A 1,250-word essay is to discuss health care culture and describe how Christian worldview can improve ethics. It must include: a definition of health care culture and culture of excellence/safety; 2-3 examples of building such a culture; an explanation of stakeholders' role in improving culture; an explanation of how Christian principles could improve organizations' ethics; and 2-3 examples of integrating faith at GCU to improve culture. At least 3 scholarly sources are required.
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Christian Worldview Improves Healthcare Culture
1. Nursing Healthcare Culture Discussion
Nursing Healthcare Culture Discussion ON Nursing Healthcare Culture DiscussionThe
purpose of this assignment is to discuss health care culture and describe how Christian
World View can be used to improve ethical practices. Nursing Healthcare Culture
DiscussionIn a 1,250 word essay, discuss the important factors associated with health care
culture. Include the following in your essay:A definition of health care culture, including
culture of excellence and safety.Two or three examples of principles for building a culture of
excellence and safety.An explanation of the role of various stakeholders in improving health
care culture.An explanation of how Christian worldview (CWV) principles might be used by
health care organizations to improve ethical practices, whether they are Christian or
not.Two or three examples of how the integration of faith learning and work at GCU can be
implemented by individuals to improve health care culture.This assignment requires a
minimum of three scholarly sources.Prepare this assignment according to the APA Style
Guide.This assignment uses a rubric. Please review the rubric prior to beginning the
assignment to become familiar with the expectations for successful
completion.Resources:Read “Building a Culture of Transparency in Health Care,” by Kaplan,
from Harvard Business Review (2018).View “Annie’s Story: How a System’s Approach Can
Change Safety Culture,” by MedStar Health (2014), located on the YouTubeNursing
Healthcare Culture Discussionattachment_1attachment_2Unformatted Attachment
PreviewINTEGRATION OF FAITH, LEARNING AND WORK AT ARIZONA CHRISTAIN
UNIVERSITY Arizona Christain University is a Christ-centered educational institution that
seeks to promote the common good by intentionally integrating faith, learning and work.
The university’s initiative to integrate faith stems from its mission to educate students from
a distinctively Christian perspective and prepare them for careers marked by kindness,
service and integrity. In addition to helping students find their purpose, the university
endeavors to carry out its mission in ways that are marked by compassion, justice and
concern for the common good. The message of Jesus Christ offers wisdom for the present
and hope for the future. It is good news for individuals and for the communities in which
individuals live and work. Jesus himself taught that Christians should live as salt and light
within the world, which suggests that the Christian worldview relates as much to the public
arena as it does to the private lives of individuals. As a university, we are convinced this
calling should shape the ways we think and act within academic disciplines and various
career fields. Our desire to integrate faith, learning and work flows out of an institutional
commitment to cultivate and exemplify the biblical ideals of glorifying God and loving
2. neighbors as ourselves. By God’s grace we seek to honor Him in all that we do and to serve
others in ways that are consistent with the loving kindness of Jesus Christ. These ideals are
lofty but they represent appropriate goals and should serve as standards for Christian
educational institutions. For these reasons, ACU is devoted to the intentional and pervasive
integration of the Christian worldview. What is the Integration of Faith, Learning and Work?
The integration of faith and learning may be understood as the scholarly process of joining
together knowledge of God and knowledge of the universe for the sake of developing true,
comprehensive and satisfactory understandings of humans and the world they inhabit. As a
Christian university, we view the integration of faith and learning as a matter of
institutional integrity and a matter of practical wisdom. At ACU, integration of the Christian
worldview also extends to the workplace as we strive to instill a sense of vocational calling
and purpose in our students, faculty and staff. It is our conviction that our work within the
world matters to God and our neighbors and must be carried out with integrity and
excellence. While few doubt that it is possible to serve God through ministry and mission
work, we are convinced that God is also honored by faithful service within “secular”
vocations. Integrating faith and work is a practical and logical extension of faith-learning
integration. The integration of faith and work may be understood as the application of the
Christian worldview within the context of work in ways that honor God, serve neighbors
and contribute to the advancement of the society. Work represents a vital opportunity to
integrate Christian convictions, ethical principles and vocations in ways that glorify God and
benefit others. Thus, we seek to honor God by educating students from the perspective of
the Christian worldview and by equipping them to serve others through their respective
vocations. Why Does ACU Integrate Faith, Learning and Work? ACU has grown from a small,
Christian college into a large and comprehensive university in Phoenix’s West Valley with a
significant national presence. Nursing Healthcare Culture DiscussionYet, the university
remains committed to the central convictions that have long characterized quality Christian
education and faithful Christian institutions. Chief among these convictions are the
principles that God is both Creator and Redeemer, that fallen humans need to be redeemed
and that God is restoring the entire world through his Son, Jesus Christ. These convictions
represent foundational beliefs that are central to the Christian worldview and derive from
the consistent biblical emphasis on creation, fall, redemption and restoration. This four-fold
framework undergirds the university’s approach to education and career preparation by
providing a comprehensive and compelling view of the world. The understanding that God
created the universe and everything within it serves as a unifying principle and vital
starting point for making sense of the world in which we live. Furthermore, by faith we
recognize that God continues to work in our day to redeem the brokenness and
inadequacies of humanity and society in ways that offer hope for the future. God is not only
Creator but also Redeemer, and He has promised to make all things new through Jesus our
Lord. 1 In some cases Christians have placed emphasis on sin and the need for personal
redemption to the neglect of the doctrines of creation and restoration. While concern for
individual salvation is entirely appropriate, we are convinced that the Bible actually sets
forth a more holistic vision for life. This vision encompasses the restoration of the created
order as well as the renewal of human creatures and communities. These understandings
3. are rooted in the biblical narrative and reflected in ACU’s Doctrinal Statement. As such, they
deeply shape the identity, mission and vision of the university. In accord with Christian
values and convictions, ACU affirms the universality and objectivity of truth and considers
the pursuit of knowledge a worthy and attainable goal. Within secular academic contexts
the search for knowledge tends to exclude areas of inquiry and sources that are not
consistent with secularized views of the world. By contrast, ACU is committed to the pursuit
of understanding and affirms that genuine knowledge may be derived from a wide variety
of sources, including human reason and introspection, scientific investigation and divine
revelation. The university strives to cultivate an academic environment in which students
are empowered to seek truth wherever it may be found. Students are encouraged to raise
questions that cannot be answered adequately without exploring matters of ultimate
concern. By broadening the conversation, we urge students to explore their personal
worldviews as well as the Christian worldview to find their purpose within a world that
displays the wisdom and glory of God. This provides unique opportunities to develop
knowledge, skills, self-awareness, self-knowledge and depth of character. This educational
strategy enables thoughtful people to understand Christian beliefs and Christian believers
to become more thoughtful. As a result, graduates of ACU are prepared to engage the world
with a sense of vocational calling and purpose. How Does ACU Integrate Faith, Learning, and
Work? The university strives to integrate faith at all academic levels, which includes its
undergraduate, graduate and doctoral programs. ACU’s basic strategy of integration centers
on the concept of a worldview, which refers to the complex network of assumptions that
shape thought and practice. By exploring various worldview commitments, students are
able to reflect on implications and practical value of major options available within the
marketplace of ideas. Students are introduced to the Christian worldview from the start of
their programs of study. By thinking from a worldview perspective, students learn to reflect
carefully on the underlying assumptions, motives and intentions that shape views of
themselves and the world. Nursing Healthcare Culture DiscussionThey will be challenged to
consider the practical implications of their personal perspectives and to refine
understandings on the basis of investigation, reflection and dialogue. Students are
encouraged to consider the needs and interests of others in addition to their own, and
embrace the Christian values of love and service as they prepare to enter the workforce.
This is not to suggest that all students are required to personally embrace the Christian
worldview. They are free to do so, of course, but they are also free to embrace other views
of the world. Christians believe that God grants common grace to Christians and non-
Christians alike, a grace by which all truth and all that is excellent in our work may be
considered good, regardless of an individual’s beliefs. Faith is a matter of conscience that
cannot and should not be forced upon anyone who is unwilling or resistant to embrace it for
any reason. As a Christian university, we aim to be persuasive in our presentation and
practice of the Christian worldview, but renounce all forms of coercion and compulsion.
Faith, when genuine, is a voluntary response to the person and work of Jesus Christ. As a
matter of loving others as we love ourselves, we are committed to respectful dialogue and
charitable engagement in all matters, especially in matters of faith and conscience. ACU
invites students from all walks of life to seek truth and to find their purpose within a
4. context marked by Christian charity and compassion. We welcome all who genuinely seek
truth to join the conversation. Conclusion: Faith Seeking Understanding As intelligent and
moral creatures, human beings bear significant responsibility for what they know and how
they live in light of such knowledge. Thus the pursuit of truth should be a means to the end
of promoting human flourishing and the good of the communities in which we live.
Similarly, we must carry out our work with excellence and integrity and serve others as if
our service is unto the Lord. Strong economies, healthy organizations and virtuous people
are foundational to vibrant communities and thriving societies. Realizing these ideals
depends substantially on arriving at true understandings of who we are and how we are
meant to live in this world. As a Christian university, ACU encourages students to find their
purpose in Christ while emphasizing biblical values and ethics within the workplace. ACU
embraces the notion that faith is the appropriate starting point for honest inquiry and
exploration. Faith, understood in this way, should not stifle research, suppress dialogue or
inhibit scientific investigation. Rather, we believe in order to understand more fully and by
doing so we expect to see the power of God at work in the lives of individuals and in the
restoration of our culture and society. This expectation is rooted in the steadfast character
of the God of the Bible who has graciously promised favor and blessing to all who call on His
name. To Him alone we look for wisdom as we pray and wait for the day when His kingdom
comes, and His will is finally done on Earth as it is in Heaven. May He find us faithful on that
day! 2 Course Code Class Code Criteria Content Percentage 100.0% Definition of Health Care
Culture 11.0% Examples of How to Build a Culture of Excellence and Culture of Safety
12.0% Role of Various Stakeholders in Improving Health Care Culture 12.0% Explanation of
How CWV Principles Might Be Used by Health Care Organizations to Improve Their Ethical
Practices 12.0% Examples of How the Integration of Faith, Learning, and Work at GCU Can
Be Implemented by Individuals to Improve Health Care Culture 12.0% Scholarly Sources
11.0% Thesis Development and Purpose 7.0% Argument Logic and Construction 8.0%
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Paper
Format (Use of appropriate style for the major and assignment) 5.0% Documentation of
Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment
and style) 5.0% Total Weightage 100% Assignment Title Health Care Culture 1:
Unsatisfactory (0.00%) A definition of health care culture is not present. Two or three
examples of how to build a culture of excellence and a culture of safety are not present. An
explanation of the role of various stakeholders in improving health care culture is not
present. An explanation of how CWV principles might be used by health care organizations
to improve ethical practices is not present. Two or three examples of how the integration of
faith, learning, and work at GCU can be implemented by individuals to improve health care
culture are not present. Scholarly sources are not present. Paper lacks any discernible
overall purpose or organizing claim. Statement of purpose is not justified by the conclusion.
The conclusion does not support the claim made. Argument is incoherent and uses
noncredible sources. Surface errors are pervasive enough that they impede communication
of meaning. Inappropriate word choice or sentence construction is used. Template is not
used appropriately or documentation format is rarely followed correctly. Sources are not
documented. Total Points 120.0 2: Less Than Satisfactory (80.00%) A definition of health
5. care culture, including culture of excellence and culture of safety is present, but lacks detail
or is incomplete. Two or three examples of how to build a culture of excellence and a culture
of safety are present, but lack details or are incomplete. An explanation of the role of various
stakeholders in improving health care culture is present, but lacks detail or is incomplete.
An explanation of how CWV principles might be used by health care organizations to
improve ethical practices is present, but lacks detail or is incomplete. Two or three
examples of how the integration of faith, learning, and work at GCU can be implemented by
individuals to improve health care culture are present, but lack details or are incomplete.
Two or three sources are present, but are not scholarly. Limited research is present.
Nursing Healthcare Culture DiscussionThesis is insufficiently developed or vague. Purpose
is not clear. Sufficient justification of claims is lacking. Argument lacks consistent unity.
There are obvious flaws in the logic. Some sources have questionable credibility. Frequent
and repetitive mechanical errors distract the reader. Inconsistencies in language choice
(register) or word choice are present. Sentence structure is correct but not varied. Template
is used, but some elements are missing or mistaken; lack of control with formatting is
apparent. Documentation of sources is inconsistent or incorrect, as appropriate to
assignment and style, with numerous formatting errors. 3: Satisfactory (88.00%) A
definition of health care culture, including culture of excellence and culture of safety, is
present. Two or three examples of how to build a culture of excellence and a culture of
safety are present. Some examples are appropriate. An explanation of the role of various
stakeholders in improving health care culture is present. An explanation of how CWV
principles might be used by health care organizations to improve ethical practices is
present. Two or three examples of how the integration of faith, learning, and work at GCU
can be implemented by individuals to improve health care culture are present. A minimum
of three scholarly sources are present. Thesis is apparent and appropriate to purpose.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal
justification of claims. Argument logically, but not thoroughly, supports the purpose.
Sources used are credible. Introduction and conclusion bracket the thesis. Some mechanical
errors or typos are present, but they are not overly distracting to the reader. Correct and
varied sentence structure and audience-appropriate language are employed. Template is
used, and formatting is correct, although some minor errors may be present. Sources are
documented, as appropriate to assignment and style, although some formatting errors may
be present. 4: Good (92.00%) A definition of health care culture, including culture of
excellence and culture of safety, is present and detailed. Two or three examples of how to
build a culture of excellence and a culture of safety are present and detailed. Most examples
are appropriate. An explanation of the role of various stakeholders in improving health care
culture is present and detailed. An explanation of how CWV principles might be used by
health care organizations to improve ethical practices is present and detailed. Two or three
examples of how the integration of faith, learning, and work at GCU can be implemented by
individuals to improve health care culture are present and detailed. A minimum of three
scholarly sources are present. Sources address all of the requirements stated in the
assignment criteria. Thesis is clear and forecasts the development of the paper. Thesis is
descriptive and reflective of the arguments and appropriate to the purpose. Argument
6. shows logical progressions. Techniques of argumentation are evident. There is a smooth
progression of claims from introduction to conclusion. Most sources are authoritative. Prose
is largely free of mechanical errors, although a few may be present. The writer uses a
variety of effective sentence structures and figures of speech. Template is fully used; There
are virtually no errors in formatting style. Sources are documented, as appropriate to
assignment and style, and format is mostly correct. 5: Excellent (100.00%) A definition of
health care culture, including culture of excellence and culture of safety, is present and
thorough. Two or three examples of how to build a culture of excellence and a culture of
safety are present and thorough. All examples are appropriate. An explanation of the role of
various stakeholders in improving health care culture is present and thorough. An
explanation of how CWV principles might be used by health care organizations to improve
ethical practices is present and thorough. Two or three examples of how the integration of
faith, learning, and work at GCU can be implemented by individuals to improve health care
culture are present and thorough. A minimum of three scholarly sources are present.
Sources are distinctive and address all of the requirements stated in the assignment criteria.
Comments Thesis is comprehensive and contains the essence of the paper. Thesis statement
makes the purpose of the paper clear. Clear and convincing argument that presents a
persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Writer is clearly in command of standard, written, academic English. All format elements
are correct. Sources are completely and correctly documented, as appropriate to
assignment and style, and format is free of error. Points Earned …Nursing Healthcare
Culture Discussion