In your healthcare career, you will be confronted with many problems that demand a solution. By using research skills, you can learn what others are doing and saying about similar problems. Then, you can analyze the problem and the people and systems it affects. You can also examine potential solutions and their ramifications. This assessment allows you to practice this approach with the real-world problem you've selected.
analyze the same current healthcare problem or issue topic area you selected for Assessments 2 and 3. To explore the chosen topic, use the first four topics of the Socratic Problem-Solving Approach for critical thinking.
Start by defining the healthcare problem or issue based on the selected healthcare topic.
Provide details about the problems or issues that are part of the chosen topic, and identify causes for the problems or issues.
Identify at least three scholarly or academic peer-reviewed journal articles about the topic you are discussing by using articles you found for Assessment 2 or by searching the Capella library using the BSN Program Library Research Guide.
Write Your Assessment
Use scholarly information to explain a healthcare problem or issue related to your selected topic.
Cite credible, relevant sources to validate and reinforce the information used to explain the healthcare topic.
Analyze the problem or issue.
Describe the setting or context for the problem or issue.
Describe the reasons that make the problem or issue important to you.
Identify groups of people affected by the problem or issue.
Compare and contrast potential solutions for the problem or issue.
Describe potential solutions.
Compare and contrast your opinion with other opinions you find in sources from the Capella library.
Provide the pros and cons for one of the solutions you are proposing.
Explain how the ethical principles (beneficence, nonmaleficence, autonomy, and justice) apply if your potential solution were implemented.
Describe what would be necessary to implement the proposed solution.
Explain what ethical principles need to be considered (beneficence, nonmaleficence, autonomy, and justice) and how they apply if your potential solution were implemented. How would bias need to be considered?
Provide examples from the literature to support the points you are making.
Explain how the solution you present will benefit or help to improve your selected topic as it relates to at least one of the Four Spheres of Care:
Wellness, Disease Prevention.
Chronic Disease Management.
Regenerative/Restorative Care.
Hospice and Palliative Care.
Organize your assessment using the following structure and headings:
Sample Answer
The most dangerous emotions for athletes and teams are fear, anger, and entitlement. These emotions are dangerous because they are not just fleeting feelings; they can become ingrained attitudes that fundamentally undermine an athlete's ability to perform, adapt, and work with their teammates.
Fear 😱 is particularly dangerous as it can lead to hesitation, risk aversion, and a "paralysis by analysis." Instead of reacting instinctually, an athlete in the grip of fear overthinks every move, leading to mistakes. It can also cause a player to play "not to lose" instead of "to win," which often results in a self-fulfilling prophecy of failure.
Anger 😡 is destructive because it consumes a person's focus, shifting their attention away from the game plan and onto the source of their frustration, whether it be an opponent, a teammate, or an official. It can lead to poor decision-making, reckless fouls, and a breakdown of team cohesion.
Entitlement 👑 is perhaps the most insidious. It’s not an acute emotion but a state of mind where an athlete believes they deserve success without the effort. This leads to complacency, a lack of urgency, and an unwillingness to take constructive criticism. An entitled athlete is a cancer to a team's culture.
To create an environment that encourages helpful emotions, the first step is awareness. Once an unhelpful emotion is recognized, an athlete should take a moment to pause and reset. This can be done through a simple physical action like taking a deep breath or a mental cue like a mantra. The goal is to interrupt the negative emotional feedback loop.
As a coach, you should create a safe space for athletes to be vulnerable. This means celebrating effort and resilience as much as victory. Encourage open communication, so an athlete can admit they are struggling without fear of being benched. The environment should be one of psychological safety, where mistakes are seen as learning opportunities, not reasons for shame.
As a coach, the actions you exhibit can dramatically influence your team's emotional state. To create joy and exhilaration, you can:
Celebrate Small Wins: Acknowledge and praise great plays, even in practice.
Emphasize Process Over Outcome: Focus on mastering skills and executing the game plan, so the joy comes from the act of playing well, not just winning.
Show Genuine Passion: Your enthusiasm is contagious. Your excitement for the game and for their performance will be felt by the team.
Conversely, actions that create complacency and redundancy include:
Neglecting to Acknowledge Effort: Only focusing on the final score can lead to a sense of pointlessness if the team is losing despite their hard work.
Running Repetitive Drills Without Context: If practices feel like a chore without a clear connection to game-day performance, it breeds boredom and a lack of motivation.
Showing Favoritism: Treating star players differently from the rest of the team creates resentment and a lack of urgency among the overlooked players.
Yes, there was a time I felt ignored. It was during a championship game where I was having a poor performance. I was a key player, but every time I came to the sideline, my coach would only focus on the players who were doing well. He gave me no feedback, no encouragement, and no specific instruction. His silence was deafening. It made me feel like he had given up on me, and that feeling only made my performance worse.