MGMT 4327 Reflection Paper Length Approximately 1200 wor

MGMT 4327 Reflection Paper
Length: Approximately 1200 words (between 1100-1300 words)
Formatting: Double spaced, 12 Point font, APA Format
Due: No later than Thursday, December 9, 2021 @ 11:59pm
What is a Reflection Paper?
A reflection paper is your identification of the main themes of
the readings integrated
with your classroom experience and how both affect your
thinking and practice. A reflection
paper is your chance to add your thoughts and analysis to what
you have read and experienced.
It is meant to illustrate your understanding of the material and
how it affects your ideas and
possible practice in future.
Choose two topics discussed in class (from the text) and relate
how you will incorporate
these concepts into your career, your business, or your future
work and include how these two
ideas shaped your understanding of Management. Be specific
and original. Give examples. This
is ‘your’ reflection. Please pick two topics from the list below.
• Individual Differences, Diversity & Social Perception
• Motivation
• Groups & Teams

• Communication
• Managing Conflict & Negotiations
• Decision Making
• Power & Influence
• Leadership
• Organizational Culture
• Organizational Design & Innovation
This is a formal paper and will be graded on your discussion of
the relevant two topics plus,
adherence to the length and format requirements, and grammar.
ASSESSMENT #1 Comments:
It provided you an opportunity to plan a hypothetical health
promotion plan focused on a specific
health concern in your community for a hypothetical individual
or group who live in your
community. You want to choose a specific small group or
individual within that
community to educate in assessment 4. You may want to review
the scoring guide criteria
regarding collaborative SMART goals/objectives. You may also
want to review my short
video in the announcement section of the course for help in
deciding what the goals will
be. Your goals need to be focused on the hypothetical
educational session that you will hold
(assessment 4). You will need to evaluate whether your
educational session was successful and
if your participants did actually achieve their goals. Again,
these goals are collaborative with

your participants, not educators or school boards.
You did an excellent job describing teen pregnancy as a health
concern that you chose from the
list provided in the assessment guidelines for your hypothetical
population living in your
community, not in a facility. ITeen pregnancy has many
ramifications for both mother and baby.
This is a growing concern in our health care system, especially
for the community. Would you
agree? You did a fantastic job explaining why addressing teen
pregnancy is important for health
promotion within your hypothetical population. Your
conclusions were well supported by current
and relevant health data from various peer reviewed sources.
Well doneI like that your writing
was very clear and logical. There were no errors in APA format.
Your result: Non-Performance
In order to improve your designation in this criterion please
refer to the assessment rubric. It is
easy to miss a criterion at times. I liked that you mentioned
some goals, but for this assessment
you are expected to develop SMART objectives. You need to
establish collaborative SMART
educational objectives with your participants. SMART goals and
objectives are Specific,
Measurable, Attainable, Relevant and Time bound. You may
want to review my video
announcement with tips to help with assessments 1 and 4 on the
home page of the course.
An example of a SMART educational objective for your
educational session might be:

By the end of the first session, the participants will be able to
name 3 ramifications of
teen pregnancy.
You may use this as one of your educational objectives if you
choose, but for a distinguished
score I would like to see 1 or 2 more collaborative objectives
related to your topic. This will allow
you to more easily evaluate them when you create your
presentation for assessment 4. The
evaluation is the degree to which your session was successful
and if your overall goals and
educational objectives need revisions
Please review the announcement on SMART goals and learning
objectives in community health
on the home page of the course. This gives you an example of a
SMART goal, a SMART
learning objective, and how to evaluate the learning objective.
You will need to be able to do this
to be successful in assessment 4.
SMART Goals
The nurse is accountable for maintaining the safety and health
of the individual, group, or
community daily and in the event of a disaster or disease
outbreak. People who are prepared
will achieve better outcomes and possibly demonstrate a better
quality of life. An educational
program is a great way to help achieve this.
Poorly planned programs result in a waste of time, money, and
valuable services. It may even

result in the death of those involved or hinder resiliency. The
first step in an educational program
is the development of SMART goals (Specific, Measurable,
Attainable, Relevant, Timely) goals.
Smart goals provide direction for educational programs. They
establish criteria and standards
for evaluation of the program.
SMART goals must be effective, meaningful, achievable, and
collaborative in nature. Key
stakeholders (such as the individual, group, or community;
possibly significant others; and you,
the nurse) must be taken into account.
Often the best way to identify patient-centered functional goals
is simply to ask the target group,
"What are your goals?" Doing this will help you to improve
adherence, satisfaction, and
outcomes. Consider the following when developing SMART
goals:
● Specific: Goals will specify who will be responsible, what is
to be achieved, where the
activity is located, and why it is important or beneficial.
● Measurable: Goals must specify criteria for measuring
progress against those goals. It
helps you to stay on track, reach milestones, and motivate the
stakeholders.
● Attainable: Setting attainable goals serves to motivate the
individual or group.
● Relevant: Key stakeholders must see how a specific goal is
relevant to them.
● Timely: To be most effective, goals must be structured around
a specific time frame to

motivate individuals to begin working on their goals.
SMART Objectives
After developing a mutually agreed upon goal, SMART
objectives are developed to help guide
activities. Objectives help to determine whether the goals have
been achieved and if revisions
need to be made for future educational sessions.
SMART objectives must be:
● Specific: Objectives need to be concrete, detailed, and well
defined so that you know
what exactly is going to occur and what to expect.
● Measurable: A way to determine how the objective was met or
needs revision.
● Achievable: The objective must be appropriate and feasible
for those involved. Ask:
What's the patient's learning style? For example, does the
patient prefer reading printed
materials, viewing audiovisual materials, or watching
demonstrations?
● Realistic: It must take into consideration constraints such as
resources, personnel, cost,
educational level, learning style, reading level, and
comprehension level. What language
do they speak? How much does the individual or group like to
know? Ask: Can a patient
read and comprehend instructions or follow directions? Do they

prefer reading printed
materials, viewing audiovisual materials, or demonstrations?
● Time-bound: A time frame helps to set boundaries around the
objective. Ask: How long
will it take to attain the objective? Objectives may be process-
or outcome-oriented.
Outcome objectives can be short-term, intermediate, or long-
term:
● Short-term outcome objectives can be achieved after
implementing certain activities
or interventions. Change may be in cognitive (knowledge),
psychomotor (demonstration),
and values (attitude).
● Intermediate outcome objectives provide a sense of progress
toward reaching the
long-term objectives. This could be behavior and policy change.
● Long-term objectives occur after the program has been
implemented. It may take more
than a month. These can be changes in mortality, morbidity, and
quality of life.
Example of a SMART goal:
● Prepare the stakeholders in the community for a disaster.
Example of a SMART objective:
● By the end of the program, the stakeholders will verbalize at
least five supplies that need
to be in their family disaster kit.

Example of an evaluation of a SMART objective:
● The participants correctly verbalized five supplies that need
to be in their family disaster
kit.
Assessment 4 Comments:
I am sorry, but you may not submit your presentation until you
get a passing grade on your first
assessment. Your need to re-read the comnments that I made on
assessment one. Your
presentation does not reflect a plan that you made with a small
group or individual. Your
presentation must be directed at educating your participants on
how to prevent pregnancy
during the teen years. Your plan was general, therefore this
presentation was general. Please
reach out if you have questions. I am here to help and I want
you to be successful. You MUST
make SMART goals that have supporting learning objectives.
The following is taken from an
announcement on SMART goals and objectives.
Example of a SMART Goal:
Prepare the stakeholders in the community for a disaster
Example of a SMART objective:
By the end of the program, the stakeholders will verbalize at
least 5 supplies need to be in their
family disaster kit.

Example of Evaluation of SMART objective:
The participants correctly verbalized 5 supplies need to be in
their family disaster kit.
While these goals and objectives are not related to teen
pregnancy, please use this format to
create your own based on your topic. In assessment 1, I did give
you an example of 1 learning
objective that you are free to use.
Build a slide presentation (PowerPoint preferred) of the
hypothetical health promotion
plan you developed in the first assessment. Then, implement
your health promotion plan
by conducting a hypothetical face-to-face educational session
addressing the health
concern and health goals of your selected group. How would
you set goals for the
session, evaluate session outcomes, and suggest possible
revisions to improve future
sessions?
As you begin to prepare this assessment, you are encouraged to
complete the Vila Health:
Conducting an Effective Educational Session activity. The
information gained from completing
this activity will help you succeed with the assessment as you
consider key issues in conducting
an effective educational session for a selected audience.
Completing activities is also a way to
demonstrate engagement.

Professional Context
Health education is any combination of learning experiences
designed to help community
individuals, families, and aggregates improve their health by
increasing knowledge or
influencing attitudes (WHO, n.d.). Education is key to health
promotion, disease prevention, and
disaster preparedness. The health indicator framework identified
in Healthy People 2030
prompts action in health services accessibility, clinical
preventive services, environmental
quality, injury or violence prevention, maternal, infant, and
child health, mental health, nutrition,
substance abuse prevention, and tobacco use cessation or
prevention.
Nurses provide accurate evidence-based information and
education in formal and informal
settings. They draw upon evidence-based practice to provide
health promotion and disease
prevention activities to create social and physical environments
conducive to improving and
maintaining community health. When provided with the tools to
be successful, people
demonstrate lifestyle changes (self-care) that promote health
and help reduce readmissions.
They are better able to tolerate stressors, including
environmental changes, and enjoy a better
quality of life. In times of crisis, a resilient community is a
safer community (Flanders, 2018;
Healthy People 2030, n.d.).
This assessment provides an opportunity for you to apply
teaching and learning concepts to the

presentation of a health promotion plan.
Preparation
For this assessment, you will conclude the clinical learning
activity you began in
Assessment 1.
You will resume the role of a community nurse tasked with
addressing the specific health
concern in your community. This time, you will present, via
educational outreach, the
hypothetical health promotion plan you developed in
Assessment 1 to your fictitious audience.
In this hypothetical scenario, you will simulate the presentation
as though it would be live and
face-to-face. You must determine an effective teaching strategy,
communicate the plan with
professionalism and cultural sensitivity, evaluate the objectives
of the plan, revise the plan as
applicable, and propose improvement for future educational
sessions. To engage your
audience, you decide to develop a PowerPoint presentation with
voice-over and speaker notes
to communicate your plan.
Remember that your first assessment (Assessment 1) MUST be
satisfactorily completed to
initiate this assessment (Assessment 4).
Instructions
Complete the following:

● Prepare a 10-12 slide PowerPoint presentation with a voice-
over and detailed speaker
notes that reflects your hypothetical presentation. This
presentation is the
implementation of the plan you created in Assessment 1. The
speaker notes should be
well organized. Be sure to include a transcript of the voice-over
(please refer to the
PowerPoint tutorial). The transcript can be submitted on a
separate Word document.
● Simulate the hypothetical face-to-face educational session
addressing the health
concern and health goals of your selected community individual
or group.
● Imagine collaborating with the hypothetical participant(s) in
setting goals for the session,
evaluating session outcomes, and suggesting possible revisions
to improve future
sessions.
complete the Vila Health:
Conducting an Effective Educational Session activity. The
information gained from completing
this activity will help you succeed with the assessment as you
consider key issues in conducting
an effective educational session for a selected audience.
Completing activities is also a way to
demonstrate engagement.
Presentation Format and Length
You may use Microsoft PowerPoint (preferred) or other suitable

presentation software to create
your presentation. If you elect to use an application other than
PowerPoint, check with your
faculty to avoid potential file compatibility issues.
The number of content slides in your presentation is dictated by
nature and scope of your health
promotion plan. Be sure to include title and references slides
per the following:
● Title slide:
○ Health promotion plan title.
○ Your name.
○ Date.
○ Course number and title.
● References (at the end of your presentatio n).
○ Be sure to apply correct APA formatting to your references.
Supporting Evidence
Support your plan with at least three professional or scholarly
references, published within the
last 5 years, which may include peer-reviewed articles, course
study resources, and Healthy
People 2030 resources.
Graded Requirements
The requirements outlined below correspond to the grading
criteria in the assessment scoring
guide, so be sure to address each point. Read the performance-
level descriptions for each
criterion to see how your work will be assessed.

● Present your health promotion plan to your hypothetical
audience.
○ Tailor the presentation to the needs of your hypothetical
audience.
○ Adhere to scholarly and disciplinary writing standards and
APA formatting
requirements.
● Evaluate educational session outcomes and the attainment of
agreed-upon health goals
in collaboration with participants.
○ Which aspects of the session would you change?
○ How might those changes improve future outcomes?
● Evaluate educational session outcomes in terms of progress
made toward Healthy
People 2030 objectives and leading health indicators.
○ What changes would you recommend to better align the
session with Healthy
People 2030 objectives and leading health indicators?
● Organize content with clear purpose/goals and with relevant
and evidence-based
sources (published within 5 years).
● Slides are easy to read and error free. Detailed audio and
speaker notes are provided.
Audio is clear, organized, and professionally presented.
Additional Requirements
Before submitting your assessment, proofread your presentation
slides and speaker's notes to

minimize errors that could distract readers and make it difficult
for them to focus on the
substance of your presentation.
Develop a disaster recovery plan to lessen health disparities and
improve access to
community services after a disaster. Then, develop and record a
10-12 slide presentation
of the plan with audio and speaker notes for the Vila Health
system, city officials, and the
disaster relief team.
complete the Disaster
Preparedness and Management activity. The information gained
from completing this activity will
help you succeed with the assessment as you think through key
issues in disaster
preparedness and management in the community or workplace.
Completing activities is also a
way to demonstrate engagement.
Instructions
Every 10 years, The U.S. Department of Health and Human
Services and the Office of Disease
Prevention and Health Promotion release information on health
indicators, public health issues,
and current trends. At the end of 2020, Healthy People 2030
was released to provide
information for the next 10 years. Healthy People 2030 provides
the most updated content when
it comes to prioritizing public health issues; however, there are

historical contents that offer a
better understanding of some topics. Disaster preparedness is
addressed in Healthy People
2030, but a more robust understanding of MAP-IT, triage, and
recovery efforts is found in
Healthy People 2020. For this reason, you will find references
to both Healthy People 2020 and
Healthy People 2030 in this course.
Complete the following:
1. Develop a disaster recovery plan for the Vila Health
community that will lessen health
disparities and improve access to services after a disaster. Refer
back to the Vila Health:
Disaster Recovery Scenario to understand the Vila Health
community. (LISTED
BELOW- TO READ AND APPLY TO ASSIGNMENT)
○ Assess community needs.
○ Consider resources, personnel, budget, and community
makeup.
○ Identify the people accountable for implementation of the
plan and describe their
roles.
○ Focus on specific Healthy People 2020 goals and 2030
objectives.
○ Include a timeline for the recovery effort.
2. Apply the MAP-IT (Mobilize, Assess, Plan, Implement,
Track) framework to guide the
development of your plan:
○ Mobilize collaborative partners.
○ Assess community needs.

■ Use the demographic data and specifics related to the disaster
to identify
the needs of the community and develop a recovery plan.
Consider
physical, emotional, cultural, and financial needs of the entire
community.
■ Include in your plan the equitable allocation of services for
the diverse
community.
http://media.capella.edu/CourseMedia/nurs-
fpx4060element16841/wrapper.asp
■ Apply the triage classification to provide a rationale for those
who may
have been injured during the train derailment. Provide support
for your
position.
■ Include in your plan contact tracing of the homeless, disabled,
displaced
community members, migrant workers, and those who have
hearing
impairment or English as a second language in the event of
severe
tornadoes.
○ Plan to lessen health disparities and improve access to
services.
○ Implement a plan to reach Healthy People 2020 goals and
2030 objectives.

○ Track and trace-map community progress.
■ Use the CDC's Contract Tracing Resources for Health
Departments as a
template to create your contact tracing.
■ Describe the plan for contact tracing during the disaster and
recovery
phase.
3. Develop a slide presentation of your disaster recovery plan
with an audio recording of
you presenting your assessment of the Vila Health: Disaster
Recovery Scenario for city
officials and the disaster relief team. Be sure to also include
speaker notes.
Presentation Format and Length
You may use Microsoft PowerPoint (preferred) or other suitable
presentation software to create
your slides and add your voice-over along with speaker notes. If
you elect to use an application
other than PowerPoint, check with your instructor to avoid
potential file compatibility issues.
Be sure that your slide deck includes the following slides:
● Title slide.
○ Recovery plan title.
○ Your name.
○ Date.
○ Course number and title.
● References (at the end of your presentation).

Your slide deck should consist of 10-12 content slides plus
title and references slides. Use the speaker's notes section of
each slide to develop your talking points and cite your
sources as appropriate. Be sure to also include a transcript
that matches your recorded voice-over. The transcript can be
submitted on a separate Word document.
https://www.cdc.gov/coronavirus/2019-ncov/php/open-
america/contact-tracing-resources.html
Supporting Evidence
Cite at least three credible sources from peer-reviewed journals
or professional industry
publications within the past 5 years to support your plan.
Graded Requirements
criteria in the scoring guide, so be
sure to address each point:
● Describe the determinants of health and the cultural, social,
and economic barriers that
impact safety, health, and recovery efforts in the community.
○ Consider the interrelationships among these factors.
● Explain how your proposed disaster recovery plan will lessen
health disparities and
improve access to community services.
○ Consider principles of social justice and cultural sensitivity
with respect to

ensuring health equity for individuals, families, and aggregates
within the
community.
● Explain how health and governmental policy impact disaster
recovery efforts.
○ Consider the implications for individuals, families, and
aggregates within the
community of legislation that includes, but is not limited to, the
Americans with
Disabilities Act (ADA), the Robert T. Stafford Disaster Relief
and Emergency
Assistance Act, and the Disaster Recovery Reform Act (DRRA).
● Present specific, evidence-based strategies to overcome
communication barriers and
enhance interprofessional collaboration to improve the disaster
recovery effort.
○ Consider how your proposed strategies will affect members of
the disaster relief
team, individuals, families, and aggregates within the
community.
○ Include evidence to support your strategies.
● Organize content with clear purpose/goals and with relevant
and evidence-based
sources (published within 5 years).
● Slides are easy to read and error free. Detailed audio and
speaker notes are provided.
Audio is clear, organized, and professionally presented.
○ Develop your presentation with a specific purpose and

audience in mind.
APA formatting
requirements.
VILLA HEALTH ACTIVITY INFO: READ AS A RESOURCE
AND APPLY FOR
THE ASSIGNMENT
HOPE FOR THE BEST, PLAN FOR THE
WORST
Op-ed by Anne Levy, Valley City Herald
Valley City has had a great year, growing on a number of
fronts. But all of our growth and
success exists in the shadow of the recent past, a case of recent
wounds slowly healing and
fading to scars.
No one who was in Valley City two years ago will ever forget
the catastrophic derailment of an
oil-tanker train and the subsequent explosion and fire. While
fatalities were fewer than they
could have been, six residents of our city lost their lives. Nearly
two hundred were hospitalized,
and much of the city was temporarily evacuated. Several homes
near the railroad tracks were
leveled, and our water supply was contaminated by oil leakage
for several months.
Life has resumed, and we have begun to thrive again, in our
fashion. But the nagging feeling

recurs: When the disaster struck, were our institutions properly
prepared? No one wakes up in
the morning expecting a train derailment, of course. But
responsible institutions think about
things that could go wrong within the realm of possibility, and
make a plan. Many individuals
performed brave, inspired, selfless service in the chaos of the
derailment, but it is clear in
retrospect that much of the work was improvised, disorganized,
and often circular or at
cross-purposes.
For the first two hours of the crisis, the Valley City Fire
Department was caught unprepared by
the damage to the city water supply caused by the explosion,
which was more extensive than
had been considered possible. The Fire and Police departments
had trouble coordinating radio
communications, and a clear chain of command at the scene
between departments was
painfully slow to emerge. The hospital was woefully
understaffed for the first six hours of the
crisis, taking far too long to find a way to bring additional staff
and resources onto the scene.
The city health department was unacceptably dilatory in testing
the municipal water supply for
contaminants.
A call from the Herald's offices to City Hall confirmed that the
city's disaster plan is over a
decade old, and is unfortunately myopic both in the events it
considers as possible disasters
and in the agencies it plans for. It is of utmost importance to the
future of our city that this plan
be revised, revisited, and expanded. All city agencies should
review their own disaster plans

and coordinate with the city for a master plan. The same goes
for crucial non-government
agencies, most especially the Valley City Regional Hospital. Of
course, this all exists in the
shadow of budget cuts both at city hall and the hospital.
The sun is shining today, without a cloud in the sky. This is the
time to make sure we are ready
for the next storm, so to speak, to hit our city. No one knows
what the next crisis will be or when
it will come. But we can count on the fact that no one will get
up that morning expecting it.
Valley City, ND, Demographics
Population: 8,295 (up from 6,585 in 2010 census)
Median Age: 43.6 years. 17.1% under age 18; 14.8% between 18
and 24; 21.1% between 25
and 44; 24.9% 46 – 64; 22% 65 or older.
Officially, residents are 93% white, 3% Latino, 2% African-
American, 1% Native American, 1%
other.
---additionally, unknown number of undocumented migrant
workers with limited English
proficiency
Special needs: 204 residents are elderly with complex health
conditions; 147 physically
disabled and/or use lip-reading or American Sign Language to
communicate.

Note that the Valley City Homeless shelter runs at capacity and
is generally unable to
accommodate all of the city’s homeless population. Also, the
city is in the midst of a financial
crisis, with bankruptcy looming, and has instituted layoffs at
the police and fire departments.
Valley City Region Hospital Fact Sheet
105-bed hospital (currently 97 patients; 5 on ventilators, 2 in
hospice care.)
NOTEWORTHY: Both of VCRH’s ambulances are aging and in
need of overhaul. Also, much of
the hospital’s basic infrastructure and equipment is old and
showing wear. The hospital has run
at persistent deficits and has been unable to upgrade; may be
looking at downsizing nursing
staff.
Jennifer Paulson--Administrator, Valley City Hospital--Hello,
thanks for stopping
by. I hope you’re settling in well.
I'd been planning on talking to you about disaster planning in
the near future anyway, but now it
looks like it's a lot more urgent. I'm not sure if you've heard,
but the National Weather Service
says we’re going to be at an elevated risk for severe tornadoes
in Valley City this season. I’m
taking that as a clear sign that it’s time we get serious about
disaster planning. And it’s not just
me… The mayor just called me and asked the hospital to check
our preparedness for a
mass-casualty event, given recent qualms about the way the
derailment was handled. For
instance, did you see that op-ed in the paper about disaster

planning?
Anyway. My particular concern is patient triage in the near term
and recovery efforts over the
next six months. As I work on a more formal response to the
Mayor about where we're at for this
threat, I'd appreciate it if you could do some research and
planning on this matter. Even if we
dodge the bullet on these tornadoes, there'll be something else
in the future. We need to stop
putting it off and get serious about our disaster planning.
What I'd like for you to do first is take some time to talk to a
good cross-section of people here at
the hospital about what happened last time, and about our
disaster plan in general. Make sure
you get people from administration as well as frontline care
staff; after all, problems can be
visible in one area but not another a lot of times. So spread it
around! Since you weren't here for
the train crisis, I think you're in a unique position to have a
fresh, unbiased outlook on it.
Actually, first you might find it useful to take a look at the
hospital fact sheet, just to brush up on
our basics here.
After you've looked at the fact sheet and done some talking to
people, I'd like you to swing back
by and we'll talk about next steps.
Thanks!
Kate McVeigh RN--Hey there! Yeah, I think I have a minute or
two to talk about the derailment.

Wow. It's crazy. I guess that's been a while, but it still feels like
it just happened. It's all so vivid!
I was on shift when it happened, so I was here for the whole
thing. The blast, the first few
injuries, and then the wave. I think I was working for 16 hours
before Heather, the former head
nurse, told me to leave before I passed out.
I just remember a big jumble. We had waves of people coming
in before we were really aware of
what we were up against. Someone actually brought out the
disaster plan but it was kind of
useless. Just a bunch of words about using resources wisely and
what have you, no concrete
steps or plan. And then people started pouring in and we started
treating them and there just
wasn't time to figure out how to make that stuff about using
resources wisely into an actual,
concrete plan. I mean, of course it's good advice to use your
damned resources wisely in an
emergency! But just saying that doesn't help. Without a plan,
we were just working our way
through a line, or really more like a crowd, without any thought
of triage or priorities or anything.
You knew as you were doing it that it was bad, but what could
you do? There was always a next
person to help.
You know what would have been useful in that damn disaster
plan? Strict, functional checklists
and lists of steps and such. Concrete plans for a chain of
command. Clear lists of what to do
and what our priorities should have been. And I'm just talking
doctor and nurse time here, as far
as waste goes. I know we had critical problems with supplies

and such, but I was too focused
on patient care to really know what was going on there.
OK. I have to go do rounds. Good luck. Yikes. I'm all anxious
just thinking about that again.
Megan Campbell RN
Oh, I remember the night of the derailment really well. I'll
never forget it. I was off that night, out
for dinner with my family. Heard the boom and the word spread
through the Pizza Hut about
what had happened pretty quickly. I kept expecting a call telling
me to come in to the hospital,
but none ever came. After maybe ten minutes of that, I figured
I'd better just come in on my
own. It was pretty clear there were going to be a lot of people
moving through the hospital.
I guess that was a little bit of a failure, but it's nothing
compared to what I saw when I showed up
at the hospital. I just hustled into the ER and started helping
out. It wasn't clear who was in
charge, and nobody was making any decisions. People just
started piling in with burn wounds,
smoke inhalation, blunt trauma from the explosion, you name i t.
And we were just dealing with
them first-come, first serve, more or less. Just working our way
through the room while people
kept coming in and piling up. I knew that this wasn't the right
way to be doing this - heck, we all
knew - but the room was too chaotic for anyone to take a second
and say "stop" and impose
some kind of systematic approach. I don't know for sure if any

lives were lost because of the
muddle, but I know people with some very serious injuries
suffered a lot longer than they
needed to while we were treating people with minor sprains and
contusions who'd just
happened to get to the ER a little earlier.
Hope this helps!
Courtney Donovan M.D.--I can't say that I feel great about the
state of disaster
planning here at the hospital. I know we keep talking about
doing something, but it never seems
to get any further than talk. I mean, no offense, but I think this
is the third time since the
derailment that someone has tried to talk to me about lessons
learned. There's a point where
just that repetition makes it clear that no lessons have been
learned.
But just to be a good sport: The big lesson from the derailment
is that our staff is intelligent,
resourceful, energetic, and flexible. That's the good news. Stuck
with a horrific situation and a
disaster plan that I'd describe as "aspirational," we got through
a very rough event. It was more
painful than it needed to be, since we had to improvise most of
it and improvisation is never the
most efficient way to do things. But we provided real hel p to
people and I think we kept the loss
of life admirably low.
But god. There was no structure, no thought to anything. I tried
to get the nurses to perform
some triage, but they were too busy reacting to the latest mini -
crisis to pop up in front of them. I

don't blame them, of course! I tried to give some orders, but
then like the nurses I was always
pulled in to sit with the next patient, and someone else would
come out and countermand
whatever I'd said, and it just went on like that all night.
On a personal level, I know I pushed myself too hard that night.
I mean, with good reason, but
still. I was exhausted and loopy after 14 hours or so, and it's
just luck that I didn't make any
serious medical errors. I'm not the only one who put it all out
there. I know most of the medical
staff were in bad shape towards the end, too. I guess that's
always going to be a risk, but I think
we could have planned our operations a little better. If we'd
been more thoughtful about what we
were doing, maybe we wouldn't have needed to grind ourselves
down so far.
You know what else? I've never felt good about our long-term
check-ins afterwards. People who
had recurring problems related to the derailment came in, but
neither we at the hospital or
anybody in public health did enough to check in with people on
an ongoing basis in the months
after the disaster. Even when we were having those water
contamination issues! People forget
about that–the derailment disaster really continued for months
afterwards as the cleanup went
on.
I hope you're serious about taking this information and turning
it into something useful. For god's

sake, please don't just write it all down and keep it on your
laptop this time.
Mike Horgan Associate Director Hospital Operations--I have
been screaming about the
need to update our disaster plan for years. I was screaming
about it before the train incident,
too, but nobody would listen then. I figured people might listen
afterwards, but that hasn't been
the case, at least so far. If I'm talking to you about this right
now, maybe it's a good sign.
Look. I respect the heck out of Jen Paulson, she's been a great
hospital administrator. But she's
also got a lot on her plate, and is never, ever able to properly
take a step back and look at the
big picture. Not her fault, it's a systemic thing.
And all of our disaster-planning problems are systemic. The
disaster plan as it exists is basically
a binder full of memos, each memo just being something I or
Jen or someone else went and
wrote down after we'd had a conversation about what to do if
there was a catastrophic
snowstorm or what have you. At best, it works as a bunch of
notes that you could use to build a
real disaster plan out of. As something you could act on in a
crisis? No way. And we proved that
in the train incident.
One thing that makes me crazy about all of this: in all of our
conversations, we act like we here
at the hospital can cook up a plan on our own that'll get us
through anything. But that's just
crazy. We can and should have a plan. But when the stuff hits
the fan, we're not on our own and

we can't work from a plan that pretends we are. We interface
directly with first responders: the
fire department, the EMTs, and the police and sheriff's
departments. Our plan needs to
coordinate with them. We saw that in spades on the night of the
train explosion. We barely had
functional communication with any of the other agencies for the
first few hours of the crisis!
People were being brought over by the ambulance load and just
kind of dumped off so that they
could go pick up the next wave! There was a serious problem
with understandably panicked
people crowding the hospital, mostly trying to find out where
their loved ones were and if they
were OK, and it was three in the morning before we had police
here doing crowd control.
So if you're helping Jen work on an improved disaster plan:
First, thank you. Second, please,
PLEASE reach out to people at other agencies around town and
work out some joint-operation
protocols for next time.
Andrew Steller Hospital CFO- Well, welcome to the house of
gripes.
Sorry. It’s just that this is kind of a tough stretch, since the
budget realities we’re facing make
everything extra difficult and fraught. Believe me, I understand
the importance of planning for
the next disaster. It’s just that this is one more thing that our
shortfalls are going to make really,
really difficult.

It’s looking pretty likely that we’re going to need to cut our
nursing staff pretty soon. Aside from
the day-to-day problems that’ll cause, it’ll have a huge impact
in a disaster. But it’s worse than
that. Impact from a disaster doesn’t just happen in the midst of
the crisis. It lingers, just like we
saw with the derailment. And we’re going to have a hell of a
time in that aftermath phase if we’re
dealing with a reduced workforce and reduced resources.
I mean, think about who gets impacted when something major
happens. The impact, especially
long-term, doesn’t affect everyone equally. Think about any
kind of special-needs population:
people who don’t speak English, people with grave health
problems who need ongoing care,
people with serious economic problems… Those people are
going to be affected up-front at
least as much, if not more than, the baseline population, but
then their recovery is going to be
that much harder. That’s a reality that’s been borne out over and
over. You see it with health
impact, economic impact, even physical impact. If you were a
little bit behind before, you’ll be a
bit further behind after. We need, as both a moral and legal
imperative, to provide equal access
and service for all of the different parts of a diverse community.
And again, we’ll be facing that
situation with reduced capacity.
Another thing that’s going to be a factor in our post-disaster
recovery is government. Does
FEMA step in? How long do they stay? Is there a disaster
declaration, with some recovery
funding? How about at the state level? Who’s coordinating all
of this? This sort of thing requires

a ton of communication and collaboration with governmental
entities at all levels. We like to
pretend we’re autonomous in these situations but we aren’t at
all. There’s always a minefield of
government funding and health policy to dig through as we try
to put ourselves back together.
Sorry to be the voice of gloom and doom here. This stuff isn’t
impossible, but god knows it’s
difficult.
Anthony Martinez Director, Facilities --Hey there.
Disaster planning, huh? Yeah, it'd be good to have a disaster
plan. It's hard to do in real life,
when you're trapped by the realities of a budget cycle. You
know? Whatever we plan, whatever
we think is the right thing to do for the long term, there's also
this reality that Vila Health HQ
expects us to hit certain monetary targets and we have to not
only factor that into any idea
about disaster planning, but also have to focus on hitting those
targets rather than sitting down
and, you know, making a plan.
I try to do things in my own way as much as I can. For critical
supplies in the building, I work to
build as much of a cushion as the budget process will allow.
Same for critical facilities; if we can
financially make it work to make something redundant, I do it.
It'd be great if this was more
formally planned out and not a case of me stashing away a
cache of saline solution when I can,
but you deal with the reality you have and not the reality you
wish you had.

This is all a response to that damn derailment, of course. God,
that was a mess. I was new to
this position then, still trying to clean up the disaster I'd
stepped into. My predecessor, well, Ed
Murphy was a great golfer but not much of a long-term thinker.
Across the board, we had
enough supplies for the next week's normal operations and
nothing more. Ed had read some
book about just-in-time inventory and was all excited about how
efficient that could make us.
And that kind of efficiency's great if you're running an assembly
line, but it doesn't work so well if
you have a hospital and something unexpected comes up, like an
oil train jumping the tracks
and blowing up.
I'd just started to build up some surplus supplies when that
happened, nowhere near enough.
We burned through supplies at a terrifying rate that night.
Especially bandages and blood
plasma. It didn't help that the floor staff were just running
around like crazy trying to treat people
as they came in, not putting any thought into prioritizing who
got what. I'm not blaming them,
they were doing the best they could in a tough situation. But it
meant that we were out of plasma
for a while until Jackie Gifford from Fargo Methodist drove in
with a truckload of replacements
for us. It was like that all night, making frantic calls to
hospitals and agencies all over the area,
trying to get supplies. And keeping an eye on the fuel situation
for the hospital generator, since
the fire took out power for half the town.

God, what a mess. Took us six months to clean all that up. So
disaster planning? Yeah, I'm all
for it.
Jennifer Paulson Administrator, Valley City Hospital---Thanks
for talking to everyone! I bet
you heard a lot.
I’d like you to take some time to sit and think about what
you’ve heard and seen, and try to knit it
all together into some overall conclusions that we can use to
work up a plan to be ready for the
next disaster.
Ultimately, I'd like you to be able to present a compelling case
to community stakeholders
(mayor and city disaster relief team) to obtain their approval
and support for the proposed
disaster recovery plan. I'd like you to use MAP-IT, and work up
an approach supported by
Healthy People 2020, and put it all into a PowerPoint. We'll
save the PowerPoint deck and the
audio of its accompanying presentation at the public library so
that the public can access it and
see that we're serious. Ideally, I'd like this to be used as a
prototype for other local communities
near Valley City, and possibly other facilities in the Vila Health
organization.
● Research a selected local, national, or global nonprofit
organization or government
agency to determine how it contributes to public health and

safety improvements,
promotes equal opportunity, and improves the quality of life
within the community.
Submit your findings in a 3-5 page report.
As you begin to prepare this assessment, it would be an
excellent choice to complete
the Nonprofit Organizations and Community Health activity.
Complete this activity to gain
insight into promoting equal opportunity and improving the
quality of life in a community.
The information gained from completing this activity will help
you succeed with the
assessment.
Professional Context
Many organizations work to better local and global
communities' quality of life and
promote health and safety in times of crisis. As public health
and safety advocates,
nurses must be cognizant of how such organizations help certain
populations. As
change agents, nurses must be aware of factors that impact the
organization and the
services that it offers. Familiarity with these organizations
enables the nurse to offer
assistance as a volunteer and source of referral.
This assessment provides an opportunity for you gain insight
into the mission, vision,
and operations of a community services organization.
reparation

You are interested in expanding your role as a nurse and are
considering working in an area
where you can help to promote equal opportunity and improve
the quality of life within the local
or global community. You are aware of several nonprofit
organizations and government
agencies whose work contributes to this effort in some way.
You have particular interest in one
of these organizations but would like to know more about its
contributions to public health and
safety improvements. You would like to report the results of
your research in a scholarly paper
that you could submit for publication.
Research a selected local, national, or global nonprofit
organization or government agency from
the list provided. Determine how the organization or agency
contributes to public health and
safety improvements, promotes equal opportunity, and improves
the quality of life within the
community. Submit your findings in a 3-5 page report.
excellent choice to complete the
Nonprofit Organizations and Community Health activity.
Complete this activity to gain insight into
promoting equal opportunity and improving the quality of life in
a community. The information
gained from completing this activity will help you succeed with
the assessment.
Choose the organization or agency you are most interested in
researching:

● American Red Cross.
● Habitat for Humanity.
● United Way.
● Doctors Without Borders.
● The Salvation Army.
● United Nations Children's Fund (UNICEF).
● Federal Emergency Management Agency (FEMA).
● Centers for Disease Control and Prevention (CDC).
● National Center for Transgender Equality.
● National Resource Center on LGBT Aging.
● Advocacy & Services for LGBT Elders.
● Equal Justice Initiative.
● National Alliance to End Homelessness.
● Urban Triage.
● World Health Organization.
● The Arc: For People With Intellectual and Developmental
Disabilities.
● Alliance for Retired Americans.
● Futures Without Violence.
● Covenant House.
● Cultural Survival.
Instructions
Research a selected local, national, or global nonprofit
organization or government agency from
the list provided. Determine how the organization or agency
contributes to public health and
safety improvements, promotes equal opportunity, and improves
the quality of life within the
community. Submit your findings in a 3-5 page report.
excellent choice to complete the
Nonprofit Organizations and Community Health activity.

Complete this activity to gain insight into
promoting equal opportunity and improving the quality of life in
a community. The information
gained from completing this activity will help you succeed with
the assessment. After completing
this activity, choose an organization or agency from the list that
you are most interested in
researching.
Supporting Evidence
Cite at least three credible sources from peer-reviewed journals
or professional industry
publications published within the past 5 years that support your
research findings.
Graded Requirements
https://www.redcross.org/
https://www.habitat.org/
https://www.unitedway.org/
https://www.doctorswithoutborders.org/
https://www.salvationarmy.org/
https://www.unicef.org/
https://www.fema.gov/
https://www.cdc.gov/
https://transequality.org/
https://www.lgbtagingcenter.org/
https://www.sageusa.org/
https://eji.org/
https://endhomelessness.org/
https://urbantriage.org/
https://www.who.int/
https://thearc.org/
https://retiredamericans.org/
https://www.futureswithoutviolence.org/

https://www.covenanthouse.org/homeless-charity
https://www.culturalsurvival.org/
The research requirements, outlined below, correspond to the
grading criteria in the assessment
scoring guide, so be sure to address each point.
● Explain how the organization’s mission and vision enable it
to contribute to public health
and safety improvements.
○ Include examples of ways a local and/or global initiative
supports organizational
mission and vision and promotes public health and safety.
● Evaluate an organization’s ability to promote equal
opportunity and improve the quality of
life in the community.
○ Consider the effects of social, cultural, economic, and
physical barriers.
● Assess the impact of funding sources, policy, and legislation
on the organization’s
provision of services.
○ Consider the potential implications of funding decisions,
policy, and legislation for
individuals, families, and aggregates within the community.
● Explain how an organization’s work impacts the health and/or
safety needs of a local
community.
○ Consider how nurses might become involved with the
organization.

● Organize content so ideas flow logically with smooth
transitions; contains few errors in
grammar/punctuation, word choice, and spelling.
● Apply APA formatting to in-text citations and references
exhibiting nearly flawless
adherence to APA format.
○ Write with a specific purpose and audience in mind.
APA formatting
requirements.
Additional Requirements
Before submitting your paper, proofread it to minimize errors
that could distract readers and
make it difficult for them to focus on your research findings.
Develop a hypothetical health promotion plan, 3-4 pages in
length,
addressing a specific health concern for an individual or a group
living in the community that you
identified from the topic list provided.
● Bullying.
● Teen Pregnancy.
● LGBTQIA + Health.
● Sudden Infant Death (SID).
● Immunization.
● Tobacco use (include all: vaping, e-cigarettes, hookah,

chewing tobacco, and smoking)
cessation.
Please also read as a resource---Making SMART Goals Smarter
MacLeod, Les, EdD, MPH, LFACHE. Physician Executive;
Tampa Vol. 38, Iss. 2, (Mar/Apr 2012): 68-70, 72.
Historically, nurses have made significant contributions to
community and public health with
regard to health promotion, disease prevention, and
environmental and public safety. They have
also been instrumental in shaping public health policy. Today,
community and public health
nurses have a key role in identifying and developing plans of
care to address local, national, and
international health issues. The goal of community and public
health nursing is to optimize the
health of individuals and families, taking into consideration
cultural, racial, ethnic groups,
communities, and populations. Caring for a population involves
identifying the factors that place
the population's health at risk and developing specific
interventions to address those factors.
The community/public health nurse uses epidemiology as a tool
to customize disease
prevention and health promotion strategies disseminated to a
specific population. Epidemiology
is the branch of medicine that investigates causes of various
diseases in a specific population
(CDC, 2012; Healthy People 2030, n.d.).
As an advocate and educator, the community/public health nurse
is instrumental in providing
individuals, groups, and aggregates with the tools that are
essential for health promotion and

disease prevention. There is a connection between one’s quality
of life and their health literacy.
Health literacy is related to the knowledge, comprehension, and
understanding of one’s
condition along with the ability to find resources that will treat,
prevent, maintain, or cure their
condition. Health literacy is impacted by the individual’s
learning style, reading level, and the
ability understand and retain the information being provided.
The individual’s technology
aptitude and proficiency in navigating available resources is an
essential component to making
informed decisions and to the teaching learning process (CDC,
2012; Healthy People 2030,
n.d.).
It is essential to develop trust and rapport with community
members to accurately identify health
needs and help them adopt health promotion, health
maintenance, and disease prevention
https://www.proquest.com/indexinglinkhandler/sng/au/MacLeod
,+Les,+EdD,+MPH,+LFACHE/$N?accountid=27965
https://www.proquest.com/pubidlinkhandler/sng/pubtitle/Physici
an+Executive/$N/36212/PagePdf/1284082621/fulltextPDF/CAC
1A5C03C7D44D4PQ/1?accountid=27965
https://www.proquest.com/indexingvolumeissuelinkhandler/362
12/Physician+Executive/02012Y03Y01$23Mar$2fApr+2012$3b
++Vol.+38+$282$29/38/2?accountid=27965
strategies. Cultural, socio-economical, and educational biases
need to be taken into
consideration when communicating and developing an
individualized treatment and educational
plan. Social, economic, cultural, and lifestyle behaviors can

have an impact on an individual's
health and the health of a community. These behaviors may
pose health risks, which may be
mitigated through lifestyle/behaviorally-based education. The
environment, housing conditions,
employment factors, diet, cultural beliefs, and family/support
system structure play a role in a
person's levels of risk and resulting health. Assessment,
evaluation, and inclusion of these
factors provide a basis for the development of an individualized
plan. The health professional
may use a genogram or sociogram in this process.
What is a genogram? A genogram, similar to a family tree, is
used to gather detailed information
about the quality of relationships and interactions between
family members over generations as
opposed to lineage. Gender, family relationships, emotional
relationships, lifespan, and genetic
predisposition to certain health conditions are components of a
genogram. A genogram, for
instance, may identify a pattern of martial issues perhaps rooted
in anger or explain why a
person has green eyes.
What is a sociogram? A sociogram helps the health professional
to develop a greater
understanding of these factors by seeing inter-relationships,
social links between people or
other entities, as well as patterns to identify vulnerable
populations and the flow of information
within the community.
Note: Assessment 1 must be completed first before you are able
to submit Assessment 4.

Preparation
The first step in any effective project or clinical patient
encounter is planning. This assessment
provides an opportunity for you to plan a hypothetical clinical
learning experience focused on
health promotion associated with a specific community health
concern or health need. Such a
plan defines the critical elements of who, what, when, where,
and why that establish the
foundation for an effective clinical learning experience for the
participants. Completing this
assessment will strengthen your understanding of how to plan
and negotiate individual or group
participation. This assessment is the foundation for the
implementation of your health promotion
educational plan (Assessment 4).
You will need to satisfactorily pass Assessment 1 (Health
Promotion Plan) before working on
your last assessment (Assessment 4).
To prepare for the assessment, consider a various health
concern or health need that you would
like to be the focus of your plan from the topic list provided,
the populations potentially affected
by that concern or health need, and hypothetical individuals or
groups living in the community.
Then, investigate your chosen concern or need and best
practices for health improvement,
based on supporting evidence.
For this assessment, you will propose a hypothetical health
promotion plan addressing a

particular health concern or health need affecting a fictitious
individual or group living in the
community. The hypothetical individual or group of your choice
must be living in the community;
not in a hospital, assistant living, nursing home, or other
facility. You may choose any health
issues or need from the list provided in the instructions.
In the Assessment 4, you will simulate a face-to-face
presentation of this plan to the individual
or group that you have identified.
Please choose one of the topics below:
● Bullying.
● Teen Pregnancy.
● LGBTQIA + Health.
● Sudden Infant Death (SID).
● Immunizations.
● Tobacco use (include all: vaping e-cigarettes, hookah,
chewing
tobacco, and smoking) cessation. (MUST address all tobacco
products).
Instructions
Health Promotion Plan
● Choose a specific health concern or health need as the focus
of your hypothetical health
promotion plan. Then, investigate your chosen concern or need
and best practices for
health improvement, based on supporting evidence.
○ Bullying.

○ Teen Pregnancy.
○ LGBTQIA + Health.
○ Sudden Infant Death (SID).
○ Immunizations.
○ Tobacco use (include all: vaping e-cigarettes, hookah,
chewing tobacco, and
smoking) cessation. (MUST address all tobacco products).
● Create a scenario as if this project was being completed face-
to-face.
● Identify the chosen population and include demographic data
(location, lifestyle, age,
race, ethnicity, gender, marital status, income, education,
employment).
● Describe in detail the characteristics of your chosen
hypothetical individual or group for
this activity and how they are relevant to this targeted
population.
● Discuss why your chosen population is predisposed to this
health concern or health
need and why they can benefit from a health promotion
educational plan.
● Based on the health concern for your hypothetical individual
or group, discuss what you
would include in the development of a sociogram. Take into
consideration possible
social, economic, cultural, genetic, and/or lifestyle behaviors
that may have an impact on
health as you develop your educational plan in your first

assessment. You will take this
information into consideration when you develop your
educational plan in your fourth
assessment.
● Identify their potential learning needs. Collaborate with the
individual or group on
SMART goals that will be used to evaluate the educational
session (Assessment 4).
● Identify the individual or group's current behaviors and
outline clear expectations for this
educational session and offer suggestions for how the individual
or group needs can be
met.
● Health promotion goals need to be clear, measurable, and
appropriate for this activity.
Consider goals that will foster behavior changes and lead to the
desired outcomes.
Document Format and Length
Your health promotion plan should be 3-4 pages in
length.
Supporting Evidence
Support your health promotion plan with peer-reviewed articles,
course study resources, and
Healthy People 2030 resources. Cite at least three credible
sources published within the past
five years, using APA format.
Graded Requirements

criteria in the scoring guide, so be
sure to address each point. Read the performance-level
descriptions for each criterion to see
how your work will be assessed.
● Analyze the health concern that is the focus of your health
promotion plan.
○ Consider underlying assumptions and points of uncertainty in
your analysis.
● Explain why a health concern is important for health
promotion within a specific
population.
○ Examine current population health data.
○ Consider the factors that contribute to health, health
disparities, and access to
services.
● Explain the importance of establishing agreed-upon health
goals in collaboration with
hypothetical participants.
● Organize content so ideas flow logically with smooth
transitions; contains few errors in
grammar/punctuation, word choice, and spelling.
● Apply APA formatting to in-text citations and references
exhibiting nearly flawless
adherence to APA format.
○ Write with a specific purpose and audience in mind.

APA formatting
requirements.
Before submitting your assessment for grading, proofread it to
minimize errors that could
distract readers and make it difficult for them to focus on the
substance of your plan.

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