Attached is the instruction as well as a sample. please do not copy from the sample
02-01-2018:bw APPENDIX D DNPU-702 Social Network Map CLO 1-2 The Social Network Map tests your ability to create a visual map and to think deeply about the impact of collaboration on productive work. You must prepare a sociogram, answering the question: With whom do I interact at work? The assignment has three parts: field work, map creation, and a portfolio: • Field work: You should observe yourself at work, noting all the people with whom you communicate during a normal workday.2 You should use a real, entire day, not a hypothetical one. Data from up to three days may be combined, if need be, to get a representative sample of work contacts. • Map creation: After completing the field work, you will use your notes to draw a map of your professional network. Use titles for the nodes (Boss, Consultant, etc.), not real names. Provide a legend that explains the parameters of the map (e.g., what is the significance of color, shape, line width, line length, arrows, etc.). Limit the map to no more than 20 people/groups. To meet this limit, you may have to prioritize which contacts are included, how they are grouped, and how “communicate” and “contact” are defined (face- to-face talking, phone conversation, email, etc.). If you have a job that requires very little interaction with others (less than 3 contacts of any kind per day, contact the instructor for further instructions). No special software is required for creating the map. PowerPoint can be used to create a network of nodes and connecting lines. A link to a brief instructor tutorial is provided on Blackboard. The map must have a clear representation of proximity and priority of relationships. • Portfolio: The portfolio should have three sections: a sociogram, an explanation of the sociogram, and a discussion of what the student learned during this activity about opportunities for “working at the intersection.” It should be written in APA style, including the tone and use of language discussed in the APA manual 2 Everybody works – even if you do not have a paid job. If you are a student, you work at being a student. If you are a stay-at-home parent then you work at organizing a household and children’s activities. If you spend your time gardening, then you are a gardener. 02-01-2018:bw The assignment will be completed and submitted to BlackBoard. It will be graded using the rubric shown below: Criteria Exemplary 4 Proficient 3 Developing 2 Emerging 1 Points Awarded and Comments Sociogram 6.25 points (25/100) Visually appealing and meaningful diagram of workplace relationships Meaningful diagram of workplace relationships Somewhat unclear diagram of workplace relationships Poorly organized and incomplete diagram of workplace relationships Explanation 6.25 points (25/100) Clear and engaging description of map and the relationships portrayed Sufficient description of map and the relationships portrayed Vague or incomplete description of map and the relationships portrayed Poorly organized and incomplete description of map and the relationships portrayed Reflection 6.25 points (25/100) Clear evidence of critical thinking about opportunities for intersectional collaboration in the workplace Sufficient evidence of integrative thinking about opportunities for intersectional collaboration in the workplace Some evidence of integrative thinking about opportunities for intersectional collaboration in the workplace Limited evidence of critical thinking about opportunities for intersectional collaboration in the workplace Expression 6.25 points (25/100) Professional tone and style of writing throughout. Rare errors in grammar, punctuation, or spelling. Sources of information clearly and completely specified Professional tone and style of writing for most of the portfolio. Occasional errors in grammar, punctuation, or spelling. Most sources of information clearly specified Lacking professional tone and style of writing for parts of the portfolio. Multiple errors in grammar, punctuation, or spelling. Sources of information partially specified Unprofessional tone and style of writing. Poor formatting or disregarded. Social Network Mapping in Public Health Practice and Higher Education Social Network Mapping in Public Health Practice and Higher Education Student Social Network Mapping in Public Health Practice and Higher Education The purpose of this paper is to develop a sociogram, or a social network map, illustrating meaningful workplace relationships. The development of a sociogram creates a visual map that allows assessment of opportunity for collaboration and productive work towards common objectives. Sociogram and Explanation The author, a full-time faculty member, and public health clinical nurse specialist, selected a day to analyze and illustrate, via sociogram, which included work activities in her educational and public health role. For purposes of illustration the author serves as the center of the diagram, however the author is not the center of the relationships but central to the development of the relationships that lend to the productivity of all represented nodes. The author does not own the relationships but serves as a conduit or hub, identifying when and where fields may intersect to reach common objectives or goals. Johansson (2006) encourages the identification of intersections as a valuable path towards innovation. In the sociogram (Figure 1.) the blue oval represents the intersection or the conduit during the workday illustrated. The node colors in the sociogram (Figure 1.) bring insight into the role in the network illustrated. Red indicates that the node represents nurses with a formal role in the university setting. The red color represents both faculty and student. Yellow represents educators outside the discipline of nursing. Green indicates organizations comprised of interdisciplinary representation. Dotted lines indicate that communication occurs virtually via email and Adobe connect technologies. Unbroken lines indicate that communication is primarily face to face, in person. Arrows are included to indicate that all interactions are bi-directional. The nodes are interconnected if the people or groups interact on a regular basis (Krebs, n.d.). The size of the nodes reflects the number of people in the group. The nodes, excluding the Dean and author nodes, represent groups of people rather than individuals. The daily practice of the author is influenced by the perspective of the collective opinion of groups rather than the opinion of single individuals. The Dean and the General Education Team (GET) sit higher on the sociogram as both represent university hierarchy and overarching policy in the illustrated network. The faculty nodes represent both the individuals and the policies and standards that we are required to meet. Faculty nodes are placed at a higher level on the sociogram illustrating the policy and standards have governance authority. The star shape representing the students indicates that communication and needs are dynamic and every changing for this node, as well as the fact that the interactions with the students take priority and are aligned with the author. The green nodes fall below the center indicating that the interactions with the interdisciplinary groups provide support for currency in the author’s public health practice and inform the author’s teaching. Over the course of the representational day, the author met with representatives from a public health affairs group to discuss potential interference from Health and Human Services under the new administration with Medicare Part D and private contracting for pharmaceuticals. This meeting led to interactions with the State Immunization Coalition and introductions between the public affairs group and the policy representative from the Health Resources Advisory Group (HSAG) who are working to attempt coverage for zoster and pneumonia vaccines under Medicare. These two groups were not working together previously, so their connection represents opportunity for an innovative collaboration. That evening the author attended a governing board meeting, as a member, for a Federally Qualified Community Health Center, and provided updates on what was learned regarding Medicare Part D and discussed the potential impact the new federal administration may have on Title X funding. The State Immunization Coalition has a significant influence on the author’s practice and is represented with a large supportive circle. The interactions with the groups in the green circles provide context and examples from practice to ground theory in teaching. Interactions with GET focus on the university’s Institutional Learning Outcomes (ILO) that cross disciplines and are mapped in all undergraduate curriculums. On the representational day the author worked with GET members to ensure that work flow and course assignments across disciplines are in alignment and following policy. The author reports back to GET the outcomes of assignment calibration with the adjunct faculty and shares adjunct faculty perspectives on the value of the process. Work with full time faculty focused on curriculum committee meetings and the prioritization of committee goals and objectives for the upcoming calendar year. The only interaction with the Dean, on the representational day, was to schedule an adobe connect meeting to keep her informed on curriculum committee activities and to ensure that the curriculum process was in alignment with university policy. Interaction with students was limited to posting an announcement with an example from practice and responding to emails regarding questions about the week’s assignments. Reflection Teaching in an undergraduate nursing program is the primary work responsibility of the author. As the author built the sociogram she considered the why she selected an exploding star to represent the students. On reflection of the choice she realized that her selection of image and placement indicate the importance of the students in her work and their potential, under her direction, to become the health practice and policy change agents of the future. Having the students in a parallel position indicates that the author learns as much from them as they do from her. While building the sociogram it was easy to identify the “blending and mixing of cultures” (Johansson, 2006, p.24) within the public health practice nodes and GET team. This exercise was also helpful in recognizing that the virtual classroom, discussion boards, curriculum committee meetings and interactions with the Dean are also opportunities for intersectional collaboration. In the, primarily, online educational program the author teaches in both students and faculty represent diverse geographies, cultures, and practice areas. When we convene regularly, we allow the power of our practice diversity to converge (Johansson, 2006), learning from one another