{"id":31,"date":"2015-11-13T10:16:38","date_gmt":"2015-11-13T15:16:38","guid":{"rendered":"https:\/\/on-linelearning.ca\/professionalwriting\/?post_type=back-matter&p=31"},"modified":"2017-11-04T06:21:48","modified_gmt":"2017-11-04T10:21:48","slug":"practice-exercises-and-activities","status":"publish","type":"back-matter","link":"https:\/\/on-linelearning.ca\/professionalwriting\/back-matter\/practice-exercises-and-activities\/","title":{"raw":"Practice Exercises","rendered":"Practice Exercises"},"content":{"raw":"The exercises provided here are linked directly from the various chapters. You will find them most useful if you complete them as you read each chapter. Feedback<\/a> on the exercises is provided in the second half of this chapter. You may want to download the Microsoft Word version of the Practice Exercises<\/a> to complete them more easily.\r\n
Note. <\/em>Many of the exercises below focus on particular aspects of professional writing (e.g., grammar, organizing content with a paragraph, or attending to voice). The content is fictitious and I have not included citations, in most cases, that could distract from the purpose of the exercise. Remember, in an actual paper, citations are required for any content that is not your own original idea!<\/div>\r\n \r\n

Chapter 1 exercises<\/strong><\/h1>\r\n

<\/a>Exercise 1: Finding your voice<\/h2>\r\nRead the paragraph below and highlight examples where the use of the passive voice or the third person distracts from the clarity or transparency of meaning. Also note also any examples where I statement<\/em>s may not be appropriate.\r\n

Both formative and summative evaluation processes are important for ensuring that client needs are effectively addressed through the counselling process. Without a clear feedback loop, it is difficult for counsellors to assess how effective various aspects of the counselling process are. To address this concern, at the end of each session clients were invited to complete a brief feedback sheet, which contained the following information: (a) overall rating of the session; (b) specific rating of the working alliance, counsellor skills, progress towards goals, and sense of hope; and (c) a brief description of critical incidents in each session. I think that clients were pleased to be asked to provide this type of feedback. I reviewed the feedback on a client-by-client basis. Aggregate data for all clients was also produced. All clients identified clear links between counselling goals and processes as an important factor. A sense of connection to the counsellor and experiences in the sessions that connected thoughts and feelings were also identified. I felt affirmed in my work as a result of the feedback. Challenges were also presented. Based on this feedback, I have integrated a number of additional strategies into my work with most clients. Focused evaluation has an important role to play in counsellor self-awareness and professional development. In my opinion, the profession could benefit from developing new tools that are easy to implement and do not require a significant time commitment. There is also a need for existing tools to be made available to others.<\/p>\r\nCheck out the Feedback on Exercise 1<\/a>.\r\n\r\n \r\n

<\/a>Exercise 2: Principles for reducing bias<\/h2>\r\nSome general principles for reducing bias in language, summarized from the APA Manual<\/em>, are provided in the table below. Generate two examples for each category: (a) one considered insensitive or reflecting bias and (b) an alternative reflecting professionalism and cultural sensitivity. A few cells have been filled in to get you started. Note: Move your cursor over the table to view different areas.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
\r\n

General Principles<\/h4>\r\n<\/td>\r\n

\r\n

Problematic Example<\/h4>\r\n<\/td>\r\n

\r\n

Preferred Example<\/h4>\r\n<\/td>\r\n<\/tr>\r\n

\r\n
    \r\n \t
  • \u00a0Be as specific as possible in your descriptions of cultural identities<\/li>\r\n<\/ul>\r\n<\/td>\r\n
North American Indians<\/td>\r\n<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • Highlight differences in cultural identities only where relevant<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • Place the emphasis on the person to avoid labeling<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\nthree individuals experiencing depression<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • Use labels preferred by group members<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • Provide clear definitions for terms you introduce to label groups<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • Do not set up one individual or group as the comparative standard for describing others<\/li>\r\n<\/ul>\r\n<\/td>\r\n
50 men participated, with their wives<\/td>\r\n<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • Structure sentences to highlight the individual as an active participant<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • \u00a0Select accurate pronouns to describe individuals or groups<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • \u00a0Do not use male pronouns as inclusive of all human beings<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • \u00a0Carefully distinguish behaviour from cultural identity<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • \u00a0Do not equate people with conditions they experience<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\nThere is a new wave of individuals from Vietnam seeking refugee status<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • \u00a0Avoid pejorative or emotionally laden terminology<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • Do not make assumptions about the relationship of person and condition<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • Avoid adjectives that suggest a descriptor is unusual for group members<\/li>\r\n<\/ul>\r\n<\/td>\r\n
The sensitive cowboy stood out<\/td>\r\n<\/td>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  • Fully and accurately describe members of groups<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nFeedback on Exercise 2<\/a>.\r\n\r\n \r\n

<\/a>Exercise 3: Using an appropriate tone<\/h2>\r\nRead the paragraph below and highlight words that create an unprofessional or disrespectful tone. Suggest an alternative in each case.\r\n

In recent years, researchers have prioritized self-reflection in the training of health care practitioners. Oddly, none of these researchers has identified the need for reflexive practice constructs to be applied to those responsible for the education of nurses, counsellors, or other health care practitioners. They stated that modeling in the supervision process one is of the most effective ways to encourage self-awareness. However, most completely missed the connection to the role of educators. A few did a better job of pulling together the various elements of the training process. They focused in particular on techniques for building self-awareness through courses, applied practice experiences, and supervision of theses. What this writer does not understand is researchers' lack of focus on the level of self-awareness and self-reflection by educators themselves.<\/p>\r\nFeedback on Exercise 3<\/a>.\r\n\r\n \r\n

<\/a>Exercise 4: Writing with academic integrity<\/h2>\r\nReread the final paragraphs from exercises 3 and 4 below. Insert a (***)<\/strong><\/span> to indicate the places where you would expect a citation or citations to be added to the text. Remember that any ideas that are drawn from the writing of others must be clearly cited to respect the principles of intellectual honesty.\r\n

Both formative and summative evaluation processes are important for ensuring that client needs are effectively addressed through the counselling process. Without a clear feedback loop, counsellors have difficulty assessing the effectiveness of various aspects of the counselling process. To address this concern, at the end of each session I invited clients to complete a brief feedback sheet, which contained the following information: (a) overall rating of the session; (b) specific rating of the working alliance, counsellor skills, progress towards goals, and sense of hope; and (c) a brief description of critical incidents in each session. Clients were pleased to be asked to provide this type of feedback. I reviewed the feedback on a client-by-client basis. I also produced aggregate data for all clients. All clients identified clear links between counselling goals and processes as an important factor. They also identified a sense of connection to the counsellor and experiences in the sessions that connected thoughts and feelings. I felt affirmed in my work as a result of the feedback. I also felt challenged. Based on this feedback, I have integrated a number of additional strategies into my work with most clients. Focused evaluation has an important role to play in counsellor self-awareness and professional development. The profession could benefit from developing new tools that are easy to implement and do not require a significant time commitment. Existing tools could also be made available to others.<\/span><\/p>\r\n

In recent years, researchers have prioritized self-reflection in the training of health care practitioners. I believe that it is noteworthy that none of these researchers has identified the need for reflexive practice constructs to be applied to those responsible for the education of nurses, counsellors, or other health care practitioners. They stated that modeling in the supervision process one is of the most effective ways to encourage self-awareness. However, most did not extend their discussion to the role of educators. A few provided a more comprehensive review of the various elements of the training process. They focused in particular on techniques for building self-awareness through courses, applied practice experiences, and supervision of theses. Researchers' lack of focus on the level of self-awareness and self-reflection by educators themselves leaves room for further exploration\u00a0.<\/p>\r\nFeedback on Exercise 4<\/a>.\r\n\r\n \r\n

<\/a>Exercise 5: Paraphrasing and synthesizing<\/h2>\r\nTake the quotes below and paraphrase each of them. Then, provide a summary statement that reflects your synthesis of these ideas. You don't need to worry about citing sources at this point. We will address that in Chapter 4<\/a>.\r\n

\"Many non-dominant populations in Canada are more strongly influenced by the social determinants of health than dominant populations.\"<\/p>\r\n

\"The social determinants of health include poverty, prejudice and discrimination, lack of access to clean water and adequate housing, and barriers to education and work.\"<\/p>\r\n

\"Aboriginal populations in Canada face many obstacles to healthy development and to sustaining well-being that have more to do with the context of their lives than with their individual or collective choices, motivations, or life goals.\"<\/p>\r\n

\"Health care practitioners are remiss if they focus only on the individual they encounter in their office or health care service setting. Instead, the locus of control should be shifted to the social, economic, and physical environments in which their patients live.\"<\/p>\r\nFeedback on Exercise 5<\/a>.\r\n\r\n \r\n

Chapter 2 exercises<\/strong><\/h1>\r\n

<\/a>Exercise 1: Establishing your purpose<\/h2>\r\nGenerate three different purpose statements for each level of learning, focusing on different ways to demonstrate meeting that objective. Pick one of the following topics areas: bullying in schools, online delivery of health\/counselling services, or ethical dilemmas unique to rural practice.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
\r\n

Level of Learning<\/strong><\/h4>\r\n<\/td>\r\n

\r\n

Criteria for Demonstration\r\nof Learning <\/strong><\/h4>\r\n<\/td>\r\n

\r\n

Purpose Statements<\/strong><\/h4>\r\n<\/td>\r\n<\/tr>\r\n

Cognitive Domain<\/strong><\/td>\r\n<\/tr>\r\n
Knowledge<\/td>\r\n\r\n
    \r\n \t
  • observe and recall information<\/li>\r\n \t
  • know major ideas<\/li>\r\n \t
  • master subject matter<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/tr>\r\n
Comprehension<\/td>\r\n\r\n
    \r\n \t
  • understand content and grasp meaning<\/li>\r\n \t
  • interpret facts, compare, contrast<\/li>\r\n \t
  • provide examples<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/tr>\r\n
Application<\/td>\r\n\r\n
    \r\n \t
  • use information, methods, concepts, theories in new situations<\/li>\r\n \t
  • solve problems using required skills or knowledge<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/tr>\r\n
Analysis<\/td>\r\n\r\n
    \r\n \t
  • identify patterns and organization of parts<\/li>\r\n \t
  • recognize hidden meanings or implications<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/tr>\r\n
Synthesis<\/td>\r\n\r\n
    \r\n \t
  • use old ideas to create new ones or generalize to new situations<\/li>\r\n \t
  • integrate knowledge from several areas<\/li>\r\n \t
  • predict, draw conclusions<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/tr>\r\n
Evaluation<\/td>\r\n\r\n
    \r\n \t
  • compare and discriminate between ideas or models<\/li>\r\n \t
  • assess value of theories and concepts<\/li>\r\n \t
  • make choices based on reasoned argument<\/li>\r\n \t
  • recognize subjectivity<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nNote: There are no right<\/em> answers to this exercise, because many different purposes statements could emerge from a single topic.\r\n\r\nReturn to Chapter 2<\/a>.\r\n\r\n \r\n

<\/a>Exercise 2: Crafting a thesis statement<\/h2>\r\nIn the table below, write one purpose statement for each of the levels of learning (see Exercise 1<\/a> for a reminder of what each level aims at). Then, create two potential thesis statements that fit well with that purpose. Try to make the thesis statements quite different from each other to demonstrate the amount of freedom you have in defining the specific direction of your paper even after the topic and purpose have been clearly established. Select from the following topics: developing graduate writing skills, entering graduate studies, or establishing professional identity. Remember, there are no right answers, so be creative. Notice that two levels of learning from the affective domain have been added. Remember: Move your cursor over the table to view different areas.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
\r\n

Level of Learning<\/strong><\/h4>\r\n<\/td>\r\n

<\/td>\r\n\r\n

Purpose Statements\r\n<\/strong><\/h4>\r\n<\/td>\r\n

\r\n

Thesis Statement<\/strong><\/h4>\r\n<\/td>\r\n<\/tr>\r\n

Cognitive Domain<\/strong>\u00a0<\/strong><\/td>\r\n<\/tr>\r\n
Analysis<\/td>\r\n\r\n
    \r\n \t
  • identify patterns and organization of parts<\/li>\r\n \t
  • recognize hidden meanings or implications<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
Synthesis<\/td>\r\n\r\n
    \r\n \t
  • use old ideas to create new ones or generalize to new situations<\/li>\r\n \t
  • integrate knowledge from several areas<\/li>\r\n \t
  • predict, draw conclusions<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
Evaluation<\/td>\r\n\r\n
    \r\n \t
  • compare and discriminate between ideas or models<\/li>\r\n \t
  • assess value of theories and concepts<\/li>\r\n \t
  • make choices based on reasoned argument<\/li>\r\n \t
  • recognize subjectivity<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
Affective Domain<\/strong><\/td>\r\n<\/tr>\r\n
Awareness<\/td>\r\n\r\n
    \r\n \t
  • demonstrate self-awareness. sensitivity towards others, personal responsibility<\/li>\r\n \t
  • identify areas for personal change<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n
Commitment<\/td>\r\n\r\n
    \r\n \t
  • adopt a self-reflective attitude toward personal and professional activities<\/li>\r\n \t
  • exhibit values and attitudes appropriate to the context and professional role<\/li>\r\n \t
  • seek personal and professional development<\/li>\r\n<\/ul>\r\n<\/td>\r\n
<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nNote: There are again no right<\/em> answers to this exercise. Assess your own work against the criteria provided in Chapter 2<\/a>.\r\n\r\n \r\n

<\/a>Exercise 3: Generating an argument<\/h2>\r\nThe purpose of this exercise is to practice developing clear key points (arguments) in an overall argument. Take each of the thesis statements below and generate a series of key points to support that thesis. Notice that on the topic of developing writing skills, it is possible to argue two very different positions. I deliberately set up two contradictory thesis statements to demonstrate that they must be arguable<\/em>. Organize your key points according to a logical flow that persuades the reader that your thesis or argument is worth attending to.\r\n\r\nThesis statement 1: <\/strong> Developing solid writing skills early on will facilitate success in both graduate education and professional roles.\r\n\r\nThesis statement 2: <\/strong>The emphasis on writing skills in graduate programs distracts from the central mandate of developing applied professional competencies.\r\n\r\nReturn to Chapter 2<\/a>.\r\n\r\n \r\n

<\/a>Exercise 4: Synthesizing the literature<\/h2>\r\nUsing the topic, purpose, and thesis statements below, create three different sentences for each level of learning that demonstrate the criteria provided. Remember, you do not need to address all of the criteria in each statement. Only cognitive learning is targeted in this exercise because of the topics selected and because this is often the aspect of writing where students have the most difficulty distinguishing among and targeting specific levels of learning.\r\n\r\n\r\n\r\n\r\n
\r\n

Topic<\/strong><\/h4>\r\n<\/td>\r\n

\r\n

Purpose<\/strong><\/h4>\r\n<\/td>\r\n

\r\n

Thesis<\/strong><\/h4>\r\n<\/td>\r\n<\/tr>\r\n

Nurse practitioner competencies<\/td>\r\nIn this paper, I will compare and contrast the nurse practitioner competencies with those of other health care providers.<\/td>\r\nNurse practitioners fill an important gap in health care services by bringing a unique combination of competencies that build upon those of registered nurses.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
\r\n

Level of Learning<\/strong><\/h4>\r\n<\/td>\r\n

\r\n

Sample Statements - Synthesis of the literature<\/strong><\/h4>\r\n<\/td>\r\n<\/tr>\r\n

Knowledge<\/td>\r\n\n\n \r\n\r\n <\/td>\r\n<\/tr>\r\n
Comprehension<\/td>\r\n\n\n \r\n\r\n <\/td>\r\n<\/tr>\r\n
Application<\/td>\r\n\n\n \r\n\r\n <\/td>\r\n<\/tr>\r\n
Analysis<\/td>\r\n\n\n \r\n\r\n <\/td>\r\n<\/tr>\r\n
Synthesis<\/td>\r\n\n\n \r\n\r\n <\/td>\r\n<\/tr>\r\n
Evaluation<\/td>\r\n\n\n \r\n\r\n <\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nReturn to Chapter 2<\/a>.\r\n\r\n \r\n

<\/a>Exercise 5: Crafting an introduction<\/h2>\r\nTest your skills at building an effective introduction, drawing on the topic, purpose, and thesis statements below. Remember, you can be as creative as you like as long as the basics are clear and your creativity doesn\u2019t impair the clarity of your writing.\r\n\r\n\r\n\r\n\r\n\r\n
\r\n

Topic<\/strong><\/h4>\r\n<\/td>\r\n

\r\n

Purpose<\/strong><\/h4>\r\n<\/td>\r\n

\r\n

Thesis<\/strong><\/h4>\r\n<\/td>\r\n<\/tr>\r\n

Nurse practitioner competencies<\/td>\r\nTo compare and contrast the nurse practitioner competencies with those of other health care providers.<\/td>\r\nNurse practitioners fill an important gap in health care services by bringing a unique combination of competencies that build upon those of registered nurses.<\/td>\r\n<\/tr>\r\n
Multicultural counselling and social justice<\/td>\r\nTo evaluate the relative position of multicultural counselling and social justice in the profession of counselling.<\/td>\r\nMulticultural counselling and social justice are inextricably intertwined, and both are central to competent and ethical practice with all clients.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nReturn to Chapter 2<\/a>.\r\n\r\n \r\n

<\/a>Exercise 6: Drawing conclusions<\/h2>\r\nTest your skills at building an effective conclusion, drawing on the two topic, purpose, and thesis sequences in Exercise 5. Be sure to use the introduction you crafted above as an additional reference point.\r\n\r\nReturn to Chapter 2<\/a>.\r\n\r\n \r\n

Chapter 3 exercises<\/strong><\/h1>\r\n

<\/a>Exercise 1: Finding your voice<\/h2>\r\nReview the paragraph below and identify examples where transition words are used in a way that either enhance (bold<\/strong><\/span>) or reduce (italics<\/span><\/em>) the meaningfulness or flow of ideas in the paper. Remember that any writing tool that is overused has a counterproductive effect.\r\n\r\nTo illustrate the application of knowledge to practice in counselling skills training, Jerry (2006) set up an experiment in which one group of students was provided with basic skills training and then asked to provide a videotape and another group was provided with basic skills training and a more detailed rationale for each of the skills prior to producing their videotapes. Afterwards, all students were provided with a self-assessment measure of their skills. In addition, independent raters reviewed the videotapes using a standardized coding grid. They did not show any differences between the two groups. However, the self-assessments were significantly different. They revealed greater perceived skill on the part of students who received the more detailed rationale. In other words, the two measures clearly assessed different things. For that reason, Jerry concluded that further research was required to determine the relationship between perceived skills application and actual skill application. Nonetheless, he asserted that self-perception was not an adequate foundation upon which to design learning approaches. Consequently, no changes were made to the current skills training course.\r\n\r\nFeedback on Exercise 1<\/a>.\r\n\r\n \r\n

<\/a>Exercise 2: Writing with clarity and conciseness<\/h2>\r\nRead the paragraph below and bold<\/strong><\/span> the words or expressions that make the text less clear and concise. Suggest an alternative, where appropriate.\r\n

There are only a very few researchers who think that Western theories of health behaviour change can be applied equally well to all populations. Some theories have made adjustments to account for cultural difference. However, these are few and far between. There are a number of writers who have suggested that modifications to existing theories are insufficient. They point to studies that have previously demonstrated that the assumptions underlying Western theories are inconsistent with the worldviews of many of the clients\/patients we might encounter. Other authors take more of a fly by the seat of your pants approach, adapting models to fit with each individual client\/patient in the moment, even though they may not all agree with the basic theoretical position of the particular practitioner and drawing on both Western and Eastern models that speak effectively to one another. \u201cTheories are only theories \u2013 they are not as important as our clients. The way that we practice and the theories we draw upon should be assessed in light of the needs of our clients. In this way, we meet our professional obligation to address the needs of all of our clients\u201d (Brown, 2005, p. 45). If theories are applied appropriately then clients\/patients are more likely to continue to access your services than simply applying theories in the same way with everyone.<\/p>\r\nFeedback on Exercise 2<\/a>.\r\n\r\n \r\n

<\/a>Exercise 3: Using structuring skills<\/h2>\r\nAdd a topic sentence (key point) to the beginning of each paragraph and then add appropriate structuring skills to improve the flow and clarity of meaning of the following text. Indicate your key points and title your structuring skills with bold<\/strong><\/span> font. You may also want to practice creating a thesis statement that might ties these points in the argument together.\r\n

Many authors recognize the importance of supporting the accumulation of knowledge with principles and processes for applying that knowledge in practice. Without ethical guidelines for application of health knowledge, practitioners lack the conceptual framework for case conceptualization and planning. Other authors point to the moral foundations of the health disciplines. Health care practice is about change and change implies the need for a conceptual framework for assessing the appropriateness of that change. Codes of ethics and ethical decision-making models provide practitioners with the tools required to balance the needs of the individual with the needs of society in setting change agendas. Finally, although it is the responsibility of the profession, and more specifically the licensing bodies, to ensure competence in ethical decision-making, many argue that they most appropriate starting place is pre-licensure professional education.<\/p>\r\n

Some courses focus strictly on the principles and regulatory content of the codes of ethics. These courses engage students in applying those principles to various practice contexts and highlight the consequence to both the practitioner and client\/patient of failures to behave in an ethical manner. Other courses engage students in a problem-solving process that forces them to identify tensions or discrepancies among various principles. A process for ethical decision-making is central to the curriculum and takes precedence over specific rules and regulations. There are also a few programs that view the person of the counsellor, nurse practitioners, or nurse rather than the external principles and processes as the key to ethical practice. In this case, the emphasis in the curriculum is on increasing self-awareness of biases, assumptions, personal moral standards, and so on.<\/p>\r\n

Courses focused on rules and regulations are based on the assumption that ethical behaviour is governed by the degree of knowledge one possesses. Courses targeting ethical decision-making assume that ethical behaviour results from good judgment and that judgment is enhanced through problem-based learning. The third approach is based on the belief that knowledge and judgment are insufficient without virtue as a strength of one\u2019s character and that character development is a central goal of graduate education.<\/p>\r\n

Linking all of these approaches to learning together offers the potential for development of a more comprehensive model that addresses a number of types of cognitive and affective learning\u2026<\/p>\r\nFeedback on Exercise 3<\/a>.\r\n\r\n \r\n

<\/a>Exercise 4: Components of a sentence<\/h2>\r\nIn the paragraph below, complete the following tasks:\r\n
    \r\n \t
  1. Identify the various components of each sentence by filling in the (____) after each word, drawing on the basic components of a sentence<\/a> in Chapter 3.<\/li>\r\n \t
  2. Then, highlight the sentences that are not complete, and rewrite the paragraph to make the necessary corrections.<\/li>\r\n<\/ol>\r\n

    Inside<\/em> (____) his head, George<\/em> (____) feels complete<\/em> (____) panic. Panic stronger than anything he has ever felt<\/em> (____). He is unsure now whether<\/em> (____) he is more afraid of the spider or<\/em> (____) of his own immobilized paws. He stares at<\/em> (____) his paws, which<\/em> (____) seem twice as<\/em> (____) big as they<\/em> (____) normally are, and<\/em> (____) he stares at Ms. Spider<\/em> (____), who is quietly inching towards him<\/em> (____). He screams. His voice sounds like it is coming from a mouse. He is either<\/em> (____) going to collapse on the spot or<\/em> (____) he is going to stand his ground and face the spider<\/em> (____) clan. Spiders, which often come inside to escape the cold<\/em> (____), usually do not care about cats. George knows<\/em> (____) this, but<\/em> (____) it doesn\u2019t really matter. The world suddenly goes black and George is no longer afraid. Afraid or<\/em> (____) even aware of the spider<\/em> (____) moving slowing up his front<\/em> (____) paw, over his shoulder, and up onto the top of his head. When he<\/em> (____) wakes up, he begins to purr vigorously<\/em> (____). He<\/em> (____) feels a light rubbing behind his ear. Someone has come<\/em> (____) home and is petting him gently<\/em> (____) to calm his nerves. Because (____) he is such a lucky cat! He doesn\u2019t know, in this moment<\/em> (____), that the spiders have found a new, warm place to snuggle in out of the cold.<\/p>\r\nFeedback on Exercise 4<\/a>.\r\n\r\n \r\n

    <\/a>Exercise 5: Sentence structure<\/h2>\r\nYou have analyzed a number of issues related to sentence structure: subject-verb agreement, pronoun-noun agreement, and placement of modifiers. Review the paragraphs below to identify as many errors as you can. Then rewrite the paragraphs to address those issues.\r\n

    Multicultural competence is a complex subject. The data from professional literature suggests that specific competencies may be required to work with specific groups, although it is not consistent. These competencies tend to be focused on specific types of interventions. It is less focused on the generic skills required. A set of authors were identified who we saw as discussing more generalizable competencies. Although we see them as key variables, none of their samples included gender or sexual orientation as components of cultural identity. In many cases, the subjects that were included only were identified by race. The applicability of the competencies to other non-dominant groups are unclear, identified by gender, sexual orientation, or ability. More importantly, the authors selected subjects without assessing other identity factors. As a result, we found it difficult to assess who the result might apply to. None of the studies was specific about the interaction of race with other identity factors.<\/p>\r\n

    In our study, participants self-identified by a number of cultural identity factors to address this problem. I found that the participants whom identified more than one factor also ranked the importance of various competencies differently than those who identified only one factor, from the list of knowledge, attitudes, and skills provided. Using a factor analysis, the data was analyzed to identify clusters of common competencies. Neither three male participants nor a female participant appear to have entered data about identify factors skewing the data. These participants were eliminated from the data set because of her\/him providing incomplete responses.<\/p>\r\nFeedback on Exercise 5<\/a>.\r\n\r\n \r\n

    <\/a>Exercise 6: Subordinate elements and parallel construction<\/h2>\r\nHighlight the best option in the sentences below to ensure that the subordinate elements<\/strong><\/span> clearly indicate the appropriate relationship to the main clause and that elements of the sentence are constructed in parallel<\/strong><\/em><\/span>.\r\n

    I am very concerned about grammar since \/ because<\/span> it comes up often \/ professors observe it often<\/span><\/em><\/strong> in grading papers and students comment on it in course evaluations.<\/p>\r\n

    The most critical element of good writing that \/ which<\/span><\/strong> I will tackle in a later lesson is proofreading.<\/p>\r\n

    Proofreading is a skill that \/ which<\/span><\/strong> few people master.<\/p>\r\n

    While \/ Although<\/span><\/strong> I am not an expert in this area, I do have a few years of practice with my own writing.<\/p>\r\n

    While \/ Whereas<\/span><\/strong> I was writing this course, I was also working \/ also worked<\/span><\/em><\/strong> on several papers from my own research.<\/p>\r\n

    There are a number of tips for proofreading: (a) set the paper aside for a while, (b) reading \/ read<\/span><\/em><\/strong> it aloud, and (c) ask \/ asking<\/span><\/em><\/strong> a peer to edit it.<\/p>\r\n

    You may find you need to plan ahead, since \/ because<\/span><\/strong> additional time is required, to either<\/span><\/em><\/strong> implement either<\/span><\/em><\/strong> the first tip or last \/ the last one<\/span><\/strong><\/em>.<\/p>\r\n

    I find that some students have trouble planning enough time and a final edit becomes unlikely \/ they are unlikely to complete a final edit<\/span><\/em><\/strong>.<\/p>\r\n

    They not only<\/strong><\/em><\/span> lose marks not only<\/span><\/em><\/strong> on APA formatting but also on basic spelling and grammar.<\/p>\r\n

    While \/ Since<\/span><\/strong> writing this course, I have been careful to take a break between revisions, to re-read each lesson carefully, and have invited \/ to invite<\/span><\/em><\/strong> colleagues to review them.<\/p>\r\nFeedback on Exercise 6<\/a>.\r\n\r\n \r\n

    <\/a>Exercise 7: To hyphenate or not to hyphenate?<\/h2>\r\nReview the following sentences and insert a hyphen, where appropriate, in the examples provided. Do not refer to the APA Manual<\/em> guidelines until after you complete the exercise.\r\n

    Exercise 7 activities are designed to provide you with practice using hyphens.<\/p>\r\n

    If you carefully follow the stress reducing APA rules, you will likely increase your grade point average.<\/p>\r\n

    These rules reflect generally accepted practices gathered here and there over many years.<\/p>\r\n

    Hit and miss application of the rules may result in a poorly written paper.<\/p>\r\n

    Applying the rules carefully case by case will likely result in a higher quality paper.<\/p>\r\n

    While you may prefer to write ad lib, the end result of ad lib practices is often disappointment.<\/p>\r\n

    Hyphenation is a bit tricky because of the many do and don\u2019t principles involved.<\/p>\r\n

    Anxious students may not respond well to anal retentive<\/em> instructors, who belong to a rules oriented subculture.<\/p>\r\n

    Most of the time, however, what appears as ultravigilant to students reflects a macrolevel perspective on what is required for professional focused writing.<\/p>\r\n

    Pro APA instructors are not necessarily pro micromanagement.<\/p>\r\n

    Principle focused feedback is different from grading that is over zealous.<\/p>\r\n

    Self aware writers recognize that reflective practice principles are the foundation of all learning.<\/p>\r\n

    As they learn more about the principles of effective writing, they often re evaluate their earlier formed perspectives and rework and re form their views.<\/p>\r\n

    Most effective writers find that the key to success is to focus on superordinate principles rather than memorize case or context specific examples.<\/p>\r\nFeedback on exercise 7<\/a>.\r\n\r\n \r\n

    <\/a>Exercise 8: Principles of punctuation<\/h2>\r\nRead the text below and fill in the blanks provided with appropriate punctuation. There may be some places where no punctuation is required. Be sure to refer back to the Punctuation Summary Tables<\/a> or APA Manual<\/em> if you are unsure.\r\n

    Stating things as clearly as you can (____) is one of the fundamentals of effective writing (____) noted in many writing resources. When you begin your graduate training (____) you may feel tempted to attest to your (____) academic prowess (____) by using long-winded sentences (____) adding in too many non-essential phrases or clauses (____) or stringing independent clauses together. You will be better able to resist these temptations by focusing on basic rules of grammar (____) including appropriate punctuation. There is one general rule of thumb (____) Keep it simple. A second rule of thumb is (____) to sacrifice creativity for specificity. Various types of writing fall at different points on the creativity (____) specificity continuum (____) Scientific writing (____) whether you like it or not (____) falls at the specificity end. Most things can be stated in simple (____) clear (____) and concise ways (____) they can also be presented metaphorically (____) or with words designed to entertain rather than to provide clarity.<\/p>\r\n

    The purpose of scientific writing, including graduate student papers, is to synthesize, analyze (____) and clearly articulate professional knowledge (____) This is very different from writing an award-winning novel (____) An Internet search for resources on creative writing will bear this out (____) The American Psychological Association (____) APA (____) provides guidance on scientific writing in psychology through the (____) Publication Manual of the American Psychological Association<\/em> (____) There are three principles that form a foundation for scientific writing (____) Focus on being clear, concise (____) and specific (____) Attend to the meaning of each sentence (____) and (____) Select specific structural and grammatical devices to enhance that meaning. You may want to pay particular attention to Chapter 2 (____) Writing Clearly and Concisely (____) and Chapter 3 (____) The Mechanics of Style (____) A dash (____) used selectively and precisely (____) adds meaning (____) however (____) a dash (____) thrown in willy-nilly (____) simply breaks up the flow. Your instructor \u00a0\u00a0\u00a0 course TA will provide as much writing support as possible (____) however\u00a0(____) your success is really up to you.<\/p>\r\nFeedback on Exercise 8<\/a>.\r\n\r\n \r\n

    <\/a>Exercise 9: Word Format<\/h2>\r\nTest your understanding of APA principles related to capitalization, abbreviations, italics, and numbers by identifying the errors in the following text.\r\n

    Jerry and Strong (2012) conducted an experiment with graduate students from the division of applied psychology to assess the National Association of Health Research [NAHR] ethical decision-making model (EDMM). Students from both the Counselling and Health Studies centres were divided into two groups, control and experimental. The Experimental Group was given thirty minutes to explore the National Association of Health Research model. Both groups were then asked to review a critical incident scenario<\/em> and respond to a series of likert scale items. The scale ranged from 1 (irrelevant) to 5 (highly relevant). Five factors related to decision-making emerged; only factor 4 (self-reflection) showed no significant differences between groups. In a 2nd article, \u201cTesting ethical decision-making processes,\u201d Jerry and Strong (2015) tested the same two groups with an Awareness of Self inventory and coined the term \u201cself-in-ethics\u201d<\/em> to explain the differences between the CG and the EG. (See table 4 for a summary of the results of these two experiments.) A cluster of items was identified as making up this factor. A priori<\/em> exposure of students in Health Studies to the EDMM did not affect the self-in-ethics factor (eg., this factor remained consistent across the CG and EG).<\/p>\r\nFeedback on Exercise 9<\/a>.\r\n\r\n \r\n

    Chapter 4 exercises<\/strong><\/h1>\r\n

    <\/a>Exercise 1: Citations<\/h2>\r\nFor each of reference list entry below, provide the corresponding in-text citation. Use the format (author, date). Do not refer to the author and date tables your first time through. The first time you cite a particular source, more information may be required than in later citations. If more information is not required, simply indicate \u201csame\u201d for the subsequent citation. I have not split the URLs or DOIs in these examples because the column widths will change depending on your e-reader or computer set up.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    \r\n

    Reference<\/strong>1<\/sup><\/h4>\r\n<\/td>\r\n

    		\r\n

    Citation<\/strong><\/h4>\r\n<\/td>\r\n<\/tr>\r\n

    Achenbach, K., & Arthur, N. (2015). Experiential learning: Bridging theory to practice in cultural competence. Teaching and Learning, 17<\/em>, 39-45. http:\/\/dx.doi.org\/10.1177\/001100285003<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    American Association of Neuroscience Nurses. (2015). Guidelines for working with neurotrauma<\/em>. Retrieved from http:\/\/www.aann.org\/pubs\/content\/neuroguidelines.html<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    Paul, R. (2014, September 26). Where do I go with APA? [Msg 45]. Retrieved from http:\/\/groups.yahoo.com\/ group\/APAstruggles\/message\/45<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    Nesbit, R. J., Jr. (2011). A conceptual model for working with dysfunctional families. Journal of Marriage and Family Therapy, 25<\/em>(4), 12-38. http:\/\/dx.doi.org\/10.1037\/0735-7028.37.1<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    Egale Canada. (2013, October 21). Make your voice heard in the struggle against hatred!<\/em> Retrieved from http:\/\/www.egale.ca\/index.asp?lang= E&menu =38&item=157<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    Arthur, N. (2010, July). Students' perceptions of meaningful learning experiences in developing relationship-centred caring<\/em>. Paper presented at the Interamerican Congress of Nursing Education, Sao Paulo, Brazil.<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    Alden, L., Mothersill, K., Stefy, R., McIlwraith, R., Stenfberg, R., McMullen, L., et al. (2012). Priorities for professional training in the 21st<\/sup> century. Canadian Nurse Practitioner, 37<\/em>, 223-228. http:\/\/dx.doi.org\/10.1002\/j.1556-678.2002.tb1299.x<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    Tools for navigating APA. (2006). In S. Collins & D. McBride (Eds.), Surviving APA formatting <\/em>(pp. 101-123). Calgary, AB: UCan Publish.<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    \n\nHanson, R. W. (2014). Developing theoretical models through group consensus. Journal of Theoretical Analysis, 25<\/em>, 45-57. http:\/\/dx.doi.org\/10.1037\/sgd0011327\r\n\r\nHanson, Z. R. (2015). Working with immigrant and refugee families. Inter-cultural Issues in Health Care, 45<\/em>, 465-496. http:\/\/dx.doi.org\/10.1080\/1556327805.2010.481961<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    Canadian Race Relations Foundation. (n.d.). Facts about acknowledging and defining racism<\/em>. Toronto, ON: Author.<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    \n\nArthur, N., & Collins, S. (Eds.). (2016). Culture-infused counselling: Fostering Socially Just Change Processes<\/em>. Calgary, AB: Counselling Concepts.\r\n\r\n <\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    American Psychiatric Association. (2013). Cautionary statement for forensic use of DSM-5. In Diagnostic and statistical manual of mental disorders (5th<\/sup> ed.). http:\/\/dx.doi.org\/10.1176\/appi.books.9780890425596.744053<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    Collins, S., Arthur, N., & Wong-Wylie (2016). Enhancing reflective practice in health care practice through cultural auditing<\/em>. Manuscript submitted for publication.<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    Canadian Task Force on Mental Health Issues Affecting Refugees from War Zones. (2016). After the door has been opened: Mental health issues affecting Syrian and Iraqi refugees in Canada<\/em>. Ottawa, ON: Multiculturalism and Citizenship Canada.<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations:\u00a0 ________________<\/td>\r\n<\/tr>\r\n
    Porter, J. M., & Francis, L. (2013). Building community in Canada\u2019s northland<\/em> (S. Wiley, Ed.). Toronto, ON: Brooks Books.<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    Strong, A., Branfort, T., & Spath, L. (in press). There is nowhere to go but up: Hope for healing. Journal of Change Processes, 45<\/em>, 555-565. http:\/\/dx.doi.org\/10.1080\/14754835.2014.92343754.x<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations:\u00a0 ________________<\/td>\r\n<\/tr>\r\n
    Where have all the theorists gone? (2014, July). Thinking Critically Monthly, 3<\/em>, 2-3. Retrieved from http:\/\/www.thinkingcritically.org\/journal.html<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations:\u00a0 ________________<\/td>\r\n<\/tr>\r\n
    \n\nAlverez, A. N., & Miville, M. L. (2013). Walking a tightrope: Strategies for teaching undergraduate cultural competence courses. In D. B. Pope-Davis, H. L. K. Coleman, W. M. Lui, & R. L. Toporek (Eds.), Handbook of cultural compe<\/em>\u00ad<\/em>tence in mental health care<\/em> (pp. 528-545). Thousand Oaks, CA: Sage.\r\n\r\n <\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations:\u00a0 ________________<\/td>\r\n<\/tr>\r\n
    Payne, K. (2016, January). There is a way out: Building collaboration for international stability. Journal of International Relations<\/em>, 25-45. http:\/\/dx.doi.org\/10.1037\/tep000001170<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations:\u00a0 ________________<\/td>\r\n<\/tr>\r\n
    The dictionary of underused words<\/em>. (2015). Lethbridge, AB: Wordsmith.<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations:\u00a0 ________________<\/td>\r\n<\/tr>\r\n
    \n\nPedersen, P. (2011a). Counseling international students. The Counseling Psychologist, 19<\/em>, 10-58. http:\/\/dx.doi.org\/10.1002\/j.156-668.2010.tb01.x\r\n\r\nPedersen, P. (2011b). Multiculturalism as a generic approach to counseling. Journal of Counseling & Development, 70<\/em>, 6-12. http:\/\/dx.doi.org\/10.1002\/j.1556-6678.2007.tb009.x<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    Anonymous. (2015). What\u2019s in a name anyway?<\/em> Retrieved from http:\/\/www.criticalsocialwork.com\/ CSW_V2_N2_WILL.pdf<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    Collison, B. B., Osbourne, J. L., Gray, L. A., House, R. M., Firth, J., & Lou, M. (2008). Preparing health services workers for social action. In C. C. Lee & G. R. Walz (Eds.), Social action: A mandate for health care<\/em> (pp. 263- 277). Alexandria, VA: American Association for Community-Based Medicine.<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n
    \n\nSimpson, L., Paget, S., & Ellephson, R. (2013). Dreaming of an outcome. Evaluation, 34<\/em>, 34-56. http:\/\/dx.doi.org\/10.1002\/j.1556-tb00440.x\r\n\r\nSimpson, L., Rogers, R., & Fife, D. (2003). Thinking differently about building theory. Theoretical Analysis, 56<\/em>(4), 23-35. Retrieved from http:\/\/www.criticalpublications.ca\/journals\/theo_anal.html<\/td>\r\n\n\nFirst citation: ________________\r\n\r\nSubsequent citations: ________________<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n1<\/sup> The references have been fabricated or adapted for the purposes of this exercise.\r\n\r\nFeedback on Exercise 1<\/a>.\r\n\r\n \r\n

    <\/a>Exercise 2: Quotations<\/h2>\r\nThere are 10 APA errors related to the quotations in the following text. Highlight each one as you identify it so that you can compare your responses with the corrected version.\r\n

    Several writers have identified the source of ethnocentric thinking as a function of moral development (Green, 2013; Marks & Spencer, 2011; Stevens, 2016). One of the most interesting arguments is provided by Green: \u201cthe belief that my own perspective is more right than that of others is ironically evidence that my morale evolution is impaired (2013, p.35)\u201d. This argument is based on the supposition that higher order moral functioning is evidenced by an ability to hold multiple perspectives simultaneously (Green, 2013; Stevens, 2016). However,<\/p>\r\n

    \u201cThe difficulty with this reasoning arises when one recognizing that the majority of humanity has difficulty with complex cognitive processing of multiple \u201ctruths\u201d simultaneously. In fact, most people are quite comfortable with the belief that their way is the only way to view many complex social, economic, and cultural issues\u201d (Stevens, 2016, p. 65).<\/p>\r\n

    In summary, ethnocentric thinking is hard to identify from the inside out, without specific practices to support critical reflection and self-awareness.<\/p>\r\nFeedback on Exercise 2<\/a>.\r\n\r\n \r\n

    <\/a>Exercise 3: Integrating multiple and repeated sources<\/h2>\r\nIdentify as many errors as you can in the paragraphs below. Then rewrite the paragraph to correct those errors.\r\n

    Nurse practitioners are fulfilling an important gap in the Canadian health care system (George & Remington, 2015, Boon, 2011, Willson, Williams, & Ward, 2013). This gap has evolved over time as the roles of nurses have become more narrow (Boon; George & Remington), their responsibilities more restricted (Willson, Williams, & Ward, 2013), and the overall demands on the health care systems heavier (Carver, 2011; Willson et al.). Boon, 2011, argues that nurse practitioners are well poised to fill this emerging service gap; in fact, they have been increasingly doing so over the past decade (Boon, 2011: George and Remington, 2015). My survey of the literature suggests that Boon is correct; however, changing how the rest of the medical system views nursing practice remains a challenge (Nyles, Andrews, and Devogne, 2010; Stewart, 2013; Stewart, 2015). <\/span><\/p>\r\n

    Nyles, et al. (2010) point to resistance on the part of physicians to give up control over certain procedures, even though these are well within the training and expertise of nurse practitioners. Stewart (2015) notes the expanded scope of practice that includes diagnosis and prescription of medications. According to Stewart, as well as Nyles and colleagues, those patients with access to primary health care through a nurse practitioner showed higher rates of both compliance and satisfaction with health interventions. Patients seem less resistant to change than physicians (Nyles et al.; Stewart, 2013; Robertson, Moore, and Jeffrey, 2014). Robertson & colleagues asserted that the tide is turning as a critical mass of nurse practitioners join the health care team (also check out Anderson, 2013 or Johnson, 2016).<\/span><\/p>\r\nFeedback on Exercise 3<\/a>.\r\n\r\n \r\n

    <\/a>Exercise 4: Referencing periodicals<\/h2>\r\nThe purpose of this exercise is to provide you with practice correctly referencing periodicals. Using the following example of a journal article and following the criteria provided in column 1, rewrite the reference in column 2. Do not worry about the hanging indent or spacing. An example is provided in the first row.\r\n\r\nSmith, D. C., & Maher, M. F. (2015). Healthy death. Counseling & Values, 36<\/em>(1), 142-148.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    \r\n

    Link<\/strong><\/h3>\r\n<\/td>\r\n

    		\r\n

    Reference<\/strong><\/h3>\r\n<\/td>\r\n<\/tr>\r\n

    \r\n
      \r\n \t
    • The issue does not begin on page 1<\/li>\r\n \t
    • There is another author: R. Rusino<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		Smith, D. C., Maher, M. F., & Rusino<\/span><\/strong> (2015). Healthy death. Counseling & Values, 36<\/em>, 142-148.<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • There is no author<\/li>\r\n \t
    • A subtitle is added = views from the west<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • This is a letter to the editor<\/li>\r\n \t
    • Author = Bereavement Office, Calgary Health Services<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • Periodical = Chicago Times newspaper<\/li>\r\n \t
    • Published on January 24, Section A, pages 3 and 9<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • Periodical = Weekly Psychology Magazine<\/li>\r\n \t
    • Published on February 7<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • Periodical = Newsletter<\/li>\r\n \t
    • Published monthly = December<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • There is no volume number (or issue number)<\/li>\r\n \t
    • Journal published in July<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • The journal lists volume = XXI and Issue = iv<\/li>\r\n \t
    • This is a book review: Book = The Path to Death.<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • There is no author<\/li>\r\n \t
    • Newsletter = Edmonton Hospital News<\/li>\r\n \t
    • Address = Hospital Centre, 45 Jasper Ave. Edmonton, AB, T4R 8T9<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • Smith and Maher = editors<\/li>\r\n \t
    • Whole special issue is referenced<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • DOI = 10.1177\/0011000009338495<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • No doi is available for this article<\/li>\r\n \t
    • Publisher URL = http:\/\/www.cppub.org\/cvjournal.html<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nFeedback on Exercise 4<\/a>.\r\n\r\n \r\n

    <\/a>Exercise 5: Referencing books<\/h2>\r\nThe purpose of this exercise is to provide you with practice correctly referencing books.\r\n\r\nUsing the following example of a book reference, and following the criteria provided in column 1, rewrite the reference in column 2. Do not worry about the hanging indent or spacing. An example is provided in the first row.\r\n\r\nSanderson, C. A. (2014). Health psychology.<\/em> Hoboken, NJ: Wiley.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    \r\n

    Criteria<\/strong><\/h3>\r\n<\/td>\r\n

    		\r\n

    New Reference<\/strong><\/h3>\r\n<\/td>\r\n<\/tr>\r\n

    \r\n
      \r\n \t
    • Authors are added: J. Smith, R. Hayes, M. Wiley, Z. Spath, W. Tishel<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		Sanderson, C. A., Smith, J. Hayes, R. , Wiley, M., Spath, Z., & Tishel,\u00a0W.<\/span><\/strong> (2014). Health psychology.<\/em> Hoboken, NJ: Wiley.<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • Publisher = University of British Columbia Press<\/li>\r\n \t
    • Book accepted for publication but not yet published<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • Author = New Jersey Social Services<\/li>\r\n \t
    • Publisher = New Jersey Social Services<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • Author = The Centre for Innovative Justice<\/li>\r\n \t
    • Report was published on July 21<\/li>\r\n \t
    • Report number = SZTN 3902<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • Author = Division of Applied Psychology, University of Calgary<\/li>\r\n \t
    • There is no date.<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • Authors are added: J. Smith, R. Hayes, M. Wiley, Z. Spath, W. Tishel, M. Mishra, T. Justin<\/li>\r\n \t
    • Publisher = Way Out Inc.<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • Publisher = Back Corner Office, Ontario Ministry of Health<\/li>\r\n \t
    • Location = Toronto, Ontario, Canada<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • Sanderson is listed as editor, not author<\/li>\r\n \t
    • Second editor = R. Wilson<\/li>\r\n \t
    • This the second edition<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • There is no author<\/li>\r\n \t
    • This is a manual<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • DOI = 10.1177\/0011000003260065<\/li>\r\n \t
    • You read a print version of the book<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • You downloaded the book onto your Kindle<\/li>\r\n \t
    • No DOI<\/li>\r\n \t
    • Publisher URL = www.healthbooks.ca<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • The report has no report number<\/li>\r\n \t
    • It is available through ERIC at document number: KSM234<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nFeedback on Exercise 5<\/a>.\r\n\r\n \r\n

    <\/a>Exercise 6: Referencing book chapters<\/h2>\r\nUse the following book chapter reference to complete this exercise.\r\n\r\nKabat-Zinn, J. (2013). Mindfulness meditation. In D. Goleman & J. Gurin (Eds.), Mind-body medicine <\/em>(pp. 259-275). Yonkers, NY: Consumer Reports Books.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    \r\n

    Criteria<\/strong><\/h3>\r\n<\/td>\r\n

    		\r\n

    New Reference<\/strong><\/h3>\r\n<\/td>\r\n<\/tr>\r\n

    \r\n
      \r\n \t
    • Authors are added: J. Smith, R. Hayes<\/li>\r\n \t
    • A subtitle is added = health benefits of an ancient buddhist practice<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • No author is provided for the chapter<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • This is the second edition of the book<\/li>\r\n \t
    • The author = Life management strategies group<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • Kabat-Zinn uses the suffix Junior<\/li>\r\n \t
    • Second author Kabat-Zinn, K.<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • There are three locations listed for Consumer Report Books: Washington, DC; Toronto, ON, and Athabasca, AB (in that order)<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • The book is published in New York city<\/li>\r\n \t
    • DOI = 10.1186\/1471-2458-6-104<\/li>\r\n \t
    • There is an additional editor = R. Gomery<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • The chapter is listed as authored anonymously<\/li>\r\n \t
    • There are no editors for the book<\/li>\r\n \t
    • The book is published in San Jose, Costa Rica<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • The third volume of the book is used, entitled: Strategies for change<\/li>\r\n \t
    • Location = Ottawa, Ontario, Canada<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • The book is currently in production<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    • The publisher URL = www.hotbooks.com.<\/li>\r\n \t
    • You purchased the book.<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		<\/td>\r\n<\/tr>\r\n
    \r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nFeedback on Exercise 6<\/a>.\r\n\r\n \r\n

    <\/a>Exercise 7: Referencing Internet periodicals and other documents<\/h2>\r\nThe purpose of this exercise is to provide you with practice correctly referencing materials from the Internet, in particular, periodicals. University library resources require a password, so I have not used them here. Click on the link provided in column 1. This will take you to an online document. Based on the information provided, create the appropriate reference notation in column 2. Do not worry about indenting or double-spacing your reference.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    \r\n

    Link<\/strong><\/h3>\r\n<\/td>\r\n

    		\r\n

    Reference<\/strong><\/h3>\r\n<\/td>\r\n<\/tr>\r\n

    https:\/\/www.apa.org\/about\/gr\/issues\/lgbt\/marriage-equality.pdf<\/a><\/td>\r\n\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0 \u00a0 \u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0 <\/span><\/strong>\r\n<\/span><\/td>\r\n<\/tr>\r\n
    http:\/\/cjcdonline.ca\/wp-content\/uploads\/2014\/11\/Career-Practitioners%CA%BC-Views-of.pdf<\/a><\/td>\r\n<\/td>\r\n<\/tr>\r\n
    http:\/\/cde.athabascau.ca\/online_book\/<\/a><\/td>\r\n<\/td>\r\n<\/tr>\r\n
    \n\nhttp:\/\/dx.doi.org\/10.1056\/NEJMra1502824<\/span><\/a>\r\n\r\nAssume you can access the full article.<\/td>\r\n<\/td>\r\n<\/tr>\r\n
    http:\/\/www.cbc.ca\/news\/politics\/niqab-ruling-federal-court-government-challenge-citizenship-ceremonies-1.3229206<\/a><\/td>\r\n<\/td>\r\n<\/tr>\r\n
    http:\/\/www.uoguelph.ca\/tss\/id\/currdev\/Tri-university%20graduate%20attributes.pdf<\/a><\/td>\r\n<\/td>\r\n<\/tr>\r\n
    http:\/\/www.wellesleyinstitute.com\/publications\/first-peoples-second-class-treatment\/<\/a><\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nFeedback on Exercise 7<\/a>.\r\n\r\n \r\n

    Chapter 5 exercises<\/strong><\/h1>\r\n

    <\/a>Exercise 1: Creating and formatting headings<\/h2>\r\nReturn to the argument you drafted for Chapter 2 Exercise 3<\/a>. Choose one of the following thesis statements and the arguments you generated. Then, create appropriate headings to structure your paper around these arguments.\r\n

    Thesis statement 1: <\/strong> Developing solid writing skills early on will facilitate success in both graduate education and professional roles.<\/p>\r\n

    Thesis statement 2: <\/strong>The emphasis on writing skills in graduate programs distracts from the central mandate of developing applied professional competencies.<\/p>\r\nA sample is provided for each thesis statement in the Exercise 1 Feedback<\/a>.\r\n\r\n \r\n

    <\/a>Exercise 2: Formatting your Word document<\/h2>\r\nYou will now begin to format your arguments from Chapter 2 Exercise 3<\/a> and the headings you generated in Exercise 1<\/a> above into a paper.\r\n
      \r\n \t
    1. Insert your headings into a separate Word document. Place your arguments on the first line of the paragraph. You don't need to write the whole paper, just insert xxxxxxxxxxxxx<\/span> to indicate additional text, as I have done in Chapter 5 Figure 5.1<\/a>.<\/li>\r\n \t
    2. Follow the steps in formatting your document from Chapter 5<\/a>. Review the technical tips to ensure you are using the most efficient methods to format your paper.<\/li>\r\n \t
    3. Double check that margins, font, and line spacing are all correct.<\/li>\r\n<\/ol>\r\nKeep your word document handy so you can continue to add various components in the following exercises.\r\n\r\nReturn to Chapter 5<\/a>.\r\n\r\n \r\n

      <\/a>Exercise 3: Creating a title page<\/h2>\r\nContinue to format the paper you began to craft in Exercises 1 and 2 above.\r\n
        \r\n \t
      1. Generate a title for your paper.<\/li>\r\n \t
      2. Create a running head and make up the additional information required to complete the title page. Ensure that the running head is properly formatted for both the first and subsequent pages in the document.<\/li>\r\n \t
      3. Repeat your title on the page 2 of the document to start off your paper.<\/li>\r\n<\/ol>\r\nRefer to Chapter 5 Figure 5.2<\/a> to double check your formatting.\r\n\r\n \r\n

        <\/a>Exercise 4: Formatting the body the paper<\/h2>\r\nContinue to work with your evolving paper from the exercises above.\r\n
          \r\n \t
        1. Format the body of the paper using the guidelines provided in Chapter 5<\/a>.<\/li>\r\n \t
        2. Craft an introduction, drawing on your learning in Chapter 2<\/a>. Insert the thesis statement into the introduction.<\/li>\r\n \t
        3. Practice inserting a block quote within one of the paragraphs in your paper.<\/li>\r\n \t
        4. In another paragraph, insert a list using bullets (for non-sequential points) and numbers (for sequential points).<\/li>\r\n \t
        5. In a third paragraph, insert one sentence with seriation within the text of the sentence.<\/li>\r\n \t
        6. Craft a conclusion, again drawing on your learning from Chapter 2<\/a>. Remember to rework your thesis statement to pull together your arguments.<\/li>\r\n \t
        7. Double check the formatting of your paper to ensure you have met all of the format criteria.<\/li>\r\n<\/ol>\r\nReturn to Chapter 5<\/a>.\r\n\r\n \r\n

          <\/a>Exercise 5: Ordering reference list entries<\/h2>\r\nThe purpose of this exercise is to provide you with practice correctly ordering your reference list. Please place the entries below in the correct order. Add notations where necessary to differentiate entries. The entries below are based on actual documents, but they have been altered for demonstration purposes. Note, the spacing and hanging indent are incorrect due to e-book format limitations.\r\n

          Allison, K., Echemendia, R., Crawford, I., & Robinson, W. (2016). Predicting cultural competence: Implications for practice and training. Professional Psychology: Research and Practice, 27<\/em>(4), 386-393. http:\/\/dx.doi.org\/10.2105\/AJPH.2005.068007<\/p>\r\n

          Amundson, N., Westwood, M., & Prefontaine, R. (2015). Cultural bridging and employment counselling with clients from different cul\u00adtural backgrounds. Canadian Journal of Counseling and Psychotherapy, 29<\/em>(3), 206-213. Retrieved from http:\/\/cjc-rcc.ucalgary.ca\/cjc\/<\/p>\r\n

          Ancis, J. R. (2010, Spring). Cultural competency training at a distance: Challenges and strategies. Journal of Counseling and Development, 76<\/em>, 134-142. http:\/\/dx.doi.org\/10.1080\/15538605.2013.755444<\/p>\r\n

          The Advanced Learning Environment. (n.d.). Home page. <\/em>Retrieved from http:\/\/www.advancedlearningenvironment.org\/lms\/portal\/desktopdefault.aspx<\/p>\r\n

          Arthur, A., & Bradford, D. (2012, April). Focusing on the basics of counsellor education<\/em>. Poster session presented at the annual meeting of the American Education and Research Association, New Orleans, LA.<\/p>\r\n

          Bowman, S. L., & King, K. D. (2013). Gender, feminism, and multicultural competencies. In D. B. Pope-Davis, H. L. K. Coleman, W. M. Lui, & R. L. Toporek (Eds.), Handbook of multicultural competencies in counseling and psychology<\/em> (pp. 59-71). Thousand Oaks, CA: Sage.<\/p>\r\n

          Arredondo, P., Toporek, R., Brown, S. P., Jones, J., Locke, D., Sanchez, J., & Stadler, H. (1996). Operationalization of the multicultural counseling competencies. Journal of Multicultural Counseling & Development, 24<\/em>(1), 42-78. http:\/\/dx.doi.org\/10.1037\/h0086871<\/p>\r\n

          Ancis, J. R. (2013). Teaching multicultural competencies using the Internet and other technologies. In D. B. Pope-Davis, H. L. K. Coleman, W. M. Liu, & R. Toporek (Eds.), Handbook of multicultural competencies in counseling and psychol<\/em>\u00ad<\/em>ogy<\/em> (pp. 575-587). Thousand Oaks, CA: Sage.<\/p>\r\n

          Arthur, N. (2014). Counsellor education for diversity: Where do we go from here? Canadian Journal of Counselling and Psychotherapy, 32<\/em>(1), 88-103. Retrieved from http:\/\/cjc-rcc.ucalgary.ca\/cjc\/<\/p>\r\n

          Allison, K., Crawford, I., Echemendia, R., Robinson, L., & Knepp, D. (2014). Human diversity and professional competence: Training in clinical and counseling psychology revisited. American Psychologist, 49<\/em>(9), 792-796. http:\/\/dx.doi.org\/10.1037\/0003-066X.49.9.792<\/p>\r\n

          Bowman, M. L. (2010). The diversity of diversity: Canadian-American differences and their implications for clinical training and APA accreditation. Canadian Psychology, 41<\/em>(4), 230-243. http:\/\/dx.doi.org\/10.1037\/h0086871<\/p>\r\n

          Amber, R. (in press). Variations on tribal customs in Southeast Asia. Journal of International Cultural Experiences<\/em>.<\/p>\r\n

          Arredondo, P., & Toporek, R. (2014), Multicultural competencies = ethical practice. Journal of Mental Health Counseling, 26<\/em>(1), 44-55. http:\/\/dx.doi.org\/10.1177\/0011000003260065<\/p>\r\n

          Amundson, N. (2016). Active engagement: Enhancing the career counselling process<\/em>. Richmond, BC: Ergon Communications.<\/p>\r\n

          Arthur, N. (2014). Intergenerational conflict in career and life planning. NATCON Papers, 24<\/em>, 95-104). Retrieved from http:\/\/www.natcon.org\/natcon\/papers\/natcon_papers_1998_e9.pdf<\/p>\r\n

          Amber, R. (in press). Tribal customs health implications. Journal of International Cultural Experiences<\/em>.<\/p>\r\n

          Check out the Exercise 5 Feedback<\/a>.<\/p>\r\n \r\n

          <\/a>Exercise 6: Formatting your reference list<\/h2>\r\nContinue to build your paper by adding the references you created in Exercise 5 to the sample paper you developed in Exercises 1 to 5.\r\n