CHS 305 Interdisciplinary Team Work Essay

CHS 305 Interdisciplinary Team Work Essay

Table of Contents

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Instructions

CHS 305 Interdisciplinary Team Work Essay

Assignment #2

APA requirements (be sure to download d2l APA resources to guide your in-text citing and reference page formatting):

Activity #1 – one in-text citation, included in properly formatted reference page

Activity #2 – one in-text citation, included in properly formatted reference page

Activity #1:

Read this article:Nancarrow, S. A., Booth, A., Ariss, S., Smith, T., Enderby, P., & Roots, A. (2013). Ten principles of good interdisciplinary team work (on d2l).

Given what you have learned about interdisciplinary team work (IDT), provide your interpretation of what an IDT is and what is required for a successful IDT. Discuss what your intended career might be in the helping professions, what people/groups you will serve, and what other professions might be included in your IDT.

Write your focused paragraph here, with in-text citation:

Activity #2:

Navigate to the Institute for Health’s “The Conversation Project” and familiarize yourself with its intent.

Follow this link to download and/or print your “Conversation Starter Kit”.

Read through the Starter Kit, and select one person in your life with whom you would like to have an end-of-life care conversation.

Complete your Starter Kit and keep it in a safe location. This is for your personal use and planning.

Take the next step toward having the conversation.

Write a 1-2 paragraph reflective summary of your thoughts, feelings, perceptions, experience, etc. You do not have to discuss anything that you prefer not to share in an academic setting. However, be specific enough to demonstrate you completed the steps, while articulating your insights, awareness, and critical thought on the topic.Be assured that your privacy is secure, and that you are sincerely supported and valued as you engage in an activity that is uncomfortable for many people . . .which is why The Conversation Project is an essential tool to assist us in navigating conversations centering on end-of-life preferences, issues, and concerns.

Is there anyone that you would like to send this Conversation Project Starter Kit to?If so, please do so.

To earn credit for this activity:

1. Talk to one family member or friend about The Conversation Project.

• Often times, students feel they are ‘too young’ to have The Conversation regarding their own personal decisions. If you’re not ready to do so at this time, have the conversation with a loved one. For example, you may wish to initiate this conversation with an older family member or friend. You may choose to have them complete the Starter Kit, if they haven’t done so already. What are their wishes? Have the conversation with them, regarding their preferences.
• Alternatively, you may wish to have the conversation regarding your wisheswith a loved one.

1. Having the conversation may reveal that you and your loved ones disagree. That’s okay. It’s important to simply know this, and to continue talking about it now—not during a medical crisis. Having the conversation isn’t just a one-time thing. It’s the first in a series of conversations over time.

CHS 305 Interdisciplinary Team Work Essay

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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