| Course | HA410 Health Care Leadership |
|---|---|
| Unit | Unit 9 |
| Paper type | Seminar reflection |
| Length | About 800 words, 5 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Health Care Administration |
| Updated | October 2026 |
Free sample paper for HA410 Unit 9
Ninety Seconds and a Demand for Names: A Seminar Reflection on Rehearsing a Composite Nurse Manager's Conversation With a Hospitalist About Night Pages, From a First Attempt That Failed to a Second That Held
[Student Name]
Purdue University Global
HA410: Health Care Leadership
Unit 9 Seminar Reflection
[Instructor Name]
[Date]
The seminar scenario, the hospitalist and the dialogue are composite; the reflection shows the form of a seminar response and describes no real clinician.
The Scenario and My Plan
The instructor's scenario: night nurses on a composite medicine unit report that one hospitalist answers pages with sarcasm, and two nurses admitted waiting until morning rather than calling about a borderline blood pressure. As the nurse manager, I was to raise it with the hospitalist, played by a classmate. My plan was to lead with the number of complaints, on the theory that volume would show the problem was real.
The First Attempt
I opened: "Dr. [K.], several nurses have complained about how you respond to pages at night." He asked, "Which nurses?" I said I could not share names. He said, "Then I can't respond to anonymous complaints. If someone has a problem, they can talk to me." The conversation was over in about ninety seconds. I had brought a tally to a conversation that needed one specific event, and a tally invites a demand for names.
What Went Wrong
Watching the recording afterward, I saw three mistakes. I led with a judgment, "complained," rather than a fact. I gave him nothing specific to respond to, so his only move was to question the source. And I never said why it mattered, which left the conversation about him rather than about patients.
The Pyramid
The seminar reading was Hickson and colleagues' professionalism pyramid (Hickson et al., 2007). Most unprofessional behavior sits at the base and is best met with an informal, nonjudgmental conversation, sometimes called a cup of coffee conversation, in which a peer or leader shares a single observation and lets the person reflect. Only repeated patterns move up to an awareness intervention, with data, and then to authority and discipline. I had tried to start at the second level, with a pattern of complaints, without the data or the relationship that level needs.
Why It Matters to Patients
The two nurses who waited until morning are the reason this conversation matters. Surveys of nurses and physicians have linked disruptive behavior to reported effects on communication, errors and patient safety (Rosenstein & O'Daniel, 2005). A culture in which nurses avoid calling a physician is a safety problem, not a matter of manners (Leape et al., 2012).
The Second Attempt
I tried again with one event: "Dr. [K.], last Tuesday at about two in the morning, a nurse paged you because a patient's pressure had fallen to [88] over [50]. I understand your reply was, 'Is this really worth waking me for?' She decided to wait until morning before calling again. I'm raising it because I want nurses to feel they can call you about a patient they're worried about. Can you tell me how that night looked from your side?" He paused, then said he had been up for [20] hours, had just finished an admission and had received [14] pages in two hours, many for routine orders. He did not remember the exact words. We ended by agreeing on two things: I would look at how routine night pages could be batched, and he would answer clinical concerns without comment on whether they were worth the call.
What Changed
The second attempt held because it gave him one fact he could answer, linked the issue to patients rather than to his character and invited his view. His view also revealed a real problem, page volume, that I could help fix. That gave him a reason to engage rather than defend.
What My Classmates Noticed
The classmate who played the hospitalist said the first opening made him feel accused by people he could not see, so defending himself was the only move. The observer noted that in the second attempt I stopped talking after my question and let the silence work, which I had not done the first time.
What I Still Question
The second attempt depended on the nurse's account of his words, which he did not confirm. If he had denied it, I am not sure how I would have continued without making it a contest of accounts.
What I Will Do in Practice
Before any conversation about a colleague's behavior, I will choose one specific event, check the details with the person who reported it, state why it matters to patients and begin with a question. I will also count night pages on my unit to see whether page volume is part of the problem.
References
Hickson, G. B., Pichert, J. W., Webb, L. E., & Gabbe, S. G. (2007). A complementary approach to promoting professionalism: Identifying, measuring, and addressing unprofessional behaviors. Academic Medicine, 82(11), 1040-1048. https://doi.org/10.1097/ACM.0b013e31815761ee
Leape, L. L., Shore, M. F., Dienstag, J. L., Mayer, R. J., Edgman-Levitan, S., Meyer, G. S., & Healy, G. B. (2012). Perspective: A culture of respect, part 1: The nature and causes of disrespectful behavior by physicians. Academic Medicine, 87(7), 845-852. https://doi.org/10.1097/ACM.0b013e318258338d
Rosenstein, A. H., & O'Daniel, M. (2005). Disruptive behavior and clinical outcomes: Perceptions of nurses and physicians. American Journal of Nursing, 105(1), 54-64. https://doi.org/10.1097/00000446-200501000-00025
HA410 Unit 9 instructions, in plain terms
Unit 9 typically centers on a live seminar exercise, such as a role-play of a difficult conversation, or on a posted script for those who could not attend. Prompts usually ask what the student planned, what happened, how a course model explains it, what changed in a second attempt and how the student will act in practice. Expect to write in the first person, quote short lines of dialogue, cite the course model and research on the issue in APA style and keep the people composite. Reflections organized around the difference between attempts usually show learning more clearly than a general summary of the session. Say plainly whether you attended live or used the script.
Inside the HA410 Unit 9 example
The sample states the scenario and the writer's plan, with a margin note on ordering by attempt. The first attempt is reconstructed in a few lines of dialogue, and the highlighted sentence says a tally invites a demand for names. Three mistakes are named. The pyramid is explained and applied to the failure, with a margin note. Research on disruptive behavior and on a culture of respect is cited next. The second attempt is quoted in full, then what changed is explained point by point with a third note. Classmates' observations, a remaining doubt and a practice plan close the reflection. The plan includes counting night pages on the unit.
Where the points sit in the HA410 Unit 9 rubric
Seminar reflection rubrics in HA 410 usually award points for describing the exercise, analyzing what happened, applying the course model, comparing attempts, stating a practice change, citing sources and writing clearly. Description points depend on the scenario and plan in brief. Analysis points go to specific mistakes rather than general feelings. Model points reward using the framework to explain the outcome. Comparison points require showing what differed between attempts. Practice points go to concrete steps for real conversations. Citation points need the model and research. Writing points cover a clear first-person voice and short quotations. Reflections that quote the actual opening lines of both attempts often earn the highest marks, because the reader can see the change in the words themselves.
HA410 Unit 9 help from the desk
Reflections often lose points by describing the role-play without examining the writer's own words. Another gap is naming the course model without using it to explain why the first attempt failed. Some reflections end with a general lesson about communication. Others skip the doubt that remains. Quote your opening line from each attempt, name what went wrong, explain it with the model and describe what you will do before your next real conversation. If classmates or an observer gave feedback, include it, since it often shows what you could not see yourself. A short note on what you still find hard keeps the reflection honest.
Get an HA410 Unit 9 example written to your instructions
Share the scenario from your Unit 9 seminar, or the written-option script, and the line you opened with if you remember it, plus the rubric and any source the session assigned. Built around that rehearsal, the reflection is delivered in 24-48h, classmates described by role; a first request costs nothing. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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HA410 Unit 9 questions, answered
Where can I find a free HA410 Unit 9 sample paper?
The complete HA410 Unit 9 seminar reflection is available here, following two attempts by a composite nurse manager to raise a hospitalist's night-page behavior, with three sources. A rehearsal of your own can be written up attempt by attempt.
What is Hickson's professionalism pyramid?
A tiered approach in which most unprofessional behavior is met with an informal conversation, and only repeated patterns move to awareness, authority and disciplinary steps.
How should a manager raise a physician's behavior?
With one specific event, a link to patient care and an open question, rather than a tally of anonymous complaints.
Why does disruptive physician behavior matter for safety?
Nurses may delay calls about patients they are worried about, which surveys link to communication problems and errors.
How long is the HA410 Unit 9 reflection?
About 600 to 800 words in the first person, often with short lines of dialogue.