Part 1: prewriting (outline of essay with minimum of 4 sources) due 10/25/17
Part 2: Final draft essay due 10/31/17
Prewriting and Planning Instructions
Prewriting and planning are essential to writing an effective essay, so for this week’s assignment, you will complete the prewriting and planning steps of the process for developing the Problem-Solution Essay. Additionally, you will also create and include a working references page, which includes a full APA Style reference for each source that you plan to use in the essay. To complete the prewriting assignment, you will submit one document (or perhaps multiple documents) that include ALL of the following:
PART 1 PREWRITING DUE: 10/25/17
IMPORTANT: Your submission should resemble the example outline attached.
ENG 205 Problem-Solution Essay
Overview and Requirements
In your academic, personal, and professional lives, being able to effectively solve a problem is an essential skill. Using what you’ve learned in weeks one and two, it is now time to put your newly polished skills to work.
1.) For this essay, you are required to:
IMPORTANT: You should select a problem that you can successfully define and analyze and propose and defend a solution for in a minimum of 1,200 words. For example, world poverty is too broad of a topic for an essay of this length, but poverty in Cleveland is a manageable topic.
2.) Your essay must do the following (based on the Dewey Sequence):
3.) Your essay must include the following:
For an example of an “A” student essay, review the Problem-Solution Example Essay.
For specific grading criteria for this assignment, review the Problem-Solution Essay Rubric.
Final Draft Instructions – PART 2 DUE: 10/31/17
By now, you have constructed a draft of your essay, and now it’s time to revise and edit to create your final draft, based on the comments you received from your peer reviewer(s), as well as your own ideas about how to improve your essay.
Consider the questions below:
If you have any doubt about how to research and write a paper in APA Style, use the resources available in the Hondros College of Nursing Library:
3-2 Prewriting/Planning for Problem-Solution Essay
Hondros College of Nursing
December 1st, 2016
A. Hook (1-3 sentences): It can almost be a guarantee that any job seeker will find “displays excellent personal communication skills” as a required skill on a job application. Human beings are communicators, whether it be through verbal and
non-verbal pathways and the message being effective or ineffective. What does that
job application really mean when it indicates an employer requires excellent
personal communication skills?
B. Thesis Statement (1-2 sentences): The breakdown and lack of communication
can result in adverse events that effect patient care. Adapting and learning
strategies to improve communication between nurses can promote safe and
effective patient care outcomes.
II. Body Paragraph 1:
range from minor to major consequences for the patient or patients being cared for by the nurse.
1. Planned Support: general discussion of the problem
B. Concluding Sentence: During nurse handoff, several disruptions between the
communication process can occur.
III. Body Paragraph 2:
A. Topic Sentence: Analysis involves several factors in which communication breakdown can occur.
1. Planned Support: Quote Flicek, discuss role of environment and time
exchange, the environment in which they choose to participate in their report can
provide distractors, but a nurse’s level of experience can minimize a distraction’s
IV. Body Paragraph 3:
regarding skill level and communication techniques.
1. Planned Support: Benner’s Novice to Expert Model, role of
experience are key to reducing the consequences that result from poor
V. Body Paragraph 4:
A. Topic Sentence: Criteria for finding a solution between nurse communication coincides with the factors affecting quality communication.
1. Planned Support: Nelson’s advice on time management, benefits of
minimal distractions, hand-offs, incivility
report to ensure superior patient care.
VI. Body Paragraph 5:
controversy between quality versus quantity of patient load, and SBAR.
1. Planned Support: SBAR, quality v. quantity, Ohio Senate Bill 234
B. Concluding Sentence: When appropriately implemented, transfer-related
problems can be reduced.
VII. Body Paragraph 6:
A. Transitional Paragraph: Evaluation of these propose solutions shows that they have significant advantages, including the capability of the nurses to choose a non-distracting environment and method of communication transmission, thus completing an effective report exchange. Disadvantages may occur when a non-distracting or quiet environment is unavailable or one is unfamiliar or new to a different transmission of report, but both solutions are the ability to be altered by the nurses if indicated.
VIII. Body Paragraph 7:
A. Topic Sentence: Strategies to implement this solution are simple.
1. Planned Support: Scovell, taped handover, written handover, and real-time face-to-face handover
B. Concluding Sentence: Overall, he best method of nurse to nurse report is real time
oral transmission, which promotes unity and collaboration of care between the
nurses (Scovell, 2008).
Dingley, C., Daugherty, K., Derieg, M., & Persing, R. (2008, August). Improving patient safety
through provider communication strategy enhancements. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/21249923
Ebright, PR, Urden L., Patterson E, et al. (2004). Themes surrounding novice nurse near-
miss and adverse-event situations. Journal of Nursing Administration. 34:531–538
Important time management tips for nurses – Elsevier Nursing Suite. (2016, February 09).
Kerr, MP (2002). A qualitative study of shift handover practice and function from a socio-
technical perspective. Journal of Advanced Nursing. 37, 2, 125-134
Randmaa, M., Mårtensson, G., Swenne, CL., Engström, M. (21 January 2014). SBAR
improves communication and safety climate and decreases incident reports due to communication errors in an anesthetic clinic: a prospective intervention study. BMJ Open. Retrieved from http://bmjopen.bmj.com/content/4/1/e004268.full
Root causes of sentinel events, all categories. (2006) Retrieved from
Senate Bill 324 – Summary: The Ohio Legislature. (2016, May 4). Retrieved from
Sheldon, L., & Hilaire, D. (2015, April 27). Development of communication skills in
healthcare: Perspectives of new graduates of undergraduate nursing education.
Journal of Nursing Education in Practice, 5(7). Retrieved from www.sciedu.ca/jnep.
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