Throughout your training we are committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
Your skills and knowledge using written and observation activities that apply to your workplace.
Your ability to apply your learning.
Your ability to recognise common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
How you will be assessed
The process we follow is known as competency-based assessment. This means that evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in your workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will ensure that you are ready for assessment and will explain the assessment process. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
The assessor will also have determined if you have any special needs to be considered during assessment. Changes can be made to the way assessment is undertaken to account for special needs and this is called making Reasonable Adjustment.
What happens if your result is ‘Not Yet Competent’ for one or more assessment tasks?
Our assessment process is designed to answer the question “has the desired learning outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see how we can get there.
In the case that one or more of your assessments has been marked ‘NYC’, your trainer will provide you with the necessary feedback and guidance, in order for you to resubmit your responses.
What if you disagree on the assessment outcome?
You can appeal against a decision made in regards to your assessment. An appeal should only be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel you have sufficient grounds to believe that you are entitled to be assessed as competent. You must be able to adequately demonstrate that you have the skills and experience to be able to meet the requirements of units you are appealing the assessment of.
Your trainer will outline the appeals process, which is available to the student. You can request a form to make an appeal and submit it to your trainer, the course coordinator, or the administration officer. The RTO will examine the appeal and you will be advised of the outcome within 14 days. Any additional information you wish to provide may be attached to the appeal form.
What if I believe I am already competent before training?
If you believe you already have the knowledge and skills to be able to demonstrate competence in this unit, speak with your trainer, as you may be able to apply for Recognition of Prior Learning (RPL).
Assessor Responsibilities
Assessors need to be aware of their responsibilities and carry them out appropriately. To do this they need to:
Ensure that participants are assessed fairly based on the outcome of the language, literacy and numeracy review completed at enrolment.
Ensure that all documentation is signed by the student, trainer, workplace supervisor and assessor when units and certificates are complete, to ensure that there is no follow-up required from an administration perspective.
Ensure that their own qualifications are current.
When required, request the manager or supervisor to determine that the student is ‘satisfactorily’ demonstrating the requirements for each unit. ‘Satisfactorily’ means consistently meeting the standard expected from an experienced operator.
When required, ensure supervisors and students sign off on third party assessment forms or third party report.
Follow the recommendations from moderation and validation meetings.
How should I format my assessments?
Your assessments should be typed in a 11 or 12 size font for ease of reading. You must include a footer on each page with the student name, unit code and date. Your assessment needs to be submitted as a hardcopy or electronic copy as requested by your trainer.
How long should my answers be?
The length of your answers will be guided by the description in each assessment, for example:
Type of Answer
Answer Guidelines
Short Answer
4 typed lines = 50 words, or
5 lines of handwritten text
Long Answer
8 typed lines = 100 words, or
10 lines of handwritten text = of a foolscap page
Brief Report
500 words = 1 page typed report, or
50 lines of handwritten text = 1foolscap handwritten pages
Mid Report
1,000 words = 2 page typed report
100 lines of handwritten text = 3 foolscap handwritten pages
Long Report
2,000 words = 4 page typed report
200 lines of handwritten text = 6 foolscap handwritten pages
How should I reference the sources of information I use in my assessments?
Include a reference list at the end of your work on a separate page. You should reference the sources you have used in your assessments in the Harvard Style. For example:
Website Name – Page or Document Name, Retrieved insert the date. Webpage link.
For a book: Author surname, author initial Year of publication, Title of book, Publisher, City, State
assessment guide
The following table shows you how to achieve a satisfactory result against the criteria for each type of assessment task.
Assessment Method
Satisfactory Result
Non-Satisfactory Result
You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types.
Questions
All questions answered correctly
Incorrect answers for one or more questions
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace
Answers do not address the question in full. Does not refer to appropriate or correct sources.
Third Party Report
Supervisor or manager observes work performance and confirms that you consistently meet the standards expected from an experienced operator
Could not demonstrate consistency. Could not demonstrate the ability to achieve the required standard
Written Activity
The assessor will mark the activity against the detailed guidelines/instructions
Does not follow guidelines/instructions
Attachments if requested are attached
Requested supplementary items are not attached
All requirements of the written activity are addressed/covered.
Response does not address the requirements in full; is missing a response for one or more areas.
Responses must refer to appropriate sources from your workbook and/or workplace
One or more of the requirements are answered incorrectly.
Does not refer to or utilise appropriate or correct sources of information
Observation
All elements, criteria, knowledge and performance evidence and critical aspects of evidence, are demonstrated at the appropriate AQF level
Could not demonstrate elements, criteria, knowledge and performance evidence and/or critical aspects of evidence, at the appropriate AQF level
Case Study
All comprehension questions answered correctly; demonstrating an application of knowledge of the topic case study.
Lack of demonstrated comprehension of the underpinning knowledge (remove) required to complete the case study questions correctly. One or more questions are answered incorrectly.
Answers address the question in full; referring to appropriate sources from your workbook and/or workplace
Answers do not address the question in full; do not refer to appropriate sources.
Assessment Cover Sheet
Student’s name:
Assessors Name:
Date:
Is the Student ready for assessment?
Yes
No
Has the assessment process been explained?
Yes
No
Does the Student understand which evidence is to be collected and how?
Yes
No
Have the Student’s rights and the appeal system been fully explained?
Yes
No
Have you discussed any special needs to be considered during assessment?
Yes
No
The following documents must be completed and attached
Written Activity Checklist
The student will complete the written activity provided to them by the assessor.
The Written Activity Checklist will be completed by the assessor.
S
NYS
Observation / Demonstration
The student will demonstrate a range of skills and the assessor will observe where appropriate to the unit.
The Observation Checklist will be completed by the assessor.
S
NYS
Questioning Checklist
The student will answer a range of questions either verbally or written.
The Questioning Checklist will be completed by the assessor.
S
NYS
I agree to undertake assessment in the knowledge that information gathered will only be used for professional development purposes and can only be accessed by the RTO:
Overall Outcome Competent Not yet Competent
Student Signature:
Date:
Assessor Signature:
Date:
Assessment cover sheet
written activity
For this assessment, you will need to perform the following tasks. These tasks will need to be completed and submitted in a professional, word processed, format. Each task must be 500 words minimum in length.
1. Reflect on your own perspectives. The following questions are used as a guide to the answer:
a. What are your social and cultural perspectives and biases? Why?
b. Have you identified any limitations in self and social awareness?
c. Identify and plan for ways to improve your own self and social awareness.
2. How do you appreciate diversity and inclusiveness, and their benefits within your work? Use the following questions as a guide to your answer:
a. How do you value and respect diversity and inclusiveness across all areas of your work?
b. How do you contribute to the development of work place and professional relationships based on appreciation of diversity and inclusiveness?
c. What work practices do you use that make environments safe for all?
If you do not currently work, discuss how you would appreciate the benefits of diversity and inclusiveness in your ideal role.
3. How do you communicate with people from diverse backgrounds and situations? The following questions are used as a guide to the answer:
a. How do you show respect for diversity in communication with all people?
b. What are the verbal and non-verbal communication methods you use to establish, develop and maintain effective relationships, mutual trust and confidence?
c. What are the strategies you employ when a language barrier exists?
d. How would you seek assistance from interpreters or other persons?
4. How do you promote understanding across diverse groups? The following questions are used as a guide to the answer:
a. Identify issues that may cause communication misunderstandings or other difficulties.
b. Discuss the impact of social and cultural diversity where difficulties or misunderstandings occur.
c. Discuss how you could make an effort to sensitively resolve differences, taking account of diversity considerations.
5. Think about a time you have worked with diverse people. Outline the situation; what was the scenario, how many people were involved etc. Was the experience a positive or a negative experience? If it was positive, discuss why; how was everyone included? If the experience was negative, discuss why, and discuss some strategies that could have been employed to help include everyone.
6. How cultural awareness, cultural safety and cultural competence impact different work roles?
7. What is the definition of diversity? Please give a detailed definition.
8. How do different cultures and the community attitudes impact on different people and groups?
9. Discuss 4 features of diversity in Australia and how they impact on different areas of work and life?
10. How does anti-discrimination legislation impact the way you would work and what are the consequences of breaching this legislation?
11. What are human rights? Discuss this in relation to the universal declaration of human rights and your workplace or community sector.
12. What rights and responsibilities do you and your clients have if your human rights are being infringed?
13. Briefly discuss each of the key areas of diversity and their characteristics, including:
a. Culture, race, ethnicity
b. Disability
c. Religious or spiritual beliefs
d. Gender, including transgender/intersex/Gay/Lesbian etc.
e. Generational
14. What are the potential needs of marginalised groups, including:
a. The protective factors
b. The physical, mental and emotional health issues/care needs?
15. How do discrimination, trauma, exclusion and negative attitudes impact on people?
16. How can an organisation be supported to respond to diversity?
17. What are the influences and changing practices in Australia that impact on the diverse communities that make up Australian society?
18. What social, political and economic issues affect Aboriginal and/or Torres Strait Islander people?
19. What western systems and structures impact Aboriginal and/or Torres Strait Islander people and their engagement with services?
20. What is the impact of diversity practices and experience on others?
21. What is the relationship between human needs and human rights?
written/verbal QUESTIONS
The following questions may be answered verbally with your assessor or you may write down your answers. Please discuss this with your assessor before you commence. Short Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of handwritten text.
Your assessor will take down dot points as a minimum if you choose to answer them verbally.
Answer the following questions either verbally with your assessor or in writing.
1. Your assessor will take down dot points as a minimum if you choose to answer them verbally.
2. Answer the following questions either verbally with your assessor or in writing.
3. What is discrimination?
4. Discuss three things that an organisation’s commitment to creating a working environment that values the diversity of people will include.
5. Discuss the Steps for Becoming Culturally Competent.
6. List four tips for responding to diversity in the workplace.
7. What are the key valuing diversity behaviours? List four
8. What are the four Commonwealth Acts which cover discrimination in the workplace?
9. What is discrimination in language, and how can you avoid it at work?
10. What is nonverbal communication and body language?
11. List four ways to help overcome communication difficulties across cultural and linguistic bonds.
12. In what situations might you use a professional interpreter?
13. List four of the issues that may cause conflict in a culturally diverse environment.
14. What steps should you take to respond to cross-cultural conflict in your workplace?
15. Discuss the process for communicating with a complaining client.
Developed by Enhance Your Future Pty Ltd 11 CHCDIV001 Work with diverse people Version 2 Course code and name
Needs help with similar assignment?
We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper
https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp00Besttutorhttps://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webpBesttutor2025-02-15 13:25:182025-02-15 13:25:18WORK WITH DIVERSE PEOPLE ASSESSMENT|2025
Assignment: Analysis of a Pertinent Healthcare Issue
The Quadruple Aim provides broad categories of goals to pursue to maintain and improve healthcare. Within each goal are many issues that, if addressed successfully, may have a positive impact on outcomes. For example, healthcare leaders are being tasked to shift from an emphasis on disease management often provided in an acute care setting to health promotion and disease prevention delivered in primary care settings. Efforts in this area can have significant positive impacts by reducing the need for primary healthcare and by reducing the stress on the healthcare system.
Changes in the industry only serve to stress what has always been true; namely, that the healthcare field has always faced significant challenges, and that goals to improve healthcare will always involve multiple stakeholders. This should not seem surprising given the circumstances. Indeed, when a growing population needs care, there are factors involved such as the demands of providing that care and the rising costs associated with healthcare. Generally, it is not surprising that the field of healthcare is an industry facing multifaceted issues that evolve over time.
In this module’s Discussion, you reviewed some healthcare issues/stressors and selected one for further review. For this Assignment, you will consider in more detail the healthcare issue/stressor you selected. You will also review research that addresses the issue/stressor and write a white paper to your organization’s leadership that addresses the issue/stressor you selected.
To Prepare:
Review the national healthcare issues/stressors presented in the Resources and reflect on the national healthcare issue/stressor you selected for study.
Reflect on the feedback you received from your colleagues on your Discussion post for the national healthcare issue/stressor you selected.
Identify and review two additional scholarly resources (not included in the Resources for this module) that focus on change strategies implemented by healthcare organizations to address your selected national healthcare issue/stressor.
The Assignment (3-4 Pages):
Analysis of a Pertinent Healthcare Issue
Develop a 3- to 4-page paper, written to your organization’s leadership team, addressing your selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following:
Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).
Provide a brief summary of the two articles you reviewed from outside resources on the national healthcare issue/stressor. Explain how the healthcare issue/stressor is being addressed in other organizations.
Summarize the strategies used to address the organizational impact of national healthcare issues/stressors presented in the scholarly resources you selected. Explain how they may impact your organization both positively and negatively. Be specific and provide examples.
Answer Rubric
Develop a 3- to 4-page paper, written to your organization’s leadership team, addressing the selected national healthcare issue/stressor and how it is impacting your work setting. Be sure to address the following: Describe the national healthcare issue/stressor you selected and its impact on your organization. Use organizational data to quantify the impact (if necessary, seek assistance from leadership or appropriate stakeholders in your organization).
Provide a brief summary of the two articles you reviewed from outside resources, on the national healthcare issue/stressor and explain how the healthcare issue/stressor is being addressed in other organizations.
Summarize the strategies used to address the organizational impact of national healthcare issues/stressors presented in the scholarly resources you selected and explain how they may impact your organization both positively and negatively. Be specific and provide examples.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
Looking Ahead
The paper you develop in Module 1 will be revisited and revised in Module 2. Review the Assignment instructions for Module 2 to prepare for your revised paper.
Discussion wk3 due 3/17
Quite often, nurse leaders are faced with ethical dilemmas, such as those associated with choices between competing needs and limited resources. Resources are finite, and competition for those resources occurs daily in all organizations.
For example, the use of 12-hour shifts has been a strategy to retain nurses. However, evidence suggests that as nurses work more hours in a shift, they commit more errors. How do effective leaders find a balance between the needs of the organization and the needs of ensuring quality, effective, and safe patient care?
In this Discussion, you will reflect on a national healthcare issue and examine how competing needs may impact the development of polices to address that issue.
To Prepare:
Review the Resources and think about the national healthcare issue/stressor you previously selected for study in Module 1.
Reflect on the competing needs in healthcare delivery as they pertain to the national healthcare issue/stressor you previously examined.
Post an explanation of how competing needs, such as the needs of the workforce, resources, and patients, may impact the development of policy. Then, describe any specific competing needs that may impact the national healthcare issue/stressor you selected. What are the impacts, and how might policy address these competing needs? Be specific and provide examples.
I will post for replies after classmates make their post for this discussion
Student 1
Nursing shortages are at an all-time high, with a 17.1% turnover rate nationally (Vaughn, 2020). Companies are struggling to maintain nursing staff which leads to overworked nurses with high patient ratios. High patient ratios lead to unsafe situations, and nurses working long hours are more likely to make mistakes. Some nurses are leaving the profession altogether due to short staffing, lack of leadership, underpayment, career advancement, and overwhelming tasks per nurse (Suarez, n.d.).
In rural areas like where I live, there is already an inherent issue in recruiting nurses that want to live in this area. Furthermore, the health care agencies are competing to retain the nursing staff that they have. Nursing turnover costs nearly 300,000 annually for the average hospital (Suarez, n.d.). More creative ways other than simply posting a job vacancy needs to be done to recruit new nurses (Suarez, n.d.). Studies have also shown that sign-on bonuses are not effective in retaining nursing staff (Suarez, n.d.). They may initially draw in nurses, but after their contract is up, they most likely will leave the agency (Suarez, n.d.).
There are three nursing leadership models: transformational, transactional, and democratic (Laureate Education [Producer], 2018). Transformation leadership inspires others through effective communication, transactional leadership develops transparent chains of command, and democratic leadership likes to include ideas from staff before making final decisions (Laureate Education [Producer], 2018). Studies have indicated that management that is styled as transformational leadership has a higher staff rendition rate (Halter et al., 2017).
Nursing shortages specific to correctional setting has its inherent issues. Not only does correctional nursing face similar issues as a hospital setting, but it also has the dangers of prison life. Correctional nursing needs to address the growing shortage and make some changes to recruit and retain nursing staff. Studies have shown the preceptorships, internships, and mentorships have significantly increased nurse retention (Halter et al., 2017). Developing an academic-partnership with the local university would allow nursing students to complete a clinical rotation inside the prison to learn about it and have firsthand experience inside the facility. This is an excellent way for new nurses to have an opportunity to learn about correctional nursing.
Developing a mentorship program is an excellent way for new hires to feel comfortable that they will have the support and training they need while starting their new career as a correctional nurse. Another strategy to retain nurses is to have career advancement opportunities such as tuition reimbursements and offer to pay for RN to BSN program (Vaughn, 2020). The prison, at the moment, does not provide tuition reimbursement or tuition payments to further your education. Offering flexible hours is another strategy that has been linked to higher nurse retention (Vaughn, 2020). When nurses are required to work beyond 12-hour shifts and over 40-hour workweeks, they are more likely to leave the agency (Vaughn, 2020).
The prison is competing with the local hospitals to recruit and retain nursing staff. Although the prison has offered signing bonuses, it has not proven to keep nursing staff successful. The prison runs on transactional leadership, and nurses do not feel appreciated or heard. There are no internship or mentorship programs, so it is difficult for nurses to see the environment they will be working in until they are hired. Training only takes six weeks or less, and then you are on your own with little support from other staff leading to many frustrations. The prison is so short-staffed that nurses are working 16-hour shifts almost every day they are scheduled to work. Correctional nursing is a unique entity and requires the recruitment of the right people. An academic-partnership with the university would be an excellent way to recruit new nurses, and developing a mentorship program would be suitable for new employees.
Unfortunately, the health care business is a 24-hour, 7-days a week business. When nurses quit, that only compiles the workload onto the existing nurses creating dangerous situations. The company must continue with the staff that they have, and patients need to be taken care of, but that leaves the nurses overworked. Even when nurses are given an 8-hour shift or 12-hour shift, those often turn into 16-hour shifts. When nurses don’t feel valued or essential, they are also likely to leave an agency. It is imperative to recruit the right nurses for your business and then create a solid culture to support your staff to retain nurses. With the prison being ran strictly on policy and procedures, implementing change can be difficult, but something needs to be done to retain nurses to keep a safe environment for staff and patients.
References
Halter, M., Pelone, F., Boiko, O., Beighton, C., Harris, R., Gale, J., Gourlay, S., & Drennan, V. (2017). Interventions to Reduce Adult Nursing Turnover: A Systematic Review of Systematic Reviews. The Open Nursing Journal, 11, 108–123. https://doi-org.ezp.waldenulibrary.org/10.2174/1874434601711010108
Suarez, L. (n.d.). 4 ways to recruit & retain engaged nurses who love their jobs. Healthcare Source. Retrieved from http://education.healthcaresource.com/recruit-retain-engaged-nurses/
Vaughn, N. (2020). Nurse turnover rates: how to reduce healthcare turnover. Retrieved from https://www.relias.com/blog/how-to-reduce-healthcare-turnover#:~:text=What%20is%20the%20Current%20Nurse,keep%20up%20with%20staffing%20ratios.
Bottom of Form
Reply 2
Student 2
Top of Form
To develop any policy to address nursing burnout, there are many factors that need to be considered. When staffing ratios are too high it effects the quality of patient care, and therefor affects patient satisfaction (Ezenwaji, Eseadi, Okide, Nwosu, Ololo, Oforka, & Oboegbulem, 2019). Lack of proper equipment, or even properly working equipment makes a nurse’s job more difficult, affects the quality of patient care, and increases nurses’ stress. After dealing with covid for the last year, a new concern causing nurse burnout is it quantity of acutely ill patients being given to undertrained nurses (Rosa, 2020). Cost is another big consideration because it costs a company tens of thousands of dollars to train new nurses when the old ones leave (Kelly, Gee & Butler, 2021). All these concerns are going to affect the development of any new policies.
When attempting to develop a policy for burnout, all these items need to be addressed, and there are many more that can be added to this. As previously stated, in this last year, things have changed. A survey done recently of nurses that have been dealing with this pandemic, shows that as many as two-thirds of nurses are considering leaving their jobs (Rosa, 2020). Policy, or rather policies, need to address these topics if they are to be successful.
A starting point would be a policy to address staffing and acuity levels. If a nurse has a patient that is critically ill, that nurse should not have six patients because there is no realistic way, they can give safe, appropriate care to all of them. Another policy could address how nurses are floated to other units. No nursing staff should be floated to higher level acuity floors if they do not have some sort of additional training. This is a safety issue for the nurse and the patient, it is also a cause for extra stress. For instance, floating med-surg nurses to covid units to care for patients that are on drips and ventilators is dangerous for both the nurses and the patients. A personal experience where I work is that an entire unit quit, that is more than 30 staff members leaving because their staff kept being sent to units that they were not prepared to work in, at the same time, this was leaving their own unit very understaffed. If at the very least it costs roughly 11,000 dollars to train a new nurse or CNA, then that means the company is now looking at spending around 330,000 dollars to replace that staff (Kelly et al., 2021). No one policy will fix everything, but everything needs to be considered when management is planning a new policy.
References
Ezenwaji, I. O., Eseadi, C., Okide, C. C., Nwosu, N. C., Ugwoke, S. C., Ololo, K. O., Oforka, T. O., & Oboegbulem, A. I. (2019). Work-related stress, burnout, and related sociodemographic factors among nurses: Implications for administrators, research, and policy. Medicine, 98(3), e13889. https://doi-org.ezp.waldenulibrary.org/10.1097/MD.0000000000013889
Kelly, L. A., Gee, P. M., & Butler, R. J. (2021). Impact of nurse burnout on organizational and position turnover. Nursing Outlook, 69(1), 96–102. https://doi-org.ezp.waldenulibrary.org/10.1016/j.outlook.2020.06.008
Rosa, W. E. (2020). A blueprint for leadership during COVID-19: Minimizing burnout and moral distress among the nursing workforce. Nursing Management, 51(8), 28–34. https://doi-org.ezp.waldenulibrary.org/10.1097/01.NUMA.0000688940.29231.6f
Module 2: wk3 assignment due 3/20
Assignment: Developing Organizational Policies and Practices
Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.
Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice.
Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.
To Prepare:
Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.
Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.
Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.
The Assignment (4-5 pages):
Developing Organizational Policies and Practices
Add a section to the paper you submitted in Module 1. The new section should address the following:
Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.
Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.
Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.
Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations.
Rubric
Add a section to the paper you submitted in Module 1. In 4–5 pages, address the following: Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.
Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor. Critique the policy for ethical considerations and explain the policy’s strengths and challenges in promoting ethics.
Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients while addressing any ethical shortcomings of the existing policies. Be specific and provide examples. Cite evidence that informs the healthcare issue/stressor and/or the policies and provide two scholarly resources in support of your policy or practice recommendations.
WK4 Discussion due 3/23
Discussion 1: Leadership Theories in Practice
A walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership. Formal research literature is also teeming with volumes on the subject.
However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations.
Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization.
To Prepare:
· Review the Resources and examine the leadership theories and behaviors introduced.
· Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
· Reflect on the leadership behaviors presented in the three resources that you selected for review.
Post two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplace.
By Day 6 of Week 4
Respond to at least two of your colleagues on two different days by explaining how the leadership skills they described may impact your organization or your personal leadership, or by identifying challenges you see in applying the skills described.
Note that from the total of 3 or 4 resources that you will provide at least 1 must be from the resources provided to you.
Replies for WK4
Student 1
Main Discussion Post
The Merriam-Webster Dictionary defines leadership as “a position as a leader of a group, the time a person holds in the position of a leader, and the power or ability to lead other people.” Leadership is multifaceted with many different dimensions but what is missing in these definitions are the words action, model, and inspiration, in my opinion. Although there are years and years of leadership research, “it is one of the most observed concepts, no universally accepted definition or theory of leadership actually exists” (Scully, pg. 439).
The two key insights I have learned through my research are that communication is key to a good leader and that leading by example and consistency helps great leaders grow leaders around themselves. The concept of leaders striving to develop solid and influential leaders around themselves is vital to the evolving healthcare system and an idea that makes many leaders very uncomfortable.
Transformational leadership is a style of leadership that is exemplified daily in my place of work. Transformational leadership “inspires supporters to perform at the maximum capacity after some time, by providing adjustment in recognition, and a sense of guidance” (Alloubani et al.). Transformational leadership is supportive, encouraging, engaging, yet upholds accountability and expects the best while promoting learning and growth. Evidence-based practice, just as in medicine, is essential in leadership. According to the article “Implementing administrative evidence-based practice: lessons from the field in six local health departments across the United States,” decision-making needs to be a collaborative effort between all staff, including non-managerial, to gather and distribute ideas. This is achieved by forward-thinking and acting leaders who stay educated, like attending academic classes to ensure staff they lead are being given best practice information.
I have the privilege to work with a fantastic leader. A leader who leads with integrity and compassion. A transformational leader while taking the time to connect and grow leaders through conversations and providing leadership opportunities within the department. Our department’s current leadership team has been outspoken about how they want to develop leaders and give options to employees to grow their careers when possible. They are open to ideas and are collaborative. My manager is insightful and knowledgeable about leadership and how to share leadership theories and styles. I am very fortunate with the current leadership team I work with because not many leadership teams support staff, base decisions, and action off evidence-based practice while being patient-centered as this team.
References
Alloubani, Aladeen, et al. “Leadership Styles’ Influence on the Quality of Nursing Care.” International Journal of Health Care Quality Assurance, vol. 32, no. 6, 2019, pp. 1022–1033., doi:10.1108/ijhcqa-06-2018-0138.
Duggan, Kathleen, et al. “Implementing Administrative Evidence-Based Practices: Lessons from the Field in Six Local Health Departments across the United States.” BMC Health Services Research, vol. 15, no. 1, 2015, doi:10.1186/s12913-015-0891-3.
Scully, Natashia Josephine. “Leadership in Nursing: The Importance of Recognising Inherent Values and Attributes to Secure a Positive Future for the Profession.” Collegian, vol. 22, no. 4, 2015, pp. 439–444., doi:10.1016/j.colegn.2014.09.004.
Student 2
A person with good leadership skills can make the workplace a positive place. I am going to focus on transformational and authentic leadership for the purpose of this discussion. Broome and Marshall describe transformational leadership as “a process through which leaders influence others by changing the understanding of others of what is important” (2021, pg.15). Authentic leadership focuses on the relationships of self and others (Broome & Marshall, 2021, pg. 184). I think it is very important to create healthy work environments by demonstrating good leadership qualities. I have researched two articles that discuss the impact of leadership styles on the workplace.
In the first article, written by Kaiser (2017), the impact of leadership styles on nurse hostility is measured in a quantitative study. A survey was given to 237 staff nurses participants that measured “perceived levels of incivility and the leadership styles experienced” and data was reported numerically (Kaiser, 2017). The study concluded that transformational leadership is the most effective leadership style to reduce nurse hostility and a laissez-faire leadership style leads to bullying. Kaiser (2017) concluded, “Leadership style is not a definitive factor of incivility, but leader behaviours impact the level of incivility between staff nurses.” Broome and Marshall (2021) describe transformational leaders as leaders who focus on “self, others, the situation, and the larger context”.
In the second article written by Shirley (2009), a qualitative study was conducted on 21 nurse managers from three different facilities to determine the effectiveness of authentic leadership and a healthy work environment. Organizational culture was also considered when determining the effect of leadership on the environment of the workplace. It was determined that the organizational culture does affect the environment. Managers reported they felt happy in the workplace when a positive organizational culture was reported with good leadership styles exhibited. Comparatively, nurse managers felt unheard or unhappy within a negative organizational culture with poor leadership styles. The article concluded that leadership does affect the work environment. The more involved a leader is, the better the outcome.
There are many great leadership styles to display with transformational leadership being the most beneficial. Authentic leadership is genuine, but may not be the best leadership style in all situations. Transformational leaders change to better suit the needs of others in order to help them better themselves. In my opinion, a transformational leader is the most adaptable and resourceful.
I have had experience with both types of leadership styles in the workplace. The authentic leader was honest, optimistic, and genuine. He empowered others by talking problems through and giving honest feedback. The transformational leader I encountered pushed me to see things more clearly and made me a better nurse. He always has my back and looks out for my best interest. He encourages me to change so that I can thrive in life. The transformational leader has been the most beneficial to me in the workplace.
References
Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.
Kaiser, J. A. (2017). The relationship between leadership style and nurse-to-nurse incivility: turning the lens inward. Journal of Nursing Management (John Wiley & Sons, Inc.), 25(2), 110–118.
Shirey, M. R. (2009). Authentic leadership, organizational culture, and healthy work environments. Critical Care Nursing Quarterly, 32(3), 189–198. https://doi-org.ezp.waldenulibrary.org/10.1097/CNQ.0b013e3181ab91db
Reading resources provided after wk6 assignment below & will post for replies after classmates post for each discussion.
WK5 Discussion is due 3/30
Discussion 2: Your Leadership Profile
Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.
How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits.
To Prepare:
Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources.
Please Note: This Assessment will take roughly 30 minutes to complete.
· Once you have completed your assessment, you will receive your “Top 5 Signature Themes of Talent” on your screen.
· Click the Download button below Signature Theme Report, and then print and save the report. We also encourage you to select the Apply tab to review action items.
NOTE: Please keep your report. You will need your results for future courses. Technical Issues with Gallup:
If you have technical issues after registering, please contact the Gallup Education Support group by phone at +1.866-346-4408. Support is available 24 hours/day from 6:00 p.m. Sunday U.S. Central Time through 5:00 p.m. Friday U.S. Central Time.
· Reflect on the results of your Assessment, and consider how the results relate to your leadership traits.
· Download your Signature Theme Report to submit for this Discussion.
Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific. Note: Be sure to attach your Signature Theme Report to your Discussion post.
By Day 6 of Week 5
Respond to at least two of your colleagues on two different days by making recommendations for how they might strengthen the leadership behaviors profiled in their StrengthsFinder assessment, or by commenting on lessons to be learned from the results that can be applied to personal leadership philosophies and behaviors.
Replies
student 1
Student 1
Your Leadership Profile
The CliftonStrengths assessment revealed that my 5 highest scoring traits (CliftonStrengths Themes) all existed within only 2 of the 5 CliftonStrength domains. These domains are “executing”, “influencing”,
“relationship building”, and “strategic thinking”. All five of my traits landed in the “executing” and “relationship building” domains. The “executing” domain defines a person as someone who possesses the
strength to build an idea into a reality and the “relationship building” domain stated that they would have the ability to develop a group of people into something greater than each individual participant’s
contribution (Gallup, Inc., 2021). A good leader has the ability to take people to a place which they thought they could never get to alone (Laureate Education, 2014).
Under the “executing” domain I was assigned the “achiever” and the “belief” themes. The achiever theme was defined as a person “exceptionally talented” who possessed “a great deal of stamina”. They
are a person who feels significant satisfaction while being busy and productive (Gallup, Inc., 2021). I do agree that I am performing in the career I was meant to and that working to my potential should be
the prime goal. Also, in the “executing” domain, I was described as a person who has core values that are unwavering, which assists me in defining the purpose of my life. The final three of my highest
scoring themes fell in the” relationship building” domain. These were “harmony”, “realtor”, and “developer”. “Harmony” was described as recognizing the potential in others, while “developer” is described.
as someone who does not enjoy conflict, and seeks agreement. The “realtor” enjoys close working relationships with others and finds satisfaction in working together to achieve a goal.
As I scored a zero in the domain titled “influencing”, I will derive my weaknesses from the attributes in this category. This domain includes traits such as “winning new colleagues over” or “making things
happen” by turning thoughts into action, wanting to do things now rather than simply talking about them. It also mentioned “taking command of a room” by having a presence and taking control of a
situation by making tough decisions. I would agree that I do not put enough time into personal relationships with new employees. I also usually do participate in committee discussions, but rarely feel the
need to command the room. Most employees who feel they have a good working relationship with their boss think it would be better if they were interested in them on a personal level including work-life
balance (Coppel, C., 2017). However, I do not feel I must win new colleagues over. I would also like to improve in my discipline. I do not have the organizational skills that others have mastered. I often
procrastinate, although always seem to get the work accomplished on time.
References
Coppel, C. (2017). Working for Good Relationships. TD: Talent Development, 71(2), 18.
After taking the strengths finder assessment, my five strengths were identified as relator, consistency, harmony, adaptability, and achiever. Being a relator means that I actively pursue close and meaningful friendships. I want to make connections with others and find genuine relationships. I gravitate towards the people that I already know. Consistency is another strength, which means I like to find a balance in a group. I believe rules should be applied to everyone and that they are clear and precise. I want fairness as a leader. I like to find common ground between individuals where problems arise and look for agreement. This leads me to my next strength of harmony. After harmony, my next strength was identified as being an achiever. I like to achieve something each day, no matter how small. I was not surprised by this because usually, at the end of each day, I want to review my “achievements,” and my satisfaction is increased when I get more work done (Gallup Inc, 2021).
Two core values I would like to improve based on my assessment are courage and making a difference. Making a difference is defined as taking steps to impact the individuals you serve positively or around you. Courage is the ability to find strength and act on it to do good (George Mason University, n.d.). It is hard for me to picture myself as a leader, but I also do not fit into just being a follower. I am somewhere in between. Finding courage and pursuing a goal of trying to make a more considerable difference in life is something I would like to improve on. Two strengths I would like to improve on from Clifton strengths are restorative and developer. I want to make improvements to identify the potential I see in other people (Gallup Inc, 2020). Solving problems is also not something I am strong at. I am good at identifying problems that may impact patient care quality and safety, but I could definitely improve my involvement in finding the solutions to these issues. Two characteristics I would also like to improve on are patience and optimism. These two traits are one of my weaker strengths and working on them can help transform me into a successful leader. Being a successful leader requires multiple strengths and qualities in healthcare. A good leader can greatly impact how an organization succeeds (Laureate Education, 2014).
References
Gallup Inc. (2021). CliftonStrengths Assessment Results. Retrieved March 30, 2021, from https://walden.gallup.com/home/default.aspx
Gallup Inc. (2020, August 21). All 34 CliftonStrengths Themes descriptions. Retrieved March 30, 2021, from https://www.strengthsquest.com/193541/themes-full-description.aspx
Many of us can think of leaders we have come to admire, be they historical figures, pillars of the industry we work in, or leaders we know personally. The leadership of individuals such as Abraham Lincoln and Margaret Thatcher has been studied and discussed repeatedly. However, you may have interacted with leaders you feel demonstrated equally competent leadership without ever having a book written about their approaches.
What makes great leaders great? Every leader is different, of course, but one area of commonality is the leadership philosophy that great leaders develop and practice. A leadership philosophy is basically an attitude held by leaders that acts as a guiding principle for their behavior. While formal theories on leadership continue to evolve over time, great leaders seem to adhere to an overarching philosophy that steers their actions.
What is your leadership philosophy? In this Assignment, you will explore what guides your own leadership.
To Prepare:
· Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
· Reflect on the leadership behaviors presented in the three resources that you selected for review.
· Reflect on your results of the CliftonStrengths Assessment, and consider how the results relate to your leadership traits.
· Download your Signature Theme Report to submit for this Assignment.
The Assignment (2-3 pages):
Personal Leadership Philosophies
Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:
· A description of your core values.
· A personal mission/vision statement.
· An analysis of your CliftonStrengths Assessment summarizing the results of your profile
· A description of two key behaviors that you wish to strengthen.
· A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.
· Be sure to incorporate your colleagues’ feedback on your CliftonStrengths Assessment from this Module’s Discussion 2.
· Note: Be sure to attach your Signature Theme Report to your Assignment submission.
Reading requirements
Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.
Chapter 1, “Frameworks for Becoming a Transformational Leader” (pp. 2–19 ONLY)
Chapter 6, “Shaping Your Own Leadership Journey” (pp. 182-211)
Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:
· A description of your core values.
· A personal mission/vision statement.
· Analysis of your CliftonStrengths Assessment summarizing the results of your profile.
· A description of two key behaviors you wish to strengthen.
A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
WK7 Due 4/13/2021 remember: all discussions & assignments from wk7-wk9 are interrelated, thank you.
Discussion: Workplace Environment Assessment
How healthy is your workplace?
You may think your current organization operates seamlessly, or you may feel it has many issues. You may experience or even observe things that give you pause. Yet, much as you wouldn’t try to determine the health of a patient through mere observation, you should not attempt to gauge the health of your work environment based on observation and opinion. Often, there are issues you perceive as problems that others do not; similarly, issues may run much deeper than leadership recognizes.
There are many factors and measures that may impact organizational health. Among these is civility. While an organization can institute policies designed to promote such things as civility, how can it be sure these are managed effectively? In this Discussion, you will examine the use of tools in measuring workplace civility.
To Prepare:
Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015).
Review and complete the Work Environment Assessment Template in the Resources.
Post a brief description of the results of your Work Environment Assessment. Based on the results, how civil is your workplace? Explain why your workplace is or is not civil. Then, describe a situation where you have experienced incivility in the workplace. How was this addressed? Be specific and provide examples.
Will post resources at the end of WK9 and I have attached the assessment template with this assignment, thank you.
My workplace scored a 58 on the Clark Healthy Workplace Inventory. A score of 58 places my place of employment at an unhealthy level (Clark, 2015). Honestly, I am not surprised by this at all. We have a huge turnover rate at the facility. In fact, we just had two employees on two different days completely walk out of the job, one nurse and a case manager. This is not a new action seen in the facility, just a couple of months ago four therapists and a nurse practitioner quit within the same month. We do however have a certain group of nursing staff that is absolutely amazing and very dependable.
Incivility is a disrespectful action that results in adverse effects on the victim (Schneider, 2016). Incivility produces a negative work environment and poor morale among staff members. Uncivil actions often create a hostile work environment. Barriers need to be in place to prevent situations like this from occurring within the organization (Broome & Marshall, 2021).
For the past few months I have been dealing with an incivility issue at my workplace. I work four days a week on your most acute inpatient psychiatric unit and there are two other nurses that work when I am not there. They recently began talking to all other staff about me saying horrible things. I was told by multiple staff that this was going on. They began trying to get me in trouble for very small things, like what kind of music I let my patients listen to or that I give out too much coffee to patients. All things that do not go against any of the hospitals’ policies or procedures. The two nurses got to the point of bullying me, even though I have never actually worked with either of them. I got to my breaking point, went to my manager, and told her we had to have a meeting (all of the staff together), or I would be looking for a new job. We had the meeting two days later. In the meeting, the manager and CNO were there. Needless to say, many of their “complaints” about me were stopped by management immediately. This was one of the last few days I was at work before going on vacation, so I will see when I go back if the meeting makes a difference in their actions and words towards me.
References
Broome, M., & Marshall, E. S. (2021). Creating and shaping the organizational environment and
culture to support practice excellence. Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). pp. 237–272. New York, NY: Springer.
Clark, C. M., Olender, L., Cardoni, C., & Kenski, D. (2011). Fostering civility in nursing education and practice. JONA: The Journal of Nursing Administration, 41(7/8), 324–330. https://doi.org/10.1097/nna.0b013e31822509c4
Based on the results of the Workplace Environment Assessment I work for a modestly healthy workplace. I would describe my workplace civil based on answering 5 for completely true to 17/20 statements. Many of the examples of a healthy civil work environment are evident in my workplace where employees are viewed as assets that offer value to the organization. The organization offers an excellent training and mentoring program , and teamwork and collaborations are rewarded and demonstrated at all levels(Clark,2015). Over the past year the focus of employee development workshops have been on having safe conversations, collaboration, and teamwork . We are evaluated on our efforts to learn and demonstrate behaviors that focus on understanding and embracing diversity and inclusion. All of these attributes have contributed to an excellent retention, fair reward systems, and opportunities for promotion.
What has been missing the past 18 months is trust in leadership, a high level of morale and confidence to disagree or challenge an idea despite being encouraged to speak up. The five pillars of effective teams that represent trust, commitment, safe conflict ,accountability , and being results oriented , have not been consistently role modeled or folllowed(Laureate Education,2009a). As a result, turnover has increased, employees report less morale and employees are less likely to speak up if they don’t agree.
I experienced incivility in the workplace that was subtle during a zoom conference call . Our team of 12 employees participated in a workshop on adaptive behaviors that allowed our team to assess our behavior style in the workplace and how to communicate with behavior styles that differ from our own. According to the DISC assessment people fall into one of four categories described as dominance ,influencer,conscientious or steadiness . Everyone on the team was either dominant or influencer, which are characteristic of strong leaders who are able to influence , and problem solve yet at times are impatient and unapproachable .My results were that of a steadiness behavior style characterized by empathy, appreciation of others , and good listening skills .This style however can be indirect and resistant to change(Center for Internal Change, n.d.).
During our zoom discussion a coworker with a dominant style commented to me directly and shared with the group she didn’t have the patience for those with a steadiness behavioral style because she views them as weak and poor at making decisions .I felt a bit marginalized by her comment but did not say anything during the group discussion.During my 1:1 I shared with my manager how her comment was perceived by me. My manager took the opportunity during a regular scheduled conference call to define acceptable conduct during these types of workshop discussions.This provides a framework for our entire team for future interactions where unconscious bias can be exhibited
The organization I work for had to quickly adapt to a work from home environment and with those changes came a new code of conduct for virtual interactions are evolving and expectations are more clearly defined with practice and continued speaking up among the teams.
Six ways to combat workplace incivility.(n.d.) https://www.onlinediscprofile.com/what-is-disc-/disc history/
References
Clark,C.M. (2015). Conversations to inspire and promote a more civilworkplace.American Nurse Today. 10
(11).18-23. Retrieved from https://www.American nurse today.com/we-content/uploads/2015/11/anti11-
CE-Civility-1023.pdf.
Laureate Education(Producer).(2009a). Working with Groups and Teams[Video file]. Baltimore, MD: Author.
Monych,B. (n.d.).Six way to combat workplace incivility.Insperityonline.Retrieved April 11,2021, from https://www.intersperityonline.com/six-ways-to-combat-workplace-incivility.
Bottom of Form
Assignment WK9 due 5/1/ 2021
Assignment: Workplace Environment Assessment
Clearly, diagnosis is a critical aspect of healthcare. However, the ultimate purpose of a diagnosis is the development and application of a series of treatments or protocols. Isolated recognition of a health issue does little to resolve it.
In this module’s Discussion, you applied the Clark Healthy Workplace Inventory to diagnose potential problems with the civility of your organization. In this Portfolio Assignment, you will continue to analyze the results and apply published research to the development of a proposed treatment for any issues uncovered by the assessment.
To Prepare:
Review the Resources and examine the Clark Healthy Workplace Inventory, found on page 20 of Clark (2015).
Review the Work Environment Assessment Template.
Reflect on the output of your Discussion post regarding your evaluation of workplace civility and the feedback received from colleagues.
Select and review one or more of the following articles found in the Resources:
Clark, Olender, Cardoni, and Kenski (2011)
Clark (2018)
Clark (2015)
Griffin and Clark (2014)
The Assignment (3-6 pages total):
Part 1: Work Environment Assessment (1-2 pages)
Review the Work Environment Assessment Template you completed for this Module’s Discussion.
Describe the results of the Work Environment Assessment you completed on your workplace.
Identify two things that surprised you about the results and one idea you believed prior to conducting the Assessment that was confirmed.
Explain what the results of the Assessment suggest about the health and civility of your workplace.
Part 2: Reviewing the Literature (1-2 pages)
Briefly describe the theory or concept presented in the article(s) you selected.
Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment.
Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples.
Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams (1–2 pages)
Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment.
Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment.
Rubric
Part 1: Work Environment Assessment · Complete the Work Environment Assessment Template. · Describe the results of the Work Environment Assessment you completed on your workplace. · Identify two things that surprised you about the results and one idea that you believed prior to conducting the assessment that was confirmed. · Explain what the results of the assessment suggests about the health and civility of your workplace.
Part 2: Reviewing the Literature · Briefly describe the theory or concept presented in the article you selected. · Explain how the theory or concept presented in the article relates to the results of your Work Environment Assessment. · Explain how your organization could apply the theory highlighted in your selected article to improve organizational health and/or stronger work teams. Be specific and provide examples.
Part 3: Evidence-Based Strategies to Create High-Performance Interprofessional Teams · Recommend at least two strategies, supported in the literature, that can be implemented to address any shortcomings revealed in your Work Environment Assessment. · Recommend at least two strategies that can be implemented to bolster successful practices revealed in your Work Environment Assessment. Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
Resources Provided:
Required Readings
Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.
Chapter 5, “Collaborative Leadership Contexts: It Is All About Working Together (pp. 155–178)
Chapter 8, “Creating and Shaping the Organizational Environment and Culture to Support Practice Excellence” (pp. 237–272)
Chapter 7, “Building Cohesive and Effective Teams” (pp. 212–231)
Select at least ONE of the following:
Clark, C. M., Olender, L., Cardoni, C., Kenski, D. (2011). Fostering civility in nursing education and practice. The Journal of Nursing Administration, 41(7/8), 324–330.
Clark, C. M. (2018). Combining cognitive rehearsal, simulation, and evidence-based scripting to address incivility. Nurse Educator. doi:10.1097/NNE.0000000000000563
Clark, C. M. (2015). Conversations to inspire and promote a more civil workplace. American Nurse Today, 10(11), 18–23. Retrieved from https://www.americannursetoday.com/wp-content/uploads/2015/11/ant11-CE-Civility-1023.pdf
Griffin, M., & Clark, C. M. (2014). Revisiting cognitive rehearsal as an intervention against incivility and lateral violence in nursing: 10 years later. Journal of Continuing Education in Nursing, 45(12), 535–542.
TEDx. (2017, April). Jody Hoffer Gittell: The power of a simple idea [Video file]. Retrieved from https://www.youtube.com/watch?v=X7nL5RC5kdE
Laureate Education (Producer). (2009a). Working with Groups and Teams [Video file]. Baltimore, MD: Author.
Assignment WK11 due 5/9
Assignment: Change Implementation and Management Plan
It is one of the most cliché of clichés, but it nevertheless rings true: The only constant is change. As a nursing professional, you are no doubt aware that success in the healthcare field requires the ability to adapt to change, as the pace of change in healthcare may be without rival.
As a professional, you will be called upon to share expertise, inform, educate, and advocate. Your efforts in these areas can help lead others through change. In this Assignment, you will propose a change within your organization and present a comprehensive plan to implement the change you propose.
To Prepare:
· Review the Resources and identify one change that you believe is called for in your organization/workplace.
o This may be a change necessary to effectively address one or more of the issues you addressed in the Workplace Environment Assessment you submitted in Module 4. It may also be a change in response to something not addressed in your previous efforts. It may be beneficial to discuss your ideas with your organizational leadership and/or colleagues to help identify and vet these ideas.
· Reflect on how you might implement this change and how you might communicate this change to organizational leadership.
The Assignment (5-6-minute narrated PowerPoint presentation):
Change Implementation and Management Plan
Create a narrated PowerPoint presentation of 5 or 6 slides with video that presents a comprehensive plan to implement the change you propose.
Your narrated presentation should be 5–6 minutes in length.
Your Change Implementation and Management Plan should include the following:
· An executive summary of the issues that are currently affecting your organization/workplace (This can include the work you completed in your Workplace Environment Assessment previously submitted, if relevant.)
· A description of the change being proposed
· Justifications for the change, including why addressing it will have a positive impact on your organization/workplace
· Details about the type and scope of the proposed change
· Identification of the stakeholders impacted by the change
· Identification of a change management team (by title/role)
· A plan for communicating the change you propose
· A description of risk mitigation plans you would recommend to address the risks anticipated by the change you propose
Submit your narrated Change Implementation and Management Plan.
Rubric
Create a 5- or 6-slide narrated PowerPoint that presents a comprehensive plan to implement changes you propose. Your Change Implementation and Management Plan should include the following: · An executive summary of the issues that are currently affecting your organization/workplace (this can include the work you completed in your Workplace Environment Assessment). · A description of the changes being proposed. · Justifications for the changes, including why addressing them will have a positive impact on your organization/workplace.
· Details about the type and scope of the proposed changes. · Identification of the stakeholders impacted by the changes. · Identification of a change management team (by title/role). · A plan for communicating the changes you propose. · A description of risk mitigation plans you would recommend to address the risks anticipated by the changes you propose.
Include a narrated presentation that is 5–6 minutes in length.
Written Expression and Formatting – English writing standards:
Needs help with similar assignment?
We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper
Review the Resources and reflect on the impact of clinical systems on outcomes and efficiencies within the context of nursing practice and healthcare delivery.
Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of one type of clinical system to improve outcomes and/or efficiencies, such as “the use of personal health records or portals to support patients newly diagnosed with diabetes.”
Identify and select 5 peer-reviewed articles from your research.
In a 4- to 5-page paper, synthesize the peer-reviewed research you reviewed. Be sure to address the following:
Identify the 5 peer-reviewed articles you reviewed, citing each in APA format.
Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.
Needs help with similar assignment?
We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper
You will complete this assignment using the following form:
N4465 Assignment Weeks 1 – 3 template-5_19.doc
Overview of Community Assessment and Community Health Nursing Intervention: Community assessment is a systemic way to determine the health status, resources or needs of a population. Community Health Nurses (CHN) assess the community by using the nursing process:
Module 1: CH nurses gather subjective data (i.e. windshield survey and interviewing key informants). Based on this portion of the assignment you will analyze your findings and provide a summary of the key community health issues for your community.
APA focus for this paper: in-text citation of personal commutation, objective writing (avoid biased language), formal writing (avoid use of contractions, numbers, etc) and sentence structure, grammar and flow. Refer to the APA on-line tutorial (Links to an external site.), as needed.
See the Rubric in the Assignment Submission area to view grading criteria.
Needs help with similar assignment?
We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper
https://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webp00Besttutorhttps://getspsshelp.com/wp-content/uploads/2024/12/logo-8.webpBesttutor2025-02-15 13:23:092025-02-15 13:23:09Windshield Survey of the Community Assignment Directions|2025
Patient HL comes into the clinic with the following symptoms: nausea, vomiting, and diarrhea. The patient has a history of drug abuse and possible Hepatitis C. HL is currently taking the following prescription drugs:
· Synthroid 100 mcg daily
· Nifedipine 30 mg daily
· Prednisone 10 mg daily
There are many causes of nausea and vomiting, most commonly these symptoms are caused by ingestion of substances or drugs, gastrointestinal disorders or metabolic disorders (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). In this particular case study it is important to take into consideration the factors that could be contributing to the nausea, vomiting and diarrhea in patient HL. The patient has a history of drug abuse. With that being said, drug withdraw can be a factor in the cause of nausea, vomiting and diarrhea. Treatment for this type of cause would be dependent on what type of drug that patient was withdrawing from. The next factor would be medications the patient is currently taking. All three of these medications have nausea and vomiting as potential side effects. If this is the cause of the patient’s chief complaint, changing the medications could be an appropriate response. The last consideration would be the patient’s diagnosis of possible Hepatitis C. The most common symptoms of Hepatitis C include nausea, vomiting, and diarrhea (Franciscus, 2015). It would be hard to diagnosis the cause of this episode of nausea vomiting without other information such as aggravating and relieving factors, how long these symptoms have been occurring and if any other symptoms are associated with these. First line treatment of nausea and vomiting include phenothiazines such as promethazine. Promethazine can be given in 12.5-25mgs every four to six hours as needed. Contraindications include hypersensitivity, seizure disorders and Parkinson’s disease. Adverse effects include sedation, agitation, dry mouth and blurred vision (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). Second line therapy would be to add an antihistamine or anticholinergic such as diphenhydramine. This medication is dosed from 25-50mg every six to eight hours as needed. Adverse effects include drowsiness, confusion and dry mouth. Contraindications include asthma, hypersensitivity and narrow-angle glaucoma (Arcangelo, Peterson, Wilbur, & Reinhold, 2017). If this persists the patient needs to reevaluate for other causes. Alternative therapies including herbal therapies such as vitamin b6 , ginger and even gum chewing are linked to the relief of nausea and vomiting (Darvall, Handscombe & Leslie, n.d.).
Needs help with similar assignment?
We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper
Part I: 24-hour Food & Beverage Recall with Predictions
Use this template in conjunction with the Complete Dietary Analysis Project Instructions. Submit this template when finished with each Part (there are Parts I, II and III included).
Personal information of person interviewed (please include all):
Gender: Female
Height: 5’5
Weight: 222
Age: 42
Activity level: none
Date/Day of the Week (add rows if needed & divide by meals/snacks):
Write at least five sentences explaining why you are predicting what you predict for each category. Please address the micronutrients in general (if you think overall the 24-hour recall diet will be too low, adequate/moderate or too high in most vitamins and minerals) and also specifically address the mineral, sodiumand the sub-categories, saturated fat, cholesterol and dietary fiber in your write-up. You will lose points for not addressing all categories noted here.
NUTR 100 – Dietary Analysis Project Template
Part II: Data Findings and Analysis of Original 24-hour Food Recall
Data Findings & Analysis
Getting Started:
Please submit this Template for Part II, which should include your completed Part I above and any corrections needed per the instructors feedback. Also, be sure to submit the Nutrient Intake Report.
Use this template in conjunction with the Complete Dietary Analysis Project Instructions. Submit this template when finished with each Part.
· Start with the Daily Food Group Targets. Click on “View by Meal”(located under the graph on the Food Tracker page). You will want to copy and paste the Food Groups table into this document, replacing the example below. You may not be able to simply copy and paste depending on your computer. You can also take a screenshot, and then crop the graphic as needed (see example below).
Food Group Table
· Next, look at the Daily Food Group Graph (next to the word data and below the daily food group targets). Take a screenshot, and then crop the graphic as needed (see example below); then answer the questions and write a summary of your findings per the instructions below.
Food Group Graph
Food Group Questions:
· What are the total percentages of the target for each food group?
· Example: Grains are 94%, Vegetables are 151%, Fruits are 111%, Dairy is 53% and Protein is 71% of the targets.
· For grains, what percent is whole and what percent is refined (hover the arrow over the sections on the chart and it will show this)?
· Example: Whole grains are 65% of total grains
· For dairy, what percent is from milk/yogurt and what percent is from cheese?
· Example: Milk and yogurt are 80% of dairy intake; cheese is 20% of dairy intake
· For fruit, what percent is from whole fruit and what percent is from fruit juice?
· Whole fruit is 60% of fruit intake and fruit juice is 40% of fruit intake.
· Write at least five sentences addressing your findings regarding the food groups for the diet recall. Address, what foods from the 24-hour diet recall caused the food groups to be in these proportions? How can they be improved upon for the revised diet?
· Next, look at Daily Limits. This is below the graph you were just looking over on SuperTracker.
As with the above graphs, these charts need to be used in the final presentation, so save them now (sometimes right clicking and selecting “save picture as” will work). You may copy and paste into this template, you may use screenshots (replace the example below).
Daily Limits Graph
Daily Limits Questions: (please answer them all together in paragraph form)
· Write at least five sentences summarizing your findings for daily limits. Address, what foods from the 24-hour diet recall caused these levels of daily limits? How can they be improved upon for the revised diet? Include answers to the questions below as well.
· What are total calories eaten for the day? Are they within 100 calories of the total limit? If not, how can this be achieved with the revised menu?
· Should added sugar be reduced in order to be lower than the limit? If yes, how can you revise the menu to meet this target while meeting other targets?
· How much saturated fat, and sodium were eaten and what were those limits? If these are above the limits how can they be improved upon in the revised menu?
The next step is to open the Nutrient Intake Report (just below the graph, smaller print, next to “Related Links”). You will need to submit this report with your Part II submission as well as with the final presentation, so make sure to save it! I strongly recommend exporting it as a word document so you can edit it per the requirements for Part III. The report will list the target (or RDA), average eaten, and the status. Make note of those that exceed guidelines and those that do not meet the guidelines. For now, you can assess this as over or under the guideline just based on the status provided. In your final presentation submission you will be converting these to percentages. Remember that for saturated fat, cholesterol and sodium you want to be below the value, so no need to comment if you fall below, only if you exceed it.
You now have all the information you need to assess the data and write up your findings. Keep this information, as you will need it for the final presentation of your work.
Outcomes of Your Predictions
See if your predictions matched up with the findings. Include both charts below with your original predictions and findings.
Original Charts with Your Predictions:
Total Calories
Fiber
Food Groups
Macronutrients
Micronutrients
Veg
Fruit
Whole Grains
Dairy
Protein
Carbs
Fat
Vitamins/ Minerals
Too Low
Adequate
Too High
Sodium
Saturated fat
Cholesterol
Low
Moderate
High
Analysis Charts with Your Findings:
Total Calories
Fiber
Food Groups
Macronutrients
Micronutrients
Veg
Fruit
Whole Grains
Dairy
Protein
Carbs
Fat
Vitamins/ Minerals
Too Low
Adequate
Too High
Sodium
Saturated fat
Cholesterol
Low
Moderate
High
Outcomes of your predictions summary:
(Write at least 5 sentences discussing and comparing your predictions with the findings. Please summarize which of your predictions were accurate (or close) and which were not. For those predictions that were not in line with the findings discuss why you think your predictions were off)
NUTR 100 – Dietary Analysis Project Template
Part III: Original 24-hour Food Recall with Revised 24-hour Final Menu & Analysis
Getting Started:
Please use the provided Template for Parts I, II & III, which should include your completed Part I & II and any corrections needed per the instructors feedback. Label all graphs and tables as “Revised” so it’s easy for me to distinguish between the original menu data and the revised menu data. IMPORTANT: before starting Part III take a look at the check list of requirements for the revised menu at the end of this document.
Date/Day of the Week (add rows if needed):
ORIGINAL 24-hour recall
REVISED 24-hour menu
Time
Original: Food/Condiment/Beverage
How Much Ate/Drank
(use cups or ounces, tablespoons)
Time
Food/Condiments/Beverages
Amount
(Revised) Daily Food Group Targets (insert screen shot using revised 24-hour menu you created)
Location Note: the two charts below can be generated using SuperTracker, located under the Daily Food Group Targets, select “View By Meal”, they are the last two charts on the screen.
(Revised) Daily Food Group Graph (insert screen shot using revised 24-hour menu you created)
(Revised) Daily Limits (insert screen shot using revised 24-hour menu you created)
Fill in the following “Master Comparison Table” to help you address and compare the following areas:
Target (per SuperTracker)
Original 24-hour recall Menu
Revised 24-hour Menu
Total Calories
Whole Grains
At least 50%
Added Sugars
Limit:
Saturated Fat
Limit:
Sodium
Limit: 2300 mg
Cholesterol
<300 mg
Dietary Fiber
>25 g
Revised Menu Questions: (please include at least 8 sentences addressing these questions)
· Based on your findings what were the areas (food groups, nutrients etc.) that needed revising from the original menu?
· Were you successful at improving these areas? If so, how did you improve these areas in the revised menu? If not, why not?
· What were your challenges with revising the menu?
· How did you overcome them?
Checklist of Requirements for Revised Menu:
To be considered a correct, revised menu, the following should be met: (Use this as a checklist before submitting; part of your grade will be showing you can meet these targets)
· Total calories should be within 100 calories from the target calories. For example, if the target calories are 1800 calories, then your revised menu have calories totaling between 1700-1900 calories.
· Daily Food Groups Report: Should read OK; it is acceptable to go over, as long as total calories are +/- 100 calories for the day and there is balance between the overages (for example, 110% grains, 110% dairy, 120% vegetables versus 110% fruit, 350% protein, 200% dairy).
· Graph (Food Group bar graph): Should be at 100% (+/-10%) for all targets, acceptable to go over as long as total calories are +/- 100 calories for the day and there is balance between the overages (for example, 110% grains, 110% dairy, 120% vegetables versus 110% fruit, 350% protein, 200% dairy).
· For grains, at least 50% should be whole grains. Fruit juice should not be in excess.
· Daily Limit: Should be within +/- 100 calories of the target. Added sugar, saturated fat, cholesterol and sodium should not exceed their limits.
· Nutrient Intake Report: There are more nutrients than we are looking at listed on this report, so only focus on the nutrients we covered extensively in class (calories, protein grams and %, carbohydrate grams and %, total fat and %, saturated fat, cholesterol, dietary fiber and all vitamins and minerals listed). There are a few extra that we did not cover as extensively in class, so please do not worry about discussing those (they are: monounsaturated fat, polyunsaturated fat, linoleic acid, alpha-linolenic acid, omega-3 EPA and omega 3-DHA).
· ***IMPORTANT*** Highlight total calories if the average eaten is +/- 100 calories of the target, if the number is outside of the range, write “Less than 100 calories below” or “Greater than 100 calories above.”
· All macronutrients (carbs, protein and total fat) % Calories should be within the AMDR target range listed under Target. Any macronutrient outside of the AMDR should be highlighted and indicated as “Over” or “Under.”
· Dietary Fiber should be at least 25 grams, anything less should be highlighted and labeled as “Under”.
· For Saturated fat, anything over 10 percent should be highlighted and indicated as “Over.”
· For Cholesterol, anything over 300 mg should be highlighted and indicated as “Over.”
· For Sodium, anything over 2400 mg should be highlighted and indicated as “Over.”
· For micronutrients (vitamins and minerals), calculate the % of the target for each and enter it in the status column. To do this, divide the actual intake by the target and multiple by 100. Type this percentage in to the Word version of the report next to the status (for example, OK 105%). This will make it easier for you to make comments on this for the final presentation. Highlight any that are less than 80% or greater than 200% of the target. It may say OK, but we still want to be careful not to go too far over each day. Only highlight those when greater than 200% or less than 80% along with their calculated percentage.
Please note: If the person you are creating a menu for has very high calorie needs (2800 calories or more), you will likely need to exceed 200% for many of the vitamins and minerals because you will need a larger amount of total food to meet the calorie needs. Just make sure that the macronutrients are still within the AMDR, even at the higher calorie level. If you have a menu where the calorie needs are 2800 or more you will be graded based on 300% instead of 200% for the high end of the range.
Needs help with similar assignment?
We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper
Use the following case template to complete Week 2 Assignment 1. On page 5, assign DSM-5 and ICD-10 codes to the services documented. You will add your narrative answers to the assignment questions to the bottom of this template and submit altogether as one document.
Identifying Information
Identification was verified by stating of their name and date of birth. Time spent for evaluation: 0900am-0957am
Chief Complaint
“My other provider retired. I don’t think I’m doing so well.”
HPI
25 yo Russian female evaluated for psychiatric evaluation referred from her retiring practitioner for PTSD, ADHD, Stimulant Use Disorder, in remission. She is currently prescribed fluoxetine 20mg po daily for PTSD, atomoxetine 80mg po daily for ADHD. Today, client denied symptoms of depression, denied anergia, anhedonia, amotivation, no anxiety, denied frequent worry, reports feeling restlessness, no reported panic symptoms, no reported obsessive/compulsive behaviors. Client denies active SI/HI ideations, plans or intent. There is no evidence of psychosis or delusional thinking. Client denied past episodes of hypomania, hyperactivity, erratic/excessive spending, involvement in dangerous activities, self-inflated ego, grandiosity, or promiscuity. Client reports increased irritability and easily frustrated, loses things easily, makes mistakes, hard time focusing and concentrating, affecting her job. Has low frustration tolerance, sleeping 5–6 hrs/24hrs reports nightmares of previous rape, isolates, fearful to go outside, has missed several days of work, appetite decreased. She has somatic concerns with GI upset and headaches. Client denied any current binging/purging behaviors, denied withholding food from self or engaging in anorexic behaviors. No self-mutilation behaviors.
Diagnostic Screening Results
Screen of symptoms in the past 2 weeks: PHQ 9 = 0 with symptoms rated as no difficulty in functioning Interpretation of Total Score Total Score Depression Severity 1-4 Minimal depression 5-9 Mild depression 10-14 Moderate depression 15-19 Moderately severe depression 20-27 Severe depression GAD 7 = 2 with symptoms rated as no difficulty in functioning Interpreting the Total Score: Total Score Interpretation ≥10 Possible diagnosis of GAD; confirm by further evaluation 5 Mild Anxiety 10 Moderate anxiety 15 Severe anxiety MDQ screen negative PCL-5 Screen 32
Past Psychiatric and Substance Use Treatment
Entered mental health system when she was age 19 after raped by a stranger during a house burglary. Previous Psychiatric Hospitalizations: denied Previous Detox/Residential treatments: one for abuse of stimulants and cocaine in 2015 Previous psychotropic medication trials: sertraline (became suicidal), trazodone (worsened nightmares), bupropion (became suicidal), Adderall (began abusing) Previous mental health diagnosis per client/medical record: GAD, Unspecified Trauma, PTSD, Stimulant use disorder, ADHD confirmed by school records
Substance Use History
Have you used/abused any of the following (include frequency/amt/last use): Substance Y/N Frequency/Last Use Tobacco products Y ½ ETOH Y last drink 2 weeks ago, reports drinks 1-2 times monthly one drink socially Cannabis N Cocaine Y last use 2015 Prescription stimulants Y last use 2015 Methamphetamine N Inhalants N Sedative/sleeping pills N Hallucinogens N Street Opioids N Prescription opioids N Other: specify (spice, K2, bath salts, etc.) Y reports one-time ecstasy use in 2015 Any history of substance related: Blackouts: + Tremors: – DUI: – D/T’s: – Seizures: – Longest sobriety reported since 2015—stayed sober maintaining sponsor, sober friends, and meetings
Psychosocial History
Client was raised by adoptive parents since age 6; from Russian orphanage. She has unknown siblings. She is single; has no children. Employed at local tanning bed salon Education: High School Diploma Denied current legal issues.
Suicide / HOmicide Risk Assessment
RISK FACTORS FOR SUICIDE: Suicidal Ideas or plans – no Suicide gestures in past – no Psychiatric diagnosis – yes Physical Illness (chronic, medical) – no Childhood trauma – yes Cognition not intact – no Support system – yes Unemployment – no Stressful life events – yes Physical abuse – yes Sexual abuse – yes Family history of suicide – unknown Family history of mental illness – unknown Hopelessness – no Gender – female Marital status – single White race Access to means Substance abuse – in remission PROTECTIVE FACTORS FOR SUICIDE: Absence of psychosis – yes Access to adequate health care – yes Advice & help seeking – yes Resourcefulness/Survival skills – yes Children – no Sense of responsibility – yes Pregnancy – no; last menses one week ago, has Norplant Spirituality – yes Life satisfaction – “fair amount” Positive coping skills – yes Positive social support – yes Positive therapeutic relationship – yes Future oriented – yes Suicide Inquiry: Denies active suicidal ideations, intentions, or plans. Denies recent self-harm behavior. Talks futuristically. Denied history of suicidal/homicidal ideation/gestures; denied history of self-mutilation behaviors Global Suicide Risk Assessment: The client is found to be at low risk of suicide or violence, however, risk of lethality increased under context of drugs/alcohol. No required SAFETY PLAN related to low risk
Mental Status Examination
She is a 25 yo Russian female who looks her stated age. She is cooperative with examiner. She is neatly groomed and clean, dressed appropriately. There is mild psychomotor restlessness. Her speech is clear, coherent, normal in volume and tone, has strong cultural accent. Her thought process is ruminative. There is no evidence of looseness of association or flight of ideas. Her mood is anxious, mildly irritable, and her affect appropriate to her mood. She was smiling at times in an appropriate manner. She denies any auditory or visual hallucinations. There is no evidence of any delusional thinking. She denies any current suicidal or homicidal ideation. Cognitively, She is alert and oriented to all spheres. Her recent and remote memory is intact. Her concentration is fair. Her insight is good.
Clinical Impression
Client is a 25 yo Russian female who presents with history of treatment for PTSD, ADHD, Stimulant use Disorder, in remission. Moods are anxious and irritable. She has ongoing reported symptoms of re-experiencing, avoidance, and hyperarousal of her past trauma experiences; ongoing subsyndromal symptoms related to her past ADHD diagnosis and exacerbated by her PTSD diagnosis. She denied vegetative symptoms of depression, no evident mania/hypomania, no psychosis, denied anxiety symptoms. Denied current cravings for drugs/alcohol, exhibits no withdrawal symptoms, has somatic concerns of GI upset and headaches. At the time of disposition, the client adamantly denies SI/HI ideations, plans or intent and has the ability to determine right from wrong, and can anticipate the potential consequences of behaviors and actions. She is a low risk for self-harm based on her current clinical presentation and her risk and protective factors.
Diagnostic Impression
[Student to provide DSM-5 and ICD-10 coding] Double click inside this text box to add/edit text. Delete placeholder text when you add your answers.
Treatment Plan
Medication: Increase fluoxetine 40mg po daily for PTSD #30 1 RF Continue with atomoxetine 80mg po daily for ADHD. #30 1 RF Instructed to call and report any adverse reactions. Future Plan: monitor for decrease re-experiencing, hyperarousal, and avoidance symptoms; monitor for improved concentration, less mistakes, less forgetful Education: Risks and benefits of medications are discussed including non-treatment. Potential side effects of medications discussed. Verbal informed consent obtained. Not to drive or operate dangerous machinery if feeling sedated. Not to stop medication abruptly without discussing with providers. Discussed risks of mixing medications with OTC drugs, herbal, alcohol/illegal drugs. Instructed to avoid this practice. Praised and Encouraged ongoing abstinence. Maintain support system, sponsors, and meetings. Discussed how drugs/ETOH affects mental health, physical health, sleep architecture. Patient was educated about therapy and services of the MHC including emergent care. Referral was sent via email to therapy team for PET treatment. Patient has emergency numbers: Emergency Services 911, the national Crisis Line 800-273-TALK, the MHC Crisis Clinic. Patient was instructed to go to nearest ER or call 911 if they become actively suicidal and/or homicidal. Time allowed for questions and answers provided. Provided supportive listening. Patient appeared to understand discussion and appears to have capacity for decision making via verbal conversation. RTC in 30 days Follow up with PCP for GI upset and headaches, reviewed PCP history and physical dated one week ago and include lab results Patient is amenable with this plan and agrees to follow treatment regimen as discussed.
Narrative Answers
[In 1-2 pages, address the following:
· Explain what pertinent information, generally, is required in documentation to support DSM-5 and ICD-10 coding.
· Explain what pertinent documentation is missing from the case scenario, and what other information would be helpful to narrow your coding and billing options.
· Finally, explain how to improve documentation to support coding and billing for maximum reimbursement.]
Add your answers here. Delete instructions and placeholder text when you add your answers.
Needs help with similar assignment?
We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper
CC: “I had been pelvic pain irradiated to the back with my prolong menstrual period.”
HPI: Patient is a 30-years-old female presents to the office with pelvic pain irradiated to the back, irritability with her prolonged menstrual period.
Medications: No.
PMH: Denies
Allergies: Denies any allergies to food or medication
Medication Intolerances: Denies.
Major traumas: Denies any trauma
Hospitalizations: Denies hospitalizations
Surgeries:Appendicectomy 2014.
Family History
Mother: Alive, Diabetes type II.
Father: Alive, High cholesterol, CAD.
Sibling: 1 Sister, Healthy.
Children: 1 Healthy.
Social History:
Home type: Apartment.
Marital status: Married.
Religion: Catholic.
Tattoos: no
Alcohol: wine 1-2 cup only weekends.
Drugs: Denies any Drugs consumption.
Smoker: Non-smoker
Exercise: 30-45 minutes of walk 3 times a week
Travel: Denies.
Blood Transfusion: Denies
OBSTETRIC/GYNECOLOGICAL HISTORY: married, sexually active, Heterosexual, denies STI’s, Menarche: at age of 11. LMP: 11/24/2018. 28 for 5 days, regular cycle, G1T1P1A0L1. Birth Control: Yes/ IUD. One partner
ROS
General
Denies any weight change in the last past 6 months denies weakness, fatigue report monthly. No distress noted at this moment, responding question in an appropriated mood. No exercise intolerance.
Cardiovascular
Patient denies chest pain and palpitation. No edema noticed no syncope, no orthopnea.
Skin
Warm and dry, skin is appropriated color for ethnicity.
Respiratory
Patient denies cough, dyspnea, wheezing or hemoptysis, no acute distress at this moment.
Eyes
Denies changes in vision, no blurred vision, no diplopia, no tearing, no scotomata, and no pain.
Gastrointestinal
No nauseas, no emesis, no dysphagia, no bowel habit changes, no melena, no constipation.
Report dysuria, frequency or urgency. Denies blood in urine. No urinary urgency, no change in nature of urine. Heavy irregular vaginal bleed.
OBSTETRIC/GYNECOLOGICAL HISTORY: married, Sexually active, Heterosexual, denies STI’s, Menarche: at age of 11. LMP: 11/24/2018. 28 for 5 days, regular cycle, G1T1P1A0L1. Birth Control: Yes/ IUD. One partner.
Nose/Mouth/Throat
Denies difficulty in smelling, sinus problems, nose bleeds or discharge. Denies dysphagia, hoarseness, or throat pain.
Musculoskeletal
Denies cramps, joint stiffness, arthritis or gout, limitation of movement, history of musculoskeletal or disk diseases; denies any muscle or joint pain.
Breast
Denied nipple discharge, breast pain or change in the breast skin.
Neurological
Denies history of headaches, syncope, seizures, stroke, memory disorder or mood change. No weakness, paralysis, numbness/tingling, tremors or tics, involuntary movements, or coordination problems. No mental disorders or hallucinations.
Heme/Lymph/Endo
Denies easy bruising or bleeding. No history of anemia, blood transfusions or reactions. Denies exposure to toxic agents or radiation. / Denies heat or cold intolerance, excessive sweating, polydipsia, polyphagia, or polyuria. No history of diabetes, thyroid disease, or hormone replacement.
Psychiatric
Denies depression, memory changes. Denies suicides attempts or thoughts. No history of mental illness.
OBJECTIVE
Weight: 142 lbs
BMI: 23.6
Temp: 98.9 F
BP: 110/77 mm/Hg
Pain: 0/10 on scale of pain
Height: 5’5’’
Pulse: 70 bpm
RR: 20 bpm
O2 Saturation: 99 % at Room air
General Appearance
Patient is a 30 y/o WHF, appearing of staged age; Alert and oriented; answers questions appropriately. No acute distress at this time. AAOX4, PERRLA; answers questions appropriately. Pain level: 0/10 on scale of pain at this time.
Skin
General appearance is normal. Normal temperature, Hydrated, no rashes or lesions described. Intact, warm, moist, good turgor. Screening for skin cancer performed no precancerous skin lesion.
HEENT
Head normocephalic, atraumatic and without lesions; hair evenly distributed. Throat: Pharynx mildly erythematous, no exudates. EOMs intact. No conjunctival or scleral injection. Ears: Canals patent. Bilateral TMs pearly grey with positive light reflex; landmarks easily visualized. Nose: Nasal mucosa edematous, clear rhinorrhea, moderate airway obstruction. No septal deviation. Neck: Supple. Full ROM; no cervical lymphadenopathy; no occipital nodes. No thyromegaly or nodules. Oral mucosa pink and moist.
Cardiovascular
No murmur, no rubs or gallop upon auscultation.
Capillary refill 2 seconds. Regular rhythm and rate with S1, S2 normal, no S3 or S4
No edema.
Respiratory
Symmetric chest wall. Lungs: bilateral mildly, lungs clear upon auscultation, no rales, and no wheezes. Breath sounds equal, no rubs. No respiratory distress noted at this time.
Gastrointestinal
Abdomen Soft, non-tender, BS normal in all 4 quadrants. No hepatosplenomegaly, mass, or herniation
Breast
Breast is free from masses or tenderness, no discharge, no dimpling, wrinkling or discoloration of the skin. No axillary nodes.
Genitourinary
The bladder is non-distended; no CVA tenderness.
Genitalia:
Normally developed female genitalia. Vaginal irritation, itching present. No perineal or perianal abnormalities are seen. No urethral discharges.
Speculum examination: A small speculum was inserted gently; Scan vaginal walls bleeding, no cervix discharge, erythema, punctate hemorrhages (strawberry-patch cervix), or friability. Noted small polyp through the cervical canal. Bimanual examination: Enlarged, mobile, irregular uterus contour that is palpable, painful and tenderness.
Musculoskeletal
Steady gait, no limping or musculoskeletal deformities, or muscular atrophy. Thoracic and lumbar spine, normal. Full ROM in all 4 extremities, no joint stiffness.
Neurological
Speech clear. Good tone. Posture erect. Balance stable; normal gait.
Reflexes 2+ bilaterally throughout.
CN II-XII intact.
Psychiatric
Good judgment. Alert and oriented. Dressed in clean skirt and blouse. Maintains eye contact. Speech is soft, though clear and of normal rate and cadence; answers questions appropriately.
Lab /Tests/Screening/Intervention/Assessment:
Laboratory /Diagnostic Test Ordered:
CBC, BMP, PT/INR, PTT, Vaginal culture.
Tranvaginal Pelvic Ultrasound: The uterus meansures 8.8 x 7.2 x 7.3 cm apears normal in echogenesis, There is a 1.3 x 1.1 x 0,8 cm intramural fibroid in the posterior uterine body, There is a 1.1 x 0.5 x 0.5 cm separated cyst in the cervix, the endometrial echocomplex mensures 1.7 cm and demostrated increaded echogenicity. There is 4.2 x 2.2 x 1.6 cm hyperchoic lesion in the endometrial cavity, suggestive of a polyp.
The rigth and left ovarys mansures are normal, and appears in normal echoggenicicy and echotenture.
Special Tests: Not performed.
Diagnosis
Uterine fibroids due clinical presentation and Physical exam and Transvaginal Pelvic Ultrasound.
Uterine fibroids (ICD 10: D25.9)
Uterine fibroids are benign uterine tumors of smooth muscle origin. Fibroids frequently cause abnormal uterine bleeding, pelvic pain and pressure, urinary and intestinal symptoms, and pregnancy complications. (Merck Sharp & Dohme Corp 2017)
Differential Diagnostic:
1. Uterine rupture is spontaneous tearing of the uterus that may result in the fetus being expelled into the peritoneal cavity. (Merck Sharp & Dohme Corp 2017)
2. Uterine prolapse is descent of the uterus toward or past the introitus. Vaginal prolapse is descent of the vagina or vaginal cuff after hysterectomy. Symptoms include vaginal pressure and fullness. (Merck Sharp & Dohme Corp 2017)
3. Uterine sarcomas are a group of disparate, highly malignant cancers developing from the uterine corpus. Common manifestations include abnormal uterine bleeding and pelvic pain or mass. (Merck Sharp & Dohme Corp 2017)
Plan/Therapeutics & Education:
Medication:
Pharmacologic treatment:
1. Exogenous progestins: Medroxyprogesterone acetate 5 to 10 mg P/O once/day or megestrol acetate 40 mg P/O once/day taken 10 to 14 days.
3. Antiprogestins: mifepristone, the dosage is 5 to 50 mg once/day for 3 to 6 mo.
4. Tylenol 500 mg P/O q/6-8 hrs as needed for pain.
Non-medication treatments and education
Patient will be instructed on:
Importance to maintain Hand Hygiene, General Hygiene. Diet habits and life style modification Healthy diet, Normal calorie diet or fat, increased fiber and vegetables in diet. Increase physical activity.
Cervical cancer screening should begin approximately 3 years after a woman begins having vaginal inter- course, but no later than 21 years of age. Screening should be done every year with conventional Pap tests or every 2 years using liquid-based Pap tests.
Follow-ups/Referrals:
* Patient need to return to clinic if there is no improvement after 48 hours of treatment, or sooner if their condition is worsening.
* Follow Dr. orders and in case of emergency please call 911 or come to nearest ER.
* Follow up in two weeks to evaluated patient and laboratory testing results.
* Referrals to Gynecologist.
Evaluation of patient encounter:
Interview process went well, practitioner elaborated the plan of care with patient, and education about Uterine fibroids was provided and patient verbalized understanding.
Uterine fibroids are noncancerous growths of the uterus that often appear during childbearing years. Also called leiomyomas (lie-o-my-O-muhs) or myomas, uterine fibroids aren’t associated with an increased risk of uterine cancer and almost never develop into cancer. Fibroids are generally classified by their location. Intramural fibroids grow within the muscular uterine wall. Submucosal fibroids bulge into the uterine cavity. Subserosal fibroids project to the outside of the uterus. May discover fibroids incidentally during a pelvic exam or prenatal ultrasound.
Many women who have fibroids don’t have any symptoms. In those that do, symptoms can be influenced by the location, size and number of fibroids. In women who have symptoms, the most common symptoms of uterine fibroids include:
• Heavy menstrual bleeding
• Menstrual periods lasting more than a week
• Pelvic pressure or pain
• Frequent urination
• Difficulty emptying the bladder
• Constipation
• Backache or leg pains
Rarely, a fibroid can cause acute pain when it outgrows its blood supply, and begins to die.
Research and clinical experience point to these factors as causes:
• Genetic changes. Many fibroids contain changes in genes that differ from those in normal uterine muscle cells.
• Hormones. Estrogen and progesterone, two hormones that stimulate development of the uterine lining during each menstrual cycle in preparation for pregnancy, appear to promote the growth of fibroids. Fibroids contain more estrogen and progesterone receptors than normal uterine muscle cells do. Fibroids tend to shrink after menopause due to a decrease in hormone production.
• Other growth factors. Substances that help the body maintain tissues, such as insulin-like growth factor, may affect fibroid growth.
• Other medications. Your doctor might recommend other medications. For example, oral contraceptives or progestins can help control menstrual bleeding, but they don’t reduce fibroid size.
Prevention:
By making healthy lifestyle choices, such as maintaining a normal weight and eating fruits and vegetables, you may be able to decrease your fibroid risk.
Needs help with similar assignment?
We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper
Reviewing Appendix B in Butts, choose two of the Nine Tenets of the Code of Ethics for Nurses and describe how you will personally apply each tenet in the practice setting with your patients. Describe in detail the purpose of the tenet and provide examples of the tenet applied in practice. Explain why it is important to uphold the tenet in maximizing the quality of patient care, and identify how it enhances your own practice as a nurse.
Your paper should be 1-2 pages.
Include a title page and a reference page to cite your text. Adhere to APA formatting throughout, and cite any outside sources you may use.
I choose:
1. The Environment and Ethical Obligation
Virtues focus on what is good and bad in regard to whom we are to be as moral persons; obligations focus on what is right and wrong or what we are to do as moral agents. Obligations are often specified in terms of principles such as beneficence or doing good; nonmaleficence or doing no harm; justice or treating people fairly; reparations, or making amends for harm; fidelity, and respect for persons. Nurses, in all roles, must create a culture of excellence and maintain practice environments that support nurses and others in the fulfillment of their ethical obligations.
Environmental factors contribute to working conditions and include but are not limited to: clear policies and procedures that set out professional ethical expectations for nurses; uniform knowledge of the Code and associated ethical position statements. Peer pressure can also shape moral expectations within a work group. Many factors contribute to a practice environment that can either present barriers or foster ethical practice and professional fulfillment. These include compensation systems, disciplinary procedures, ethics committees and consulting services, grievance mechanisms that prevent reprisal, health and safety initiatives, organizational processes and structures, performance standards, policies addressing discrimination and incivility position descriptions, and more. Environments constructed for the equitable, fair, and just treatment of all reflect the values of the profession and nurture excellent nursing practice.
2.
9.2 Integrity of the Profession
The values and ethics of the profession should be affirmed in all professional and organizational relationships whether local, inter-organizational, or international. Nursing must continually emphasize the values of respect, fairness, and caring within the national and global nursing communities in order to promote health in all sectors of the population. A fundamental responsibility is to promote awareness of and adherence to the codes of ethics for nurses (the American Nurses Association and the International Council of Nurses and others). Balanced policies and practices regarding access to nursing education, workforce sustainability, and nurse migration and utilization are requisite to achieving these ends. Together, nurses must bring about the improvement of all facets of nursing, fostering and assisting in the education of professional nurses in developing regions across the globe.
The nursing profession engages in ongoing formal and informal dialogue with society. The covenant between the profession and society is made explicit through the Code of Ethics for Nurses with Interpretive Statements, foundational documents, and other published standards of nursing specialty practice; continued development and dissemination of nursing scholarship; rigorous educational requirements for entry into practice, advanced practice, and continued practice including certification and licensure; and commitment to evidence informed practice.
Needs help with similar assignment?
We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper
Evaluate ways that administrative agencies help address healthcare issues
Analyze how healthcare issues get on administrative agendas
Identify champions or sponsors of healthcare issues
Create fact sheets for communicating with policymakers or legislators
Justify the role of the nurse in agenda setting for healthcare issues
2. Assignment: Agenda Comparison Grid and Fact Sheet or Talking Points Brief
It may seem to you that healthcare has been a national topic of debate among political leaders for as long as you can remember.
Healthcare has been a policy item and a topic of debate not only in recent times but as far back as the administration of the second U.S. president, John Adams. In 1798, Adams signed legislation requiring that 20 cents per month of a sailor’s paycheck be set aside for covering their medical bills. This represented the first major piece of U.S. healthcare legislation, and the topic of healthcare has been woven into presidential agendas and political debate ever since.
As a healthcare professional, you may be called upon to provide expertise, guidance and/or opinions on healthcare matters as they are debated for inclusion into new policy. You may also be involved in planning new organizational policy and responses to changes in legislation. For all of these reasons you should be prepared to speak to national healthcare issues making the news.
In this Assignment, you will analyze recent presidential healthcare agendas. You will also prepare a fact sheet to communicate the importance of a healthcare issue and the impact on this issue of recent or proposed policy.
To Prepare:
· Review the agenda priorities of the last three U.S. presidential administrations.
· Select an issue related to healthcare that was addressed by each of the last three U.S. presidential administrations.
· Reflect on the focus of their respective agendas, including the allocation of financial resources for addressing the healthcare issue you selected.
· Consider how you would communicate the importance of a healthcare issue to a legislator/policymaker or a member of their staff for inclusion on an agenda.
The Assignment: (2- to 3-page Comparison Grid and 1-page Fact Sheet)
Part 1: Agenda Comparison Grid
Based on the presidential administrations you are comparing, complete the Agenda Comparison Grid. Be sure to address the following:
· Identify and provide a brief description of the healthcare issue you selected.
· Identify which administrative agency would most likely be responsible for helping you address the healthcare issue you selected.
· How does the healthcare issue get on the agenda and how does it stay there?
· Who was the entrepreneur/champion/sponsor of the healthcare issue you selected?
Part 2: Fact Sheet or Talking Points Brief
Based on your Agenda Comparison Grid for the healthcare issue you selected, develop a 1-page Fact Sheet or Talking Points Brief that you could use to communicate with a policymaker/legislator or a member of their staff for this healthcare issue. Be sure to address the following:
· Summarize why this healthcare issue is important and should be included in the agenda for legislation.
· Justify the role of the nurse in agenda setting for healthcare issues.
Needs help with similar assignment?
We are available 24x7 to deliver the best services and assignment ready within 3-4 hours? Order a custom-written, plagiarism-free paper
Get Answer Over WhatsApp
Order Paper Now
