Please make me a powerpoint, social network mapping. My field of work is I am currently an RN in a trauma hospital. so a sample of who I work with are trauma doctors, cardiologist, other nurses, lab techs, respiratory therapists and etc..

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DNPU-702 Social Network Map (100 points)
Purpose: To assess ability to identify the strengths and weaknesses in opportunities for intersectional innovation (Enabling task).
Directions: This activity tests students’ ability to create a visual map and to think deeply about the impact of collaboration on productive work. Students must prepare a sociogram answering the question: With whom do I interact at work?
You should read the Introduction & Chapters 1 – 4 in Johansson (2006) before starting work on this assignment. On Blackboard, there is a link to a video “how to” tutorial on using PowerPoint to create a social network map.
Social network mapping is a complex topic used in many disciplines. Below are links to resources that will help you map your own social network and think about how social network mapping could be combined with the concepts of intersectional collaboration and innovation described in your text by Johannson.
This link is to a video from YouTube; it is a simple animated primer (2 min). Copy and paste the link into a browser http://www.youtube.com/watch?v=6a_KF7TYKVc This link is to a good Wikipedia summary. http://en.wikipedia.org/wiki/Social_network This link is to a tutorial on simple vocabulary in social network mapping http://www.orgnet.com/sna.html This link is to an 18 min video from TED; it is a far-reaching talk on the complexity and utility of social network science. You do not have to download it; you may watch it online http://www.ted.com/talks/nicholas_christakis_the_hidden_influence_of_social_networks
The assignment has three parts: field work, map creation, and a written summary of findings.
• Field work: The student will observe her/himself at work, noting all the people with whom s/he communicates in a normal workday.2 The student must use a real day (not a
hypothetical one) and a whole day. Data from up to three days may be combined in order to get a representative sample of work contacts.
• Map creation: After completing the field work, the student will use his/her notes to draw a map of his/her 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 students may have to prioritize which contacts are included or how they are grouped and how “communicate” and “contact” are defined (face- to-face talking, phone conversation, email, etc.). If the student has 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
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.
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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
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Posted on May 14, 2016Author TutorCategories Question, Questions