terms of skill, knowledge, and responsibility.Describe principles of effective interprofessional team leadership. In other words, what skills and qualities should a good team leader possess? Is there a difference between being a good leader and being an effective leader?Additional RequirementsInclude a title slide and references slide.Create 10–12 slides in addition to the title and references slides.Use at least three current scholarly or professional resources.Use APA format for references.Be creative. Consider your target audience.Suggested ResourcesLibrary ResourcesThe following e-books or articles from the Capella University Library are linked directly in this course:Nathanson, B. H., Henneman, E. A., Blonaisz, E. R., Doubleday, N. D., Lusardi, P., & Jodka, P. G. (2011). How much teamwork exists between nurses and junior doctors in the intensive care unit? Journal of Advanced Nursing, 67(8), 1817–1823.Orchard, C. A. (2010). Persistent isolationist or collaborator? The nurse’s role in interprofessional collaborative practice. Journal of Nursing Management, 18(3), 248–257.Moore, L. W., Leahy, C., Sublett, C., & Lanig, H. (2013). Understanding nurse-to-nurse relationships and their impact on work environments. MEDSURG Nursing, 22(3), 172–179.McNeil, K., Mitchell, R., & Parker, V. (2013). Interprofessional practice and professional identity threat. Health Sociology Review, 22(3), 291–307.Marshall, A. P., West, S. H., & Aitken, L. M. (2013). Clinical credibility and trustworthiness are key characteristics used to identify colleagues from whom to seek information. Journal of Clinical Nursing, 22(9/10), 1424–1433.Cameron, S., Harbison, J., Lambert, V., & Dickson, C. (2012). Exploring leadership in community nursing teams. Journal of Advanced Nursing, 68(7), 1469–1481.Giltinane, C. L. (2013). Leadership styles and theories. Nursing Standard, 27(41), 35–39.Tiffan, B. (2014). The art of team leadership. American Journal of Health-System Pharmacy, 71(10), 799–801.Lomas, C. (2012). Leading by example. Nursing Standard, 26(35), 18–20.Course Library GuideA Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BSN-FP4017 – Collaborative Group Process for Nursing Professionals library guide to help direct your research.Bookstore ResourcesThe resources listed below are relevant to the topics and assessments in this course and are not required. These resources are available from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.Levi, D. (2017). Group dynamics for teams (5th ed.). Thousand Oaks, CA: Sage.Chapters 13 and 16.
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Running head: APA STYLE PAPER TEMPLATE
1
The instructional and sample text in this template is informational. After reading the
information, please delete it, and use the document as a template for your own paper. To
keep the correct format, edit the running head, cover page, headings, and reference list
with your own information, and add your own body text. Save this template in a file for
future use and information.
The running head is an abbreviated title of the paper. The running head is located at the top of
pages of a manuscript or published article to identify the article for readers. The running head
should be a maximum of 50 characters, counting letters, punctuation, and spaces between words.
The words “Running head” are on the cover page but not on the rest of the document. The
running head title is all capital letters. Page 1 begins on the cover page. The entire document
should be double-spaced, have 1-inch margins on all sides, and use 12 point Times New Roman
font.
Full Title of Paper
Learner’s Full Name
Course Title
Assignment Title
Capella University
Month, Year
APA STYLE PAPER TEMPLATE
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Abstract (As this section is optional, check with your instructor.)
An abstract is a brief, comprehensive summary of the contents of a paper. It allows readers to
quickly review the key elements of a paper without having to read the entire document. This can
be helpful for readers who are searching for specific information and may be reviewing many
documents. The abstract may be one of the most important paragraphs in a paper because readers
often decide if they will read the document based on information in the abstract. An abstract may
not be required in some academic papers; however, it can still be an effective method of gaining
the reader’s attention. For example, an abstract will not be required for Capella’s first course,
PSYC3002. The following sentences serve as an example of what could be composed as an
abstract for this paper: The basic elements of APA style will be reviewed, including formatting
of an APA style paper, in-text citations, and a reference list. Additional information will address
the components of an introduction, how to write effective paragraphs using the MEAL plan, and
elements of a summary and conclusion section of a paper.
APA STYLE PAPER TEMPLATE
3
APA Style Paper Template: A Resource for Academic Writing
Please change the titles in this document to fit your paper.
APA (American Psychological Association) style is most commonly used to cite sources
within the social sciences. APA style is used when writing papers in the psychology programs
offered at Capella University. This document serves as an APA style template for learners to use
when writing their own papers, as well as a resource containing valuable information that can be
used when writing academic papers. For more information on APA style, learners can refer to
the Publication Manual of the American Psychological Association (American Psychological
Association, 2010a).
The author demonstrates in the first section of this paper how an introduction effectively
introduces the reader to the topic of the paper. In APA style, an introduction never gets a
heading. For example, this section did not begin with a heading titled “Introduction,” similar to
the following section, which is titled “Writing an Effective Introduction.” The following section
will explain in greater detail a model that can be used to effectively write an introduction in an
academic paper. The remaining sections of the paper will continue to address APA style and
effective writing concepts including section headings, organizing information, the MEAL plan,
the conclusion, and the reference list.
Writing an Effective Introduction
An effective introduction often consists of four main components including (a) the
position statement, thesis, or hypothesis, which describes the author’s main position; (b) the
purpose, which outlines the objective of the paper; (c) the background, which is general
information that is needed to understand the content of the paper; and (d) the approach, which is
the process or methodology the author uses to achieve the purpose of the paper. This information
APA STYLE PAPER TEMPLATE
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will help readers understand what will be discussed in the paper. It can also serve as a tool to
grab the reader’s attention. Authors may choose to briefly reference sources that will be
identified later on in the paper as in this example (American Psychological Association, 2010a;
American Psychological Association, 2010b; Walker, 2008).
In an introduction, the writer will often present something of interest to capture the
reader’s attention and introduce the issue. Adding an obvious statement of purpose helps the
reader know what to expect, while helping the writer to focus and stay on task. For example, this
paper will address several components necessary to effectively write an academic paper
including (a) how to write an introduction, (b) how to write effective paragraphs using the
MEAL plan, and (c) how to properly use APA style.
Level One Section Heading is Centered, Bold, Uppercase and Lowercase
Using section headings can be an effective method of organizing an academic paper. The
section headings should not be confused with the running head, which is a different concept
described in the cover page of this document. Section headings are not required according to
APA style; however, they can significantly improve the quality of a paper. This is accomplished
because section headings help both the reader and the author.
Level Two Section Heading is Flush Left, Bold, Uppercase and Lowercase
The heading style recommended by APA consists of five levels (American Psychological
Association, 2010a, p. 62). This document contains two levels to demonstrate how headings are
structured according to APA style. Immediately before the previous paragraph, a Level 1
heading was used. That section heading describes how a Level 1 heading should be written,
which is centered, bold, and using uppercase and lowercase letters. For another example, see the
section heading “Writing an Effective Introduction” on page 3 of this document. The heading is
APA STYLE PAPER TEMPLATE
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centered, bold, and uses uppercase and lowercase letters (compared to all uppercase in the
running head at the top of each page). If used properly, section headings can significantly
contribute to the quality of a paper by helping the reader who wants to understand the
information in the document, and the author who desires to effectively describe the information
in the document.
Section Headings Help the Reader
Section headings serve multiple purposes including (a) helping readers understand what
is being addressed in each section, (b) breaking up text to help readers maintain an interest in the
paper, and (c) helping readers choose what they want to read. For example, if the reader of this
document wants to learn more about writing an effective introduction, the previous section
heading clearly states that is where information can be found. When subtopics are needed to
explain concepts in greater detail, different levels of headings are used according to APA style.
Section Headings Help the Author
Section headings do not only help the reader, they help the author organize the document
during the writing process. Section headings can be used to arrange topics in a logical order, and
they can help an author manage the length of the paper. In addition to an effective introduction
and the use of section headings, each paragraph of an academic paper can be written in a manner
that helps the reader stay engaged. Capella University promotes the use of the MEAL plan to
serve this purpose.
The MEAL Plan
The MEAL plan is a model used by Capella University to help learners effectively
compose academic discussions and papers. Each component of the MEAL plan is critical to
writing an effective paragraph. The acronym MEAL is based on four components of a paragraph
APA STYLE PAPER TEMPLATE
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(M = Main point, E = Evidence or Example, A = Analysis, and L = Link). The following section
includes a detailed description and examples of each component of the MEAL plan.
When writing the content sections of an academic paper (as opposed to the introduction
or conclusion sections), the MEAL plan can be an effective model for designing each paragraph.
A paragraph begins with a description of the main point, which is represented by the letter “M”
of the MEAL plan. For example, the first sentence of this paragraph clearly states the main point
is a discussion of the MEAL plan. Once the main point has been made, evidence and examples
can be provided.
The second component of a paragraph contains evidence or examples, which is
represented by the letter “E” in the MEAL plan. An example of this component of the MEAL
plan is actually (and ironically) this sentence, which provides an example of an example.
Evidence can be in the form of expert opinions from research. For example, evidence shows that
plagiarism can occur even when it is not intended if sources are not properly cited (Marsh,
Landau, & Hicks, 1997; Walker, 2008). The previous sentence provides evidence supporting
why evidence is used in a paragraph.
Analysis, which is represented by the letter “A” of the MEAL plan, should be based on
the author’s interpretation of the evidence. An effective analysis might include a discussion of the
strengths and weaknesses of the arguments, as well as the author’s interpretations of the evidence
and examples. If a quote is used, the author will likely provide an analysis of the quote and the
specific point it makes for the author’s position. Without an analysis, the reader might not
understand why the author discussed the information that the reader just read. For example, the
previous sentence was an analysis by the author of why an analysis is performed when writing
paragraphs in academic papers.
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Even with the first three elements of the MEAL plan, it would not be complete without
the final component. The letter “L” of the MEAL plan refers to information that “links” the
current and the subsequent paragraphs. The link helps the reader understand what will be
discussed in the next paragraph. It summarizes the author’s reasoning and shows how the
paragraph fits together and leads (that is, links) into the next section of the paper. For example,
this sentence might explain that once the MEAL plan has been effectively used when writing the
body of an academic paper, the final section is the summary and conclusion section.
Summary and Conclusion
A summary and conclusion section, which can also be the discussion section of an APA
style paper, is the final opportunity for the author to make a lasting impression on the reader. The
author can begin by restating opinions or positions and summarizing the most important points
that have been presented in the paper. For example, this paper was written to demonstrate to
readers how to effectively use APA style when writing academic papers. Various components of
an APA style paper that were discussed or displayed in the form of examples include a running
head, title page, introduction section, levels of section headings and their use, in-text citations,
the MEAL plan, a conclusion, and the reference list.
APA STYLE PAPER TEMPLATE
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References
American Psychological Association. (2010a). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
American Psychological Association. (2010b). Ethical principles of psychologists and code of
conduct. Washington, DC: Author. Retrieved from
http://www.apa.org/ethics/code/index.aspx
Marsh, R. L., Landau, J. D., & Hicks, J. L. (1997). Contributions of inadequate source
monitoring to unconscious plagiarism during idea generation. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 23(4), 886–897. doi: 10.1037/02787393.23.4.886
Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening
paraphrasing skills. Journal of Instructional Psychology, 35(4), 387–395. Retrieved from
http://search.proquest.com/docview/213904438?accountid=27965
Always begin a reference list on a new page. Use a hanging indent after the first line of each
reference. The reference list is in alphabetical order by first author’s last name. A reference list
only contains sources that are cited in the body of the paper, and all sources cited in the body of
the paper must be contained in the reference list.
The reference list above contains an example of how to cite a source when two documents are
written in the same year by the same author. The year is also displayed using this method for the
corresponding in-text citations as in the next sentence. The author of the first citation (American
Psychological Association, 2010a) is also the publisher, therefore, the word “Author” is used in
place of the publisher’s name.
When a digital object identifier (DOI) is available for a journal article, it should be placed at the
end of the citation. If a DOI is not available, a uniform resource locator (URL) should be used.
The Marsh, Landau, and Hicks (1997) reference is an example of how to cite a source using a
DOI. The Walker (2008) reference is an example of how to cite a source using a URL.
12/10/2018
Leadership and Trust in Team Collaboration Scoring Guide
Leadership and Trust in Team Collaboration Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Identify leadership
behaviors that build
trust and undermine
trust within teams.
Does not identify
leadership behaviors
that build trust and
undermine trust within
teams.
Lists leadership
behaviors but it is
unclear how the
behaviors build or
undermine trust
within teams.
Identifies leadership
behaviors that build
trust and undermine
trust within teams.
Identifies leadership
behaviors that build trust
and undermine trust
within teams, and uses
relevant real-world
examples as evidence.
Explain the
consequences of a
team that does not
trust its leader in
terms of patient
safety.
Does not explain the
consequences of a
team that does not
trust its leader.
Explains the
consequences of a
team that does not
trust its leader but
the explanation is
not in terms of
patient safety.
Explains the
consequences of a
team that does not
trust its leader in
terms of patient
safety.
Analyzes the
consequences of a team
that does not trust its
leader in terms of patient
safety, organizational
reputation, and job
satisfaction.
Describe strategies
team members can
use to build trust
among one another.
Does not describe
strategies team
members can use to
build trust among one
another.
Lists strategies
team members can
use to build trust
among one another.
Describes strategies Analyzes strategies team
team members can members can use to build
use to build trust
trust among one another.
among one another.
Describe principles
of effective
interprofessional
team leadership.
Does not describe
principles of effective
interprofessional team
leadership.
Lists principles of
effective
interprofessional
team leadership.
Describes principles
of effective
interprofessional
team leadership.
Describes principles of
effective interprofessional
team leadership and
explains how effective
team leadership supports
positive team
relationships.
Write content clearly
and logically, with
correct use of
grammar,
punctuation, and
mechanics. Use
correct APA format.
Does not write content
clearly, logically, or
with correct use of
grammar, punctuation,
and mechanics. Does
not correctly format
citations and
references using
current APA style.
Writes with errors in
clarity, logic,
grammar,
punctuation, and/or
mechanics. Uses
current APA style to
format citations and
references but with
numerous errors.
Writes content
clearly and logically,
with correct use of
grammar,
punctuation, and
mechanics.
Correctly formats
paper, citations, and
references using
APA style.
Writes clearly and
logically with correct use
of spelling, grammar,
punctuation, and
mechanics; uses relevant
evidence to support a
central idea. Correctly
formats citations and
references with no errors.
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