This new hire training program for Bank of America Treasury Services Advisors covers several topics:
1. A structured training plan with measurable learning objectives, rubrics for assessment, and course evaluations.
2. Various tools and resources are provided for training and assessment, including SharePoint, video conferencing, surveys, and more.
3. Sample assessments and rubrics are included to evaluate trainees on customer service skills like preferences, communication, note-taking, defusing situations, and language.
4. Training on ACH transactions includes definitions, rules, transaction types, and exercises to locate transactions and addenda within time limits.
5. A survey collects feedback on relevance, presentation, instructor knowledge,
KinetEco New Hire Orientation PresentationKineteco Inc.
KinetEco is focused on top-notch employee training - so this presentation includes an overview of our products, marketing efforts, and key contacts. At KinetEco, Inc., we're at the forefront of alternative energy research, design, and manufacturing – creating alternatives for home and business.
KinetEco New Hire Orientation PresentationKineteco Inc.
KinetEco is focused on top-notch employee training - so this presentation includes an overview of our products, marketing efforts, and key contacts. At KinetEco, Inc., we're at the forefront of alternative energy research, design, and manufacturing – creating alternatives for home and business.
Rubric Title IT402 Unit 1 Assignment 1 RubricAssignmeMargenePurnell14
Rubric Title: IT402 Unit 1 Assignment 1 Rubric
Assignment Criteria
Level III
Level II
Level I
Not Present
Criteria 1
Points: 13.5
Points: 11.475
Points: 8.1
Not Present
Criteria 1: Ethical Perspectives
Meets all criteria:
· Writes 4-paragraphs memo to employees
· Analyzes scenario from a societal, organizational, and individual ethics perspective
· Identifies ethical violation episodes
Meets two criteria:
· Writes 4-paragraphs memo to employees
· Analyzes scenario from a societal, organizational, and individual ethics perspective
· Identifies ethical violation episodes
Meets one criterion:
· Writes 4-paragraphs memo to employees
· Analyzes scenario from a societal, organizational, and individual ethics perspective
· Identifies ethical violation episodes
Does not meet any criteria.
Criteria 2
Points: 13.5
Points: 11.475
Points: 8.1
Not Present
Criteria 2: Ethical Decision Making
Meets all criteria:
· Identifies the disciplinary actions taken
· Discusses the reputational and financial impact of the violations on the organization
· Describes the approaches to help avoid recurrence
Meets two criteria:
· Identifies the disciplinary actions taken
· Discusses the reputational and financial impact of the violations on the organization
· Describes the approaches to help avoid recurrence
Meets one criterion:
· Identifies the disciplinary actions taken
· Discusses the reputational and financial impact of the violations on the organization
· Describes the approaches to help avoid recurrence
Does not meet any criteria.
Criteria 3
Points: 3.00
Points: 2.55
Points: 1.8
Not Present
Criteria 3: APA Style, Writing Convention, and Formatting
Meets all criteria:
· Applies current APA style to in-text citations and references and document formatting if appropriate, with minor to no errors
· Writing is focused, concise, and organized and articulates at a college level, with minor to no errors.
· Uses resources from reliable and/or scholarly sources
· Applies Track Changes and uses Comments
Meets three criteria:
· Applies current APA style to in-text citations and references and document formatting if appropriate, with minor to no errors
· Writing is focused, concise, and organized and articulates at a college level, with minor to no errors
· Uses resources from reliable and/or scholarly sources
· Applies Track Changes and uses Comments
Meets one or two criteria:
· Applies current APA style to in-text citations and references and document formatting if appropriate, with minor to no errors
· Writing is focused, concise, and organized and articulates at a college level, with minor to no errors
· Uses resources from reliable and/or scholarly sources
· Applies Track Changes and uses
Does not meet any criteria.
Maximum Total Points
30
25.5
18
0
Minimum Total Points
25.51 points minimum
18.01 points minimum
1 point minimum
0
Rubric Title: IT402 Unit 1 Assignment 2 Rubric
Assignment Criteria
Level III
Level II
Level I
Not Present
Criteria 1
Points: 13.5
Points: ...
Rubric Name Undergraduate Generic Case and SLP Grading Rubric - Nov.docxjoellemurphey
Rubric Name: Undergraduate Generic Case and SLP Grading Rubric - Nov 4, 2013
Criteria
Level 4 - Excellent
Level 3 - Proficient
Level 2 - Developing
Level 1 - Emerging
Score and Feedback
Assignment-Driven Criteria
25 points
Demonstrates mastery covering all key elements of the assignment in a substantive way.
22 points
Demonstrates considerable proficiency covering all key elements of the assignment.
18 points
Demonstrates partial proficiency covering all key elements of the assignment.
14 points
Demonstrates limited or poor proficiency covering all key elements of the assignment.
18 points
Critical Thinking
10 points
Demonstrates mastery conceptualizing the problem, and viewpoints and assumptions of experts are analyzed, synthesized, and evaluated thoroughly; conclusions are logically presented with appropriate rationale.
9 points
Demonstrates considerable proficiency conceptualizing the problem, and viewpoints and assumptions of experts are analyzed, synthesized, and evaluated proficiently; conclusions are presented with necessary rationale.
7 points
Demonstrates partial proficiency conceptualizing the problem, and viewpoints and assumptions of experts are analyzed, synthesized, and partially evaluated conclusions are somewhat consistent with the analysis and findings.
6 points
Demonstrates limited or poor proficiency conceptualizing the problem, and viewpoints and assumptions of experts are analyzed, synthesized, and limited or poorly evaluated conclusions are either absent or poorly conceived and supported.
7 points
Scholarly Writing
5 points
Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.
4 points
Demonstrates considerable proficiency in scholarly written communication to an appropriately specialized audience.
3 points
Demonstrate partial proficiency in scholarly written communication to an appropriately specialized audience.
2 points
Demonstrates limited or poor proficiency in scholarly written communication to an appropriately specialized audience.
4 points
Quality of References and Assignment Organization
7 points
Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.
6 points
Demonstrates considerable proficiency using somewhat appropriate sources and demonstrates considerable proficiency in using appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.
5 points
Demonstrates partial proficiency using occasionally appropriate sources and partially uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.
4 points
Demonstrates limited or poor proficiency using sources and appropriate and does not use appropriate, relevant, a ...
Assignment 1 Information InterviewsInstructionsInformationa.docxtrippettjettie
Assignment 1: Information Interviews
Instructions
Informational Interview (20%), due July 16th.
The information Interviews =two separate interviews: the first involves meeting and interviewing an entrepreneur or business ownerto gather information as to their business experience, strategy, and operations.
The second consists of interviewing a commercial banker or other financial professional, to obtain information
as to the bank loan requirement and approval process, and/or investment requirements and strategy, as well as critical factors needed for a banker or investor presentable business plan.
You should not wait until the due date to prepare, as meetings may be difficult to arrange at short notice. While face-to-face interviews are preferable, if your work schedule inhibits such preparation, you may conduct the interviews by telephone or via online/e-mail format.
Required Elements to include in the Informational Interview Write Up:
Students are responsible for developing questions that will garner the responses necessary to address the key elements of the assignment.
Include all of the following elements in your interview report:
· Provide a brief description of the business which includes the business form the nature of the business, how many years in business, and whether the business is local in nature, national, or international in scope;
· Why did the person decide to go into business, and what was the biggest obstacle they had to overcome in the early stages of the business;
· Did the owner develop a Business Plan before starting the business, why or why not;
· Discuss what makes the business unique and different from its competition and what is its value proposition;
· Does the company have a clearly defined strategy, what do you believe it is;
· Discuss the owners marketing and sales strategy for gaining and maintaining new business opportunities;
· What core business functions if any did the business decide to outsource and why;
· Discuss the hiring process and the core values that have been established for the organization;
· Discuss the financial management tools and metrics that the business owner depends on too manage growth and profitability;
· Discuss keys to success, from the owner's perspective;
· What the person would do differently if he/she had it to do all over again.
· Critically assess the current status of the business based on concepts presented in class. What would you say is the future for this business? Would you invest in this business? Why or why not?
· Interview questions must be included as an addendum to the assignment; however, these should not be counted toward the length requirement of the paper.
·
For the financial report, consisting of an interview with a commercial banker, investor, or financial professional, the content should include discussing the loan origination and approval process if interviewing a banker, or the investor analysis, decision making, and due diligence process if inte ...
Course Learning OutcomesBy the conclusion of this course, you CruzIbarra161
Course Learning Outcomes
By the conclusion of this course, you should be able to:
1. Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities
2. Develop professional plans in advanced nursing practice for the practicum experience
3. Apply advanced practice nursing assessment, diagnosis, and treatment skills in mental health settings
4. Analyze cases involving advanced care of patients across the lifespan in mental health settings
5. Formulate differential diagnoses for patients across the lifespan
6. Formulate plans of care for patients that incorporate individual, family, or group psychotherapy interventions
Master of Science in Nursing
Practicum Experience Plan
Overview:
Your Practicum experience includes working in a clinical setting that will help you gain the knowledge and skills needed as an advanced practice nurse. In your practicum experience, you will develop a practicum plan that sets forth objectives to frame and guide your practicum experience.
As part of your Practicum Experience Plan, you will not only plan for your learning in your practicum experience but also work through various patient visits with focused notes as well as one (1) journal entry.
Complete each section below.
Part 1: Quarter/Term/Year and Contact Information
Section A
Quarter/Term/Year:
StudentContact Information
Name:
Street Address:
City, State, Zip:
Home Phone:
Work Phone:
Cell Phone:
Fax:
E-mail:
PreceptorContact Information
Name:
Organization:
Street Address:
City, State, Zip:
Work Phone:
Cell Phone:
Fax:
Professional/Work E-mail:
Part 2: Individualized Practicum Learning Objectives
Refer to the instructions in Week 2 to create individualized practicum learning objectives that meet the requirements for this course. These objectives should be aligned specifically to your Practicum experience. Your objectives should address your self-assessment of the skills found in the “PMHNP Clinical Skills Self-Assessment Form” you completed in Week 1.
As you develop your individualized practicum learning objective, be sure to write them using the SMART format. Use the resources found in Week 2 to guide your development. Once you review your resources, continue and complete the following. Note: Please make sure each of your objectives are connected to your self-assessment. Also, consider that you will need to demonstrate how you are advancing your knowledge in the clinical specialty.
Objective 1: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)
Planned Activities:
Mode of Assessment: (Note: Verification will be documented in Meditrek)
PRAC Course Outcome(s) Addressed:
· (for example) Develop professional plans in advanced nursing practice for the practicum experience
· (for example) Assess advanced practice nursing skills for strengths and opportunities
Objective ...
CompetencyApply statistics to different quality methods in healt.docxmccormicknadine86
Competency
Apply statistics to different quality methods in healthcare.
Course Scenario
Chaparral Regional Hospital is a small, urban hospital of approximately 60 beds, and offers the following:
· Emergency room services
· Intensive care
· Surgical care
· Obstetrics
· Diagnostic services
· Some rehabilitation therapies
· Inpatient pharmacy services
· Geriatric services and
· Consumer physician referral services
Recently, the CEO has been hearing complaints from both patients and staff. You have been hired to design and implement a Quality Improvement Plan to help uncover quality problems and satisfactorily resolve them.
Scenario Continued
Your CEO has requested that you provide employee training on Quality Improvement. You have done an initial survey of patient satisfaction, and the CEO has asked you to explain how the data will be analyzed, using this initial data.
Given the variety of complaints coming from both employees and patients, it is critical for everyone to understand the importance of conducting the survey and obtaining solid data.
Question
Great
5
Good
4
OK
3
Fair
2
Poor
1
No Response
Total
Facility and Convenience
Hours of Operations
10
17
3
0
10
0
40
Convenience of location
10
15
5
3
3
4
40
Cleanliness
11
14
8
4
3
0
40
Waiting time in reception area
9
16
0
4
11
0
40
Comfort while waiting
20
10
5
5
0
0
40
Staff
Explained procedure
17
9
8
0
6
0
40
Questions answered
11
15
7
2
3
2
40
Friendly and helpful
21
5
5
7
2
0
40
Knowledgeable and professional
6
21
4
3
3
0
40
Modesty respected
12
14
8
0
6
0
40
Confidentiality respected (HIPAA)
10
10
14
5
1
0
40
Overall Satisfaction
Overall impression of visit
30
0
5
3
2
0
40
Willingness to return
31
0
9
0
0
0
40
Likelihood of referring to others
32
0
4
3
1
0
40
Respondents were also asked about their wait times. Here is the data on wait times:
Number responding
Wait time before being checked in at Reception
4
10 minutes
16
15 minutes
8
20 minutes
12
25 minutes
Number responding
Wait time before being seen by a healthcare professional
2
10 minutes
6
15 minutes
10
20 minutes
22
25 minutes
Instructions
You are to create an agenda for the training and a memo with bullet points to present the statistical analysis of the initial data. The memo should include an explanation of each of the statistical results. In particular, you should be able to explain what the results mean to the facility.
Determine the percentages of the following:
· Percent who responded with a 5 (Great) on "Overall impression of the visit"
· Percent who responded with a 2 (Fair) or 1 (Poor) on "Overall impression of the visit"
· Percent who responded with a 5 (Great) on "Willingness to return"
· Percent who responded with less than 5 on "Willingness to return"
· In the area of "Facility and Convenience," which indicator had the highest percentage of 5 (Great) responses? Which had the lowest?
· In the area of "Staff," which indicator had the highest percentage of 5 (Great) responses? Which had the lowest? ...
Balance SheetPollys Pet ProductsBalance Sheet as of December 31, .docxjasoninnes20
Balance SheetPolly's Pet ProductsBalance Sheet as of December 31, 2018ASSETSCURRENT ASSETSCashAccounts receivable50,000Other assets25,000Total current assetsLONG TERM ASSETSFixed Assets75,000TOTAL ASSETSLIABILITIES AND STOCKHOLDERS' EQUITYCURRENT LIABILITIESAccounts payable75,000Accrued expensesIncome tax payable5,000Current portion of notes payable12,000Deferred income taxes1,500Total current liabilities123,500LONG TERM LIABILITIESNotes payable (long term)TOTAL LIABILITIES161,500STOCKHOLDERS' EQUITYCommon stock5,000Additional paid-in capital15,000Retained EarningsTotal stockholders' equityTOTAL LIABILITIES AND STOCKHOLDERS EQUITY
Diamond Gem Cleaning and Maintenance Service
Balance Sheet
Year Ended December 31, 20XX
Income StatementPolly's Pet ProductsIncome Statement as of December 31, 2018Revenues650,000Operating CostsGross Profit205,000General and Administrative Expenses75,000Operating IncomeOther Expense60,000Income Before Provision for Income TaxesProvision for Income Taxes5,000Net IncomeRetained Earnings, Beginning Balance103,500Net IncomeRetained Earnings, Ending Balance
Diamond Gem Cleaning and Maintenance Service
&"-,Bold"Statement of Income and Retained Earnings
Year Ended December 31, 20XX
Stmt of Cash FlowsPolly's Pet ProductsStatement of Cash Flows as of December 31, 2018Cash Flows from Operating ActivitiesCash received from customers600,000Cash paid out to suppliers and employeesInterest paid(5,000)Taxes paid(10,000)Net cash provided by operating activities185,000Cash Flows from Investing ActivitiesPurchase of fixed assets(25,000)Net cash used in investing activities(25,000)Cash Flows from Financing ActivitiesNew loans50,000Repayments on loans(45,000)Issuance of common shares of stock5,000Net cash provided by financing activitiesNet change in CashCash balance, beginning of year30,000Cash balance, end of year
Master Schedule Creation
Purpose:
The purpose of this assignment is to illustrate your understanding of how the master schedule is created and how it is used to create an MRP schedule.
Using the scenario below
Create a 12-month master schedule.
Create a MRP schedule that supports the master schedule.
Jones Company now needs to develop a master schedule and an MRP schedule based on the customer demand forecast you developed for the X52 power supply back in Assignment 1. They’ve asked for your assistance. Use this forecast: JAN THROUGH APRIL 2,700 per month; MAY THROUGH AUGUST 3,000 per month; SEPTEMBER THROUGH DECEMBER 3,300 per month. Lot sizes for X52 are 3,000 and to produce one X52, you need two units of 23A, one unit of 46B, and three units of 29C. You currently have 6,000 units of 23A in stock, 4,000 of 46B and 9,000 of 29C. Lead time to buy each of these three components is one month.
Required Elements of the 12- Month Master Schedule:
Use a spreadsheet or a template you develop to create a 12 month master schedule. Make sure to include all requirements for each month.
Explain in detail, using the ...
Rubric Title IT402 Unit 1 Assignment 1 RubricAssignmeMargenePurnell14
Rubric Title: IT402 Unit 1 Assignment 1 Rubric
Assignment Criteria
Level III
Level II
Level I
Not Present
Criteria 1
Points: 13.5
Points: 11.475
Points: 8.1
Not Present
Criteria 1: Ethical Perspectives
Meets all criteria:
· Writes 4-paragraphs memo to employees
· Analyzes scenario from a societal, organizational, and individual ethics perspective
· Identifies ethical violation episodes
Meets two criteria:
· Writes 4-paragraphs memo to employees
· Analyzes scenario from a societal, organizational, and individual ethics perspective
· Identifies ethical violation episodes
Meets one criterion:
· Writes 4-paragraphs memo to employees
· Analyzes scenario from a societal, organizational, and individual ethics perspective
· Identifies ethical violation episodes
Does not meet any criteria.
Criteria 2
Points: 13.5
Points: 11.475
Points: 8.1
Not Present
Criteria 2: Ethical Decision Making
Meets all criteria:
· Identifies the disciplinary actions taken
· Discusses the reputational and financial impact of the violations on the organization
· Describes the approaches to help avoid recurrence
Meets two criteria:
· Identifies the disciplinary actions taken
· Discusses the reputational and financial impact of the violations on the organization
· Describes the approaches to help avoid recurrence
Meets one criterion:
· Identifies the disciplinary actions taken
· Discusses the reputational and financial impact of the violations on the organization
· Describes the approaches to help avoid recurrence
Does not meet any criteria.
Criteria 3
Points: 3.00
Points: 2.55
Points: 1.8
Not Present
Criteria 3: APA Style, Writing Convention, and Formatting
Meets all criteria:
· Applies current APA style to in-text citations and references and document formatting if appropriate, with minor to no errors
· Writing is focused, concise, and organized and articulates at a college level, with minor to no errors.
· Uses resources from reliable and/or scholarly sources
· Applies Track Changes and uses Comments
Meets three criteria:
· Applies current APA style to in-text citations and references and document formatting if appropriate, with minor to no errors
· Writing is focused, concise, and organized and articulates at a college level, with minor to no errors
· Uses resources from reliable and/or scholarly sources
· Applies Track Changes and uses Comments
Meets one or two criteria:
· Applies current APA style to in-text citations and references and document formatting if appropriate, with minor to no errors
· Writing is focused, concise, and organized and articulates at a college level, with minor to no errors
· Uses resources from reliable and/or scholarly sources
· Applies Track Changes and uses
Does not meet any criteria.
Maximum Total Points
30
25.5
18
0
Minimum Total Points
25.51 points minimum
18.01 points minimum
1 point minimum
0
Rubric Title: IT402 Unit 1 Assignment 2 Rubric
Assignment Criteria
Level III
Level II
Level I
Not Present
Criteria 1
Points: 13.5
Points: ...
Rubric Name Undergraduate Generic Case and SLP Grading Rubric - Nov.docxjoellemurphey
Rubric Name: Undergraduate Generic Case and SLP Grading Rubric - Nov 4, 2013
Criteria
Level 4 - Excellent
Level 3 - Proficient
Level 2 - Developing
Level 1 - Emerging
Score and Feedback
Assignment-Driven Criteria
25 points
Demonstrates mastery covering all key elements of the assignment in a substantive way.
22 points
Demonstrates considerable proficiency covering all key elements of the assignment.
18 points
Demonstrates partial proficiency covering all key elements of the assignment.
14 points
Demonstrates limited or poor proficiency covering all key elements of the assignment.
18 points
Critical Thinking
10 points
Demonstrates mastery conceptualizing the problem, and viewpoints and assumptions of experts are analyzed, synthesized, and evaluated thoroughly; conclusions are logically presented with appropriate rationale.
9 points
Demonstrates considerable proficiency conceptualizing the problem, and viewpoints and assumptions of experts are analyzed, synthesized, and evaluated proficiently; conclusions are presented with necessary rationale.
7 points
Demonstrates partial proficiency conceptualizing the problem, and viewpoints and assumptions of experts are analyzed, synthesized, and partially evaluated conclusions are somewhat consistent with the analysis and findings.
6 points
Demonstrates limited or poor proficiency conceptualizing the problem, and viewpoints and assumptions of experts are analyzed, synthesized, and limited or poorly evaluated conclusions are either absent or poorly conceived and supported.
7 points
Scholarly Writing
5 points
Demonstrates mastery and proficiency in scholarly written communication to an appropriately specialized audience.
4 points
Demonstrates considerable proficiency in scholarly written communication to an appropriately specialized audience.
3 points
Demonstrate partial proficiency in scholarly written communication to an appropriately specialized audience.
2 points
Demonstrates limited or poor proficiency in scholarly written communication to an appropriately specialized audience.
4 points
Quality of References and Assignment Organization
7 points
Demonstrates mastery using relevant and quality sources and uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.
6 points
Demonstrates considerable proficiency using somewhat appropriate sources and demonstrates considerable proficiency in using appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.
5 points
Demonstrates partial proficiency using occasionally appropriate sources and partially uses appropriate, relevant, and compelling content to support ideas, convey understanding of the topic and shape the whole work.
4 points
Demonstrates limited or poor proficiency using sources and appropriate and does not use appropriate, relevant, a ...
Assignment 1 Information InterviewsInstructionsInformationa.docxtrippettjettie
Assignment 1: Information Interviews
Instructions
Informational Interview (20%), due July 16th.
The information Interviews =two separate interviews: the first involves meeting and interviewing an entrepreneur or business ownerto gather information as to their business experience, strategy, and operations.
The second consists of interviewing a commercial banker or other financial professional, to obtain information
as to the bank loan requirement and approval process, and/or investment requirements and strategy, as well as critical factors needed for a banker or investor presentable business plan.
You should not wait until the due date to prepare, as meetings may be difficult to arrange at short notice. While face-to-face interviews are preferable, if your work schedule inhibits such preparation, you may conduct the interviews by telephone or via online/e-mail format.
Required Elements to include in the Informational Interview Write Up:
Students are responsible for developing questions that will garner the responses necessary to address the key elements of the assignment.
Include all of the following elements in your interview report:
· Provide a brief description of the business which includes the business form the nature of the business, how many years in business, and whether the business is local in nature, national, or international in scope;
· Why did the person decide to go into business, and what was the biggest obstacle they had to overcome in the early stages of the business;
· Did the owner develop a Business Plan before starting the business, why or why not;
· Discuss what makes the business unique and different from its competition and what is its value proposition;
· Does the company have a clearly defined strategy, what do you believe it is;
· Discuss the owners marketing and sales strategy for gaining and maintaining new business opportunities;
· What core business functions if any did the business decide to outsource and why;
· Discuss the hiring process and the core values that have been established for the organization;
· Discuss the financial management tools and metrics that the business owner depends on too manage growth and profitability;
· Discuss keys to success, from the owner's perspective;
· What the person would do differently if he/she had it to do all over again.
· Critically assess the current status of the business based on concepts presented in class. What would you say is the future for this business? Would you invest in this business? Why or why not?
· Interview questions must be included as an addendum to the assignment; however, these should not be counted toward the length requirement of the paper.
·
For the financial report, consisting of an interview with a commercial banker, investor, or financial professional, the content should include discussing the loan origination and approval process if interviewing a banker, or the investor analysis, decision making, and due diligence process if inte ...
Course Learning OutcomesBy the conclusion of this course, you CruzIbarra161
Course Learning Outcomes
By the conclusion of this course, you should be able to:
1. Assess psychiatric-mental health advanced practice nursing skills for strengths and opportunities
2. Develop professional plans in advanced nursing practice for the practicum experience
3. Apply advanced practice nursing assessment, diagnosis, and treatment skills in mental health settings
4. Analyze cases involving advanced care of patients across the lifespan in mental health settings
5. Formulate differential diagnoses for patients across the lifespan
6. Formulate plans of care for patients that incorporate individual, family, or group psychotherapy interventions
Master of Science in Nursing
Practicum Experience Plan
Overview:
Your Practicum experience includes working in a clinical setting that will help you gain the knowledge and skills needed as an advanced practice nurse. In your practicum experience, you will develop a practicum plan that sets forth objectives to frame and guide your practicum experience.
As part of your Practicum Experience Plan, you will not only plan for your learning in your practicum experience but also work through various patient visits with focused notes as well as one (1) journal entry.
Complete each section below.
Part 1: Quarter/Term/Year and Contact Information
Section A
Quarter/Term/Year:
StudentContact Information
Name:
Street Address:
City, State, Zip:
Home Phone:
Work Phone:
Cell Phone:
Fax:
E-mail:
PreceptorContact Information
Name:
Organization:
Street Address:
City, State, Zip:
Work Phone:
Cell Phone:
Fax:
Professional/Work E-mail:
Part 2: Individualized Practicum Learning Objectives
Refer to the instructions in Week 2 to create individualized practicum learning objectives that meet the requirements for this course. These objectives should be aligned specifically to your Practicum experience. Your objectives should address your self-assessment of the skills found in the “PMHNP Clinical Skills Self-Assessment Form” you completed in Week 1.
As you develop your individualized practicum learning objective, be sure to write them using the SMART format. Use the resources found in Week 2 to guide your development. Once you review your resources, continue and complete the following. Note: Please make sure each of your objectives are connected to your self-assessment. Also, consider that you will need to demonstrate how you are advancing your knowledge in the clinical specialty.
Objective 1: <write your objective here> (Note: this objective should relate to a specific skill you would like to improve from your self-assessment)
Planned Activities:
Mode of Assessment: (Note: Verification will be documented in Meditrek)
PRAC Course Outcome(s) Addressed:
· (for example) Develop professional plans in advanced nursing practice for the practicum experience
· (for example) Assess advanced practice nursing skills for strengths and opportunities
Objective ...
CompetencyApply statistics to different quality methods in healt.docxmccormicknadine86
Competency
Apply statistics to different quality methods in healthcare.
Course Scenario
Chaparral Regional Hospital is a small, urban hospital of approximately 60 beds, and offers the following:
· Emergency room services
· Intensive care
· Surgical care
· Obstetrics
· Diagnostic services
· Some rehabilitation therapies
· Inpatient pharmacy services
· Geriatric services and
· Consumer physician referral services
Recently, the CEO has been hearing complaints from both patients and staff. You have been hired to design and implement a Quality Improvement Plan to help uncover quality problems and satisfactorily resolve them.
Scenario Continued
Your CEO has requested that you provide employee training on Quality Improvement. You have done an initial survey of patient satisfaction, and the CEO has asked you to explain how the data will be analyzed, using this initial data.
Given the variety of complaints coming from both employees and patients, it is critical for everyone to understand the importance of conducting the survey and obtaining solid data.
Question
Great
5
Good
4
OK
3
Fair
2
Poor
1
No Response
Total
Facility and Convenience
Hours of Operations
10
17
3
0
10
0
40
Convenience of location
10
15
5
3
3
4
40
Cleanliness
11
14
8
4
3
0
40
Waiting time in reception area
9
16
0
4
11
0
40
Comfort while waiting
20
10
5
5
0
0
40
Staff
Explained procedure
17
9
8
0
6
0
40
Questions answered
11
15
7
2
3
2
40
Friendly and helpful
21
5
5
7
2
0
40
Knowledgeable and professional
6
21
4
3
3
0
40
Modesty respected
12
14
8
0
6
0
40
Confidentiality respected (HIPAA)
10
10
14
5
1
0
40
Overall Satisfaction
Overall impression of visit
30
0
5
3
2
0
40
Willingness to return
31
0
9
0
0
0
40
Likelihood of referring to others
32
0
4
3
1
0
40
Respondents were also asked about their wait times. Here is the data on wait times:
Number responding
Wait time before being checked in at Reception
4
10 minutes
16
15 minutes
8
20 minutes
12
25 minutes
Number responding
Wait time before being seen by a healthcare professional
2
10 minutes
6
15 minutes
10
20 minutes
22
25 minutes
Instructions
You are to create an agenda for the training and a memo with bullet points to present the statistical analysis of the initial data. The memo should include an explanation of each of the statistical results. In particular, you should be able to explain what the results mean to the facility.
Determine the percentages of the following:
· Percent who responded with a 5 (Great) on "Overall impression of the visit"
· Percent who responded with a 2 (Fair) or 1 (Poor) on "Overall impression of the visit"
· Percent who responded with a 5 (Great) on "Willingness to return"
· Percent who responded with less than 5 on "Willingness to return"
· In the area of "Facility and Convenience," which indicator had the highest percentage of 5 (Great) responses? Which had the lowest?
· In the area of "Staff," which indicator had the highest percentage of 5 (Great) responses? Which had the lowest? ...
Balance SheetPollys Pet ProductsBalance Sheet as of December 31, .docxjasoninnes20
Balance SheetPolly's Pet ProductsBalance Sheet as of December 31, 2018ASSETSCURRENT ASSETSCashAccounts receivable50,000Other assets25,000Total current assetsLONG TERM ASSETSFixed Assets75,000TOTAL ASSETSLIABILITIES AND STOCKHOLDERS' EQUITYCURRENT LIABILITIESAccounts payable75,000Accrued expensesIncome tax payable5,000Current portion of notes payable12,000Deferred income taxes1,500Total current liabilities123,500LONG TERM LIABILITIESNotes payable (long term)TOTAL LIABILITIES161,500STOCKHOLDERS' EQUITYCommon stock5,000Additional paid-in capital15,000Retained EarningsTotal stockholders' equityTOTAL LIABILITIES AND STOCKHOLDERS EQUITY
Diamond Gem Cleaning and Maintenance Service
Balance Sheet
Year Ended December 31, 20XX
Income StatementPolly's Pet ProductsIncome Statement as of December 31, 2018Revenues650,000Operating CostsGross Profit205,000General and Administrative Expenses75,000Operating IncomeOther Expense60,000Income Before Provision for Income TaxesProvision for Income Taxes5,000Net IncomeRetained Earnings, Beginning Balance103,500Net IncomeRetained Earnings, Ending Balance
Diamond Gem Cleaning and Maintenance Service
&"-,Bold"Statement of Income and Retained Earnings
Year Ended December 31, 20XX
Stmt of Cash FlowsPolly's Pet ProductsStatement of Cash Flows as of December 31, 2018Cash Flows from Operating ActivitiesCash received from customers600,000Cash paid out to suppliers and employeesInterest paid(5,000)Taxes paid(10,000)Net cash provided by operating activities185,000Cash Flows from Investing ActivitiesPurchase of fixed assets(25,000)Net cash used in investing activities(25,000)Cash Flows from Financing ActivitiesNew loans50,000Repayments on loans(45,000)Issuance of common shares of stock5,000Net cash provided by financing activitiesNet change in CashCash balance, beginning of year30,000Cash balance, end of year
Master Schedule Creation
Purpose:
The purpose of this assignment is to illustrate your understanding of how the master schedule is created and how it is used to create an MRP schedule.
Using the scenario below
Create a 12-month master schedule.
Create a MRP schedule that supports the master schedule.
Jones Company now needs to develop a master schedule and an MRP schedule based on the customer demand forecast you developed for the X52 power supply back in Assignment 1. They’ve asked for your assistance. Use this forecast: JAN THROUGH APRIL 2,700 per month; MAY THROUGH AUGUST 3,000 per month; SEPTEMBER THROUGH DECEMBER 3,300 per month. Lot sizes for X52 are 3,000 and to produce one X52, you need two units of 23A, one unit of 46B, and three units of 29C. You currently have 6,000 units of 23A in stock, 4,000 of 46B and 9,000 of 29C. Lead time to buy each of these three components is one month.
Required Elements of the 12- Month Master Schedule:
Use a spreadsheet or a template you develop to create a 12 month master schedule. Make sure to include all requirements for each month.
Explain in detail, using the ...
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
4. The Training Plan
Step 1 Learning objectives
Learning objectives must be precise
and measurable. Apply Blooms taxonomy.
Step 2 Rubrics
Rubrics gives perspective to the assessment.
Students know what’s expected of them and
instructors have a guide for grading.
Step 3 Assessment
Assessments should be guided by the
learning objectives. Decide what students should know. Plan
the lessons accordingly and assess accordingly.
Step 4 Course Evaluation
The course evaluation should assess the students’ experience
and feedback on the training program or course.
5. Tools and Resources for Training and
Assessment
SharePoint Site
Video Conferencing
Teleconferencing
Instant Messaging
Survey Monkey
7. Week One Assessment and Rubric
Criteria 1 Demonstrate the correct techniques for assessing clients’ servicing Grades
preferences at least 80% of the time.
Does not Meet Incorrectly assess clients’ servicing preferences. 0 - 1
Expectation
Minimal Incorrectly assess clients’ servicing preferences or correctly assess but 2 - 3
Expectation does not apply this knowledge in providing service to the client.
(Progressing)
Meets Expectation Correctly assess clients’ preferences and deliver service accordingly 4
Exceeds Correctly assess clients’ preferences and apply these principles. Apply 5
Expectation more complex tactics to exceed the clients’ expectation.
Criteria 2 As outlined in the lesson; apply effective communication techniques at Grades
least 80% of the time while responding the clients’ requests
Does not Meet Does not apply effective communication techniques 0 - 1
Expectation
Minimal Scarcely apply effective communication skills; Minimally apply 2 - 3
Expectation techniques learnt in servicing clients’ requests
(Progressing)
Meets Expectation Use effective communication techniques 80% of the time 4
Exceeds Use effective communication techniques as appropriate more than 80% of 5
Expectation the time
Criteria 3 Demonstrate proper note taking techniques at least 80% of the time Grades
while servicing client’s requests
Does not Meet Does not demonstrate proper note taking techniques during call; 0 - 1
Expectation Demonstrate proper note taking techniques less than half the time
Minimal Demonstrates proper note taking skills some times; Demonstrate limited 2 - 3
Expectation skills in note-taking; does not apply all skills as appropriate; does not
(Progressing) capture information accurately most times
Meets Expectation Demonstrate effective note taking skills at least 80% of the time; apply 4
skills as appropriate; capture accurate notes
Exceeds Demonstrate proper note taking skills as appropriate 100% of the time 5
Expectation
Criteria 4 Applying techniques discussed in class; professionally and courteously Grades
defuse situations with upset or irate clients at least 80% of the time.
Does not Meet Does not apply techniques to defuse upset or irate client situations; 0 - 1
Expectation scarcely apply correct techniques as appropriate
Minimal Apply defusing techniques as appropriate on an average; limited efforts in 2 - 3
Expectation applying the necessary techniques
(Progressing)
Meets Expectation Successfully apply defusing techniques and controlled call 4
Exceeds Successfully apply defusing techniques as appropriate and controlled call 5
Expectation with maximum results
Criteria 5 Use delightful language at least 80% of the time while servicing Grades
clients’ requests.
Does not Meet Does not use delightful language during calls; extremely limited use of 0 - 1
Expectation delightful language where appropriate
Minimal Average use of delightful language in servicing calls; awkwardly use 2 - 3
Expectation delightful language.
(Progressing)
Meets Expectation Appropriately uses delightful language throughout the call; Use delightful 4
language 80% of the time where required or as appropriate
Exceeds Uses delightful language more than 100% of time as appropriate or as 5
Expectation required
8. Week Two Assessment and Rubric
Criteria 1 Explain the term ACH with at least 90% accuracy Grades
Does not Meet Does not respond; vague or unrelated definition of term 0 -1
Expectation
Minimal Partly explain the term based on the standards discussed during the lesson; 2-3
Expectation vague explanation
(Progressing)
Meets Expectation Correct explain the term ACH 4
Exceeds Accurately explain the term ACH, include examples or references 5
Expectation
Criteria 2 List at least five rules that governs ACH processing Grades
Does not Meet Does not list; lists less than three rules 0 - 2
Expectation
Minimal Lists three rules 3
Expectation
(Progressing)
Meets Expectation Lists four rules 4
Exceeds Lists five rules or more 5
Expectation
Criteria 3 Define 5 different ACH transaction types Grades
Does not Meet No attempt made; lists but does not define; define less than three 0 -2
Expectation transaction types; vague definitions
Minimal Accurately defines three ACH transaction types; list all but defines at least 3
Expectation three; define five ACH types but not with desired accuracy.
(Progressing)
Meets Expectation Accurately defines at least four ACH transaction types 4
Exceeds Accurately defines five ACH transaction types; include examples 5
Expectation
Criteria 4 Using the appropriate systems locate selected ACH transactions using Grades
the amt and account numbers
Does not Meet Locates 50% of ACH transactions as instructed within the required time 0 - 2
Expectation frame
Minimal Locates 60-70% of ACH transactions as instructed within the required time 3
Expectation frame
(Progressing)
Meets Expectation Locates 80% ACH transactions as instructed within required time frame 4
Exceeds Locates greater than 80% of ACH transactions within given time. 5
Expectation
Criteria 5 In less than five minutes, locate an addendum for an ACH transaction Grades
using the appropriate systems.
Does not Meet Does note locate; Locate addendum in 10 – 15 minutes 0 - 2
Expectation
Minimal Locate addendum in 6 – 10 minutes 3
Expectation
(Progressing)
Meets Expectation Locate addendum in 5 minutes 4
Exceeds Locates addendum in less than 5 minutes 5
Expectation
9. Customer Service Skills Assessment
This Assessment evaluates the extent to which each student/employee demonstrates the
five primary skills integral to excellent customer service.
Students should be able to:
Assess clients' servicing preferences and act accordingly
Use effective communication techniques
Demonstrating proper note-taking skills
Demonstrate Defusing Techniques-defuse irate client situations
Use Delightful Language
Each student will be monitored and assessed within a real-life or simulated environment.
Number of calls monitored - 10
For each of the 10 calls students will be rated on all 5 criteria. Students may earn a
maximum of 5 points for each criterion on each call.
Total scores will be tallied by criteria were students may earn a maximum of 50 points per
criteria overall (5*10)
Minimum score to meet requirements for each criteria is 40
1. Demonstrated the correct techniques for assessing clients’ servicing preferences
0 2 4
1 3 5
2. As outlined in the lesson; applied effective communication techniques.
0 2 4
1 3 5
3. Student demonstrated proper note-taking techniques.
0 2 4
1 3 5
4. Student applied techniques discussed in class; professionally and courteously
defuse
situations with upset or irate clients
0 2 4
1 3 5
5. Used delightful language while servicing clients’ requests.
0 2 4
1 3 5
10. ACH Week Two Assessment
This assessment tests your knowledge of the ACH content covered so far in this course.
Please answer the first three questions
You have 15 minutes to answer the first three questions.
Once complete with the first three questions, indicate to the instructor. You will be given further
instructions that covers questions four and five.
Questions Four and Five:
Each student will be given instructions to locate transactions and addendum as indicated.
Each student will be assigned to a computer and a time set to complete these two questions.
The instructor will time each student and scores recorded.
1. Explain the term ACH. You may use examples and/or references to
strengthen your answer.
Possible score (0 - 5 points)
2. List at least five rules that govern ACH processing
Possible score (0 - 5 points)
3. Define 5 different ACH transaction types
Possible score (0 - 5 points)
4. Using the appropriate systems locate selected ACH transactions using the
amt,
date and account numbers.(Transaction details provided by instructor)
Possible score (0 - 5 points)
5. In less than five minutes, locate an addendum for an ACH transaction using
the
appropriate systems. (Transaction details provided by instructor)
Possible score (0 - 5 points)
11. New Hire Training Program Survey
This survey is designed to gather feedback regarding your training experience. Please answer all
questions to help us analyze the benefits of this training and for planning future training initiatives.
1. The material covered in the training was relevant to my job
Yes
No
2. The material was presented in an interesting way
Yes
No
Partially
3. The instructor was knowledgeable about the subject matter
Yes
No
4. The tools and resources helped you learn
Yes
No
5. Considering the objectives outlined at the start of the program;
based on your experience in this program were these objectives met?
Less than 60% of the objectives were met
60% - 80% of the objectives were met
80% - 99% of the objectives were met
100% of the objectives were met
6. I will be able to apply much of the material to my job
Strong Disagree
Agree
Neutral
Disagree
Strongly Disagree
7. How often do you see yourself using this application on the job?
Once per week
2-3 times per work week
4-7 times per work week
Greater than 7 times per work week
8. I feel that the training will help me do my job better
Yes
No
Not sure
9. How could the training be improved?
10. What topics would you request more information on, if any? State None if you are comfortable
Editor's Notes
Bank of America has six Commercial Business contact centers across the country that services its business and global customers. I have always toyed with the idea, that it would be a strategic business move if Bank of America decided to take a global approach to training its employees. I therefore decided to develop a distance learning New Hire Training plan. Of-course for purpose of the class and presentation the focus is on assessment and evaluation.
Now who wants to do this all the time? My guess is no one. Set in training sessions for a full 8 hrs, with shorts breaks and an hr lunch?
Now this is my dream for Corporate Training. Will I be the trainer that gets to stay on to facilitate they distance education class when BOA adopts it?…hmmm…maybe not..but that’s a different discussion for a different presentation. Now isn't this more convenient? Imagine Training for your new job…from the comfort of your own home
There are some hands on exercises necessary when training a Treasury Services Advisor – video conferencing is important in this aspect. One of my major challenges while developing the assessments for this group was to ensure that I applied the most suitable tools and resources that would make the assessment most effective. Video conferencing is most important so we can engage in virtual group sessions and when observing advisor actions are necessary.
