2 1/2 pages scientific 2 1/2 pages mathematical

Compose a brief and focused paper which explains and describes your healthcare issue/topic from a scientific and/or mathematical/analytical perspective of inquiry.

Your paper must be 5  pages in length and reference 4 scholarly, peer-reviewed resources. Be sure to follow APA formatting standards (spacing, font, headers, titles, abstracts, page numbering, etc.) as you demonstrate informative, explanatory, descriptive writing. Use the provided tem=9oplate.

• Address your general topic by forming and answering two levels of research questions, developed to provide specific and detailed inquiry, discovery and understanding:
  • Choose a “Level 1 Research Question/ Writing Prompt” from either or both of the lists below to answer in the paper.
  • Compose a “Level 2 Research Question/ Writing Prompt” that provides detail, specificity, and focus to your inquiry, research and writing
• State your research questions in the introduction of your paper.
• Form the body of your paper by answering each research question, using references to the resources found in your research.
• Review the process and the resulting understandings in the conclusion of the paper (briefly review the issues, research questions, answers, and insights.)

Level 1 Research Questions/Writing Prompts
SCIENTIFIC Perspective of Inquiry

Which body systems are affected?

level II Research Question

 

    How does PTSD effect the body? and what are the symptoms of PTSD? 

Level 1 Research Questions/Writing Prompts
MATHEMATICAL/ANALYTICAL Perspective of Inquiry

What are the statistical facts related to the issue?

Level II Research Questions/Writing Prompts MATHEMATICAL/ANALYTICAL Perspective of Inquiry

   What would be the statistical cost of treating PTSD?

Suppose a local, private hospital established a goal of reducing no-show rates for patient appointments. As a healthcare administrator at the facility, you are asked to help create a new committee to prevent no-show appointments that can drain resources.

Draft a statement of the purpose for the committee, describe how membership to the committee would be determined, who would be accountable for the progress of the committee, and to whom the committee would report.

Requirements:

1. Be sure to support your statements with logic and argument,
2. More citing all sources referenced through the text
3. 2 pages
4. no plagiarism
5. 3 Minimum references
6. APA Style
7. The references not older than 5 years ago

Reflect on Florida’s current health education programs such as Zika Free Florida, Tobacco Free Florida and consider what part the media plays in such disease prevention programs. Identify a specific public health issue that you believe needs to be highlighted in health policy and based on your textbook readings discuss how social media can be used as a health promotion tool to improve public awareness on the selected topic.

2 scholarly resources published within the past 5-7 years

Assignment Details

Course Outcome covered in this Assignment:

MN507-5: Evaluate the role of health policy and organizational structure on quality improvement within health care environments.

Directions

For this Assignment, you will write a position paper in which you will choose and support a policy change which reinforces the role of the nurse as a leader in ensuring access to quality health care in developed and underdeveloped countries. You should approach this assignment from the perspective of your specialty track. Information which may be helpful in selecting a proposed policy change can be found in your textbook Health Policy and Politics: A Nurse’s Guide The word count for your position paper will be 1000 to 1600 words. You must support your work with at least eight scholarly peer reviewed articles. Your paper must include the following topics:

• Current nursing issues related to globalization of healthcare
• The proposed policy change
• Agenda setting strategies (Process by which your proposal will gain attention of stakeholders and/or the public)
• A model or theory that can be used to bring about the change
• Design strategies
• Implementation strategies
• Evaluation strategies
• Conclusion

Assignment Requirements

Before finalizing your work, you should:

• be sure to read the Assignment description carefully (as displayed above);
• consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
• utilize spelling and grammar check to minimize errors.

Your writing Assignment should:

• follow the conventions of Standard English (correct grammar, punctuation, etc.);
• be well ordered, logical, and unified, as well as original and insightful;
• display superior content, organization, style, and mechanics; and
• use APA formatting and citation style.

Topics to review during our first week of the course:

 How Healthcare reform is impacting primary care https://www.ajmc.com/contributor/sophia–bernazzani/2016/03/how–healthcare–reform–is–impactingprimarycare

•  Healthcare reform 101: What the health is going on in 2018? https://www.youtube.com/watch?v=cwTWhwWLzHQ

•  Healthcare Transformation and Changing Roles for Nursing https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5266427/pdf/ornur3612.pdf

Frequently when the shortage of primary care providers is mentioned with regard to healthcare reform, insurance companies and other institutions forget to factor in the impact nurse practitioners can have on increasing access. How do you think we can improve this understanding of the nurse practitioner role?

Throughout this course we examined development through the lens of the life-span. For this week we took a closer look at older adults. The perceptions about growing older into older adulthood often do not match the realities of being an older adult. For this assignment, explain some of the myths regarding older adults and some of the realities they often face. Put special emphasis on the social-economic and the physical factors that you have found in your readings and research on this topic. Based on your experiences how would you interpret these myths and realities of older adults? Make sure to justify your answers by citing relevant sources.

Instructions:

This is a group assignment. During Week 1, you will self-select and self-enroll to groups (3 persons/group). If enrollment numbers/changes require a different number, please coordinate with faculty. Faculty will assign your group a case study and data; this is what you will work with the remainder of the course to create your final QI report. Please find your case study and data, along with other project resources in “QI Project Resources: (button found on L-hand side of course site). The case study will prompt you to consider best practices regarding a particular clinical problem (e.g., preventing/reducing falls). Please note how Discussion board topics Weeks 2-4 prompt you to individually complete several portions of this project. Use the individual work done in these discussions and the opportunity to see others’ work and receive feedback to refine your group’s work on the final QI report.

You and your group mates are responsible for 1) initiating contact with each other, 2) exchanging contact information, 3) creating a timeline for assignment completion, 4) determining collaborative tools you’d like to use to complete the assignment (e.g., Google Docs), 5) identifying and assigning group roles and distributing work load evenly, and 6) maintaining effective communication with each other (e.g., conflict prevention and resolution, timely and frequent communication, etc.). Collaborative resources are available to assist you, under “Course Support” (L-hand side of course site).

Using your assigned project (i.e., case study/data), components of the final written report must include:

Background of the problem

• Depth and breadth of the problem (e.g., national statistics and local data to demonstrate a problem exists)
• Definition of the problem with references
• PICO question

Evidence

• What evidence did you find? Synthesize the evidence
• Appraisal of the evidence using the JBI appraisal tools (include as appendix)
• Levels of evidence

Analysis of Current Condition

• Narrative and table, graph, flow chart of current condition (data from assigned problem)
• Include missed opportunities (examination of current process versus what the evidence says should be done using a flowchart); these are your indicators.

Cause Analysis

• Root Cause Analysis and Fishbone Diagram. Identify where the problems exist that you will address.

Action Plan for Each Indicator

• What the evidence says should be done. The changes that should occur in order to improve practice, to include:
  • Indicator (look at your indicator sheet): Provide the evidence to support in one sentence.
  • Measurement: Numerator and denominator. How will you measure that the change is being done?
  • Goal: What is your goal data? Benchmarks?
• Implementation:  Include Best Practices for implementing your change and evidence to support your implementation strategy
• Create a table with the following information for each indicator:
  • Who (is responsible)?–>Describe who is responsible
  • What (are they responsible for?)–>Explain what they are responsible for completing (each indicator described above)
  • Why (did you select this person?)–>Rationale for why this person should be responsible for this action
  • When (will they perform the action?)–>What is the timeline for completing the task?
  • How (will they complete the action?)–>Explain how the person should complete the action (think of implementation described above)
  • Completion Date–>Date for completing the action

References

There is no template for the written report; it is up to your group how to best present content in a professional and scholarly manner. Please include the following as part of your final product:

Names and Summary of Contributions of Group Members completing assignment.docx

RCA(Root Cause Analysis):

 

1- There is only one WSCN for entire facility to provide wound care.

  2– The WSCN only provides care on Monday-Friday from 8am-7pm.

3-The WSCN has no speciality certification or master’s degree in wound care.

  4- Patients are only assessed once per shift, which should be assessed during every shift.

  5-  Nurses on the floor don’t have skills and proper training or education on assessment and treatment of pressure ulcers.

 6- There is no clear path or protocol in wound care within the facility.

    7- Lack of effective communication between nurses for patients who need wound care in case for any technical issue it doesn’t appear in generated computer list.

PICO question:

For hospitalized patients with restricted movement, does the use of I.S.K.I.N bundles reduce the future rate of HAPU compared to the current hospital regulations?

Best Available Evidence Action Plan
-Frequent position changes (at least every two hours)

-Avoid friction and shear when repositioning.

-When repositioning, use proper technique.

-Implement pressure relieving mattresses or surfaces.

-Avoid turning patient on an area that is already reddened related to pressure.

-For pressure ulcer prevention, do not rub or massage area.

-Emollients can be used to hydrate the skin.

-Barrier creams to protect skin from increased moisture.

-Frequent skin assessments per protocol.

-Nutritional risk assessments with interventions.

-Additional protein supplements in additional to their regular diet  Alderden et al (2011) list the following best practices in preventing HAPU’s.

Project 1: Hospital-acquired Pressure Ulcer

Our HAPU rates on Unit A have risen significantly over the past 6 months. We have a Wound and Skin Care Nurse (WSCN) who has training in wound care. This nurse does not have a Master’s degree or specialty certification in this area but does have a lot of experience. The Wound and Skin Care Nurse is scheduled to work from Monday through Friday, 8a-5p. The WSCN nurse visits every unit and asks about each of our patients. If we identify someone as having a red spot or a potential area of breakdown, we let her know during her rounds.

The WSCN visits patients daily if they are on a computer-generated list of patients at risk for skin breakdown. The list is created when a box is checked in the computerized charting skin assessment area that asks if the patient is on bed rest or is unable to move independently. If a ‘yes’ is checked then the patient’s name is automatically placed on the list. In addition, the computerized Braden Scale is added to the patient’s documentation. The WSCN downloads the list every morning. If someone is identified at risk during the day shift the WSCN does not know about it until the next day.

The WSCN spends a lot of time on our unit. We sometimes have a problem when a patient needs to be seen by the WSCN but do not appear on the list. The nurses do not see the list, only the WSCN nurse. Our current process is to perform the Braden Scale upon initial admission assessment, then once a day if the patient is noted to be at risk, usually during the midnight shifts. The information is entered into the electronic chart (documentation system). We can track the patients’ progress and see what treatments are given to the patient. For the most part, the WSCN does all the treatments unless we are given specific instructions about an individual patient. We are not aware of what evidence supports any of the treatments. Because we have a WSCN, the direct care nurses are not familiar with how to care for the patient with skin breakdown unless the WSCN provides specific directions. We need to know what the best practices are for caring for a patient with a HAPU, including nurse driven care versus what the WSCN does for the patient.

Describe one internal and one external method for the disseminationof your EBP project results. For example, an internal method may bethe hospital board, and an external method may be a professionalnursing organization. Discuss why it is important to report yourresults to both of these groups. How will your communicationstrategies change for each group? My EBP is on hand washing

This week we are learning the methods to use in order to quantify the extent of a disease by defining prevalence (the proportion of the population that have a risk factor under study) and incidence (the likelihood of developing a disease).

Use the  library to find articles on “outcomes research,” then, compare and contrast outcomes research with traditional clinical research. Research and evaluate the role that outcomes research plays in the research conducted in Saudi Arabia.

 

Requirements:

1. Be sure to support your statements  with logic and argument,
2. More citing all sources referenced  through the text
3. 2 pages
4. no plagiarism
5. 3 Minimum references
6. APA Style
7. The references not older than 5 years ago

Requirements:

1. The Roles in Advanced Nursing Practice paper will be graded on the quality of the content, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2. The length of the paper should be 3-6 pages, excluding title page and reference page(s).

3. Support ideas with a minimum of 2 scholarly resources. You may need to use more than 2 scholarly resources to fully support your ideas.

4. You may use first person voice when describing your rationale for choosing the CNP role and your plans for clinical practice.

5. APA (2010) format is required with both a title page and reference page(s). Use the following as Level 1 headings to denote the sections of your paper (Level 1 headings use upper- and lower-case letters and are bold and centered):

·

o  Roles in Advanced Practice Nursing (This is the paper introduction. In APA format, a restatement of the paper title, centered and not bold serves as the heading of the introduction section)

o  Four APN Roles

o  Rationale for Choosing CNP Role

o  Plans for Clinical Practice

o  Role Transition

o  Conclusion

·

Directions:

1. Introduction: Provide an overview of what will be covered in the paper. Introduction should include general statements on advanced practice nursing roles, general statements on the role transition from RN to APN, and identification of the purpose of the paper.

2. Four APN Roles: Describe the role, educational preparation, and work environment for the four APN roles (CNP, CNS, CRNA & CNM). Provide support from at least one scholarly source.

3. Rationale for Choosing CNP Role: Describe your rationale for choosing the CNP advanced practice role versus one of the other roles.

4. Plans for Clinical Practice: Discuss your plans for clinical practice after graduation. Explain how your understanding of NP practice has changed after researching the four ANP roles.

5. Role Transition: Discuss your transition from the RN role to the NP role. Describe two factors that may impact your transition. Discuss two strategies you will use to support a successful transition from the RN to your NP role. Provide reference support from at least one scholarly source. The textbook is not a scholarly source.

6. Conclusion: Provide a conclusion, including a brief summary of what you discussed in the paper.

ASSIGNMENT CONTENT
Category	Points	%	Description
Introduction	12	8%	Provides an overview of what will be covered in the paper. Introduction should include: 1. general statements on advanced practice nursing roles 1. general statements on the role transition from RN to APN 1. identification of the purpose of the paper.
Four APN Roles	40	27%	Describes the role, educational preparation, and work environment for the four APN roles 1. CNP 1. CNS 1. CRNA 1. CNM Provides support from at least one scholarly source.
Rationale for Choosing CNP Role	15	10%	Describes the student’s rationale for choosing the CNP advanced practice role versus one of the other roles.
Plans for Clinical Practice	15	10%	Discusses the student’s plans for clinical practice after graduation. Explains how student’s understanding of NP practice has changed after researching ANP roles.
Role Transition	40	27%	Discusses the student’s transition from the RN role to the NP role. 1. Describes two factors that may impact the transition. 1. Discusses two strategies student will use to support a successful transition from the RN to your NP role. Provides reference support from at least one scholarly source. The textbook is not a scholarly source.
Conclusion	12	8%	Provides a conclusion, including a brief summary of what was discussed in the paper.
	134	90%	Total CONTENT Points= 134 points
ASSIGNMENT FORMAT
Category	Points	%	Description
APA Formatting	8	5%	Formatting follows APA Manual (6th ed.) guidelines for 1. title page 1. running head 1. body of paper (including citations and headings) 1. reference page
Writing Mechanics	8	5%	Writing mechanics Follow 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. The length of the paper is at least 3 pages but no more than 6 pages.
	16	10%	Total FORMAT Points= 16 points
	150	90%	ASSIGNMENT TOTAL=150 points

 

Provide a meaningful response to at least two of your peers’. In your responses to your peers, you might offer other examples from your own community.

First peer: The goals proposed were to reduce homicides, fire-arm related, bullying, child mistreatment, sexual violence, violence from coworkers, psychological abuse, self-harm, and the exposure of children to violence. I appreciate that considerable goals and thought were placed on those, other than the victim, affected by violence. Most often cycles of violence are perpetrated by intergeneration violence. That which was observed by children mimicked and displayed to their own children when they grow up. With children having greater access to violent movies, games, and television, violence is often downplayed and normalized amongst families and communities. Perpetuated violence escalates in their personal and professional lives. The most important goal in determining the effects of violence is an improvement in the reporting and coding of violence for unified measurement and tracking.

second peer: The goals identified by Healthy People 2020 that are related to reducing violence is progressed to achieve these objectives can save thousands of lives, reduce the suffering of victims and their families, and decrease the financial cost to the law enforcement and healthcare systems. The role that nurses can and do play in violence prevention is critical and extends beyond just caring for victims to also include preventing violence before it happens. Bullying can have serious health, physical, and psychological effects on the student who bullies, the student who is bullied, or the student who both bullies and is bullied. School nurses can educate students and staff and advocate for student support. Also, include examining school rules and using behavior management techniques and social-emotional learning in the classroom and throughout the school to detect and provide consequences for bullying.

Please read rubric. 3 pages of work and must include all the requirements. APA format and excellent grammar. I’ve seen a lot here trust me.

Due date also very important! Observe all the highlighted words, frases, etc as it’s important points.

NR 503 WEEK 2 ASSIGNMENT – HEALTHY PEOPLE 2020

P.S. Track is family nurse practitioner. Please use Florida as example (see bellow)

Purpose

The concepts of epidemiology provide the framework for the study of infectious and chronic health issues/diseases, which provides a rich source of data for the analysis of trends in disease and health. This assignment will offer the opportunity to explore the population health effects associated with falls.  You will identify populations at risk for falls, for instance those with co-morbidities or the frail living at home, and design a population focused educational intervention for your target population.  In addition, you will look at what outcomes will be addressed to determine if your interventions are effective.  This paper should integrate HP2020 and CDC information into your paper.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

1. Identify appropriate outcome measures and study designs applicable to epidemiological subfields such as infectious disease, chronic disease, environmental exposures, reproductive health, and genetics. (CO3)

2. Identify important sources of epidemiological data. (CO6)

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

Total Points Possible: 125 Points 

Requirements

1. Research Topic: Falls

2. Identify your target population (for instance, age or other demographic, aggregate population); this must be in your city or state (FLORIDA).

3. Discuss population-based health education interventions for your target population that is aimed at reducing morbidity and mortality for the problem. Be sure to review the research literature and HP2020 for interventions.

4. Identify how and what data for interventions is being tracked.

5. In a three (3) page paper, address the following. Refer to rubric for expanded details related to grading expectations.

· Identify the problem in the introduction section.

· Provide an overview of the problem in your state (FLORIDA)/national.

· Review of descriptive epidemiologic and demographic data on mortality/morbidity and risk.

· HP2020:  Present the goal, overview and objectives of Healthy People 2020 for the paper topic.

· Population level prevention and health promotion review. Describe population focused interventions. Use of scholarly literature and HP2020 is required.  There should be direct correlation to evidence for all strategies.

Best Practices in Preparing the Project

1. Review directions and rubric through carefully.

 

2. Follow submission requirements.

3. Make sure all elements on the grading rubric are included.  Organize the paper using the rubric sections and appropriate headings to match the sections.

4. Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.

5. Title 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 of the paper except for the introduction where no heading is used.

6. Ideas and information that come from scholarly literature must be cited and referenced correctly.

7. A minimum of three (3) scholarly literature references must be used.  Not all references should be from scholarly web sites.  You may use your textbook, but this will not count towards the three (3) scholarly literature references.

8. Length:  Papers not adhering to the page length may be returned to you for editing to meet the length guidelines.

9. Adhere to the Chamberlain College of Nursing academic policy on integrity as it pertains to the submission of your own original work for assignments.

MAKE SURE TO INCLUDE ALL THE REQUIREMENTS BELLOW

ASSIGNMENT CONTENT Category Points % Description Introduction of the Problem (no heading)   5 4% · Problem is clearly stated. · General introduction to the problem supports its importance as a population health issue with data and general statement of scope of problem. · Focus of the paper is stated succinctly Discussion: Overview, Background and Significance of the Problem 25 20% · Provide background and significance of the problem. · This includes risks and impact of disease. · Data: State and National: Incidence, prevalence, mortality, breakdown by gender/race/religion as appropriately related Epidemiological Analysis of the Problem 30 24% · Using descriptive epidemiology (provide description of term) analyze health problem · Include demographic and related epidemiological data · Include characteristics of at-risk population using HP2020 specified criteria Application of HP2020   20 16% · Identify HP2020 goals and objectives · Relate HP2020 goals and objectives to health concern topic · Identify guidelines and a screening method related to health concern · Review validity (predictive power) of screening tool method to include what population the tool is applicable to use with (for instance, adult, child, culture) Population Level Interventions   20 16% · Investigate what is being done at the population health level related to prevention and health promotion for the health problem at the national and state level · Identify what and how outcomes are being tracked related to said interventions. · Utilize HP2020, CDC, state public health department, research, etc. as resources for interventions and data.   100 80% Total CONTENT Points=100pts ASSIGNMENT FORMAT Category Points % Description APA 15 12% · All content accurately utilizes APA format for citations and table formatting per APA 6th edition. · Reference list is formatted per APA 6th edition. · Cover page, running heads, font size and type, reference list and headings per APA 6th ed. Grammar, etc. 10 8% · Grammar, writing voice, and spelling are in accordance with APA 6th edition. · Scientific prose/voice is consistent. · Writing has precision and clarity · See APA 6th edition, 3, Writing Clearly and Concisely   25 20% Total FORMAT Points=25 pts   125 100% ASSIGNMENT TOTAL=125 points

Rubric

NR503 Week Healthy People 2020

NR503 Week Healthy People 2020

Discuss the various ways in which Florence Nightingale’s model of care can be applied in current nursing practice. Identify the most important factor of Nightingale’s theory that you utilize in your current practice.

Please make sure that your submission adheres to the following:

1.Students are to write their name and the appropriate discussion number/discussion title in the title bar for each discussion. For example Discussion 1: Micheal Cabrera or Discussion 3: Sheila Smith. This is important in identifying that students are submitting original posts as well as response posts as required.

2.Students must submit their discussions directly onto Blackboard Discussion Board. Attachments submitted as discussion board posts will not be graded.

3. All discussion posts must be minimum 250 words, references must be cited in APA format, and must include minimum of 2 scholarly resources published within the past 5-7 years.  Please be sure to cite your reference(s) in APA format, at the end of your posting. Students must respond at least to 2 classmates and response posts must be minimum 100 words.

note:  Discussion 1

my name: Alejandro D Landa

my current practice: RN (interventionist cardiologist OFFICE )

This week, you will write a mini-systematic literature review. It is mini because you will only be reviewing two sources.
For this literature review assignment, we are going to give you a choice of three topics to choose from. Choose one for this assignment.

1. Myasthenia Gravis
2. Hodgkin’s Lymphoma
3. HIV/AIDS

Remember, for a systematic review, focus your analysis on the treatments, causes, diagnosis, and prognosis presented in the literature.
Next, conduct your research of scholarly articles. Use the WCU Online Library databases. You will need to choose two sources to include in this mini-literature review.
For this review, be sure to:

• Select two relevant and appropriate scholarly articles that address the topic you chose.
• Present a thorough literature review of both articles by summarizing, synthesizing, and evaluating the materials.
• Demonstrate understanding of the content presented in the articles.
• Include a critical assessment of the sources. Do not simply include a summary of what you have read.
• Incorporate citations into your body paragraphs; incorporate the essential and most relevant supporting evidence eloquently and appropriately.
• Present your writing in a clear, organized manner.
• Provide a strong introduction and conclusion, including further questions for research.
• Use proper APA format with proper citations. Review APA Citations Here

Your literature review should be 1–2 pages in length. Remember, you will need to use APA formatting in your literature review and include a title page and a reference page.

Medical Condition	Drug Brand & Generic	Expected Drug Action and Pregnancy Category	Dosing	Adverse Drug Reactions	Drug Interactions	Monitoring	Patient Education
Menopause with intact Uterus
Rationale for drug choice:
Menopause s/p total hysterectomy
Rationale for drug choice:
Breast Cancer
Rationale for drug choice:
Hypothyroidism
Rationale for drug choice:
Hyperthyroidism
Rationale for drug choice:
Type II Diabetes
Rationale for drug choice:
Type I Diabetes
Rationale for drug choice:

A new healthcare manager put some changes into place that would facilitate staff involvement in decisions related to patient care. One of these changes included transitioning to staff self-scheduling, with a few rules that the staff helped develop. One of the rules included that the more senior staff members would have first choice in their schedule. This new schedule process was well received until the holiday schedule started to be created. Negotiation and the importance of supporting each other to ensure everyone had some time with their family over the holidays was not prioritized, unlike in years past. A staff divide developed between the senior and less senior staff members. Senior members would give the less senior members the silent treatment and became noticeably less available to help the less senior members throughout their shifts. The conflict resulted in one staff member leaving work in tears and several others desiring to change floors or leave the hospital completely.

In your submission, respond to the following: Summarize the key problem outlined in the case study. How would you apply the ten steps to resolving an interest-based conflict (Quantum Leadership, pp. 250-253) to address this problem?

IHP 505 Case Study Guidelines and Rubric Overview: Critical thinking is a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion. Case studies are meant to connect real-world scenarios with theoretical teachings. You are expected to test assumptions and find creative ways to consider all the facets contributing to analysis of the case. Prompt: Use the case study provided in each prompt to respond to the required questions. In your submission, consider your own and others’ assumptions and the relevant contexts, and provide a conclusion that reflects your informed evaluation.

Rubric Guidelines for Submission: Each case study must be submitted as a 2- to 3-page Microsoft Word document with double spacing, 12-point Times New Roman font, one-inch margins, and at least three sources cited in APA format. Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

Explanation of Issues

Issue/problem to be considered is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding

Issue/problem to be considered is stated, but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown

Issue/problem is not stated 15

Evidence Information is taken from the case with enough interpretation/evaluation to develop a comprehensive analysis or synthesis

Information is taken from the case with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis

Information is not taken from the case with enough interpretation/evaluation to develop a comprehensive analysis or synthesis

25

Influence of Context and Assumptions

Thoroughly (systematically and methodically) analyzes own (if applicable) and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position

Identifies own and others’ assumptions and several relevant contexts when presenting a position

Does not identify own and others’ assumptions or relevant contexts when presenting a position

25

Conclusions Conclusions and related outcomes (consequences and implications) are logical and reflect an informed evaluation

Conclusion is logically tied to a range of information

Does not provide a conclusion 25

Articulation of Response

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

10

Total 100%

Discuss how a committee on ethics within a hospital changes practices. How are those changes implemented and incorporated into new practices? How are those changes communicated to patients and families? How do nurses throughout the organization learn of the outcomes of ethics committees’ discussions? one page and references

At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause.

Consider the following scenario:

A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies.

To Prepare

• Review the scenario provided, as well as Chapter 25 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.
• Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.

Write a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.

Discussion: Pain

Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them.

Then, explain how GENDER & AGE might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

Include in-text citations and at least 3 references.

FYI:   The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred.

To Prepare

• Review the neurological system
• Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.
• Reflect on the two patient factors: gender, age.
• Reflect on how the factors of gender and age might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

Write a 525- to 700-word SBAR proposal for the new or improved health care service that you want to introduce into the community’s health care system.

Cite three reputable references to support your assignment (e.g., trade or industry publications, government or agency websites, scholarly works, or other sources of similar quality).

Format your assignment according to APA guidelines.

Submit your assignment. For additional help, check out the ULTRA: Access your assignments page.

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

• Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.
• Develop a PICO(T) question to address the clinical issue of interest for the Assignment.
• Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library to identify at least four relevant peer-reviewed articles at the systematic-reviews level related to your research question.
• Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

The Assignment (Evidence-Based Project)

Part 3: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

• Identify and briefly describe your chosen clinical issue of interest.
• Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.
• Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.
• Provide APA citations of the four peer-reviewed articles you selected.
• Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.
• 3 to 5 references within 5 years.

Navigate to the “Assessment: What’s Your Leadership Style?” page on the Harvard Business Review website.

Utilize the tool on the page to acquire feedback about your top three leadership styles.

Write a 700- 800-word paper about your go-to and supplemental leadership styles. Include the following:

• Evaluation of the information provided regarding potential blind spots, and environments in which you are likely to thrive and struggle
• A list of SMART goals that focus on self-improvement

Cite and reference 3 reputable references to support your assignment

Knowledge Center: Article

LEADERSHIP ASSESSMENT

https://www.heidrick.com/Knowledge-Center/Article/What-is-your-leadership-signature

WHAT’S YOUR LEADERSHIP SIGNATURE?

12/12/2015

Karen Rosa West, PhD

TAGS: + Leadership Assessment + CEO Focus + Talent Strategy & Management

Why do some business leaders thrive while others flounder? Professional qualifications and technical competencies (the whats of leadership) play an important role, of course, but far more often we’ve observed that success or failure depends on how leaders lead — specifically, how leaders’ styles mesh with their teams and the cultures of their organizations.

An empirical research project we conducted to better understand these dynamics, and the behavioral patterns that underpin them, identified eight leadership styles, or archetypes. Taken together, they suggest implications for senior executives looking to better understand — and improve — their leadership skills, for teams seeking to improve their dynamics, and for organizations striving to improve the overall effectiveness of their leaders.

To learn more about the leadership styles, and to take a brief assessment, see our article in Harvard Business Review. The assessment provides immediate feedback about your style — potential strengths, weaknesses, and blind spots — and pinpoints the settings where you’ll be most and least effective.

What we did

To better understand how leaders lead and what contributes to effective leadership, we created a psychometric survey to measure three interrelated facets of leadership that our experience suggests are important differentiators. Specifically, we wanted to see to what degree leaders possessed 1) a “thriving mind-set”[1] (including a clear sense of purpose, deep commitment to learning, and conveyed sense of optimism); 2) a combination of social, self, and situational awareness; and 3) essential leadership values such as a performance orientation, ethical integrity, ability to collaborate, and openness to change, among others.

The survey included 1,006 largely US-based executives of director level and above at companies with 250 or more employees. The respondents represented a broad range of industries and functions. Importantly, our survey questions were designed to highlight the ambiguity and fluidity of the kinds of real-life situations that senior executives face. We did this by asking respondents to rate themselves on a continuum between sets of opposing, yet equally “right,” choices (for example, “I prefer a changing environment” versus “I prefer a stable environment,” or “I love to win” versus “I hate to lose”). Factor analysis allowed us to isolate the dozen or so survey questions (from the original 72) that together accounted for the vast majority of the variance we observed in the responses.

What we learned

When we looked at the patterns in the data and conducted further statistical analyses on them, including cluster analysis, we discovered something interesting: eight statistically distinct leadership styles distributed among respondents. Moreover, while the characteristics of each signature style, or archetype, were quantitatively unique, they also resonated deeply with our own experience of conducting executive assessments. In short, we all know leaders like these — and the strengths and weaknesses they exhibit are at once intuitively recognizable and instructive.

The eight archetypes of leadership:

Collaborator: Empathetic, team-building, talent-spotting, coaching oriented

Energizer: Charismatic, inspiring, connects emotionally, provides meaning

Pilot: Strategic, visionary, adroit at managing complexity, open to input, team oriented

Provider: Action oriented, confident in their path or methodology, loyal to colleagues, driven to provide for others

Harmonizer: Reliable, quality-driven, execution focused, creates positive and stable environments, inspires loyalty

Forecaster: Learning oriented, deeply knowledgeable, visionary, cautious in decision making

Producer: Task focused, results oriented, linear thinker, loyal to tradition

Composer: Independent, creative, problem solving, decisive, self-reliant

To learn more about the leadership styles, and to take a brief assessment, see our article in Harvard Business Review. The assessment provides immediate feedback about your style — potential strengths, weaknesses, and blind spots — and pinpoints the settings where you’ll be most and least effective.

What it means for leaders

It’s important to note that there is no such thing as a “right” or “wrong” leadership style, and in fact individuals are likely to have access to every style to a varying degree. That said, our experience and this research both suggest that leaders are likely to gravitate to a much smaller set of default styles they find comfortable or familiar — and particularly so when they are under stress or aren’t consciously managing the impressions they leave on others.

What might this mean for leaders? For senior executives, recognizing their “go-to” style or styles could help them better understand and articulate the focus of their leadership (be it relationships, ideas, problem solving, execution, and so on) and thus better play to their strengths when leading teams or operating in complex environments. Moreover, it can help individuals understand the other leadership styles to which they have access, thus potentially broadening the range of situations and environments where they might be successful.

It could also help leaders recognize potential pitfalls and areas for heightened vigilance. For example, a “collaborator” whose empathetic, consensus-driven style is a strength when interacting with his or her C-suite peers could find it ineffective (or even counterproductive) when interacting with subordinates who crave clarity and direction. Similarly, a learning-oriented “forecaster” who uses his or her ability to gather information and think conceptually to help generate great ideas may not consider formulating a deeper buy-in strategy that appeals to people’s hearts as well as their heads.

Similarly, a better understanding of the archetypes and how they interact with one another could help inform the talent management approaches taken by companies, including:

Understanding how leaders are likely to react to and deal with ambiguity

Identifying situations and contexts in which up-and-coming leaders are likely to be most successful and where they may find their leadership skills stretched

Seeking to understand — and balance — team leadership dynamics in order to align leadership styles with organizational objectives (for example, leading a change initiative)

While our research into these leadership archetypes is in its early stages, some things are already quite clear. Human motivations and behaviors are complex, and therefore any model attempting to explain them (including this one) will always have limited power as a predictive tool. Moreover, change is constant as leaders evolve throughout their careers and accumulate experience. Nonetheless, by developing an enhanced understanding of how leaders behave and interact with one another, we might better seek to harness that ability to change in service of expanding leadership potential.

LEADERSHIP

Assessment: What’s Your Leadership Style?

Karen West

Elliott Stixrud

Brian Reger

JUNE 25, 2015

https://hbr.org/2015/06/assessment-whats-your-leadership-style

Your go-to leadership style: PROVIDER

You are motivated by two different yet equally strong desires: to lead from the front and to take care of people around you. You are confident in your abilities, deeply loyal and committed to your colleagues, and filled with a sense of conviction — all characteristics that may be very appealing to followers. You are also likely to believe that your approach is the right one, and you are highly motivated to share it with those you are close to so that they will succeed. But your conviction can also lead to insular thinking, and others may find you intellectually distant or overly focused on your own perspective. Your team may see you as deeply caring and thoughtful, but also inflexible and convinced that your way is the only path forward.

Potential blind spots:

• Integrating differing viewpoints. Your compassion and listening skills have the effect of making your colleagues feel heard. Yet they may see that your actions don’t change in response to their suggestions. Try implementing a few of their ideas.

• Operating day-to-day. Your focus on higher-level strategy and relationship building probably overshadows your interest in the details of execution. Build processes and support systems (perhaps with the aid of a Harmonizer or a Producer) that keep you accountable.

• Forging personal relationships and remaining accessible. While you care deeply about providing for others, your colleagues may see your relationships as somewhat one-dimensional — that is, more student-to-teacher than peer-to-peer. Find opportunities to share more of yourself (your background and your thinking) so they can get to know you as a person.

While you can improve in each of these areas, your natural or default style will resonate in certain work environments and fit less well in others. So you may want to seek out settings that play to your strengths, even as you work on areas for development to thrive in a broader range of contexts.

You’re likely to thrive if:

• Others in your organization feel a strong need to belong — for instance, a relatively young workforce who would benefit from your mentoring and guidance.

• You work in an environment that expects and values a clearly defined, strongly held point of view.

• Your team needs a leader who can set a clear, deliberate path forward.

• Your organization specializes in a narrow market or field that can benefit from your way of doing things.

You may struggle if:

• Your personal vision and perspective will be regularly challenged — for instance, if you join a group of established veterans who will test you as a rite of passage.

• The situation requires a diverse group of individuals who can build on one another’s ideas to be successful.

• You are asked to adopt a methodology or approach that is unfamiliar or substantially different from your preferred way.

Supplemental style: PILOT

You are a forward-looking leader who often enjoys the challenge of working in an environment that’s ambiguous, complex, and characterized by significant change. You are capable of not only generating compelling strategies but also translating them into action. And you are open to input from people you trust. Because you have clear opinions, relish challenges, and value collaborating with others, you’re comfortable and effective working in teams. At times, though, the combination of your strong drive, dynamism, and “here and now” mentality can spur you to push for changes faster and harder than your colleagues are ready for. As a result, you may be perceived as unreflective, tough to satisfy, and consistently disappointed in the performance of others. Some people may even find your intensity to be unsettling.

Potential blind spots:

• Making space for others. Your strongly held views can dominate the room and leave little space for others to freely share their thoughts and insights. Make a conscious effort to listen, and be mindful that you may be unintentionally encouraging people to defer to your perspective.

• Taking time to reflect. Your propensity to seek out new challenges may come at the expense of not learning from the past. Temper this tendency by conducting structured “after-action reviews” when you wrap up projects.

• Managing an intense personal drive. The very same energy and “always on” orientation that helps you get results can also make it hard to achieve internal balance. Get away from your work now and then to clarify your insights and perspective, even if you don’t think it’s necessary. The team will thank you, too — your intensity may be exhausting and demotivating to the people around you.

• Stepping back and letting others lead. Your natural inclination is to proactively and boldly lead projects and initiatives of your own creation. However, part of being a leader is giving people around you the chance to develop their own leadership capabilities and grow. When appropriate, carve out meaningful leadership roles for others.

• Thinking through implications for major changes. The changes you tend to be attracted to are large and influential. Your approach, however, is likely to be “ready, fire, aim.” Before you push forward on initiatives, take time to identify and address the risks.

While you can improve in each of these areas, your natural or default style will resonate in certain work environments and fit less well in others. So you may want to seek out settings that play to your strengths, even as you work on areas for development to thrive in a broader range of contexts.

You’re likely to thrive if:

• You’re in a complex or ambiguous environment that requires clear strategic and visionary leadership.

• Decisiveness and fast growth are paramount where you are — in a start-up, for example, or a turnaround situation.

• Your organization is static and needs to reengage its workforce.

• You’re given room to own and drive your projects and initiatives.

You may struggle if:

• You’re working for a micromanager or in a controlling environment.

• Your organization has conservative managers or board members who hesitate to challenge the status quo.

• Less-seasoned individuals on your team require a good deal of support and handholding.

• Your tasks must adhere to firmly established processes and protocols, as in some industrial and manufacturing environments.

• You’re not the only natural Pilot in the group, and people’s designated roles and responsibilities don’t precisely clarify “who owns what.”

Supplemental style: COMPOSER

You have the ability to blend creativity with logic to solve problems. You trust your intuition when generating ideas, and you are good at establishing clear boundaries for how and when to work with colleagues. Still, you are most comfortable when operating independently, never more so than when pursuing your own ideas and plans. Indeed, collaboration is challenging for you, and you may have difficulty “letting go” and relying on colleagues to contribute. These tendencies can make it more challenging for you to navigate your organization effectively. For example, you may struggle to get buy-in or otherwise advance the projects you’re working on.

Potential blind spots:

• Remaining open and flexible. You trust your gut so much that you may inadvertently crowd out others’ ideas with your own. Be deliberate about soliciting input — the additional brainpower can help you make your good ideas even better.

• Gaining buy-in. Your tendency to go at it alone comes with the risk that people around you won’t fully understand your ideas. By sharing your thinking as it develops (with your bosses and subordinates), you’ll be more likely to gain their support, particularly if your ideas reflect and incorporate their perspectives.

• Communicating with patience and clarity. Because much of your thinking and reasoning is internal, what is obvious to you (because you’ve already worked it out) may be brand-new or confusing to others. So you may need to backtrack and guide others through your thought process as you convey your ideas. Try to be patient and openly field questions; being abrupt might convey to others that you doubt their intelligence if they don’t immediately get what you’re saying.

• Team-building. You tend to focus on ideas and place a high value on independent thinking. Consequently, some of the more relational or emotional aspects of team building that others value highly may strike you as unnecessary or distracting. Partnering with a more relationally focused leader (such as a Collaborator or an Energizer) from time to time could help you improve the overall productivity and satisfaction of your team members.

• Being mindful of the grand scheme. Your independent streak could mask the fact that you have taken a narrow view of the problem at hand. Step back and look at the whole picture to better anticipate the short- and long-term consequences of your solutions or interventions.

While you can improve in each of these areas, your natural or default style will resonate in certain work environments and fit less well in others. So you may want to seek out settings that play to your strengths, even as you work on areas for development to thrive in a broader range of contexts.

You’re likely to thrive if:

• You have direct control over projects and timetables.

• Your circumstances require speedy and agile — yet thoughtful and decisive — problem solving, such as analyzing and responding quickly to new market data or research.

• Independence is valued in your organization, as it is in many research, legal, and creative settings.

• Building relationships isn’t central to your work (this is sometimes the case in IT, R&D, or engineering).

You may struggle if:

• You’re in an environment that calls for significant collaboration (for example, a cross-functional product team that relies on group problem solving).

• People in your company are typically influenced more by relationships and emotions than by ideas.

• Projects need extensive legal or medical review, and a lot of iteration, as they do in compliance and other “high-touch” environments.