The document describes the American College of Healthcare Executives' Healthcare Executive Competencies Assessment Tool. The tool allows healthcare executives to assess their expertise in critical areas of healthcare management. It is based on competencies from the Healthcare Leadership Alliance Competency Directory. The self-assessment identifies strengths and areas for development. It can be used individually or with a supervisor to facilitate feedback. Organizations may also use the tool and competencies to define roles and design training programs.
Capella University Personal Development Plan Worksheet.docxstudywriters
The document is a worksheet from Capella University for developing a personal development plan based on assessing one's competencies using the American College of Healthcare Executives' Healthcare Executive Competencies Assessment Tool. The tool evaluates competencies across five domains: communication/relationship management, leadership, professionalism, healthcare environment knowledge, and business skills. Users self-rate their expertise in each competency area on a scale from novice to expert to identify strengths and areas for improvement and form a development plan.
The document is the 2013 Healthcare Executive Competencies Assessment Tool published by the American College of Healthcare Executives (ACHE). It provides a self-assessment tool to help healthcare executives evaluate their competencies in key areas of healthcare management. The tool is based on competencies from the Healthcare Leadership Alliance Competency Directory and is designed to help executives identify strengths and areas for development. It includes assessments of competencies in five domains: communication and relationship management, leadership, professionalism, knowledge of the healthcare environment, and business skills.
Chapman Institute’s WellCert program is the premier, and most established, professional certification program in the U.S. for Worksite Wellness practitioners.
This document summarizes the updated Health Leadership Competency Model 3.0 from the National Center for Healthcare Leadership. The model was revised based on input from hundreds of healthcare leaders through interviews, focus groups, and surveys. The updated model contains 4 "action" domains related to direct leadership work (Execution, Relations, Boundary Spanning, and Transformation) and 3 "enabling" domains related to professional development (Values, Health System Awareness & Business Literacy, and Self-Awareness & Self-Development). In total it includes 28 competencies organized to guide leadership development and assessment.
The document summarizes the National Center for Healthcare Leadership's (NCHL) updated Health Leadership Competency Model 3.0. The model is organized into 4 action domains (Execution, Relations, Transformation, Boundary Spanning) and 3 enabling domains (Health System Awareness & Business Literacy, Self-Awareness & Self-Development, Values). It includes 28 competencies across the domains. The revision involved interviews, focus groups, and surveys with healthcare leaders to validate changes from the prior version. The goal is to provide a framework to guide leadership development and performance.
Outcome Measures Issues Opportunities in Healthcare Organizations.docxsdfghj21
The document provides guidance for a 6-page report on outcome measures, issues, and opportunities in healthcare organizations. It outlines competencies the report should demonstrate, such as analyzing quality outcomes from an administrative perspective and determining how organizational functions affect measures. The report should identify relevant outcomes and measures, performance issues, and a strategy for change using a model. Resources are provided on quality improvement, measures, and writing.
· Write an executive summary, 4-5 pages in length, of existing out.docxlillie234567
· Write an executive summary, 4-5 pages in length, of existing outcome measures related to a performance issue uncovered in your gap analysis that you intend to address.
Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
As a nurse leader, you must be able to access, identify, and describe outcome measures as they relate to safety and quality problems in your organization.
This assessment provides an opportunity to examine existing outcome measures, assess their strategic value, and present your findings to executive leaders in a manner that will help you gain their support.
Quality and safety are everyone's responsibility as a team of interprofessional care delivery partners. Together we develop policies that support quality and safe care delivery. As part of the interprofessional team, nurses are leaders in care and thus are responsible and accountable for leading and providing safe quality care.
Health care delivery is structured around evidenced-based information. Quality is defined by exploring proven, evidenced-based information. After reviewing and defining evidenced-based information, the interprofessional team applies this knowledge to assess the organization's or the practice setting's ability to provide evidenced-based care delivery. When a gap in care is identified, it is important to propose an evidenced-based change and to execute a plan for improved care.
Your summary of relevant outcome measures is based on your findings from the quality and safety gap analysis you completed in the previous assessment.
Preparation
Your analysis of the gap between current and desired performance was the first step toward improving outcomes. You now have the information you need to move forward with proposed changes. Your next step is to focus on existing outcome measures and their relationship to the systemic problem you are addressing. For this assessment, you have been asked to draft a summary of existing outcome measures for your organization's executive team to raise awareness of the problem and the strategic value of existing measures.
Note: As you revise your writing, check out the resources listed on the Writing Center's
Writing Supportpage.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Building stakeholder support is crucial to fostering and sustaining change. Therefore, as you approach this assessment, think about the stakeholders w.
The document describes the American College of Healthcare Executives' Healthcare Executive Competencies Assessment Tool. The tool allows healthcare executives to assess their expertise in critical areas of healthcare management. It is based on competencies from the Healthcare Leadership Alliance Competency Directory. The self-assessment identifies strengths and areas for development. It can be used individually or with a supervisor to facilitate feedback. Organizations may also use the tool and competencies to define roles and design training programs.
Capella University Personal Development Plan Worksheet.docxstudywriters
The document is a worksheet from Capella University for developing a personal development plan based on assessing one's competencies using the American College of Healthcare Executives' Healthcare Executive Competencies Assessment Tool. The tool evaluates competencies across five domains: communication/relationship management, leadership, professionalism, healthcare environment knowledge, and business skills. Users self-rate their expertise in each competency area on a scale from novice to expert to identify strengths and areas for improvement and form a development plan.
The document is the 2013 Healthcare Executive Competencies Assessment Tool published by the American College of Healthcare Executives (ACHE). It provides a self-assessment tool to help healthcare executives evaluate their competencies in key areas of healthcare management. The tool is based on competencies from the Healthcare Leadership Alliance Competency Directory and is designed to help executives identify strengths and areas for development. It includes assessments of competencies in five domains: communication and relationship management, leadership, professionalism, knowledge of the healthcare environment, and business skills.
Chapman Institute’s WellCert program is the premier, and most established, professional certification program in the U.S. for Worksite Wellness practitioners.
This document summarizes the updated Health Leadership Competency Model 3.0 from the National Center for Healthcare Leadership. The model was revised based on input from hundreds of healthcare leaders through interviews, focus groups, and surveys. The updated model contains 4 "action" domains related to direct leadership work (Execution, Relations, Boundary Spanning, and Transformation) and 3 "enabling" domains related to professional development (Values, Health System Awareness & Business Literacy, and Self-Awareness & Self-Development). In total it includes 28 competencies organized to guide leadership development and assessment.
The document summarizes the National Center for Healthcare Leadership's (NCHL) updated Health Leadership Competency Model 3.0. The model is organized into 4 action domains (Execution, Relations, Transformation, Boundary Spanning) and 3 enabling domains (Health System Awareness & Business Literacy, Self-Awareness & Self-Development, Values). It includes 28 competencies across the domains. The revision involved interviews, focus groups, and surveys with healthcare leaders to validate changes from the prior version. The goal is to provide a framework to guide leadership development and performance.
Outcome Measures Issues Opportunities in Healthcare Organizations.docxsdfghj21
The document provides guidance for a 6-page report on outcome measures, issues, and opportunities in healthcare organizations. It outlines competencies the report should demonstrate, such as analyzing quality outcomes from an administrative perspective and determining how organizational functions affect measures. The report should identify relevant outcomes and measures, performance issues, and a strategy for change using a model. Resources are provided on quality improvement, measures, and writing.
· Write an executive summary, 4-5 pages in length, of existing out.docxlillie234567
· Write an executive summary, 4-5 pages in length, of existing outcome measures related to a performance issue uncovered in your gap analysis that you intend to address.
Introduction
Note: Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
As a nurse leader, you must be able to access, identify, and describe outcome measures as they relate to safety and quality problems in your organization.
This assessment provides an opportunity to examine existing outcome measures, assess their strategic value, and present your findings to executive leaders in a manner that will help you gain their support.
Quality and safety are everyone's responsibility as a team of interprofessional care delivery partners. Together we develop policies that support quality and safe care delivery. As part of the interprofessional team, nurses are leaders in care and thus are responsible and accountable for leading and providing safe quality care.
Health care delivery is structured around evidenced-based information. Quality is defined by exploring proven, evidenced-based information. After reviewing and defining evidenced-based information, the interprofessional team applies this knowledge to assess the organization's or the practice setting's ability to provide evidenced-based care delivery. When a gap in care is identified, it is important to propose an evidenced-based change and to execute a plan for improved care.
Your summary of relevant outcome measures is based on your findings from the quality and safety gap analysis you completed in the previous assessment.
Preparation
Your analysis of the gap between current and desired performance was the first step toward improving outcomes. You now have the information you need to move forward with proposed changes. Your next step is to focus on existing outcome measures and their relationship to the systemic problem you are addressing. For this assessment, you have been asked to draft a summary of existing outcome measures for your organization's executive team to raise awareness of the problem and the strategic value of existing measures.
Note: As you revise your writing, check out the resources listed on the Writing Center's
Writing Supportpage.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Building stakeholder support is crucial to fostering and sustaining change. Therefore, as you approach this assessment, think about the stakeholders w.
Develop a 5–10-year strategic plan for achieving specific health.docxbradburgess22840
Develop a 5–10-year strategic plan for achieving specific health care quality and safety improvements, based on the analysis you completed in Assessment 1. Use either an AI approach or your SWOT analysis and a chosen strategic planning model.
Note:
Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
SHOW LESS
Evaluation of strategic choices is important. The methods for selecting strategic alternatives help leaders organize significant issues to support decision making. However, it is important that the techniques do not make the decision. Rather, leaders should use the techniques to reveal the inherent situation and to organize their thought processes. This assessment provides you with an opportunity to evaluate and apply some of the techniques for successful strategy development and implementation.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Evaluate qualities and skills that promote effective leadership within health care organizations.
Evaluate the leadership qualities and skills that will be most important to successfully implementing a strategic plan and sustaining strategic direction.
Competency 2: Apply strategies to lead high-performing health care teams to meet organizational quality and safety goals.
Develop strategic goal statements and outcomes that support the achievement of specific quality and safety improvements for a care setting.
Justify the relevance of proposed strategic goals and outcomes in relation to the mission, vision, and values of a care setting.
Competency 3: Apply cultural, ethical, and regulatory considerations to leadership decision making.
Analyze the extent to which strategic goals and outcomes address the use of technology and the ethical, cultural, and regulatory environments.
Competency 4: Integrate leadership and health care theories into the role of the nurse leader.
Explain how relevant leadership and health care theories will be used to help achieve proposed strategic goals and objectives.
Competency 5: Communicate with stakeholders and constituencies to build collaborative partnerships and create inclusive work environments.
Communicate analyses clearly and in a way that demonstrates professionalism and respect for stakeholders and colleagues.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
MSN-FP6210: Leadership and Management for Nurse Executives Library Guide
can help direct your res.
The document is a feedback report on a survey of 49 respondents, including 38 staff members and 11 patients and family members, about the practices and behaviors of the Sample Team. The survey measured the team's performance in five domains related to quality care and safety standards. The report provides a high-level summary of the team's results in capability, culture, and outcomes. It then details the team's top strengths and areas for improvement according to the survey responses. The detailed results section breaks down the feedback for each question in categories like cares for self, engages with others, and achievement of outcomes.
Implementing Quality Initiatives in Healthcare Organizations.docx4934bk
The document discusses implementing quality initiatives in healthcare organizations and provides instructions for an assessment on analyzing an existing quality improvement initiative. Students are asked to evaluate a QI initiative at their workplace related to a disease, condition, or public health issue. They must analyze the initiative's benchmarks and outcomes, incorporate perspectives from interprofessional team members, and recommend improvements. The analysis should be 5-7 pages long, cite at least 4 scholarly sources, and follow APA style guidelines.
The report provides feedback from a HISCA assessment of the Sample Team. It received feedback from 38 respondents including 27 staff members and 11 patients and family members. The feedback assessed the team's practices and behaviors in relation to five domains of providing high quality care and meeting fundamental standards. Overall, the team scored 3.8 out of 5 for capability, 5.93 for culture, and 86% for engagement. The report identifies the team's top strengths and areas for improvement based on the feedback. It provides detailed results broken down by each domain and questions to help the team focus its development.
This document discusses the development and use of the AONE Nurse Executive Competencies (AONE-NEC) over the past 12 years. It was developed by the American Organization of Nurse Executives (AONE) to provide guidance for nurse executive practice and education. The competencies address areas like leadership, professionalism, and business skills. They have been widely adopted by academic programs and healthcare organizations to guide curriculum, performance evaluations, and professional development. The competencies also provide a framework for graduate nursing administration programs to align content and fieldwork experiences. Their use demonstrates how AONE has positioned itself as an expert in nurse executive competency.
Deliver a 5–7-page analysis of an existing quality improveme.docxvickeryr87
Deliver a 5–7-page analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to specific disease, condition, or public health issue of personal or professional interest to you.
Too often, discussions about quality health care, care costs, and outcome measures take place in isolation—each group talking among themselves about results and enhancements. Because nurses are critical to the delivery of high-quality, efficient health care, it is essential that they develop the proficiency to review, evaluate performance reports, and be able to effectively communicate outcome measures related to quality initiatives. The nursing staff's perspective and the need to collaborate on quality care initiatives are fundamental to patient safety and positive institutional health care outcomes.
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Context
The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics. Nurses and other health professionals with specializations and/or interest in the condition, disease, or the selected issue are your target audience.
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Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
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Resources
Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
Nursing Masters (MSN) Research Guide
can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.
Capella Resources
Capella provides a thorough selection of online resources to help you understand APA style and use it effectively.
APA Module
.
Show More
Assessment Instructions
Preparation
You have been asked to prepare and deliver an analysis of an existing quality improvement initiative at your workplace. The QI initiative you choose to analyze should be related to a specific disease, condition, or public health issue of personal or professional interest to you. The purpose of the report is to assess whether specific quality indicators point to improved patient safety, quality of care, cost and efficiency goals, and other desired metrics.
Your target audience consists of .
Care Setting Environmental Analysis.docxstudywriters
The document provides instructions for a 4-7 page analysis of a care setting that includes an appreciative inquiry (AI) discovery and dream phase and a strengths, weaknesses, opportunities, and threats (SWOT) analysis. The analysis should have four parts: 1) AI discovery and dream, 2) SWOT analysis, 3) comparison of AI and SWOT approaches, and 4) analysis of relevant leadership skills. The analysis will evaluate the care setting's quality and safety goals and propose improvements aligned with its mission and values.
OverviewPrepare an 8 page data analysis and quality improvement .docxkarlhennesey
Overview
Prepare an 8 page data analysis and quality improvement initiative proposal based on a health issue of professional interest to you. The audience for your analysis and proposal is the nursing staff and the interprofessional team who will implement the initiative.
"A basic principle of quality measurement is: If you can't measure it, you can't improve it" (Agency for Healthcare Research and Quality, 2013).
Health care providers are on an endless quest to improve both care quality and patient safety. This unwavering commitment requires hospitals and care givers to increase their attention and adherence to treatment protocols to improve patient outcomes. Health informatics, along with new and improved technologies and procedures, are at the core of virtually all quality improvement initiatives. The data gathered by providers, along with process improvement models and recognized quality benchmarks, are all part of a collaborative, continuing effort. As such, it is essential that professional nurses are able to correctly interpret, and effectively communicate information revealed on dashboards that display critical care metrics.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
· Outline a QI initiative proposal based on a selected health issue and supporting data analysis.
· Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
· Analyze data to identify a health care issue or area of concern.
· Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality.
· Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality.
· Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
· Apply effective communication strategies to promote quality improvement of interprofessional care.
· Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Assessment Instructions
Preparation
In this assessment, you will propose a quality improvement (QI) initiative proposal based on a health issue of professional interest to you. The QI initiative proposal will be based on an analysis of dashboard metrics from a health care facility. You have one of two options:
Option 1
If you have access to dashboard metrics related to a QI initiative proposal of interest to you:
· Analyze data from the health care facility to identify a health care issue or area of concern. You will need access to reports and data related to care quality and patient safety. If you work in hospital setting, contact the quality management ...
Develop a presentation, augmented by 12–15 slides, for administr.docxhcheryl1
Develop a presentation, augmented by 12–15 slides, for administrative leaders and stakeholders that outlines your plan to develop or enhance a culture of quality and safety within your organization or practice setting.
Note:
Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
As a nurse leader, you will be expected to communicate effectively with leaders and stakeholders at all levels in an organization in a variety of ways, depending on your purpose and your audience. Being able to deliver effective presentations is one important skill you will likely be called upon to use often.
This assessment provides an opportunity to hone your presentation skills and enlist the support of stakeholder groups who will be key to achieving desired changes in the organization and developing or enhancing a culture of quality and safety.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Analyze quality and safety outcomes from an administrative and systems perspective.
Summarize the key aspects of a plan to develop or enhance a culture of safety.
Competency 2: Determine how outcome measures promote quality and safety processes within an organization.
Identify current outcome measures related to quality and safety.
Competency 3: Determine how specific organizational functions, policies, processes, procedures, norms, and behaviors can be used to build reliability and high-performing organizations.
Identify existing organizational functions, processes, and behaviors affecting quality and safety.
Competency 4: Synthesize the various aspects of the nurse leader's role in developing, promoting, and sustaining a culture of quality and safety.
Explain the steps needed to achieve improved outcomes.
Create a future vision of an organization's potential to develop and sustain a culture of quality and safety and the nurse leader's role developing that potential.
Competency 5: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with applicable organizational, professional, and scholarly standards.
Argue persuasively to obtain agreement with, and support from, administrative leaders and stakeholders in an organization for a plan to develop or enhance a culture of safety.
Support main points, arguments, and conclusions with relevant and credible evidence, correctly formatting citations and references using APA style.
Questions to Consider
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your.
Write a 3-4 page risk management policy and procedure for a health c.docxowenhall46084
Write a 3-4 page risk management policy and procedure for a health care organization. Analyze a specific issue that occurred in a health care organization and apply risk management best practices to it for the purpose of early risk identification and risk reduction or elimination in the future.
Health care organizations have always searched for ways to identify and reduce risks. An organization's ability to identify and analyze its risk exposure is a determining factor in the effectiveness of its risk management program (Hoarle, 2015). Early identification and analysis are essential.
Current health care risk management practices developed in the mid-1970s as a result of a surge in malpractice suits. These suits caused rapid increases in claims costs for the industry and later in insurance premiums. Today, health care delivery systems and organizations realize the value of risk management and have developed formalized programs (Hoarle, 2015). In addition, organizations have established mechanisms to review potential incidents of risk and safety concerns (Pelletier & Beaudin, 2018). While risk management programs are responsible for daily management and risk operations, all health care stakeholders are responsible to participate in activities that will reduce unnecessary risks and improve safety and quality (Hoarle, 2015).
This second course assessment consists of two parts. You are to assume the role of a new risk manager within your organization's risk management department. According to your director, employees lack awareness of the organization's risk management program. Likewise, departments inconsistently apply risk management principles. As a result of these deficiencies, your director has given you your first assignment.
Part One: Risk Management Policy and Procedure
Your director has asked you to write a formal risk management policy and procedure for the organization.
Part Two: Application of Risk Management Principles to a Specific Incident
In addition to the policy and procedure, your director has asked you to apply your knowledge of risk management principles to a specific organizational risk that has occurred. Based on
Vila Health: Patient Safety
media piece from Assessment 1 for HIPAA/privacy violation.
Your director believes that the organization's newly written risk management policy and procedure, coupled with your analysis from a risk management standpoint of a recent, specific incident that occurred, will help employees (and the organization) recognize how the hospital's risk management program contributes to the overall organization's safety and quality improvement efforts.
References
Hoarle, K. (2015). Risk management poised to grow as healthcare evolves.
Biomedical Instrumentation & Technology
,
49
(6), 433–435.
Pelletier, L. R., & Beaudin, C. L. (2018).
HQ solutions: Resource for the healthcare quality professional
(4th ed.). Philadelphia, PA: Wolters Kluwer.
Demonstration of Proficiency
By succe.
This document provides instructions for a policy proposal assignment. Students are asked to propose an organizational policy and practice guidelines to improve performance on a benchmark metric identified in a previous assessment. The proposal should be 4-6 pages and include: an explanation of the underperforming benchmark and potential impacts; evidence-based practice guideline recommendations; consideration of regulatory and resource factors; and an analysis of important stakeholders. The proposal aims to demonstrate how to develop policies and procedures to resolve performance issues and improve healthcare quality and safety.
This document discusses sources of information to inform the expectations of Heads of Departments (HODs) at hospitals. It identifies a lack of clarity and consistency in understanding HOD expectations currently. The document then outlines a leadership charter, comparison to other hospitals, and templates for HOD job descriptions and key performance indicators to help define HOD roles and expectations.
The document provides information on dashboards and benchmarks for Mercy Medical Center, including demographic data on patients and the local community. It includes dashboards on diabetes patients, readmission rates, falls, injuries, and staffing. The assistant is asked to evaluate one of the dashboards, identify any metrics below benchmarks, analyze challenges to meeting benchmarks, recommend an area for improvement, and advocate for stakeholders to address the issue.
Capella University MHA5014 Regulatory Environment Executive Summary.pdfbkbk37
1. The document provides instructions for an executive summary on quality improvement, risk management, and regulatory compliance for a healthcare organization.
2. Students are asked to identify a risk management issue, analyze relevant regulations and implications, assess internal/external factors, and propose strategies to address the issue and improve quality.
3. The executive summary should include an assessment of compliance, tools and best practices to reduce risk, and recommendations for risk management and quality guidelines. A completed table and 3-4 page write-up are required.
Write a 4-7 page analysis of your care setting that supports develop.docxjohnbbruce72945
Write a 4-7 page analysis of your care setting that supports development of a strategic plan and includes both the discovery and dream phases of an appreciative inquiry (AI) project and a strengths, weaknesses, opportunities, and threats (SWOT) analysis of the care setting.
Introduction
Identifying analysis techniques for assessing competitive advantage is important for building health care strategy. Sustaining health care competitive advantage requires that leaders understand environmental demands to assist with minimizing weakness and threats from the external environment. This assessment provides you with an opportunity to examine your health care environment to determine whether what is being accomplished in your organization, department, team, community project, or other care setting is making a positive difference.
Note:
You will use the results of this analysis to develop a strategic plan in Assessment 2.
Preparation
You have been asked to conduct an analysis of your care setting that will result in two potential pathways toward a strategic plan to improve health care quality and safety in your organization, department, team, community project, or other care setting. To accomplish this, you will take two approaches to the analysis:
Complete the discovery and dream phases of an appreciative inquiry (AI) project.
Conduct a strengths, weaknesses, opportunities and threats (SWOT) analysis.
To help ensure that your analysis is well-received, the requester has suggested that you:
Present your analysis results in four parts:
Part 1: Appreciative Inquiry Discovery and Dream.
Part 2: SWOT Analysis.
Part 3: Comparison of Approaches.
Part 4: Analysis of Relevant Leadership Characteristics and Skills.
Your analysis should be 4–7 pages in length.
Note:
Remember, you can submit all, or a portion, of your draft plan to Smarthinking for feedback before you submit the final version for this assessment. However, be mindful of the turnaround time for receiving feedback, if you plan on using this free service.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
One key aspect to being an effective leader, manager, or administrator is an awareness of your leadership strengths, weaknesses, and style.
How would you assess your general leadership, communication, and relationship-building skills?
How would describe your leadership style?
Imagine the future for a care setting that is your place of practice or one in which you would like to work.
What aspirational goals can you envision that would lead to improvement.
Write a report on the application of population health improve.docxarnoldmeredith47041
Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Competency Map
Use this online tool to track your performance and progress through your course.
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.
What challenges did this type of knowledge transfer present?
Did applying this knowledge in a different setting lead to improvemen.
The document outlines Patricia O'Brien's professional portfolio analyzing her learning experiences in interviewing a chief nurse officer, quality manager, and non-nursing, non-clinical director. It describes the roles and importance of each position, highlights objectives around leadership styles, communication skills, and how internal and external forces affect healthcare human resource management. The portfolio also relates insights gained to course content and professional objectives.
AFRICAResearch Paper AssignmentInstructionsOverview.docxSALU18
AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
the nature of organized crime in the assigned area (you may narrow the scope of
your analysis through your introduction or thesis stat.
Adversarial ProceedingsCritically discuss with your classmates t.docxSALU18
Adversarial Proceedings
Critically discuss with your classmates the claim that adversarial proceedings can be distinguished as relying more on the government’s ability to prove guilt (following specific rules of criminal procedure the defendant’s guilt whereas the inquisitorial process spends more time on investigations to determine if the defendant truly committed the crime).
.
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Note:
Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
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Evaluation of strategic choices is important. The methods for selecting strategic alternatives help leaders organize significant issues to support decision making. However, it is important that the techniques do not make the decision. Rather, leaders should use the techniques to reveal the inherent situation and to organize their thought processes. This assessment provides you with an opportunity to evaluate and apply some of the techniques for successful strategy development and implementation.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
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Evaluate the leadership qualities and skills that will be most important to successfully implementing a strategic plan and sustaining strategic direction.
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Suggested Resources
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
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The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
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Overview
Prepare an 8 page data analysis and quality improvement initiative proposal based on a health issue of professional interest to you. The audience for your analysis and proposal is the nursing staff and the interprofessional team who will implement the initiative.
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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 2: Plan quality improvement initiatives in response to routine data surveillance.
· Outline a QI initiative proposal based on a selected health issue and supporting data analysis.
· Competency 3: Evaluate quality improvement initiatives using sensitive and sound outcome measures.
· Analyze data to identify a health care issue or area of concern.
· Competency 4: Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality.
· Integrate interprofessional perspectives to lead quality improvements in patient safety, cost effectiveness, and work-life quality.
· Competency 5: Apply effective communication strategies to promote quality improvement of interprofessional care.
· Apply effective communication strategies to promote quality improvement of interprofessional care.
· Communicate evaluation and analysis in a professional and effective manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Assessment Instructions
Preparation
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Option 1
If you have access to dashboard metrics related to a QI initiative proposal of interest to you:
· Analyze data from the health care facility to identify a health care issue or area of concern. You will need access to reports and data related to care quality and patient safety. If you work in hospital setting, contact the quality management ...
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Note:
Each assessment in this course builds on the work you completed in the previous assessment. Therefore, you must complete the assessments in this course in the order in which they are presented.
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By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
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Summarize the key aspects of a plan to develop or enhance a culture of safety.
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Identify current outcome measures related to quality and safety.
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Questions to Consider
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Current health care risk management practices developed in the mid-1970s as a result of a surge in malpractice suits. These suits caused rapid increases in claims costs for the industry and later in insurance premiums. Today, health care delivery systems and organizations realize the value of risk management and have developed formalized programs (Hoarle, 2015). In addition, organizations have established mechanisms to review potential incidents of risk and safety concerns (Pelletier & Beaudin, 2018). While risk management programs are responsible for daily management and risk operations, all health care stakeholders are responsible to participate in activities that will reduce unnecessary risks and improve safety and quality (Hoarle, 2015).
This second course assessment consists of two parts. You are to assume the role of a new risk manager within your organization's risk management department. According to your director, employees lack awareness of the organization's risk management program. Likewise, departments inconsistently apply risk management principles. As a result of these deficiencies, your director has given you your first assignment.
Part One: Risk Management Policy and Procedure
Your director has asked you to write a formal risk management policy and procedure for the organization.
Part Two: Application of Risk Management Principles to a Specific Incident
In addition to the policy and procedure, your director has asked you to apply your knowledge of risk management principles to a specific organizational risk that has occurred. Based on
Vila Health: Patient Safety
media piece from Assessment 1 for HIPAA/privacy violation.
Your director believes that the organization's newly written risk management policy and procedure, coupled with your analysis from a risk management standpoint of a recent, specific incident that occurred, will help employees (and the organization) recognize how the hospital's risk management program contributes to the overall organization's safety and quality improvement efforts.
References
Hoarle, K. (2015). Risk management poised to grow as healthcare evolves.
Biomedical Instrumentation & Technology
,
49
(6), 433–435.
Pelletier, L. R., & Beaudin, C. L. (2018).
HQ solutions: Resource for the healthcare quality professional
(4th ed.). Philadelphia, PA: Wolters Kluwer.
Demonstration of Proficiency
By succe.
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Write a 4-7 page analysis of your care setting that supports development of a strategic plan and includes both the discovery and dream phases of an appreciative inquiry (AI) project and a strengths, weaknesses, opportunities, and threats (SWOT) analysis of the care setting.
Introduction
Identifying analysis techniques for assessing competitive advantage is important for building health care strategy. Sustaining health care competitive advantage requires that leaders understand environmental demands to assist with minimizing weakness and threats from the external environment. This assessment provides you with an opportunity to examine your health care environment to determine whether what is being accomplished in your organization, department, team, community project, or other care setting is making a positive difference.
Note:
You will use the results of this analysis to develop a strategic plan in Assessment 2.
Preparation
You have been asked to conduct an analysis of your care setting that will result in two potential pathways toward a strategic plan to improve health care quality and safety in your organization, department, team, community project, or other care setting. To accomplish this, you will take two approaches to the analysis:
Complete the discovery and dream phases of an appreciative inquiry (AI) project.
Conduct a strengths, weaknesses, opportunities and threats (SWOT) analysis.
To help ensure that your analysis is well-received, the requester has suggested that you:
Present your analysis results in four parts:
Part 1: Appreciative Inquiry Discovery and Dream.
Part 2: SWOT Analysis.
Part 3: Comparison of Approaches.
Part 4: Analysis of Relevant Leadership Characteristics and Skills.
Your analysis should be 4–7 pages in length.
Note:
Remember, you can submit all, or a portion, of your draft plan to Smarthinking for feedback before you submit the final version for this assessment. However, be mindful of the turnaround time for receiving feedback, if you plan on using this free service.
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
One key aspect to being an effective leader, manager, or administrator is an awareness of your leadership strengths, weaknesses, and style.
How would you assess your general leadership, communication, and relationship-building skills?
How would describe your leadership style?
Imagine the future for a care setting that is your place of practice or one in which you would like to work.
What aspirational goals can you envision that would lead to improvement.
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Write a report on the application of population health improvement initiative outcomes to patient-centered care, based on information presented in an interactive multimedia scenario.
In this assessment, you have an opportunity to apply the tenets of evidence-based practice in both patient-centered care and population health improvement contexts. You will be challenged to think critically, evaluate what the evidence suggests is an appropriate approach to personalizing patient care, and determine what aspects of the approach could be applied to similar situations and patients.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Apply evidence-based practice to plan patient-centered care.
Evaluate the outcomes of a population health improvement initiative.
Develop an approach to personalizing patient care that incorporates lessons learned from a population health improvement initiative.
Competency 2: Apply evidence-based practice to design interventions to improve population health.
Propose a strategy for improving the outcomes of a population health improvement initiative, or for ensuring that all outcomes are being addressed, based on the best available evidence.
Competency 3: Evaluate outcomes of evidence-based interventions.
Propose a framework for evaluating the outcomes of an approach to personalizing patient care and determining what aspects of the approach could be applied to similar situations and patients.
Competency 4: Evaluate the value and relative weight of available evidence upon which to make a clinical decision.
Justify the value and relevance of evidence used to support an approach to personalizing patient care.
Competency 5: Synthesize evidence-based practice and academic research to communicate effective solutions.
Write clearly and logically, with correct grammar and mechanics.
Integrate relevant and credible sources of evidence to support assertions, correctly formatting citations and references using APA style.
Competency Map
Use this online tool to track your performance and progress through your course.
Questions to ConsiderAs you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.
Recall an instance in which you have taken a strategy, finding, or lesson learned from one care context and applied it in another.
What challenges did this type of knowledge transfer present?
Did applying this knowledge in a different setting lead to improvemen.
The document outlines Patricia O'Brien's professional portfolio analyzing her learning experiences in interviewing a chief nurse officer, quality manager, and non-nursing, non-clinical director. It describes the roles and importance of each position, highlights objectives around leadership styles, communication skills, and how internal and external forces affect healthcare human resource management. The portfolio also relates insights gained to course content and professional objectives.
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AFRICA
Research Paper Assignment
Instructions
Overview
In developing your expertise in transnational
organized crime (TOC) you will be writing a series of research papers. All
together the writing contained in all these papers combined would be quite
significant project! You will find that in some modules, the research papers
mimic our readings with respect to subject matter and some modules, the
research papers do not mimic the reading. Again, the goal of these research
papers is to stretch the depth and breadth of your knowledge. You should feel
well prepared to teach a course in TOCs after completing this course. The
research papers and PowerPoints you create could serve as the basis for such
class. Additionally, you will find that this course and the course CJUS701
Comparative Criminal Justice Systems complement each other very well.
Instructions
·
Each
research paper should be a minimum of 6 to 8 pages.
·
The
vast difference in page count is because some countries and/or crime/topics are
quite easy to study and some countries and/or crime/topics have very limited
information.
·
In
some instances, there will be a plethora of information and you must use
skilled writing to maintain proper page count.
·
Please
keep in mind that this is doctoral level analysis and writing – you are to take
the hard-earned road – the road less travelled – the scholarly road in forming
your paper.
·
The
paper must use current APA style, and the page count does not include the title
page, abstract, reference section, or any extra material.
·
The
minimum elements of the paper are listed below.
·
You
must use a
minimum
of 8 recent (some
countries/crimes/topics may have more recent research articles than others),
relevant, and academic (peer review journals preferred and professional
journals allowed if used judiciously) sources, at least 2 sources being the
Holy Bible, and one recent (some countries/crime/topics have more recent than
others) news article. Books may be used
but are considered “additional: sources beyond the stated minimums. You may use
.gov sources as your recent, relevant, and academic sources if the writing is
academic in nature (authored works). You may also use United Nations and
Whitehouse.gov documents as academic documents.
·
Again,
this paper must reflect graduate level research and writing style. If you need to go over the maximum page count
you must obtain professor permission in advance! Please reference the Research
Paper Rubric when creating your research paper.
These are minimum guidelines – you may expand the
topics covered in your papers.
1)
Begin
your paper with a
brief
analysis of the following elements:
a.
Country
analysis
i.
Introduction
to the country
ii.
People
and society of the country
iii.
What
is the basic government structure?
2)
Analyze
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Advances In Management Vol. 9 (5) May (2016)
1
Generation Gaps: Changes in the Workplace due to
Differing Generational Values
Carbary Kelly, Fredericks Elizabeth, Mishra Bharat and Mishra Jitendra*
Management Department, Grand Valley State University, 50 Front Ave, SW Grand Rapids Michigan 49504-6424, USA
*[email protected]
Abstract
The purpose of this study is to discuss the
generational gaps that are found in the workplace
today. With multiple generations working together,
and the oldest generation having to work longer and
retire later, generational changes are occurring in the
workplace and for management. There is a lack of
communication and understanding between the
different generations caused through differing values
and goals. Younger generations are also entering
different fields than those that were popular for older
generations. There is a serious new problem in the
workplace, and it has nothing to do with downsizing,
global competition, pointy-haired bosses, stress or
greed. Instead, it is the problem of distinct
generations — the Veterans, the Baby Boomers, Gen
X and Gen Y — working together and often colliding
as their paths cross.
Individuals with different values, different ideas,
different ways of getting things done and different
ways of communicating in the workplace have always
existed. So, why is this becoming a problem now? At
work, generation differences can affect everything
including recruiting, building teams, dealing with
change, motivating, managing, and maintaining and
increasing productivity All of these ideas are
explored, discussed, and evaluated, through looking
at current research on the topic and case studies that
have been conducted not only in the United States but
around the world.
Keywords: Generation gap, workplace, values.
Introduction
Throughout the years, as the population has continued to
both grow and age, it has caused generational changes to
take place in the various aspects of life. With the changes in
the demographics of the world’s population, there have also
been changes in how each group thinks and what they
value. This not only affects the way people behave in their
personal lives, but it also affects the workplace. As
generational changes occur in the workplace, a lack of
communication has caused adisconnect to occur between
the values and goals present among the different age groups
along with newer generations choosing different career
paths.
* Author for Correspondence
In order to understand where these differences stem from,
you need to analyze how each generation is different when
it comes to their beliefs and values. So, it is best to identify
the different groups present in workplace which range from
those born in 1922 to those born in the early 1990’s.
Moving chronologically, the fi.
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Advocacy & Legislation in Early Childhood Education
Advocacy & Legislation in Early Childhood Education
Advocating for Early Childhood Education
Rasmussen College
COURSE#: EEC 4910
Doreen Anzalone
July 15, 2019
Advocating for Early Childhood Education
· What is advocacy?
Advocacy is how we support our children. We as teachers give advice for our children or we listen. We let the children and families know that we believe in them and we will be there for them. Teachers, admin, staff can advocate for children as long as they are in school. Advocates are also trained people and they are not lawyers. One of their responsibility is to stay up to date with the regulations of the educational laws.
· Why is advocacy important to early childhood education?
Its important to help the families because they might be vulnerable in society. We as teachers need to make sure our children and families are being heard. We as teachers need to make sure their wishes and views are being considered when it’s about their child or family. Its because we are helping the family make life decisions about their children and even their family life. Its also important to make sure we are not judging the family or having or our own personal opinions about what is going on when we are helping advocate for the family, we need to make sure we are stating the facts for the family.
· What is your role as an early childhood educator in making legislative changes?
Our role is to be able to email them or decide how to get a hold of them and let them know our questions, comments or suggestions on things that need to be changed, updated. We need to let them know so we can support our school, children, and families. It is our role as educators to stay aware of the laws. The Federal laws we need to make sure we are aware of the
· Family Education Rights & Poverty Act
· The No Child Left Behind
· Individuals with Disabilities Education Act
With these laws and many more they need to hear from schools in the United States. The federal laws mean we need to address the issues. These issues usually involve infringement of the student’s rights and they are to protect the rights. The state laws depend on the state you are in. The state laws this is where you would go if you have a problem or need to voice about
· Teacher Retirement
· Teacher evaluations
· Charter schools
· State Testing requirements
· The required learning standards
· Much more
Your school board is also a great place to help with policies and regulations and any revisions that need to be done.
· What ethical issues must early childhood education professionals consider related to advocacy and why do those issues exit?
In NAEYC the code of Ethical Conduct and in their it describes how any educator is required to act and what they do and not to do. At times as an educator as staff we tend to do what is the simplest or sometimes, we want to please others but when it comes to this, we must remember to follow our responsi.
Advertising is one of the most common forms of visual persuasion we .docxSALU18
Advertising is one of the most common forms of visual persuasion we encounter in everyday life. The influence of advertising in our society is persuasive and subtle. Part of its power comes from our habit of internalizing the intended messages of words and images without thinking deeply about them. Once we begin decoding the ways in which advertisements are constructed, once we view them critically, we can understand how, or if, they work as arguments. We may then make better decisions about whether to buy products and what factors convinced us or failed to convince us.
What are the different forms of advertising?
Modern media comes in many different formats, including print media (books, magazines, newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content and also a device or object through which that content is delivered.
TEAM TASK:
As a team you are going to Review Chapter 4: Visual Rhetoric: Thinking About Images as Arguments. You will
be assigned a Section of the Chapter (written, visual, unfit, political, caricature, photography-maps graphs charts ) and as a Team you willResearch
the content of that Chapter Area (you will see topic page overlap ) and implement the following:
You will look at and interpret a media campaign or advertisement. Focus on social or ethical aspects * Seek to find one or more of the FALLACY TYPES identified Chapter 9 pages 363- 380. Include this information in your findings. Consider and incorporate as many of the following 16 categories :
The objectives: What role does the ad play in the economy?
The audience: Is it targeted to a group that could be considered vulnerable?
Effectiveness: Does it promote something that is socially desirable?
Role in marketing mix: What role does the ad play in the economy?
Image, product differentiation and branding: Is the ad misleading?
Other promotion factors
The unique selling proposition.
The basis for the appeal(s).
How would you make improvements?
The creative philosophy
The slogan
Secondary or supporting points or claims
The tone or mood and manner: Is the ad misleading?
Type of presenter
The motivational appeal: Does it promote something that is socially desirable?
Executional style
Each TEAM will develop a
15 minute class presentation
about their researched area. You have
options to use
power points, maps, videos, and other resources that will help educate your audience about your research.
Your Presentation should include:
A Power Point, the media piece or some type of visual presentation~~
A Question and Answer {Q & A} & Interactive session, quiz,.
Adult Health 1 Study GuideSensory Unit Chapters 63 & 64.docxSALU18
Adult Health 1 Study Guide
Sensory Unit
Chapters 63 & 64
Remember that assigned textbook readings should be supplemental to reviewing & studying the Powerpoint presentations. Answers to these study guide questions can be obtained from the textbook chapters, Powerpoint presentations, as well as class lectures & in-class activities.
Chapter 63: Assessment & Management of Patients with Eye & Vision Disorders
Conditions to Know
: Glaucoma, Cataracts, Retinal Detachment, Macular Degeneration, Conjunctivitis, Eye trauma
· Know the basic structures & functions of the eye – lens, pupil, iris, cornea, conjunctiva, retina, and sclera
· Questions to ask patients regarding issues with the eyes/vision – Chart 63-1
· Snellen Chart is used to assess visual acuity – 20/20 is considered perfect vision (patient can read line 20 of chart while standing 20 feet away) – this is tested in each eye
1. What are some of the most common causes of blindness?
2. What is responsible for the damage to the optic nerve in patients diagnosed with glaucoma?
3. Glaucoma can lead to what primary complication if not treated properly?
4. What are the differences between open-angle & closed-angle glaucoma?
5. What are the primary signs & symptoms of glaucoma?
6. What are the primary treatment goals for patients with glaucoma?
7. What is the first line treatment of glaucoma? What medication teaching points would you want to include in your patient education?
8. What are some common risk factors for the development of cataracts? See Chart 63-7.
9. What are the primary signs & symptoms of cataracts?
10. The most common treatment for cataracts is outpatient surgery, in which the lens affected by the cataract is replaced with a man-made one. Explain the pre and post-operative nursing management & education that is needed for patients undergoing cataract surgery. See Chart 63-8.
11. Retinal detachment is considered a medical emergency. What happens during retinal detachment?
12. What are some symptoms of retinal detachment?
13. Macular degeneration is the most common cause of vision loss in people > 60 years old. What is macular degeneration?
14. What are some risk factors for dry macular degeneration?
15. What are some signs and symptoms of macular degeneration?
16. Nursing management for patients diagnosed with macular degeneration focus on safety & supportive measures. What are some accommodations we should make or educate patients on regarding how to help improve their vision & ADLs when they have this condition?
17. Conjunctivitis is also called “pink eye”. What are the different types of conjunctivitis and what are some symptoms of this condition? Are any of these types considered contagious?
18. What are some teaching points to include when educating a patient diagnosed with viral conjunctivitis? See Chart 63-11.
19. Explain the emergency nursing treatment needed when a patient presents with eye trauma.
Chapter 64: Assessment & Manag.
Advertising Campaign Management Part 3Jennifer Sundstrom-F.docxSALU18
The document discusses parameters for effective advertising campaigns, including goals, media selection, slogans, consistency, duration, and the creative brief. It provides details on each parameter and explains that carefully planning these elements is important for successful campaigns. It also covers implications of advertising management globally and working with external agencies.
Adopt-a-Plant Project guidelinesOverviewThe purpose of this.docxSALU18
Adopt-a-Plant Project guidelines
Overview:
The purpose of this project is for you to choose a plant, conduct online research into the biology of the plant, and communicate what you have learned. You will be preparing an annotated bibliography on the plant you choose. The entire project is worth 50 points
Annotated Bibliography (50 points)
You will prepare an annotated bibliography with a list of the top 10 most interesting facts about your plant.
· Each fact should be paraphrased (i.e. written in your own words, no quotations allowed).
· Then tell me why this is interesting to you – make connections to your life or to currents issues in our world.
· Finally, give a full citation and tell me why you think this is a reliable, trustworthy source. Use this libguide to help you come up with reasons why your source is trustworthy.
· At least one of your sources should be from a peer-reviewed, science journal article.
Here is an example:
Fact 1: Taxol is a chemotherapy agent derived from the bark of the Pacific Yew Tree. The chemical itself is derived from a fungal endophtye within the bark. I thought this was very interesting, because the Pacific Yew tree is native to the state of Washington, and my aunt Jane received Taxol while undergoing chemotherapy for ovarian cancer. I also thought it was interesting because of the mutualistic relationship between the plant and the fungus.Citation: Plant natural products from cultured multipotent cells
Roberts, Susan; Kolewe, Martin. Nature Biotechnology28.11 (Nov 2010): 1175-6.
This is a reliable source because it is published in a peer-reviewed science journal article, written by two PhDs that are providing a review of the current literature on the topic
To complete the assignment, you should first choose a plant, gather articles discussing your plant, read the articles sufficiently enough to discuss the plant, and finally write the annotated bibliography. You are expected to produce original work, and any plagiarism will receive a zero. The paper should be double-spaced, and typed in 12 point font size, with normal margins. The instructions for how to properly cite your sources are at the end of this handout.
*** Reminder: The scientific name of a plant should always be typed in italics, with the first letter of the Genus capitalized. For ex.: Digitalis lanata. When you search for information on your plant online, make sure to use the scientific name, which will bring back a wider variety of results
The bibliography is worth 50 points and will be graded on:
1. Effort
• Quality of references
•Depth/breadth/quality of material covered
2. Following directions/ requirements
I will use the following rubric to grade your bibliography:
Research, Critical Reading and Documentation
Balanced, authoritative sources; correctly cited sources; effectively integrated outside sources. Most sources from science journals
10 pts
Effective sources, correctly cited, Could have a few more.
ADM2302 M, N, P and Q Assignment # 4 Winter 2020 Page 1 .docxSALU18
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 1
Assignment # 4
Decision Analysis and Project Scheduling
ADM2302 students are reminded that submitted assignments must be typed (i.e. can NOT be hand
written), neat, readable, and well-organized. Assignment marks will be adjusted for sloppiness, poor
grammar, spelling, for technical errors as well as if you submit a PDF file.
The assignment is to be submitted electronically as a single Word Document file via Brightspace by
Friday April 3rd prior to 23:59. Front page of the Word document has to include title of the assignment,
course code and section, student name and student number. Second page is the individual/group
statement of integrity that must be signed.
E-mail questions related to the assignment should be sent to the Teaching Assistant or posted on the
Brightspace course website “Discussion page” (viewed by all).
Section M: Parisa Keshavarz ([email protected])
Section N: : Niki Khorasanizadeh ([email protected])
Section P: Makbule Kandakoglu ([email protected])
Section Q: Afshin Kamyabniya ([email protected])
Problem 1: Payoffs/Decision Table (13 points)
A small building contractor has recently experienced two successive years in which work opportunities
exceeded the firm’s capacity. The contractor must now make a decision on capacity for next year.
Estimated profits (in $ thousands) under each of the two possible states of nature are as shown in the
table below.
NEXT YEAR’S DEMAND
Alternative Low High
Do nothing
Expand
Subcontract
$50**
20
40
$60
80
70
** Profit in $ thousands.
Which alternative should be selected if the decision criterion is:
a. The optimistic approach? (3 points)
b. The conservative approach? (3 points)
c. Minimize the regret? (7 points)
Problem 2: Payoffs/Decision Table (15 points)
Dorothy Stanyard has three major routes to take to work. She can take Tennessee Street the entire way,
she can take several back streets to work, or she can use the expressway. The traffic patterns are,
however, very complex. Under good conditions, Tennessee Street is the fastest route. When Tennessee
is congested, one of the other routes is preferable. Over the past two months, Dorothy has tried each of
route several times under different traffic conditions. This information is summarized in minutes of
travel time to work in the following table:
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
ADM2302 M, N, P and Q Assignment # 4
Winter 2020 Page 2
No Traffic Congestion
(Minutes)
Mild Traffic
Congestion
(Minutes)
Severe Traffic
Congestion
(Minutes)
Tennessee Street
Back roads
Expressway
15
20
30
30
25
30
45
35
30
In the past 60 days, Dorothy encountered severe traffic congestion 10 days and mild traffic congestion
20 days. Assume that the past 60 days are typical of traffi.
Adlerian-Based Positive Group Counseling Interventions w ith.docxSALU18
This summarizes an Adlerian-based positive group counseling program for emotionally troubled youth that integrated positive psychology interventions. The 12-week program used interventions from positive psychotherapy curriculum to increase positive emotion, engagement, and meaning by emphasizing strengths. Sessions focused on identifying signature strengths, cultivating strengths through goals, developing gratitude, processing good and bad memories, and expressing forgiveness as a way to increase social interest. The positive interventions aligned well with Adlerian principles of emphasizing strengths, social interest, and encouragement to help youth overcome problems.
After completing the assessment, my Signature Theme Report produ.docxSALU18
After completing the assessment, my Signature Theme Report produced the following results: Communication, Relator, Individualization, Consistency, and Strategic. When I first saw the themes presented, I was a little skeptical at first but after reading the detailed descriptions I felt like it made a lot of sense and mirrored a lot of what I had already thought about myself.
A core value that I would like to continue to strengthen would be the value of acceptance. One of my top five themes was relator which explained that I have a comfortability with gravitating towards people I already know and building relationships from there. I don’t have issues with making new relationships, but I can see that sometimes I close myself off initially to embracing new ones. With acceptance, you have to understand that there are some situations you can control and some that you can’t but embracing the latter can lead to new experiences that could be beneficial (Riley, 2021). Another core value that I would like to improve upon would be calmness. This fits in well with my theme of consistency. While I am a firm believer of things being fair and consistent, I can get easily upset when things don’t balance out like they are expected to. I know that working on being calm in tense situations will help me adapt easier when things don’t always work out as they should.
One of the strengths that I would like to embrace fully and continue to improve upon is communication. It was no surprise to me that communication was at the top of my list for my themes. When I am in a position of leadership at work, I make it a priority to keep my staff updated on everything that is going on for that night and it is something I expect from my charge nurse when I am working the floor also. A communicator is only effective when they are aware of their style of communicating and how others perceive or respond to it (Marshall & Broome, 2021). As a communicator I know that I can always work on how I communicate non-verbally and with body language especially. The other strength that I would like to continue to work on is of being strategic. The report explained that the strategic theme fit me because I am able to sort through the clutter and find the best route when I am trying to accomplish something. I really believe this about myself because when I have a task I need to accomplish, whether I am in a leader position or not, I will break everything down and reorganize it to make sure I have come up with the best solution. I feel like the best way to do something is the way that makes it concise and without a lot of excess getting in the way.
A characteristic of mine that I would like to strengthen would be that of instinct. My theme of individualization points out that I have an instinct about others and how they work and function. I have always felt that I easily read people and can get a sense of who they truly are and for example in the workplace how they are as a staff member. S.
After careful reading of the case material, consider and fully answe.docxSALU18
After careful reading of the case material, consider and fully answer the following questions:
1. What were the primary reasons for changing the current system at Butler?
2. What role did Butler's IS department play?
3. List the objectives of the pilot. Were there any problems?
4. Do you think Butler made the right decision to utilize this new technology? What implications does this decision hold for Butler's IT department in the long run?
NOTE: Butler refers to it's IT department as IR. You may consider these two acronyms as synonymous (i.e. IT = IS = IR for purposes of this assignment)
.
Affluent
Be unique to
Conform
Debatable
Dominant
Enforce
Ethnic
Internalize
Rank
Restrict
You will write your own sentences using each of the vocabulary words. The sentence
must be an
original sentence
created by you, AND it must use the vocabulary word correctly.
Your sentence
MUST
demonstrate that you understand the meaning of the word.
.
Advanced persistent threats (APTs) have been thrust into the spotlig.docxSALU18
Advanced persistent threats (APTs) have been thrust into the spotlight due to their advanced tactics, techniques, procedures, and tools. These APTs are resourced unlike other types of cyber threat actors.
Your chief technology officer (CTO) has formed teams to each develop a detailed analysis and presentation of a specific APT, which she will assign to the team.
.
Your report should use
The Cybersecurity Threat Landscape Team Assignment Resources
to cover the following five areas:
Part 1: Threat Landscape Analysis
Provide a detailed analysis of the threat landscape today.
What has changed in the past few years?
Describe common tactics, techniques, and procedures to include threat actor types.
What are the exploit vectors and vulnerabilities threat actors are predicted to take advantage of?
Part 2: APT Analysis
Provide detailed analysis and description of the APT your group was assigned. Describe the specific tactics used to gain access to the target(s).
Describe the tools used. Describe what the objective of the APT was/is. Was it successful?
Part 3: Cybersecurity Tools, Tactics, and Procedures
Describe current hardware- and software-based cybersecurity tools, tactics, and procedures.
Consider the hardware and software solutions deployed today in the context of defense-in-depth.
Elaborate on why these devices are not successful against the APTs.
Part 4: Machine Learning and Data Analytics
Describe the concepts of machine learning and data analytics and how applying them to cybersecurity will evolve the field.
Are there companies providing innovative defensive cybersecurity measures based on these technologies? If so, what are they? Would you recommend any of these to the CTO?
Part 5: Using Machine Learning and Data Analytics to Prevent APT
Describe how machine learning and data analytics could have detected and/or prevented the APT you analyzed had the victim organization deployed these technologies at the time of the event. Be specific.
Part 6: Ethics in Cybersecurity.
Ethical issues are at the core of what we do as cybersecurity professionals. Think of the example of a cyber defender working in a hospital. They are charged with securing the network, medical devices, and protecting sensitive personal health information from unauthorized disclosure. They are not only protecting patient privacy but their health and perhaps even their lives. Confidentiality, Integrity, Availability - the C-I-A triad - and many other cybersecurity practices are increasingly at play in protecting citizens in all walks of life and in all sectors. Thus, acting in an ethical manner is one of the hallmarks of cybersecurity professionals.
Do you think the vulnerability(ies) exploited by the APT constitutes an ethical failure by the defender? Why or why not?
For the APT scenario your group studied, were there identifiable harms to privacy or property? How are these harms linked to C-I-A? If not, what ethically si.
Advanced persistent threatRecommendations for remediation .docxSALU18
Advanced persistent threat
Recommendations for remediation of the threat
Research the use of network security controls associated to your threat and industry
Do Not use topics network security,VPN,FIREWALL,ETC
10-12 pages. Double spaced APA style
At least 10 REFERENCES
5 ATLEASt PEER REVIEWED SCHOLARLY
.
Adultism refers to the oppression of young people by adults. The pop.docxSALU18
Adultism refers to the oppression of young people by adults. The popular saying "children should be seen and not heard" is used as a way to remind a child of his or her place and reaffirm the adult's power in the relationship. The saying suggests that children's voices are not as important or as valid as an adult's and they should remain quiet. Children are often relegated to subordinate positions due to socially constructed beliefs about what they can or cannot accomplish or what they should or should not do; this in turn compromises youth's self-determination. This oppression is further highlighted when considering the intersection of age with race, ethnicity, socioeconomic status, and sexual orientation. You will be asked to consider all of these when reviewing the Logan case and Parker case.
By Day 3
Post
an analysis of the influence of adultism in the Logan case. Then, explain how gender, race, class, and privilege interact with adultism to influence the family's discourse related to Eboni's pregnancy as well as other family dynamics.
.
ADVANCE v.09212015
•
APPLICANT DIVERSITY STATEMENT IN FACULTY SEARCH PROCESS
FREQUENTLY ASKED QUESTIONS
1) How does University of California define “diversity?”
A: The academic senate adopted in 2009 the following broad definition of diversity:
Diversity - defining features of California past, present and future - refers to a variety of
personal experiences, values, and worldviews that arise from differences of culture and
circumstance. Such differences include race, ethnicity, gender, age, religion, language,
abilities/disabilities, sexual orientation, socioeconomic status, geographic region and more.
2) Why does UC Irvine expect a diversity statement from applicants for faculty positions?
A: UC Irvine’s commitment to inclusive excellence is integral to our ascendancy among globally
preeminent universities. It provides applicants with an opportunity to discuss how their past or
future contributions will advance this enduring campus commitment. For more information,
please see the Provost’s memo on Inclusive Excellence.
3) Is the diversity statement consistent with University of California policy?
A: Yes. APM 210.1-d, which governs appointment, appraisal and promotion, recommends that
faculty be both encouraged and rewarded for activity that promotes inclusive excellence:
“The University of California is committed to excellence and equity in every facet of its mission.
Teaching, research, professional and public service contributions that promote diversity and
equal opportunity are to be encouraged and given recognition in the evaluation of the
candidate's qualifications. These contributions to diversity and equal opportunity can take
a variety of forms including efforts to advance equitable access to education, public
service that addresses the needs of California's diverse population, or research in a
scholar's area of expertise that highlights inequities.”
4) Is UC Irvine alone among UC campuses in adopting this statement?
A: No. UC San Diego adopted this statement in 2010.
5) How will applicants learn about the diversity statement expectation?
A: Per Provost Gillman’s memo of June 2014, all ads for faculty positions will include the following
sentence: “Applicants are encouraged to share how their past and/or potential contributions to
diversity, equity and inclusion will advance UC Irvine’s commitment to inclusive excellence.”
6) How do applicants provide their diversity statement?
A: There is a dedicated field in UC Recruit for applicants to submit their diversity statement.
7) If an applicant does not provide a diversity statement, will his or her application be considered
incomplete?
A: Yes
http://www.provost.uci.edu/news/InclusiveExcellence.html
http://www.ucop.edu/academic-personnel/_files/apm/apm-210.pdf
http://www.provost.uci.edu/news/Diversity-Statement-June-2014.html
ADVANCE v.09212015
8) What are the components of a diversity statement?
.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
2. supervisor use the tool to assess you and then compare
results from your self-assessment with perceptions from your
supervisor. Used in such a manner, the competency self-
assessment can be a powerful tool in facilitating feedback
about gaps in skills necessary for optimizing performance.
Another way to use this assessment is to share the results
with your mentor and work toward addressing identified
professional growth areas.
Healthcare organizations also may choose to use this
assessment tool to better define the requirements of
specific roles within the organization. Once defined, the
organization then can respond with a targeted training
and development plan for those roles. Certain tasks also
may require teams with a blend of strengths, and the
self-assessment tool can be used to arrive at an ideal skill
mix among such teams. The competency tool provides
a common framework and lexicon for a variety of
healthcare managers in a range of roles and settings; they
serve to define the field. They can be used for individual
as well as team self-assessment and improvement.
New this year is a sub-domain (under Business Skills and
Knowledge) of Patient Safety, emphasizing competencies
required and knowledge needed to address the core leadership
challenges of achieving zero harm for both patients and the
workforce. While specific components of a patient safety
and quality strategy will vary by organization, ACHE
believes healthcare executives should lead a comprehensive
approach to ensuring patient safety and quality. As supporting
documents for this sub-domain, use Leading a Culture of
Safety: A Blueprint for Success and Free from Harm:
Accelerating
Patient Safety Improvement Fifteen Years after To Err Is
Human
3. for understanding and advancing patient safety in your
organization. These tools can be downloaded at ache.org/
Blueprint and npsf.org/freefromharm.
Within the Healthcare Executives Competency Assessment
Tool, the competencies are categorized into five critical
domains: Communication and Relationship Management,
Leadership, Professionalism, Knowledge of the Healthcare
Environment, and Business Skills and Knowledge. The
definitions for the domains are as follows:
1. Communication and Relationship
Management
The ability to communicate clearly and concisely with
internal and external customers, establish and maintain
relationships, and facilitate constructive interactions with
individuals and groups.
Communication and Relationship Management
includes:
A. Relationship Management
B. Communication Skills
C. Facilitation and Negotiation
Professionalism
Leadership
Knowledge
of the
Healthcare
Environment
5. Leadership includes:
A. Leadership Skills and Behavior
B. Organizational Climate and Culture
C. Communicating Vision
D. Managing Change
3. Professionalism
The ability to align personal and organizational conduct
with ethical and professional standards that include a
responsibility to the patient and community, a service
orientation, and a commitment to lifelong learning and
improvement.
Professionalism includes:
A. Personal and Professional Accountability
B. Professional Development and Lifelong Learning
C. Contributions to the Community and Profession
4. Knowledge of the Healthcare Environment
The understanding of the healthcare system and the
environment in which healthcare managers and providers
function.
Knowledge of the Healthcare Environment includes:
A. Healthcare Systems and Organizations
B. Healthcare Personnel
C. The Patient’s Perspective
D. The Community and the Environment
5. Business Skills and Knowledge
The ability to apply business principles, including systems
thinking, to the healthcare environment.
Business Skills and Knowledge includes:
A. General Management
7. Demonstrate effective interpersonal relations 1 2 3 4 5
Develop and maintain medical staff relationships 1 2 3 4 5
Develop and maintain supplier relationships 1 2 3 4 5
Identify stakeholder needs/expectations 1 2 3 4 5
Provide internal customer service 1 2 3 4 5
Practice and value shared decision making 1 2 3 4 5
Other professional norms and standards of behaviors as defined
by professions such as AHA, physician’s oaths and
other professional pledges 1 2 3 4 5
Creating an ethical culture in an organization 1 2 3 4 5
Readings: 7, 10, 14, 15, 27, 50, 58, 65, 77, 82, 86, 95, 97, 98,
107, 112
Programs: 8, 11, 12, 14, 15, 18, 21, 35, 36, 38, 42, 46, 48, 58
Leadership Assessments: 1, 2, 6, 7
Self-Study Courses: 2, 3, 19
B. Communication Skills
Public relations 1 2 3 4 5
Principles of communication and their specific applications 1 2
3 4 5
Sensitivity to what is correct behavior when communicating
with diverse cultures, internal and external 1 2 3 4 5
Communicate organizational mission, vision, objectives
and priorities 1 2 3 4 5
14. Uphold and act upon ethical and professional standards 1 2 3 4
5
Adhere to ethical business principles 1 2 3 4 5
Other professional norms and standards of behaviors as defined
by
professions such as AHA, physician’s oaths and other
professional pledges 1 2 3 4 5
Creating an ethical culture in an organization 1 2 3 4 5
Readings: 27, 29, 58, 77, 88, 89, 120
Programs: 21, 34, 46, 48
Other: 1, 2, 4, 5, 6, 8
B. Professional Development and Lifelong Learning
Professional norms and behaviors 1 2 3 4 5
Professional societies and memberships 1 2 3 4 5
Contribute to professional knowledge and evidence 1 2 3 4 5
Time and stress management techniques 1 2 3 4 5
Conduct self-assessments 1 2 3 4 5
Network with colleagues 1 2 3 4 5
Participate in continuing education and career planning 1 2 3 4
5
Acquire and stay current with the professional body of
knowledge 1 2 3 4 5
18. the American College of Healthcare Executives 10
COMPETENCY LEVEL
Novice Competent Expert
C. The Patient’s Perspective
The patient’s perspective (e.g., cultural differences,
expectations) 1 2 3 4 5
Readings: 2, 12, 101
Program: 28
Self-Study Course: 12
D. The Community and the Environment
Socioeconomic environment in which the organization functions
1 2 3 4 5
Healthcare trends 1 2 3 4 5
Implications of community standards of care 1 2 3 4 5
Healthcare technological research and advancements 1 2 3 4 5
Organization and delivery of healthcare 1 2 3 4 5
Community standards of care 1 2 3 4 5
Corporate compliance laws and regulations 1 2 3 4 5
Regulatory and administrative environment in which the
organization functions 1 2 3 4 5
Governmental, regulatory, professional and accreditation
20. Collect and analyze data from internal and external sources
relevant to each situation 1 2 3 4 5
Basic business contracts 1 2 3 4 5
Techniques for business plan development, implementation
and assessment 1 2 3 4 5
Justify a new business model or business plan 1 2 3 4 5
Principles of public affairs and community relations 1 2 3 4 5
The functions of organizational policies and procedures 1 2 3 4
5
Analyze the current way of doing business and clinical
processes 1 2 3 4 5
Anticipate cause-and-effect relationships 1 2 3 4 5
Conduct needs analysis, identify and prioritize requirements 1 2
3 4 5
Define problems or opportunities 1 2 3 4 5
Distinguish between important and unimportant aspects of
business and clinical situations as a basis
for sound decision making 1 2 3 4 5
Identify alternate processes and potential solutions 1 2 3 4 5
Promote and apply problem-solving philosophies 1 2 3 4 5
Utilize comparative analysis strategies 1 2 3 4 5
Demonstrate critical thinking and analysis 1 2 3 4 5
24. Develop accounting and financial control systems 1 2 3 4 5
Develop and use performance monitoring metrics 1 2 3 4 5
Develop coding and reimbursement policies and procedures 1 2
3 4 5
Establish business relationships with financial advisors 1 2 3 4
5
Maintain compliance with tax laws and filing procedures 1 2 3 4
5
Negotiate third-party contracts 1 2 3 4 5
Provide stewardship of financial resources 1 2 3 4 5
Potential impacts and consequences of financial decision
making
on operations, healthcare, human resources and quality of care 1
2 3 4 5
Financing including funding sources, the process of obtaining
credit and bond ratings, and issuing bonds 1 2 3 4 5
Philanthropy and foundation work, including source of funding
for non-profit organizations or to target for-profit
organizations’ activities 1 2 3 4 5
Supply chain systems, structures and processes 1 2 3 4 5
Readings: 6, 31, 33, 35, 36, 40, 44, 69, 85, 97, 114, 116, 122
Programs: 2, 3, 5, 6, 7, 14, 23, 24, 25, 42, 61
Self-Study Courses: 14, 21, 23, 24
C. Human Resource Management
28. Organizational dynamics, political realities and culture 1 2 3 4 5
Principles and practices of management and
organizational behavior 1 2 3 4 5
Build trust and cooperation between/among stakeholders 1 2 3 4
5
Construct and maintain governance systems 1 2 3 4 5
Document and implement policies and procedures 1 2 3 4 5
Evaluate and improve governing bylaws, policies and processes
1 2 3 4 5
Facilitate physician understanding and acceptance of good
business management 1 2 3 4 5
Manage the performance of subsystems in a manner that
optimizes the whole synergy 1 2 3 4 5
Interpret and integrate federal, state and local laws and
regulation 1 2 3 4 5
Readings: 19, 24, 29, 33, 46, 83, 92, 95, 96, 97, 107, 123
Programs: 1, 8, 15, 16, 34, 46
Self-Study Course: 20
Other: 8
E. Strategic Planning and Marketing
Business plan development and implementation process 1 2 3 4
5
Business planning, including business case and exit-
30. or service performance to ensure that strategic goals are met 1 2
3 4 5
Organizational mission, vision, objectives and priorities 1 2 3 4
5
Plan for business continuance in the face of potential disasters
that could disrupt service delivery 1 2 3 4 5
Pursuing and establishing partnerships and strategic alliances 1
2 3 4 5
Readings: 25, 33, 44, 48, 52, 61, 91, 92, 94, 102, 104, 106, 114,
115, 116, 117
Programs: 4, 10, 16, 23, 34, 36, 37, 46, 54, 57
Self-Study Courses: 8, 10, 11, 16
F. Information Management
Application software 1 2 3 4 5
Characteristics of administrative systems/programs 1 2 3 4 5
Characteristics of clinical systems/programs 1 2 3 4 5
Confidentiality principles and laws 1 2 3 4 5
Data analysis, including manipulation, understanding of and
ability to explain data 1 2 3 4 5
Electronic education and information resources and systems 1 2
3 4 5
Health informatics 1 2 3 4 5
Information systems planning and implementation 1 2 3 4 5
32. 3 4 5
Evaluate results of a system security/privacy effectiveness
assessment 1 2 3 4 5
Integrate IT systems that support decision making 1 2 3 4 5
Link the IT plan to the business plan 1 2 3 4 5
Monitor IT systems’ sustainability, reliability and
maintainability 1 2 3 4 5
Monitor and adjust IT system capacity 1 2 3 4 5
Recommend policies and procedures for information
management systems 1 2 3 4 5
Information systems continuity, including disaster planning,
recovery, backup, security, sabotage and natural disasters 1 2 3
4 5
Factors that influence selection, acquisition, and maintenance
of IT systems, including upgrades and conversions,
and technology lifecycles 1 2 3 4 5
Healthcare analytics 1 2 3 4 5
Readings: 28, 33, 40, 49
Programs: 9, 21, 59
G. Risk Management
Risk management principles and programs 1 2 3 4 5
Confidentiality principles and laws 1 2 3 4 5
38. 4. Applying Quality Management in Healthcare: A Systems
Approach, Fourth Edition, by Patrice L. Spath and Diane L.
Kelly, DrPH,
RN
5. The Best Patient Experience: Helping Physicians Improve
Care, Satisfaction, and Scores by Robert M. Snyder Jr., FACHE
6. Best Practice Financial Management: Six Key Concepts for
Healthcare Leaders, Third Edition, by Kenneth Kaufman
7. Better Communication for Better Care: Mastering Physician-
Administrator Collaboration by Kenneth H. Cohn, MD, FACS
8. Boost Your Nursing Leadership Career: 50 Lessons that
Drive Success by Kenneth R. White, PhD, RN, FACHE, and
Dorrie Fontaine,
PhD, RN
9. Capital Projects and Healthcare Reform: Navigating Design
and Delivery in an Era of Disruption by Robert D. Levine and
Georgeann
B. Burns
10. Collaborate f or Success! Breakthrough Strategies for
Engaging Physicians, Nurses, and Hospital Executives by
Kenneth H. Cohn, MD, FACS
11. Consumer-Centric Healthcare: Opportunities and Challenges
for Providers by Colin Konschak, FACHE, FHIMSS, and
Lindsey P.
Jarrell, FACHE
12. Consumer-Directed Healthcare and Its Implications for
Providers by Robert S. Bonney, JD, FACHE
13. Contemporary Issues in Healthcare Law and Ethics, Fourth
Edition, by Dean M. Harris, JD
14. Creating the Hospital Group Practice: The Advantage o f
Employing or Affiliating with Physicians by Eric Lister, MD,
and Todd Sagin,
39. MD, JD
15. Creating Sustainable Physician-Hospital Strategies by Jay
C. Warden
16. Delivering Value in Healthcare by Paeljit S. Bindra, MD
(available May 2018)
17. Developing Physician Leaders for Successful Clinical
Integration by Carson F. Dye, FACHE, and Jacque J. Sokolov,
MD
18. Dimensions of Long-Term Care Management: An
Introduction, Second Edition, by Mary Helen McSweeney-Feld,
PhD, Carol
Molinari, PhD, and Reid Oetjen, PhD, editors
19. Dunn and Haimann’s Healthcare Management, Tenth
Edition, by Rose T. Dunn, CPA, FACHE, FHFMA
20. Economics for Healthcare Managers, Third Edition, by
Robert H. Lee, PhD
21. The Economics of Health Reconsidered, Fourth Edition, by
Thomas Rice, PhD, and Lynn Unruh, PhD, RN
22. Electronic Health Records: Strategies for Long-Term
Success by Michael Fossel, MD, and Susan Dorfman, DHA
23. The Emerging Healthcare Leader: A Field Guide by Laurie
K. Baedke, FACHE, and Natalie D. Lamberton, FACHE
24. Essential Techniques for Healthcare Managers by Leigh W.
Cellucci, PhD, and Carla Wiggins, PhD
25. Essentials of Strategic Planning in Healthcare, Second
Edition, by Jeffrey P. Harrison, PhD, FACHE
26. Ethics and Professionalism for Healthcare Managers by
Elizabeth J. Forrestal, PhD, FAHIMA, and Leigh W. Cellucci,
PhD
27. Evaluating the Healthcare System: Effectiveness,
Efficiency, and Equity, Fourth Edition, by Charles E. Begley,
David R. Lairson, Robert
O. Morgan, Paul J. Rowan and Rajesh Balkrishnan, PhD
41. 37. Going Lean: Busting Barriers to Patient Flow by Amy C.
Smith; Robert Barry, PhD; and Clifford E. Brubaker, PhD
38. Growing Leaders in Healthcare: Lessons from the Corporate
World by Brett D. Lee, PhD, FACHE, and James W. Herring,
PhD
39. The Guide to Healthcare Reform: Readings and Commentary
by Daniel B. McLaughlin
40. Healthcare Applications: A Casebook in Accounting and
Financial Management by Thomas E. McKee, PhD, and Linda J.
B.McKee,
PhD
41. The Healthcare C-Suite: Leadership Development at the Top
by Andrew N. Garman, PsyD, and Carson F. Dye, FACHE
42. Healthcare Executive Compensation: A Guide for Leaders
and Trustees by David A. Bjork, PhD
43. The Healthcare Executive’s Guide to Allocating Capital by
Jason H. Sussman, CPA, FACHE
44. Healthcare Facility Planning: Thinking Strategically,
Second Edition, by Cynthia Hayward, FA AHC
45. Healthcare Finance: An Introduction to Accounting and
Financial Management, Sixth Edition, by Louis C. Gapenski,
PhD, and
Kristin L. Reiter
46. Healthcare Governance: A Guide for Effective Boards,
Second Edition, by Errol L. Biggs, PhD, FACHE
47. The Healthcare Leaders Guide to Actions, Awareness, and
Perception, Third Edition, Carson F. Dye, FACHE, and Brett D.
Lee,
FACHE
48. Healthcare Marketing: A Case Study Approach by Leigh
Cellucci, PhD; Carla Wiggins, PhD; and Tracy Farnsworth, EdD
49. Healthcare Operations Management, Third Edition, by
42. Daniel B. McLaughlin and John R. Olson, PhD
50. Healthcare Philanthropy: Advance Charitable Giving to
Your Organization’s Mission by Betsy Chapin Taylor
51. The Healthcare Quality Book: Vision, Strategy, and Tools,
Third Edition, by Maulik Joshi, DrPH, Elizabeth Ransom, MD,
David
Nash, MD, and Scott Ransom, DO
52. Healthcare Strategic Planning, Fourth Edition, by John M.
Harris, MBA
53. Health Economics: Core Concepts and Essential Tools by
Steph Bernell, PhD
54. Health Informatics: A Systems Perspective by Gordon D.
Brown, PhD, Kalyan S. Pasupathy, PhD, and Timothy B.
Patrick, PhD
55. Health Insurance, Second Edition, by Michael A. Morrisey,
PhD
56. Health Policy Issues: An Economic Perspective, Sixth
Edition, by Paul J. Feldstein, PhD
57. Health Policymaking in the United States, Sixth Edition, by
Beaufort B. Longest Jr., PhD, FACHE
58. Health Services Management: A Case Study Approach,
Eleventh Edition, by Ann Scheck McAlearney, ScD, and
Anthony Kovner,
PhD
59. High-Reliability Healthcare: Improving Patient Safety and
Outcomes with Six Sigma, Second Edition by Robert Barry,
PhD; Amy C.
Smith, DNP, FACHE; and Clifford E. Brubaker, PhD
60. Hospitals and Community Benef it: New Demands, New
Approaches by Connie J. Evashwick, ScD, LFACHE
61. Hospitalists: A Guide to Building and Sustaining a
Successful Program by Joseph A. Miller; John Nelson, MD; and
Winthrop F.
43. Whitecomb, MD
62. Human Resources in Healthcare: Managing for Success,
Fourth Edition, by Bruce J. Fried, PhD, and Myron D. Fottler,
PhD, editors
63. Influential Leadership: Change Your Behavior, Change
Your Organization, Change Health Care by Michael E. Frisina,
PhD
64. Information Systems for Healthcare Management, Eighth
Edition, by Gerald L. Glandon, PhD; Detlev H. Smaltz, PhD,
FACHE,
FHIMSS; and Donna J. Slovensky, PhD, RHIA, FAHIMA
65. Inside the Physician Mind: Finding Common Ground with
Doctors by Joseph S. Bujak, MD, FACP
66. An Insider’s Guide to Physician Engagement by Andrew C.
Agwunobi, MD, MBA
67. Inspired to Change: Improving Patient Care One Story at a
Time by Linda Larin
68. Intangibles: The Unexpected Traits of High- Performing
Healthcare Leaders by Amer Kaissi, PhD
69. Introduction to the Financial Management o f Healthcare
Organizations, Seventh Edition, by Michael Nowicki, EdD,
FACHE,
FHFMA
70. Introduction to Healthcare Quality Management, Second
Edition, by Patrice L. Spath
71. Introduction to Health Policy by Leiyu Shi, DrPH
72. Launching a Capital F acility Project: A Guide for
Healthcare Leaders, Second Edition, by John E. Kemper
73. The Law of Healthcare Administration, Eighth Edition, by J.
Stuart Showalter, JD
74. Leadership for Great Customer Service: Satisfied
Employees, Satisfied Patients, Second Edition, by Thom A.
Mayer, MD, FACEP, FA
45. 86. Management of Healthcare Organizations: An Introduction,
Second Edition, by Peter C. Olden, PhD
87. Managerial Epidemiology: Cases and Concepts, Third
Edition, by Steven T. Fleming, PhD
88. Managerial Ethics in Healthcare: A New Perspective by
Gary L. Filerman, PhD, Ann E. Mills and Paul M. Schyve, PhD
89. Managing Healthcare Ethically: An Executive’s Guide,
Second Edition, edited by Paul B. Hofmann, DrPH, FACHE, and
William
A. Nelson, PhD, HFACHE
90. Managing Stress and Preventing Burnout i n the Healthcare
Workplace by Jonathon R.B. Halbesleben, PhD
91. Marketing Health Services, Third Edition, by Richard K.
Thomas, PhD
92. Marketing Matters: A Guide for Healthcare Executives by
Richard K. Thomas, PhD, and Michael Calhoun
93. Mastering the Negotiation Process: A Practical Guide for
the Healthcare Executive by Christopher L. Laubach
94. The Middleboro Casebook: Healthcare Strategy and
Operations, Second Edition by Lee F. Seidel, PhD, and James B.
Lewis, ScD
95. A New Compact: Aligning Physician-Organization
Expectations to Transform Patient Care by Mary Jane Kornacki
with Jack Silversin
96. The New Hospital-Physician Enterprise: Meeting the
Challenges of Value-Based Care by David Wofford and Stephan
Messinger
97. Optimize Your Healthcare Supply Chain Performance: A
Strategic Approach by Gerald R. Ledlow, PhD, FACHE; Allison
P. Corry;
and Mark A. Cwiek, JD, FACHE
98. Organizational Behavior and Theory in Healthcare:
Leadership Perspectives and Management Applications by
Stephen L. Walston, PhD
46. 99. Partnership of Equals: Practical Strategies for Healthcare
CEOs and Their Boards by Peter McGinn, PhD
100. Patient Satisfaction: Understanding and Managing the
Experience of Care, Second Edition, by Irwin Press, PhD
101. A Physician Guidebook to The Best Patient Experience by
Bo Snyder, FACHE
102. Population Health: Principles and Applications for
Management by Rosemary Caron, PhD
103. The Power of Clinical and Financial Metrics: Achieving
Success in Your Hospital by Steven Berger, CPA, FACHE,
FHFMA
104. The Primary Care—Market Share Connection: How
Hospitals Achieve Competitive Advantage by Marc D. Halley
105. Principles of Healthcare Leadership by Bernard J. Healey,
PhD
106. Reaching Excellence in Healthcare Management by John
R. Griffith, LFACHE, and Kenneth R. White, PhD, RN, FACHE
107. Redesign the Medical Staff Model: A Guide to
Collaborative Change by Jonathan Burroughs, MD, FACHE
108. Readmission Prevention:
Solution
s Across the Provider Continuum by Josh D. Luke, PhD,
FACHE
109. Risk Adjustment for Measuring Health Care Outcomes,
Fourth Edition, by Lisa I. Iezzoni, MD, editor
110. Risk Management and the Emergency Department:
Executive Leadership for Protecting Patients and Hospitals by
Shari J. Welch, MD,
47. FACHE, FACEP; Kevin Klauer, DO, EJD, FACEP; and Sarah
Freymann Fontenot, JD
111. The Safety Playbook: A Healthcare Leader’s Guide to
Building a High- Reliability Organization by John Byrnes, MD
and Susan
Teman, RN, CPPS
112. Separately Together: A New Path to Healthy Hospital-
Physician Relations by C. Marlena Fiol, PhD, and Edward J.
O’Connor, PhD
113. Social Media in Healthcare: Connect, Communicate,
Collaborate, Second Edition, by Christina Beach Thielst,
FACHE
114. Strategic Allocation and Management of Capital in
Healthcare: A Guide to Decision Making, Second Edition by
Jason H.
Sussman, CPA, FACHE
115. Strategic Analysis for Healthcare: Concepts and Practical
Applications by Michael S. Wayland and Warren G. McDonald,
PhD
116. Strategic Cost Reduction: Leading Your Hospital to
Success by Michael E. Rindler
117. Strategic Healthcare Management: Planning and Execution,
Second Edition by Stephen L. Walston, PhD
49. Griffith,
LFACHE
124. World Health Systems: Challenges and Perspectives,
Second Edition, by Bruce J. Fried, PhD, and Laura M. Gaydos,
PhD, editors
Programs:
1. Achieving a Strategic Partnership With Your Board: Thrive
in the Midst of Accountability
2. Achieving a Sustainable Transformation to Operational
Excellence
3. Achieving Speed, Spread, Scalability and Sustainability for
Health Systems
4. Advanced Strategic Planning to Transform Your Organization
5. Advanced Topics in Hospital Financial Management
6. Aggressively Improve Cost, Quality and Throughput Using
Lean Six Sigma
7. The Art of Building Relationships for Successful Teams and
Partnerships
8. Behavior Smarts: Increasing Healthcare Leadership
Performance
9. Big Data and Analytics: A Perspective for Healthcare Leaders
(Online Seminar)
10. Care Continuum From ER to Post Acute: Making the
50. Argument for Partnerships
11. Coach, Challenge, Lead: Developing an Indispensable
Management Team
12. Compelling Communication: Creating Engagement,
Understanding and Results
13. COO Challenge Seminar
14. The Courage to Lead: Critical Skills for Healthcare Leaders
15. Creating Successful Physician Integration and Engagement
Strategies for Long-Term Success
16. Critical Financial Skills for Hospital Success
17. Culture: The Force Behind Strategy
18. Developing and Deploying a Hospital Business Intelligence
Strategy That Works
19. Developing Leadership Competencies That Build Effective
Teams and Create Extraordinary Physician Engagement
20. Developing Physician Leaders for Clinical Integration
(Online Seminar)
21. Driving Significant Financial Returns: Using Analytics to
Improve your Bottom Line
22. Effective Leadership for High-Reliability Healthcare
23. Exceptional Leadership (Online Seminar)
24. Executive Program
25. Growth in the Reform Era
26. Health Systems as Stewards of Health: A Construct for
Leading Transformation
51. 27. Hospitals and Integrated Networks of the Future;
Transforming to Thrive
28. Improving the Patient Experience to Build Customer
Loyalty
29. Improving the Performance of Physician Services
Organizations in Integrated Health Systems
30. Leaders Conference
31. Leadership and Accountability in Project Management and
Programs
32. Leadership Approaches to Patient-Centered Care
33. Leadership Development Program
34. Leading and Managing in Changing Times
35. Leading for Success: Creating a Committed Workforce
36. Leading in a Changing Environment: Focus on Population
Health
37. Leading Strategic Change
38. Management Mistakes, Moral Dilemmas and Lessons
Learned (Online Seminar)
39. Managing Healthcare Facility Design and Construction
Programs
40. Physician Alignment and Engagement: Dos and Taboos
(Online Seminar)
41. Physician and Executive Partnerships: Hard Facts, Soft
Skills