This document provides information and resources for the BSHS 395 Entire Course assignment from the University of Phoenix. It includes summaries and guidelines for completing all weekly assignments, papers, and presentations for the course. Links are provided to download recent and new versions of materials for each week, including the final exam guide. Topics covered include the helping process, assessment, interviewing, stress and disorders, problem identification and goal setting, and the roles of case managers.
Pcn 530 Effective Communication - tutorialrank.comBartholomew75
For more course tutorials visit
www.tutorialrank.com
PCN 530 Week 1 Social and Cultural Views of Healthy and Unhealthy Human Sexuality Paper (100% Score)
PCN 530 Week 2 assignment Sexual Response Cycle Chart
PCN 530 Week 3 assignment Pornography and Cybersex Presentation (100% Score)
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Papers for All Assignment (Week 3 Worksheet – 1 Set Only)
BSHS 395 Week 1 The Helping Process (Assessment Process) (2 papers)
BSHS 395 Week 2 The Interview Process (2 Papers)
Pcn 530 Effective Communication - tutorialrank.comBartholomew75
For more course tutorials visit
www.tutorialrank.com
PCN 530 Week 1 Social and Cultural Views of Healthy and Unhealthy Human Sexuality Paper (100% Score)
PCN 530 Week 2 assignment Sexual Response Cycle Chart
PCN 530 Week 3 assignment Pornography and Cybersex Presentation (100% Score)
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Papers for All Assignment (Week 3 Worksheet – 1 Set Only)
BSHS 395 Week 1 The Helping Process (Assessment Process) (2 papers)
BSHS 395 Week 2 The Interview Process (2 Papers)
Week 3: Assignment: Organizational Needs Assessment
Submit Assignment
Due
Mar 21 by 11:59pm
Points
125
Submitting
a file upload
Purpose
The identification of a need is the cornerstone of a project. The purpose of this assignment is to conduct an organizational needs assessment. The formulation of a comprehensive organizational needs assessment supports the professional formation of the DNP-prepared nurse. To complete the assessment of the organizational need, you will need to interview a key decision-maker at the practicum site. For students not implementing their DNP Project at a practicum site, complete the assignment as if you had interviewed a key decision-maker at a practicum site.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO 2: Formulate a needs-based organizational assessment to inform strategic leadership decision-making. (POs 3, 5, 7)
CO 3: Develop strategies to lead project planning, implementation, management, and evaluation to promote high value healthcare. (POs 3, 5, 7)
Due Date(s)
Submit your assignment by 11:59 p.m. MT Sunday at the end of Week 3. The late assignment policy applies to this assignment.
Total points possible: 125
Page Requirement:
Length: 3-4 pages, excluding cover page and references
Instructions
To create flexibility, we are providing you options on this assignment. Concept maps are an effective way to express complex ideas, especially for visual learners. For this assignment, each of the sections can be presented
either
as a narrative
or
as a concept map.
Please note that you are not required to complete any or all sections as a concept map. If you choose to use a concept map for a section, it should be created in Microsoft Word and placed in that section of your paper. The concept map must meet all the requirements of the assignment rubric for that section. The rubric and page length requirements of the paper are unchanged.
If you need additional information about concept maps and how to create a concept map in Microsoft Word, please access the following resources.
Link (video):
Microsoft Word: Creating a Flowchart, Concept Map, or Process Map
(4:03)
Link (video):
Concept Mapping for Developing your Research
(3:37)
Review the Graduate Re-Purpose Policy in the Student Handbook, page 15:
Repurposed Work (Chamberlain University Graduate Programs only): Graduate students have the opportunity to use previously submitted ideas as a foundation for future courses. No more than 50 percent of an assignment, excluding references, may be repurposed from another Chamberlain University course (excluding practicum courses). Previous course assignments that are deemed building blocks will be notated in the syllabus by the course leader. As with every assignment, students must uphold academic integrity; therefore, students must follow the guidelines for remaining academically honest according to the Academic Integrity policy. If the instr ...
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
NURS 6003:
Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
This document is to be used for
NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.
Week 1 | Part 1: My Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.
Directions: In the space below Identify and describe
at least three academic resources or strategies that can be applied to the MSN program, and
at least threeprofessional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.
Academic Resource/Strategy 1
Academic Resource/Strategy 2
Academic Resource/Strategy 3
Professional Resource/Strategy 1
Professional Resource/Strategy 2
Professional Resource/Strategy 3
ADDITIONAL RESOURCES/STRATEGIES
Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics
I have ...
NURS 6003 Transition to Graduate Study for NursingAca.docxvannagoforth
NURS 6003: Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
This document is to be used for NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.
Week 1 | Part 1: My Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.
Directions: In the space below Identify and describe at least three academic resources or strategies that can be applied to the MSN program, and at least threeprofessional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.
Academic Resource/Strategy 1
Academic Resource/Strategy 2
Academic Resource/Strategy 3
Professional Resource/Strategy 1
Professional Resource/Strategy 2
Professional Resource/Strategy 3
ADDITIONAL RESOURCES/STRATEGIES
Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the relation ...
Hi Frank,I really need this assignment today at 1145PM easter..docxhoward4little59962
Hi Frank,
I really need this assignment today at 11:45PM easter.
Read through the syllabus below, then think about these questions:
What learning objectives are most relevant to you and why?
What skills or competencies are you excited about acquiring as a result of this course and what do you hope to do with them?
Which topic are you least excited about and why?
In one to two pages (250 - 400 words) respond to the prompts above and add any other comments or questions that you may have about the course.
RICHARD M. FAIRBANKS SCHOOL OF PUBLIC HEALTH
FALL 2016
COURSE TITLE:
Operations Management and Quality Improvement in Healthcare
COURSE NUMBER:
PBHL H345
COURSE DESCRIPTION
This course provides an overview of healthcare operations management with an emphasis on quality improvement.
Several process improvement methodologies and tools will be presented and applied to actual hospital operations management issues.
In addition, learners will complete a personal process improvement project.
BSHSM PROGRAM COMPETENCIES ADDRESSED IN THIS COURSE:
1. Communicate effectively with diverse stakeholders, including public health and health care professionals, individually and in group settings using verbal, written, and electronic modes of communication
2. Use statistical and other quantitative analysis tools and techniques to understand issues and problems in health care organizations and systems.
6. Participate in developing and implementing plans and policies to improve the delivery of health services.
7. Work individually and within a team-setting by applying organizational knowledge and leadership skills.
8.
Recognize and demonstrate sensitivity to diverse points of view.
9.
Seek principled solutions to health services delivery issues.
IUPUI PRICIPALS OF UNDERGRADUATE LEARNING (PULs).
(** Indicates major PUL for this course)
Core Communication and Quantitative Skills
Critial Thinking**
Learners will understand and remember how management science and process improvement developed and why they are important for future healthcare leaders.
Learners will evaluate which principles, skills, and tools learned in class should be applied to a personal process improvement project.
Learners will analyze and evaluate data and information in order to understand major work flows in healthcare organizations.
Learners will evaluate which data is relevant, what graphic representation is most useful, and will create appropriate graphs.
Learners will create a plan, implement it, analyze the data, create graphic representations, and evaluate the results in order to improve process
es.
Integration and Application of Knowledge
Intellectual Depth, Breadth, and Adaptiveness
Values and Ethics
LEARNING OBJECTIVES
1.
Learners will understand and remember how management science and process improvement developed and why they are important knowledge bases for future healthcare leaders.
2.
Learners will understand th.
Week Seven Homework ExercisePSYCH610 Version 21University.docxphilipnelson29183
Week Seven Homework Exercise
PSYCH/610 Version 2
1
University of Phoenix Material
Week Seven Homework Exercise
Answer the following questions, covering material from Ch. 13 of Methods in Behavioral Research:
1. Define inferential statistics and how researchers use inferential statistics to draw conclusions from sample data.
2. Define probability and discuss how it relates to the concept of statistical significance.
3. A researcher is studying the effects of yoga on depression. Participants are randomly assigned to one of two groups: yoga and medication (experimental group); or support group and medication (control group). What is the null hypothesis? What is the research hypothesis?
4. In the scenario described in the previous question, the researcher implements two programs simultaneously: a 6-week yoga program coupled with medication management and a 6-week support group program coupled with medication management. At the end of the 6 weeks, participants complete a questionnaire measuring depression. The researcher compares the mean score of the experimental group with the mean score of the control group. What statistical test would be most appropriate for this purpose and why? What is the role of probability in this statistical test?
5. In the scenario described in the previous questions, the researcher predicted that participants in the experimental group—yoga plus medication—would score significantly lower on measures of depression than would participants in the control group—support group plus medication. True or false: A two-tailed test of significance is most appropriate in this case. Explain your response.
6. Explain the relationship between the alpha level (or significance level) and Type I error. What is a Type II error? How are Type I and Type II errors different?
7. A researcher is studying the effects of sex—male and female—and dietary sugar on energy level. Male and female participants agree to follow either a high sugar or low sugar diet for eight weeks. The researcher asks the participants to complete a number of questionnaires, including one assessing energy level, before and after the program. The researcher is interested in determining whether a high or low sugar diet affects reported energy levels differently for men and women. At the end of the program, the researcher examines scores on the energy level scale for the following groups: Men – low sugar diet; Men – high sugar diet; Women – low sugar diet; Women – high sugar diet. What statistic could the researcher use to assess the data? What criteria did you use to determine the appropriate statistical test?
BHR 4680, Training and Development 1
Course Description
Provides an organizational development model in human resource management to prepare professionals to train and
develop people throughout the career continuum in the international arena. Presents an overview of mentoring and
coaching, the role of team leaders and managers in performance apprais.
Week 3: Assignment: Organizational Needs Assessment
Submit Assignment
Due
Mar 21 by 11:59pm
Points
125
Submitting
a file upload
Purpose
The identification of a need is the cornerstone of a project. The purpose of this assignment is to conduct an organizational needs assessment. The formulation of a comprehensive organizational needs assessment supports the professional formation of the DNP-prepared nurse. To complete the assessment of the organizational need, you will need to interview a key decision-maker at the practicum site. For students not implementing their DNP Project at a practicum site, complete the assignment as if you had interviewed a key decision-maker at a practicum site.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO 2: Formulate a needs-based organizational assessment to inform strategic leadership decision-making. (POs 3, 5, 7)
CO 3: Develop strategies to lead project planning, implementation, management, and evaluation to promote high value healthcare. (POs 3, 5, 7)
Due Date(s)
Submit your assignment by 11:59 p.m. MT Sunday at the end of Week 3. The late assignment policy applies to this assignment.
Total points possible: 125
Page Requirement:
Length: 3-4 pages, excluding cover page and references
Instructions
To create flexibility, we are providing you options on this assignment. Concept maps are an effective way to express complex ideas, especially for visual learners. For this assignment, each of the sections can be presented
either
as a narrative
or
as a concept map.
Please note that you are not required to complete any or all sections as a concept map. If you choose to use a concept map for a section, it should be created in Microsoft Word and placed in that section of your paper. The concept map must meet all the requirements of the assignment rubric for that section. The rubric and page length requirements of the paper are unchanged.
If you need additional information about concept maps and how to create a concept map in Microsoft Word, please access the following resources.
Link (video):
Microsoft Word: Creating a Flowchart, Concept Map, or Process Map
(4:03)
Link (video):
Concept Mapping for Developing your Research
(3:37)
Review the Graduate Re-Purpose Policy in the Student Handbook, page 15:
Repurposed Work (Chamberlain University Graduate Programs only): Graduate students have the opportunity to use previously submitted ideas as a foundation for future courses. No more than 50 percent of an assignment, excluding references, may be repurposed from another Chamberlain University course (excluding practicum courses). Previous course assignments that are deemed building blocks will be notated in the syllabus by the course leader. As with every assignment, students must uphold academic integrity; therefore, students must follow the guidelines for remaining academically honest according to the Academic Integrity policy. If the instr ...
BBA 3361, Professionalism in the Workplace 1 Course Desc.docxJASS44
BBA 3361, Professionalism in the Workplace 1
Course Description
Presents an overview of the challenges associated with workplace expectations regarding business etiquette, appropriate
use of technology, and proper attire. It is designed to assist students in gaining knowledge of how to appropriately
communicate with others and how to effectively deal with conflict, teamwork, and accountability in a fair and ethical
manner. The basic skills necessary for obtaining a job and achieving success in today’s challenging economy and
increasingly competitive work environment are enhanced through this course.
Course Textbook
Anderson, L. E., & Bolt, S. B. (2016). Professionalism: Skills for workplace success (4th ed.). Boston, MA: Pearson.
Course Learning Outcomes
Upon completion of this course, students should be able to:
1. Evaluate the effect of attitude, personality, and goal setting on work performance development.
2. Describe the impact of time management in the workplace.
3. Explain the meaning of ethical behavior in the workplace.
4. Analyze the advantages to an organization offering quality customer service and human resources.
5. Analyze techniques used to promote effective communication, accountability, and positive relationships within the
workplace.
6. Explain the dynamics of teamwork, to include motivation, conflict resolution, and leadership.
7. Construct a resume package that demonstrates methods for highlighting job-related skills.
8. Critique interview techniques.
Credits
Upon completion of this course, the students will earn three (3) hours of college credit.
Course Structure
1. Study Guide: Each unit contains a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.
2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.
3. Unit Lesson: Each unit contains a Unit Lesson, which discusses lesson material.
4. Reading Assignments: Each unit contains Reading Assignments from one or more chapters from the textbook
and/or outside resources. Chapter presentations are provided in each unit study guide as Required Reading to
aid students in their course of study.
5. Suggested Reading: Suggested Readings are listed in each unit’s study guide. Students are encouraged to read
the resources listed if the opportunity arises, but they will not be tested on their knowledge of the Suggested
Readings.
6. Learning Activities (Non-Graded): These non-graded Learning Activities are provided to aid students in their
course of study.
7. Discussion Boards: Discussion Boards are part of all CSU term courses. More information and specifications
can be found in the Student Resources link listed in the Course Menu bar.
BBA 3361, Professionalism in
the Workplace
Course Syllabus
BBA 3361, Professio ...
NURS 6003:
Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
This document is to be used for
NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.
Week 1 | Part 1: My Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.
Directions: In the space below Identify and describe
at least three academic resources or strategies that can be applied to the MSN program, and
at least threeprofessional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.
Academic Resource/Strategy 1
Academic Resource/Strategy 2
Academic Resource/Strategy 3
Professional Resource/Strategy 1
Professional Resource/Strategy 2
Professional Resource/Strategy 3
ADDITIONAL RESOURCES/STRATEGIES
Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics
I have ...
NURS 6003 Transition to Graduate Study for NursingAca.docxvannagoforth
NURS 6003: Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
This document is to be used for NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.
Week 1 | Part 1: My Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.
Directions: In the space below Identify and describe at least three academic resources or strategies that can be applied to the MSN program, and at least threeprofessional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.
Academic Resource/Strategy 1
Academic Resource/Strategy 2
Academic Resource/Strategy 3
Professional Resource/Strategy 1
Professional Resource/Strategy 2
Professional Resource/Strategy 3
ADDITIONAL RESOURCES/STRATEGIES
Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the relation ...
Hi Frank,I really need this assignment today at 1145PM easter..docxhoward4little59962
Hi Frank,
I really need this assignment today at 11:45PM easter.
Read through the syllabus below, then think about these questions:
What learning objectives are most relevant to you and why?
What skills or competencies are you excited about acquiring as a result of this course and what do you hope to do with them?
Which topic are you least excited about and why?
In one to two pages (250 - 400 words) respond to the prompts above and add any other comments or questions that you may have about the course.
RICHARD M. FAIRBANKS SCHOOL OF PUBLIC HEALTH
FALL 2016
COURSE TITLE:
Operations Management and Quality Improvement in Healthcare
COURSE NUMBER:
PBHL H345
COURSE DESCRIPTION
This course provides an overview of healthcare operations management with an emphasis on quality improvement.
Several process improvement methodologies and tools will be presented and applied to actual hospital operations management issues.
In addition, learners will complete a personal process improvement project.
BSHSM PROGRAM COMPETENCIES ADDRESSED IN THIS COURSE:
1. Communicate effectively with diverse stakeholders, including public health and health care professionals, individually and in group settings using verbal, written, and electronic modes of communication
2. Use statistical and other quantitative analysis tools and techniques to understand issues and problems in health care organizations and systems.
6. Participate in developing and implementing plans and policies to improve the delivery of health services.
7. Work individually and within a team-setting by applying organizational knowledge and leadership skills.
8.
Recognize and demonstrate sensitivity to diverse points of view.
9.
Seek principled solutions to health services delivery issues.
IUPUI PRICIPALS OF UNDERGRADUATE LEARNING (PULs).
(** Indicates major PUL for this course)
Core Communication and Quantitative Skills
Critial Thinking**
Learners will understand and remember how management science and process improvement developed and why they are important for future healthcare leaders.
Learners will evaluate which principles, skills, and tools learned in class should be applied to a personal process improvement project.
Learners will analyze and evaluate data and information in order to understand major work flows in healthcare organizations.
Learners will evaluate which data is relevant, what graphic representation is most useful, and will create appropriate graphs.
Learners will create a plan, implement it, analyze the data, create graphic representations, and evaluate the results in order to improve process
es.
Integration and Application of Knowledge
Intellectual Depth, Breadth, and Adaptiveness
Values and Ethics
LEARNING OBJECTIVES
1.
Learners will understand and remember how management science and process improvement developed and why they are important knowledge bases for future healthcare leaders.
2.
Learners will understand th.
Week Seven Homework ExercisePSYCH610 Version 21University.docxphilipnelson29183
Week Seven Homework Exercise
PSYCH/610 Version 2
1
University of Phoenix Material
Week Seven Homework Exercise
Answer the following questions, covering material from Ch. 13 of Methods in Behavioral Research:
1. Define inferential statistics and how researchers use inferential statistics to draw conclusions from sample data.
2. Define probability and discuss how it relates to the concept of statistical significance.
3. A researcher is studying the effects of yoga on depression. Participants are randomly assigned to one of two groups: yoga and medication (experimental group); or support group and medication (control group). What is the null hypothesis? What is the research hypothesis?
4. In the scenario described in the previous question, the researcher implements two programs simultaneously: a 6-week yoga program coupled with medication management and a 6-week support group program coupled with medication management. At the end of the 6 weeks, participants complete a questionnaire measuring depression. The researcher compares the mean score of the experimental group with the mean score of the control group. What statistical test would be most appropriate for this purpose and why? What is the role of probability in this statistical test?
5. In the scenario described in the previous questions, the researcher predicted that participants in the experimental group—yoga plus medication—would score significantly lower on measures of depression than would participants in the control group—support group plus medication. True or false: A two-tailed test of significance is most appropriate in this case. Explain your response.
6. Explain the relationship between the alpha level (or significance level) and Type I error. What is a Type II error? How are Type I and Type II errors different?
7. A researcher is studying the effects of sex—male and female—and dietary sugar on energy level. Male and female participants agree to follow either a high sugar or low sugar diet for eight weeks. The researcher asks the participants to complete a number of questionnaires, including one assessing energy level, before and after the program. The researcher is interested in determining whether a high or low sugar diet affects reported energy levels differently for men and women. At the end of the program, the researcher examines scores on the energy level scale for the following groups: Men – low sugar diet; Men – high sugar diet; Women – low sugar diet; Women – high sugar diet. What statistic could the researcher use to assess the data? What criteria did you use to determine the appropriate statistical test?
BHR 4680, Training and Development 1
Course Description
Provides an organizational development model in human resource management to prepare professionals to train and
develop people throughout the career continuum in the international arena. Presents an overview of mentoring and
coaching, the role of team leaders and managers in performance apprais.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
1. BSHS 395 Entire Course Recent
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BSHS 395 Entire Course NEW
This Tutorial contains 2 Papers for All Assignment
(Week 3 Worksheet – 1 Set Only)
2. BSHS 395 Week 1 The Helping Process (Assessment
Process) (2 papers)
BSHS 395 Week 2 The Interview Process (2 Papers)
BSHS 395 Week 2 Recognizing Stress, Distress, and
Disorder (2 Answers)
BSHS 395 Week 3 Problems and Goals Case Study (2
Papers)
BSHS 395 Week 3 STPC Worksheet
BSHS 395 Week 4 Helping Process Phases
Presentation (2 PPT)
BSHS 395 Week 5 Case Manager Interview
Presentation (2 PPT)
4. BSHS 395 Final Exam Guide Recent
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BSHS 395 Final Exam Guide NEW
Complete the final exam, which is posted by your
instructor in the New Classroom
Final Textbook Examination
5. This examination is to test your knowledge and what
you have learned from The Helping Process:
Assessment to Termination. There are 30 short-
answer questions, and each question is worth half of a
point.
1. Identify and describe the three parts of the
assessment phase.
2. Why is documentation such an important piece
of the helping process?
6. 3. How is the strengths-based approach used in the
assessment phase? Provide an example.
4. Why is motivational interviewing considered a
valuable interviewing strategy?
5. Compare structured and unstructured
interviews. What are the pros and cons of each?
6. Whatis the definitionof confidentiality, and how
does it relate to the assessment phase?
7. 7. When evaluating a client’s application for
services, how does a case manager determine
eligibility?
8. Explain the concept of listeningduring the intake
interview. Why is it important for an intake interview
to be effective?
9. What are the five methods of responding?
Provide a brief example of each.
8. 10. Choosean interviewingpitfall. Why can the pitfall
hurt the interview?
11. How would you describe plan development? Why
it is important? Provide a brief example.
12. Whatchallenges do new case managers have when
trying to establish information and referral systems?
How can they meet those challenges?
13. What are the advantages of a case manager
keeping a feedback log?
9. 14. Describe the halo effect. How can a case manager
prevent this from occurring?
15. What are the differences between an achievement
test and an aptitude test?
16. What is the importance of client input during the
planning process?
10. 17. How can medical exams and medical consultations
help a case manager provide services to a client?
18. What are the five axes of the DSM-IV-TR®?
Briefly describe each
19. What are the advantages and limitations of a
client’s social history report?
20. What are the five models of mental illness?
Provide a brief definition of each.
11. 21. What is the importance of a referral when
coordinating services?
22. How would you define resourceselection?Provide
an example of how resource selectionmight work for a
client.
23. To work effectively with other professionals, what
skills does a case manager need?
24. How would you define the roles of a broker and a
mobilizer during the referral process?
12. 25. What is the importance of monitoring and
reviewing services?
26. How does a case manager evaluate client progress
once services have been set into motion?
27. How would you describe the four phases of
behavior change? (pp. 206-–208)
13. 28. According to the textbook, what are the three
roles of a helping professional? Briefly explain how
each is used.
29. Why is feedback importantwhen evaluatingdirect
services? Provide an example of feedback.
30. What are three strategies case managers can use
to determine whether a client is ready to terminate
services?
14. BSHS 395 Week 1 The Helping Process
(Assessment Process) Recent
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BSHS 395 Week 1 The Helping Process (Assessment
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This Tutorial contains 2 Papers
15. BSHS 395 Week 1 The Assessment Process
Professionals follow a three-phase process, known as
the helping process, to provide the support and
structure needed to help others. The helping process
includes the following three phases:
§ Assessment
§ Planning
§ Implementation
Write a 500- to 750-word paper exploring the
importance of the three phases. In addition, include
the following information:
§ Describe the significance of case review, report
writing and documentation, and client participation
during the helping process.
16. § Discuss how a strength-based approach is used in
each phase.
§ Describe the ethical considerations that must be
addressed during each phase.
Format your paper consistent with APA guidelines.
Clickthe Assignment Files tab to submit your
assignment.
17. BSHS 395 Week 2 Recognizing Stress, Distress,
and Disorder Recent
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BSHS 395 Week 2 Recognizing Stress, Distress, and
Disorder (2 Answers) NEW
This Tutorial contains 2 Answer for each Question
18. BSHS 395 Week 2 Recognizing Stress, Distress, and
Disorder
Resource: Mental Health Facilitator module:
Recognizing Stress, Distress, and Disorder.
Complete the Recognizing Stress, Distress, and
Disorder Worksheet.
Clickthe Assignment Files tab to submit your
assignment.
Recognizing Stress, Distress, and Disorder Worksheet
Read the the following case studies and determine if
they are a form of stress, distress, or disorder. In the
spaces providedbelow, indicatewhich type of disorder
19. is portrayed in each scenario. Justify each response in
100- 200 words.
Case Study
Stress, Distress, or Disorder
John, a recent college graduate, has been struggeling
to find a job for the last 6 months. He was fired from
the job he had originally acquired immediately after
college due to his inappropriate and negative
interactions with his other coworkers. His interviews
have also been unsuccessful as he has been exhibiting
strange social behavior.
20. Paula has recently given birth to a beautiful baby girl.
Her husband has noticed she is having a hard time
remembering where she put things and tends to forget
what she was just planning on doing. Paula and her
husbands relationship has also been strained as they
are both overwhelmed with having an infant in the
house.
Nancy, a formerly successful realtor, has recently quit
her job and remains unemployed. She has been feeling
down in the dumps and has not been looking for other
employment. Nancy also has stopped hanging out with
her friends and doing activities she normally enjoys.
21. BSHS 395 Week 2 The Interview Process Recent
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BSHS 395 Week 2 The Interview Process (2 Papers)
NEW
This Tutorial contains 2 Papers
BSHS 395 Week 2 The Interview Process
22. Writea 500- to 750-wordpaper in which you create an
imaginary assessment interview between a case
manager and a client from a specific population of
your choice.
Include the followingin your assessment interview:
§ A brief introduction
§ A beginning, middle, and end of the interview
process as outlined in Ch. 2 of The Helping Process
§ A discussion on confidentiality
§ A strengths-based approach
§ Active listening and questioning skills
23. § Responding skills, including minimal responses,
paraphrasing, reflection, clarification, and
summarizing
Format your paper consistent with APA guidelines.
Clickthe Assignment Files tab to submit your
assignment.
24. BSHS 395 Week 3 Problems and Goals Case
Study Recent
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BSHS 395 Week 3 Problems and Goals Case Study (2
Papers) NEW
This Tutorial contains 2 Papers
25. BSHS 395 Week 3 Problems and Goals Case Study
Select one of the following three case studies in Ch. 3
of The Helping Process:
§ Case Susanna
§ Case James and Samantha
§ Case Alicia and Montford
Identify three to five problems in the case study you
have selected.
Write a 500- to 700-word paperthatincludes the
following:
26. § A problem-solving strategy and a goal for each
problem
§ The services,resources, and supports the client may
need and why
A description of how goals are measurable and
realistically attainable for the client
Click the Assignment Files tab to submit your
assignment.
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BSHS 395 Week 3 STPC Worksheet NEW
Resource: Mental Health Facilitator module: Solving
Problems and Setting Goals.
Complete the STPC Worksheet.
28. Click the assignment files tab to submit the
assignment.
STPC Worksheet
Watch the STPC demonstration video in the Mental
Health Facilitator Module “Solving Problems and
Setting Goals.”
Answer the following questions based on what you
observe in the demonstration video.
29. 1. Whatis the situationthat Scott wants to improve
(S)?
1. Whathas Scott already tried to help improve his
situation (T)?
1. Whatpossibilitiesdoes Scott have to improve his
situation moving forward (P)?
1. Whichof the possiblechoices listedabove is Scott
willing to try (C)?
30. 1. What other suggestions do you have for helping
Scott? Is there anything that you would have done
differently? Why?
31. BSHS 395 Week 4 Helping Process Phases
Presentation Recent
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BSHS 395 Week 4 Helping Process Phases
Presentation (2 PPT) NEW
This Tutorial contains 2 PPT
32. BSHS 395 Week 4 Helping Process Phases
Presentation
Resource: Kelsey High School located in the Virtual
Organization portal within the University Library.
Create a Microsoft® PowerPoint® Presentation, with
speaker notes where each team member develops 2-3
slides, about how the helping-process phases can assist
the student they selected at Kelsey High School.
Include the following in your presentation:
§ For each student, explain how you would use
assessment and planning to best support the student
with his or her goals upon graduation.
33. § Identify the student’s strengths and problem areas.
Explain how you would tailor your assessment and
planning strategy for the student. Based on the
student’s information, what should be the focus of
your strategy? What additional information would
you seek?
§ What types of services and resources might this
student need to be successful after graduation?
§ Explain the reasoning for your strategy.
Format your presentation consistent with APA
guidelines.
Click the Assignment Files tab to submit your
assignment.
34. BSHS 395 Week 5 Case Manager Interview
Presentation Recent
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BSHS 395 Week 5 Case Manager Interview
Presentation (2 PPT) NEW
This Tutorial contains 2 PPT
35. BSHS 395 Week 5 Case Manager Interview
Presentation
Create a 12- to 15-slide Microsoft® PowerPoint®
presentation about your interview with a case
manager.
Interview a case manager about his or her role in
coordinating services for clients. At a minimum,
include answers to the following questions in your
presentation:
§ How importantis it to network and collaborate
with other providers?
§ How do case managers engage in collaboration
with other providers to help clients receive
services?
36. § How do case managers find and select
resources?
§ What is the role of the case manager in the
referral process?
§ Whatare the responsibilities of the client in the
referral process?
Format your presentation consistent with APA
guidelines.
Click the Assignment Files tab to submit your
assignment.