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Week 4 Assignment 1: Annotated Bibliography—Conflict Resolution Week 4 Assignment 1: Annotated Bibliography—Conflict Resolution Week 4 Assignment 1: Annotated Bibliography—Conflict Resolution Fortin, A., Paradis, A., Lapierre, A., & Hébert, M. (n.d.). Validation of the French-Canadian adaptation of the Conflict Resolution Styles Inventory for adolescents in dating relationships. Canadian Journal of Behavioural Science / Revue Canadienne Des Sciences Du Comportement, , Oct, 2020., Vol 52(4), 337-342. http://dx.doi.org.regiscollege.idm.oclc.org/10.1037/cbs0000173 The authors at universite du Quebec a Montreal used data from adolescent girls and boys in two studies to test the hypothesis that constructive strategies promote conflict resolution, while destructive strategies escalate conflict. A French-Canadian version of the conflict resolution styles inventory (CRSI) tool was used together with a Thomas Kilmann conflict mode instrument (TKI) translated from English to French and vice versa. First analysis measured convergent validity and resulted in positive quality of relationship combination together with use of positive problem-solving strategies. Second analysis found 3 factors corresponding to positive problem solving, conflict engagement and withdrawal. The authors were staff or members in the psychology and sexology departments, implying that their writing was from a higher level of education, and the article was intended for public knowledge, to educate them about resolving conflicts. It was published by the Canadian journal of behavioral sciences/Revue Canadienne des sciences du comportment. Limitations included items that were not codeveloped with adolescents, hence not reflecting their reality appropriately. The sample size was small, making it hard to represent all adolescent population. And the cross-sectional design in the study limited the ability to conclude regarding the temporal stability of the instrument. This study and its outcomes related to nursing leadership in a way that it taught us how leaders could solve conflicts in the workplace for instance, when coworkers were having a hard time working together. Constructive strategies would be applied during a conflict because of the positive feedback. It met effective communication strategies with different people to maximize health care delivery. Strategies of conflict resolution were met in the assignment objectives. AS a future practitioner, constructive strategies would be applied when communicating with patients, families and staff.   Article #2 Moss, M., Kikumoto, A., & Mayr, U. (2020). Does conflict resolution really work? Journal of Experimental Psychology: Learning, Memory, and Cognition, Vol 46(12), 2410-2426. http://dx.doi.org.regiscollege.idm.oclc.org/10.1037/xlm0000801 The researchers at university of Oregon investigated how overcoming conflict influences the maintenance of working memory representation and vice versa.  The strategy was to find out whether or not two functions with same common resources could access the degree of mutual interference with a dual task situation. Participants were tested in four experiments, from auditory stroop task to working memory encoding phase. Results showed that a weak evidence of working memory demands, and conflict resolution demands should interfere with each other during maintenance phase. The researchers were staff at university of Oregon in the Psychology department, which set their writing to a graduate level. The authors wanted to capture the attention of the general population about relationships between working memory and conflict resolution. Weaknesses from the study were different sample sizes in the experiments, leading to inconsistences. Secondly, working memory was only supposed to be used for stroop accuracy, but was used in all experiments, leading to wrong responses The article was intended to point out how working memory helps in conflict resolution, however due to the inconsistences in the sample size and application of working memory in all experiments instead of one, the results showed a non-existing relationship, or implied that conflict resolution does not require central attention resources. Therefore, this related to nursing leadership that memory does not help resolve conflicts, for instance, no long-term memory is needed to resolve a conflict between patients and staff. The study integrated research adaptation, critical thinking skills in nursing leadership, advanced practice while exploring how to resolve conflicts. Memory should not be the priority reason I base the inability to resolve a conflict, as a practitioner, I should look at other factors that would hinder the resolution, such as insensitivity, untrustworthy and so on. Article # 3 Ponsford, M. (n.d.). Conflict Resolution Processes in End-of-Life Care Disputes between Families and Healthcare Providers in Canada. Vol. 25, 83-106. This study examined conflict resolution processes that could have provided a solution during stressful, costly and time-consuming ordeal. Empathy and cultural understanding were also included mainly when cross-cultural conflict affected decision-making at end of life. The author covered the causes of conflict and how to resolve them. Bill 52 was introduced to ensure respect and dignity were maintained for patients and was signed in 2015. Through the bill, the author examined communication strategies, arising disputes in physicians and families during such difficult times. The author used demographics and social attitudes of the Canadians as samples. A previous study reported 67% in favor of legalizing Euthanasia, and 76% believed legalization would have led to better guidelines for providers. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Week 4 Assignment 1: Annotated Bibliography—Conflict Resolution The author had a master’s in law and specialized in medico-legal research, and a previous author of eight journals articles, which made Week 4 Assignment 1 Annotated Bibliography—Conflict Resolution this article credible and placed his writing on a highly educated level. His article was intended for the public, more so families that struggled to understand what their loved ones went through during end-of-life stages. Limitations for this study included the research being secondhand information. The author relied on research results from other studies to compile this information. The research related to leadership and nursing in a way that as nurses, death and dying are not uncommon, therefore there are always problems or disagreements between providers and families when it came to discussing end-of-life, especially when the patients never left wills or signed advanced directives, the burden fell on family members. Therapeutic communication with families was covered in the course objective, while conflict resolution strategies met the assignment objective. As a future leader, communication would be of great important, because it is a pathway to a great relationship with both patients and their families.   NU 605 Week 4 Assignment 1: Annotated Bibliography—Conflict Resolution Value: 100 points Due: Day 7 Grading Category: Annotated Bibliography Assignments Instructions Read three scholarly articles on nursing and conflict management. Summarize and critically analyze each article separately (250–300 words for each article’s annotated bibliography). For each article, determine the following: Identify and read relevant sources Summarize the purpose of the article, point or argument that the author is attempting to make Analyze the quality of the article by providing relevant details about the author credentials and authority to write the article, level of writing and intended audience, legitamcy of the content, and any limitations or weaknesses Evaluate the value of the article content to assignment objectives, course objectives, and nursing in general Please refer to the Grading Rubric for details on how this activity will be graded. To Submit Your Assignment: Select the Add Submissions button. Drag or upload your file to the File Picker. Select Save Changes. Submission status Annotated Bibliography Rubric Note: An appropriate scholarly resource for this assignment is a current (within five years) evidence-based practice article from a peer-reviewed journal. Review assignment instructions for any additional requirements such as number of annotations to include. Annotated Bibliography Rubric – 100 Points Criteria Exemplary Exceeds Expectations Advanced Meets Expectations Intermediate Needs Improvement Novice Inadequate Total Points Identifies Relevant Sources Selected articles: Relate directly to the topic and report results of empirical research studies conducted by the authors. 15 points Relate directly to the topic and include two original research studies. 13 points May or may not relate directly to the topic and include only one original research study. 11 points Do not clearly relate to the topic and do not include original research. 10 points 15 Annotation summarizes the article’s Purpose Point or argument Each annotation: Summarizes in the student’s own words—the purpose of the study, sample description, tool(s) used, significant findings, and point or argument that the author is trying to make. 20 points Summarizes in the student’s own words—the purpose of the article and point or argument that the author is trying to make. 17 points Summarizes the purpose of the article with reliance on quotations. 15 points Summarizes the article with reliance on quotations and without a clear identification of purpose. 13 points 20 Annotation analyzes quality of each article’s Author credentials and authority Level of writing Intended audience Legitimacy of content Limitations/ weaknesses Each annotation: Provides relevant detail to analyze each component of criteria. 20 points Analyzes each component of criteria but may miss relevant detail for one area. 17 points Misses relevant detail or two areas of identified criteria. 15 points Misses three or more areas of identified criteria. 13 points 20 Annotation evaluates value of each article to Assignment objectives Course objectives Nursing in general Each annotation: Evaluates the usefulness or value of the article’s content by aligning significant findings or results to assignment and course objectives, and nursing in general. 25 points Evaluates the usefulness or value of the articles content to assignment and course objectives, and nursing in general. 22 points Misses one or two components of evaluation. 19 points Misses three or more components of evaluation. 17 points 25 Organization: Concise Logical Each annotation: Evaluates each article in a concise, logical flow of ideas, and is without repetition. 10 points Evaluates two articles with a logical flow of ideas and is without repetition. 8 points Evaluates a single article with errors in flow of ideas. 7 points Evaluates a single article with errors in flow of ideas significantly distracting from content. 6 points 10 APA Reference: Components Punctuation Capitalization Italics Spacing Each reference: Meets all format criteria. 5 points Has one consistent format error. 4 points Has two consistent format errors. 3 points Has more than two format errors. 2 points 5 Grammar and Spelling Each annotation: Avoids awkward transitions, overuse of conjunctions, spelling, word-usage, or punctuation errors. 5 points Has less than two grammar, word-usage, spelling, or punctuation errors. 4 points Has three or more grammar, spelling, word-usage, or punctuation errors. 3 points Has grammar, spelling, word-usage, and punctuation errors that significantly distract from content. 2 points 5 Total Points 100 Order Now