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SUO Discussion Rubric (80 Points) – Version 1.2
Course: BUS3041-Managerial Communications SU02
Response
No Submission
0 points
Emerging (F-D: 1-27)
27 points
Satisfactory (C: 28-31)
31 points
Proficient (B: 32-35)
35 points
Exemplary (A: 36-40)
40 points
Criterion Score
Quality of Initial
Posting
/ 40No initial posting exists to
evaluate.
The information provided
is inaccurate, not focused
on the assignments topic,
and/or does not answer
the question(s) fully.
Response demonstrates
incomplete understanding
of the topic and/or
inadequate preparation.
The information provided
is accurate, giving a basic
understanding of the
topic(s) covered. A basic
understanding is when
you are able to describe
the terms and concepts
covered. Despite this
basic understanding, initial
posting may not include
complete development of
all aspects of the
assignment.
The information provided
is accurate, displaying a
good understanding of the
topic(s) covered. A good
understanding is when
you are able to explain the
terms and topics covered.
Initial posting
demonstrates sincere
reflection and addresses
most aspects of the
assignment, although all
concepts may not be fully
developed.
The information provided
is accurate, providing an
in-depth, well thought-out
understanding of the
topic(s) covered. An in-
depth understanding
provides an analysis of the
information, synthesizing
what is learned from the
course/assigned readings.
Participation
No Submission
0 points
Emerging (F-D: 1-13)
13 points
Satisfactory (C: 14-16)
16 points
Proficient (B: 17-18)
18 points
Exemplary (A: 19-20)
20 points
Criterion Score
Participation in
Discussion
/ 20No responses to other
classmates were posted in
this discussion forum.
May include one or more
of the following:
*Comments to only one
other student’s post.
*Comments are not
substantive, such as just
one line or saying, Good
job or I agree.
*Comments are off topic.
Comments to two or more
classmates initial posts
but only on one day of the
week. Comments are
substantive, meaning they
reflect and expand on
what the other student
wrote.
Comments to two or more
classmates initial posts on
more than one day.
Comments are
substantive, meaning they
reflect and expand on
what the other student
wrote.
Comments to two or more
classmates initial posts
and to the instructor’s
comment (if applicable) on
two or more days.
Responses demonstrate
an analysis of peers
comments, building on
previous posts. Comments
extend and deepen
meaningful conversation
and may include a follow-
up question.
Total / 80
Overall Score
Writing
No Submission
0 points
Emerging (F-D: 1-13)
13 points
Satisfaction (C: 14-16)
16 points
Proficient (B: 17-18)
18 points
Exemplary (A: 19-20)
20 points
Criterion Score
Writing Mechanics
(Spelling, Grammar,
Citation Style) and
Information Literacy
/ 20No postings for which to
evaluate language and
grammar exist.
Numerous issues in any of
the following: grammar,
mechanics, spelling, use of
slang, and incomplete or
missing citations and
references. If required for
the assignment, did not
use course, text, and/or
outside readings (where
relevant) to support work.
Some spelling,
grammatical, and/or
structural errors are
present. Some errors in
formatting citations and
references are present. If
required for the
assignment, utilizes
sources to support work
for initial post but not
comments to other
students. Sources include
course/text readings but
outside sources (when
relevant) include non-
academic/authoritative,
such as Wikis and .com
resources.
Minor errors in grammar,
mechanics, or spelling in
the initial posting are
present. Minor errors in
formatting citations and
references may exist. If
required for the
assignment, utilizes
sources to support work
for both the initial post
and some of the
comments to other
students. Sources include
course and text readings
as well as outside sources
(when relevant) that are
academic and
authoritative (e.g., journal
articles, other text books,
.gov Web sites,
professional organization
Web sites, cases, statutes,
or administrative rules).
Minor to no errors exist in
grammar, mechanics, or
spelling in both the initial
post and comments to
others. Formatting of
citations and references is
correct. If required for the
assignment, utilizes
sources to support work
for both the initial post
and the comments to
other students. Sources
include course and text
readings as well as outside
sources (when relevant)
that are academic and
authoritative (e.g., journal
articles, other text books,
.gov Web sites,
professional organization
Web sites, cases, statutes,
or administrative rules).
No Submission
0 points minimum
There was no
submission for this
assignment.
Emerging (F to D Range)
1 point minimum
Satisfactory progress has not been met on
the competencies for this assignment.
Satisfactory (C Range)
56 points minimum
Satisfactory progress has been achieved
on the competencies for this assignment.
Proficient (B Range)
64 points minimum
Proficiency has been achieved on the
competencies for this assignment.
Exemplary (A Range)
72 points minimum
The competencies for this
assignment have been
mastered. Verbal Communication
Download: Video Transcript (PDF 165.02KB) (media/transcripts/SU_W3L1.pdf?
_&d2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92850)
As a leader, you need to communicate with colleagues face-to-face and over the telephone, conduct
department meetings, and allocate work assignments to groups of two or three employees. In addition,
you may need to provide training to employees, speak to the press, and often make presentations at
seminars to the board of directors or to the local rotary club.
Leaders must develop effective strategies for dealing with public speaking situations, especially if they
have any fears related to public speaking. Leaders must speak to small groups of people all day, every
day, and they often must speak formally to large groups. Even if they dislike speaking to groups of
people, leaders constantly need to improve public speaking skills and gain more condence and an
improved comfort level when speaking in public. The best way to improve public speaking skills is to
practice them.
You can develop public speaking skills by learning a few basic tips on the following aspects of verbal
communication:
Project your voice outward.
Move your lips. You cannot enunciate words clearly if you do not open your mouth.
Speak a little more loudly and slowly than you normally do to gain the audience’s attention.
Keep breathing. Deep breaths will help improve the timbre and strength of your voice.
Vary the volume and tone of your voice.
01:36
https://myclasses.southuniversity.edu/content/enforced/92850-17118015/media/transcripts/SU_W3L1.pdf?_&d2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92850
Do not use llers or sounds and words while pausing, such as “um,” “err,” “like,” “you know,” etc.
Fillers distract the audience.
Ask a friend, a colleague, an instructor, or a classmate to assess the quality of your voice. You can also
make a video of yourself rehearsing a presentation. Your own observation yourself will help identify
areas in which you need improvement.
Top seven secrets for delivering speeches that inspire, inform and entertain from Simon Sinek, one of
the most-watched Ted Talks presenters of all time.
Dont talk right away – Instead, quietly walk out on stage. Then take a deep breath, nd your
place, wait a few seconds and begin. I know it sounds long and tedious and it feels excruciatingly
awkward when you do it, Sinek says, but it shows the audience youre totally condent and in
charge of the situation.
Show up to give, not to take – Often people give presentations to sell products or ideas, to get
people to follow them on social media, buy their books or even just to like them. Sinek calls these
kinds of speakers takers, and audiences can see through these people right away. And, when
they do, they disengage.
Make eye contact with audience members one by one. – Scanning and panning is your worst
enemy, says Sinek. While it looks like youre looking at everyone, it actually disconnects you
from your audience.
Speak unusually slowly – When you get nervous, its not just your heart beat that quickens. Your
words also tend to speed up. Audiences are more patient and forgiving than we know.
Ignore the naysayers – Dismiss the people furrowing their brows, crossing their arms or shaking
their heads no. Instead, focus only on your supporters — the people who are visibly engaged,
enjoying your presentation and nodding yes. If you nd the audience members who are
positively interacting with you, youll be much more condent and relaxed than if you try to
convince the naysayers.
Turn nervousness into excitement. Olympic competitors take their bodys signs of nervousness —
clammy hands, pounding heart and tense nerves — and reinterpret them as side excitement and
exhilaration.
Say thank you when youre done – Applause is a gift, and when you receive a gift, its only right to
express how grateful you are for it.
AdditionalMaterials
View a Pdf Transcript of Audience (media/week3/SUO_BUS3041_W3_L1.pdf?
_&d2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92850)
https://myclasses.southuniversity.edu/content/enforced/92850-17118015/media/week3/SUO_BUS3041_W3_L1.pdf?_&d2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92850 Written Communication
Writing skills are as important as speaking skills. There are several types of written communication
that a leader needs to produce. The following are some examples:
Formal business letters
Performance appraisals and disciplinary notices for subordinates
Letters and notes for documentation purposes
Handwritten internal and external notes
E-mails
Web pages
Agendas and meeting minutes
Reports, including technical reporting of data and factual information
Leaders must produce written correspondence that reects the policies of the organization.
Therefore, while writing letter and e-mails, leaders must follow these guidelines:
Use authority and position appropriately by communicating through the prescribed chain of
command and by respecting the authority designated by the organization regarding decision
making, policy issues, and employee relations.
Revise, edit, and edit again. Readers of written communication make judgments about leaders
based on the leader’s written expression. Therefore, leaders must ensure that the content of
their messages is professional, and free of grammatical, punctuation, language, and
typographical errors.
Leaders must archive important correspondence as appropriate, especially for personnel les
and customer les.
Improperly produced written communication can lead to lawsuits, termination of employment, and
difculties in dealing with disgruntled employees. Leaders must proceed cautiously and carefully when
they are producing written documents.
Leaders must be cautious ensuring the correct documentation of personnel and customer-related
issues, and minutes of meetings. These ofcial forms of documentation must be accurate in case this
information is needed in the future. Even the most condential documents may be subject to public
scrutiny. Therefore, leaders must be knowledgeable about the information and documentation needs
of their team.
AdditionalMaterials
View a Pdf Transcript of Feedback and Listening (media/week3/SUO_BUS3041_W3_L3.pdf?
_&d2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92850)
https://myclasses.southuniversity.edu/content/enforced/92850-17118015/media/week3/SUO_BUS3041_W3_L3.pdf?_&d2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92850 NonVerbal Communication
2016 South University
NonVerbal
Nonverbal communication is a powerful tool, and when it is misdirected or misread, it can result in
misunderstandings and miscommunication. Leaders need to be aware of how to use and read
nonverbal cues effectively. It is important to understand and read nonverbal cues because:
Nonverbal messages help convey emotions through facial expressions, tone of the voice,
and body language.
Nonverbal cues are often more credible to audiences than words. When your facial
expression contradicts what you say, others perceive you to be dishonest.
Nonverbal communication enhances and sometimes replaces verbal and written
communication.
It is possible that nonverbal cues derail and contradict verbal and written messages because:
Nonverbal communication tends to function within a cultural context. Some facial
expressions, such as frowning and smiling, are universal signals, but while a gesture such
as a thumbs-up may convey that everything is great in the United States, it is considered
an obscene gesture in some Asian countries.
Nonverbal messages are subjective and ambiguous. In fact, research shows that bullies
have problems reading facial expressions and perceive relatively neutral expressions as
threatening. They, therefore, tend to pick fights with those who may be perceived as
innocent bystanders by other observers (Goleman, 2006).
Nonverbal communication is often outside your control. For example, when speaking to
your supervisor or boss whom you do not like, your dislike may show on your face.
Nonverbal cues may contradict not only what you say but also other nonverbal cues.
Which specific nonverbal cues do you need to consider?
Eye contact
Facial expressions
Gestures
Posture and body orientation
Proximity
Vocal quality such as tone, volume, and pace
Humor Audience
2016 South University
Audience
Effective leadership communication requires leaders to analyze their audience to develop and
convey the appropriate message. Skilled communicators must know the audience and the
audience’s level of preparedness to understand the information that is being conveyed.
Based on the audience analysis, leaders will know:
How fast or slow to speak
The amount of technical language to use
How in-depth the information can and should be
The level of description and definition needed
The credibility the leader has with the audience
Leaders must also consider the room in which they will deliver the message. Is the room a large
auditorium with a fixed seating pattern or a small room where chairs and tables and be arranged?
Will everybody be able to see and hear the speaker? A best practice is to test the microphone to
verify that the speaker’s voice is clearly audible. In a meeting room, speakers should determine
where they will sit to host their dialogue. If the table is a rectangle, they may want to sit at the
head of the table or along the side. Sitting in the middle along one side of the table may make a
speaker more visible and accessible to other meeting participants. Speakers may appear to be
unapproachable and distant by sitting at the head of the table. Nonverbal Communication
Using appropriate body language is important for effective communication. For example, standing up
straight and breathing deeply will remove any hint of nervousness from your voice because good
posture opens your diaphragm, resulting in the strengthening of your voice. Communicating with a
strong voice improves the effectiveness of your message making it easy to hear and believable.
Another example of effective use of body language involves use of gestures. Using gestures effectively
involves emphasizing key points of a message by using hands and facial cues.
Some distracting gestures are:
Gripping the lectern so hard that your knuckles turn white
Playing with your hair, a paper clip, a pen, or note cards
Playing with the change in your pockets
Covering your mouth or face with your hands
Another form of body language is when the speaker is walking and moving around while giving a
presentation. If you have seen Tom Peters, the author of In Search of Excellence, giving a lecture, you
will see the energy with which he speaks on the stage. He paces and moves around and rarely stands at
the lectern. His movements convey his passion and lead the audience to listen intently.
Maintaining eye contact with the audience is a critical form of body language. When a speaker makes
strong eye contact with the audience, this communicates the speaker’s interest in each audience
member, and it is hard for audience members to tune out of the presentation.
Making strong eye contact may be easier when speakers are addressing one or two people, but strong
eye contact can be maintained even with a large group by frequently scanning the room and creating
the impression with the audience that it’s a one-to-one conversation.:
Albert Mehrabian (1972) found in his research that only about 7 percent of a message’s emotional
meaning was conveyed through verbal means, while about 55 percent of it was communicated through
nonverbal cues, such as facial expression, gestures, and posture, and about 38 percent of the
emotional meaning was conveyed through the vocal quality of the speaker.
Here are some tips for improving nonverbal communications:
Listen carefully to what the speaker says. Look for disconnects between the verbal message and
nonverbal cues.
If you sense inconsistency, ask questions and rephrase to ascertain the true intent of the sender’s
message.
Observe that all nonverbal cues are consistent. For example, if an individual professes to be
pleased but stands with arms crossed with a frown on his or her face and avoids eye contact.
Consider what you know about the individual. If you know him or her well, you will be able to
understand the nonverbal cues better.
Practice observing and validating nonverbal cues and perceptions. Verify the sender’s intent
against your initial impression.
Be more aware of your own nonverbal cues. Do others misunderstand your intentions when you
speak? Do people often ask you, “What’s wrong?” Use a mirror, friends, and colleagues to verify your
facial expressions and body language.
AdditionalMaterials
View a Pdf Transcript of Nonverbal Communication (media/week3/SUO_BUS3041_W3_L2.pdf?
_&d2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92850)
https://myclasses.southuniversity.edu/content/enforced/92850-17118015/media/week3/SUO_BUS3041_W3_L2.pdf?_&d2lSessionVal=xvaVgUyXRoe3ruwtwbTEE4vbH&ou=92850 Feedback and Listening
2016 South University
Feedback and Listening
Receiving and giving feedback is an important part of listening. To ensure a leader is decoding a
message as intended, he or she must provide feedback to the speaker to let the speaker know
that he or she has been heard and understood.
To communicate effectively, a leader should elicit feedback from subordinates, peers, bosses,
customers, and competitors so they can gauge how well their message was understood.
Another more formal approach leaders may use to provide feedback to employees is through
performance appraisals. However, this approach provides limited feedback opportunities because
performance appraisal may only be conducted once or twice a year. So leaders should plan to
provide positive and negative feedback at intervals more often and consistently to communicate
effectively and to improve performance. During these exchanges, leaders should take the
opportunity to provide and receive feedback through nonverbal communication. Using and
reading nonverbal cues such as eye contact, gestures, facial expressions, and personal appearance
provide an added dimension of information that leaders should be aware of and should use to
optimize their comprehension of messages received and the effectiveness of messages sent.
Leaders face significant challenges in their quest to communicate effectively. For example, leaders
must overcome the difficulty of receiving feedback from individuals they rarely meet. For example,
in large organizations, leaders may only meet with certain key individuals once per week. It is
difficult to develop mutual understanding with such limited exposure. As a result, leaders may find
it difficult to read facial and other nonverbal cues unless they develop skills for interpreting these
cues.
In addition, leaders face challenges associated with obtaining important and essential feedback
from customers and competitors. In the case of customers, leaders may use tools to obtain
feedback such as surveys, tracking sales targets, complaints, and phone calls. Unfortunately,
competitors are not likely to provide such direct feedback; although in some industries,
competitors share information that can be obtained through trade journals and through
government industry and economic reports. In addition, leaders may obtain feedback about
competitors by observing their advertising campaigns.
2
Leaders must have keen listening skills. They need to hear and understand what their colleagues
are saying to ensure they understand corporate objectives. Leaders also need to listen and
comprehend the viewpoints of their subordinates to ensure a high level of positive employee
morale. Above all, leaders must listen to and understand the needs of their customers and use this
knowledge to adapt products and services to ensure customer satisfaction.
However, there are several reasons why leaders may not listen well. They may:
Be too busy.
Believe that they know more than others.
Be power hungry.
Hear only what confirms their own opinion or that of their superior.
Need to learn to listen well.
What is the downside of not listening well?
The result of poor listening is miscommunication and misunderstanding.
The credibility of leaders may suffer when they do not listen to others.
Leaders are unable to perform the leadership role effectively if they do not listen and comprehend
what their employees are saying.
“If we were supposed to talk more than we listen, we would have two mouths and one ear.”
Mark Twain
“Most people do not listen with the intent to understand; they listen with the intent to reply.”
Steven Covey
Good listeners are empathic; they listen to hear, understand, and connect to a speaker well to
identify with the speaker’s ideas, thoughts, and emotions.
Why do leaders need to be empathic listeners? When leaders attempt to understand what
speakers say, their empathy demonstrates caring and acceptance. In addition, it enables them to
appreciate the speakers’ perspectives, and it helps leaders to avoid making dangerous self-serving
assumptions.
Although empathic listening is not easy, it is possible and achievable. Leaders should begin to
listen empathically by:
Practicing active listening: Avoiding making judgments or filtering information; active
listening reflects complete open-mindedness.
Empathizing with speakers: In addition to acknowledging facts during listening, leaders
should acknowledge the validity of the speakers’ feelings and emotions during listening
sessions.
Managerial Communications
2016 South University
3
Focusing on speakers: Leaders should make a visible effort to listen actively to speakers
and to express concern for the issues that they are describing and, if appropriate, to
suggest possible courses of action.
Improving listening skills: Leaders must critically evaluate the effectiveness their own
listening skills as they listen to others by monitoring how well they are accurately hearing,
comprehending, responding to, and acting upon the issues that have been expressed to
them by speakers.
Managerial Communications
2016 South University Week 3 Discussion 6.00
Nonverbal Communication
In this assignment, you will study how nonverbal communication plays an important role in managerial communications.
Using the South University Online Library, research nonverbal communication.
In your professional experiences, you may have experienced managers that were not great at communicating with you as employees. For one reason or another, the manager was unable to effectively communicate with his or her employees. A large part of communication is not what the manager says, but his or her nonverbal communication and listening skills.
First,provide summary details about a situation in which you had a manager or other leader who was not good at nonverbal communication or was not an active listener. What was the conversation about? Explain the details that led up to the conversation and the main topic of the conversation.
Then,
select oneof the following bullet points:
Why do you feel the leader or manager was not actively listening? What did the leader or manager do in regard to nonverbal communication to show you that he or she was not actively listening or was not effectively communicating with you? How did you react to the situation? Support your response with research.
What could the manager do in order to improve his or her active listening skills and body language in conversations such as you discussed? What would you have done differently if you were the manager? Support your response with research.
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Running Head: Professional Portfolio 1
NURSING PRACTITIONER 6
Name xx
Referral letter
1st referral
From: xxxx
Kindred Hospital xxxxx.
Date xxx
To whom it may Concern:
I would like to introduce to you a working colleague whom I have worked closely with in our healthcare institution. Joyce has unique qualities that could be useful to your organization. I genuinely admire her nursing personality, skills, and abilities, particularly, her handling of patients who are disturbed is recommendable, she is highly dependable since she can effectively communicate with patients and update the patient’s charts and record files perfectly.
I recommend you consider her potential since she has delivered in our institution and has surpassed our expectations. It is with confidence that given the opportunity and a conducive working environment you will rip more from her than we did. She is professional and will show you some courtesy that she has shown me. You will be impressed that you heeded my advice. Kindly reach out to me if you need anything.
Thank you
Name: xxxx
Phone xxxx
2nd referral
From: xxxx
Date: xxx
To whom it may Concern:
In the capacity of persons mentor, I found Joyce a hardworking and collaborative member of my team within our institution. She is devoted to her patients and concentrates on her responsibility for her patients which has seen her win over the hearts of many within our setting. She also opted to take part in courses pertaining to health for women and family medicine to improve performance and care for the patients.
Honestly, her professionalism is of the highest level, and she brings out the best from her fellow working staff members within her jurisdictions. She is active in every field pertaining to health care and family care for the sick. Furthermore, Joyce was an active participant in nursing programs and seminars that were being done within the community and the organization.
Regards,
Name xxx
Phone : xxxx
Section II: Why Hiring the APRN Brings Added Value to The Practice
An APRN is a registered nurse who has completed additional education in their specialty, such as a master’s degree (ANA, n.d.). Hiring advanced patient registered nurses have more advantages for the health organization for patient care. Registered nurses help in improving patients journeys (Kleinpell et al., 2019). APRNs use their well-developed skills and the information they have learned to provide health care on their own, with little or no help from a physician. Due to a shortage of physiciansin the U.S., APRNs are becoming more valuable in primary and emergency care. This study explains why APRNs can fulfill medical needs without hiring professionals from medical schools.
The U.S. BUREAU OF LABOR STATISTICS notes that the majority of jobs for nurse midwives, nurse practitioners, and nurse anesthetists will grow by 45 percent from 2020 to 2030 (U.S. BUREAU OF LABOR STATISTICS, 2022). This is much faster than the average for all jobs. Over the next decade, there will be an average of 29,400 positions open for nurse anesthetists, nurse midwives, and nurse practitioners (U.S. BUREAU OF LABOR STATISTICS, 2022). Many of these openings are likely to be caused by workers moving to different jobs or leaving the workforce, such as when they retire. In May 2021, nurse midwives, nurse practitioners, and nurse anesthetists made a median annual salary of $123,780 (U.S. BUREAU OF LABOR STATISTICS, 2022).
Advanced practice nursing has significant benefits in health care settings. Especially employers who hire advanced practice registered nurses (APRNs) reap a number of benefits, including greater job stability and specialization, enhanced leadership potential, and increased autonomy (Miranda Neto et al., 2018). Although physicians continue to earn more than APRNs, APRNs are giving sustaining affordable, and high-quality medical treatment helps the healthcare system. Generally, APRNs are knowledgeable in a variety of medical specialties and can assist patients in numerous ways.
APRNs include clinical nurse specialists, nurse practitioners, nurse midwives, as well as nurse anesthetists. Nurse practitioners give primary, emergency care, and specialty care to individuals of all ages by evaluating, diagnosing, and treating illnesses and injuries (ANA, n.d.). Certified Registered Nurse Anesthetists offer a full range of services related to general anesthesia and pain control (ANA, n.d.). Certified nurse-midwives take care of patients’ general, gynecological, and reproductive health (ANA, n.d.).
Clinical Nurse Specialists diagnose, treat, and monitor patients; they provide knowledge and advice to nurses who care for patients; they are also involved in driving or managing the practice throughout the health care center; they ensure that standard procedures and evidence-based practice care are followed to produce the best possible treatment for patients (ANA, n.d.). To become an APRN, you need a Master of Science in Nursing or Doctor of Nursing Practice in the applicable specialization (ANA, n.d.). Having worked in the medical area previously is also prevalent among APRNs. The ANCC certification exam must be taken after graduation (ANA, n.d.).
Conclusion
APRNs have the significant clinical knowledge and can diagnose and treat a myriad of health illnesses, as well as obtain and evaluate lab tests, counsel patients, and prescribe medicines. These nurses have a doctorate or master’s degree in nursing and are able to deal with acute and primary care patients in a wide range of settings. Therefore, employers should consider hiring APRNs since they can deliver better and quality patient care in a number of contexts, similar to high-ranking physicians.
References
ANA. (n.d.).
Advanced Practice Registered Nurses (APRN). American Nurse Assosiation (ANA).
https://www.nursingworld.org/practice-policy/workforce/what-is-nursing/aprn/
Authored, F., Bowden, M., & Jones, V. (2019).
Get Kindle Gets Kindle FAMILY NURSING: RESEARCH, THEORY, AND PRACTICE (5TH EDITION) FAMILY NURSING: RESEARCH, THEORY, AND PRACTICE (5TH EDITION).
https://fondofomentostamarta.utbvirtual.edu.co/sexy4f8np4kd/01-dr-adan-botsford-1/document-9780130608246-family-nursing-research-theory-and-practice-5th-.pdf
Kleinpell, R. M., Grabenkort, W. R., Kapu, A. N., Constantine, R., & Sicoutris, C. (2019). Nurse Practitioners and Physician Assistants in Acute and Critical Care.
Critical Care Medicine,
47(10), 14421449. https://doi.org/10.1097/ccm.0000000000003925
Miranda Neto, M. V. de, Rewa, T., Leonello, V. M., & Oliveira, M. A. de C. (2018). Advanced practice nursing: a possibility for Primary Health Care?
Revista Brasileira de Enfermagem,
71(suppl 1), 716721. https://doi.org/10.1590/0034-7167-2017-0672
U.S. BUREAU OF LABOR STATISTICS. (2022).
Nurse anesthetists, nurse
midwives, and nurse practitioners. Bls.Gov.
https://www.bls.gov/ooh/healthcare/nurse-anesthetists-nurse-midwives-and-nurse-practitioners.htm