Generational Diversity Scoring GuideCRITERIA NON-PERFORMAN.docx
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Generational Diversity Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Describe the characteristics of the generational groups working in nursing. Does not describe the characteristics of the generational groups working in nursing. Describes the characteristics of the generational groups working in nursing but incorrectly assigns characteristics or does not address all the generational groups. Describes the characteristics of the generational groups working in nursing. Compares the characteristics of the generational groups working in nursing to highlight relevant differences. Identify specific skills members of each generational group bring to nursing teams. Does not identify specific skills members of each generational group bring to nursing teams. Lists general skills members of generational groups bring to nursing teams. Identifies specific skills members of each generational group bring to nursing teams. Identifies specific skills members of each generational group bring to nursing teams and explains the value of the skills to team members and patients. Explain types and causes of conflicts that are likely to occur among multigenerational members of nursing teams. Does not explain types and causes of conflicts that are likely to occur among multigenerational members of nursing teams. Explains the types but not the causes of conflicts that are likely to occur among multigenerational members of nursing teams. Explains types and causes of conflicts that are likely to occur among multigenerational members of nursing teams. Analyzes types and causes of conflicts that are likely to occur among multigenerational members of nursing teams. Describe strategies for building cohesiveness within multigenerational nursing teams. Does not describe strategies for building cohesiveness within multigenerational nursing teams. Lists strategies for building cohesiveness within multigenerational nursing teams. Describes strategies for building cohesiveness within multigenerational nursing teams. Analyzes strategies for building cohesiveness within multigenerational nursing teams. Explain the benefits of a multigenerational nursing team for the organization, the team members, and patients. Does not explain the benefits of a multigenerational nursing team for the organization, the team members, and patients. Explains the benefits of a multigenerational nursing team for the organization, the team members, and patients, but the explanation is incomplete or Explains the benefits of a multigenerational nursing team for the organization, the team members, and patients. Examines the benefits and potential limitations of a multigenerational nursing team for the organization, the team members, and patients. CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED ...
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Communication and Conflict Resolution Scoring GuideCRITERI.docx
Communication and Conflict Resolution Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain methods
to establish
ground rules and
set expectations
for
interprofessional
team
collaboration.
Does not explain
methods to
establish ground
rules and set
expectations for
interprofessional
team
collaboration.
Lists methods to
establish ground
rules and set
expectations for
interprofessional
team
collaboration.
Explains methods
to establish
ground rules and
set expectations
for
interprofessional
team
collaboration.
Explains methods
to establish ground
rules and set
expectations for
interprofessional
team collaboration
and describes
situations where
each would be
beneficial.
Describe conflict
resolution
strategies for
interprofessional
teams.
Does not describe
conflict resolution
strategies for
interprofessional
teams.
Lists conflict
resolution
strategies for
interprofessional
teams.
Describes conflict
resolution
strategies for
interprofessional
teams.
Describes conflict
resolution
strategies for
interprofessional
teams and
identifies situations
where each would
be beneficial.
Identify ways to
address issues
of leadership in
an
interprofessional
team.
Does not identify
ways to address
issues of
leadership in an
interprofessional
team.
Identifies potential
leadership issues
in an
interprofessional
team but does not
identify how to
address those
issues.
Identifies ways to
address issues of
leadership in an
interprofessional
team.
Identifies ways to
address issues of
leadership in an
interprofessional
team and
examines the risks
associated with
lack of leadership
and/or power
struggles between
team members.
Describe best
practices for
interprofessional
team
collaboration.
Does not describe
best practices for
interprofessional
team
collaboration.
Describes
strategies for
interprofessional
team
collaboration, but
it is not clear or
unsupported if the
strategies reflect
best practices.
Describes best
practices for
interprofessional
team
collaboration.
Analyzes best
practices for
interprofessional
team collaboration.
Explain the
benefits and
limitations of
different forms of
communication
for an
interprofessional
Does not explain
the benefits and
limitations of
different forms of
communication
for an
Lists the benefits
and/or the
limitations of
different forms of
communication for
an
Explains the
benefits and
limitations of
different forms of
communication
for an
Analyzes the
benefits and
limitations of
different forms of
communication for
an
interprofessional
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
team. interprofessional
team.
interprofessional
team.
interprofessional
team.
team; considers
the risks
associated with
ineffective
communication.
Write content
clearly and
logically, with
correct use of
grammar,
punctuation, and
mechan ...
Collaboration and Teamwork in Health Care Scoring GuideCRI.docx
Collaboration and Teamwork in Health Care Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain the
concept of
collaboration in
health care.
Does not explain
the concept of
collaboration in
health care.
Explains the
concept of
collaboration but
not in the context
of health care, or
the explanation is
missing key
elements.
Explains the
concept of
collaboration in
health care.
Explains the
concept of
collaboration in
health care and
describes the
unique aspects of
collaboration in
health care.
Describe the
benefits of
effective
collaboration
and teamwork in
health care for
patients,
organizations,
and team
members.
Does not describe
the benefits of
effective
collaboration and
teamwork in
health care for
patients,
organizations,
and team
members.
Describes the
benefits of
effective
collaboration and
teamwork in
health care for
patients,
organizations, or
team members (or
two of these) but
not all three.
Describes the
benefits of
effective
collaboration and
teamwork in
health care for
patients,
organizations,
and team
members.
Describes the
benefits of effective
collaboration and
teamwork in health
care for patients,
organizations, and
team members and
considers the
consequences of
ineffective
collaboration and
teamwork.
Describe the
characteristics
and concepts
required for
effective
interdisciplinary
collaboration.
Does not describe
the characteristics
and concepts
required for
effective
interdisciplinary
collaboration.
Lists the
characteristics
and concepts
required for
effective
interdisciplinary
collaboration.
Describes the
characteristics
and concepts
required for
effective
interdisciplinary
collaboration.
Describes the
characteristics and
concepts required
for effective
interdisciplinary
collaboration and
explains how each
contributes to more
effective
collaboration.
Describe barriers
to effective
interdisciplinary
collaboration.
Does not describe
barriers to
effective
interdisciplinary
collaboration.
Identifies barriers
to effective
interdisciplinary
collaboration.
Describes
barriers to
effective
interdisciplinary
collaboration.
Describes barriers
to effective
interdisciplinary
collaboration and
considers possible
causes for the
barriers.
Identify
evidence-based
strategies to
overcome
barriers to
effective
interdisciplinary
collaboration.
Does not identify
evidence-based
strategies to
overcome barriers
to effective
interdisciplinary
collaboration.
Identifies
strategies to
overcome barriers
to effective
interdisciplinary
collaboration but
does not provide
Identifies
evidence-based
strategies to
overcome
barriers to
effective
interdisciplinary
collaboration.
Identifies evidence-
based strategies to
overcome barriers
to effective
interdisciplinary
collaboration and
suggests methods
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHE ...
Mobilization Plan Scoring Guide Grading RubricCriteria Non.docx
Mobilization Plan Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Identify the major
stakeholders within the
health care system that
would be affected by the
mobilization plan.
Does not identify the
major stakeholders within
the health care system that
would be affected by the
mobilization plan.
Identifies some, but not all of
the major stakeholders within
the health care system that
would be affected by the
mobilization plan.
Identifies the major
stakeholders within the
health care system that
would be affected by the
mobilization plan.
Identifies the major stakeholders
within the health care system that
would be affected by the
mobilization plan, and evaluates the
suitability of an organization for a
medical mission.
Apply systems thinking to
determine the impact of the
mobilization effort on
hospital staffing and care
patterns.
Does not apply systems
thinking to determine the
impact of the mobilization
effort on hospital staffing
and care patterns.
Identifies staffing and care
patterns at the hospital, but
does not use systems thinking
to examine the impact of the
mobilization effort on staffing
and patient care.
Applies systems thinking
to determine the impact
of the mobilization effort
on hospital staffing and
care patterns.
Applies systems thinking to
determine the impact of the
mobilization effort on hospital
staffing and care patterns, and offers
specific strategies to maximize
staffing and maintain a high level of
patient care.
Describe the medical
mission team's
organizational structure and
how power is distributed.
Does not describe the
medical mission team's
organizational structure
and how power is
distributed.
Describes the medical mission
team's organizational structure
but not how power is
distributed.
Describes the medical
mission team's
organizational structure
and how power is
distributed.
Describes the medical mission
team's organizational structure and
how power is distributed; the
structure is designed so that power is
equal among mission team members.
Assess how the
organizational structure
empowers team members.
Does not assess how the
organizational structure
empowers team members.
Describes how the medical
mission team's organizational
structure operates, but does not
address how it empowers the
team members.
Assesses how the
organizational structure
empowers team
members.
Assesses how the organizational
structure empowers team members,
and provides examples of how all
team members are empowered to
make decisions within the context of
their expertise.
Identify key actions needed
to assure quality of care and
safety for mission patients
and personnel.
Does not identify key
actions needed to assure
quality of care and safety
for mission patients and
personnel.
Identifies key actions to assure ...
Recommended
Communication and Conflict Resolution Scoring GuideCRITERI.docx
Communication and Conflict Resolution Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain methods
to establish
ground rules and
set expectations
for
interprofessional
team
collaboration.
Does not explain
methods to
establish ground
rules and set
expectations for
interprofessional
team
collaboration.
Lists methods to
establish ground
rules and set
expectations for
interprofessional
team
collaboration.
Explains methods
to establish
ground rules and
set expectations
for
interprofessional
team
collaboration.
Explains methods
to establish ground
rules and set
expectations for
interprofessional
team collaboration
and describes
situations where
each would be
beneficial.
Describe conflict
resolution
strategies for
interprofessional
teams.
Does not describe
conflict resolution
strategies for
interprofessional
teams.
Lists conflict
resolution
strategies for
interprofessional
teams.
Describes conflict
resolution
strategies for
interprofessional
teams.
Describes conflict
resolution
strategies for
interprofessional
teams and
identifies situations
where each would
be beneficial.
Identify ways to
address issues
of leadership in
an
interprofessional
team.
Does not identify
ways to address
issues of
leadership in an
interprofessional
team.
Identifies potential
leadership issues
in an
interprofessional
team but does not
identify how to
address those
issues.
Identifies ways to
address issues of
leadership in an
interprofessional
team.
Identifies ways to
address issues of
leadership in an
interprofessional
team and
examines the risks
associated with
lack of leadership
and/or power
struggles between
team members.
Describe best
practices for
interprofessional
team
collaboration.
Does not describe
best practices for
interprofessional
team
collaboration.
Describes
strategies for
interprofessional
team
collaboration, but
it is not clear or
unsupported if the
strategies reflect
best practices.
Describes best
practices for
interprofessional
team
collaboration.
Analyzes best
practices for
interprofessional
team collaboration.
Explain the
benefits and
limitations of
different forms of
communication
for an
interprofessional
Does not explain
the benefits and
limitations of
different forms of
communication
for an
Lists the benefits
and/or the
limitations of
different forms of
communication for
an
Explains the
benefits and
limitations of
different forms of
communication
for an
Analyzes the
benefits and
limitations of
different forms of
communication for
an
interprofessional
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
team. interprofessional
team.
interprofessional
team.
interprofessional
team.
team; considers
the risks
associated with
ineffective
communication.
Write content
clearly and
logically, with
correct use of
grammar,
punctuation, and
mechan ...
Collaboration and Teamwork in Health Care Scoring GuideCRI.docx
Collaboration and Teamwork in Health Care Scoring Guide
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Explain the
concept of
collaboration in
health care.
Does not explain
the concept of
collaboration in
health care.
Explains the
concept of
collaboration but
not in the context
of health care, or
the explanation is
missing key
elements.
Explains the
concept of
collaboration in
health care.
Explains the
concept of
collaboration in
health care and
describes the
unique aspects of
collaboration in
health care.
Describe the
benefits of
effective
collaboration
and teamwork in
health care for
patients,
organizations,
and team
members.
Does not describe
the benefits of
effective
collaboration and
teamwork in
health care for
patients,
organizations,
and team
members.
Describes the
benefits of
effective
collaboration and
teamwork in
health care for
patients,
organizations, or
team members (or
two of these) but
not all three.
Describes the
benefits of
effective
collaboration and
teamwork in
health care for
patients,
organizations,
and team
members.
Describes the
benefits of effective
collaboration and
teamwork in health
care for patients,
organizations, and
team members and
considers the
consequences of
ineffective
collaboration and
teamwork.
Describe the
characteristics
and concepts
required for
effective
interdisciplinary
collaboration.
Does not describe
the characteristics
and concepts
required for
effective
interdisciplinary
collaboration.
Lists the
characteristics
and concepts
required for
effective
interdisciplinary
collaboration.
Describes the
characteristics
and concepts
required for
effective
interdisciplinary
collaboration.
Describes the
characteristics and
concepts required
for effective
interdisciplinary
collaboration and
explains how each
contributes to more
effective
collaboration.
Describe barriers
to effective
interdisciplinary
collaboration.
Does not describe
barriers to
effective
interdisciplinary
collaboration.
Identifies barriers
to effective
interdisciplinary
collaboration.
Describes
barriers to
effective
interdisciplinary
collaboration.
Describes barriers
to effective
interdisciplinary
collaboration and
considers possible
causes for the
barriers.
Identify
evidence-based
strategies to
overcome
barriers to
effective
interdisciplinary
collaboration.
Does not identify
evidence-based
strategies to
overcome barriers
to effective
interdisciplinary
collaboration.
Identifies
strategies to
overcome barriers
to effective
interdisciplinary
collaboration but
does not provide
Identifies
evidence-based
strategies to
overcome
barriers to
effective
interdisciplinary
collaboration.
Identifies evidence-
based strategies to
overcome barriers
to effective
interdisciplinary
collaboration and
suggests methods
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHE ...
Mobilization Plan Scoring Guide Grading RubricCriteria Non.docx
Mobilization Plan Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Identify the major
stakeholders within the
health care system that
would be affected by the
mobilization plan.
Does not identify the
major stakeholders within
the health care system that
would be affected by the
mobilization plan.
Identifies some, but not all of
the major stakeholders within
the health care system that
would be affected by the
mobilization plan.
Identifies the major
stakeholders within the
health care system that
would be affected by the
mobilization plan.
Identifies the major stakeholders
within the health care system that
would be affected by the
mobilization plan, and evaluates the
suitability of an organization for a
medical mission.
Apply systems thinking to
determine the impact of the
mobilization effort on
hospital staffing and care
patterns.
Does not apply systems
thinking to determine the
impact of the mobilization
effort on hospital staffing
and care patterns.
Identifies staffing and care
patterns at the hospital, but
does not use systems thinking
to examine the impact of the
mobilization effort on staffing
and patient care.
Applies systems thinking
to determine the impact
of the mobilization effort
on hospital staffing and
care patterns.
Applies systems thinking to
determine the impact of the
mobilization effort on hospital
staffing and care patterns, and offers
specific strategies to maximize
staffing and maintain a high level of
patient care.
Describe the medical
mission team's
organizational structure and
how power is distributed.
Does not describe the
medical mission team's
organizational structure
and how power is
distributed.
Describes the medical mission
team's organizational structure
but not how power is
distributed.
Describes the medical
mission team's
organizational structure
and how power is
distributed.
Describes the medical mission
team's organizational structure and
how power is distributed; the
structure is designed so that power is
equal among mission team members.
Assess how the
organizational structure
empowers team members.
Does not assess how the
organizational structure
empowers team members.
Describes how the medical
mission team's organizational
structure operates, but does not
address how it empowers the
team members.
Assesses how the
organizational structure
empowers team
members.
Assesses how the organizational
structure empowers team members,
and provides examples of how all
team members are empowered to
make decisions within the context of
their expertise.
Identify key actions needed
to assure quality of care and
safety for mission patients
and personnel.
Does not identify key
actions needed to assure
quality of care and safety
for mission patients and
personnel.
Identifies key actions to assure ...
Organizational Evaluation Scoring Guide Grading RubricCriter.docx
Organizational Evaluation Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Describe the primary health
concern for a vulnerable or
diverse population.
Does not describe the
primary health concern for
a vulnerable or diverse
population.
Identifies the primary health
concern for a vulnerable or
diverse population.
Describes the primary
health concern for a
vulnerable or diverse
population.
Describes the primary health
concern for a vulnerable or
diverse population, and includes
information on frequency and
causes.
Explain how a health care
organization serves the
primary health care
concerns of a vulnerable or
diverse population.
Does not explain how a
health care organization
serves the primary health
care concerns of a
vulnerable or diverse
population.
Explains how a health care
organization serves a
vulnerable or diverse
population, but does not
address specific health care
concerns.
Explains how a health care
organization serves the
primary health care
concerns of a vulnerable or
diverse population.
Explains how a health care
organization serves the primary
health care concerns of a
vulnerable or diverse population,
and identifies specific initiatives
and methods used to
communicate the initiatives to the
target population.
Identify gaps in the health
care service provided by an
organization to a vulnerable
or diverse population.
Does not identify gaps in
the health care service
provided by an organization
to a vulnerable or diverse
population.
Identifies gaps in the health
care service provided by an
organization, but does not show
how the gaps relate to a
vulnerable or diverse
population.
Identifies gaps in the
health care service
provided by an
organization to a
vulnerable or diverse
population.
Identifies gaps in the health care
service provided by an
organization to a vulnerable or
diverse population, and explains
the causes for the gaps.
Explain evidence-based
strategies to bridge gaps in
the health care service
provided by an organization
to a vulnerable or diverse
population.
Does not explain evidence-
based strategies to bridge
gaps in the health care
service provided by an
organization to a vulnerable
or diverse population.
Identifies evidence-based
strategies to bridge gaps in the
health care service provided by
an organization to a vulnerable
or diverse population.
Explains evidence-based
strategies to bridge gaps in
the health care service
provided by an
organization to a
vulnerable or diverse
population.
Recommends evidence-based
strategies to bridge gaps in the
health care service provided by an
organization to a vulnerable or
diverse population.
Identify barriers to
implementing evidence-
based strategies to bridge
gaps in the health care
service provided by an
organization to a vulnerable
or diverse population.
Does not identify barriers to
implementing evidence-
based st.
Develop a 4 page report that explains how an organization serves
Develop a 4 page report that explains how an organization serves the health care concerns and needs of a population. The report should identify gaps in the health care service, explain strategies to bridge the gaps, and describe potential barriers to those strategies.
Note
: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations.
Identify barriers to implementing evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.
Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations.
Identify gaps in the health care service provided by an organization to a vulnerable or diverse population.
Explain evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.
Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations.
Explain how a health care organization serves the primary health care concerns of a vulnerable or diverse population.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions.
Write content clearly and logically, with correct use of grammar, punctuation, APA formatting, and mechanics.
Context :
Pérez and Luquis (2014) stated, "Integrating cultural proficiency practices into the individual practices of health educators and public health organizational policies is a call to action" (p. 50). It is important for those in health care to be aware of the methods used to identify and evaluate the specific health care needs of individuals, communities, and populations, and to understand the meaning of health literacy as it pertains to the needs of a multicultural population or group.
With a growing diverse population, the incorporation of cultural and linguistic competence should be included into the planning, implementation, and evaluation of health education and promotion programs. "In this process, it is essential to employ theoretical models that describe and explain culture and related concepts (Pérez & Luquis, 2014, p. 165). Cultural constructs need to be applied to all health education, promotion, and prevention interventions targeting diverse communities (Pérez & Luquis, 2014).
Reference
Pérez, M. A., & Luquis, R. R. (2014).
Cultural competence in health education and health promotion
(2nd ed.). ...
Discussion Diversity in the WorkplaceCreating and managing a di.docx
Discussion: Diversity in the Workplace
Creating and managing a diverse workforce is a process, not a destination.
—R. Roosevelt Thomas, Jr.
What concepts come to mind when you think of diversity? What kinds of diversity exist in your workplace? How does diversity impact communication, working relationships, productivity, and patient care?
In the workplace, focusing on differences can create divisiveness. Nurse managers should approach diversity as a way to highlight, communicate, and build on the commonalities of their workforce. Modeling this behavior can encourage appreciation for diversity and create a more positive workplace environment. When managing a diverse workforce, nurse managers should never make assumptions about an individual’s motivations, goals, or work ethic based upon personal traits such as age, gender, race, or culture. Nurse managers should strive to facilitate an inclusive environment for all.
To prepare
Review the article, “Diversity within Nursing: Effects on Nurse-Nurse Interaction, Job Satisfaction, and Turnover.” Examine Figure 1 on p. 218. Determine how these and other diversity issues might impact the interaction of nurses in the workplace.
Consider situations in your current organization or one with which you are familiar in which obvious diversity exists. How do these types of diversity issues affect the daily work environment?
Examine this week’s Learning Resources to identify strategies for finding commonalities among workers. How might these strategies also help to increase appreciation of diversity within the workplace?
Post an explanation of how diversity-related issues impact your current organization or one with which you are familiar. If you do not believe there are any issues related to diversity, explain how this workplace instills a culture of acceptance and positivity. Conclude your posting by describing at least two commonalties everyone in this workplace shares and at least one new strategy you could implement to increase appreciation of both differences and similarities.
Read a selection of your colleagues’ responses.
Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Appraise a colleague’s strategy by providing insight into whether or not this strategy could effectively mitigate diversity issues. Support your comments by using authentic examples and references to this week’s Learning Resources.
Suggest an additional strategy a colleague could use to mitigate diversity issues.
Required Readings
Beheri, W. H. (2009). Diversity within nursing: Effects on nurse-nurse interaction, job satisfaction, and turnover. Nursing Administration Quarterly, 33(3), 216–226.
Retrieved from the Walden Library databases.
Beheri’s article examines the effects of diversity in nursing. The study found that nurses who are satisfied with their jobs and have a higher level of education are more likely to tap into the potential offered by cultural dive.
Assessment 3PRINTLetter to the Editor Population Health P.docx
Assessment 3
PRINT
Letter to the Editor: Population Health Policy Advocacy
Write a 3–5 page letter to the editor of an academic or professional journal. Your submission should be succinct yet substantive.
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.
Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy.
SHOW LESS
Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
Advocate for policy development in other care settings with regard to a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
C.
Animal Farm Film Review Students will review the film .docx
Animal Farm Film Review
Students will review the film “Animal Farm.” After reviewing of the film, students will describe
how they would go about resolving the issues of the community. Do Not Retell the movie. Do
not copy the reviews from the internet as this is plagiarism and will result in a grade of “0” on
the assignment.
Part I. The first section of the paper reflects your ability to practice social work at the Macro
Level. Imagine that the Mayor has requested your help in bringing about changes in this
community. Utilizing the CSWE Competencies 6-9, describe your plan for bringing about
change in this community; (1) Describe how you would engage with the community (2) What is
your assessment of the issues of the community (3) describe your methods of interventions for
the community (4) How would you evaluate the effectiveness of your intervention. Please
review the practice behaviors that accompany each of the four social work competencies. Lastly,
as a result of completing this section, describe what you are now able to do (i.e., practice
behaviors).
APA formatting and references are required. A minimum of 6 references required.
Part II. This is a continuation of the same paper. Start a new heading.
1. Provide a 2-page discussion on the leadership styles of two characters in the film.
2. Below are 12 different types of ways people tend to lead organizations or other people. Not
all of these styles would deem fit for all kind of situations, read about each to see which one
fits right the leadership style for the two characters. Note if the character begins with one
style and then changed.
i. Autocratic Leadership
ii. Democratic Leadership
iii. Strategic Leadership
iv. Transformational Leadership
v. Laissez-faire Leadership
vi. Dictator Leadership
vii. Transactional Leadership
viii. Coaching Leadership
ix. Charismatic Leadership
x. Visionary Leadership
xi. Cross Cultural
a. Provide a description of each leadership style and cite evidence throughout the
film showing the character depicting the style. It is expected that you will use
terms and concepts outlined in the current text, text used in Interventive Methods
II and other sources (include your reference and page number for each concept or
idea obtained from the texts.)
b. Provide well developed suggestions on ways that the characters can improve their
leadership abilities
c. Discuss what you would have done different if you were the leader.
Organizational Values Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
26.0 %Describes how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is not provided.
A description to h.
Write a 4 page executive summary that examines an organizations
Write a 4 page executive summary that examines an organization's diversity policies and practices.
Becoming a nursing leader requires a good deal of thought, consideration, and evaluation of the qualities you believe are essential for a nurse to effectively lead in the delivery of health care.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Apply systems theory and systems thinking to facilitate health care delivery and patient outcomes.
Analyze the impact of a diverse nursing workforce on patient outcomes.
Competency 3: Analyze the role of multiculturalism and diversity in organizational and systems structure and leadership.
Analyze how a health care organization integrates diversity and multiculturalism into its practices.
Analyze current recruitment and retention policies to identify gaps between best practices and current policies.
Competency 4: Evaluate how power relates to health care organizational structure, behavior, and leadership.
Recommend evidence-based changes to the organizational structure and systems leadership that empower a diverse workforce.
Competency 5: Communicate in a manner that is consistent with the expectations of a nursing professional.
Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style.
Preparation
To prepare for this assessment, use the Internet to study the impact of health system's power structure on nursing, leadership, diversity related to empowerment in nursing and patient outcomes, and recruitment of a diverse workforce. You may also wish to look for examples of an executive summary on the Internet.
Identify a type of health care facility and examine the Web site and available public information to review the organization of the nursing department, nursing recruitment, and any information about the diversity of the system's workforce and leadership.
You may use the health care setting in which you currently work or have worked in the past.
Describe the type of organization and region. Example: a major Midwestern teaching hospital or a rehabilitation hospital on the East Coast.
Do not report the name of the facility.
Deliverable: Executive Summary of Organizational Diversity
Read the following scenario:
Scenario:
The city in which you work has undergone a significant population shift within the last 10 years, due to increased employment, education opportunities, and an influx of immigrants and refugees. To put the population shift in perspective, the local school district enrollment report states that nearly 100 languages are spoken in the schools, up from 32 languages in the last census. Senior leadership has asked you to examine all types of multiculturalism and diversity within your health care organization.
To do this, you will need to use a systems perspective to examine the relationship between a diverse workfor ...
ITS IMPORTAT TO MEET THE COMPETENCES. THATS HOW I GET EVALUATED.
ITS IMPORTAT TO MEET THE COMPETENCES. THATS HOW I GET EVALUATED.
Create an 8–10-slide mobilization plan PowerPoint presentation (with detailed speaker's notes) for a mobilization plan by your health care organization to commit 20 nurses to participate in a 4-month-long multinational effort to treat patients exposed to a highly contagious virus in a
hot zone
in Africa.
Nursing leaders must incorporate approaches that are inclusive and respectful of all stakeholders in the health care workforce, patient population, and the larger community that is served by the organization. Communication among members of teams, between departments and service lines, within large networks, with strategic business partners, and with patients, families, or support persons requires awareness of various facets of effective communication and cultural competence.
A mobilization plan for an international medical mission requires careful planning of organizational structure roles, power distribution, and team member empowerment.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
(IMPORTANT) Competency 1: Identify nursing leadership priorities, using a systems perspective.
-Apply systems thinking to determine a) the impact of the mobilization effort on hospital staffing and b) the actions needed to assure safe, quality care for the mission patients and personnel.
(IMPORTANT) Competency 2: Apply systems theory and systems thinking to facilitate health care delivery and patient outcomes.
-Identify the major stakeholders within the health care system that would be affected by the mobilization plan.
(IMPORTANT) Competency 3: Analyze the role of multiculturalism and diversity in organizational and systems structure and leadership.
-Examine potential multicultural and diversity issues that mission personnel may encounter.
(IMPORTANT) Competency 4: Evaluate how power relates to health care organizational structure, behavior, and leadership.
-Describe the medical mission team's organizational structure and assess how this structure empowers team members.
(IMPORTANT) Competency 5: Communicate in a manner that is consistent with the expectations of a nursing professional.
Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style.
Assessment Instructions
Preparation
Use the Capella library and the Internet to help you complete this assessment. For help using PowerPoint, refer to the Microsoft Tutorials and other resources located in the Suggested Resources and left navigation menu of the courseroom.
This assessment is based upon the scenario below. The scenario is very limited in detail; where more detail is needed, incorporate any assumptions you make to flesh out the scenario. It is intended to assess your ability to communicate you ...
Top of FormStrategic Management and Organizational Change 1.docx
Top of Form
Strategic Management and Organizational Change
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0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %Address Types of Health Care Organizational Structure, Including How the Type of Structure Impacts the Process and Effectiveness of Change
Does not demonstrate understanding of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Does not demonstrate critical thinking and analysis of the distinction between organizational and transformational change, and does not include examples or descriptions.
Demonstrates only minimal understanding of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Demonstrates only minimal abilities for making the distinction between organizational and transformational change, and does not include examples or descriptions.
Demonstrates knowledge of health care organizational structure and how the type of structure impacts the process and effectiveness of change, but has some slight misunderstanding of the distinction between organizational and transformational change. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Develops an acceptable distinction between organizational and transformational change. Utilizes some examples of leadership models, tools, and advice.
Demonstrates thorough knowledge of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Clearly differentiates between organizational and transformational change. Introduces appropriate examples of leadership models, tools, and advice.
30.0 %Integrates Information From Outside Resources Into the Body of Paper
Does not use references, examples, or explanations.
Provides some supporting examples, but minimal explanations and no published references.
Supports main points with examples and explanations, but fails to include published references to support claims and ideas.
Supports main points with references, explanations, and examples. Analysis and description is direct, competent, and appropriate of the criteria.
Supports main points with references, examples, and full explanations of how they apply. Thoughtfully, analyzes, evaluates, and describes major points of the criteria.
7.0 %Assignment Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflec ...
1Nursing LeadershipDevelop and submit a personal leadership .docx
1
Nursing Leadership
Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:
The response accurately and thoroughly describes in detail a set of core values.
The response accurately and completely describes in detail a personal mission/vision statement.
The response accurately and completely provides an analysis and detailed summary of the CliftonStrengths Assessment.
The response accurately and thoroughly describes in detail two key behaviors to strengthen.
An accurate, complete, and detailed development plan is provided that thoroughly explains plans to improve upon the two key behaviors selected.
The response includes a comprehensive synthesis of information gleaned from sources that fully support how to achieve a personal vision. Integrates 2 or more credible outside sources, in addition to 2 or 3 course-specific resources to fully support the responses provided.
Nursing Leadership
While raising two adolescent girls, this author is working on her Psychiatric and Mental Health Nurse Practitioner degree (PMHNP).
Psychiatric disorders within these professions are multifaceted and rising at an alarming rate. My most recent project is hosting a website for my non-profit organization, sharing my research and fundraising for mental health therapy for local MP and FRs; my efforts supported by their respective employers. During personal interactions, many have expressed to me that for psychological symptoms, they are directed to contact their respective employee assistance program (EAP). Unfortunately, combined with the already perceived stigma of seeking help, the true reluctance was the absence of an EAP clinician with first-hand experience in these unique occupations. These concerns significantly limit the number of “relatable” practitioners therefore, as a trusted partner, incorporating over 20 years of experience with MP and FRs, I will change this for all of us.
Philosophy
AAA
Core Values
Prior to this course, this author always felt that through life, open-mindedness, perseverance, compassion, education, and innovation, were her core values. Remaining open-minded about different individuals or situations has afforded this author the gift of seeing people and things from a different perspective than her own. The ability to persevere despite challenges from nearly every ACE factor and still maintain compassion for others is a core value that this author has been able to maintain through life and currently teach to her children. Education and innovation have been the foundation of this perseverance in finding not only why people think the way they do but also how to help good people out of bad situations. When this author engaged in the Gallop survey presented, the results were very similar with strengths a rel ...
N4455 Nursing Leadership and ManagementModule 4 Assignment 1 .docx
N4455 Nursing Leadership and Management
Module 4 Assignment 1: Organizational Analysis – The Nurse Leader
Name:
Date:
Overview: Organizational Analysis – The Nurse Leader
The major assignment for this course is analysis of your organization. In this assignment, you will analyze your nurse leader’s characteristics and behaviors regarding others in managing, leading, and communicating. By respectfully, but critically, critiquing these attributes of the nurse leader you have been “shadowing,” you can identify the attributes that you consider most and least effective, and most and least similar to the way you see yourself managing, leading, and communicating.
Complete this document to record your analysis of your nurse leader.
Objectives
· Explain how organizations function.
· Compare and contrast characteristics of leadership and management.
· Apply trends, issues, theories, and evidence as guidelines for management decisions.
· Evaluate effectiveness of communication patterns using specific management situations
Expected elements of scholarly writing:
· Ensure correct grammar and spelling
· Assignment should be submitted as an APA Paper, including title page and references.
· Title page is required for this Assignment and the UTACON version is expected format.
· 1-inch margins, 12 size Times New Roman font.
· Please provide all references used to support your opinions and clarify positions in the paper. The reference list begins on a separate page from the content.
· Headings are expected and must be connected to the assignment criteria following APA style. An introduction is expected providing a brief look at what is planned within the body of the paper. However, no heading is used over the introduction in APA format. A Summary is used and should have a heading over it.
· For all other style questions refer to the American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.) Washington, DC: Author.
Rubric
Use this rubric to guide your work on the Week 4 Organizational Analysis-The Nurse Leader.
Tasks
Target
Acceptable
Unacceptable
Use correct grammar, punctuation, and American Psychological Association (APA) format in writing professional papers.
(max 10 points)
(9-10 points)
APA format and style are correct and clear. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature citations are correct. (0-2 errors)
(5-8 points)
APA format and style are mostly correct. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature citations are correct. (3-5 errors)
(0-4 points)
APA format and style are minimally correct. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature are cited but contain mistakes. (>5)
Nurse Manager
(max 30 points)
(21-30 points)
Specific, well-organized description of credentials, position, responsibilit ...
why do you think the issues presented in this chapter persist in tod.docx
why do you think the issues presented in this chapter persist in today’s workforce culture?
Workforce Culture Issues
Workforce culture is a significant aspect of the nursing profession. It is determined by the leadership, including the approach involved in managing the working environment. Culture is an effective strategy in nursing that either reinforces or undermines professional competence. Cultural competence among nurses enhances communication among nurses and patients with diverse backgrounds (Rittle, 2015). A positive workforce culture enhances staff satisfaction and engagement, influences patient safety, along with attracting the right talent.
The nursing profession experiences a shortage in its workforce, an aspect that interferes with its capacity to deliver services effectively. A workforce culture that promotes career growth and supports employee roles by offering a favorable environment with the required tools is likely to thrive (Davis, White, and Stephenson, 2016). Although technical skills are valuable in nursing, nurses have people-oriented jobs. As such, opportunities for people skills in the workplace are necessary to enhance collaboration, conflict resolution, and empathy. The nursing profession is more aligned with helping people and dealing with their emotions. The hiring process should involve senior nursing staff to facilitate the mentoring of new hires such that new employees benefit from their expertise. Nursing staff with longer service terms will feel their contributions to the organization's management or leadership is valued.
There are dynamic shifts in the demand for staff in the nursing profession. Nurses are sometimes forced to work long hours, which affects their productivity and morale. The attraction of new talent by advocating for cultural competence is becoming significant in the nursing profession. A positive workforce culture is vital for the overall success of employees, including patient experience (Davis et al., 2016). The increased turnover rates are attributed to poor leadership in the nursing profession, especially when too much focus is drawn towards patient satisfaction and not staff satisfaction. There is an increasing need among nurses to portray competence in service delivery that indicates an understanding of cultural diversity (Rittle, 2015). Therefore, the nursing profession should continually encourage staff engagement and improve their professional experience to give patients the necessary care.
Workplace culture necessitates improvements, such as clear communication among healthcare stakeholders. A professional relationship is established among administrators, patients, and employees, which improves service delivery and maintains rapport among nursing staff. The nurses also have a convenient way to express their grievances to the administrators. Moreover, concerns about nursing shortage are easily addressed because of the transparency in making decisions and sharing in.
Discussion Healthy Relationships in the WorkplaceHealthy relati.docx
Discussion: Healthy Relationships in the Workplace
Healthy relationships form the basis for a positive workplace. When staff are engaged in their jobs, supported by one another, and feel a sense of security in their work, healthy relationships among staff members will flourish. Nurse managers can assess the workplace for healthy relationships by observing the interactions among staff members. Are trust, respect, and collegiality evident, or might some staff members display toxic or dysfunctional behaviors toward one another? When toxic or dysfunctional behaviors are evident even among the smallest cohort of staff, nurse managers must take steps to foster positive interactions. In fact, all other efforts to establish a positive workplace will likely fall short if they are not built on the foundation of healthy interpersonal relationships.
In this Discussion, you examine the interactions between employees at your current organization or one with which you are familiar. You also explore positive psychology, a theory of well-being that has helped many workplaces to increase positivity and foster healthy relationships among staff members.
To prepare
Review Chapter 2, “Cultivating the Leadership Relationship” in the course text, From Management to Leadership: Strategies for Transforming Health Care. Examine how leaders cultivate healthy relationships among all staff members.
Review the article, “Using Positive Psychology to Engage Your Staff during Difficult Times.” How can positive psychology foster healthy workplace relationships and increase staff engagement?
Reflect on the interactions you see in your own organization or in one with which you are familiar. What relationships do you observe across different job categories, such as RNs, LPNs, techs, and nursing assistants? Do relationship disparities exist between shifts, departments, or members of different disciplines, such as nursing staff and physicians?
Identify environments where unhealthy relationships most commonly occur. What leadership strategies might you use to build healthy relationships among these specific staff members? Furthermore, how could you apply positive psychology to increase positivity in this environment?
Post an explanation of at least two leadership strategies you could implement to build healthy relationships among staff members in the workplace you selected. Cite specific examples in your explanation by identifying the staff members you would target and explaining how your strategies would foster healthy interactions among these staff members. In addition, suggest at least one positive psychology strategy you could employ to increase the ratio of positive to negative interactions in your workplace; explain your rationale.
Read a selection of your colleagues’ responses and Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Validate an idea with your own experience and additional research.
Share a st.
Explain how firms can benefit from forecastingexchange rates .docx
Explain how firms can benefit from forecasting
exchange rates
Describe the common techniques used for
forecasting
Explain how forecasting performance can be
evaluated
explain how interval forecasts can be applied
APA format, minimum 3 sources
Paper will be a minimum of 650 and a maximum of 900 words.
(This includes title section, content, and references…in other
words the entire paper)
.
•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docx
• POL201 • Discussions • Week 5 - Discussion
Voter and Voter Turnout
Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
.
More Related Content
Similar to Generational Diversity Scoring GuideCRITERIA NON-PERFORMAN.docx
Organizational Evaluation Scoring Guide Grading RubricCriter.docx
Organizational Evaluation Scoring Guide Grading Rubric
Criteria Non-performance Basic Proficient Distinguished
Describe the primary health
concern for a vulnerable or
diverse population.
Does not describe the
primary health concern for
a vulnerable or diverse
population.
Identifies the primary health
concern for a vulnerable or
diverse population.
Describes the primary
health concern for a
vulnerable or diverse
population.
Describes the primary health
concern for a vulnerable or
diverse population, and includes
information on frequency and
causes.
Explain how a health care
organization serves the
primary health care
concerns of a vulnerable or
diverse population.
Does not explain how a
health care organization
serves the primary health
care concerns of a
vulnerable or diverse
population.
Explains how a health care
organization serves a
vulnerable or diverse
population, but does not
address specific health care
concerns.
Explains how a health care
organization serves the
primary health care
concerns of a vulnerable or
diverse population.
Explains how a health care
organization serves the primary
health care concerns of a
vulnerable or diverse population,
and identifies specific initiatives
and methods used to
communicate the initiatives to the
target population.
Identify gaps in the health
care service provided by an
organization to a vulnerable
or diverse population.
Does not identify gaps in
the health care service
provided by an organization
to a vulnerable or diverse
population.
Identifies gaps in the health
care service provided by an
organization, but does not show
how the gaps relate to a
vulnerable or diverse
population.
Identifies gaps in the
health care service
provided by an
organization to a
vulnerable or diverse
population.
Identifies gaps in the health care
service provided by an
organization to a vulnerable or
diverse population, and explains
the causes for the gaps.
Explain evidence-based
strategies to bridge gaps in
the health care service
provided by an organization
to a vulnerable or diverse
population.
Does not explain evidence-
based strategies to bridge
gaps in the health care
service provided by an
organization to a vulnerable
or diverse population.
Identifies evidence-based
strategies to bridge gaps in the
health care service provided by
an organization to a vulnerable
or diverse population.
Explains evidence-based
strategies to bridge gaps in
the health care service
provided by an
organization to a
vulnerable or diverse
population.
Recommends evidence-based
strategies to bridge gaps in the
health care service provided by an
organization to a vulnerable or
diverse population.
Identify barriers to
implementing evidence-
based strategies to bridge
gaps in the health care
service provided by an
organization to a vulnerable
or diverse population.
Does not identify barriers to
implementing evidence-
based st.
Develop a 4 page report that explains how an organization serves
Develop a 4 page report that explains how an organization serves the health care concerns and needs of a population. The report should identify gaps in the health care service, explain strategies to bridge the gaps, and describe potential barriers to those strategies.
Note
: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Explain the principles and concepts of disease prevention and health promotion for diverse and vulnerable populations.
Identify barriers to implementing evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.
Competency 2: Develop evidence-based health promotion and disease prevention initiatives for diverse and vulnerable populations.
Identify gaps in the health care service provided by an organization to a vulnerable or diverse population.
Explain evidence-based strategies to bridge gaps in the health care service provided by an organization to a vulnerable or diverse population.
Competency 3: Apply basic epidemiological concepts, data analysis methods, tools, and databases to determine the effectiveness of health promotion and disease prevention initiatives for diverse and vulnerable populations.
Explain how a health care organization serves the primary health care concerns of a vulnerable or diverse population.
Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the health care professions.
Write content clearly and logically, with correct use of grammar, punctuation, APA formatting, and mechanics.
Context :
Pérez and Luquis (2014) stated, "Integrating cultural proficiency practices into the individual practices of health educators and public health organizational policies is a call to action" (p. 50). It is important for those in health care to be aware of the methods used to identify and evaluate the specific health care needs of individuals, communities, and populations, and to understand the meaning of health literacy as it pertains to the needs of a multicultural population or group.
With a growing diverse population, the incorporation of cultural and linguistic competence should be included into the planning, implementation, and evaluation of health education and promotion programs. "In this process, it is essential to employ theoretical models that describe and explain culture and related concepts (Pérez & Luquis, 2014, p. 165). Cultural constructs need to be applied to all health education, promotion, and prevention interventions targeting diverse communities (Pérez & Luquis, 2014).
Reference
Pérez, M. A., & Luquis, R. R. (2014).
Cultural competence in health education and health promotion
(2nd ed.). ...
Discussion Diversity in the WorkplaceCreating and managing a di.docx
Discussion: Diversity in the Workplace
Creating and managing a diverse workforce is a process, not a destination.
—R. Roosevelt Thomas, Jr.
What concepts come to mind when you think of diversity? What kinds of diversity exist in your workplace? How does diversity impact communication, working relationships, productivity, and patient care?
In the workplace, focusing on differences can create divisiveness. Nurse managers should approach diversity as a way to highlight, communicate, and build on the commonalities of their workforce. Modeling this behavior can encourage appreciation for diversity and create a more positive workplace environment. When managing a diverse workforce, nurse managers should never make assumptions about an individual’s motivations, goals, or work ethic based upon personal traits such as age, gender, race, or culture. Nurse managers should strive to facilitate an inclusive environment for all.
To prepare
Review the article, “Diversity within Nursing: Effects on Nurse-Nurse Interaction, Job Satisfaction, and Turnover.” Examine Figure 1 on p. 218. Determine how these and other diversity issues might impact the interaction of nurses in the workplace.
Consider situations in your current organization or one with which you are familiar in which obvious diversity exists. How do these types of diversity issues affect the daily work environment?
Examine this week’s Learning Resources to identify strategies for finding commonalities among workers. How might these strategies also help to increase appreciation of diversity within the workplace?
Post an explanation of how diversity-related issues impact your current organization or one with which you are familiar. If you do not believe there are any issues related to diversity, explain how this workplace instills a culture of acceptance and positivity. Conclude your posting by describing at least two commonalties everyone in this workplace shares and at least one new strategy you could implement to increase appreciation of both differences and similarities.
Read a selection of your colleagues’ responses.
Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Appraise a colleague’s strategy by providing insight into whether or not this strategy could effectively mitigate diversity issues. Support your comments by using authentic examples and references to this week’s Learning Resources.
Suggest an additional strategy a colleague could use to mitigate diversity issues.
Required Readings
Beheri, W. H. (2009). Diversity within nursing: Effects on nurse-nurse interaction, job satisfaction, and turnover. Nursing Administration Quarterly, 33(3), 216–226.
Retrieved from the Walden Library databases.
Beheri’s article examines the effects of diversity in nursing. The study found that nurses who are satisfied with their jobs and have a higher level of education are more likely to tap into the potential offered by cultural dive.
Assessment 3PRINTLetter to the Editor Population Health P.docx
Assessment 3
PRINT
Letter to the Editor: Population Health Policy Advocacy
Write a 3–5 page letter to the editor of an academic or professional journal. Your submission should be succinct yet substantive.
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.
Advocating for new policies is an important aspect of the master’s-prepared nurse. For new policies to be compelling they need to be supported by evidence. Supporting data can be used to illustrate why new policies and interventions are needed to help address a specific health issue. Compelling data can help sway the stakeholders and gain support for your policy.
SHOW LESS
Another aspect of advocacy is disseminating new policies and interventions outside of the immediate care environment. This can be done by reaching out to professional organizations as well as academic and professional journals. A letter to the editor is one strategy for disseminating information to a wider audience, and to potentially enlist support throughout the wider professional community.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 1: Design evidence-based advanced nursing care for achieving high-quality population outcomes.
Evaluate the current state of the quality of care and outcomes for a specific issue in a target population.
Justify why a developed policy will be vital in improving the quality of care and outcomes for a specific issue in a target population.
Competency 2: Evaluate the efficiency and effectiveness of interprofessional interventions in achieving desired population health outcomes.
Analyze the ways in which interprofessional aspects of a developed policy will support efficient and effective achievement of desired outcomes for the target population.
Competency 3: Analyze population health outcomes in terms of their implications for health policy advocacy.
Analyze how the current state of the quality of care and outcomes for a specific issue in a target population necessitates health policy development and advocacy.
Advocate for policy development in other care settings with regard to a specific issue in a target population.
Competency 4: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.
Communicate in a professional and persuasive manner, writing content clearly and logically with correct use of grammar, punctuation, and spelling.
Integrate relevant sources to support assertions, correctly formatting citations and references using APA style.
Competency Map
CHECK YOUR PROGRESS
Use this online tool to track your performance and progress through your course.
Toggle Drawer
C.
Animal Farm Film Review Students will review the film .docx
Animal Farm Film Review
Students will review the film “Animal Farm.” After reviewing of the film, students will describe
how they would go about resolving the issues of the community. Do Not Retell the movie. Do
not copy the reviews from the internet as this is plagiarism and will result in a grade of “0” on
the assignment.
Part I. The first section of the paper reflects your ability to practice social work at the Macro
Level. Imagine that the Mayor has requested your help in bringing about changes in this
community. Utilizing the CSWE Competencies 6-9, describe your plan for bringing about
change in this community; (1) Describe how you would engage with the community (2) What is
your assessment of the issues of the community (3) describe your methods of interventions for
the community (4) How would you evaluate the effectiveness of your intervention. Please
review the practice behaviors that accompany each of the four social work competencies. Lastly,
as a result of completing this section, describe what you are now able to do (i.e., practice
behaviors).
APA formatting and references are required. A minimum of 6 references required.
Part II. This is a continuation of the same paper. Start a new heading.
1. Provide a 2-page discussion on the leadership styles of two characters in the film.
2. Below are 12 different types of ways people tend to lead organizations or other people. Not
all of these styles would deem fit for all kind of situations, read about each to see which one
fits right the leadership style for the two characters. Note if the character begins with one
style and then changed.
i. Autocratic Leadership
ii. Democratic Leadership
iii. Strategic Leadership
iv. Transformational Leadership
v. Laissez-faire Leadership
vi. Dictator Leadership
vii. Transactional Leadership
viii. Coaching Leadership
ix. Charismatic Leadership
x. Visionary Leadership
xi. Cross Cultural
a. Provide a description of each leadership style and cite evidence throughout the
film showing the character depicting the style. It is expected that you will use
terms and concepts outlined in the current text, text used in Interventive Methods
II and other sources (include your reference and page number for each concept or
idea obtained from the texts.)
b. Provide well developed suggestions on ways that the characters can improve their
leadership abilities
c. Discuss what you would have done different if you were the leader.
Organizational Values Presentation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
26.0 %Describes how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes.
A description to how alignment between the values of an organization and the values of the nurse impact nurse engagement and patient outcomes is not provided.
A description to h.
Write a 4 page executive summary that examines an organizations
Write a 4 page executive summary that examines an organization's diversity policies and practices.
Becoming a nursing leader requires a good deal of thought, consideration, and evaluation of the qualities you believe are essential for a nurse to effectively lead in the delivery of health care.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
Competency 2: Apply systems theory and systems thinking to facilitate health care delivery and patient outcomes.
Analyze the impact of a diverse nursing workforce on patient outcomes.
Competency 3: Analyze the role of multiculturalism and diversity in organizational and systems structure and leadership.
Analyze how a health care organization integrates diversity and multiculturalism into its practices.
Analyze current recruitment and retention policies to identify gaps between best practices and current policies.
Competency 4: Evaluate how power relates to health care organizational structure, behavior, and leadership.
Recommend evidence-based changes to the organizational structure and systems leadership that empower a diverse workforce.
Competency 5: Communicate in a manner that is consistent with the expectations of a nursing professional.
Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style.
Preparation
To prepare for this assessment, use the Internet to study the impact of health system's power structure on nursing, leadership, diversity related to empowerment in nursing and patient outcomes, and recruitment of a diverse workforce. You may also wish to look for examples of an executive summary on the Internet.
Identify a type of health care facility and examine the Web site and available public information to review the organization of the nursing department, nursing recruitment, and any information about the diversity of the system's workforce and leadership.
You may use the health care setting in which you currently work or have worked in the past.
Describe the type of organization and region. Example: a major Midwestern teaching hospital or a rehabilitation hospital on the East Coast.
Do not report the name of the facility.
Deliverable: Executive Summary of Organizational Diversity
Read the following scenario:
Scenario:
The city in which you work has undergone a significant population shift within the last 10 years, due to increased employment, education opportunities, and an influx of immigrants and refugees. To put the population shift in perspective, the local school district enrollment report states that nearly 100 languages are spoken in the schools, up from 32 languages in the last census. Senior leadership has asked you to examine all types of multiculturalism and diversity within your health care organization.
To do this, you will need to use a systems perspective to examine the relationship between a diverse workfor ...
ITS IMPORTAT TO MEET THE COMPETENCES. THATS HOW I GET EVALUATED.
ITS IMPORTAT TO MEET THE COMPETENCES. THATS HOW I GET EVALUATED.
Create an 8–10-slide mobilization plan PowerPoint presentation (with detailed speaker's notes) for a mobilization plan by your health care organization to commit 20 nurses to participate in a 4-month-long multinational effort to treat patients exposed to a highly contagious virus in a
hot zone
in Africa.
Nursing leaders must incorporate approaches that are inclusive and respectful of all stakeholders in the health care workforce, patient population, and the larger community that is served by the organization. Communication among members of teams, between departments and service lines, within large networks, with strategic business partners, and with patients, families, or support persons requires awareness of various facets of effective communication and cultural competence.
A mobilization plan for an international medical mission requires careful planning of organizational structure roles, power distribution, and team member empowerment.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
(IMPORTANT) Competency 1: Identify nursing leadership priorities, using a systems perspective.
-Apply systems thinking to determine a) the impact of the mobilization effort on hospital staffing and b) the actions needed to assure safe, quality care for the mission patients and personnel.
(IMPORTANT) Competency 2: Apply systems theory and systems thinking to facilitate health care delivery and patient outcomes.
-Identify the major stakeholders within the health care system that would be affected by the mobilization plan.
(IMPORTANT) Competency 3: Analyze the role of multiculturalism and diversity in organizational and systems structure and leadership.
-Examine potential multicultural and diversity issues that mission personnel may encounter.
(IMPORTANT) Competency 4: Evaluate how power relates to health care organizational structure, behavior, and leadership.
-Describe the medical mission team's organizational structure and assess how this structure empowers team members.
(IMPORTANT) Competency 5: Communicate in a manner that is consistent with the expectations of a nursing professional.
Write content clearly and logically, with correct use of grammar, punctuation, mechanics, and current APA style.
Assessment Instructions
Preparation
Use the Capella library and the Internet to help you complete this assessment. For help using PowerPoint, refer to the Microsoft Tutorials and other resources located in the Suggested Resources and left navigation menu of the courseroom.
This assessment is based upon the scenario below. The scenario is very limited in detail; where more detail is needed, incorporate any assumptions you make to flesh out the scenario. It is intended to assess your ability to communicate you ...
Top of FormStrategic Management and Organizational Change 1.docx
Top of Form
Strategic Management and Organizational Change
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Content
40.0 %Address Types of Health Care Organizational Structure, Including How the Type of Structure Impacts the Process and Effectiveness of Change
Does not demonstrate understanding of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Does not demonstrate critical thinking and analysis of the distinction between organizational and transformational change, and does not include examples or descriptions.
Demonstrates only minimal understanding of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Demonstrates only minimal abilities for making the distinction between organizational and transformational change, and does not include examples or descriptions.
Demonstrates knowledge of health care organizational structure and how the type of structure impacts the process and effectiveness of change, but has some slight misunderstanding of the distinction between organizational and transformational change. Provides a basic idea of critical thinking and analysis for the questions, answers, and rationale. Does not include examples or descriptions.
Demonstrates acceptable knowledge of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Develops an acceptable distinction between organizational and transformational change. Utilizes some examples of leadership models, tools, and advice.
Demonstrates thorough knowledge of health care organizational structure and how the type of structure impacts the process and effectiveness of change. Clearly differentiates between organizational and transformational change. Introduces appropriate examples of leadership models, tools, and advice.
30.0 %Integrates Information From Outside Resources Into the Body of Paper
Does not use references, examples, or explanations.
Provides some supporting examples, but minimal explanations and no published references.
Supports main points with examples and explanations, but fails to include published references to support claims and ideas.
Supports main points with references, explanations, and examples. Analysis and description is direct, competent, and appropriate of the criteria.
Supports main points with references, examples, and full explanations of how they apply. Thoughtfully, analyzes, evaluates, and describes major points of the criteria.
7.0 %Assignment Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflec ...
1Nursing LeadershipDevelop and submit a personal leadership .docx
1
Nursing Leadership
Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:
The response accurately and thoroughly describes in detail a set of core values.
The response accurately and completely describes in detail a personal mission/vision statement.
The response accurately and completely provides an analysis and detailed summary of the CliftonStrengths Assessment.
The response accurately and thoroughly describes in detail two key behaviors to strengthen.
An accurate, complete, and detailed development plan is provided that thoroughly explains plans to improve upon the two key behaviors selected.
The response includes a comprehensive synthesis of information gleaned from sources that fully support how to achieve a personal vision. Integrates 2 or more credible outside sources, in addition to 2 or 3 course-specific resources to fully support the responses provided.
Nursing Leadership
While raising two adolescent girls, this author is working on her Psychiatric and Mental Health Nurse Practitioner degree (PMHNP).
Psychiatric disorders within these professions are multifaceted and rising at an alarming rate. My most recent project is hosting a website for my non-profit organization, sharing my research and fundraising for mental health therapy for local MP and FRs; my efforts supported by their respective employers. During personal interactions, many have expressed to me that for psychological symptoms, they are directed to contact their respective employee assistance program (EAP). Unfortunately, combined with the already perceived stigma of seeking help, the true reluctance was the absence of an EAP clinician with first-hand experience in these unique occupations. These concerns significantly limit the number of “relatable” practitioners therefore, as a trusted partner, incorporating over 20 years of experience with MP and FRs, I will change this for all of us.
Philosophy
AAA
Core Values
Prior to this course, this author always felt that through life, open-mindedness, perseverance, compassion, education, and innovation, were her core values. Remaining open-minded about different individuals or situations has afforded this author the gift of seeing people and things from a different perspective than her own. The ability to persevere despite challenges from nearly every ACE factor and still maintain compassion for others is a core value that this author has been able to maintain through life and currently teach to her children. Education and innovation have been the foundation of this perseverance in finding not only why people think the way they do but also how to help good people out of bad situations. When this author engaged in the Gallop survey presented, the results were very similar with strengths a rel ...
N4455 Nursing Leadership and ManagementModule 4 Assignment 1 .docx
N4455 Nursing Leadership and Management
Module 4 Assignment 1: Organizational Analysis – The Nurse Leader
Name:
Date:
Overview: Organizational Analysis – The Nurse Leader
The major assignment for this course is analysis of your organization. In this assignment, you will analyze your nurse leader’s characteristics and behaviors regarding others in managing, leading, and communicating. By respectfully, but critically, critiquing these attributes of the nurse leader you have been “shadowing,” you can identify the attributes that you consider most and least effective, and most and least similar to the way you see yourself managing, leading, and communicating.
Complete this document to record your analysis of your nurse leader.
Objectives
· Explain how organizations function.
· Compare and contrast characteristics of leadership and management.
· Apply trends, issues, theories, and evidence as guidelines for management decisions.
· Evaluate effectiveness of communication patterns using specific management situations
Expected elements of scholarly writing:
· Ensure correct grammar and spelling
· Assignment should be submitted as an APA Paper, including title page and references.
· Title page is required for this Assignment and the UTACON version is expected format.
· 1-inch margins, 12 size Times New Roman font.
· Please provide all references used to support your opinions and clarify positions in the paper. The reference list begins on a separate page from the content.
· Headings are expected and must be connected to the assignment criteria following APA style. An introduction is expected providing a brief look at what is planned within the body of the paper. However, no heading is used over the introduction in APA format. A Summary is used and should have a heading over it.
· For all other style questions refer to the American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.) Washington, DC: Author.
Rubric
Use this rubric to guide your work on the Week 4 Organizational Analysis-The Nurse Leader.
Tasks
Target
Acceptable
Unacceptable
Use correct grammar, punctuation, and American Psychological Association (APA) format in writing professional papers.
(max 10 points)
(9-10 points)
APA format and style are correct and clear. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature citations are correct. (0-2 errors)
(5-8 points)
APA format and style are mostly correct. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature citations are correct. (3-5 errors)
(0-4 points)
APA format and style are minimally correct. Areas of focus include syntax, appearance, organization, and grammatical correctness. References and literature are cited but contain mistakes. (>5)
Nurse Manager
(max 30 points)
(21-30 points)
Specific, well-organized description of credentials, position, responsibilit ...
why do you think the issues presented in this chapter persist in tod.docx
why do you think the issues presented in this chapter persist in today’s workforce culture?
Workforce Culture Issues
Workforce culture is a significant aspect of the nursing profession. It is determined by the leadership, including the approach involved in managing the working environment. Culture is an effective strategy in nursing that either reinforces or undermines professional competence. Cultural competence among nurses enhances communication among nurses and patients with diverse backgrounds (Rittle, 2015). A positive workforce culture enhances staff satisfaction and engagement, influences patient safety, along with attracting the right talent.
The nursing profession experiences a shortage in its workforce, an aspect that interferes with its capacity to deliver services effectively. A workforce culture that promotes career growth and supports employee roles by offering a favorable environment with the required tools is likely to thrive (Davis, White, and Stephenson, 2016). Although technical skills are valuable in nursing, nurses have people-oriented jobs. As such, opportunities for people skills in the workplace are necessary to enhance collaboration, conflict resolution, and empathy. The nursing profession is more aligned with helping people and dealing with their emotions. The hiring process should involve senior nursing staff to facilitate the mentoring of new hires such that new employees benefit from their expertise. Nursing staff with longer service terms will feel their contributions to the organization's management or leadership is valued.
There are dynamic shifts in the demand for staff in the nursing profession. Nurses are sometimes forced to work long hours, which affects their productivity and morale. The attraction of new talent by advocating for cultural competence is becoming significant in the nursing profession. A positive workforce culture is vital for the overall success of employees, including patient experience (Davis et al., 2016). The increased turnover rates are attributed to poor leadership in the nursing profession, especially when too much focus is drawn towards patient satisfaction and not staff satisfaction. There is an increasing need among nurses to portray competence in service delivery that indicates an understanding of cultural diversity (Rittle, 2015). Therefore, the nursing profession should continually encourage staff engagement and improve their professional experience to give patients the necessary care.
Workplace culture necessitates improvements, such as clear communication among healthcare stakeholders. A professional relationship is established among administrators, patients, and employees, which improves service delivery and maintains rapport among nursing staff. The nurses also have a convenient way to express their grievances to the administrators. Moreover, concerns about nursing shortage are easily addressed because of the transparency in making decisions and sharing in.
Discussion Healthy Relationships in the WorkplaceHealthy relati.docx
Discussion: Healthy Relationships in the Workplace
Healthy relationships form the basis for a positive workplace. When staff are engaged in their jobs, supported by one another, and feel a sense of security in their work, healthy relationships among staff members will flourish. Nurse managers can assess the workplace for healthy relationships by observing the interactions among staff members. Are trust, respect, and collegiality evident, or might some staff members display toxic or dysfunctional behaviors toward one another? When toxic or dysfunctional behaviors are evident even among the smallest cohort of staff, nurse managers must take steps to foster positive interactions. In fact, all other efforts to establish a positive workplace will likely fall short if they are not built on the foundation of healthy interpersonal relationships.
In this Discussion, you examine the interactions between employees at your current organization or one with which you are familiar. You also explore positive psychology, a theory of well-being that has helped many workplaces to increase positivity and foster healthy relationships among staff members.
To prepare
Review Chapter 2, “Cultivating the Leadership Relationship” in the course text, From Management to Leadership: Strategies for Transforming Health Care. Examine how leaders cultivate healthy relationships among all staff members.
Review the article, “Using Positive Psychology to Engage Your Staff during Difficult Times.” How can positive psychology foster healthy workplace relationships and increase staff engagement?
Reflect on the interactions you see in your own organization or in one with which you are familiar. What relationships do you observe across different job categories, such as RNs, LPNs, techs, and nursing assistants? Do relationship disparities exist between shifts, departments, or members of different disciplines, such as nursing staff and physicians?
Identify environments where unhealthy relationships most commonly occur. What leadership strategies might you use to build healthy relationships among these specific staff members? Furthermore, how could you apply positive psychology to increase positivity in this environment?
Post an explanation of at least two leadership strategies you could implement to build healthy relationships among staff members in the workplace you selected. Cite specific examples in your explanation by identifying the staff members you would target and explaining how your strategies would foster healthy interactions among these staff members. In addition, suggest at least one positive psychology strategy you could employ to increase the ratio of positive to negative interactions in your workplace; explain your rationale.
Read a selection of your colleagues’ responses and Respond to at least two of your colleagues on two different days using one or more of the following approaches:
Validate an idea with your own experience and additional research.
Share a st.
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ITS IMPORTAT TO MEET THE COMPETENCES. THATS HOW I GET EVALUATED.
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Top of FormStrategic Management and Organizational Change 1.docx
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•POL201 •Discussions •Week 5 - DiscussionVoter and Voter Tu.docx
• POL201 • Discussions • Week 5 - Discussion
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Prepare: Prior to completing this discussion question, review Chapters 10, 11, and 12 in American Government and review Week Five Instructor Guidance. Also read the following articles: How Voter ID Laws Are Being Used to Disenfranchise Minorities and the Poor (Links to an external site.)Links to an external site., Fraught with Fraud (Links to an external site.)Links to an external site., and Proof at the Polls (Links to an external site.)Links to an external site.
Reflect: The U.S. has one of the lowest voter turnout rates among modern democratic political systems. One study ranks the U.S. 120th on a list of 169 nations compared on voter turnout (Pintor, Gratschew, & Sullivan, 2002). During the last decade, many initiatives have been undertaken to increase voter participation, yet concerns about the possibility of election fraud have also increased. Additionally, some political interests feel threatened by the increase in turnout among some traditionally low-turnout ethnic minorities. Several states have recently passed legislation imposing new registration and identification requirements. This has sparked debate about whether these are tactics intended to suppress turnout or to prevent fraud. Think about the media’s role in the election process and how both mass media and social media can impact the election process.
Write: In your initial post, summarize recent developments in several states enacting voter ID laws. Analyze and describe the pros and cons on both sides of the debate about these laws. Is voter fraud a major problem for our democracy or are some groups trying to make it harder for some segments of society to vote? What impact has the media (mass and social) had in influencing public opinion regarding voter ID laws? Draw your own conclusion about the debate over voter ID laws and justify your conclusions with facts and persuasive reasoning. Fully respond to all parts of the prompt and write your response in your own words. Your initial post must be at least 300 words. Support your position with at least two of the assigned resources required for this discussion, and/or peer reviewed scholarly sources obtained through the AU Library databases. Include APA in-text citations (Links to an external site.)Links to an external site. in the body of your post and full citations on the references list (Links to an external site.)Links to an external site. at the end. Support your position with APA citations from two or more of the assigned resources required for this discussion. Please be sure that you demonstrate understanding of these resources, integrate them into your argument, and cite them properly.
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Now that you have thought through a logical model or framework for your Final Project, it is time to develop preliminary input, output, and outcome indicators. For this Assignment, use the guidelines from the Urban Institute resource and consult relevant Optional Resources from this week.
Submit a 2- to 3-page paper which describes your input, output, and outcome program indicators, including the following:
•Describe the variables and the data you will be using.
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◦If a sample or sample survey will be used, discuss the sampling frame or the sampling strategy you intend to use.
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Group Discussion Board Forum Thread Grading Rubric
Criteria
Points Possible
Points Earned
Thread
0 to 30 points
All questions associated with Part 1 are provided in a thread.
At least 4 peer-reviewed references are included in the thread.
The thread is 1200 words.
The thread is posted by the stated deadline.
Spelling and grammar are correct.
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Di gaanong kaganda ang pagturo sa UST sa panahon ni Jose Rizal
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Merong diskriminasyon; minamaliit ang mga Pilipinosa panahon ni Jose Rizal
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·YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL(Heal.docx
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YOUR INDIVIDUAL PAPER IS ARGUMENTATIVE OR POSITIONAL
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THIS is NOT and information paper so please read this carefully
Individual Writing Assignment
This Individual Writing Assignment is worth 20 points, and it is due at the end of Week 5.
The purposes of this assignment are to a) help you effectively use research resources through library data bases and search engines to complete course requirements; b) improve your critical thinking skills, and c) develop your effectiveness in writing about topics relevant to course objectives and healthcare information systems. The paper explores, in greater detail than the required readings and class discussion, any healthcare information system topic identified in the course text or syllabus. Your job is to select a current issue in healthcare information systems, provide the necessary background and your position, along with a conclusion and future direction. I encourage you to select a subject in which you have interest and approach this assignment as a potential publishable work.
Position Paper
Your final paper is 15 pages double-spaced (excluding the executive summary, footnotes, and references) with a 10 or 12 point font. Tables, graphics, and diagrams must be placed in the paper as attachments. They do not count in the page length. This is a guide to help you organize your content and what is expected in each section. The page counts are suggested, however, where they have a limit, that must be adhered to.
·
Cover Page:
APA Style (1 Page, not included in page count)
·
Table of Contents:
(not included in page count)
·
Executive Summary:
Bottom line up front (1 page, no more)
·
Introduction
: (1/2 to 1 page)
·
Background
: Information on the topic that provides context so readers can understand the background leading into your statement and analysis of the issue (up to 2 pages, no more)
·
Analysis of the issue
: This is the problem you see with the current state of your topic supported by evidence and literature that brings validity to the issue or problem you are stating exists. Then describe the factors contributing to the issue /problem broken down by (2-3 pages)
People
Processes
Technology
·
Position
: Now that the reader understands the problem broken down by people, process, and technology, provide a clear statement of what your position is on the issue and why. (1/2 to 1 page)
·
Rationale
: Now that the reader clearly understands your position and why you will detail your position with supporting evidence and literature to persuade the reader your position is the most valid. You should address opposing views with counter arguments here also. Your position should have evidence directly addressing the issues you stated above broken down by the same (3-4 pages)
People
Process
Technology
·
Recommendation
: Now that you have convinced the reader on your position being the best way forward, you need to provide 3-5 discrete recommen.
·Write a 750- to 1,Write a 750- to 1,200-word paper that.docx
·
Write
a 750- to 1,
Write
a 750- to 1,200-word paper that addresses the following:
Define religion.
Describe the theory of animism.
Explain the influence of religion on cultures.
Identify the seven major religions of the world.
Describe any four types of theism.
Format
your paper consistent with APA guidelines.
Include
a minimum of five references.
Limit
direct quotes to less than 10% of the total manuscript.
Criteria for grading
·
Introduction provides sufficient background on the topic and previews major points
·
Define religion
·
Describe the theory of animism
·
Explain the influence of religion on cultures (e.g., architecture, art, politics, social norms, etc.)
·
Identify the seven major religions of the world and provide one or two sentences about each
·
Describe any four types of theism (e.g., atheism, monotheism, ditheism, polytheism, pantheism, etc.) and provide an example of each
·
Conclusion
.
[Type here]Ok. This school makes me confused. The summary of t.docx
[Type here]
Ok. This school makes me confused. The summary of this week they posted like this:
SUMMARY:
This week introduced you to grand theories and middle-range theories that serve to articulate the voice of nursing within healthcare.
Here are the key points covered:
Grand theories are comparatively more abstract than middle-range theories since they are at a higher level of abstraction. Compared to grand theories, middle-range theories are made up of limited number of concepts that lend themselves to empirical testing. All theories help to explain human health behavior.
· Sister Callista Royï's adaptive model theory is built on the conceptual foundation of adaptation. It identifies the positive role that nursing plays in the promotion and enhancement of client adaptation to environments that facilitate the healing process.
· Leiningerï's culture care theory is pertinent in the current multicultural healthcare environment where nurses are exposed to diverse cultures.
· Penderï's health promotion and disease prevention theory can be called as a "direction setting exercise" for nursing professionals. It believes in fostering the spirit of health promotion and disease and risk reduction.
From the chapter, Models and Theories Focused on Nursing Goals and Functions, read the following:The Health Promotion Model: Nola J. Pender
From the chapter, Models and Theories Focused on a Systems Approach, read the following:
The Roy Adaptation Model
From the chapter, Models and Theories Focused on Culture, read the following:
Leininger's Cultural Care Diversity and Universality Theory and Model
SO, THAT IS WHY I ASSUMED THAT HAS TO BE ONE OF THEM (Pender, Roy Adaptaion or Leininger)
ANYWAY, I AM PUTTING INFORMATION TOGETHER.
Week 4 Chapter 17
Models and Theories Focused on Nursing Goals and Functions
The Health Promotion Model: Nola J. Pender
Background
Nola J. Pender was born in 1941 in Lansing, Michigan. She graduated in 1962 with a diploma in nursing. In 1964, Pender completed a bachelor’s of science in nursing at Michigan State University. By 1969, she had completed a doctor of philosophy in psychology and education. During this time in her career, Pender began looking at health and nursing in a broad way, including defining the goal of nursing care as optimal health.
In 1975, Pender published a model for preventive health behavior; her health promotion model first appeared in the first edition of the text Health Promotion in Nursing Practice in 1982. Pender’s health promotion model has its foundation in Albert Bandura’s (1977) social learning theory (which postulates that cognitive processes affect behavior change) and is influenced by Fishbein’s (1967) theory of reasoned action (which asserts that personal attitudes and social norms affect behavior).
Pender’s Health Promotion Model
McCullagh (2009) labeled Pender’s health promotion model as a middle-range integrative theory, and rightly so. Fawcett (2005) decisively presented the differenc.
© 2020 Cengage Learning®. May not be scanned, copied or duplic.docx
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Business Plan
• Provides a more specific and detailed
exploration of the venture’s goals and operations
with a clear path on how the venture will
succeed.
• A written document that details the proposed
venture:
• Describes the current status, expected needs, and
projected results of the new business.
• Demonstrates a clear picture of what the venture is,
where it is projected to go, and how the entrepreneur
proposes it will get there.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Benefits of a Business Plan (slide 1 of 2)
• For the Entrepreneur:
• Time, effort, research, and discipline to create a
formal plan forces the entrepreneur to view the
venture critically and objectively.
• Competitive, economic, and financial analyses
subject the venture to close scrutiny.
• For Outside Evaluators:
• Develops and examines operating strategies and
expected results.
• Provides a tool for use in communications with
outside financial sources.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Benefits of a Business Plan (slide 2 of 2)
• Specifically for the Financial Sources:
• Details the market potential and plans for securing a
share of that market.
• Shows the venture’s ability to service debt
or provide an adequate return on equity.
• Identifies critical risks and crucial events with
a discussion of contingency plans.
• Contains the necessary information for a thorough
business and financial evaluation.
• Assesses the entrepreneur’s managerial ability.
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Developing a Well-Conceived Business Plan
• The Five-Minute Reading:
1. Determine the characteristics of the venture and its industry.
2. Determine the financial structure of the plan (amount of debt or
equity investment required).
3. Read the latest balance sheet (to determine liquidity, net worth,
and debt/equity).
4. Determine the quality of entrepreneurs in the venture
(sometimes the most important step).
5. Establish the unique feature in this venture (find out what is
different).
6. Read the entire plan lightly (this is when the entire package is
paged through for a casual look at graphs, charts, exhibits, and
other plan components).
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.
Putting the Package Together
• Key Format Issues:
• Appearance
• Length
• The cover and title page
• The executive summary
• The table of contents
© 2020 Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly access.
© 2016 Laureate Education, Inc. Page 1 of 3 RWRCOEL Prof.docx
© 2016 Laureate Education, Inc. Page 1 of 3
RWRCOEL Professional Dispositions
Professional Conduct
1. Ethical and Legal Conduct: The candidate demonstrates professionalism
as outlined by legal and ethical guidelines within the profession.
a. Demonstrates professional behavior as described in Walden’s Code of
Conduct
b. Demonstrates ethical behavior as described by professional codes of
ethics
2. Professional Obligations: The candidate meets professional obligations in
a responsible manner.
a. Maintains a strong record of attendance and punctuality, communicating in
advance the need for any absence or delay in meeting performance
expectations
b. Prepares for professional obligations and meets expected deadlines
© 2016 Laureate Education, Inc. Page 2 of 3
3. Professional Appearance and Demeanor: The candidate demonstrates
professional appearance and behaviors in the educational setting.
a. Maintains appropriate appearance through professional dress and
grooming
b. Approaches teaching and learning tasks with initiative, confidence, and
energy
c. Exhibits composure and self-control
d. Demonstrates flexibility in adapting to changing circumstances and
student needs
Professional Qualities
4. Professional Development/Growth: The candidate engages in ongoing
professional development and growth to improve professional practice.
a. Engages in continuous learning through participation in professional
development opportunities
b. Applies new ideas to professional practice based on existing data,
reflection, and intellectual curiosity
c. Engages in ongoing critical reflection of personal performance to improve
professional practice
5. Advocacy: The candidate advocates for fairness, equity, and social change
in the learning environment.
a. Displays empathy, fairness, persistence, problem-solving skills, and
appropriate risk-taking actions on behalf of others
b. Advocates for the social, emotional, physical, educational, behavioral, and
basic needs of others
c. Promotes positive social change to enhance educational opportunities and
promote student learning
6. Equity: The candidate demonstrates culturally responsive practices to
create an inclusive learning environment that is respectful of diverse
cultures, values, and beliefs of others.
a. Displays equitable treatment of others
i. Sets high expectations for all learners
© 2016 Laureate Education, Inc. Page 3 of 3
ii. Treats others with respect and dignity
iii. Recognizes individual differences in teaching and learning
b. Engages in culturally responsive practices in interactions with students,
families, colleagues, and communities
c. Creates learning environments that are inclusive; free of bias and
discrimination and respectful of diverse cultures, values, and beliefs
d. Engages families and other stakeholders in planning for individual success
Collabor.
© 2022 Post University, ALL RIGHTS RESERVED Due Date.docx
© 2022 Post University, ALL RIGHTS RESERVED
Due Date: Sunday at 11:59 pm EST
Points: 100
Overview:
Social histories are prepared to paint a comprehensive picture of a client’s situation and
relevant information. This information may come from referral sources, other providers,
and the client. For this assignment, you will be drafting a social history for your client,
Mr. Brown, from the Case Vignette.
Instructions:
Apply the information provided in the Case Vignette and prepare a social history that
addresses the following:
• Client information
• Presenting Problem
• Referral (Including source and reason)
• Medical History
• Personal/Family History
• Education
• Work History
• Personality and Habits
Requirements:
• Submit a Word document that includes a title page.
• Be sure to address each section fully. Each area of information can be broken
into sub-sections, listed with the appropriate heading.
• This is a professional report and should use formal language, complete
sentences, proper grammar and appropriate sentence structure.
Be sure to read the criteria below by which your work will be evaluated before
you write and again after you write.
Social History Assignment
HSV340 – Case Management
© 2022 Post University, ALL RIGHTS RESERVED
Evaluation Rubric for Social History Assignment
CRITERIA Deficient Needs Improvement Proficient Exemplary
0 – 5 Points 6 – 7 points 8 – 9 points 10 points
Client
information
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Presenting
Problem
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Referral
(Including
source and
reason)
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Medical History Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
appropriate. Minor
detail(s) missing.
Section addressed
in full detail. Sub-
sections used with
headings when
appropriate.
Personal/Family
History
Section missing or
major details
missing.
Section addressed.
Some key details
missing.
Section addressed
in detail. Sub-
sections used with
headings when
a.
{DiscriminationGENERAL DISCRIMINATI.docx
{
Discrimination
*
GENERAL DISCRIMINATION
+
RACIAL DISCRIMINATION
RELIGIOUS DISCRIMINATION
(on freedom of religion)
DISCRIMINATION ON SEXUAL ORIENTATION
(still weak protection)
GENDER DISCRIMINATION
(CEDAW)
TYPES OF DISCRIMINATION
NON-DISCRIMINATION in INT’L LAW
A. GENERAL DISCRIMINATION
Arts 1 & 2 Universal Declaration on Human Rights
Arts. 2 & 26 ICCPR
Art. 14 ECHR & Add. Protocol 12
B. RACIAL DISCRIMINATION
Int’l Convention against All Forms of Racial Discrimination (ICERD)
Art . 2: (1). Each State Party to the present Covenant undertakes to respect and to ensure to all individuals within its territory and subject to its jurisdiction the rights recognized in the present Covenant, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.
(2). States to take the necessary steps to adopt laws and measures to give effect to art. 2;
(3). States to ensure effective remedy, determined by competent judicial, administrative or legislative authorities, or by any other competent authority and enforce such remedies.
Art. 26: non-discrimination before the law and equal protection by the law
ICCPR
*
Justification for differential treatment
General Comment 18 HRC
Not every differentiation of treatment will constitute discrimination:
if the criteria are reasonable and objective
and the aim is to achieve the purpose which is legitimate
ICCPR cont.
*
“Racial discrimination" shall mean any distinction, exclusion, restriction or preference based on race, colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life (art. 1)
States Parties particularly condemn racial segregation and apartheid and undertake to prevent, prohibit and eradicate all practices of this nature in territories under their jurisdiction (art. 3)
RACIAL DISCRIMINATION-
International Convention on the Elimination of All Forms of Racial Discrimination
Direct discrimination: Indirect discrimination
Formal equality: Substantive equality
Discrimination in law: Discrimination in practice
Non-discrimination: negative protection
Equality: positive obligations -> special measures
Is there a hierarchy in the protection of discrimination?
Racial Discrimination (prohibition Jus Cogens);
gender based discrimination?
Religious-based discrimination??
Discrimination based on sexual orientation???
Discrimination (forms & grounds)
= Affirmative action/ positive action
Article 1.4 of ICERD:
Special measures taken for the sole purpose of securing adequate advancement of certain racial or ethnic groups or individuals requiring such protection as may be necessary in order to ensure such groups or in.
~UEER THEORY AND THE JEWISH QUESTI01 Daniel Boyarin, Da.docx
~UEER THEORY AND
TH'E JEWISH QUESTI01
Daniel Boyarin, Daniel Itzkovitz,
and Ann Pellegrini, Editors
COLUMBIA UNIVERSITY PRESS
NEW YORK
COLUMBIA UNIVERSITY PRESS
Publishers Since 1893
New York Chichester, Ulest Sussex
Copyright© 2003 Columbia University Press
All rights reserved
Library of Congress Cataloging-in-Publication Data
Queer theory and the Jewish question I Daniel Boyarin,
Daniel Itzkovicz, and Ann Pellegrini, editors.
p. cm.-(Between meh-between women)
ISBN 0-231-11374-9 (cloth: alk. paper)-
ISBN 0-231-11375-7 (pbk.: olk. pape<)
1. Jewish gays. 2. Jewish lesbians. I. Boyarin,
Daniel. II. Itzkovitz, Daniel. III. Pellegrini, Ann
IV. Series.
HQ75.15.Q5 2003
305.892'4-dcll
2003048494
Casebound editions of Columbia University Press books
are printed on permanent and durable acid-free paper.
Printed in the United States of America
010987654321
p10987654321
Acknowledgments
Strange Bedfellows: An Introduction
Daniel Boyarin, Daniel ltzkovitz, and Ann Pellegrini
Category Crises: The Way of the Cross and the Jewish Star
Marjorie Garber
Epistemology of the Closet
Eve Kosofsky Sedgwick
Contents
ix
19
41
Queers Are Like Jews, Aren't They? Analogy and Alliance Politics 64
Janet R. Jakobsen
Freud, Bltiher, and the Secessio lnversa: Mannerbunde,
Homosexuality, and Freud's Theory of Cultural Formation
Jay Geller
Jew Boys, Queer Boys: Rhetorics of Antisemitism and
Homophobia in the Trial of Nathan "Babe" Leopoid Jr.
and Richard "Dickie" Loeb
Paul B. Franklin
Viva la Diva Citizenship: Post-Zionism and Gay Rights
Alisa Solomon
90
121
149
vii
Queers Are Like Jews, Aren't They? Analogy
and Alliance Politics
JANET R. JAKOBSEN
Queers are like Jews. Aren't they?
What does it mean to pose the Jewish question in relation to queer theo-
ry? Is there any one Jewish question? And does not the Jewish question also
pose the question of queer theory itself? What is the relationship berween
"Jewish" and "queee'? Does queer, after all, refer to the identity of those with
whom it is most commonly associated in the current milieu: homosexuals and
other sexual dissidents? Or does queer mean something, well, "different" than
that, different than a catch-all ca\egory with reference to sexuality? And if
queer refers to something else-to~ for example, that which is other, different,
odd, queer-what is its relation to the specific difference (queerness?)' of Jew-
ish? One can certainly imagine instances in which it would be quite queer to
be Jewish. But, if we simply take up the concept in this manner-that Jews
are the queers of this or that setting-does not all difference get colonized
into "queer"? And, doesn't the specter of sexual identity continue to haunt the
word queer, leaving sexuality as the fundamental difference? What if Jewish is
taken to mean something more than a specific difference? What of the impli-
cations of Jewishness beyond Jewish d.
© 2017 Cengage Learning. All Rights Reserved.Chapter Twelve.docx
© 2017 Cengage Learning. All Rights Reserved.
Chapter Twelve
Work: Occupational and Lifestyle Issues in Young and Middle Adulthood
© 2017 Cengage Learning. All Rights Reserved.
Introduction
What factors are attributed to job satisfaction?
What difficulties do middle-aged people face when they need to switch careers?
How do men and women differ regarding career choice?
How do parents juggle work and caring for children?
© 2017 Cengage Learning. All Rights Reserved.
12.1 Occupational Selection and Development
Learning Objectives
How do people view work?
How do people choose their occupations?
What factors influence occupational development?
What is the relationship between job satisfaction and age?
© 2017 Cengage Learning. All Rights Reserved.
The Meaning of Work, Part 1
Most people view work as a means for obtaining money and personal growth
Personal achievement is fulfilled through work based on whether or not meanings can be achieved
Developing self
Union with others
Expressing self
Serving others
© 2017 Cengage Learning. All Rights Reserved.
The Meaning of Work, Part 2
Meaning-mission fit: the alignment between an executive’s personal intentions and the company’s mission
When aligned, executives care more about employees’ happiness, job satisfaction, and emotional well-being
© 2017 Cengage Learning. All Rights Reserved.
Occupational Choice Revisited, Part 1
Three theories on adults’ choice of work:
Career construction theory: people build careers through own actions that result from personal characteristics and the social context
Holland’s personality-type theory: people choose work based on the fit between their individual traits and occupational interests
Social cognitive career theory (SCCT): career choice is the result of the application of Bandura’s social cognitive theory, especially self-efficacy
© 2017 Cengage Learning. All Rights Reserved.
Occupational Choice Revisited, Part 2
Figure 12.1 The four-variable (paths 1–6) and six-variable (paths 1–13) versions of the SCCT
interest and choice models.
© 2017 Cengage Learning. All Rights Reserved.
Occupational Development, Part 1
Personal experiences affect people’s occupational goals
Goals may change due to changing interests, not having a good fit with the job, or the need for further education to advance
People with the talent and opportunity to achieve their goals often obtain them
Young adults usually modify career expectations at least once
© 2017 Cengage Learning. All Rights Reserved.
Occupational Development, Part 2
Millennials tend to change jobs more often than in other generations
However, they generally have the same level of satisfaction
Reality shock: what is learned in the classroom does not carry over to the real world, and does not represent all a person needs to know
Best addressed through internships and practicum experiences
© 2017 Cengage Learning. All Rights Reserved.
Occupational Development, Part 3
Mentor/executive coach: part teach.
`HISTORY 252AEarly Modern Europe from 1500 to 1815Dr. Burton .docx
`HISTORY 252A
Early Modern Europe from 1500 to 1815
Dr. Burton Van Name Edwards (Van)
Tuesday – Thursday 3:30-4:45
Unistructure 247
Third Paper Assignment
Due Tuesday, December 13th
The third paper will be based on a book in the list at the end of the syllabus. These works are generally works of literature, with some concerned with philosophy or politics. The student’s task will be to show how the chosen work reflects or shows the influence of conditions and events in Europe that were operating at the time of the writing of the work. This is not a book report. I am not interested in plots or descriptions of the general argument of a given work. Instead, I am looking for an analysis of specific sections of the chosen work that may illuminate social and economic attitudes or contemporaneous conditions.
The paper should be 7-8 pages long.
You will be expected to give a 5-10 minute oral report based on your finding in the third paper. This oral report will be a significant part of your class participation grade.
.
^ Acadumy of Management Journal2001. Vol. 44. No. 2. 219-237.docx
^ Acadumy of Management Journal
2001. Vol. 44. No. 2. 219-237.
A SOCIAL CAPITAL THEORY OF CAREER SUCCESS
SCOTT E. SEIBERT
MARIA L. KRAIMER
•̂ ' ' ' Cleveland State University
ROBERT C. LIDEN
University of Illinois at Chicago
A model integrating competing theories of social capital with research on career
success was developed and tested in a sample of 448 employees with various occupa-
tions and organizations. Social capital was conceptualized in terms of network struc-
ture and social resources. Results of structural equation modeling showed that net-
work structure was related to social resources and that the effects of social resources
on career success were hilly mediated by three network benelits: access to information,
access to resources, and career sponsorship.
Organizational researchers have begun to de-
velop increasingly comprehensive models of career
success using demographic, human capital, work-
family, motivational, organizational, and industry
variables (e.g., Dreher & Ash, 1990; Judge & Bretz,
1994: Judge, Cable. Boudreau, & Bretz. 1995; Kirch-
meyer, 1998). Although this work has provided
considerable evidence regarding the determinants
of career outcomes, the roles of informal interper-
sonal behaviors have not been fully explored (Judge
& Bretz, 1994; Pfeffer, 1989). Popular advice for
getting ahead in one's career rarely fails to mention
the importance of networking for the achievement
of career goals (e.g., Bolles, 1992; Kanter, 1977).
Indeed, Luthans, Hodgetts, and Rosenkrantz (1988)
found that the most successful managers in their
study spent 70 percent more time engaged in net-
working activities and 10 percent more time en-
gaged in routine communication activities than
their less successful counterparts. Recent advances
in social capital theory (Coleman, 1990) have begun
to provide a finer-grained analysis of the ways in-
dividuals' social networks affect their careers in
organizations (Burt, 1992, 1997; Ibarra, 1995;
Podolny & Baron, 1997; Sparrowe & Popielarz,
1995). This theoretical perspective has the poten-
Data were collected and the manuscript was submitted
and processed while Scott E. Seibert was in the Manage-
ment Department at the University of Notre Dame and
Maria L. Kraimer was a graduate student at the Univer-
sity of Illinois at Chicago. Support for this project was
provided by the Management Department at the Univer-
sity of Notre Dame and the Alumni Office of the Univer-
sity of Notre Dame. The current investigation is part of a
larger study of career success.
tial to considerably enhance scholars' knowledge of
the role of social processes in career success.
The first purpose of the current study was to
integrate the current conceptualizations of social
capital as they pertain to career success. Tbree dif-
ferent theoretical approaches—weak tie theory
(Granovetter, 1973), structural hole theory (Burt,
1992), and social resource theory (Lin, 1990)—
focus on different network properties as r.
`Inclusiveness. The main.docx
`
Inclusiveness. The main difference that can distinguish a happy employee from disgruntled employee. As with all decisions that are made, there is always an audience that the decision will affect. When employees are privy and organizational decisions are inclusive to employees this can greatly increase their level of fulfillment. Whether or not the end user of the decision will be content with the outcome or not, there will always be critics. Which leads us to discuss key characteristics and the importance of involving employees in relative organizational decision making.
It is not uncommon to find that during strategic organizational planning that top-level management will include their employees to engage and provide their input on complex processes. Human capital, whether the organization is large or small, corporate ran or small business managed is key to an organization’s success. Employee satisfaction level drives productivity and is what increases revenue for the company. Happy employees equal happy customers.
What does it take to keep employees motivated? A critical and important element for employers to keep their employees happy and content is clear communication. It is critical that an organization’s objective and vision for future growth is communicated clearly throughout all levels. Top-level management must be skilled at delivering the company’s mission and values to every tier within their organization. Each tier within the organization with healthy communication should be able to open-mindedly accept the message and freely provide any feedback positive or negative without fear of repercussion. Keeping an open line of communication within an organization is key to building the foundation for success.
As we move away from the golden days of traditional office operations consisting of fax machines, telephones, paper, pencils, etc. and move towards a more technologically repertoire, we lose the personable face to face interaction with one another. We spend most of the day behind our computer screen at our desk. The need to sustain job satisfaction amongst employees could not be ever more present than now. To maintain the morale amongst employees, organizations should be able to keep them challenged and motivated. Take technology for example. If the increase of new technology isn’t daunting enough, consider the challenge to remain current with technology all the while maintaining a competitive advantage in the industry? Reach internally to our internal resource, human capital. Employees must be given the opportunity to share their knowledge, skills, and abilities. When empowered to provide input concerning highly visible organizational decisions, employee morale is boosted. Not only is this beneficial for employees but also the employer as they receive ideas and input that could possibly lead to the solution. Employee engagement boosts the overall welfare of the organization.
According to.
__MACOSXSujan Poster._CNA320 Poster Presentation rubric.pdf.docx
__MACOSX/Sujan Poster/._CNA320 Poster Presentation rubric.pdf
__MACOSX/Sujan Poster/._CNA320+Poster+Template (1).ppt
__MACOSX/Sujan Poster/._Helpful Hints for the Poster Presentation.docx
Sujan Poster/Poster Abstract - Aspiration pneumonia (1).docx
Title: Aspiration pneumonia: Best practice to avoid complications
Background
Aspiration pneumonia is a lung infection due to inhaled contents; this is a relevant topic because aspiration pneumonia is prevalent and accounts for up to 15% of all pneumonia cases and is particularly common in older people, and thus it is important for nurses to be aware of how to manage the condition particularly as the population is ageing so this will be of more concern (Kwong, Howden & Charles 2011).
Target Audience
The target audience for this presentation is experienced Registered Nurses and thus the presentation has been designed for this group.
Main Findings
Aspiration pneumonia is an infection within the lungs that occurs after a person aspirates either liquid, vomit or food into the larynx and lower respiratory tract; this can occur when an individual inhales their gastric or oral contents. Patients at risk include individuals who are elderly or those who have a marked disturbance of consciousness such as that resulting from a drug overdose, seizures, a massive cerebrospinal accident, dysphagia or dysphasia (Kwong, Howden & Charles 2011). Aspiration pneumonia can quickly develop into respiratory failure, abscess and empyema and this requires supportive care, which is the main form of therapy, however prophylactic antimicrobial therapy is also often prescribed (Joundi, Wong & Leis 2015). Best practice suggests suctioning, supplemental oxygen to keep O2 above 90%, septic shock therapy, management of hypotension and antibiotic therapy for 7-10 days. Sputum cultures should be taken so that antibiotics can be tailored appropriately (McAdams-Jones & Sundar 2012).
Implications for Practice
These findings are important for registered nurses to be aware of so that aspiration pneumonia can be managed appropriately and complications can be avoided, which could cause increased hospital stay and costs. Nurses need to be aware of the best practice recommendations such as oxygen supplementation, sit up while eating, provide thickened foods and drinks, dental care and about taking sputum cultures when managing aspiration pneumonia so that treatment can be tailored appropriately and recovery can occur quickly.
Feedback from marker (Teacher)
Thank you for your abstract.
You have just managed a pass grade, your work is very basic and you will need to engage with the basic practice literature to ensure you have a comprehensive understanding of this topic in your poster.
I am also unclear on your focus, is this about prevention of aspiration or management once it has occurred or both?
Kind regards Andrea
Sources of Evidence
Joundi, R, Wong, B & Leis, J 2015, "Antibiotics “Just-In-Ca.
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- 1. Generational Diversity Scoring Guide CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED Describe the characteristics of the generational groups working in nursing. Does not describe the characteristics of the generational groups working in nursing. Describes the characteristics of the generational groups working in nursing but incorrectly assigns characteristics or does not address all the generational groups. Describes the characteristics of the generational
- 2. groups working in nursing. Compares the characteristics of the generational groups working in nursing to highlight relevant differences. Identify specific skills members of each generational group bring to nursing teams. Does not identify specific skills members of each generational group bring to nursing teams. Lists general skills members of generational groups bring to nursing teams. Identifies specific skills members of each generational group bring to nursing teams.
- 3. Identifies specific skills members of each generational group bring to nursing teams and explains the value of the skills to team members and patients. Explain types and causes of conflicts that are likely to occur among multigenerational members of nursing teams. Does not explain types and causes of conflicts that are likely to occur among multigenerational members of nursing teams. Explains the types but not the causes of conflicts that are likely to occur among multigenerational members of
- 4. nursing teams. Explains types and causes of conflicts that are likely to occur among multigenerational members of nursing teams. Analyzes types and causes of conflicts that are likely to occur among multigenerational members of nursing teams. Describe strategies for building cohesiveness within multigenerational nursing teams. Does not describe strategies for building cohesiveness within multigenerational nursing teams.
- 5. Lists strategies for building cohesiveness within multigenerational nursing teams. Describes strategies for building cohesiveness within multigenerational nursing teams. Analyzes strategies for building cohesiveness within multigenerational nursing teams. Explain the benefits of a multigenerational nursing team for the organization, the team members, and patients. Does not explain the benefits of a multigenerational nursing team for
- 6. the organization, the team members, and patients. Explains the benefits of a multigenerational nursing team for the organization, the team members, and patients, but the explanation is incomplete or Explains the benefits of a multigenerational nursing team for the organization, the team members, and patients. Examines the benefits and potential limitations of a multigenerational nursing team for the organization, the team members, and patients.
- 7. CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED missing key elements. Write content clearly and logically, with correct use of grammar, punctuation, and mechanics. Does not write content clearly, logically, or with correct use of grammar, punctuation, and mechanics. Writes with errors in clarity, logic, grammar, punctuation, and/or mechanics. Writes content clearly and logically with correct use of grammar, punctuation, and
- 8. mechanics. Writes clearly and logically with correct use of spelling, grammar, punctuation, and mechanics; uses relevant evidence to support a central idea. Correctly format citations and references using current APA style. Does not correctly format citations and references using current APA style. Uses current APA to format citations and references but with numerous errors. Correctly formats citations and references using current APA style with few errors.
- 9. Correctly formats citations and references with no errors. Overview Write a 4 page report that addresses the challenges of working effectively within a multigenerational team environment and provides evidence-based strategies for improving the work environment to support all generations. Today's nursing workforce is made up of women and men from a wide variety of cultures, races, religions, and sexual orientations. In addition, nurses and nursing leaders come from four different generations with different attitudes, beliefs, work habits, and experiences. You may find yourself working with team members from the Traditional Generation (Veterans), the Baby Boom Generation, Generation X, and the Millennial Generation. Team leaders need to understand, value, and support the skills, knowledge, and characteristics of each generation in order to build a cohesive, high-performing team. The leadership strategies that have worked in the past may not be as effective in the health care environment of today. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria: Competency 1: Explain strategies for effective interprofessional teamwork and collaboration in health care delivery. Identify specific skills members of each generational group bring to nursing teams. Describe strategies for building cohesiveness within multigenerational nursing teams. Competency 2: Analyze the implications of working with interprofessional teams in multifaceted health care settings. Describe the characteristics of the generational groups working in nursing.
- 10. Explain types and causes of conflicts that are likely to occur among multigenerational members of nursing teams. Competency 3: Develop evidence-based nursing interventions to address specific problems and enable systemic change. Explain the benefits of a multigenerational nursing team for the organization, the team members, and patients. Competency 4: Communicate in a manner that is scholarly, professional, and consistent with expectations of a nursing professional. Write content clearly and logically, with correct use of grammar, punctuation, and mechanics. Correctly format citations and references using current APA style. Context How do you describe yourself? Do you define yourself by your gender, marital status, ethnicity, or profession? Or do you prefer to think of yourself in terms of your accomplishments and skills? We are all so different from each other in many ways. When interprofessional teams work together, it requires a blending of talent, knowledge, and resources. How individuals blend as a team can be likened to a fine recipe. Great chefs know that variety makes for unusual, interesting, and tasty results. Each ingredient makes a unique contribution to the final outcome. But each must be included at the right time and in the right amounts. Some ingredients complement the overall recipe. Other ingredients are bold and play a major role in the taste or texture. Still other ingredients are subtle and afford the sweet or savory aftertaste. Individually, the ingredients could not be a final product. Collectively the ingredients result in culinary masterpieces. Consider the various aspects of diversity within teams. Levi (2017) distinguishes diversity across two dimensions: personal
- 11. attributes and functional attributes. How do these attributes contribute to team diversity and positive outcomes? Questions to Consider To deepen your understanding, 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 the business community. How do you identify yourself? Is it by your gender, ethnicity, career, children, personality, or something else? How do others identify you? When describing a co-worker to someone who does not know that person, what is the first description you typically use? Suggested Resources The following optional resources are provided to support you in completing the assessment or to provide a helpful context. Mitchell, R., Parker, V., Giles, M., & White, N. (2010). Toward realizing the potential of diversity in composition of interprofessional health care teams: An examination of the cognitive and psychosocial dynamics of interprofessional collaboration. Medical Care Research and Review, 67(1), 3–26. Hendricks, J. M., & Cope, V. C. (2013). Generational diversity: What nurse managers need to know. Journal of Advanced Nursing, 69(3), 717–725. Moceri, J. T. (2012). Bias in the nursing workplace: Implications for Latino(a) nurses. Journal of Cultural Diversity, 19(3), 94–101. MacNaughton, K., Chreim, S., & Bourgeault, I. L. (2013). Role construction and boundaries in interprofessional primary health care teams: A qualitative study. BMC Health Services Research, 13(1), 1–23. Egues, A. L., & Leinung, E. Z. (2013). The bully within and without: Strategies to address horizontal violence in nursing. Nursing Forum, 48(3), 185–190. Barry, M. (2014). Creating a practice environment that supports multigenerational workforce collaboration. American Nurse,
- 12. 46(1), 13. Padgett, S. M. (2013). Professional collegiality and peer monitoring among nursing staff: An ethnographic study. International Journal of Nursing Studies, 50(10), 1407–1415. Longo, J. (2013). Bullying and the older nurse. Journal of Nursing Management, 21(7), 950–955. Hutchinson, M. (2013). Bullying as workgroup manipulation: A model for understanding patterns of victimization and contagion within the workgroup. Journal of Nursing Management, 21(3), 563–571. Robichaux, C. (2012). Developing ethical skills: From sensitivity to action. Critical Care Nurse, 32(2), 65–72. Brunetto, Y., Shriberg, A., Farr-Wharton, R., Shacklock, K., Newman, S., & Dienger, J. (2013). The importance of supervisor-nurse relationships, teamwork, wellbeing, affective commitment and retention of North American nurses. Journal of Nursing Management, 21(6), 827–837. Bookstore Resources The resources listed below are relevant to the topics and assessments in this course and are not required. Levi, D. (2017). Group dynamics for teams (5th ed.). Thousand Oaks, CA: Sage. Chapters 13, 14, and 16. Assessment Instructions Preparation Research the characteristics of the four generations in the nursing workforce today: The Veterans (born 1925–1945), the Baby Boomers (born 1946–1964), the Gen Xers (born 1963– 1980), and the Millennials (born 1980–2000). How can nursing leaders use this information to build a work environment that supports all generations? Requirements You have been asked to prepare a report on the challenges of working effectively within a multigenerational team environment. Your report must also include evidence-based strategies for improving the work environment to support all
- 13. generations. Format this assessment as a report for your organization. Include a title page and references page, and format your supporting citations and references following APA guidelines. Include the following in your report: Briefly describe the main characteristics of each of the four generations working in nursing today (Veterans, Baby Boomers, Gen Xers, and Millenials). Focus primarily on attitudes toward work and family, communication styles, and comfort with technology. Identify at least one specific skill that each generation brings to a team. Explain the types and causes of conflict that are likely to occur within a multigenerational team. Describe strategies a team leader can use to help build cohesiveness within multigenerational nursing teams. Be sure you include strategies for communication, setting and managing expectations, motivation, and mutual respect. Explain the benefits of a multigenerational nursing team for the organization, the team members, and patients. Your completed assessment should be 4 pages in length, not including title page and references page. Additional Requirements Include a title page and references page. Reference at least three current scholarly or professional resources. Use APA format for citations and references. Use Times New Roman font, 12 point. Double space.