NRFThe National Response Framework (NRF) is a guide to how.docx
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The National Response Framework (NRF) establishes the fundamental mission for emergency response in the United States, including engaging partnerships, tiered responses, and unified efforts. The National Incident Management System (NIMS) guides government and private sector organizations on allocating resources and coordinating response efforts for any type of national emergency. The Incident Command System (ICS) provides an organizational structure and tools to help all response agencies work together efficiently and precisely during emergencies. Effective communication and coordination between responding entities is also important for clear understanding of roles and responsibilities.
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LIVING WITH THE EARTHObjectives for this.docx
LIVING WITH THE EARTH
Objectives for this Chapter
A student reading this chapter will be able to:
Discuss the history and origins of Incident Command System (ICS), the National Incident Management System (NIMS), and The National Response Plan (NRP.
List and describe the major components of ICS, NIMS, and NRP
Objectives for this Chapter
A student reading this chapter will be able to:
Describe and discuss the role of Environmental Health professionals in emergency/disaster response.
IntroductionIt is not terrorist bombs or the release of anthrax spores that spawned the birth of modern day emergency preparedness.
USS Cole
IntroductionIt began with a wildfire in Southern California in 1970 that swept through several counties during a 13 day period burning more than half a million acres, destroying over 700 structures, and costing 16 lives.
FIRESCOPEthe 92nd Congress approved funding for the U.S. Forest Service Research group to design a system or process to significantly improve the capacity of the agencies in Southern California to provide protection against wildfires.
This became known as FIRESCOPE (Firefighting Resources of California Organized for Potential Emergencies).
FIRESCOPE
There were five major program components that required planning and attention.
The coordination of the resources among many agencies during a large incident,
Creating a standard and easily understood terminology by all participants to avoid the use of professional jargon that would differ among police, fire, and emergency medical responders,
Code Four-----I'm okay or Are you okay? Police
Fire departments almost never use this term.
FIRESCOPE
Develop systems and technical capacity that would permit communication among many participating agencies,
Provide training to all members of the participating agencies in communication, terminology, and command structure, and
Develop better methods for predicting the behavior of fires.
Incident CommandThese objectives were ultimately condensed into two components of the FIRESOPE system designated as:Incident Command System (ICS) that provided a specific command structure and coordinated incident management tool.Multi-Agency Coordination System (MACS) that improved coordination among multiple agencies for large incidents that demanded massive resources.
ICSICS structure and successfully employed ICS on a number of wildland and urban fires in 1978. The use of ICS expanded to non-fire incidents. The management of these incidents was “all-hazard” as they employed the well documented and proven command structure of ICS to a wide variety of incidents.
NIIMSInitial steps to extend this ICS management structure began in 1983 with the creation of the National Inter-Agency Incident Management System (NIIMS).
Post 9/11In swift reaction to 9/11, the Homeland Security Act of 2002 (H.R. 5005-8) was approved with the purpose of establishing a Department of Homeland Secur ...
The Life of the National Incident Management System
The National Incident Management System (NIMS) guides all levels of government, nongovernmental organizations (NGO), and the private sector to work together to prevent, protect against, mitigate, respond to, and recover from incidents. NIMS was published in March of 2004, updated in December of 2008, and updated again in October of 2017.
National Response Framework i t
National Response Framework
i
t
N
ational Response
Fra
mework
Fourth Edition
October 28, 2019
National Response Framework
ii
Execut ive Summary
The National Response Framework (NRF) provides foundational emergency management doctrine for
how the Nation responds to all types of incidents. The NRF is built on scalable, flexible, and adaptable
concepts identified in the National Incident Management System (NIMS) to align key roles and
responsibilities across the Nation. The structures, roles, and responsibilities described in this
Framework can be partially or fully implemented in the context of a threat or hazard, in anticipation of
a significant event, or in response to an incident. Implementation of the structures and procedures
described herein allows for a scaled response, delivery of specific resources and capabilities, and a
level of coordination appropriate to each incident.
Responding to disasters and emergencies requires the cooperation of a variety of organizations; the
larger or more complex the incident, the greater the number and variety of organizations that must
respond. Think of a residential fire: Firefighters are leading the charge; public works may be on scene
providing traffic control; police are providing security; emergency medical services personnel are
triaging, transporting, and redistributing injured to local hospitals; and a local nonprofit or voluntary
organization (e.g., American Red Cross and Salvation Army) may be on hand to assist displaced
residents. For large disasters, such as major hurricanes or earthquakes, the incident complexity is
increased as others—such as states or tribes and, ultimately, the Federal Government—become
involved. Businesses, voluntary organizations, and other elements of the private sector are also key
stakeholders, providing the essential services that must be restored following an incident. The NRF
provides the foundation for how these organizations coordinate, integrate, and unify their response.
The unprecedented scale of recent disasters has spurred continued innovation in response operations
and highlighted the need for further progress to build resilient capabilities to respond to disasters of
increasing frequency and magnitude. This fourth edition of the NRF embraces lessons-learned from
those disasters and shares emerging best practices.
Since publication of the third edition of the NRF in 2016, disaster response operations have
underscored the paramount importance of sustaining essential community lifelines. The Framework
defines community lifelines as those services that enable the continuous operation of critical
government and business functions and are essential to human health and safety or economic security.
If disrupted, rapid stabilization of community lifelines is essential to restoring a sense of normalcy.
Recent disasters have illuminated two underlying features o ...
Explain how the concept of whole community is used at the local le.docx
Explain how the concept of whole community is used at the local level of government to mitigate against risk.
Instructions: Fully utilize the materials that have been provided to you in order to support your response. Your initial post should be at least 350 words. APA format, use ctations.
Lesson
Week Two – The National Preparedness System
In March of 2011, the executive branch of the federal government issued Presidential Policy Directive (PPD) 8. This directive described how the nation will prepare for those threats and hazards that constitute the greatest risk to national security. PPD 8 was followed in the fall of that same year with the publication of the National Preparedness Goal (which was updated in 2015), and then a month later with the National Preparedness System (NPS). Similar to the term “risk” that was focused upon in our first lesson, “prepare” or “preparedness” are key terms as well as it relates to the underlying principles of this entire course. In order to properly examine the National Preparedness System, these terms as used within the context of the NPS must be understood.
As previously noted, we directed attention upon the notion of risk last week. We should remain cognizant that risk refers to the overall consequences represented by various types of threats and hazards. The analysis of risk rests within an all-hazards system and approach, wherein all dangers to a community are examined. In addition, these dangers are prioritized, not on preconceived notions of importance, but upon the actual, detrimental impact they have on a community. Acts of terrorism and of other man-made incidents of violence must be considered alongside natural and technological hazards as well; prioritized in a manner where preparedness and mitigation efforts can be appropriately discussed, formulated, and implemented. In essence, through its various components, the National Preparedness System offers a very consistent and dependable methodology that can be applied to a host of activities; those that range from aiding the decision making process to identifying and allocating resources (DHS, 2011).
So just as the NPS requires us to take a broad view of those elements that determine risk, it similarly requires us to take a wide-ranging view of preparedness as well. In essence, preparedness refers to a community’s ability to respond immediately to a disastrous event (remember, disaster events range from acts of terrorism to industrial accidents to natural disasters). Preparedness also refers to the community’s ability to recover from the event; and preparedness refers to all of those actions taken by the community to either prevent the event, or to mitigate the consequences of that event.
Within the National Preparedness System, the National Preparedness Goal (2015) defines the system’s measure of success as “A secure and resilient nation with capabilities required across the whole community to prevent, protect against, mitigate, respon ...
Recommended
LIVING WITH THE EARTHObjectives for this.docx
LIVING WITH THE EARTH
Objectives for this Chapter
A student reading this chapter will be able to:
Discuss the history and origins of Incident Command System (ICS), the National Incident Management System (NIMS), and The National Response Plan (NRP.
List and describe the major components of ICS, NIMS, and NRP
Objectives for this Chapter
A student reading this chapter will be able to:
Describe and discuss the role of Environmental Health professionals in emergency/disaster response.
IntroductionIt is not terrorist bombs or the release of anthrax spores that spawned the birth of modern day emergency preparedness.
USS Cole
IntroductionIt began with a wildfire in Southern California in 1970 that swept through several counties during a 13 day period burning more than half a million acres, destroying over 700 structures, and costing 16 lives.
FIRESCOPEthe 92nd Congress approved funding for the U.S. Forest Service Research group to design a system or process to significantly improve the capacity of the agencies in Southern California to provide protection against wildfires.
This became known as FIRESCOPE (Firefighting Resources of California Organized for Potential Emergencies).
FIRESCOPE
There were five major program components that required planning and attention.
The coordination of the resources among many agencies during a large incident,
Creating a standard and easily understood terminology by all participants to avoid the use of professional jargon that would differ among police, fire, and emergency medical responders,
Code Four-----I'm okay or Are you okay? Police
Fire departments almost never use this term.
FIRESCOPE
Develop systems and technical capacity that would permit communication among many participating agencies,
Provide training to all members of the participating agencies in communication, terminology, and command structure, and
Develop better methods for predicting the behavior of fires.
Incident CommandThese objectives were ultimately condensed into two components of the FIRESOPE system designated as:Incident Command System (ICS) that provided a specific command structure and coordinated incident management tool.Multi-Agency Coordination System (MACS) that improved coordination among multiple agencies for large incidents that demanded massive resources.
ICSICS structure and successfully employed ICS on a number of wildland and urban fires in 1978. The use of ICS expanded to non-fire incidents. The management of these incidents was “all-hazard” as they employed the well documented and proven command structure of ICS to a wide variety of incidents.
NIIMSInitial steps to extend this ICS management structure began in 1983 with the creation of the National Inter-Agency Incident Management System (NIIMS).
Post 9/11In swift reaction to 9/11, the Homeland Security Act of 2002 (H.R. 5005-8) was approved with the purpose of establishing a Department of Homeland Secur ...
The Life of the National Incident Management System
The National Incident Management System (NIMS) guides all levels of government, nongovernmental organizations (NGO), and the private sector to work together to prevent, protect against, mitigate, respond to, and recover from incidents. NIMS was published in March of 2004, updated in December of 2008, and updated again in October of 2017.
National Response Framework i t
National Response Framework
i
t
N
ational Response
Fra
mework
Fourth Edition
October 28, 2019
National Response Framework
ii
Execut ive Summary
The National Response Framework (NRF) provides foundational emergency management doctrine for
how the Nation responds to all types of incidents. The NRF is built on scalable, flexible, and adaptable
concepts identified in the National Incident Management System (NIMS) to align key roles and
responsibilities across the Nation. The structures, roles, and responsibilities described in this
Framework can be partially or fully implemented in the context of a threat or hazard, in anticipation of
a significant event, or in response to an incident. Implementation of the structures and procedures
described herein allows for a scaled response, delivery of specific resources and capabilities, and a
level of coordination appropriate to each incident.
Responding to disasters and emergencies requires the cooperation of a variety of organizations; the
larger or more complex the incident, the greater the number and variety of organizations that must
respond. Think of a residential fire: Firefighters are leading the charge; public works may be on scene
providing traffic control; police are providing security; emergency medical services personnel are
triaging, transporting, and redistributing injured to local hospitals; and a local nonprofit or voluntary
organization (e.g., American Red Cross and Salvation Army) may be on hand to assist displaced
residents. For large disasters, such as major hurricanes or earthquakes, the incident complexity is
increased as others—such as states or tribes and, ultimately, the Federal Government—become
involved. Businesses, voluntary organizations, and other elements of the private sector are also key
stakeholders, providing the essential services that must be restored following an incident. The NRF
provides the foundation for how these organizations coordinate, integrate, and unify their response.
The unprecedented scale of recent disasters has spurred continued innovation in response operations
and highlighted the need for further progress to build resilient capabilities to respond to disasters of
increasing frequency and magnitude. This fourth edition of the NRF embraces lessons-learned from
those disasters and shares emerging best practices.
Since publication of the third edition of the NRF in 2016, disaster response operations have
underscored the paramount importance of sustaining essential community lifelines. The Framework
defines community lifelines as those services that enable the continuous operation of critical
government and business functions and are essential to human health and safety or economic security.
If disrupted, rapid stabilization of community lifelines is essential to restoring a sense of normalcy.
Recent disasters have illuminated two underlying features o ...
Explain how the concept of whole community is used at the local le.docx
Explain how the concept of whole community is used at the local level of government to mitigate against risk.
Instructions: Fully utilize the materials that have been provided to you in order to support your response. Your initial post should be at least 350 words. APA format, use ctations.
Lesson
Week Two – The National Preparedness System
In March of 2011, the executive branch of the federal government issued Presidential Policy Directive (PPD) 8. This directive described how the nation will prepare for those threats and hazards that constitute the greatest risk to national security. PPD 8 was followed in the fall of that same year with the publication of the National Preparedness Goal (which was updated in 2015), and then a month later with the National Preparedness System (NPS). Similar to the term “risk” that was focused upon in our first lesson, “prepare” or “preparedness” are key terms as well as it relates to the underlying principles of this entire course. In order to properly examine the National Preparedness System, these terms as used within the context of the NPS must be understood.
As previously noted, we directed attention upon the notion of risk last week. We should remain cognizant that risk refers to the overall consequences represented by various types of threats and hazards. The analysis of risk rests within an all-hazards system and approach, wherein all dangers to a community are examined. In addition, these dangers are prioritized, not on preconceived notions of importance, but upon the actual, detrimental impact they have on a community. Acts of terrorism and of other man-made incidents of violence must be considered alongside natural and technological hazards as well; prioritized in a manner where preparedness and mitigation efforts can be appropriately discussed, formulated, and implemented. In essence, through its various components, the National Preparedness System offers a very consistent and dependable methodology that can be applied to a host of activities; those that range from aiding the decision making process to identifying and allocating resources (DHS, 2011).
So just as the NPS requires us to take a broad view of those elements that determine risk, it similarly requires us to take a wide-ranging view of preparedness as well. In essence, preparedness refers to a community’s ability to respond immediately to a disastrous event (remember, disaster events range from acts of terrorism to industrial accidents to natural disasters). Preparedness also refers to the community’s ability to recover from the event; and preparedness refers to all of those actions taken by the community to either prevent the event, or to mitigate the consequences of that event.
Within the National Preparedness System, the National Preparedness Goal (2015) defines the system’s measure of success as “A secure and resilient nation with capabilities required across the whole community to prevent, protect against, mitigate, respon ...
National Preparedness System (NPS) component: TractorFax's Incident Managemen...
National Preparedness System (NPS) component: 2011 - 2013 DHS/FEMA Strategic Plan Initiative #1 "The whole community approach to emergency operations.
1 im ts in colorado emsac november 2011 powerpoint presentation
Presentation on Colorado IMTs and how they can assist during an incident.
National Incident Management System (NIM) Command and Management System
Slide show depicting the U.S. National Incident Management System (NIMs) Command and Management System
Post 1The whole community” approach as described in the Nat
Post 1
The “whole community” approach as described in the National Preparedness Goal refers to the shared responsibility amongst governmental, non-governmental, public and private sector entities, communities and individuals to work together in order to ensure national security and promote resilient communities (FEMA.gov, 2015, p. 1-2). Meaning that individuals must not simply rely on the federal, state or local governments to ensure thier safety and security, but individuals must take thier own safety seriously. Furthermore, the problem does not go away with more funding. Appropriate guidance, laws, education, training, and equipment all play significant roles in national preparedness.
The concept of “whole community” is important when viewing both short- and long-term effects that natural and man-made disasters can have on a population. Hurricane Katrina is a perfect example of the lack of a "whole community approach" resulting in improper risk analysis and poor emergency planning. The substandard response and recovery efforts at the federal, state and community-level contributed to almost every issue negatively impacting this incident. Ultimately, there was no precedent for a natural disaster of that magnitude and community leaders and residents found themselves unprepared. There was no distinct chain of command to delegate resources for recovery and rescue operations. Breakdowns in coordination from the federal level to the local level were apparent. “State and local authorities understood the devastation but, due to destruction of infrastructure and response capabilities, lacked the ability to communicate with each other and coordinate a response, struggled to perform responsibilities such as the rescue of citizens stranded by the rising floodwaters, provision of law enforcement, and evacuation of the remaining population of New Orleans (Townsend, 2006, ch. 5).
The Federal Emergency Management Agency leads the charge of the whole community approach to emergency management with the goal of facilitating a culture that shifts primary responsibility from the federal government managing disaster recovery to a community-centric approach. Creating crosstalk between emergency management stakeholders, decision makers, and communities, facilitates exchange of information and best practices that can be shared between communities that have the same hazards and threats. Additionally, community leaders are able to form a shared understanding of thier respective needs and capabilities, leverage resources, strengthen infrastructure, forge more effective prevention, protection, response and recovery while increasing preparedness and resiliency across the community and the nation (FEMA.gov, 2011, p. 3).
Fostering a culture of shared responsibility places responsibility of emergency management on governments thereby sharing that responsibility amongst non-governmental, public and private sector agencies, and individual persons with the community ...
Response and recovery are the final two phases of disaster ma.docx
Response and recovery are the final two phases of disaster management. As an agency, I would tell the chief that these phases are just as important as mitigation and preparedness and have subcomponents that need to be addressed. Romans 8:28 states, “And we know that for those who love God all things work together for good, for those who are called according to his purpose.” I would advise the chief that in response and recovery the purpose is to save lives, which requires working together for the good of the people. Working together means with other agencies to include federal, state and local, as well as working with the stakeholders of the community. Coming together in these phases is our purpose to save lives.
As a department, I would instruct the chief that we need to be informed and follow the procedures of the national response framework (NRF), the national incident management systems (NIMS), and the incident command system (ICS). Training needs to be held to understand how NIMS and ICS work and are implemented in response to a disaster. All members of the police department and especially supervisors need to train and be able to follow ICS. This will prepare the department for responding. The chief should encourage redundancy in response and recovery. According to Nemeth (2016), redundancy means that the department will have multiple systems, subsystems, assets, or processes in case one fails, or one is lost (p. 548). It is important to have redundancy because Murphy’s law plays into effect in the most serious of times, and having a backup system can help reduce saving lives.
In recovery, resiliency is also very important. According to FEMA’s document on the national disaster recovery framework, “Resilience is the ability to prepare for and adapt to changing conditions and withstand and recover rapidly from disruptions. Resilience includes the ability to withstand and recover from deliberate attacks, accidents, or naturally occurring threats or incidents” (p. 8). The department should research and find resources that are available in our area to help in recovery. Leaning on the stakeholders in the community to help with recovery is a necessary component, as taking on this task alone will be difficult. The recovery phase includes “the reconstitution of government operations and services, housing and services for displaced families and individuals; and replenishment of stockpiles” (Lindsay, 2012, p. 3). The community the department serves must work together with the agency to be successful in this phase. I would instruct the chief the importance of community relations to help with recovery as they will be able to provide resources and possibly help cut down on the budget required to provide services.
Continuity of operations planning is another component that requires training and budgeting to accomplish, but is a fairly simple concept. The phases within the continuity of operations is readiness and .
Memo Re-implementing Guidelines on the use of ICS
Implementing guidelines on the use of Incident Command System (ICS) as an On-Scene Disaster Response and Management Mechanism under the Philippine Disaster Risk Reduction and Management System.
Discussion Topic #2 Compare and contrast the NIMS and the N.docx
Discussion Topic #2:
Compare and contrast the NIMS and the National Response Framework (NRF). Do we need both?
Additional Information: Please see the attachment
January 22, 2008
What’s New in the National Response Framework
New Name:
The
National Response Framework
supersedes the
National Response Plan
and more adequately serves as a guide to how the nation conducts incident response. The new name better aligns the document with its intent.
Purpose
: To ensure that government executives, private sector, nongovernmental organization (NGO) leaders, and emergency management practitioners across the nation understand domestic incident response roles, responsibilities and relationships in order to respond more effectively to any type of incident.
Broader Scope:
The
Framework
provides structures for implementing national-level policy and operational coordination for domestic incident response. In this document, incidents include actual or potential emergencies or all-hazard events that range from accidents and natural disasters to actual or potential terrorist attacks. Such incidents range from modest events wholly contained within a single community to others that are catastrophic in nature and national in their scope of consequences.
Wider Audience:
The
Framework
is intended for executive leadership and emergency management practitioners at all levels of government, as well as private sector, and nongovernmental organizations (NGOs).
Integrated Key Concepts:
An effective, unified national response requires layered, mutually supporting capabilities, with States having the primary responsibility for public health and welfare of its citizens. Five elemental principles of operation constitute national response doctrine:
Engaged partnerships
Tiered response
Scalable, flexible and adaptable operational capabilities
Unity of effort through unified command
Readiness to act
Expanded Focus on Partnerships:
The
Framework
states that an effective national response requires layered, mutually supporting capabilities. This approach affirms that local communities, tribes and States have primary responsibility for the safety and security of their citizens; that local leaders build the foundation for response and that resilient communities begin with prepared individuals and families.
Updated Planning Section:
The
Framework
contains a section that focuses on the critical importance of planning. The intent is to lay the groundwork to:
Link planning, preparedness, resource and asset management processes, and data in a virtual environment;
Prioritize plans and planning efforts to best support homeland security strategies and allow seamless transition to execution; and
Provide parallel and concurrent planning at all levels of government.
Improved Annexes and Appendixes:
The Emergency Support Functions and Support Annexes have been updated and remain an integral part of the
Framework
. The Incident Annexes will be revised a.
Mass Atrocities and Armed Conflict: Links, Distinctions and Implications for ...
Presentation from a brown bag lunch discussion organized by the UN Interagency Framework Team for Preventive Action on "Mass Atrocities and Armed Conflict: Links, Distinctions and Implications for Prevention", held on 23 March 2011.
Please note that the designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of the United Nations concerning the legal or development status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The mention of specific companies or products of manufacturers, whether or not these have been patented, does not imply that these have been endorsed or recommended by the United Nations in preference to others of a similar nature that are not mentioned.
5 9L O C A L G O V E R N M E N TIntegrating Emergency.docx
5 9
L O C A L G O V E R N M E N T
Integrating Emergency and Disaster Planning
A critical point that is often over-
looked in emergency management
is that an emergency does not
begin or end with the incident
itself. How a community responds
and recovers from a disaster
depends on proper planning,
preparation, and integration of all
facets of government and of emer-
gency response into our emergency
operations plans (EOPs).
When we think of how a city might
respond to an emergency, we often
focus on firefighters, medics, and
police. They are all an important
part of emergency response, but
they are only a part. Just as criti-
cal are public works, community
services, finance, and administra-
tion. An integrated plan must
include all aspects of government
and how those aspects interrelate.
As we saw with Hurricane Katrina,
the disaster itself is only a small
part of an emergency. The logistics
of how you evacuate citizens, how
you support their needs, and how
you keep track of those citizens
and their needs are critical. How
services are restored, temporary
shelter is supplied, and everything
is funded must be planned for. An
integrated plan must also include
citizen preparedness, continuity of
government (COG), and continuity
of operations (COOP). It should be
coordinated with other local plans
as well as with regional and state
plans. It should encompass part-
nering with nongovernmental
agencies (NGOs) and preposi-
tioned contracts. It must consider
planning for citizens and animals.
It must embrace public facilities,
critical records, and possible relo-
cation. It is also critical that in
developing this plan, elected offi-
cials have a clear understanding of
how all the parts fit together.
Elected officials, especially those
from small communities (where
they are often employed part–
time), have myriad issues to face
every day. But one fact remains:
during a disaster, who are the citi-
zens going to look to for answers?
It is the duty of elected officials to
have a clear understanding of how
the community will respond. It is
also critical to understand the
process that emergency operations
plans present in order to work
smoothly with the EOP and not
create additional problems.
During a disaster, we elected offi-
cials still have a critical role to
play, but we are not necessarily
going to be the ones in charge.
Emergency management is not an
area where we can afford to let
egos get in the way.
A valuable resource we all have in
our communities is citizens who
want to help. However, if untrained,
these well-meaning citizens can
compound problems and make an
emergency even more critical and
dangerous. Rather than take a pass
on using these volunteers, offering
citizen-based training should be a
focus in the preparation portion of a
plan. Community Emergency Re-
sponse Training (CERT), Map your
Neighborhood (MYN), neighborhood
emergency teams, and many othe.
Introduction The UNISDR defines the emergency response as the the.docx
Introduction
The UNISDR defines the emergency response as the “the provision of emergency services and public assistance during or immediately after a disaster in order to save lives, reduce health impacts, ensure public safety and meet the basic subsistence needs of the people affected” (UNISDR, 2009, p. 25). The primary focus of the disaster response is on immediate and short-term needs. Some response actions may extend well into the recovery stage. Since January 2008, FEMA introduced the National Response Framework (NRF) which intends “to ensure that the government executives, private sector and non-governmental organizations (NGO) leaders, and emergency management practitioners across the nation understand the domestic incident response roles, responsibilities and relationships in order to respond more effectively to any type of incident” (Haddow et al, 2014, p. 176).
The different definitions highlight the importance of collaborative work in the response while providing the required and coordinated assistance to save lives. In the aftermath of the 9/11 events, the changes made in the emergency management system in the United States has led to the issuances of several Homeland Security Presidential Directives (HSPDs) on matters pertaining to homeland security. One of the directives is the HSPD-5 Management of Domestic Incidents which establishes a single, comprehensive National Incident Management System (
NIMS
) and the National Response Framework (
NRF
).
The next paragraphs will give a short description of the HSPD-5. Then, a position of this presidential directive on its potential impact will complement the discussion.
Description Homeland Security Presidential Directive – 5
The emergency response responsibilities in the United States first belong to the local entities, being local and tribal communities or the local governments. The request for support is going beyond the local level towards higher levels such as state or federal levels, only if the local capacities to handle the crisis are completely overwhelmed or exceeded.
Actually, when the President Bush issued the HSPD-5 in 2003, his purpose was to enhance the ability of the United States to manage domestic incidents by establishing a single, comprehensive national incident management system. The management system covered the prevention, preparation, response, and recovery of terrorist attacks, major disasters, and other emergencies. The HSPD-5 was also aiming at allowing all levels of government throughout the nation to work efficiently and effectively together.
Possible impacts of the HSPD-5
The establishment and the implementation of the HSPD-5 through the NIMS and NRF (previously national response plan) have its pro and cons.
Positive impacts
Further empowerment of state and local authorities:
Despite the perceivable centralization of power Federal level, the directive clearly recognizes the primary roles and responsibilities of State and local authorities for the m ...
Crisis Mastery: Effective Emergency Response Strategies
Navigate uncertain times with confidence using our guide to mastering emergency response and crisis management. Explore strategic solutions and expert insights to enhance your preparedness, resilience, and decision-making. Empower your team with actionable strategies for effective crisis response, ensuring a swift and effective recovery. Trust in our comprehensive approach to safeguarding your organization in times of crisis. Stay ahead, stay resilient – your key to mastering emergency response in an ever-changing world.
Nurse Staffing and Inpatient Hospital Mortality.Write a Memora.docx
Nurse Staffing and Inpatient Hospital Mortality.
Write a
Memorandum
(no more than 2 pages) directed to your faculty answering the questions:
What questions the did researchers try to answer?
What study design was chosen for this study? Why?
What data was collected? Why?
What biases the study was subjected to?
What conclusions were made?
How a healthcare manager can use this study to guide departmental staffing?
**Refer to credible sources following APA format when appropriate
.
NR360 INFORMATION SYSTEMS IN HEALTHCARE Required Un.docx
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: Technology
Presentation
PURPOSE
The purpose of this assignment is to (a) explore and present an information technology used in the
healthcare system that supports the patient care experience and (b) develop the skills of team
communication, collaboration, and production.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO 1: Describe patient‐care technologies as appropriate to address the needs of a diverse patient
population. (PO 1)
• CO 5: Identify patient care technologies, information systems, and communication devices that
support safe nursing practice. (PO 5)
• CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to
data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)
• CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing
care. (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. For this team project, students will be assigned by faculty into teams of three to five individuals
depending upon class size.
2. Teams will receive a project grade based on assessment by the project rubric, which will then be
applied to each individual’s grade for the project minus points for lack of participation in the
development or presentation of the project.
3. The team leader will make all dropbox submissions for the course so that the
NR360 Technology Presentation Guidelines V1.docx Revised for SEP17 tz/css/slp 2
a. TURNITIN similarity index will not pickup inadvertent self‐plagiarism from another team
member’s submission
b. Course faculty will have only one submission to review and grade.
4. Use Microsoft PowerPoint 2007, 2010 or higher for systems’ compatibility.
a. Follow the best practices for PowerPoint construction & presentation
Preparing the Presentation
1. Prepare a PowerPoint presentation with speaker notes between 25‐30 slides, NOT including the
title and reference slides.
a. Speaker Notes
i. Outline and “script” the presentation for online students.
ii. Online students’ speaker notes should include the name of the student who
researched and presented the slide information.
iii. Campus students follow the guidelines of your course instructor.
b. Scholarly writing and APA 6th Edition guidelines should be followed as applicable to
PowerPoint slides.
c. Cite sources in APA format in the applicable slides and include the APA formatted
reference in your reference list slide(s) ‐ Minimum 6 references
d. Spelling, grammar, and punctuation apply even in bullet points and speaker slides (e.g.,
quotation marks, i.
NUR3020Assignment 1 Application of Law and Ethics Modules.docx
NUR3020
Assignment 1: Application of Law and Ethics Modules
Contents
Objectives: Assignment one: 1
Process 1
Assignment Brief 2
Assignment Section One: Patient Safety/Nursing Care 2
Assignment Section Two: The Tort of Negligence 3
Assignment Section Three: Ethical Issues 3
Guidelines 4
References 4
Objectives: Assignment one:
After successfully completing this assignment students will:
1. Demonstrate an understanding of law and ethics in 21st Century registered nursing practice in Australia
2. Apply published theory to case situations.
3. Synthesise published material with the student’s own analysis to demonstrate appropriate conclusions.
4. Demonstrate professional communication in the accepted form of an Academic Assignment.
Process
1. Due Date: Monday, August 14, 2017 Extension to Tuesday, Aug 22nd.
2. Word limit is 2000 words – 10% deviation allowed
3. This piece of assessment is an individual submission; it is not group work – it must be your own and will be electronically tracked against other submissions.
4. Submitted via Study Desk, course site (only) - no emailed copies or hard copy accepted
5. Please submit Marking Guide as a separate document (in WORD).
6. APA6 referencing is required as per the USQ Library guide is expected.
7. The teaching team is not in a position to review drafts – but welcomes questions and outlines of your work and questions about areas you may find challenging! These can be in the Communities of Practice if you feel the question would benefit your peers, or emailed to Marie Cleary individually if you feel it is something of an individual nature.
8. Request for extensions are for extenuating circumstances and must be at least three days prior to due date. The examiner will request a ‘work in progress’ at the point of request.
Assignment Brief
Conduct an analysis of the Case: Findings of the Inquest into the death of Albert Eric Bruce Biffin addressing the three sections as outlined.
In the report of the Inquest into the death of Albert Eric Bruce Biffin1 the Coroner identified the medical cause of death as complications of an incarcerated umbilical hernia. It was known that Mr Biffin had a long medical history however was still relatively independent in his residential care environment. Mr Biffin died on February 27, 2013 at the age of 86.
A number of registered nurses, were involved in Mr Biffin’s care in the period February 24, 2013 to February 27, 2013. The role of the assistant in nursing, the endorsed enrolled nurse and the registered nurse were key within the chain of events that transpired and affected the deterioration and death of Mr Biffin.
In a chapter provided for you on DIRECT readings on the study desk for NUR3020, McDonald and Then (2014) discuss that while individuals can make errors, it also may be difficult to attribute to one person. (McDonald & Then, 2014, p. 134).
Assignment Section One: Patient Safety/Nursing Care
Section 1 - Conduct an analysis of the nur.
Numinous AlienatedBifurcateAnthropocentricEmbo.docx
Numinous
Alienated
Bifurcate
Anthropocentric
Embody
Supernatural
Stultifying
Slogan
Ubiquitous
Justification
Contingently
Impermissible
Cannibalize
Antecedent
Utilitarian
Degradation
Ideology
Paradigm
Moral
Ethical
Dilemma
Essay 3 (20 points): Life
Context: Over the last two quarters, we have studied monster stories, real life “monstrous” events, and our
life-threatening fears to find that, as Stephen King said, they “make us feel alive.” Aside from forcing us to
consider our own mortality, your cultural stories (told last quarter -- sooo long ago!) also incorporated elements
of your historic and cultural lessons aimed at teaching you to be “good.”
Assignment: For this next paper, you’ll come to terms with the phrase “a good life,” forward other theorists’
research on the matter, and expand your findings by assessing/interpreting your own life.
Basic Requirements:
● MLA format
● Incorporate _____ sources to help you define your terms
● A minimum of 4 sources - only one may be from our past readings.
● A minimum of 3.5 pages (The Works Cited does not count as a page)
Skills Required:
● Research and critical selection of sources
● Citing like a boss
● Comparison/Contrast
● Careful use of language
● Paragraph content - discuss only ONE concept/perspective/aspect of work
● Paragraph organization (logical order of paragraphs)
● Paragraph cohesion (use of transitions and reasonable flow of ideas)
● Revision and final editing
.
nstructionsIn this assignment, you will use Microsoft Word o.docx
nstructions
In this assignment, you will use Microsoft Word or PowerPoint to create a detailed diagram and timeline of eight domestic and international terrorist events that have occurred. Four events must have occurred before 9/11, and four events must be from after 9/11.Further, you will be required to submit a paragraph that provides a brief synopsis of each terrorist event. Therefore, at least eight paragraphs should be present in your submission. Your synopsis of each event must include the following information.
Who was the terrorist or terrorist organization?
What was the terrorist’s or terrorist organization’s motive(s)?
Where did the terrorist events take place? Why did the terrorist or terrorist organization launch this attack?
When did the attack occur?
How did the terrorist or terrorist organization complete this attack? What tactics were used?
The length of the timeline will depend on how you organize the points. There is no specific length requirement as long as the criteria is met. You are required to use at least your textbook as an outside source. All sources used, including the textbook, must be cited and referenced according to APA guidelines.
Resources
.
NUR204 Week 7 Assignment Page 1 ` Assi.docx
NUR204: Week 7 Assignment Page 1
`
Assignment: Leadership
Assignment Overview
In this assignment, you will research and locate a current journal article on nursing leadership styles.
The article must be from a professional, peer-reviewed nursing journal published within the last 5
years; and then write a summary of your findings.
Assignment Details:
Perform the following tasks:
Complete the reading assignment and the interactive lesson before attempting this
assignment.
Research a current journal article on nursing leadership styles. The article must be from a
professional, peer-reviewed nursing journal published within the last 5 years.
Write a 1-2 page summary of your findings following the criteria below:
o First paragraph: summarize the major points of the article.
o Second paragraph: answer whether you support the leadership style, and why or
why not.
o Final paragraph: discuss the article as it relates to nursing practice.
o Use at least one additional outside source, such as your textbook.
o The summary should be written in APA style format and all sources must be
cited correctly.
Include the proper file naming convention: NUR204_wk7_assn_jsmith_mmddyyy.
Grading:
Criteria Excellent (3pts) Good (2pts) Needs Improvement
(1pt)
Pts.
Article - Citation from a
professional
peer-reviewed
nursing journal.
- Current within last 5
years
- Relates to nursing
leadership.
- Citation from nursing
journal.
- Out of date or
- Not related to nursing
leadership
- Citation not from a
nursing journal
- Article out of date or
not related to nursing
leadership.
First Paragraph - Concise summary of
key points of article.
- Writing is clear and
focused.
- Details are present.
- Concise summary of
key points.
- Writing is not clear or
focused.
- Some details present.
- Summary is not
concise.
- Writing is not clear or
focused.
- Details are missing.
Second Paragraph - Writing presents
support or non-support
of leadership style.
- Writing explains why
support or non-support
is given.
- Writing is clear and
logical.
- Writing presents
support or non-support.
- Writing does not
express reason for
support or non-
support.
- Writing is somewhat
unclear or not logical.
- Writing does not
present support or non-
support.
- Writing does not
express reason for
support or non-
support.
- Writing is unclear
and illogical.
NUR204: Week 7 Assignment Page 2
`
Third Paragraph - Writing is related to
nursing practice and
demonstrates analysis
and application.
- Writing is related to
nursing practice.
- Analysis and
application is weak.
- Writing is not related
to nursing practice.
- Missing analysis and
application.
Spelling/grammar/
APA
- Proper APA format is
used for citations.
- At least two sources
are included.
- Spelling and grammar
errors are few and
insignificant.
- Proper APA f.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docx
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: Investigate safeguards and decision‐making support tools embedded in patient
care technologies and information systems to support a safe practice environment for
both patients and healthcare workers. (PO 4)
• CO #6: Discuss the principles of data integrity, professional ethics, and legal
requirements related to data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take
NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment
criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
NURS 6003 Transition to Graduate Study for NursingAca.docx
NURS 6003: Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
This document is to be used for NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.
Week 1 | Part 1: My Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.
Directions: In the space below Identify and describe at least three academic resources or strategies that can be applied to the MSN program, and at least threeprofessional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.
Academic Resource/Strategy 1
Academic Resource/Strategy 2
Academic Resource/Strategy 3
Professional Resource/Strategy 1
Professional Resource/Strategy 2
Professional Resource/Strategy 3
ADDITIONAL RESOURCES/STRATEGIES
Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the relation.
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The concept of “whole community” is important when viewing both short- and long-term effects that natural and man-made disasters can have on a population. Hurricane Katrina is a perfect example of the lack of a "whole community approach" resulting in improper risk analysis and poor emergency planning. The substandard response and recovery efforts at the federal, state and community-level contributed to almost every issue negatively impacting this incident. Ultimately, there was no precedent for a natural disaster of that magnitude and community leaders and residents found themselves unprepared. There was no distinct chain of command to delegate resources for recovery and rescue operations. Breakdowns in coordination from the federal level to the local level were apparent. “State and local authorities understood the devastation but, due to destruction of infrastructure and response capabilities, lacked the ability to communicate with each other and coordinate a response, struggled to perform responsibilities such as the rescue of citizens stranded by the rising floodwaters, provision of law enforcement, and evacuation of the remaining population of New Orleans (Townsend, 2006, ch. 5).
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Response and recovery are the final two phases of disaster ma.docx
Response and recovery are the final two phases of disaster management. As an agency, I would tell the chief that these phases are just as important as mitigation and preparedness and have subcomponents that need to be addressed. Romans 8:28 states, “And we know that for those who love God all things work together for good, for those who are called according to his purpose.” I would advise the chief that in response and recovery the purpose is to save lives, which requires working together for the good of the people. Working together means with other agencies to include federal, state and local, as well as working with the stakeholders of the community. Coming together in these phases is our purpose to save lives.
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Additional Information: Please see the attachment
January 22, 2008
What’s New in the National Response Framework
New Name:
The
National Response Framework
supersedes the
National Response Plan
and more adequately serves as a guide to how the nation conducts incident response. The new name better aligns the document with its intent.
Purpose
: To ensure that government executives, private sector, nongovernmental organization (NGO) leaders, and emergency management practitioners across the nation understand domestic incident response roles, responsibilities and relationships in order to respond more effectively to any type of incident.
Broader Scope:
The
Framework
provides structures for implementing national-level policy and operational coordination for domestic incident response. In this document, incidents include actual or potential emergencies or all-hazard events that range from accidents and natural disasters to actual or potential terrorist attacks. Such incidents range from modest events wholly contained within a single community to others that are catastrophic in nature and national in their scope of consequences.
Wider Audience:
The
Framework
is intended for executive leadership and emergency management practitioners at all levels of government, as well as private sector, and nongovernmental organizations (NGOs).
Integrated Key Concepts:
An effective, unified national response requires layered, mutually supporting capabilities, with States having the primary responsibility for public health and welfare of its citizens. Five elemental principles of operation constitute national response doctrine:
Engaged partnerships
Tiered response
Scalable, flexible and adaptable operational capabilities
Unity of effort through unified command
Readiness to act
Expanded Focus on Partnerships:
The
Framework
states that an effective national response requires layered, mutually supporting capabilities. This approach affirms that local communities, tribes and States have primary responsibility for the safety and security of their citizens; that local leaders build the foundation for response and that resilient communities begin with prepared individuals and families.
Updated Planning Section:
The
Framework
contains a section that focuses on the critical importance of planning. The intent is to lay the groundwork to:
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Prioritize plans and planning efforts to best support homeland security strategies and allow seamless transition to execution; and
Provide parallel and concurrent planning at all levels of government.
Improved Annexes and Appendixes:
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5 9L O C A L G O V E R N M E N TIntegrating Emergency.docx
5 9
L O C A L G O V E R N M E N T
Integrating Emergency and Disaster Planning
A critical point that is often over-
looked in emergency management
is that an emergency does not
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itself. How a community responds
and recovers from a disaster
depends on proper planning,
preparation, and integration of all
facets of government and of emer-
gency response into our emergency
operations plans (EOPs).
When we think of how a city might
respond to an emergency, we often
focus on firefighters, medics, and
police. They are all an important
part of emergency response, but
they are only a part. Just as criti-
cal are public works, community
services, finance, and administra-
tion. An integrated plan must
include all aspects of government
and how those aspects interrelate.
As we saw with Hurricane Katrina,
the disaster itself is only a small
part of an emergency. The logistics
of how you evacuate citizens, how
you support their needs, and how
you keep track of those citizens
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services are restored, temporary
shelter is supplied, and everything
is funded must be planned for. An
integrated plan must also include
citizen preparedness, continuity of
government (COG), and continuity
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coordinated with other local plans
as well as with regional and state
plans. It should encompass part-
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process that emergency operations
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create additional problems.
During a disaster, we elected offi-
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area where we can afford to let
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our communities is citizens who
want to help. However, if untrained,
these well-meaning citizens can
compound problems and make an
emergency even more critical and
dangerous. Rather than take a pass
on using these volunteers, offering
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Introduction The UNISDR defines the emergency response as the the.docx
Introduction
The UNISDR defines the emergency response as the “the provision of emergency services and public assistance during or immediately after a disaster in order to save lives, reduce health impacts, ensure public safety and meet the basic subsistence needs of the people affected” (UNISDR, 2009, p. 25). The primary focus of the disaster response is on immediate and short-term needs. Some response actions may extend well into the recovery stage. Since January 2008, FEMA introduced the National Response Framework (NRF) which intends “to ensure that the government executives, private sector and non-governmental organizations (NGO) leaders, and emergency management practitioners across the nation understand the domestic incident response roles, responsibilities and relationships in order to respond more effectively to any type of incident” (Haddow et al, 2014, p. 176).
The different definitions highlight the importance of collaborative work in the response while providing the required and coordinated assistance to save lives. In the aftermath of the 9/11 events, the changes made in the emergency management system in the United States has led to the issuances of several Homeland Security Presidential Directives (HSPDs) on matters pertaining to homeland security. One of the directives is the HSPD-5 Management of Domestic Incidents which establishes a single, comprehensive National Incident Management System (
NIMS
) and the National Response Framework (
NRF
).
The next paragraphs will give a short description of the HSPD-5. Then, a position of this presidential directive on its potential impact will complement the discussion.
Description Homeland Security Presidential Directive – 5
The emergency response responsibilities in the United States first belong to the local entities, being local and tribal communities or the local governments. The request for support is going beyond the local level towards higher levels such as state or federal levels, only if the local capacities to handle the crisis are completely overwhelmed or exceeded.
Actually, when the President Bush issued the HSPD-5 in 2003, his purpose was to enhance the ability of the United States to manage domestic incidents by establishing a single, comprehensive national incident management system. The management system covered the prevention, preparation, response, and recovery of terrorist attacks, major disasters, and other emergencies. The HSPD-5 was also aiming at allowing all levels of government throughout the nation to work efficiently and effectively together.
Possible impacts of the HSPD-5
The establishment and the implementation of the HSPD-5 through the NIMS and NRF (previously national response plan) have its pro and cons.
Positive impacts
Further empowerment of state and local authorities:
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5 9L O C A L G O V E R N M E N TIntegrating Emergency.docx
Introduction The UNISDR defines the emergency response as the the.docx
Introduction The UNISDR defines the emergency response as the the.docx
Gender analysis guidance about disaster preparedness
Gender analysis guidance about disaster preparedness
Crisis Mastery: Effective Emergency Response Strategies
Crisis Mastery: Effective Emergency Response Strategies
More from gibbonshay
Nurse Staffing and Inpatient Hospital Mortality.Write a Memora.docx
Nurse Staffing and Inpatient Hospital Mortality.
Write a
Memorandum
(no more than 2 pages) directed to your faculty answering the questions:
What questions the did researchers try to answer?
What study design was chosen for this study? Why?
What data was collected? Why?
What biases the study was subjected to?
What conclusions were made?
How a healthcare manager can use this study to guide departmental staffing?
**Refer to credible sources following APA format when appropriate
.
NR360 INFORMATION SYSTEMS IN HEALTHCARE Required Un.docx
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: Technology
Presentation
PURPOSE
The purpose of this assignment is to (a) explore and present an information technology used in the
healthcare system that supports the patient care experience and (b) develop the skills of team
communication, collaboration, and production.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO 1: Describe patient‐care technologies as appropriate to address the needs of a diverse patient
population. (PO 1)
• CO 5: Identify patient care technologies, information systems, and communication devices that
support safe nursing practice. (PO 5)
• CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to
data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6)
• CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing
care. (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. For this team project, students will be assigned by faculty into teams of three to five individuals
depending upon class size.
2. Teams will receive a project grade based on assessment by the project rubric, which will then be
applied to each individual’s grade for the project minus points for lack of participation in the
development or presentation of the project.
3. The team leader will make all dropbox submissions for the course so that the
NR360 Technology Presentation Guidelines V1.docx Revised for SEP17 tz/css/slp 2
a. TURNITIN similarity index will not pickup inadvertent self‐plagiarism from another team
member’s submission
b. Course faculty will have only one submission to review and grade.
4. Use Microsoft PowerPoint 2007, 2010 or higher for systems’ compatibility.
a. Follow the best practices for PowerPoint construction & presentation
Preparing the Presentation
1. Prepare a PowerPoint presentation with speaker notes between 25‐30 slides, NOT including the
title and reference slides.
a. Speaker Notes
i. Outline and “script” the presentation for online students.
ii. Online students’ speaker notes should include the name of the student who
researched and presented the slide information.
iii. Campus students follow the guidelines of your course instructor.
b. Scholarly writing and APA 6th Edition guidelines should be followed as applicable to
PowerPoint slides.
c. Cite sources in APA format in the applicable slides and include the APA formatted
reference in your reference list slide(s) ‐ Minimum 6 references
d. Spelling, grammar, and punctuation apply even in bullet points and speaker slides (e.g.,
quotation marks, i.
NUR3020Assignment 1 Application of Law and Ethics Modules.docx
NUR3020
Assignment 1: Application of Law and Ethics Modules
Contents
Objectives: Assignment one: 1
Process 1
Assignment Brief 2
Assignment Section One: Patient Safety/Nursing Care 2
Assignment Section Two: The Tort of Negligence 3
Assignment Section Three: Ethical Issues 3
Guidelines 4
References 4
Objectives: Assignment one:
After successfully completing this assignment students will:
1. Demonstrate an understanding of law and ethics in 21st Century registered nursing practice in Australia
2. Apply published theory to case situations.
3. Synthesise published material with the student’s own analysis to demonstrate appropriate conclusions.
4. Demonstrate professional communication in the accepted form of an Academic Assignment.
Process
1. Due Date: Monday, August 14, 2017 Extension to Tuesday, Aug 22nd.
2. Word limit is 2000 words – 10% deviation allowed
3. This piece of assessment is an individual submission; it is not group work – it must be your own and will be electronically tracked against other submissions.
4. Submitted via Study Desk, course site (only) - no emailed copies or hard copy accepted
5. Please submit Marking Guide as a separate document (in WORD).
6. APA6 referencing is required as per the USQ Library guide is expected.
7. The teaching team is not in a position to review drafts – but welcomes questions and outlines of your work and questions about areas you may find challenging! These can be in the Communities of Practice if you feel the question would benefit your peers, or emailed to Marie Cleary individually if you feel it is something of an individual nature.
8. Request for extensions are for extenuating circumstances and must be at least three days prior to due date. The examiner will request a ‘work in progress’ at the point of request.
Assignment Brief
Conduct an analysis of the Case: Findings of the Inquest into the death of Albert Eric Bruce Biffin addressing the three sections as outlined.
In the report of the Inquest into the death of Albert Eric Bruce Biffin1 the Coroner identified the medical cause of death as complications of an incarcerated umbilical hernia. It was known that Mr Biffin had a long medical history however was still relatively independent in his residential care environment. Mr Biffin died on February 27, 2013 at the age of 86.
A number of registered nurses, were involved in Mr Biffin’s care in the period February 24, 2013 to February 27, 2013. The role of the assistant in nursing, the endorsed enrolled nurse and the registered nurse were key within the chain of events that transpired and affected the deterioration and death of Mr Biffin.
In a chapter provided for you on DIRECT readings on the study desk for NUR3020, McDonald and Then (2014) discuss that while individuals can make errors, it also may be difficult to attribute to one person. (McDonald & Then, 2014, p. 134).
Assignment Section One: Patient Safety/Nursing Care
Section 1 - Conduct an analysis of the nur.
Numinous AlienatedBifurcateAnthropocentricEmbo.docx
Numinous
Alienated
Bifurcate
Anthropocentric
Embody
Supernatural
Stultifying
Slogan
Ubiquitous
Justification
Contingently
Impermissible
Cannibalize
Antecedent
Utilitarian
Degradation
Ideology
Paradigm
Moral
Ethical
Dilemma
Essay 3 (20 points): Life
Context: Over the last two quarters, we have studied monster stories, real life “monstrous” events, and our
life-threatening fears to find that, as Stephen King said, they “make us feel alive.” Aside from forcing us to
consider our own mortality, your cultural stories (told last quarter -- sooo long ago!) also incorporated elements
of your historic and cultural lessons aimed at teaching you to be “good.”
Assignment: For this next paper, you’ll come to terms with the phrase “a good life,” forward other theorists’
research on the matter, and expand your findings by assessing/interpreting your own life.
Basic Requirements:
● MLA format
● Incorporate _____ sources to help you define your terms
● A minimum of 4 sources - only one may be from our past readings.
● A minimum of 3.5 pages (The Works Cited does not count as a page)
Skills Required:
● Research and critical selection of sources
● Citing like a boss
● Comparison/Contrast
● Careful use of language
● Paragraph content - discuss only ONE concept/perspective/aspect of work
● Paragraph organization (logical order of paragraphs)
● Paragraph cohesion (use of transitions and reasonable flow of ideas)
● Revision and final editing
.
nstructionsIn this assignment, you will use Microsoft Word o.docx
nstructions
In this assignment, you will use Microsoft Word or PowerPoint to create a detailed diagram and timeline of eight domestic and international terrorist events that have occurred. Four events must have occurred before 9/11, and four events must be from after 9/11.Further, you will be required to submit a paragraph that provides a brief synopsis of each terrorist event. Therefore, at least eight paragraphs should be present in your submission. Your synopsis of each event must include the following information.
Who was the terrorist or terrorist organization?
What was the terrorist’s or terrorist organization’s motive(s)?
Where did the terrorist events take place? Why did the terrorist or terrorist organization launch this attack?
When did the attack occur?
How did the terrorist or terrorist organization complete this attack? What tactics were used?
The length of the timeline will depend on how you organize the points. There is no specific length requirement as long as the criteria is met. You are required to use at least your textbook as an outside source. All sources used, including the textbook, must be cited and referenced according to APA guidelines.
Resources
.
NUR204 Week 7 Assignment Page 1 ` Assi.docx
NUR204: Week 7 Assignment Page 1
`
Assignment: Leadership
Assignment Overview
In this assignment, you will research and locate a current journal article on nursing leadership styles.
The article must be from a professional, peer-reviewed nursing journal published within the last 5
years; and then write a summary of your findings.
Assignment Details:
Perform the following tasks:
Complete the reading assignment and the interactive lesson before attempting this
assignment.
Research a current journal article on nursing leadership styles. The article must be from a
professional, peer-reviewed nursing journal published within the last 5 years.
Write a 1-2 page summary of your findings following the criteria below:
o First paragraph: summarize the major points of the article.
o Second paragraph: answer whether you support the leadership style, and why or
why not.
o Final paragraph: discuss the article as it relates to nursing practice.
o Use at least one additional outside source, such as your textbook.
o The summary should be written in APA style format and all sources must be
cited correctly.
Include the proper file naming convention: NUR204_wk7_assn_jsmith_mmddyyy.
Grading:
Criteria Excellent (3pts) Good (2pts) Needs Improvement
(1pt)
Pts.
Article - Citation from a
professional
peer-reviewed
nursing journal.
- Current within last 5
years
- Relates to nursing
leadership.
- Citation from nursing
journal.
- Out of date or
- Not related to nursing
leadership
- Citation not from a
nursing journal
- Article out of date or
not related to nursing
leadership.
First Paragraph - Concise summary of
key points of article.
- Writing is clear and
focused.
- Details are present.
- Concise summary of
key points.
- Writing is not clear or
focused.
- Some details present.
- Summary is not
concise.
- Writing is not clear or
focused.
- Details are missing.
Second Paragraph - Writing presents
support or non-support
of leadership style.
- Writing explains why
support or non-support
is given.
- Writing is clear and
logical.
- Writing presents
support or non-support.
- Writing does not
express reason for
support or non-
support.
- Writing is somewhat
unclear or not logical.
- Writing does not
present support or non-
support.
- Writing does not
express reason for
support or non-
support.
- Writing is unclear
and illogical.
NUR204: Week 7 Assignment Page 2
`
Third Paragraph - Writing is related to
nursing practice and
demonstrates analysis
and application.
- Writing is related to
nursing practice.
- Analysis and
application is weak.
- Writing is not related
to nursing practice.
- Missing analysis and
application.
Spelling/grammar/
APA
- Proper APA format is
used for citations.
- At least two sources
are included.
- Spelling and grammar
errors are few and
insignificant.
- Proper APA f.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docx
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: Investigate safeguards and decision‐making support tools embedded in patient
care technologies and information systems to support a safe practice environment for
both patients and healthcare workers. (PO 4)
• CO #6: Discuss the principles of data integrity, professional ethics, and legal
requirements related to data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take
NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment
criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
NURS 6003 Transition to Graduate Study for NursingAca.docx
NURS 6003: Transition to Graduate Study for Nursing
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
This document is to be used for NURS 6003 Transition to Graduate Study for Nursing to complete Assessments 1-6. Just as importantly the document serves to organize your thoughts about planning for your academic and professional success.
For specific instructions see the weekly assessment details in the course, or ask your instructor for further guidance.
Week 1 | Part 1: My Academic and Professional Network
I have identified and secured the participation of the following academic (at least two) and professional (at least two) individuals and/or teams to form the basis of my network. This network will help me to clarify my vision for success and will help guide me now and in the future.
Directions: Complete the information below for each member of your network. For more than four entries repeat the items below with details of your additional network member(s) in the ‘ADDITIONAL NETWORK MEMBERS’ section.
NETWORK MEMBER 1
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 2
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 3
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
NETWORK MEMBER 4
Name:
Title:
Organization:
Academic or Professional:
Why I selected this individual and/or team and how they will support my success in the MSN program and as a practicing nurse:
Notes:
ADDITIONAL NETWORK MEMBERS
Week 2 | Part 2: Academic Resources and Strategies
I have identified the following academic resources and/or strategies that can be applied to success in the nursing practice in general or my specialty in particular.
Directions: In the space below Identify and describe at least three academic resources or strategies that can be applied to the MSN program, and at least threeprofessional resources that can be applied to success in the nursing practice in general or your specialty in particular. For each, explain how you intend to use these resources, and how they might benefit you academically and professionally.
Academic Resource/Strategy 1
Academic Resource/Strategy 2
Academic Resource/Strategy 3
Professional Resource/Strategy 1
Professional Resource/Strategy 2
Professional Resource/Strategy 3
ADDITIONAL RESOURCES/STRATEGIES
Week 3 | Part 3: Strategies to Promote Academic Integrity and Professional Ethics
I have analyzed the relationship between academic integrity and writing, as well as the relation.
NURS 6241 Strategic Planning in Healthcare Organizations.docx
NURS 6241: Strategic Planning in Healthcare Organizations
Strategic Plan Issue
Prepared by:
<INSERT NAME>
This document is to be used for NURS 6241: Strategic Planning Issue in Healthcare Organizations to complete the Module 1 Assessment, in which you identify a strategic planning issue for your Strategic Plan. This document serves to organize your thoughts about planning for your strategic plan issue.
Identify a strategic plan issue that has significant impact on your organization and/or community.
In a total of 1–2 pages, briefly address each component below related to your proposed issue:
· Historical analysis of issue
· Explanation of how evidence from the literature supports the need to address this issue (Note: Include appropriate resources.)
· Past attempts by various individuals and groups to address this issue
· Stakeholders who should be included in the strategic planning process
· Financial implications of the project for the organization
How to Identify a Strategic Plan Issue
Use the questions in the worksheet below to guide your identification of a strategic plan issue that has significant impact on your organization and/or community.
What is the organization for which you will create a strategic plan?
What is the mission or vision of this organization?
How is the organization currently meeting its mission or vision?
Is there a specific segment of the organization that is ineffective or may be financially underperforming?
What are some notable achievements, successes, or failures of the organization?
· Could a plan be devised to address or extend anything notable you identified above?
Consider the performance of services offered by the organization. Do the services offered effectively or efficiently meet their intended goals?
· Could a plan be devised to meet or improve current or future organizational goals?
Identify current trends in the field of healthcare or trends that are specific to the organization you are addressing (this could include political or economic issues).
· What strategic plan could be developed to position the organization to meet these trends successfully?
Additionally, consider the impacts of each of following on the issue you are considering:
· Historical analysis of issue
· Evidence from the literature
· Past attempts by various individuals and groups to address this issue
· Stakeholders which should be included in the strategic planning process
· Financial implications for the organization
Looking Ahead: Strategic Plan
In this course, you will create a nine-section strategic plan to address an issue that you will identify in Week 2. In the Week 11 Discussion, you will share the Executive Summary of your Strategic Plan with your colleagues. Please see the Strategic Plan Overview and Template for complete directions.
· Due Day 7 of Week 2
· Identifying a Strategic Plan Issue (1 page)
· Due Day 7 of Week 5
· Section 1: Summary of the Issue (2–3 pages)
· Section 2:.
Now you should have started your actual work for the project. The wo.docx
Now you should have started your actual work for the project. The work may involve some design, testing, field study, interviews and data collection.
Write your work development with the following items:
1. Title of your project
2. Update on your experimental/field study as reference to your project plan and timeline
a) Any design you made - drawings
b) Any place your visited
c) Any people you interviewed
d) Any data you collected
3. Your next plan for the project development
8 pages
.
NUR204 Week 9 Assignment Page 1 ` Assi.docx
NUR204: Week 9 Assignment Page 1
`
Assignment: Change Paper
Assignment Overview
In this assignment, you will assess a current semi-direct or indirect nursing situation that is in need
of change. Observe a healthcare environment, focusing on areas of the nursing process that are
inefficient, unsafe, or problematic in nature. Diagnose the problem and choose a nursing change
theory that suits the change(s) you want to make. Propose a detailed plan based on your chosen
change theory, explaining how to implement change. Develop criteria to evaluate the effectiveness
of the plan and include a timeline for your change proposal. Finally, reflect on how your change
affects the nursing profession.
Assignment Details:
Perform the following tasks:
Complete the reading assignment and the interactive lesson before attempting this
assignment.
Assess a current semi-direct or indirect nursing situation that is in need of change.
o Observe your healthcare environment, focusing on areas of nursing process that
are inefficient, unsafe, or problematic in nature.
o Diagnose the problem and choose a nursing change theory that suits the change
you want to make.
o Propose a detailed plan based on your chosen change theory, explaining how
to implement change.
o Develop criteria to evaluate the effectiveness of the plan and include a timeline for
your change proposal.
o Reflect on how your change affects the nursing profession.
Write a 3-5 page paper following the criteria below:
o Your paper should include primary sources and include at least two peer-
reviewed nursing journal articles.
o Citations should be in your own words and not direct quotes.
o Include a title page, running head, appropriate headings, and reference page.
o The paper should be double spaced, written in Times New Roman, 12-point font,
follow APA style format, and cite all sources correctly.
Include the proper file naming convention: NUR204_wk9_assn_jsmith_mmddyyy.
Grading:
Criteria Excellent (3pts) Good (2pts) Needs Improvement
(1pt)
Pts.
Research - Cited 4 or more
reliable sources.
- Sufficient information
provided to support
topic.
- Research in-depth,
revealing new insight.
- Cited 4 or more
reliable sources.
- Adequate information
provided to support
topic.
- Research is
superficial.
- Missing citations or
unreliable sources
used.
- Information does not
support research topic.
- Research is not
relevant to paper.
NUR204: Week 9 Assignment Page 2
`
Content - Appropriate topic is
chosen that relates
directly to the nursing
process.
- Proposed plan
contains specific ideas
for change.
- Change theory is
included and proposal
follows theory.
- Timeline is included for
change proposal.
- Reflection is provided.
- Appropriate topic is
chosen that relates
directly to the nursing
process.
- Proposed plan is
included but missing
specifics.
.
NSG3036 W2 ProjectResearch Template NameCite both articles r.docx
NSG3036 W2 Project
Research Template Name
Cite both articles reviewed in APA style:
***In the template, any direct quotes from the articles needs to only include the page number.
Week 2 Template
Quantitative Article
Qualitative Article
Summarize the two assigned articles. In a paragraph, describe in your own words what the study was about and what the researchers found.
Identify and describe the problem for each article
Identified the purpose statement for each article
Identified hypothesis and/or research questions depending on the methodology used in the articles.
After analyzing, discuss
each article’s significance to nursing practice.
Identify two details to support the study being quantitative or qualitative
Name:
Growth Mindset
Task 1: Read the article Transforming Students’ Motivation to Learn, by Carol S. Dweck, Winter 2008, (following pages)before coming to class. Highlight the things you find interesting as you read.
Task 2: Think about yourself and your own mindset about mathematics and Engineering. Think about your personal science history in light of what Carol S. Dweck and her graduate students have discovered about mindsets and learning.
Write a draft of a paragraph or two about your reaction to this article. You might include thoughts about the following.
· How did the article make you feel?
· Do you believe you have a fixed mindset or a growth mindset? Explain why.
· How might the article influence how your approach to your classes, particularly Engineering and Science classes, this semester?
Bring a copy of this with you to class next time we meet. We might / will use our responses to generate discussion and a list of things we can do to help us move toward and maintain a growth mindset.
Task 3: Review the draft of a paragraph or two you wrote before the class discussion next week. Revise these paragraphs if necessary and incorporate your thoughts on the mindset article in your Draft. Be sure to address the specific questions raised in Task 2.
Transforming Students’ Motivation to Learn Carol S. DweckWinter 2008
This is an exciting time for our brains. More and more research is showing that our brains change constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my research in collaboration with my graduate students, we have shown that what students believe about their brains — whether they see their intelligence as something that's fixed or something that can grow and change — has profound effects on their motivation, learning, and school achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated t.
Nur 6053. Mod2 Wk3 Assignment Developing Organizational Policies .docx
Nur 6053. Mod2 Wk3 Assignment: Developing Organizational Policies and Practices
Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.
Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.
Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.
To Prepare:
· Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.
· Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.
· Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.
The Assignment (4-5 pages):
Developing Organizational Policies and Practices
Add a section to the paper you submitted in Module 1. The new section should address the following:
· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
· Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
· Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
· Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
· Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.
RUBRIC
Excellent
Good
Fair
Poor
Add a section to the paper you submitted in Module 1. In 4–5 pages, address the following:
· Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
23 (23%) - 25 (25%)
The response accurately and clearly identifies at least two competing needs impacting the healthcare issue/stressor selected.
20 (20%) - 22 (22%)
The response identifies at least two competing needs impacting the healthcare issue/stressor selected.
18 (18%) - 19 (19%)
The response identifies at least two competing needs impacting the healthcare issue/stressor selected that is vague or inaccurate.
0 (0%) - 17 (17%)
The response describes at least two competin.
NR103 Transition to the Nursing Profession 3-Minute ReflectionW.docx
NR103 Transition to the Nursing Profession 3-Minute Reflection
"WHY COMMUNICATION IS IMPORTANT AS NURSE"
Required criteria
1. Writes about the assigned topic.
2. Demonstrates strong evidence of reasoned reflection.
3. Demonstrated depth of original thought.
.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
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P
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C
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
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Nursing Leadership and Management
Module 2 Assignment
The Speed of Trust, Part 2
Overview: The Principle of Credibility
Our credibility is such an integral part of who we are, that we often take it for granted. But think of what it would be like to lose your credibility, your reputation. How do you regain what you have developed over years? Think of some of the disgraced politicians or celebrities. As a nurse, your credibility is your most valuable asset.
This assignment is worth 15 points.
Objectives
• Analyze the evolving professional nursing roles of leader/manager within a dynamic health care team
• Evaluate several management theories.
• Recognize several leadership styles and associated behaviors.
• Identify the leadership style that would be best for you.
Directions
Before completing this assignment, read the second section (p 27-124) of Covey’s
The Speed of Trust
.
In this assignment, you will write a short (1-2 pages), opinion paper. The paper is to be based on your own experiences and opinions. You should critically reflect on your personal experiences and apply what you have learned in the module to your current practice. Justify and explain your responses with examples and thorough explanations.
Consider a person you want to trust, perhaps a manager or an elected official.
• Discuss how you might determine their credibility using the four cores of credibility discussed by the author.
• Discuss how this person might fall short in one of the cores.
• Reflect on your own leadership experience and ability. How do you see your current status using the four cores of credibility?
• How might you be viewed professionally using the four cores?
Grading Rubric
Tasks
Accomplished
Proficient
Needs Improvement
Not Acceptable
The Speed of Trust Part 2
Quality paper, with thorough content and minimal
grammar or spelling errors.
Good paper, but a few omissions in content or more
than 2 errors in spelling or grammar
Fair to poor paper, difficult to follow or
lacking in pertinent content, or many
spelling or grammar
errors
Very poor paper, very late paper, or no paper at all.
15 Points
15
14-12
11-8
7-0
.
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For this assignment, you will write and submit 400–500 words that set specific tests of internal controls for the 5 internal controls related to management assertions that you identified for the previous assignment.
.
Now its time to dig deeper! Discover a different oral condition.docx
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iscover a different oral condition that is related/caused by a non-oral disease/condition or infection.
Your text submission will state and explain the non-oral condition so we can learn about the its oral affects (appearance/characteristics, treatments, etc.).
Be sure your resource(s) are reliable and obtainable. Other students need the resource to further increase their knowledge to complete part two. So make sure it works!
.
Now that you have completed your project and are in the last week of.docx
Now that you have completed your project and are in the last week of the course, reflect on your experience and growth by addressing the following:
Reflect on your time in the course and provide two examples that describe the manner in which your own theories of instructional design and development have matured or changed since the beginning of this course.
.
Now that you have completed a series of assignments that have le.docx
Now that you have completed a series of assignments that have led you into the active project planning and development stage for your project, briefly describe your proposed solution to address the problem, issue, suggestion, initiative, or educational need and how it has changed since you first envisioned it. What led to your current perspective and direction?
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