| Course | NURS 8546 Strategies for Innovation in Nursing Education |
|---|---|
| Week | Week 8 |
| Paper type | Resistance analysis paper |
| Length | About 1,000 words, 6 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | Doctor of Nursing Practice (DNP) |
| Updated | October 2026 |
Free sample paper for NURS 8546 Week 8
What the Refusals Report: A Resistance Analysis of Six Faculty Objections to the Flipped Skills Course, Sorted by Capacity, Evidence and Authority
Student Name
College of Nursing, Walden University
NURS 8546: Strategies for Innovation in Nursing Education
Instructor Name
Month Day, Year
What the Refusals Report: A Resistance Analysis of Six Faculty Objections to the Flipped Skills Course, Sorted by Capacity, Evidence and Authority
Treating Objections as Evidence
When the program announced the flipped skills course, faculty raised objections in two meetings and in written comments. This analysis takes six of them, each documented in the meeting notes or comments, and asks what each one reports about the conditions the objecting person works under. Ford et al. (2008) argued that the people leading a change tend to label objections as resistance and explain them away, when objections can carry information about the change and the way it was introduced; this analysis takes that view. Piderit (2000) made a related point: what managers call resistance often reflects ambivalence, in which a person sees both merit and cost in a change. An objection may be correct.
Before examining any objection, the analysis sorts them into three kinds, because each kind calls for a different response. Capacity objections claim that people lack the time, skill or resources. Evidence objections claim that the change will not work. Authority objections concern who decided and how.
Capacity Objections
Objection 1: "There is no time to learn a new way of teaching this course." (adjunct, meeting notes). This is treated as a measurement. The faculty preparation plan requires six and a half hours of preparation per person, and the first-term support meetings add about four hours. For an adjunct who teaches one laboratory section and works clinical shifts, ten unpaid hours in one term is a real cost. The objection is correct for adjuncts if the time is unpaid. The plan's request to pay adjuncts for preparation answers it; if that request is refused, the objection stands.
Objection 2: "Grading the pre-lab quizzes will add to our workload." (full-time faculty, written comment). The quizzes are scored automatically by the learning management system. The objection reflects a reasonable assumption based on how the course's current weekly written assignments are graded by hand. The response is to show the quiz report and confirm that the flipped design removes, not adds, four written assignments.
Objection 3: "I do not know how to run a session without demonstrating first." (adjunct, meeting notes). This is a skill objection, and it is accurate: the person has not been shown how. The preparation plan's first session addresses exactly this capability.
Evidence Objections
Objection 4: "The research on flipped classrooms in nursing does not show better results." (full-time faculty, meeting notes). This objection is correct. Pooling the nursing studies on flipped teaching, Betihavas et al. (2016) found an inconsistent effect on academic performance: some studies reported gains and others reported none. The program's case for the change rests on a specific mechanism, more practice time in the laboratory, rather than on evidence that flipping improves outcomes in general. The analysis concedes the point and carries it into its conclusion: the program should not promise better outcomes, and the evaluation should be designed to detect no effect as clearly as an effect.
Objection 5: "Learners who work night shifts will not watch the videos." (adjunct, written comment). This is partly an evidence objection and partly a capacity one, about learners rather than faculty. The spring trial gives some evidence: in the trial section, 84% of learners completed the pre-laboratory quiz before each session, but completion was lower among learners who reported working more than twenty hours a week. The objection identifies a real risk for a subgroup. The response is the course's procedure for unprepared learners, which allows them to watch the video at a station during the first fifteen minutes of the session.
Authority Objections
Objection 6: "This was decided before anyone asked us." (several faculty, meeting notes). This concerns how the change was introduced, not the change itself. It is partly accurate: the trial was proposed by the two early adopters and approved by the course coordinator without a faculty vote, which the program's procedures did not require for a one-unit trial. Moving the whole course, however, changes a course design that all eleven faculty teach. The response is to put the full rollout to the course faculty for discussion before it is scheduled, and to separate that discussion from the question of whether the change is a good idea, so that a complaint about process is not treated as opposition to the substance.
Objections That Would Remain Valid
Two objections would remain valid even if everything proposed were funded. The first is objection 4. Paying adjuncts and preparing faculty does not make the evidence on flipped classrooms stronger; the change remains a reasonable bet, not a proven improvement, and the program should say so. The second is objection 5 in part. A procedure for unprepared learners reduces the harm, but learners who cannot watch videos before class will still spend part of their laboratory time catching up, which means they get less practice than their classmates. The change may widen a gap between learners with more and less time outside school. The evaluation should therefore report skills check results by learners' reported work hours, so that the program can see whether this happens.
Sorting the objections also changed what the program will do next. Before the analysis, the plan was to answer resistance with a presentation on the benefits of flipped teaching. The analysis shows that such a presentation would answer none of the six objections: capacity objections need paid time and a demonstration of the quiz reports, evidence objections need honesty about what the research shows, and the authority objection needs a discussion the program has not yet held. The most useful step is therefore a faculty meeting in which the program concedes objection 4, explains the paid preparation and asks the course faculty to decide the rollout schedule. That meeting would turn three of the six objections into conditions of the plan, and it would show the faculty that their objections were read as information, which is the premise this analysis began with.
References
Betihavas, V., Bridgman, H., Kornhaber, R., & Cross, M. (2016). The evidence for "flipping out": A systematic review of the flipped classroom in nursing education. Nurse Education Today, 38, 15-21. https://doi.org/10.1016/j.nedt.2015.12.010
Ford, J. D., Ford, L. W., & D'Amelio, A. (2008). Resistance to change: The rest of the story. Academy of Management Review, 33(2), 362-377. https://doi.org/10.5465/amr.2008.31193235
Piderit, S. K. (2000). Rethinking resistance and recognizing ambivalence: A multidimensional view of attitudes toward an organizational change. Academy of Management Review, 25(4), 783-794. https://doi.org/10.5465/amr.2000.3707722
Reading the NURS 8546 Week 8 instructions
The resistance assignment generally has you analyze objections to a change as information rather than as obstacles. Several pages are typical. Collect or construct a small set of objections, stated as people actually said them, and sort them by kind before examining any. Treat claims about time or skill as measurements you can estimate. Treat evidence objections seriously and concede any that are correct. Separate objections about who decided from objections about the change itself. Respond to each objection as stated rather than to a softer paraphrase. Close by naming the objections that would remain valid even if every resource were provided, and say what the analysis changes about the next step.
Inside the NURS 8546 Week 8 example
The opening section introduces the six objections, cites Ford and colleagues and Piderit and explains the three kinds. Three capacity objections follow, each quoted with its source: the time objection is estimated at about ten unpaid hours, the grading objection is answered with the automatic quiz report and the skill objection is matched to a preparation session. Two evidence objections draw on Betihavas and colleagues and on the spring trial's 84% quiz completion. The authority objection is separated from the substance and answered with a faculty discussion. The closing section names two objections that remain valid and explains why a planned benefits presentation would have answered none of the six.
Where the marks sit in the NURS 8546 Week 8 rubric
Resistance analyses are typically graded on how fairly objections are represented, the quality of the reasoning applied to them and the honesty of the conclusions. Faculty reward papers that sort objections before answering them, since different kinds need different responses. Credit rises when capacity claims are estimated rather than dismissed and when a correct objection is conceded. Separating process complaints from substantive ones shows insight. A conclusion naming objections that would survive full funding is often what distinguishes the strongest work. Graders also look for a link between the analysis and the next action. Scholarly sources on resistance, professional tone and APA formatting complete the grade. Responses that quote the objection exactly, rather than paraphrasing it into something easier, are noticed and credited.
Common NURS 8546 Week 8 mistakes, and how to avoid them
Resistance papers often present objections in weakened form so they can be answered easily, which graders notice. Others treat every objection as a communication problem to be solved with persuasion. Some concede nothing, which makes the analysis look one-sided. Write each objection in the words someone would use, then decide whether it reports a lack of time, a doubt about evidence or a complaint about process. Estimate where you can, and concede where the evidence supports the objector. Avoid attributing objections to identifiable colleagues. Our writers can prepare a resistance analysis for the change you are leading, with objections sorted, tested and answered. Finish by saying what the analysis changes about your next step, because an analysis that leaves the plan untouched has not used its own findings.
Get a NURS 8546 Week 8 example written to your instructions
Forward the prompt, the rubric and whatever your section supplies about the objections, and a Week 8 example returns with them sorted, quoted and answered on their own terms. No charge on the first custom sample, returned in 24 to 48 hours. The six objections shown here were constructed for the page rather than collected from anybody's department.
More NURS 8546 papers and DNP samples
- NURS 8546 Week 1: Program Pressure Post
- NURS 8546 Week 2: Needs Assessment Paper
- NURS 8546 Week 3: Diffusion of Innovation Paper
- NURS 8546 Week 4: Stakeholder Map Example
- NURS 8546 Week 5: Delivery Mode Comparison
- NURS 8546 Week 6: Technology Evaluation Paper
- NURS 8546 Week 7: Faculty Preparation Plan
- NURS 8546 Week 9: Rollout Timeline Example
- NURS 8546 Week 10: Outcome Evaluation Design
- NURS 8546 Week 11: Sustainability Brief Example
- NURS 8600 Week 8: DNP sustainment handoff plan
- NURS 8544 Week 8: Peer Critique Response
- NURS 8542 Week 8: Curriculum Revision Proposal
- NURS 8540 Week 8: Faculty Mentorship Plan
NURS 8546 Week 8 questions, answered
Is it acceptable to agree with a resister?
It is usually necessary. A paper in which every objection collapses has told the grader that the objections were chosen for their weakness. The example concedes one evidence claim outright and carries that concession into its conclusion, which costs nothing and buys the analysis its credibility for the six pages that follow.
Does this overlap the adoption framework week?
They sit next to each other and answer different questions. A framework analysis explains why a group adopts at the rate it does; this one examines specific objections as claims and tests them. Sections running both usually expect the later work to be concrete where the earlier was structural, and reusing framework categories as the sorting scheme here tends to flatten it.
Where can I find a free NURS 8546 Week 8 sample paper?
The complete analysis of six objections, including the two that stay valid, is available above at no charge.
Which objection does the NURS 8546 Week 8 analysis concede?
The evidence objection that flipped classrooms do not reliably improve nursing learners' results, which a systematic review supports, so the program should not promise better outcomes.
How does the NURS 8546 Week 8 paper sort the objections?
Into capacity objections about time and skill, evidence objections about whether the change works and an authority objection about who decided, before answering any of them.