Purpose: The purpose of this assignment is to encourage you to analyze pathophysiological processes and mechanisms of human disease, identify clinical signs and symptoms and diagnostic data consistent with the pathology of common health problems and determine appropriate medical treatment and nursing care based on best practices found in the literature. This assignment emphasizes critical thinking and problem-solving through the correlation of cellular and multi-system pathology with related assessment and diagnostic data, medical treatment and nursing management.
The answers to the questions should be complete and include professional literature to support each answer. You should include at least 3 current references (< 5 years old) of which 2 must be journal articles. References should include current nursing journals and other professional health related literature. The assignment should be uploaded electronically into blackboard under the appropriate assignment link.
The paper should be typed using APA format. APA format requires that you use correct grammar and spelling and double-space your entire paper. Use the questions as your headers. Please include the following rubric at the end of your paper.
The assignment will be graded using the following criteria:
Patient Case Analysis AssignmentGrading Criteria
Possible Score
Earned Score
Answers to Questions1. Demonstrates comprehensive critical analysis of pathology, assessment and diagnostic data, medical and nursing management (points accrued in case study)
30
Format1. Answers are supported by references1. Follows APA format
532
Total Score
35
Alzheimer’s Disease Case Study
Patient Profile and Background Information
RM is a 85-year-old woman who presents to the clinic with her two daughters for a routine exam. RM was diagnosed with Alzheimer’s disease nine years ago when she started to display short term memory loss. She was misplacing her glasses, keys, and placed some household items in illogical places. For example: she placed the coffee pot in the refrigerator. She also had taken some walks around her neighborhood where she has resided for over 45 years and had gotten lost on more than one occasion.
Her neighbors and family had also noticed that RM was becoming more quiet and passive. She was not as interested in participating in family outings or working in her garden, a past time she had enjoyed most of her adult life.
Physical Assessment and Diagnostic Data
A thorough workup with neuroimaging studies revealed no significant findings. However, she scored 25 out of a possible 30 points on the Mini-Mental Status exam. She was started on Aricept (donepezil) which helped with both her memory and mood for several years.
Four years ago, family members noticed another significant change in RM. Not only had previous manifestations become more severe, but she also began having difficulty with numbers, could no longer balance her check book. She could no longer play bridge and she showed signs of poor judgment by leaving her house without a coat in the middle of winter and going to the store in her nightgown. There was a small kitchen fire that occurred when she forgot to turn off the stove after cooking. Because of these new symptoms, RM was retested for new systemic disease processes but no significant abnormalities were detected other than a mild case of iron deficiency anemia. A CT scan of the brain revealed moderate to severe cerebral atrophy in the temporal and parietal lobes bilaterally. Her Mini Mental Status Examination (MMSE) score decreased to 18/30.
Question 1: What is the pathophysiology of Alzheimer’s Disease (AD)? (3 points)
Question 2: What risk factors does RM possess for developing AD? (2 points)
Question 3: Describe the MMSE, the categories and how each are tested. What does the score of 18 / 30 indicate? (4 points)
The daughters made the decision that RM could no longer live by herself and moved her into the oldest daughter’s home to live with her family. The two oldest daughters shared care giving responsibilities. Within the past six weeks, RM has begun to display multiple, sudden outbursts of anger. While shopping for groceries with her second daughter, she became separated and lost from her daughter and began throwing tomatoes at the store manager who was trying to help her. It took 15 minutes to calm her down. She also began having occasional urinary accidents. The daughters’ state that caring for their mother in now becoming unmanageable and are considering seeking a long-term care facility for her.
RM’s PMH consists of long standing hypertension for 30 years. Hypercholesterolemia for 25 years.
Family history: both parents deceased. Father died at 70 from a CVA. Mother died from AD at the age of 80. One brother died at the age of 65 from an MI. She has a sister who died of AD five years ago at the age of 76.
Social History: Widowed for 14 years after 55 years of marriage. Does not smoke or drink alcohol. Her regular medications include:
Aricept (donepezil)
Avapro (irbesartan)
Crestor (rosuvastatin)
One baby aspirin daily
Question 4: Describe the mechanism of action of each of the above medications, and why RM is taking them. (4 points)
Question 5: What diagnostics tests would you anticipate being ordered to evaluate RM’s health status and why? (3 points)
Question 6: Vascular dementia must be considered as a possible cause of RM’s increasing cognitive dysfunction. Explain the pathophysiology of vascular dementia and the risk factors associated with it. (4 points)
Question 7: Depression in an elderly patient is often mistaken for AD. What are several ways to distinguish depression from dementia? (2 points)
Question 8: Discuss the 3 stages of AD with the common symptoms associated with each stage. (6 points)
Question 9: What needs do you anticipate for the family? What are some key teaching points for the family regarding RM’s care? (2 points).
https://topwritershelp.com/wp-content/uploads/2020/06/logoTWH.png00developerhttps://topwritershelp.com/wp-content/uploads/2020/06/logoTWH.pngdeveloper2022-03-24 00:21:592022-03-24 00:21:59Neural Function and Disorders
What did the feedback help you to see/understand about this area?
How can improvement in this area enhance success in your current and future work?
How will improvement in this area help you and your team (and eventually the teams and organizations you work for) better achieve key priorities?
SampleAccountability
· I don’t give people enough feedbackI need to improve clarity regarding expectations for others, including the overall direction as well as their individual performance expectations
· Will enable me to delegate with more confidence and do less checking up on people· Will allow me to coach and support vs. direct other’s actions· Enables me to operate more as a leader and developer of others vs. too much of a doer
· People will be more accountable for their own work and feel they are successful· We will enhance the level of commitment, expand capabilities, shorten the time to results and lessen the likelihood of recycle that can result from misdirected efforts· I understand that in the end holding myself accountable and others accountable will improve the work climate for everyone
Creating Your Development Plan
It takes commitment if you are to reach your development goal. For some of us, personal development is energizing and even effortless. For many others of us, development is not a task we take on easily. We value development but other things get in the way of our making the necessary and real commitment to change—work, family, time, etc. We hope that your survey feedback and this guide have helped you find the commitment to act on your goals and that you will take this opportunity to create a development plan that works for you.
Three principles to keep in mind as you set out to plan and achieve your goal(s):
1. Address your goals in a way that suits you best
Thousands of books have been written on goal setting, personal improvement, how to change your life, etc. Many organizations have their own development processes. None of them matter if they don’t work for you. Use a process that you find comfortable.
2. Your change plan must fit your life and work If your plan isn’t something that you can accommodate to your life, then it is likely that you will fail.
3. Your plan must tap into your preferred way of learning
Use your normal way of learning when taking on significant life changes. Doing otherwise can be de-motivating and not hold your attention. For example, don’t sign up for a formal training course on coaching that will take you away from the job when you know you just need to begin to apply what you already know, simply make the time to do it, and have the opportunity to see how much your people appreciate it.
You are now ready to begin planning for your development. Remember: you are developing this competency, not for its sake alone, but to enhance your current effectiveness, your future career potential and to support the success of the organization.
Key Plan Components
Research has shown that plans that are most successful are those where action steps are carefully laid out. Action steps or activities must be realistic and accommodate to your lifestyle and work requirements. Your plan should include:
· The activities you will undertake to develop the competency to a level of proficiency that will help you achieve your goal. It makes sense to select and/or combine different kinds of developmental approaches to help you reach a given goal. Examples of the different kinds of activities you might select include:
· Targeting practical on-the-job behaviors that you want to do more of/less of or differently
· Involvement in specific project/task assignments in addition to your current role (e.g. cross functional team leadership, action-learning assignment)
· Formal training/education (e.g. specific courses/workshops offered internally/externally)
· External involvement (e.g. community board work)
· On-going coaching/mentoring
· The date by which you want to complete each activity
· The obstacles that may get in your way of completing this activity
· The help or resources you will need to complete each activity
· A short description—the measure—of how you will know when you are making progress toward or have reached your goal (e.g., “My project will be on budget and on time” “My team will achieve their goals” etc.)
Complete the draft development plan. Create or identify as many activities as you feel are necessary and reasonable to realize proficiency in the competency you have selected for development. Where appropriate, consider using your strengths (your competency to leverage) to aid you in your development.
Take advantage of this opportunity for development. Use all your available resources. Take a risk. Try out new behaviors and new ways of approaching your work and life. But especially have fun! Development is a gift that each person should accept with gratitude and enthusiasm.
Target Development Area #1
Your Development Goal:
Related Competency(ies) to Develop:
Current Strengths to Leverage:
Potential Obstacles:
Sources of Help:
Activity 1: Completion Date:
Activity 2: Completion Date:
Activity 3: Completion Date:
How I will know I am making progress?
Individual Performance Outcomes
Team Performance Outcomes
Org. Performance Outcomes
Target Development Area #2
Your Development Goal:
Related Competency(ies) to Develop:
Current Strengths to Leverage:
Potential Obstacles:
Sources of Help:
Activity 1: Completion Date:
Activity 2: Completion Date:
Activity 3: Completion Date:
How I will know I am making progress?
Individual Performance Outcomes
Team Performance Outcomes
Org. Performance Outcomes
Target Development Area #3
Your Development Goal:
Related Competency(ies) to Develop:
Current Strengths to Leverage:
Potential Obstacles:
Sources of Help:
Activity 1: Completion Date:
Activity 2: Completion Date:
Activity 3: Completion Date:
How I will know I am making progress?
Individual Performance Outcomes
Team Performance Outcomes
Org. Performance Outcomes
IV. Tracking On-Going Development Progress
Your development plan is a journey. By definition, a journey is not necessarily a straight line. You will deviate from your path. From time to time you will want to take a new road. You will run into roadblocks. For these reasons you will want to return to your plan to adjust your course and mark your progress. Whenever necessary, take a few minutes to:
· Review your progress on your development activities
· Reflect on your performance as you’ve used the new competency at work or in situations outside of work
· Determine if you are closer to reaching your goal than when you started this process
Review and revise your development plan as necessary based on your accomplishments and reflections and the reality of your own situation.
Consider the possibility of repeating the 360-degree feedback progress at some point to gauge your progress and reality-test your own perceptions of it.
Individual Leadership Development Plan90-Day Action Plan Progress Report Worksheet
Your Name:_____________________________________________________Date:_______________________
Your Development Goal #1: ______________________________________________________________________1. What is your progress to date on this goal?2. What obstacles have you encountered and what is your plan to address them?
Your Development Goal #2: ______________________________________________________________________1. What is your progress to date on this goal?2. What obstacles have you encountered and what is your plan to address them?
Your Development Goal #3: ______________________________________________________________________1. What is your progress to date on this goal?2. What obstacles have you encountered and what is your plan to address them?
NCHL Individual Leadership Development Plan 2
NCHL Individual Leadership Development Plan – LLI11
Overview Assessmeent 2-5.docx
· Overview
Conduct a candid self-assessment of your health care leadership competencies and construct an 8–12-page comprehensive individual leadership development plan that can help you take your organization into the future.
Note: You are strongly encouraged to complete the assessments in this course in the order in which they are presented.
By comparing areas of strength and weakness to the skill sets required to lead an organization, it is easier to determine the specific skill areas that need to be developed. Once you identify skills that need improvement, it is possible to develop an action plan to strengthen weaker areas and highlight strengths. A good action plan should contain specific strategies as well as a way to measure success.By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:· Competency 2: Assess personal leadership competencies relative to the organizational need. (L2.4, L14.4, L22.4, L19.2, L7.2, L10.5)· Summarize relevant critical success leadership competencies required by health care organizations.· Compare personal leadership competencies to the critical success leadership competencies needed within the health care industry.· Construct an individual leadership development plan that contains specific action steps, a timeline, and performance indicators and measures.· Explain how an individual leadership development plan aligns with industry and organizational needs.· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration. (L6.1, L6.2, L6.3, and L6.4)· Write coherently, concisely, logically, and with strong support from relevant professional resources, in an appropriate format, with correct grammar, usage, and mechanics as expected of a health care administration professional.ContextDifferent types of health care organizations have different visions, missions, values, and cultures. Leaders must assess the community and organization to determine what type of leadership best fits the organizational context. Effective leaders are those who are consistent, credible, authentic, flexible, and engage in continuous learning.You will have your own brand of personal and professional leadership. It is important to periodically assess the fit of your style relative to the current environment and changing needs of the organization. Leaders who add value align their efforts and lead teams towards organizational goals. Research-based tools such as those developed by the National Center for Healthcare Leadership (NCHL) are available to assist with the task of developing and aligning your skill sets with the changing needs of your organization.Questions to ConsiderTo deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.· What new leadership skill sets are needed within your organization due to changes in external industry trends?· Have you put together a career development plan to help you take advantage of your education and a changing industry? What are some of the advantages of having a career development plan?· How can you leverage things such as periodic 360-degree informal feedback, a mentor, committee participation in your local professional chapter, organizational task force or committee work, community or volunteer outreach activities, research, professional association presentations, and other items to highlight your skills and demonstrate the value you can add to an organization?ResourcesRequired ResourcesThe following resources are required to complete the assessment.
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.
· National Center for Healthcare Leadership (NCHL). (2010). Health leadership competency model summary . Retrieved from www.nchl.org/Documents/NavLink/Competency_Model-summary_uid31020101024281.pdf
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context.
· Personal Leadership Gap Analysis Template. Attached
· Individual Leadership Development Plan Template. Attached
The following e-books or articles from the University Library are linked directly in this course:
· Diana, M. L., Walker, D. M., Mora, A. M., & Zhang, Y. (2015). Vertical integration strategies in healthcare organizations. The Journal of Health Administration Education, 32(2), 223–244.
· Grandy, G., & Holton, J. (2013). Leadership development needs assessment in healthcare: A collaborative approach. Leadership & Organization Development Journal, 34(5), 427–445.
· Kronenburg, M. A. (2014). Evaluating important healthcare management competency areas and preparation for healthcare reforms. International Journal of Business & Public Administration, 11(2), 31–40.
· Sinar, E., Wellins, R. S., & Ray, R. (2014). Seeking answers on the lackluster state of leadership. Talent Development, 68(12), 36–41.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.
· Healthcare Financial Management Association (HFMA). (n.d.). Retrieved from http://www.hfma.org/
· Medical Group Management Association (MGMA). (n.d.). Retrieved from http://www.mgma.com/
· National Center for Healthcare Leadership (NCHL). (2010). Student orientation: Lifelong leadership inventory (LLI). Retrieved from http://nchl.org/Documents/Ctrl_Hyperlink/doccopy5760_uid3162012419032.pdf
· MoreThanSoundnet. (Producer). (2013). Daniel Goleman: The Leader’s Brain with Dr. Daniel Siegel | Transcript. Retrieved from www.youtube.com/watch?v=5sjNdM1lMVU
· MoreThanSoundnet. (Producer). (2013). Today’s Leadership Imperative: Daniel Goleman and Howard Gardner | Transcript. Retrieved from http://www.youtube.com/watch?v=ALtoECu1Z2k
· Iqsquared. (Producer). (2013). Daniel Goleman on Focus: The Secret to High Performance and Fulfilment | Transcript. Retrieved from www.youtube.com/watch?v=HTfYv3IEOqM
· LeadersIn. (Producer). (2011). Daniel Goleman on the Leadership Lessons From Steve Jobs – Speaking to Leaders In Business | Transcript. Retrieved from https://youtu.be/kFSbZwRjC0o
· MoreThanSoundnet. (Producer). (2013). Bill George and Daniel Goleman: Identifying Authenticity During An Interview | Transcript. Retrieved from http://www.youtube.com/watch?v=Bo-4L0DdXLY
· IHI: Institute for Healthcare Improvement. (Producer). (2013). IHI – What Qualities Do Health Care Leaders Need Today? | Transcript. Retrieved from http://www.youtube.com/watch?v=NdpuB63TaW0
The resources listed below are relevant to the topics and assessments in this course and are not required
· Ledlow, G. R., & Coppola, M. N. (2014). Leadership for health professionals: Theories, skills, and applications (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
· Rubino, L. G., Esparza, S. J., & Chassiakos, Y. S. R. (2014). New leadership for today’s health care professionals: Concepts and cases. Burlington, MA: Jones & Bartlett Learning.
· Assessment Instructions
Note: You are strongly encouraged to complete the assessments in this course in the order in which they are presented.
This assessment has three distinct parts.
· Part 1: Critical Leadership Competencies for Health Care Organizations. In Part 1, based on the information from your resources, provide an overview of the leadership competencies required to lead health care organizations into the future.
· Part 2: Personal Leadership Gap Analysis. In Part 2, compare the competencies most needed by your organization (from your work in Assessment 1) to the skills you already possess (using the results from your STAR analysis).
· Part 3: Individual Leadership Development Plan (ILDP). In Part 3, use the information from your resources, your self-assessment, and your work in Assessment 1 to put together a cohesive individual leadership development plan (ILDP).
Preparation
Before you create and submit your assessment, complete the following:
2. Read Health Leadership Competency Model Summary, linked in the Resources under the Required Resources heading
2. Consider the needs of your health care organization as identified in the Assessment 1 Organizational Scorecard Template. Consider how you add value to the organization by contributing to the achievement of the internal benchmarks within your department and specific to your position of employment.
2. Conduct a candid self-assessment of your health care leadership competencies, using the Star Format Competency Table linked in the Resources under the Required Resources heading. Once you have a clear picture of your strengths and weaknesses, you will construct an individual leadership development plan to focus upon development of critical success competencies that can help you take your organization into the future. To complete the STAR Format Competency Table, follow these directions:
6. In the left-hand column, rate your overall performance of this competency in the “ILDP =” field, using a 1 (novice) to 9 (expert) scale.
6. In the middle columns, provide a specific behavioral example of how you have practiced each competency in a previous work, volunteer or other capacity. You will provide one sentence on the “Situation,” the “Task” you were charged to perform, the “Action” you took, and the “Result” (S–T–A– R).
6. In the far right-hand column, rate the outcome or result of the specific example by using a 1 (least desirable) to 5 (optimal outcome) scale.
2. Search for professional, scholarly journal articles on the leadership skills and competencies needed in health care organizations today and into the future. You will need a minimum of five resources to use as support for your assessment.
Directions
Read the requirements for each part carefully.
Part 1: Critical Leadership Competencies for Health Care Organizations
Based on the resources you located, identify the top five leadership competencies needed within health care administration in order to ensure the success of health care organizations today and in the future.
Explain why each competency is critical to organizational success.
Part 2: Personal Leadership Gap Analysis
Following completion of the STAR assessment, consider your strengths versus those areas which require additional development. Provide a gap analysis that compares industry needs (as identified in Part 1), the needs of your organization (from your organization’s strategic direction), and the results of your STAR assessment. You may wish to use the Personal Leadership Gap Analysis Template linked in the Resources (Suggested) under the Capella Resources heading.
In a brief narrative, explain any discrepancies between industry needs and organizational needs. Explain how your areas of strength can offer you additional opportunities for career advancement.
Part 3: Individual Leadership Development Plan (ILDP)
Using the information and resources from Assessment 1 and Parts 1 and 2 from this assessment, construct a cohesive individual leadership development plan in which you complete the following:
. Identify at least three specific areas of weakness you need to focus on in order to meet industry and organizational needs.
. Explain the action steps you need to take to increase your competency in those areas. Be sure your action steps are specific, include a timeline, and align with the overall goal of meeting industry and organizational needs.
. Create specific performance indicators and measures for each action step to clearly illustrate how you will know that you are making progress on your plan.
If it helps you organize your thoughts, you may use a table format for your ILDP, such as the Individual Leadership Development Plan Template provided in the Resources (Suggested) under the Capella Resources heading. Just be sure you provide enough detail in each section, relative to the expectations laid out in the scoring guide. You are not required to use a table format; if you prefer, you may simply write this section as a narrative.
Additional Requirements
. Structure: Include a title page, table of contents, and reference page.
. Length: 8–12 pages.
. References: Cite at least five current scholarly or professional resources.
. Format: Use APA style for references and citations.
. Font: Times New Roman font, 12 point, double-spaced for narrative portions only.
·
Overview
Conduct a candid self
–
assessment of your health care leadership competencies and
construct an 8
–
12
–
page comprehensive individual leadership development plan that can
help you take your organization into the future.
Note
: You are strongly encouraged to com
plete the assessments in this course in the order
in which they are presented.
By comparing areas of
strength and weakness to the skill sets required to lead an
organization, it is easier to determine the specific skill areas that need to be developed.
Once you identify skills that need improvement, it is possible to develop an action plan to
strengthen w
eaker areas and highlight strengths. A good action plan should contain
specific strategies as well as a way to measure success.
By successfully completing this assessment, you will demonstrate your proficiency in the
following course competencies and asses
sment criteria:
o
Competency 2
: Assess personal leadership competencies relative to the
Summarize relevant critical success leadership competencies required by
health care organizations.
Compare personal leadership competencies to the critical success
leadership competencies needed within the health care industry.
Construct an individual leadership development plan that contains specific
action steps, a timeline, and performance indicators and measures.
Explain how an individual leadership development plan aligns with
industry and organizational needs.
o Competency 5: Communicate in a manner that is scholarly, professional, and
consistent with expectations for professionals in health care administration. (L6.1,
L6.2, L6.3, and L6.4)
Write coherently, concisely, logically, and with strong support from
relevant professional resources, in an appropriate format, with correct
grammar, usage, and mechanics as expected of a health care administration
professional.
Context
Different types of health care organizations have different visions, missions, values, and
cultures. Leaders must assess the community and organization to determine what type of
leadership best fits the organizational context. Effective leaders are those who are
consistent, credible, authentic, flexible, and engage in continuous learning.
You will have your own brand of personal and professional leadership. It is important to
periodically assess the fit of your style relative to the current environment and changing
needs of the organization. Leaders who add value align their efforts and lead teams
Leadership Inventory Overview ppt.pdf
Lifelong Leadership Inventory OVERVIEW
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What is the Lifelong Leadership Inventory (LLI)?
• The LLI was developed for graduate students to use as a self‐reflection tool to learn from and spend time reflecting on the competencies needed for success in health care management.
• Competencies used in the LLI come from NCHL’s Health Leadership Competency Model, which was developed from extensive national research.
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COMPETENCY: Any characteristic of a person that differentiates outstanding from typical performance in a given job, role, organization or culture.
Behaviors
Attitudes
Values
Other Characteristics
Skill Knowledge
Baseline Necessary for top performance but not sufficient.
Distinguishing characteristics that lead to longer‐term performance and success.
Source: Based on model developed by the HayGroup.
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Definition of Competencies
Any characteristic of an individual that creates outstanding performance in a given job, role,
organization, or culture.
Enable outstanding performance: • More often. • In more situations.
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Lifelong Leadership Inventory The LLI will be used in two Capella courses:
Master’s Program
MHA5002 – Survey of Systems of Health: www.surveys.nchl.org/capellagraduate.
Doctoral Program
DHA8002 – Topics in Health Administration and Leadership: www.surveys.nchl.org/capelladoctorate.
For students in the master’s program, the LLI will be open the first day of
each month and will close the last day of the month. Feedback reports will be sent to students via e‐mail within
three to five days of closing.
For students in the doctoral program, the LLI will be open the first day of
each quarter and will close the last day of each quarter. Feedback reports will be sent to students via e‐mail within
three to five days of closing.http://www.surveys.nchl.org/capellagraduatehttp://www.surveys.nchl.org/capelladoctorate
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Early career: Employed 0–5 years in an entry‐level managerial position or management track.
Mid‐career: Employed at least 6 years and hold a title of at least manager or director.
Late career: Hold the rank of CEO, COO, CMO, CFO, or CNO and have at least 10 years of leadership experience.
As a student in the Capella University Health Care Program, you are required to complete the National Center for Healthcare Leadership LIFELONG LEADERSHIP INVENTORY. This inventory is for your personal reflection on your capabilities in relation to your long‐term professional development and career planning. Results will be aggregated and provided in a feedback report to you at the beginning of next month.
PLEASE KEEP IN MIND THAT THERE ARE NO RIGHT OR WRONG ANSWERS OR PREFERRED LEVELS OF ATTAINMENT. Keep the feedback report as a reference document for your coursework.
The survey will take 45‐60 minutes to complete. For confidentiality purposes, a unique URL has been established for you to access the online assessment instrument through end of day Saturday, July 31, 2010. Know that you may also complete the survey in phases as your schedule allows through the deadline date. Please do not forward this URL to other students, as they will access the survey with their own unique URL. To begin, please click on the web address below or cut‐and‐paste it into your Web browser if it does not automatically open when you click on it.
If you have general questions about the inventory’s content, contact me at jwainio@nchl.org or 312‐755‐7069. If you cannot access the web site, you can contact the NCHL data processing vendor, LearningBridge, at help@learningbridge.com or via phone at 801‐492‐1007.
Thank you for taking the time to complete this inventory.
Sincerely,
Joyce Anne Wainio Vice President NCHL Assessment Center
*ABOUT THE NATIONAL CENTER FOR HEALTHCARE LEADERSHIP The National Center for Healthcare Leadership is a not‐for‐profit organization based in Chicago. Its vision is to be an industry‐wide catalyst to improve the health of the public through evidence‐based leadership and organizational excellence. For more information about NCHL, visit the NCHL Web site at www.nchl.org.
Your Unique URL will be sent to your email! http://www.surveys.nchl.org/index.cfm?id=1r2i-j8oixhttp://www.nchl.org/
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All the skill‐development instruments are based on 26 rigorously researched competencies important for leadership enhancement and distinction across career stages (that is, early, mid, and advanced).
Key Considerations
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Key Considerations (continued)
There are no right or wrong answers. If you answer realistically regarding your current level of skill (not your desired state), you will have a baseline overview for facilitating your longer‐term career planning and ongoing assessment activities.
Your report provides information for your own: Knowledge and understanding. Reflection. Career tracking. Professional development.
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Results are confidential and will not be reported to anyone except on a cohort basis. You can share results with those you feel may be of assistance to your skill and career development:
Faculty advisers. Preceptors. Coaches. Other students or colleagues.
Key Considerations (continued)
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Understanding Your LLI Feedback CAPABILITY Identify patterns:
>What similarities are there between your self‐assessment score and the cohort group’s?
>What differences are there, and how might you account for them?
Identify strengths and areas of opportunity:
>What do you consider your three or four strongest areas? >What do you consider your three or four weakest areas?
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Understanding Your LLI Feedback
IMPORTANCE Identify patterns:
>What similarities are there between your self‐assessment score and the cohort’s?
>What differences are there, and how might you account for them?
Identify which competencies are most critical to your success.
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How does the LLI benefit me?
It is useful for continued education and lifelong learning as you grow as leaders in the health care field.
Use feedback report to provide information for self‐reflection and career planning.
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Step 1: Read and Discuss the NCHL Competency Model with Your Faculty and Peers
Source: Spencer and Spencer “Competence at Work.”
Recognition of the competency.
Understanding the competency.
Assessment of and feedback on the competency.
Experimentation with demonstration of the competency.
Application of or practice using the competency.
Co m pe
te nc y
St re ng th
Time
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Step 2: Participate in the LLI, review feedback reports with faculty mentor and peers, and complete the worksheets and individual leadership plan
Source: Spencer and Spencer “Competence at Work.”
Recognition of the competency.
Understanding the competency.
Assessment of and feedback on the competency.
Experimentation with demonstration of the competency.
Application of or practice using the competency.
Co m pe
te nc y
St re ng th
Time
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Source: Spencer and Spencer “Competence at Work.”
Recognition of the competency.
Understanding the competency.
Assessment of and feedback on the competency.
Experimentation with demonstration of the competency.
Application of or practice using the competency.
Co m pe
te nc y
St re ng th
Time
Step 3: Engage in active learning and experimentation in the classroom, group projects, extracurricular activities, and field experiences to enhance competencies.
Copyright 2010 21
Greatness is not a function of circumstance. Greatness, it turns out, is largely a matter of
conscious choice and discipline.
— Jim Collins, Good to Great and the Social Sector: A Monograph to Accompany Good to Great, 2005.
Lifelong Leadership Inventory�OVERVIEW
What is the Lifelong Leadership Inventory (LLI)?�
Slide Number 3
Slide Number 4
Definition of Competencies
Lifelong Leadership Inventory
Slide Number 7
Career Levels – Choose One!
Slide Number 9
Slide Number 10
Your Unique URL will be sent to your email!
Key Considerations
Key Considerations (continued)
Key Considerations (continued)
Understanding Your LLI Feedback
Understanding Your LLI Feedback
How does the LLI benefit me?
Step 1: Read and Discuss the NCHL Competency Model with Your Faculty and Peers
Step 2: Participate in the LLI, review feedback reports with faculty mentor and peers, and complete the worksheets and individual leadership plan
Step 3: Engage in active learning and experimentation in the classroom, group projects, extracurricular activities, and field experiences to enhance competencies.
https://topwritershelp.com/wp-content/uploads/2020/06/logoTWH.png00developerhttps://topwritershelp.com/wp-content/uploads/2020/06/logoTWH.pngdeveloper2022-03-24 00:18:342022-03-24 00:18:34Individual Leadership Development Plan Hint: A competency in need of development may require more than one activity.
Create a 10–12-slide PowerPoint presentation that communicates a leadership plan to address financial gaps within your organization. Use Kaltura or another technology to narrate and record a 10–15-minute audio presentation.
Note: You are strongly encouraged to complete the assessments in this course in the order
To remain viable, health care organizations need leaders who can meet financial targets by effectively leading their teams. Whether you work for a nonprofit, for-profit, or government facility, financial goals and targets will influence your leadership priorities. These internal benchmarks, when considered with respect to finite, available resources, create leadership challenges for maintaining fiscal and clinical balance. You may recall a quote from Irene Krause, who started the idea of “No Margin, No Mission.” So, regardless of what your corporate structure might be, all leaders must contribute towards the financial health and profit margin of the organization.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 3: Analyze characteristics of effective team leadership. (L5.4, L26.5, L1.4)
· Analyze evidence-based strategies of effective team leadership in a plan to motivate team members to achieve departmental financial targets within a health care organization.
· Identify financial targets including performance indicators and measurements for a department within a health care organization.
· Analyze gaps in financial targets versus YTD performance or goal attainment for a department within a health care organization.
· Propose a leadership plan to close identified financial gaps for a department within a health care organization.
· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration. (L6.1, L6.2, L6.3, and L6.4)
· Develop a presentation that is clear, concise, well organized, and appropriate for internal stakeholders.
Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.
· What leadership strengths could you utilize to address the task of motivating your team to engage in meeting financial targets?
· What organizations are you aware of that can help you improve your financial skill sets?
Resources
Suggested Resources
Library Resources
The following e-books or articles from the University Library are linked directly in this course:
· Broom, K. D., & Turner, J. S. (2015). A competency-based approach to functional area expertise: Extending competency-based education to a healthcare finance area of concentration. The Journal of Health Administration Education, 32(1), 25–46.
· Daiker, B. L. (2013). Adaptive challenges in medical practices. The Journal of Medical Practice Management: MPM, 28(6), 332–340.
· Rauscher Singh, S., & Wheeler, J. (2012). Hospital financial management: What is the link between revenue cycle management, profitability, and not-for-profit hospitals’ ability to grow equity? Journal of Healthcare Management, 57(5), 325–339.
.
Bookstore Resources
The resources listed below are relevant to the topics and assessments in this course and are not required.
· Ledlow, G. R., & Coppola, M. N. (2014). Leadership for health professionals: Theories, skills, and applications (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
· Rubino, L. G., Esparza, S. J., & Chassiakos, Y. S. R. (2014). New leadership for today’s health care professionals: Concepts and cases. Burlington, MA: Jones & Bartlett Learning.
·
· Assessment Instructions
Note: You are strongly encouraged to complete the assessments in this course in the order in which they are presented. If you require the use of assistive technology or alternative communication methods to participate in this activity, please contact Disability Services to request accommodations.
Required Deliverables
This assessment has two parts.
· Part 1: PowerPoint Presentation.
· Part 2: Audio Recording. (Only Notes needed)*
Preparation
Before you create and submit your Deliverables, complete the following:
3. Revisit the environmental analysis conducted in Assessment 1. If you did not conduct a PEST analysis in Assessment 1, consider the possibility of conducting one now to examine the larger industry context in which your organization’s financial forecast is developed.
3. Select and identify two financial targets for your department, along with the performance indicators and measurements. For example: x% compliance with coding, 90% + rating for patient satisfaction scores (on a 1–5 scale), 5% profit margin for service line Y, and so on.
3. Look for professional or scholarly journal articles on characteristics of effective team leaders and strategies for leading effective teams. You will need a minimum of five articles to use as resources for this assessment.
Directions
Read the requirements for each part carefully.
Part 1: PowerPoint Presentation
Create a PowerPoint presentation you could present to internal executive stakeholders. The presentation needs to briefly and succinctly communicate your leadership plan to address financial gaps you have identified within your department.
Organize your PowerPoint slides in a way that makes sense for your organization. Be sure your slides include the following elements:
. An overview of the environmental analysis from Assessment 1, with a financial focus.
. The two identified financial targets for your department, along with the performance indicators and measurements.
. A gap analysis of financial targets versus YTD performance or goal attainment. Include your observations, trends, and insights.
. An evidence-based leadership plan to address the identified gaps.
9. Analyze the organizational culture and strategic direction, along with strategies for leading your departmental team that consider your strengths and are supported by credible professional resources. You may include team incentives such as profit sharing, or other benefits (tuition reimbursement, seminars, software, HFMA memberships, and other incentives) to motivate your team.
9. Include your leadership style, the method that you use or will use with your team, and inclusion of evidence-based leadership approaches.
You may choose to organize your slides in the following fashion:
. Cover slide: Topic, course, your name, name of the organization this would be for, and date.
. Objective: Example – “Leadership plan to support goal attainment of organizational targets.” Customize to fit your needs.
. Environmental Analysis (1–3 slides): SWOT analysis from Assessment 1 along with a PEST analysis – 3–5 bullet points with salient, high-impact, relevant points.
. Organizational Directive: Your two identified financial targets, along with performance indicators and measures.
. Gap Analysis: Actual versus target variance, followed by your observations and insights (3–4 bullet points).
. Leadership Plan (2–4 slides): 2–4 evidence-based recommendations, including your strategies for leading your team; your leadership approach; and methods, metrics, insights, and observations.
. References: Include authoritative sources only. Use numbered footnotes in your slides. Follow APA format for references.
. Other: You may certainly choose to add graphics and special effects, but these additions will not impact your evaluation either positively or negatively.
Part 2: Audio Recording (Notes/Script needed) *
Use Kaltura or another technology to record a narrated presentation of the main points. Before you begin recording, you may find it beneficial to write a script or detailed outline that you can refer to as you record. Keep in mind that you will typically have no more than 10 minutes to present your PowerPoint and answer questions. The presentation you record should not be longer than 10–15 minutes.
Include the notes or script of your audio recording. You may choose to include this in the form of the completed Notes section of the PowerPoint presentation slides, as a script you may have used when you created your recording, or in the form of a detailed outline. This will serve to clarify any insufficient or unclear audio, or if you cannot complete the audio recording. Note: If your notes or script are not included in the PowerPoint presentation, please include them in a separate document along with the other presentation elements.
Additional Requirements
. Structure: Include a title slide and reference slide.
. Length (Part 1): 10–12 slides.
. Duration of audio recording (Part 2): 10–15 minutes.
. References: At least five current scholarly or professional resources.
. Format: APA format for references and citations only.
. Font: Use a font that is consistent with the expectations of your organization, for example, Times New Roman, Arial, or Calibri.
·
Overview
Create a 10
–
12
–
slide PowerPoint presentation that communicates a le
adership plan to
address financial gaps within your organization. Use Kaltura or another technology to
narrate and record a 10
–
15
–
minute audio presentation.
Note
:
You are strongly encouraged to complete the assessments in this course in the order
To remain viable, health care organizations need leaders who can meet financial targets
by effectively leading their teams. Whether you work for a nonprofit, for
–
profit, or
government facility, financial goals and targets will influence your leadership pri
orities.
These internal benchmarks, when considered with respect to finite, available resources,
create leadership challenges for maintaining fiscal and clinical balance. You may recall a
quote from Irene Krause, who started the idea of “No Margin, No Miss
ion.”
So,
regardless of what your corporate structure might be, all leaders must contribute towards
the financial health and profit margin of the organization.
By successfully completing this assessment, you will demonstrate your proficiency in the
followi
ng course competencies and assessment criteria:
o
Competency 3
: Analyze characteristics of effective team leadership. (L5.4, L26.5,
L1.4)
§
Analyze evidence
–
based strategies of effective team leadership in a plan to
motivate team members to achieve department
al financial targets within a
health care organization.
o
Competency 4
: Examine how financial forecasts guide organizational leadership.
(L8.4)
§
Identify financial targets including performance indicators and
measurements for a department within a health care organization.
§
Analyze gaps in financial targets versus YTD performance or goal
attainment for a department within a health care organization.
§
Propose a leadership plan to close identified financial gaps for a department
within a health care organization.
o
Competency 5
: Communicate in a manner that is scholarly, professional, and
consistent with expectations for professionals in health care admin
istration. (L6.1,
L6.2, L6.3, and L6.4)
§
Develop a presentation that is clear, concise, well organized, and
appropriate for internal stakeholders.
Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and
discuss them with a fellow learner, a work associate, an interested friend, or a member of
the business community
.
Overview
Create a 10–12-slide PowerPoint presentation that communicates a leadership plan to
address financial gaps within your organization. Use Kaltura or another technology to
narrate and record a 10–15-minute audio presentation.
Note: You are strongly encouraged to complete the assessments in this course in the order
To remain viable, health care organizations need leaders who can meet financial targets
by effectively leading their teams. Whether you work for a nonprofit, for-profit, or
government facility, financial goals and targets will influence your leadership priorities.
These internal benchmarks, when considered with respect to finite, available resources,
create leadership challenges for maintaining fiscal and clinical balance. You may recall a
quote from Irene Krause, who started the idea of “No Margin, No Mission.” So,
regardless of what your corporate structure might be, all leaders must contribute towards
the financial health and profit margin of the organization.
By successfully completing this assessment, you will demonstrate your proficiency in the
following course competencies and assessment criteria:
o Competency 3: Analyze characteristics of effective team leadership. (L5.4, L26.5,
L1.4)
Analyze evidence-based strategies of effective team leadership in a plan to
motivate team members to achieve departmental financial targets within a
health care organization.
o Competency 4: Examine how financial forecasts guide organizational leadership.
(L8.4)
Identify financial targets including performance indicators and
measurements for a department within a health care organization.
Analyze gaps in financial targets versus YTD performance or goal
attainment for a department within a health care organization.
Propose a leadership plan to close identified financial gaps for a department
within a health care organization.
o Competency 5: Communicate in a manner that is scholarly, professional, and
consistent with expectations for professionals in health care administration. (L6.1,
L6.2, L6.3, and L6.4)
Develop a presentation that is clear, concise, well organized, and
appropriate for internal stakeholders.
Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and
discuss them with a fellow learner, a work associate, an interested friend, or a member of
the business community.
https://topwritershelp.com/wp-content/uploads/2020/06/logoTWH.png00developerhttps://topwritershelp.com/wp-content/uploads/2020/06/logoTWH.pngdeveloper2022-03-24 00:15:342022-03-24 00:15:34Create a 10–12-slide PowerPoint presentation that communicates a leadership plan to address financial gaps within your organization.
Develop a personal leadership model based on your evaluation of how you responded at a critical moment, along with an analysis of how your personal strengths and leadership style can become a model for leadership within your organization. There is no page limit for this assessment; be substantive, thorough, and concise.
Note: You are strongly encouraged to complete the assessments in this course in the order in which they are presented.
As a health care leader, you will face a variety of obstacles and will need to use leadership skills to move teams forward and overcome barriers. Assessing the environment encompasses the morale and needs of individual team members, as well as perhaps the department or strategic business unit. Effective leaders utilize their natural leadership strengths and can enhance results via integration of personal leadership and emotional intelligence.
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:
· Competency 2: Assess personal leadership competencies relative to the organizational need. (L2.4, L14.4, L22.4, L19.2, L7.2, L10.5)
· Explain how emotional intelligence strengthens leadership skills.
· Describe evidence-based leadership strategies for managing stressful situations.
· Propose a personal leadership brand that reflects organizational direction and need.
· Explain how leadership style aligns with organizational mission and values, and professional and personal ethics.
· Competency 3: Analyze characteristics of effective team leadership. (L5.4, L26.5, L1.4)
· Analyze leadership strategies to guide highly effective teams.
· Analyze how financial forecasts influence leadership style.
· Competency 5: Communicate in a manner that is scholarly, professional, and consistent with expectations for professionals in health care administration. (L6.1, L6.2, L6.3, and L6.4)
· Write coherently, concisely, logically, and with strong support from relevant professional resources, in an appropriate format, with correct grammar, usage, and mechanics as expected of a health care administration
Context
Health care leaders are expected to be able to walk into the workplace, assess priorities, and work with teams to accomplish the organizational mission. Typically, this involves both clinical and financial goals, as well as the motivation of teams to get the work done.
Emotional intelligence (EI) is the ability to perceive emotions (both our own and the emotions of those around us) understand the causes and meanings of different emotions, and use this knowledge of emotions to guide how we think about and respond to people and situations (Salovey, Mayer, & Caruso, 2004). In 1995, Daniel Goleman brought the concept of emotional intelligence into the business world with his book Emotional Intelligence: Why It Can Matter More Than IQ. Goleman’s model defines EI as a blend of skills and characteristics that guide leadership decisions and can influence organizational success. In fact, EI has had a tremendous impact on the business world and many organizations worldwide use EI for hiring, promoting, and developing employees (Goleman, n.d.).
References
Goleman, D. (n.d.). Emotional intelligence [Blog post]. Retrieved from http://www.danielgoleman.info/topics/emotional-intelligence/
Salovey, P., Mayer, J., & Caruso, P. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 197–215.
Questions to Consider
To deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community.
· What types of situations generally create pressure and stress for you? How do you handle these situations?
· When you think about successful leaders with whom you have worked, how did they react to stressful or uncertain events in the workplace? What insights can this provide as you evolve professionally?
· How would you deal with a large-scale chaotic incident in the workplace, such as a natural disaster? What tools and strategies would you use?
Resources
Required Resources
The following resources are required to complete the assessment.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.
· The Greater Good Science Center at the University of California, Berkeley. (n.d.). Body language quiz | Test your emotional intelligence. Retrieved from http://greatergood.berkeley.edu/ei_quiz/#16
· Cherry, K. (n.d.). What’s your EQ? About.com. Retrieved from http://psychology.about.com/library/quiz/bl_eq_quiz.htm
Suggested Resources
The following optional resources are provided to support you in completing the assessment or to provide a helpful context.
Library Resources
· Arunima, S., & Ajeya, J. (2014). Age and emotional intelligence of healthcare leaders: A study. Advances in Management, 7(7), 41–48.
· DaCosta, J. (2012). Leadership models for healthcare improvement. British Journal of Healthcare Management, 18(11), 575–580.
· Delmatoff, J., & Lazarus, I. R. (2014). The most effective leadership style for the new landscape of healthcare. Journal of Healthcare Management, 59(4), 245–249.
· du Plessis, M., Wakelin, Z., & Nel, P. (2015). The influence of emotional intelligence and trust on servant leadership. SA Journal of Industrial Psychology, 41(1), 1–9.
· Morales, J. B. (2014). Review Paper: The relationship between physician emotional intelligence and quality care. International Journal of Caring Sciences, 7(3), 704–710.
· Smallwood, N. (2010). Define your personal leadership brand in five steps. Harvard Business Review.
Internet Resources
Access the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have either been granted or deemed appropriate for educational use at the time of course publication.
· Brackett, M. (Producer). (2013). Emotional Intelligence: From Theory to Everyday Practice | Transcript. Retrieved from https://www.youtube.com/watch?v=e8JMWtwdLQ4
Bookstore Resources
· Ledlow, G. R., & Coppola, M. N. (2014). Leadership for health professionals: Theories, skills, and applications (2nd ed.). Burlington, MA: Jones & Bartlett Learning.
· Rubino, L. G., Esparza, S. J., & Chassiakos, Y. S. R. (2014). New leadership for today’s health care professionals: Concepts and cases. Burlington, MA: Jones & Bartlett Learning.
·
· Assessment Instructions
Note: You are strongly encouraged to complete the assessments in this course in the order in which they are presented.
Preparation
Before you create and submit your assessment, complete the following:
3. Review the results of your STAR assessment and look for credible, professional resources on leadership and managing stressful situations.
3. Complete one of the emotional intelligence (EI) assessments (linked in the Resources under the Capella Resources heading) and find credible, professional resources on EI in business.
Directions
Read the requirements carefully and be sure you complete each section.
. Section One – Emotional Intelligence and Leadership: Explain how EI concepts improve leadership skills. How does understanding and managing emotions make a more effective leader?
. Section Two – Personal Leadership Assessment: Conduct a personal leadership situational assessment using the critical moment dialogue approach.
4. Describe a chaotic or stressful situation you experienced (in just a few sentences) and the specific actions you took in the situation.
4. Describe ways you could have better managed your reaction to the situation, using the leadership resources you located.
4. Explain how this new insight might influence your personal leadership development.
. Section Three – Personal Leadership Brand Statement: Based on the results of your STAR assessment, personal leadership situational assessment, and EI assessment, propose a personal leadership brand or style that is authentic, reflects your personality and strengths, and capitalizes on your EI.
5. Condense your personal leadership brand into two words that best describe your style. You can test your proposed leadership brand by asking colleagues for feedback. Include a so that statement for your brand that demonstrates how your leadership style adds value to your organization.
5. Example: “My leadership brand is collaborative accountability so that I can facilitate effective teamwork towards meeting the organization’s goal to deliver X clinical and/or Y financial outcomes.”
. Section Four – Personal Leadership Model: Analyze how you can combine your leadership strengths, emotional intelligence, and personal leadership brand into a leadership model that aligns with organizational culture and strategic goals and can guide organizational success. Be sure your analysis includes evidence and support from the resources you located. Specifically, address the following:
6. Leadership strategies to guide highly effective teams.
6. How your leadership approach might be influenced by financial forecasts.
6. How your leadership approach reflects the mission and values of the organization, as well as professional and personal ethics.
Additional Requirements
. Structure: Include a title page and reference page.
. Length: No required minimum length. Be substantive, thorough, and concise.
. References: At least five current credible professional resources.
. Format: APA format for references and citations only.
. Font: Times New Roman font, 12 point, double-spaced.
·
Ov
erview
Develop a personal leadership model based on your evaluation of how you responded at a
critical moment, along with an analysis of how your personal strengths and leadership
style can become a model for leadership within your organization. There is no page
limit
for this assessment; be substantive, thorough, and concise.
Note
:
You are strongly encouraged to complete the assessments in this course in the order
in which they are presented.
As a health care leader, you will face a variety of obstacles and will need to use
leadership skills to move teams forward and overcome barriers. Assessing the
environment
encompasses the morale and needs of individual team members, as well as
perhaps the department or strategic business unit. Effective leaders utilize their natural
leadership strengths and can enhance results via integration of personal leadership and
emoti
onal intelligence.
By successfully completing this assessment, you will demonstrate your proficiency in the
following course competencies and assessment criteria:
o
Competency 2
: Assess personal leadership competencies relative to the
organizational need. (L
2.4, L14.4, L22.4, L19.2, L7.2, L10.5)
§
Explain how emotional intelligence strengthens leadership skills.
§
Describe evidence
–
based leadership strategies for managing stressful
situations.
§
Propose a personal leadership brand that reflects organizational direction
and need.
§
Explain how leadership style aligns with organizational mission and values,
and professional and personal ethics.
o
Competency 3
: Analyze characteristics of effective team l
eadership. (L5.4, L26.5,
L1.4)
§
Analyze leadership strategies to guide highly effective teams.
o
Competency 4
: Examine how financial forecasts guide organizational leadership.
(L8.4)
§
Analyze how financial forecasts influence leadership style.
o
Competency 5
:
Communicate in a manner that is scholarly, professional, and
consistent with expectations for professionals in health care administration. (L6.1,
L6.2, L6.3, and L6.4)
§
Write coherently, concisely, logically, and with strong support from
relevant professio
nal resources, in an appropriate format, with correct
grammar, usage, and mechanics as expected of a health care administration
Overview
Develop a personal leadership model based on your evaluation of how you responded at a
critical moment, along with an analysis of how your personal strengths and leadership
style can become a model for leadership within your organization. There is no page limit
for this assessment; be substantive, thorough, and concise.
Note: You are strongly encouraged to complete the assessments in this course in the order
in which they are presented.
As a health care leader, you will face a variety of obstacles and will need to use
leadership skills to move teams forward and overcome barriers. Assessing the
environment encompasses the morale and needs of individual team members, as well as
perhaps the department or strategic business unit. Effective leaders utilize their natural
leadership strengths and can enhance results via integration of personal leadership and
emotional intelligence.
By successfully completing this assessment, you will demonstrate your proficiency in the
following course competencies and assessment criteria:
o Competency 2: Assess personal leadership competencies relative to the
Explain how emotional intelligence strengthens leadership skills.
Describe evidence-based leadership strategies for managing stressful
situations.
Propose a personal leadership brand that reflects organizational direction
and need.
Explain how leadership style aligns with organizational mission and values,
and professional and personal ethics.
o Competency 3: Analyze characteristics of effective team leadership. (L5.4, L26.5,
L1.4)
Analyze leadership strategies to guide highly effective teams.
o Competency 4: Examine how financial forecasts guide organizational leadership.
(L8.4)
Analyze how financial forecasts influence leadership style.
o Competency 5: Communicate in a manner that is scholarly, professional, and
consistent with expectations for professionals in health care administration. (L6.1,
L6.2, L6.3, and L6.4)
Write coherently, concisely, logically, and with strong support from
relevant professional resources, in an appropriate format, with correct
grammar, usage, and mechanics as expected of a health care administration
https://topwritershelp.com/wp-content/uploads/2020/06/logoTWH.png00developerhttps://topwritershelp.com/wp-content/uploads/2020/06/logoTWH.pngdeveloper2022-03-24 00:12:282022-03-24 00:12:28Develop a personal leadership model based on your evaluation of how you responded at a critical moment
Reply to 2 peers and provide them each with a potential or actual study using a mixed method design to address their practice challenge. Be sure to provide citations.
For week 2, you will add the following content to your formal literature synthesis based on the practice challenge you described last week.
1. Define problem statement, hypothesis, and PICOT statement. Cite resources
A problem statement is developed by the researcher and identifies a potential problem that is relevant to practice. A hypothesis is a fundamental explanation based on limited data and observation that serves as a foundational starting point with which to proceed with further investigation. PICOT stands for Population (P), Intervention (I), Comparison (C), Outcome (O) and Time-frame (T) of intervention. A PICOT statement is a reliable “formula” for producing answerable, researchable questions (Polit & Beck, 2017).
2. Develop a problem statement, potential hypothesis, and potential PICOT statement based on your practice challenge.
Nursing staff shortages impact patient care as well as the nurses who provide the patient care. Nurse staffing needs vary depending on acuity, day or night shift, procedures, and any number of unforeseen events. Short staffing jeopardizes not only the patients but the license and health of the nurses as well. A potential hypothesis regarding this topic may be that if nursing staffing was improved, the occurrence error related patient incidences. The population affected in this PICOT statement is the patients. The intervention in this PICOT statement is that the nursing staffing levels can be increased to alleviate the shortages. The comparison will be a hospital that remains at lower staffing levels. The outcome will be the number of nurse retention compared in both hospitals. The comparison time will be one year.
3. Identify potential (ones you make up) or actual studies using 2 different methodologies (qualitative and quantitative). Be sure to provide citations.
A qualitative study that evaluates the patient effects of nurse short staffing is study performed by Clark, P. A., Leddy, K., Drain, M., & Kaldenberg, D. “state nursing shortages and patient satisfaction: more RNs—better patient experiences” (2007). In this study, the do a qualitative analysis on the quality of patients care and the correlation between adequate nursing staffing.
A quantitative study that evaluates the patient effects of nurse short staffing is “nurse staffing and patient outcomes: a longitudinal study on trend and seasonality by He, J., Staggs, V. S., Bergquist-Beringer, S., & Dunton, N. (2016). In this study He performed a longitudinal study based off quarterly unit-level nursing data in 2004–2012 were extracted from the National Database of Nursing Quality Indicators (NDNQI).
Second Post
The opioid misuse and abuse has become an epidemic nationwide. There has been a 30 percent increase in overdoses in the U.S. from July 2016 through September 2017. (Centers for Disease Control and Prevention, 2018) To be able develop a solution for this epidemic, the problem must be identified. To identify the issue, a problem statement and hypothesis needs to be created. This will better identify the problem and study the cause behind the issue.
“A problem statement presents the idea, issue, or situation that the researcher intends to examine in the study” (Trice & Bloom, 2015 p. 128). The problems statement sets the foundation for the researcher. To further describe the problem statement, the PICOT format is used to clarify “more fully the population of the study as well as the intervention/comparison of interest, the outcome desired, and the time framed involved” (Trice & Bloom, 2015 p. 130). PICOT format stands for P) population of the subjects in the study I) treatment that will be provided in the study C) comparison of the control group to the one in the study O) outcome that is being measure to test the effectiveness of the intervention T) time; the duration of the data collection. (Riva, Malik, Burnie, Endicott, & Busse, 2012) Along with a problem statement, a hypothesis is needed to put a “question into a form that can be tested” (Trice & Bloom, p. 134). A hypothesis will allow the researcher to make a proposition regarding the issue pertaining to the problem statement chosen.
Problem statement: The opioid epidemic is costing thousands of American lives annually.
Hypothesis: If a person is started on narcotics at an earlier age than 21 years, they are more likely to be addicted to narcotics than those not started after 21 years of age.
PICOT:
P) Population: addicts; those addicted to narcotics
I) Intervention: safe prescribing (not prescribing narcotics under the age of 21)
C) The difference between addicts who received narcotics before the age of 21 vs the addicts who were given narcotics after age 21.
O) fewer addicts and overdoses
T) time of my data collection
The Centers for Disease Control and Prevention(CDC) analyses data using the National Vital Statistics System (NVSS). The CDC “combined the natural, semi-synthetic, and synthetic opioid categories (including methadone) when reporting deaths involving opioid analgesics, also referred to as prescription opioids” (Centers for Disease Control and Prevention, 2017). In 2016, there has been 32,445 reports deaths involving opioids, averaging 89 deaths per day. From 2015, reported deaths have increased by 9,847 annually. A large amount of these deaths are not correlated with prescription opioids but to illegally-made fentanyl. The NVSS data does not differentiate between prescription drugs and illegally-made.
“Every ‘Never’ I Ever Said Came True”: Transitions from opioid pills to heroin injecting is a qualitative study “documents the pathways to injecting heroin by users in Philadelphia and San Francisco before and during a pharmaceutical opioid pill epidemic” (Mars, Bourgois, Karandinos, Montero, & Ciccarone, 2014). Data was collected by interviewing the drug dealers and observing the addicts behavior. The study include Philadelphia and San Francisco due to the “contrasting political economies, immigration patterns and source type of heroin” (Mars, Bourgois, Karandinos, Montero, & Ciccarone, 2014). It was determined in this study that heroin users in both cities began using heroin after they became addicted to prescription pills. They switches to heroin due to the availability being more accessible.
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Effects of Disease on the Healthe Care Industry: Respiratory HealthHCS/245 Version 8
2
University of Phoenix Material
Effects of Disease on the Health Care Industry: Respiratory Health
Complete the table on the following page. Choose 2 diseases or disorders to complete the table.Be sure to properly cite references and sources for any information or facts used.
A general example has been provided for you.
Example:
Disease or Disorder
Treatment Modalities
Cultural Beliefs/Practices Affecting this Disease
Epidemiological Statistics
Available Consumer Resources(e.g., financing, information, support)
Impact on Society
Acquired Immunodeficiency Syndrome (AIDS)
· Prevention (education, exposure avoidance)· Antiretroviral treatment (required to begin directly after infection)· Antiviral medications sometimes slow disease progression but cannot cure it once contracted.
· AIDS is a disease that only affects the LGBT community (myth).· Contracting HIV is an automatic death sentence (myth).· HIV/AIDS is currently incurable (fact).· Education and proper preventive measures are crucial in fighting this disease.
· Worldwide, 2.5 million new cases reported in 2011 (CDC)· 635,000 individuals with AIDS have died in the United States to date (CDC).· An estimated 1.1 million people in U.S. were living with AIDS in 2009 (CDC).
· Websites:www.cdc.gov/hiv/default.htmlwww.aidshealth.orgwww.aids.gov· Funding for prevention and research from the government and private sector· Educational programs, UNICEF
· Considered a worldwide epidemic (Shi, 2014)· In 2012, the U.S. government spent more than $20 billion on HIV/AIDS programs and research.· Has an impact on social lives and sexual practices of all citizens in a given society in one way or another.
References
Shi, L. (2014). Introduction to Health Policy. Chicago, IL: Health Administration Press. Washington, D.C.: AUPHA Press. Centers for Disease Control and Prevention. (2013). Retrieved from www.cdc.gov/hiv/default.html
Complete the table below for 2 diseases that you have chosen that affects respiratory health. In each box, you are required to list 3 to 5 bulleted statements regarding the heading of that box.
Cite your sources using APA format.
This section is due in Week Five.
Chosen Respiratory Disease or Disorder
Treatment Modalities
Cultural Beliefs/Practices Affecting this Disease
Epidemiological Statistics
Available Consumer Resources(e.g., financing, information, support)
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Health Assessment of the Head, Neck, Eyes, Ears, Nose, Mouth, Throat, Neurological System, and the 12 Cranial Nerves Skin, Hair, Nails, Breasts, Peripheral Vascular System, Lymphatics, Thorax, Heart, Lungs, Musculoskeletal, Gastrointestinal, and Genitourinary Systems
Save this form on your computer as a Microsoft Word document. You can expand or shrink each area as you need to include relevant data for your client.
Student Name:
Date:
Client/Patient Initials:
Sex:
Age:
Occupation of Client/Patient:
Health History/Review of Systems(Complete and systematic review of systems)
Neurological System (headaches, head injuries, dizziness, convulsions, tremors, weakness, numbness, tingling, difficulty speaking, difficulty swallowing, etc., medications):
Head and Neck (pain, headaches, head/neck injury, neck pain, lumps/swelling, surgeries on head/neck, medications):
Eyes (eye pain, blurred vision, history of crossed eyes, redness/swelling in eyes, watering, tearing, injury/surgery to eye, glaucoma testing, vision test, glasses or contacts, medications):
Ears (earache or other ear pain, history of ear infections, discharge from ears, history of surgery, difficulty hearing, environmental noise exposure, vertigo, medications):
Nose, Mouth, and Throat (discharge, sores or lesions, pain, nosebleeds, bleeding gums, sore throat, allergies, surgeries, usual dental care, medications):
Skin, Hair and Nails (skin disease, changes in color, changes in a mole, excessive dryness or moisture, itching, bruising, rash or lesions, recent hair loss, changing nails, environmental hazards/exposures, medications):
Breasts and Axilla (pain or tenderness, lumps, nipple discharge, rash, swelling, trauma or injury to breast, mammography, breast self-exam, medications):
Peripheral Vascular and Lymphatic System (leg pain, cramps, skin changes in arms or legs, swelling in legs or ankles, swollen glands, medications):
Cardiovascular System (chest pain or tightness, SOB, cough, swelling of feet or hands, family history of cardiac disease, tire easily, self-history of heart disease, medications):
Thorax and Lungs (cough, SOB, pain on inspiration or expiration, chest pain with breathing, history of lung disease, smoking history, living/working conditions that affect breathing, last TB skin test, flu shot, pneumococcal vaccine, chest x-ray, medications):
Musculoskeletal System (joint pain; stiffness; swelling, heat, redness in joints; limitation of movement; muscle pain or cramping; deformity of bone or joint; accidents or trauma to bones; back pain; difficulty with activity of daily living, medications):
Gastrointestinal System (change in appetite – increase or loss; difficulty swallowing; foods not tolerated; abdominal pain; nausea or vomiting; frequency of BM; history of GI disease, ulcers, medications):
Genitourinary System (recent change, frequency, urgency, nocturia, dysuria, polyuria, oliguria, hesitancy or straining, urine color, narrowed stream, incontinence, history of urinary disease, pain in flank, groin, suprapubic region or low back):
Physical Examination(Comprehensive examination of each system. Record findings.)
Neurological System (exam of all 12 cranial nerves, motor and sensory assessments):
Head and Neck (palpate the skull, inspect the neck, inspect the face, palpate the lymph nodes, palpate the trachea, palpate and auscultate the thyroid gland):
Nose, Mouth, and Throat (Inspect and palpate the nose, palpate the sinus area, inspect the mouth, inspect the throat):
Skin, Hair and Nails (inspect and palpate skin, temperature, moisture, lesions, inspect and palpate hair, distribution, texture, inspect and palpate nails, contour, color, teach self-examination techniques):
Breasts and Axilla (deferred for purpose of class assignment)
Peripheral Vascular and Lymphatic System (inspect arms, symmetry, pulses; inspect legs, venous pattern, varicosities, pulses, color, swelling, lumps):
Cardiovascular System (inspect and palpate carotid arteries, jugular venous system, precordium heave or lift, apical impulse; auscultate rate and rhythm; identify S1 and S2, any extra heart sounds, murmur):
Thorax and Lungs (inspect thoracic cage, symmetry, tactile fremitus, trachea; palpate symmetrical expansion;, percussion of anterior, lateral and posterior, abnormal breathing sounds):
Musculoskeletal System (inspect cervical spine for size, contour, swelling, mass, deformity, pain, range of motion; inspect shoulders for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect elbows for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect wrist and hands for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect hips for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect knees for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect ankles and feet for size, color, contour, swelling, mass, deformity, pain and range of motion):
Gastrointestinal System (contour of abdomen, general symmetry, skin color and condition, pulsation and movement, umbilicus, hair distribution; auscultate bowel sound;, percuss all four quadrants; percuss border of liver; light palpation in all four quadrants– muscle wall, tenderness, enlarged organs, masses, rebound tenderness, CVA tenderness):
Genitourinary System (deferred for purpose of this class)
FHP Assessment
Cognitive-Perceptual Pattern:
Nutritional-Metabolic Pattern:
Sexuality-Reproductive Pattern:
Pattern of Elimination
Pattern of Activity and Exercise:
Pattern of Sleep and Rest:
Pattern of Self-Perception and Self-Concept:
Summarize Your Findings(Use format that provides logical progression of assessment.)
Situation (reason for seeking care, patient statements):
Background (health and family history, recent observations):
Assessment (assessment of health state or problems, nursing diagnosis):
Recommendation (diagnostic evaluation, follow-up care, patient education teaching including health promotion education):
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Read each article carefully. Re-read your chosen set and ask, “How are these articles similar?” “What do they have in common?” “How are they different?” “How are they not alike?” Make some written notes about each article in your chosen set. Compose a basic outline for your paper, including paragraphs for Introduction (ending in a thesis statement, one sentence that lays out what your paper will do), Background, Multiple body paragraphs containing the bulk of your information, Conclusion.
In writing your paper, follow these guidelines. 1) Begin your paper by introducing the problem being investigated. 2) Give a detailed description of the study (why it was done, who conducted it, who the subjects were, what the results showed, and what the authors concluded from the results). 3) After describing the article, you must use critical thinking to analyze it. Critical thinking about epidemiological studies involves determining whether the evidence gathered and described by the authors is appropriate to answer the questions they are trying to answer and whether this evidence supports the conclusions eventually drawn by the authors. This is where you compare and contrast one study to the other study of the set you have chosen. 4) The last portion of the paper should state your conclusions regarding your analysis.
You must include at least two references showing where you derived your information and those references should be cited with-in the text of your paper. You will also probably want to cite some information from your textbook.
After putting your paper together, you will want to condense/summarize the most important information into an abstract, which is a brief/short summary of the paper.
Your completed paper should be 5-7 double-spaced pages in length (including title page, abstract, and reference page) and conform to the APA standard format.
W6 Application of Nursing Theory Guidelines Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome IntroductionThe introduction for this paper includes: A nursing theory is required; non-nursing theories may not be used. General statements on the idea of nursing theory being applied to solve problems/issues in nursing practice. A one-paragraph summary of the selected specific nursing theory is required. Information identifying the sections of this assignment. References from nursing literature are required.
30.0 ptsPresentation of information was exceptional and included all of the following elements: A nursing theory was used. General statements on the idea of nursing theory being applied to solve problems/issues in nursing practice. A one-paragraph summary of the selected specific nursing theory is required. Information identifying the sections of this assignment. References from nursing literature are required.26.0 ptsPresentation of information was good, but was superficial in places and included all of the following elements: General statements on the idea of nursing theory being applied to solve problems/issues in nursing practice. A one-paragraph summary of the selected specific nursing theory is required. Information identifying the sections of this assignment. References from nursing literature are required.24.0 ptsPresentation of information was minimally demonstrated in the all of the following elements: General statements on the idea of nursing theory being applied to solve problems/issues in nursing practice. A one-paragraph summary of the selected specific nursing theory is required. Information identifying the sections of this assignment. Limited references from nursing literature were provided.10.0 ptsPresentation of information in one or two of the following elements fails to meet expectations: • General statements on the idea of nursing theory being applied to solve problems/issues in nursing practice. • A one-paragraph summary of the selected specific nursing theory is required. • Information identifying the sections of this assignment. Limited or no references from nursing literature were provided.0.0 ptsPresentation of information is unsatisfactory in three or more of the following elements: • General statements on the idea of nursing theory being applied to solve problems/issues in nursing practice. • A one-paragraph summary of the selected specific nursing theory is required. • Information identifying the sections of this assignment. Limited or no references from nursing literature were provided.
30.0 pts
This criterion is linked to a Learning Outcome Description of Issue or ConcernThe selected issue or concern must be clearly identified as being as being significant to the professional area of either leadership, education, informatics, healthcare policy or nurse practitioner. The issue or concern must be presented comprehensively, but concisely by answering each of the following questions. • What is the specific issue or concern being presented? • Why should the nursing profession care about this issue or concern? • What does the nursing literature have to say about this issue or concern including its frequency of occurrence? • Who are the stakeholders or the people affected by the issue or concern? References from nursing literature are required.
80.0 ptsPresentation of information was exceptional and included all of the following elements: The selected issue or concern must be clearly identified as being significant to the professional area of either leadership, education, informatics, healthcare policy or nurse practitioner. The issue or concern must be presented comprehensively, but concisely by answering each of the following questions. • What is the specific issue or concern being presented? • Why should the nursing profession care about this issue or concern? • What does the nursing literature have to say about this issue or concern including its frequency of occurrence? • Who are the stakeholders or the people affected by the issue or concern? References from nursing literature are required.75.0 ptsPresentation of information was good, but was superficial in places and included all of the following elements: The selected issue or concern must be clearly identified as being as being significant to the professional area of either leadership, education, informatics, healthcare policy or nurse practitioner. The issue or concern must be presented comprehensively, but concisely by answering each of the following questions. • What is the specific issue or concern being presented? • Why should the nursing profession care about this issue or concern? • What does the nursing literature have to say about this issue or concern including its frequency of occurrence? • Who are the stakeholders or the people affected by the issue or concern? References from nursing literature are required.68.0 ptsPresentation of information was minimally demonstrated in the all of the following elements: The selected issue or concern must be clearly identified as being as being significant to the professional area of either leadership, education, informatics, healthcare policy or nurse practitioner. The issue or concern must be presented comprehensively, but concisely by answering each of the following questions. • What is the specific issue or concern being presented? • Why should the nursing profession care about this issue or concern? • What does the nursing literature have to say about this issue or concern including its frequency of occurrence? • Who are the stakeholders or the people affected by the issue or concern? Limited references from nursing literature were provided.32.0 ptsPresentation of information in one or two of the following elements fails to meet expectations: The selected issue or concern must be clearly identified as being as being significant to the professional area of either leadership, education, informatics, healthcare policy or nurse practitioner. The issue or concern must be presented comprehensively, but concisely by answering each of the following questions. • What is the specific issue or concern being presented? • Why should the nursing profession care about this issue or concern? • What does the nursing literature have to say about this issue or concern including its frequency of occurrence? • Who are the stakeholders or the people affected by the issue or concern? Limited or no references from nursing literature were provided.0.0 ptsPresentation of information is unsatisfactory in three or more of the following elements: The selected issue or concern must be clearly identified as being as being significant to the professional area of either leadership, education, informatics, healthcare policy or nurse practitioner. The issue or concern must be presented comprehensively, but concisely by answering each of the following questions. • What is the specific issue or concern being presented? • Why should the nursing profession care about this issue or concern? • What does the nursing literature have to say about this issue or concern including its frequency of occurrence? • Who are the stakeholders or the people affected by the issue or concern? Limited or no references from nursing literature were provided.
80.0 pts
This criterion is linked to a Learning Outcome Application of Selected Nursing Theory to Issue or ConcernThis section of the assignment focuses on using the selected nursing theory to resolve the described issue or concern. Required information includes: • Restating the selected nursing theory to be used • Identification of one strategy useful in resolving the identified issue or concern. • The strategy should be presented in depth with the following information being required: o A specific description of how the selected nursing theory can help to resolve the issue or concern o A specific and detailed description of the strategy to be used o A specific and detailed description of how the strategy can be implemented o A specific and detailed description of one suggestion for future research into either the selected nursing theory or selected issue or concern. References from nursing literature are required.
90.0 ptsPresentation of information was exceptional and included all of the following elements: Restating the selected nursing theory to be used. Identification of one strategy useful in resolving the identified issue or concern. The strategy should be presented in depth with the following information being required: • A specific description of how the selected nursing theory can help to resolve the issue or concern • A specific and detailed description of the strategy to be used • A specific and detailed description of how the strategy can be implemented • A specific and detailed description of one suggestion for future research into either the selected nursing theory or selected issue or concern. References from nursing literature are required.79.0 ptsPresentation of information was good, but was superficial in places and included all of the following elements: Restating the selected nursing theory to be used. Identification of one strategy useful in resolving the identified issue or concern. The strategy should be presented in depth with the following information being required: • A specific description of how the selected nursing theory can help to resolve the issue or concern • A specific and detailed description of the strategy to be used • A specific and detailed description of how the strategy can be implemented • A specific and detailed description of one suggestion for future research into either the selected nursing theory or selected issue or concern. References from nursing literature are required.72.0 ptsPresentation of information was minimally demonstrated in the all of the following elements: Restating the selected nursing theory to be used. Identification of one strategy useful in resolving the identified issue or concern. The strategy should be presented in depth with the following information being required: • A specific description of how the selected nursing theory can help to resolve the issue or concern • A specific and detailed description of the strategy to be used • A specific and detailed description of how the strategy can be implemented • A specific and detailed description of one suggestion for future research into either the selected nursing theory or selected issue or concern. Limited references from nursing literature were provided.34.0 ptsPresentation of information in one or two of the following elements fails to meet expectations: Restating the selected nursing theory to be used. Identification of one strategy useful in resolving the identified issue or concern. The strategy should be presented in depth with the following information being required: • A specific description of how the selected nursing theory can help to resolve the issue or concern • A specific and detailed description of the strategy to be used • A specific and detailed description of how the strategy can be implemented • A specific and detailed description of one suggestion for future research into either the selected nursing theory or selected issue or concern. Limited or no references from nursing literature were provided.0.0 ptsPresentation of information is unsatisfactory in three or more of the following elements: Restating the selected nursing theory to be used. Identification of one strategy useful in resolving the identified issue or concern. The strategy should be presented in depth with the following information being required: • A specific description of how the selected nursing theory can help to resolve the issue or concern • A specific and detailed description of the strategy to be used • A specific and detailed description of how the strategy can be implemented • A specific and detailed description of one suggestion for future research into either the selected nursing theory or selected issue or concern. Limited or no references from nursing literature were provided.
90.0 pts
This criterion is linked to a Learning Outcome ConclusionThis section provides a summary or review of the key elements of the assignment including the selected nursing theory and its application to the issue or concern. The concluding statements include self-reflection on the new knowledge gained about applying nursing theory to a professional issue or concern.
30.0 ptsPresentation of information was exceptional and included all of the following elements: This section provide a summary or review of the key elements of the assignment including: • the selected nursing theory • its application to the issue or concern. Self-reflection on the new knowledge gained about applying nursing theory to a professional issue or concern.26.0 ptsPresentation of information was good, but was superficial in places and included all of the following elements: This section provide a summary or review of the key elements of the assignment including: • the selected nursing theory • its application to the issue or concern. Self-reflection on the new knowledge gained about applying nursing theory to a professional issue or concern.24.0 ptsPresentation of information was minimally demonstrated in the all of the following elements: This section provide a summary or review of the key elements of the assignment including: • the selected nursing theory • its application to the issue or concern. Self-reflection on the new knowledge gained about applying nursing theory to a professional issue or concern.11.0 ptsPresentation of information in one or two of the following elements fails to meet expectations: This section provide a summary or review of the key elements of the assignment including: • the selected nursing theory • its application to the issue or concern. Self-reflection on the new knowledge gained about applying nursing theory to a professional issue or concern.0.0 ptsPresentation of information is unsatisfactory in three or more of the following elements: This section provide a summary or review of the key elements of the assignment including: • the selected nursing theory • its application to the issue or concern. Self-reflection on the new knowledge gained about applying nursing theory to a professional issue or concern.
30.0 pts
This criterion is linked to a Learning Outcome Paper RequirementsA nursing theory must be used. Paper meets length requirements of 6 to 8 pages Minimum of 6 scholarly nursing references A dictionary, required textbooks for this course and Chamberlain College of Nursing lesson information, may NOT be used as scholarly references for this assignment. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.
10.0 ptsThis section included all of the following: A nursing theory was used. Paper meets length requirements of 6 to 8 pages Minimum of 6 nursing references A dictionary, required textbooks for this course and Chamberlain College of Nursing lesson information, was NOT used as scholarly references for this assignment. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.9.0 ptsThis section included three of the following: A nursing theory was used. Paper meets length requirements of 6 to 8 pages Minimum of 6 nursing references A dictionary, required textbooks for this course and Chamberlain College of Nursing lesson information, was NOT used as scholarly references for this assignment. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.8.0 ptsThis section included only two of the following: A nursing theory was used. Paper meets length requirements of 6 to 8 pages Minimum of 6 nursing references A dictionary, required textbooks for this course and Chamberlain College of Nursing lesson information, was NOT used as scholarly references for this assignment. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.4.0 ptsThis section included only one of the following: A nursing theory was used. Paper meets length requirements of 6 to 8 pages Minimum of 6 nursing references A dictionary, or required textbooks for this course or Chamberlain College of Nursing lesson information, was used as scholarly references for this assignment. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.0.0 ptsThis section included none of the following: A nursing theory was used. Paper meets length requirements of 6 to 8 pages Minimum of 6 nursing references A dictionary, or required textbooks for this course or Chamberlain College of Nursing lesson information, was used as scholarly references for this assignment. References are current – within a 5-year time frame unless a valid rationale is provided and the instructor has approved them.
10.0 pts
This criterion is linked to a Learning Outcome APA FormatTitle page, running head, body of paper, and reference page must follow APA guidelines as found in the 6th edition of the manual. This includes the use of headings for each section or topic of the paper. [one deduction for each type of APA style error].
15.0 ptsAPA guidelines, as per the 6th edition of the manual, are demonstrated for the • title page, • running head, • body of paper (including citations and headings), and • reference page One deduction for each type of APA format error 0 APA error is present13.0 ptsAPA guidelines, as per the 6th edition of the manual, are demonstrated for the • title page, • running head, • body of paper (including citations and headings), and • reference page One deduction for each type of APA format error 1 – 2 APA errors are present12.0 ptsAPA guidelines, as per the 6th edition of the manual, are demonstrated for the • title page, • running head, • body of paper (including citations and headings), and • reference page One deduction for each type of APA format error 3 – 4 APA errors are present6.0 ptsAPA guidelines, as per the 6th edition of the manual, are demonstrated for the • title page, • running head, • body of paper (including citations and headings), and • reference page One deduction for each type of APA format error 5 – 6 APA errors are presen60.0 ptsAPA guidelines, as per the 6th edition of the manual, are demonstrated for the • title page, • running head, • body of paper (including citations and headings), and • reference page One deduction for each type of APA format error 7 or greater APA errors are present
15.0 pts
This criterion is linked to a Learning Outcome Citations in TextIdeas and information that come from readings must be cited and referenced correctly.
10.0 ptsThere are 0 errors in the crediting of ideas, and information that contributed to knowledge Permission to use references older than 5 years was obtained from faculty.9.0 ptsThere are 1-2 errors in the crediting of ideas, and information that contributed to knowledge OR Permission to use references older than 5 years was NOT obtained from faculty.8.0 ptsThere are 2-3 errors in the crediting of ideas, and information that contributed to knowledge4.0 ptsThere are 3-4 errors in the crediting of ideas, and information that contributed to knowledge0.0 ptsThere are 5 or greater errors in the crediting of ideas, and information that contributed to knowledge
10.0 pts
This criterion is linked to a Learning Outcome Writing MechanicsRules of grammar, spelling, word usage, and punctuation are followed and consistent with formal written work as found in the 6th edition of the APA manual.
10.0 ptsThere are 0 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual9.0 ptsThere are 1 – 2 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual8.0 ptsThere are 3 – 4 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual4.0 ptsThere are 5 – 6 errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual0.0 ptsThere are 7 or greater errors or exceptions to the rules of grammar, spelling, word usage, punctuation and other aspects of formal written work as found in the 6th edition of the APA manual
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– Evidence-Based Practice for Patient-Centered Care and Population Health
Date: 07/11/2018
this is the same paper you previously submitted and contains the same omissions in the requirements.
1. Demographics of a community was to be identified – what is the community, census, location, etc?
2. Epidemiology of the disease process is again omitted.
3. Environmental data related to the disease process and community.
See grading rubric but none of the information in the paper is specific to a community and this paper can again – receive 0 points.
Population Health Improvement Plan
Introduction
Population health improvement plan gives a road map that illustrates the population health needs, it gives a description of the priorities the health improvement, involves the names of the partners to be involved in the process, the steps to be followed to achieve the goals, and the means of evaluating the progress of activities. The population health improvement plan has recently become the main standard practice in the public health field to communicate to the public about health improvement plan. This involves evaluating the available demographic, environmental factors, and epidemiological data to diagnose the widespread health issues, and then come up with strategies on how to address such issues while involving the public (Kindig& Isham, 2014). This paper will address HIV/Aids as the widespread health issue within a certain population. Continued repeated error in APA – all abbreviations must be written out completely prior to their use. What does HIV mean? What does Aids mean? Isn’t that suppose to be AIDS?
Data Evaluation
Data evaluation involves the evaluation of the community demographic, environmental factors, and epidemiological data. Evaluation of community demographics include evaluating factors like age, birthrate, death rate, religion, levels of education, sources of income, occupations, average age at marriage, and so forth (Kobernick et al., 2015). Training, technical assistance will be available to ensure that the data collected are reliable and can be used to design effective intervention strategies. In this particular study, HIV has been established to pose a significant health challenge in the community. Again, the same repeated problems as in past submissions.
The proceeding paragraph is not a requirement and, as stated in previous submissions, needs to be deleted.
Demographic and Environmental Factors
You were to provide the demographics of a specific community – OMITTEd
In this case, some of the demographic factors that contribute to the widespread of HIV/Aids in the community include; poverty, low education levels, cultural beliefs, unemployment, and so forth. The most affected age groups are the youths between fifteen and thirty five years. When youth have nothing to occupy them with, they indulge into immorality behaviors which lead to the spreads of HIV/Aids. Poverty also makes youth to get involved in immoral behavior as a way of looking for a living. They end up spreading the disease. Illiteracy also contributes to HIV/Aids because many people do not know how the disease is contracted, how to protect themselves from it, and also its effects. Therefore, they engage in unprotected sexual intercourse and end up contracting the virus. The major factors that lead to the widespread of HIV/Aids are socioeconomic factors.
You have to identify the community prior to submitting any information about the environmental factors. – OMITTED
Environmental factors on the other hand include the visible and invisible environment factors that contribute to the particular health issue within a community. Environmental factors that have an influence on HIV infection rates includes the locality in which a community lives. Those living in areas that have a high incidence rates of HIV/Aids have a higher chance of contracting the virus compared to low incidence populations. For instance, those living among drug addicts who share nonsterile needles may have a higher chance of infection. Therefore, it is essential to consider the environmental factors when designing HIV intervention programs. Lastly, epidemiological data is obtained by evaluating the distribution and determinants of health conditions within a certain population. Again, the epidemiology of the disease process was omitted – repeated error.
The Improvement Plan and Intervention for HIV/Aids
The improvement plan will involve a number of stakeholders including schools’ management, religious leaders, local government, public health leaders, and the community in general. The community has to actively participate in the improvement plan. The stakeholders mentioned above, each has a role to play to ensure that the rates at which the disease spreads are cut down and ensure the community is free from the disease. In addition, the improvement plan should consider all the cultural and environmental needs of the community. Some of the cultural needs of the community include its religious and spiritual beliefs and values. The following are the steps to be followed to achieve the set goals;
1. Collect information about the public views about HIV/Aids. This will enable the stakeholders to find out what the public already knows about the virus hence,this will guide them on where to begin.
2. Creating public awareness. The public will be required to actively participate in the organized forums where they will be informed about everything that they should know about HIV/Aids. This will include the ways of prevention and the effects it has on human beings.
3. All the contributing factors involving poverty, illiteracy, religion, cultures, and so forth will be addressed by the respective bodies. For example, creating job opportunities to end unemployment and poverty in the community (Woolf et al., 2015).
4. Roll out a massive testing exercise to ensure that those affected are initiated on treatment to minimize the spread of the virus.
5. Initiating treatment programs for those who are HIV-infected as a tool to increase their quality of life and reduce transmission rates.
The health improvement plan may be faced with some challenges. There are some environmental factors that might affect the plan. They include; adverse climate factors such as unsafe public spaces, food quality and safety, housing conditions, and poor infrastructure. Poor infrastructure may prevent the concerned people from accessing the community comfortably.
Communication Strategy and Data Privacy
Any data collected should be confidential to observe the privacy rights of the participants. The participants should be assured of the privacy of the information that they give towards the research (Kobernick et al., 2015). Names of individuals should not be mentioned in the report. The participants will also be required to sign informed consent forms to ensure that participation in the data collection exercise is voluntary. All the participants will be informed of their privacy rights in the data collection exercise. The data collection team will also be trained on the best approaches to conduct the research and also to ensure that they adhere to the guidelines.
Data may be collected from health facilities dealing with HIV/Aids and also from the members of the community in the case study. The health facilities and community leadership and will also be informed of the data collection exercise and its purposes. Forms containing the organization that is carrying out the study will be availed to them by the data collection supervisors. The data collection team will explain all the relevant medical terms related to HIV/Aids to the participants. Examples of such terms include seroconversion, CD4 cells, window period, rapid test, among others. This will ensure that all the participants give information from an informed perspective. The team will encourage participants to ask any question or term that they do not fully understand. Data collection will be through administering questionnaires to the participants. The analysis will be done using statistical software such as SPSS, R and STATA.
Evaluation of the Progress and Outcomes
Evaluation of the progress is meant to find out if the plan has a positive impact to the health issue. After a span of two years, there should be a data collection on death rates, unemployment levels, community knowledge on HIV/AIDs, and general HIV/AIDs infected cases. The outcomes of the intervention strategies can be grouped into behavioral, psychological, and biological outcomes. An example of a biological outcome is new HIV infection that can be measured by the seroconversion rates in the specific case study. The HIV incidence rates may be reliable indicators of the effectiveness of the interventions to combat the virus. There are a wide variety of behavioral outcomes (Begley, 2002). They include outcomes that would directly influence HIV infection risks and others that have an indirect influence.
Primary prevention behaviors include risk reduction which include reduction of risky sexual behaviors, and also the reduction of the use of nonsterile injection equipment among drug addicts. A reduction would indicate an effectiveness of the intervention programs. Protective behaviors including the rate use of condoms will also be evaluated(Begley, 2002). Complementary preventive behaviors include the rates of HIV antibody testing, and HIV counselling. Psychological outcomes include HIV awareness levels, and reduction in stigmatization in the community. Evaluation of primary outcomes will be given more weight than complementary prevention outcomes in making clinical decisions. It is because they have more direct impact on the HIV/Aids rates.
The evaluation will give detailed information about the progress of the health improvement plan on HIV/Aids. This will inform policyholders to design better strategies towards combating the spread of HIV and also ensure that proper management techniques are availed.
Conclusion
In conclusion, population health improvement plan is meant to address health issues within a certain population. In should involve various stakeholders with various roles with the goal of providing healthcare and improving the health of the population. The stakeholders should evaluate the evidence for the diagnosis of the health issue, the needs of the community, and the strategies of improving the situation.
References
Begley, C.E. (2002). Evaluating Outcomes of HIV Prevention Programs: Lessons Learned from
Houston, Texas. AIDS Education and Prevention, 14(5), 432-443.
Kindig, D. A., & Isham, G. (2014). Population health improvement: A community health
business model that engages partners in all sectors. Frontiers of health services management, 30(4), 3-20.
Kobernick, M., Hammel, D., Duncan-Jackson, S., Leon, J., & Harris, D. (2016). The Population
Health Template: A Road Map for Successful Health Improvement Initiatives. Population health management.
Woolf, S. H., Purnell, J. Q., Simon, S. M., Zimmerman, E. B., Camberos, G. J., Haley, A., &
Fields, R. P. (2015). Translating evidence into population health improvement: strategies and barriers. Annual review of public health, 36, 463-482.
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